Professional Documents
Culture Documents
Learning Outcomes:
Gillet, Hammond, and Martalla (2009) emphasized that in academic writing you
are expected to produce logically-structured ideas with well-argued, substantiated
points, taking different opinions into consideration. There are various genres of
academic writing, such as essays, reports, lab reports, case studies and dissertations.
Regardless of the genre you are writing in, your style of writing should be the same –
clear, concise, with appropriately referenced ideas. In higher education one of the
main things you will be judged on is the quality of your writing. This chapter considers
the various elements required in an academic text from word to paragraph level. It
offers advice on text cohesion and emphasises the need for planning and drafting
work.
One of the main ways that academic writing is different from other forms of
writing is in its relationship with its audience – that is to say the reader. For most students
that reader is one of their lecturers or tutors, although it could also be fellow students.
Whoever it is, the reader will be concerned with whether the piece of writing has
reached a certain standard and will use those standards to judge the quality of the
writing. Furthermore, the judgement will be made formally, with a mark or grade and
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perhaps some written comments. People might make judgements privately about the
quality of a letter they receive from a friend or business associate but there is no need
or expectation that they will record their verdict.
The judgements that are made about a piece of academic writing are part of
the whole process of deciding upon the quality of a person’s learning and, in turn, the
class of degree they should be awarded at the end of their studies. The standards that
are used to form those judgements may be expressed in different ways according to
the subject of study or institution but they will always be concerned with structure,
clarity and accuracy. There will also be an expectation that the writing will demonstrate
an objective approach and explore the subject matter thoroughly, resulting in a careful
analysis.
■ demonstrating an awareness of what has been written or said about the subject
■ not accepting ideas until they have been examined closely (and then maybe
rejecting them)
You might think this looks like a tall order, but hopefully there is nothing in the list that
you would disagree with. The same approach is used in reading an academic text,
where you need to:
Genres of Writing
Different types of academic writing are known as genres. They have distinct
purposes, forms and recognised structures. Common examples are essays, reports, case
studies and projects. Although certain genres seem more suited to certain disciplines
than others, you could well be asked to write in any of the above genres during your
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study. The clue to this will be in your assignment brief, and it is worth spending time to
make sure you know exactly what type of writing you have got to produce. Whatever
the genre, there are certain things that are common to all. Academic writing:
■ uses structure and order to guide the reader through the writing
Basic Structure
Although different disciplines will rely on and prefer different types of writing, there are
two that are common to almost all: the essay and the report. It is worth understanding
and knowing the accepted structure of each.
1. Essay
The essay has been described as ‘the default genre’ (Andrews, 2003) and as
such cuts across all disciplines. It is used to ask you to discuss and explore something in
depth – for example the reasons for a particular event in history, the advantages and
disadvantages of a theory, the impact of a new law on society. It will usually expect
you to indicate your point of view or judgment on the topic.
1. Introduction
2. Development
3. Conclusion
4. References
The four areas play very different parts. The Introduction acts as a way in to the
main section, providing some background information on the topic and explaining
which particular aspects of it will be covered in the essay. It is normally one or two
paragraphs long. The Development section builds up the writer’s main ideas in a series
of paragraphs. These paragraphs must be linked to one another so that anyone
reading the essay can follow the line of argument and thread of the discussion. The
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Conclusion draws together the main point of each of the paragraphs and can include
a statement on the opinion of the writer. Finally the References section gives full details
of any sources (books, journals, websites, etc.) that have been mentioned, cited or
quoted in the essay.
2. Report
Unlike an essay, a report will have sections and headings to guide the reader
through the document. Like an essay, it has a beginning, middle and end.
The first part presents your work to the audience, rather like the opening credits
of a film or play. The summary (or abstract) is particularly useful here as it gives a
condensed version of the entire report. The middle part is where the material is
developed. Each section has a heading and takes the reader through the
investigation, analysis and discussion. The last part contains all the supporting material
that has been used in the report, for example any outside sources, the raw data or
questionnaires, if used.
Although essays and reports are generic terms, there are many other types of
academic writing or genres (Gillett and Hammond, in press):
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Academic Style
If you are not sure about the difference between formal and informal language,
try reading widely and critically. Read a popular newspaper article and a friend’s letter
or email, and then read a page of a book or a journal from your recommended
reading list. You will soon begin to see there is a difference in the style of these texts.
Formal vocabulary
Academic writing uses more formal vocabulary than spoken language. Students
often feel that it is difficult to distinguish between formal and less formal language.
He tried to show that it was possible to lose weight and eat his favourite food.
He attempted to prove that losing weight whilst eating his favourite meals was
achievable.
The second example somehow seems more authoritative and is better placed in
the academic world rather than in a magazine. The reason for using formal expressions
is not because academic language is pompous, but because it is clearer. Consider the
following example:
Roberts (2007) says that lower house prices do not affect you if you are not
planning to sell your property.
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ASSESSMENT 1
Find more formal words or phrases to replace the informal words below:
Reaction Paper
One of the requirements that teachers often ask their students to submit in
college is a reaction paper. A reaction essay or report asks for your opinion, reaction,
and analysis about a text, film, experience, or issue.
▪ Identify the author and title of the work and include in parentheses the publisher and
publication date. For magazines, give the date of publication.
▪ Condense the content of the work by highlighting its main points and key supporting
points.
▪ Summarize the material so that the reader gets a general sense of all key aspects of the
original work.
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▪ Do not discuss in great detail any single aspect of the work, and do not neglect to
mention other equally important points.
▪ Also, keep the summary objective and factual. Do not include in the first part of the
paper your personal reaction to the work; your subjective impression will form the basis
of the second part of your paper.
▪ Focus on any or all of the following questions. Check with your instructor to see if s/he
wants you to emphasize specific points.
▪ How is the assigned work related to ideas and concerns discussed in the course for
which you are preparing the paper? For example, what points made in the course
textbook, class discussions, or lectures are treated more fully in the work?
▪ How is the material related to your life, experiences, feelings and ideas? For instance,
what emotions did the work arouse in you?
▪ Did the work increase your understanding of a particular issue? Did it change your
perspective in any way?
▪ Evaluate the merit of the work: the importance of its points, its accuracy, completeness,
organization, and so on.
▪ You should also indicate here whether or not you would recommend the work to
others, and why.
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A SAMPLE RESPONSE OR REACTION PAPER
Dr. Viktor Frankl's book Man's Search for Meaning (New York: Washington Square
Press, 1966) is both an autobiographical account of his years as a prisoner in Nazi
concentration camps and a presentation of his ideas about the meaning of life. The
three years of deprivation and suffering he spent at Auschwitz and other Nazi
camps led to the development of his theory of Logotherapy, which, very briefly,
states that the primary force in human beings is "a striving to find a meaning in one's
life" (154). Without a meaning in life, Frankl feels, we experience emptiness and
loneliness that lead to apathy and despair. This need for meaning was
demonstrated to Frankl time and again with both himself and other prisoners who
were faced with the horrors of camp existence. Frankl was able to sustain himself
partly through the love he felt for his wife. In a moment of spiritual insight, he realized
that his love was stronger and more meaningful than death, and would be a real
and sustaining force within him even if he knew his wife was dead. Frankl's
comrades also had reasons to live that gave them strength. One had a child
waiting for him; another was a scientist who was working on a series of books that
needed to be finished. Finally, Frankl and his friends found meaning through their
decision to accept and bear their fate with courage. He says that the words of
Dostoevsky came frequently to mind: "There is one thing that I dread: not to be
worthy of my suffering." When Frankl's prison experience was over and he returned
to his profession of psychiatry, he found that his theory of meaning held true not only
for the prisoners but for all people. He has since had great success in working with
patients by helping them locate in their own lives meanings of love, work, and
suffering.
One of my reactions to the book was the relationship I saw between the “Capos”
and ideas about anxiety, standards, and aggression discussed in our psychology
class. The Capos were prisoners who acted as trustees, and Frankl says they acted
more cruelly toward the prisoners than the guards or the SS men. Several
psychological factors help explain this cruelty. The Capos must have been
suppressing intense anxiety about “selling themselves out” to the Nazis in return for
small favors. Frankl and other prisoners must have been a constant reminder to the
Capos of the courage and integrity they themselves lacked. When our behaviors
and values are threatened by someone else acting in a different way, one way we
may react is with anger and aggression. The Capos are an extreme example of
how, if the situation is right, we may be capable of great cruelty to those whose
actions threaten our standards.
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I think that Frankl’s idea that meaning is the most important force in human
beings helps explain some of the disorder and discontent in the world today. Many
people are unhappy because they are caught in jobs where they have no
responsibility and creativity; their work lacks meaning. Many are also unhappy
because our culture seems to stress sexual technique in social relationships rather
than human caring. People buy popular books that may help them become better
partners in bed, but that may not make them more sensitive to each other’s human
needs. Where there is no real care, there is no meaning. To hide the inner emptiness
that results from impersonal work and sex, people busy themselves with the
accumulation of material things. With television sets, stereos, cars, expensive
clothes, and the like, they try to forget that their lives lack true meaning instead of
working or going to school to get a meaningful job, or trying to be decent human
beings.
I have also found that Frankl’s idea that suffering can have meaning helps
me understand the behavior of people I know. I have a friend named Jim who was
always poor and did not have much of a family—only a stepmother who never
cared for him as much as for her own children. What Jim did have, though, was
determination. He worked two jobs to save money to go to school, and then
worked and went to school at the same time. The fact that his life was hard seemed
to make him bear down all the more. On the other hand, I can think of a man in my
neighborhood who for all the years I've known him has done nothing with his life. He
spends whole days smoking and looking at cars going by. He is a burnedout case.
Somewhere in the past his problems must have become too much for him, and he
gave up. He could have found meaning in his life by deciding to fight his troubles
like Jim, but he didn't, and now he is a sad shadow of a man. Without determination
and the desire to face his hardships, he lost his chance to make his life meaningful.
Reflection Paper
The Reflection Paper is an assignment that invites you to draw on your own
experience. It is discipline and course specific and might take the form of a short paper
on course readings. Ghaffar (2014) opines that a strong reflection paper makes
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insightful and unexpected connections using examples, re-evaluates prior assumptions,
develops narrative voice and a unique writing style, and incorporates brief quotes from
the course material.
• integrate your knowledge and experience with course readings and concepts
by drawing on concrete examples
In addition, you may do the following when you write a reflection paper:
(a) Identify a fascinating issue, or concept that arose out of the course material,
class discussion or service learning placement.
(b) Relate this to your experience and/or knowledge; you can also start with your
experience and connect it to the course material.
(c) Consider how (a) helps to understand or even challenge (b) and vice versa.
(d) What are the implications of this in terms of your intellectual development,
individual growth and/or understanding, or career goals?
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primal, as it was a prerequisite for creation
of any kind. Thinking about the colour
brown in these terms made me question my
initial assumption that brown is a boring
colour.
Psychology: reflect Draws on your One type of social influence I have
on social media knowledge to experienced online is interpersonal. My
explain a personal experience using online gaming
concept… demonstrates the interpersonal dimension
of social influence discussed in tutorial.
Players are motivated to form into
organized groups in massive multiplayer
online games. When forming these groups,
various roles are played in order to
accomplish collective goals within the
group. Some of the roles include trading
information to reach a destination or goal,
while still trying to be the best player in the
group.
Service Learning: Illustrates what During my placement at CAMH working
reflect on service you have with a neuropsychiatric, I developed
placement learned from personal initiative. For example, I read the
your service articles written by the principle investigator.
placement… When he learned I was engaged at a
practical and academic level with his work,
he allocated more tasks to me. This helped
me to develop my confidence and to
bridge my academic knowledge of
neuroscience with the complexities of
working in lab where the results are not
always as cut-and-dry as they appear in a
textbook.
Technical Papers
1. Abstract
2. Introduction
3. Methods
4. Results and Discussions
5. Conclusions
6. References
7. Biography
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Abstract. The abstract is a brief summary of the contents of your paper.
Introduction. The purpose of this section is threefold. First, you want to trace previous
work on the subject and set up the problem. Second, you need to identify how your
paper addresses that problem. That is key: explaining what you do to address the gaps
of literature or problem of the paper. Finally, you should note the broader contributions
and implications of the piece. I like to think that the contributions of a paper can be
theoretical, empirical and/or policy relevant, although often the papers published in
top journals have all three.
Data and methods. This section answers the question “How do you know what you
know?” That can be further broken down into three parts:
▪ On what kind of information or material are you basing your findings (e.g., interviews,
statistics, documents)?
▪ How did you find that information, or where did it come from (e.g., U.S. Census,
National Archives, fieldwork)?
▪ How did you analyze that information? That is, what software or analytic strategies
did you use to come up with your findings?
Results. This section contains the meat of the paper, where you present the findings
from your work, and you should keep two points in mind. First, make sure that your
results speak to the theoretical and empirical questions that your paper raises in the
front half -- in other words, that your paper is cohesive throughout. Second, and
particularly for qualitative papers, organize your results analytically or thematically --
not, for example, in chronological order or according to some other simple accounting.
You should be thoughtful about how to present your results to get the most out of your
findings.
Discussion or conclusion. You may also find a combined discussion and conclusion
at the end of the paper. What are the differences between a discussion and a
conclusion? That can vary by author or paper, and it depends on how you have written
up your results section. One way you can think about it is that the discussion section
allows you to step back from the results section and reflect on the broader story or
themes of your results and how they tie together. If you see a discussion section this
way, then you can think about a conclusion as addressing three things: 1) summarizing
what you did in the paper, including its main findings, 2) acknowledging the limitations
of your work and 3) proposing steps for future research that builds on what you’ve done
in the paper.
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ASSESSMENT 2
“Do you sometimes take time to clarify your values in a moment of doubt or
uncertainty?”
ASSESSMENT 3
Look for a published journal online and outline the essential parts of the technical paper
by filling out the repertory grid below.
Introduction
(What is the
technical paper’s
purpose?
What are the
problems being
addressed by the
paper?)
Methodology
(On what kind of
information or
material were the
findings based?
How were the
information found?
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How was the
information
analyzed? )
Results
(What are the salient
findings of the work?)
Conclusion
(Summarize the
information of the
technical paper.)
Reading Activity: Read the sample literature review and describe how it is written
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Source: Writing a literature review.
https://www.deakin.edu.au/__data/assets/pdf_file/0009/2254869/Literature-review-sample-and-
language-tips_Deakin-Study-Support.pdf
Writing Activity:
Choose a topic that you would like to review. Read at least 5 research articles on that topic that are
published in journals. Write a literature review.
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Relationship with previous Possible linguistic formula
paragraph: Reinforcement a) A further example of this phenomenon can be seen in
of idea Foucault's work.
b) Jones (1999) further demonstrates this point in his most
recent research.
A literature review should flow between sentences as well as paragraphs. One way to
connect each theme to the next, is to use linking phrases to show agreement and
disagreement between studies.
Examples of phrases that you can use to express agreement: A number of studies
located some changes in the voting patterns of the age group (Hodges 2012; Leong,
2009; Magnussen, 2009; Nyugen 2011).
By contrast, Tropea (2014) argues that there are other reasons for the drop in voting
rates.
On the other hand, Assad’s analysis implies that this is not the underlying cause.
Tropea (2014:5), however, argues there are other reasons for the drop in voting rates in
Victoria, a point that Rippleside (2014) has failed to mention.
A number of studies located some changes in the voting patterns of the age group
(Hodges 2012; Leong, 2009; Magnussen, 2009; Nyugen 2011), while some others
(Rippleside 2010; Tropea, 2014; Underwood 2011) concluded that in several states of
Australia, there had been very little change.
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UNIT V. COMMUNICATION TOOLS
Objectives:
Types of Presentations
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Planning and Researching
When you plan your presentation, you have to consider major factors such as
audience, method of delivery (including the visual aids), and venue. All these will add
dimensions to the planning process. You can organize ideas about your presentation
into a planning grid.
Organizing
The structure of an oral presentation can often follow a simple four-part plan:
• Introduction
• Body
• Closing
• Question and answer period
Introduction Strategy
Connect
The introduction is key to connecting with the audience and breaking the ice a
bit. Think ahead about ways you might get your audience's attention. Several questions
might give you some ideas: Why is your topic important to your listeners? How will it
benefit them? What are your credentials to explain the topic to them? How do your
interests and theirs connect? Providing answers to these questions at the beginning of
your talk will put the audience at ease and indicate to them that what you say is
specifically relevant to them.
Explain to the audience at the outset what you're going to talk about and how
you plan to organize the discussion. If you have organized your talk into three sections,
say so. If you plan to cover several key points, predict them up front. Setting listener
expectations in this way relaxes the audience and gives them a sense that you know
exactly where you're going and they can trust you to take them there. You might also
want to suggest at the beginning that you will take questions during your talk, or that
you will field questions and comments at the end of your presentation—or both.
From the first moment, be sure you look directly at your listeners—all of them, not
just one section of the room. Speakers who make frequent eye contact with their
audience exude confidence and keep their listeners' attention much more easily. Try
not to stare at your notes, raising your head only occasionally to punctuate a point.
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Presenting the Body
The "meat" of the presentation is the body—the middle section where you
present your subject matter in a clear fashion, where members of your audience are
listening, not reading, and therefore do not have the luxury of rereading or reflecting on
the material at their own pace. You thus have to present the information in ways that
allow listeners to understand it without the benefit of studying it. Here are a few
guidelines for presenting the body of your talk effectively:
Emphasize Structure
Keep listeners oriented to the organization of your material by using cues: first,
second, third... or next, finally ... or for example, in contrast, consequently..., and so
forth. These transitional cues give the audience a sense of direction and allow them to
see more clearly how the points you make fit together.
Summarize Frequently
Every time you shift topics or move to a new component of your presentation,
help the listeners follow you by summarizing briefly what you've just said, and predict
what's coming next. For example, you might say, "As you can see, then, the problems
are threefold: cost, availability, and quality. The next step is to find the best solution.. . ."
These summaries act as mental checkpoints for the audience and permit them to focus
on your ideas in clear, concise units
Remember that the audience is not able to read and reflect on your subject, so
you need to use words they can understand quickly and easily. That doesn't mean you
should be simplistic in your language, but it does mean that you should use only terms
that are concise and clear to the majority of your listeners. Don't use 50-cent words
when 25-cent ones will do.
Just as in prose, variety lends drama and creates interest. Convey Your Interest.
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Vary your tone and volume to show genuine interest in your material and your
audience.
Pace Yourself
Slow down. Speak at a pace that allows your listeners to follow your points
without the frustration of trying to keep up with you. (It's the rare speaker that moves
through a presentation too slowly, but check yourself to make sure you create an
effective balance in your delivery between too slow and too fast.) This is one aspect of
your talk where practice is essential. If you can practice in front of a trial audience, so
much the better.
Closing Techniques
The closing is the point in your presentation where you have a chance to leave a
lasting impression. Debate teams are always given the advice to save their "zingers" for
the end because that will impress the audience (and the judges) most. In oral
presentations given at companies or conferences, the technique still works. If you want
to improve your chances for memorable closings, follow these guidelines:
Although summarizing your main points once again may seem redundant to
you, it may not seem so to your audience. This is the only time you have to focus all of
your information for the audience in a way that they can comprehend easily. The
earlier summaries you have included in the body of your talk have been only partial.
Outline a plan for the next step. How should the audience use the information
you've given them? Answering this question emphasizes the usefulness of your material,
and it also gives your listeners a sense of direction. They are more likely to remember
and act on your ideas if you have suggested ways to do so.
Finish your presentation with enthusiasm for your material and a strong final
statement of its benefits. Be natural; if you suddenly change your tone to blatant
marketing language, the audience will feel manipulated. Let the strength of the rest of
your presentation work for you here. End firmly and positively without the need for a
sales pitch.
After you have finished your presentation, it is customary to ask if the audience
has any questions. You may have fielded questions earlier in your talk, but it helps to
save some time at the end for people to respond to the entire presentation. If no one
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has questions, then a simple "thank you" will serve as a nice ending. But if there are
questions, you need to know how to handle them.
Take Questions from a Variety of People. Don't focus on just one questioner and devote
most of your time there. Let as many people as possible speak.
If you are asked a question you can't answer, avoid the temptation to fudge a
reply. Instead, simply say that you don't know and turn the question back to the
audience. Perhaps someone else will be able to supply the answer. You may want to
indicate how the questioners can find out the information. Point them in the right
direction. If you can reasonably do so, commit to getting an answer for a questioner at
a later time (and keep the commitment).
Remain Even-Tempered
Occasionally, you may find audience members responding to you with hostility
or goading you to react emotionally. Don't rise to the bait. You will be more impressive if
you keep your cool and answer such hecklers with calmness rather than anger.
Sometimes humor at your own expense deflects such disruptive comments, but be
careful not to direct any humorous remarks at the questioner. Doing so may be
interpreted as making fun of the person.
Keep in mind that some people like to ask a lot of questions. You need to watch
the clock and not let the question period drift to the point where the majority of listeners
become restless. You may be cutting into the time of the next speaker, or into the busy
schedule of your audience who need to get off to their respective activities.
Designing Visuals
There are two types of visuals used to supplement speeches and presentations:
text visuals and graphic visuals. Good presentations contain a combination of both,
and simplicity is the key to designing them effectively.
1. Text Visuals
Text visuals consist of words or phrases that help the audience follow the flow of
ideas. They can summarize or preview major points or signal major shifts in thought.
Many presentations begin with text visuals. Typically, the first is the equivalent of a title
page: it announces the subject and the speaker. The second lists the three or four major
points that will be covered, providing a road map of what's to come. The remaining
ones emphasize the transitions between the main points— somewhat like the headings
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in a written report. As a rule, your text visuals will be most effective when they contain
no more than six lines with a maximum of six words per line. Type them in large, clear
type, using uppercase and lowercase letters (not all uppercase) with extra white space
between the lines of type.
2. Graphic Visuals
You can use a variety of graphic visuals in an oral presentation the same way
you use graphics in a written document: from line, pie, bar, and organization charts to
diagrams, maps, drawings, tables, and flowcharts. However, make sure the graphics
you use for your talk are simplified versions of those that appear in written work.
Eliminate anything that is not absolutely essential, because the audience needs to
focus on the main point of the visual, not the decorative or explanatory material. As in
written documents, always label graphics with clear captions, but keep those simple,
too.
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Guidelines for Preparing PowerPoint Presentations
Worthington and Jefferson (2018) gave the following guidelines for use with presentation
software such as PowerPoint:
◾ Select landscape layout for your slides. It gives you longer lines for your text.
◾ Give each slide a title or heading.
◾ Select a font that the audience can easily read from a distance, such as Times New Roman Bold or
Arial Black.
◾ Use serif fonts to improve readability. Because sans serif fonts present a cleaner, crisper image,
use these fonts for titles of slides.
◾ Choose a font size that is readable and that suggests the importance of elements on the slide.
Generally, these sizes are appropriate:
• Titles: 24–36 points
• Other text: 18–24 points
• Source notes: 14–16 points
◾ Capitalize the first letter of important words in titles of slides. Words that are in all uppercase
letters are difficult to read.
◾ In bulleted lists, capitalize only the initial letter of the first word (and, of course, proper nouns
and proper adjectives).
◾ Use the Notes section as a reminder of your next point; specific facts, figures, or quotations;
cues when someone else will be advancing the slide; or reminders such as “Make eye
contact.”
◾ If you have clip art or an image that supports the text on a slide, place it in the lower right
corner.
◾ Keep slides simple and uncluttered. Use phrases and keywords and limit the number of lines
on a slide to six or fewer.
◾ If you use transition effects between slides, make the effect meaningful.
◾ On your speaker’s notes pages, number the slides so you can quickly move to a particular
slide when someone asks a question.
◾ Do not preset timings in your slides. If you advance the slides manually, you can pace yourself.
Online presentation software is a cloud-based platform where you can login and
create presentations in the cloud. Unlike PowerPoint and other desktop applications,
there is no download required and you work on your presentations right online.
Benefits
Because online presentation software is in the cloud, and an advanced digital
technology, there are many benefits over traditional desktop presentation software:
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• Unlimited file sizes. There are no storage issues in the cloud. This means you can
make a presentation as large as you’d like with videos, high-resolution images,
infographics, GIFs and more. If you’ve ever created a massive PowerPoint deck,
gone to save it and had the whole thing crash, you know what a huge benefit this
is. Not to mention the ability to use as much rich multimedia as you want, to make
your presentation more visual and appealing to audiences.
• Easy sharing. Because you’re building your presentation online, you’re also storing it
online, meaning you don’t have to send a huge PDF or zip drive file. You can simply
send a link when your presentation is ready to be viewed. Not only is this easy for
you to do, but it’s easy for the recipient to click on it and instantly view your
presentation.
• Analytics. As with anything stored in the cloud, online software allows you to see
advanced analytics so you can view when your presentation has been viewed, for
how long and on what slides. You also can receive real-time notifications to know
when someone has clicked on your URL to view your presentation.
Jones, (2020) summarized the software for different online presentation as follows:
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and zooming shareable, motion and zooming
feature, templates, of slides
presentation in embed media
person and online
When you are presenting online, maintaining your audience’s attention presents
a unique set of challenges. What often works in in-person presentations – FASTER,
BIGGER, LOUDER! – doesn’t always translate to a virtual audience where the name of
the game is Engagement.
Understanding how to keep your audience engaged, and working with the
challenges of the medium and the technology, requires some strategic but necessary
adjustments in the design and delivery of your online presentation. Be sure to find the
right conference app as well.
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Here are ways to ensure your audience keeps their eyes on your web presentation
according to Hansen (2016).
The easiest and most effective way to increase your visibility is to use a webcam.
If you’re one of those camera shy individuals, at least have a simple slide with your
photo and credentials on it which you can show when you open and close, as well as
during Q&A. The more you can make yourself visible -- and not just a disembodied
voice -- the more engaged your audience will be.
When you remove the physical component from your presentation, your voice
carries a much larger load. A monotone, unclear or hard-to-hear voice is magnified in
the virtual world. As your primary communication tool, you need to make sure you are
in your best possible voice.
Start by recording yourself and analyzing your strengths and weaknesses, then
get to work. There is plenty of advice online about how to improve various vocal
issues. At the least, do some simple warm-ups before your presentation. Just like a
great vocal artist, your money is where your mouth is, so don’t treat it lightly.
Under the cover of invisibility, online audiences can be a very passive lot. As a
result, presenters have a tendency to go into long monologues that only further
discourage participation and encourage tune-out. Make friends with the pause.
It can be a great tool for giving your audience a chance to process what you’ve
said, ask a question, or make a comment. There are other strategic uses for the pause
as well. A pause before revealing something important can build anticipation, while
one at the end of a sentence can reinforce a key point.
4. Start on time.
Between connectivity and log-on issues, arrival times are rarely consistent among
audience members. As the host, how do you avoid frustrating the people who are on
time without penalizing the latecomers?
It is suggested that you have two openings. The first opening is a “soft” opening,
designed to get your audience engaged without revealing too much.
For example, a poll that your on-time audience can answer which leads into
your topic. Whatever your soft opening is, make sure that it is a) interesting, b) relevant
and c) not vital to your audience’s understanding of the topic.
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The second opening is your hard opening, reserved for when everyone is in
attendance. This double opening is a bit more work, but pays off big by keeping
everyone happy.
5. Plan interaction.
In order to keep your audience engaged, you need to build some interaction
into your presentation. With the average focused attention span of humans hovering
around five minutes, sporadic attempts at interaction are not going to cut it.
Get your audience interacting before they hit the attention free fall by planning
some form of interaction every 4 to 5 minutes. This can take many forms, like a question,
a poll, or a white-boarding session.
Whatever you choose, just make sure you plan and prepare ahead of time so
interaction doesn’t fall by the wayside with everything else you have to keep track of.
You can get away with using fewer slides during an in-person presentation
because it’s easier to gauge your audience’s comprehension by their expressions or
body language.
Places where you would naturally stop often get overlooked as on-line presenters
mistake audience silence for understanding.
To make sure you don’t leave your audience in the dust of confusion, prepare a
summary slide with key points covered after each section and stop to recap and take
questions.
In a virtual presentation, your words have to work even harder than in a live
presentation. Think about creating pictures with your words.
For instance, when describing something, use words that engage the senses.
(e.g., “it looks like a sunset,” or “it feels like a piece of crushed velvet.”) Be specific and
avoid broad generalities. (e.g., “it weighs 510 pounds” as opposed to “it’s really big.”)
Have you ever decided not to watch a movie on that little airplane screen
because it would be too hard to follow? The same holds true for a web presentation.
Since you have no idea what size screen your audience is viewing your
presentation on (or what their connection is like), design your slides to work well on a
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smaller screen. Small screens can multiply already busy graphics. Animations can
appear jerky or out of sync with your talk track.
Keep your graphics simple and crisp and limit your animations to simple fades
and transitions and you can avoid alienating any audience members.
There is an area of the brain called the limbic system that is highly sensitive to
movement. Purposeful movement, i.e., changing slides or using your web tools to guide
your audience’s eyes to different areas on screen works in your favor. Random or
chaotic movement, i.e., jerky animations, a racing mouse, or rapid transitions work
against you. Wield the power of movement purposefully and wisely.
While this applies to in-person presentations as well, ending on time plays even
greater importance in a web presentation where it’s easy for people to drop off or tune
out. Make it very clear upfront that you plan to stop at a specific time. When that
designated time arrives, deliver your closing and take any additional questions off-line
or schedule another call.
ASSESSMENT 1
You have been set the task to speak about the history of space exploration,
including key individuals and major historic events. Write a short introduction to
the topic using the prompts below to organize your thoughts.
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Lesson 2: Using Technology to Communicate
We are on the fourth industrial revolution and technology has altered the way
we work, live and relate with one another. As digital learners, you have been exposed
to various modes of communication technologies. The cellular phone allows you to talk
to someone, to send and receive e-mail, to surf the internet and even to download
music, videos or movies. Smart phones also allow online banking and remote control of
computers and other devices at work and at home.
The issue of communicating using technology is one you should be very familiar
with by now. One area of communication that is common to us is communicating with
people from around the word. The Internet, often called the Net, is a system of
computer networks that links computers from around the world in one large network.
Internet users can send email messages, chat with one another, post and read
messages on electronic bulletin boards, and gain access to databases and websites in
almost any place in the world.
Electronic commerce
One way that technology is transforming the way we communicate with each
other around the world is with the advent of electronic commerce. Electronic
commerce (E-commerce) is buying and selling merchandise and services over the
Internet. Many retail establishments have set up websites to advertise their goods and
services and to allow consumers to order these items from the comfort of their own
homes.
Managed Travel
The Internet is a valuable tool for travellers who need to schedule trips and to
book reservations. Instead of relying on travel agents, you can get on the web, use an
online booking agent, and book a plane trip, set up hotel reservations, and reserve a
rental car. You can also make restaurant reservations in larger cities. Similarly, the
Internet enables you to order tickets for music concerts, amusement parks, and sporting
events. Before you leave for your trip, you can use the Internet to research your
destination and even create a map of each of the cities you will be visiting.
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and mark it for edits or other changes. You can also use group- based project-
management software to send project assignments to team members, then track the
assignments through completion.
Asynchronous Communication
Asynchronous means sending the communication at one time and the receivers
retrieve or access it at their convenience. Email is an example of an asynchronous
communication.
Synchronous Communication
Teleconferencing
A teleconference is where the participants are at two or more locations and can
participate in a conference without traveling; it is a form of synchronous
communication. Teleconference can be an audioconference or a videoconference. In
addition to businesses, medical facilities are using teleconferencing nowadays.
Teleworking
Within this decade, it is predicted that many changes will occur regarding who is
using technology to get their jobs done. Technology will permeate almost every
business practice and drive enormous strategic and practical progress. Gone will be
most secretarial and administrative jobs. Also, managers will have to focus on
measuring efficiency and productivity rather than on tracking a group of employees
and tasks.
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The Digital Workplace
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Evaluating Websites
Undoubtedly, when you are asked to present in class or in the workplace, you
use the internet as your source of information. With the abundance of information
available, you must be discriminating in your information search. You must examine the
reliability of the information you are searching. Here’s a sample comparison of two
websites that you may consider.
Title of web page you are Title of web page you are
evaluating: evaluating:
World Factbook-Turkey World Factbook-Turkey
1. Look at the URL:
Personal page or site? U.S. Government Site Travel Site
What type of domain is it? Is it ____.com __X_.com
appropriate for the content? ____.org/.net ____.org/.net
__X_. gov/mil ____. gov/mil
____other ____other
Who is the publisher? Does the Publisher or Domain Name: Publisher or Domain Name:
publisher make sense? Does it U.S. Central Intelligence Agency Turkey-eztravel.com—makes
correspond to the name of the (CIA)—makes sense sense
site?
2. Scan the page
Who wrote the page? ______name: CIA staff ____Name: no author listed
______email: ____E-mail:
Are other viewpoints included? Mostly information, facts Seems like only positive
Is the information biased? information and viewpoints
4. What do others say
about the site?
Who links to this site? Many or few? Many links Many or few? Some
Opinions of it? Seem favorable Opinions of it? No negative
opinions found
Look up the author on a search N/A N/A
engine
5. Does it all add up?
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Why was this page put out on ___X_Inform (facts, data) __X_ Inform (facts, data)
the Web? _____Explain _____Explain
_____Sell __X__Sell
_____Share _____Share
_____Persuade _____Persuade
_____entice __X__Entice
_____Other:______ _____Other:______
Possibly ironic? Satire or
Parody?
Is the information as good as Seems like a good source. Okay for basic facts but does
other sources? Includes positive and negative not provide any negative
information information
• Has the information been published someplace other than the Internet?
• Is the information clear and easy to understand?
• If the information is controversial, is more than one point of view presented?
• Can you tell what information on the site is factual and what is opinion?
• Is quoted information clearly identified and properly cited?
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Overall, this site:
1. With the availability of information in the internet, how would you evaluate the
reliability of information?
2. Which among the collaborative tools do you consider very useful?
3. Do you believe that a digital workplace is effective?
ASSESSMENT
Assume that you need to make travel arrangements for your supervisor. She will
be travelling to South Korea for a sales convention. Using the Internet, find at least three
options for air travel, hotel reservations, and car rental. Remember that you want to be
frugal but not cheap. Prepare the information in a table.
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Reading Activity
Reading Activity
The worldwide deterioration of reading skills due to the increase in online chatting is continuing
per country. This is the conclusion of a study by researcher Hans Luyten from the University of
Twente. He studied the data from the international PISA-surveys (Programme for International
Student Assessment) in 2009 and 2018 in 63 countries. This was part of a large-scale
comparative research study conducted under the auspices of the OESO. During that period,
online chatting increased significantly in almost every country, but the rate of increase varied
considerably from country to country. In Japan, for example, the percentage of students
chatting daily increased from 9 percent to 85 percent, whereas the increase in Russia was
much lower (from 42 percent to 58 percent).
In recent decades, the rise of information and communication technology (ICT) has greatly
influenced the lives of people around the world. Gradually we also started to read more and
more on a screen, while a few decades ago we still read everything in paper form. The rise of
online chatting was a remarkable development in the first 20 years of the 21st century. There is
a risk that digital media can encourage superficial reading strategies, such as scanning,
skimming, and browsing, at the expense of more time-consuming strategies that allow for
deeper understanding.
The research shows a strong correlation between the country-by-country increase in online
chatting among 15-year-olds and the country-by-country decline in both reading skills and
awareness of helpful reading strategies. The rise in online chat is the cause of a loss of about 25
score points on the PISA reading scale. Such a drop implies that an average student (who
would have previously scored at the 50th percentile) would drop to the 40th percentile.
"While it is important to recognize the adverse effects of online chatting, efforts to reduce this
phenomenon seem unrealistic and pointless. Banning online chatting to improve reading skills
is just as radical as promoting a return to poverty to rid the world of obesity and other wealth-
related health problems," according to Hans Luyten.
The results suggest that a focus on mastering useful reading strategies in reading education is
necessary to maintain reading skills. The increased chatting in 2009–2018 has undeniably
coincided with a declining awareness of such strategies. It seems that students need more
support and stimulation than before to gain their awareness and mastery of useful reading
strategies.
Source: Elshout, J. (2021). Increase in online chatting has adverse effects on reading skills worldwide.
Retrieved from https://phys.org/news/2021-12-online-chatting-adverse-effects-skills.html
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Discussion questions:
Writing Task
Speaking Task: Record a video presentation on your advocacy project. Observe the
guidelines in preparing power point presentation for online audience.
Listening task: Watch a TED Talk presentation and observe how the speaker addressed
his or her audience.
Language Activity: Use modals, the passive form of verbs, and the discourse markers
below in a group conversation about digital or online tools you use in communicating
for academic projects.
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UNIT VI. COMMUNICATION FOR WORK PURPOSES
Objectives:
Lesser conflicts- Open communication in the workplace can help prevent and
resolve many conflicts. Workplace conflicts are easily resolved through open and
clear communication and mutual discussions; this can lead to personal and
professional growth.
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Increases productivity- Effective communication at work is the most important
issue for the success and failure of an organization. Every organization has a set
of clearly defined goals, objectives and vision. If an administrator is clear in
his/her communication, the subordinates will know exactly what the organization
wants and thus, will be able to deliver the same to the best of their abilities. Thus,
the importance of communication skills can be judged from the fact that it leads
to better deliverance of work, increasing workplace productivity.
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Communication Networks
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Upward Communication
O Solving problems
O Accomplishing tasks
O Improving teamwork
O Building goodwill
O Boosting efficiency
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Informal communication is generally considered to be any interaction that does
not generally follow the formal structure of the organization but emerges out of natural
social interaction among organization members. Whereas formal communication
consists of messages the organization recognizes as official, informal messages do not
follow official lines. The concept of emergent organizational networks represents the
informal, naturally occurring patterns of communication relationships in organizations
(Susskind, Schwartz, Richards, & Johnson, 2005).
Clearly, the ability to perceive accurately, use verbal and nonverbal symbols with
precision, and listen carefully are skills that benefit workplace.
Immediacy
Supportiveness
2. Validate feelings. Even if you disagree with something your co-workers say,
validating their perceptions and feelings is an important step in building a trusting
relationship.
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4. Be confidential. When co-workers share feelings and personal reflections with
you, maintaining their trust and confidence is essential. Telling others or gossiping about
the issue will destroy your credibility as a trustworthy co-worker.
Interaction Management
Cross-Cultural Skills
If you speak English as a second language, you should emphasize cross cultural
skills initially to aid your transition to the workplace. First, you should ask more questions
to clarify instructions or expectations. Because you have both a new language and
potentially a new set of technical terms to learn in your workplace, questioning is the
most effective strategy for avoiding misunderstanding. In addition, you should pay
careful attention to your co-workers. By observing them and asking questions if
necessary, you can not only learn important vocabulary but also model interaction skills
with customers or clients.
Avoidance. With the avoidance style you deny the existence of conflict.
Although avoidance can provide you with time to think through a situation, continued
avoidance allows conflict to simmer and flare up with more intensity.
Competition. With the competition style you view conflict as a “battle” and
advance your own interests over those of others. Although the competitive style can be
necessary when quick decisions must be made or when you are strongly committed to
a position, this tactic can also be highly detrimental to the relationships between you
and your co-workers.
Compromise. With a compromising style you are willing to negotiate away some
of your position as long as the other party in the conflict is willing to do the same.
Compromise can be an effective strategy because it is a win-win proposition for both
parties, but when used too often, it can become a sophisticated form of conflict
avoidance.
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Accommodation. With the accommodating style you set aside your views and
accept those of others. Accommodation can maintain harmony in relationships, but
this strategy is problematic in many situations because tacit acceptance of others’
views can stifle creative dialogue and decision making.
Letterhead
The letterhead is also called heading or return address. It is printed at the top of
a blank sheet containing all the information of the company. The letterhead displays
the organization’s official name, address, telephone and fax number, email address,
and website (if available). The letterhead may include a logo and an advertising
message such as Great Eastern Banking: A new brand of banking. It may also include a
contact person (if available).
Dateline
The dateline contains the exact date the letter was written. Since business letters
are formal letters, abbreviations or numerical dates are discouraged.
Inside Address
The inside address provides the correct recipient’s name and his or her job title or
courtesy title such as Mr., Ms., Dr., or Professor. The recipient’s address contains the
name of the department (if known and available), the company name, address and
postal code.
Salutation
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Letterhead
___________________ Dateline
___________________
___________________ Inside address
___________________
___________________ Salutation
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Message
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________ Notations
The body of the letter is the main part where one can find what the letter is
about. It contains two to three paragraphs that are either indented or arranged in a
block style. The first paragraph provides a brief introduction and the reason(s) why the
letter is written. The succeeding paragraphs are details and the information supporting
the reason(s) for writing. The last paragraph summarizes the content of the letter and
ends with a complete and clear purpose.
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The Complimentary Close
The complimentary close calls for the ending of the letter in a short and polite
manner. Only the first word is written in capital letter and it ends with a comma.
Signature Block
The signature block appears three to four lines below the complimentary close.
The combination of name, title, and organization information should be arranged to
achieve a balanced look.
1. The subject line can be placed in three different locations in a business letter
with the word “Subject” or “RE” written either in bold or all capital letters. The
most common location is between the salutation and the body of the letter,
centered, and underlined. Another location can be at the right side of inside
address, or at the right side of the salutation.
2. The attention line can be typed in several locations: 1) centered and underlined,
before or after the salutation, or 2) written after the name of the company and
department on the inside address.
3. The enclosure notation is used when an enclosure or attachment accompanies
a document; a notation appears two lines below the reference initials.
4. The copy notation is used if you make copies of correspondence for other
individuals, you may use cc to indicate carbon copy, pc to indicate photocopy.
COVER LETTERS
A cover letter is a short letter introducing you and your resumé to an interviewer, and
it typically accompanies your resumé. Cover letters are persuasive documents that
function as an introduction, sales pitch, and overview of your qualifications as related
to the job description. Cover letters are important because they help ensure that your
resumé is read and help target your appeal for a particular job. As with any persuasive
document, a cover letter has four main sections: (1) attention, (2) interest, (3) desire,
and (4) action (Pearson, Nelson, Titsworth, & Harter (2011). The following are guidelines
in writing cover letters.
a. For salutation, use title and last name if available (e.g. Dear Dr. Smith or Dear
Ms. Jones). Do no use a first name unless you know the person well and are sure
this is acceptable. If you do not have a name for the salutation, use the title (e.g.
Dear Employment Manager).
b. For the first paragraph, gain attention and state purpose—indicate the
position or type of work for which you are applying. Mention how you heard
about the opening or the organization. You may also want to provide a general
overview of your qualifications for the position (functions as a preview statement
for your letter).
d. For the third paragraph, suggest action. Restate your strong interest in the
position of organization and your desire for a face-to-face meeting. Include a
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statement about how the reader may contact you. Finally, express your
appreciation for the reader’s time or consideration.
COMMON MISTAKES
Here are five common mistakes you ought to avoid in your cover letter:
1. Don't focus on how the job will help you. You want to explain what you'll contribute to
your employer, not what your employer will do for you.
2. Don't use hyperbole. Exaggerations like 'Tm the best candidate for this job" sound like
sales tactics or bragging. Instead, make claims supported by evidence.
3. Don't claim that you have excellent communication skills. Show that you have good
writing skills by writing well. In a worse-case scenario, you say you have good writing ski!!s
bur your cover letter doesn't reflect char, so your hiring manager questions your ability co
self-assess.
4. Don't mention salary. Your first communication with a potential employer should as
mentioned before focus on what you can offer, nor what the company can offer you.
Even though employers know that employees work for money, mentioning salary this
soon in the process comes across as greedy.
5. Don't write more than one page. Most hiring managers won't turn to a second page,
so cur our unnecessary information until all that remains in your letter is the best evidence
that you're a good for the job (on one page)
If you’re serious about applying for a job, you ought to tailor your resume and cover
letter to that job so the hiring manager considers you as a top.
RESEARCH_________________
Starr by researching the company you're interested in. A simple online search should
reveal insights into the company culture. The ''About Us" section of the company
website is often especially helpful. If you have any professional contacts, ask them for
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information. Ask key questions and take notes as you
search:
Depending on what you discover, you can decide how to present the information in
your resume and cover letter. For a company char values efficiency, you can include a
line about finishing projects ahead of schedule in your resume. In your cover letter, you
could share a story about how you managed your time in school so well that you never
missed a deadline.
Hiring managers complain that job candidates often don't really understand the
responsibilities of the jobs they apply for. Surprise them by reading the job description
thoroughly.
Try summarizing the job to a friend to ensure you understand what you're applying for.
Picture yourself doing the job, imagining challenges you might encounter and new
ideas you would like to implement. You can use some of those ideas in your cover
letter, and they definitely ought to come up in your interview. Many people who are
new to the workforce worry about meeting all the qualifications listed in a job
description. However, hiring managers know that they are unlikely to find a candidate
who meets every single one. Instead, think about the ways you are a march for the job
and put them in your cover letter.
ORGANIZATION____________________
Some hiring managers spend less than thirty seconds scanning a resume to decide if a
candidate meets the job qualifications. So you may have a limited opportunity to
convince an employer that you're right for the job. Resumes have conventions. These
conventions can be fluid, depending on the position or the
field, but there are some basics that remain the same. The best way to show you're a
strong candidate is to follow these basic conventions. The organization of a resume is
simple: in a document that's generally one page-bur can be expanded co a second
page co include relevant information-list your past work experience in reverse
chronological order. If you're a college student, you may nor have extensive work
experience, but you can and should also use volunteer experience, internships, and
coursework to show off your qualifications. You can refer to Appenxid B: Supplementary
Examples for sample resumes
RESUMES
• Header
• Education
• Work experience
• Volunteer Experience or
extracurricular activities
• Skills
• Awards and
Achievements
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KEYWORDS
Header
The header of a resume contains your name, address, phone number, email address,
and website, if you have one. The font for your name should be a larger size than the
rest of the text so it catches the eye.
EDUCATION
If you're just beginning your career, your degree should come next. Your degrees should
be in reverse chronological order, with the most recent degree first.
Include:
WORK EXPERIENCE
This section includes your relevant work experience, including career-related jobs and
internships (even unpaid ones). For each job, include:
• Your job title
• The name of the company and its location
• The dates of employment (with the month and year)
• A bullet list of workplace accomplishments
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The phrasing of your bullet list of accomplishments is critical for capturing a prospective
employer's attention. Use action verbs and brief phrases (nor complete sentences). Avoid
subjective traits like "creative innovator" or "great leadership skills:' Instead, focus on
measurable accomplishments. Any time you can use a number or derail to show the
scope of your work, do it. This is known as quantifying your work experience.
Include between two and four bullet points for each job. Long lists are tiring to the eye,
and the hiring manager will likely move on to the next section before finishing a long list.
Skills
In the "Skills" section, list skills that are relevant to your industry. Some industries place
greater value on a set of measurable skills than others, so consult a mentor in your field
to find our if you need to include a "Skills" section at all. You don't need to list where or
when you learned each skill-just a short description of the skill or the name of the
technology and your level of mastery. This is an appropriate place to list foreign
languages spoken.
The interview is an opportunity for an employer to get to know strong candidates. Ar this
point in the process, your interviewer already thinks you have the skills to do the job, bur
he or she wants to learn about your personality and see how you'll fir with the team and
company. An interview is a chance for employers to learn about your communication
skills, work ethic, confidence, and personality. You'll probably feel nervous before going
in to an interview, especially if you don't have a lot of experience selling yourself to a
potential employer. Take ten minutes sometime before your interview to review your
strengths. If you dwell on your weaknesses or fears before you begin an interview, that
negativity might come across as a lack of confidence. If you focus on your strengths,
you'll feel more confident during your interview. Also, remember that not every job you
interview for will be the right job for you. Use the interview to evaluate your potential
employer. Do you think you will be happy in the day-to-day work at the company:' Will
You'll never be able to completely predict the questions an interviewer will ask. However,
if you know what interviewers generally want to get out of an interview, you can prepare
for that. Here are some potential interview questions and inquiries and why interviewers
ask them:
1. Tell me about yourself Interviewers usually use a question like this to break the ice and
help you feel more comfortable. While they might nor say it, this question is really about
your professional self. You don't have to talk about your personal life.
2. Why are you leaving your current job? If you just graduated from college, this question
is easy. Interviewers ask this question because they honestly want to know if you'll be
happy in the job they're offering. Be honest in answering this question, bur don't take the
opportunity to complain about your current job- you'll look like you have a negative
attitude.
3. Tell me about a time when Interviewers want to know how you'll handle challenges in
the job they're offering. They often gain more insight into your work style by evaluating
decisions you have made in the past, rather than asking you to speculate on how you'd
act in the future.
4. What interests you about this job? Interviewers genuinely want to know why you're
applying for the job. They may be looking for an employee who will stick it out for the
long haul, or they may want someone who loves tackling challenges. Since you can't
read their minds (and you don't want a job that doesn't for your goals), be honest.
5. What salary range are you looking for? This question is tricky, because interviewers often
already know how much they're willing to pay you, but if you name a lower figure, they
will march it without offering you their original (higher) rare. However, if you name a salary
chat's too high, you may price yourself our of the position. Research the marker rare
ahead of time to negotiate well for yourself. Before you get to the interview, brainstorm
questions you think you might be asked. Write down your answers, then rehearse them so
you get comfortable with saying them our loud. If you find a question difficult to answer,
practice it even more so you won't get caught off guard in your interview.
As a child I often accompanied my father to his small coin shop and spent hours watching
him work. When I was older, I sometimes set up displays, waited on customers, and even
balanced the books. This experience instilled in me the desire to own and manage my own
business someday, yet I understand that the business world today is more complex. This
complexity requires more education, and with that in mind, I am applying to the Master's of
Business Administration program at Indiana University Bloomington (IUB).
In addition to my helping out in my father’s business, I have had numerous other work
experiences that further enhance my qualifications for this program. My resume
enumerates the various positions I have held at Kerasotes Theaters, Chili's restaurants, and
Indiana University's new Student Recreational Sports Center (SRSC), and what all of these
positions have in common is an emphasis on serving the public effectively. Further, as an
assistant manager at the Showplace 11 and a staff coordinator at the SRSC, I have gained
valuable expertise in managing employees and creating work schedules. Both of these
positions have allowed me to develop my sales and people skills, which are extremely
important in an increasingly service-driven marketplace.
Not all of my work experience has been as a paid employee. Part of my volunteering
experience at Middleway House, the local battered women's shelter, involved extensive
work on computers, including word processing, organizing databases and creating
spreadsheets. Also, I recently participated in an internship program for academic credit
with the Eli Lilly corporation in the personnel division. As a management intern, I was able to
watch the workings of a major corporation up close and would like the opportunity to
combine my experiences with the theoretical background available in the MBA program
at IUB, with its emphasis on computers, marketing and human resources.
Writing activity
Write a cover letter and a resume for a job related to your field.
Listening Activity: Watch and listen to a recorded job interview and observe how the
applicant responds to the questions.
During the job interview, use strong verbs as you can see in the list below.
• To discuss options;
• To solve problems;
• To make decisions;
• To devise plans.
Business meetings run smoothly when they follow an agenda written and
distributed to attendees in advance. An agenda outlines the specifics of a meeting. It is
distributed to all attendees in advance.
• serves as a guide for the chairperson, helping maintain focus and time control
Reading Activity:
Read this excerpt of a meeting and determine which guidelines are followed.
Janette is having a meeting with her team - Fabian, Lucy, and Tony
to discuss the rollout o f a software program .
Janette: Everybody is here now. So, let's get started. Now, we're here to discuss the rollout of the new
SAP
customer relationship program. You are the people who'll have to implement it and we need to
decide what you need for the rollout. So, let's look at point number one on the agenda:
resources. Fabian, would you like to start?
Fabian: Right, at the moment there's a shortage of human resources to...
J: .. .so by the time everyone has finished the training course, we should be OK. So, to sum up point
number one, we've agreed that Lucy will arrange training sessions for the rollout team together with
SAP and I'll talk to Human Resources about finding more SAP specialists.
Lucy: Thanks.
J: Good. Let's move onto the next point: budget. Tony, that's your field.
Tony: Well, I'm afraid that we have a very limited budget for this project, which means that we really
have
to be imaginative about how we allocate resources...
F: ...Does that mean training will be cut? Because look at the problems we had last year with the
database. I spoke to Billy West in the data center and he said that there was a problem with the —
J: Can I stop you there, Fabian? Let's not get sidetracked. Let Tony tell us what exactly is planned
and then we can...
J...the meeting has been very useful. We all have our action points to deal with and we know the
next steps. How does everybody feel about that?
Minutes of Meetings
Minutes
After calling the February 29 meeting to order at 2 p.m., the head of the
Department introduced the newly hired members. She requested them to say
something about themselves.
The Head distributed copies of the outline of the activities of the Department for
the second semester. She said that everybody was free to give comments or
suggestions about the outline. Everybody studied the outline.
The head said that the CAS Week this semester should be celebrated in just a
day, not a week, as the English Department used to do. After saying this, she
announced that the remaining 30 minutes of the meeting would be spent for fixing
teaching loads.
Mrs. Ramos inquired about the new policy of the school on distributing teaching
loads. The head advised her to consult the newly made Faculty Code to get a clearer
Prepared by:
Betty Lim
Secretary
Attested by:
Ms. Rowena P. Fajardo
Chair, English Department
Whether the minutes result from a formal or an informal meeting, they present a
summarized form of discussion using quotation or reported speech. They are not
supposed to include the writer’s opinions on what he/she recorded. Since they appear
as the condensed form of things that transpired in the meeting, these kinds of reports
need to use concise, direct, and specific language.
ASSESSMENT 1
The class will be grouped into two. Each group will conduct a meeting. The
groups take turns in taking the minutes of the meeting.
_____________________________________ (Organization)
MINUTES OF THE MEETING
___________________ (Date)
Approval of Agenda:
_____________________________________________________________________________________
_____________________________________________________________________________________
New Business:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Adjournment:
____________________________________________________________________________________
Lesson 4: Memorandums
Memorandums (memos) are used primarily for internal communication; that is, they
deliver information within an organization.
Characteristics of Memos
Writing Memorandums
Discussion: This is the body of the memo as it appears after the opening. Memos
are straightforward. They point to a relatively simple issue, but if more details about the
problem or situation need to be addressed, use headings to introduce paragraphs that
encapsulate content and organize information. For added easy reading, the important
details can be broken down into lists and bullet points.
Closing: The closing emphasizes an action that is required on the part of the
recipient. It can also highlight what is being done to solve a problem and the steps
involved. The memo should close in a courteous way. Memos can be signed or
unsigned.
• attract attention
• create a clear picture and present an accurate summary
• not be a complete sentence and should rarely occupy more than one line
ASSESSMENT 2
The following memo has many faults in grammar, spelling, punctuation, capitalization,
word use and number form. Identify and correct the errors.
This is to inform you that last month our central accounting department changed it’s
computer program for payroll processing. When this computer change was
operationalized some of the stored information was not transfered to the new
were not made and (3) errors occured in Federal withholding calculations.
Each and every one of the employees effected have been contacted:and this error
has been elucidated. My staff and myself has been working to replace all the missing
data; so that corrections can be made by the March 30th payroll run.
Had I made a verification of the true facts before the paychecks were ran this slip- up
would not have materialized. To prevent such an error in the future I decided to take
the bull by the horns. At this point in time I have implemented a rigorous new
verification system. I am of the firm opinion that utilization of the new system will
ASSESSMENT 3
Assume that you are the President of a company and you noticed that most of
your employees are not following the company dress code. Write a memo
reminding them of your company policy.
____________________________________________________ (Company)
MEMORANDUM No. 1, SERIES OF 20___
TO: ___________________________________________________
FROM: ________________________________________________
DATE: _________________________________________________
SUBJECT: ___________________________________________________________________________
Introductory Paragraph:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Main Points:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Closing:
_____________________________________________________________________________________
2. What is the most important lesson which I can apply in my daily life?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Quality of Information
Information Information clearly Information clearly Information clearly
has little to relates to the relates to the main relates to the main
do with the main topic. topic. It provides 1- topic. It includes
main topic. No details 2 supporting details several supporting
and/or and/or examples. details and/or
examples are examples.
given.
Grammar There are There are There are no more There are no more
numerous more than than five spelling or than three spelling
spelling or five spelling grammar errors per or grammar errors
grammar or grammar page of writing per page of writing
errors per errors per reflection. reflection.
page of page of
writing writing
reflection. reflection.
PURPOSIVE COMMUNICATION
RUBRIC FOR EVALUATION OF STUDENTS’ ADVOCACY PROGRAM
MANUSCRIPT
Criteria Rate
PART I. BACKGROUND (10 points)
• The problem/ issue to be addressed by the advocacy is clearly defined
• There is enough literature to support the existence of an issue/ problem
• There is clear presentation of challenges of people affected by the problem
PART II. VISION AND GOALS (5 points)
• The vision is specific to the group’s advocacy
• The vision reflects the expected outcome of the advocacy
• The goals contain specific actions to achieve the vision
• The vision and goals are realistic and achievable
PART III. TARGET BENEFICIARIES (5 points)
• Specific target beneficiaries are identified
• Current situation of target beneficiaries are clearly described
PART IV. RESPONSE (20 points)
• The identified solution is appropriate for the given problem
• Programs/ projects are credible and realistic that people are encouraged to take
part in the advocacy
• There is sufficient information on the implementation of the programs or projects
• Strategies for the campaign are well-planned
PART V. CAMPAIGN SUPPORTERS (5 points)
• The identified supporters share the same values and vision with the advocates
• The supporters are sufficient for the campaign
• There are clear strategies on how to gain supporters
• The identified supporters can really help further the cause of the advocates
PART VI. RESOURCES AND ASSETS (5 points)
• The identified resources vary according to the needs of the group
• There are enough resources assets for the implementation of the programs
• The resources are accessible and available
PART VII. REFERENCES (10 points)
• There is evidence of exhaustive review of literature
• The list of references and citations follow the APA format
Appendix D
EVALUATION RUBRIC FOR ADVOCACY VIDEO
Directions: Check the box that corresponds to your evaluation of the video, with 5 as the
highest and 1 as the lowest.
Criteria 5 4 3 2 1
Appendix E
Advocacy Title____________________________________________________________________
Directions: Check the box that corresponds to your evaluation of the presenter, with 5 as the
highest and 1 as the lowest.
Criteria 5 4 3 2 1