Sue Camp, Marilyn Satterwhite - IsE College English and Business Communication-McGraw Hill (2018)

Annotated Instructor Edition
College English and

Business Communication
Eleventh Edition
Sue C. Camp, Ed.D.

Professor of Business Administration
Godbold School of Business
Gardner-Webb University
Boiling Springs, North Carolina
Marilyn L. Satterwhite, Professor of Office Systems

Business and Technology Division
Danville Area Community College
Danville, Illinois
COLLEGE ENGLISH AND BUSINESS COMMUNICATION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2019 by McGraw-
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ISBN 978-1-260-08534-1
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Brief Contents
UNIT 1 Introduction to Communication ��2
Chapter 1: Communicating in Everyday Life �� 4

Chapter 2: Interpreting Communication �� 28
Chapter 3: Communicating Globally �� 60
UNIT 2 Developing Language Skills �� 82
Chapter 4: Exploring Language Elements �� 84

Chapter 5: Mastering Nouns and Pronouns �� 132
Chapter 6: Expanding Language Skills �� 162
UNIT 3 Developing Writing Skills �� 198
Chapter 7: Applying the Mechanics of Style ��200

Chapter 8: Sharpening Writing Skills �� 272
UNIT 4 Applying Communication Skills ��332
Chapter 9: Writing E-Mails, Memos, and Letters ��334

Chapter 10: Writing Specific Communications ��382
Chapter 11: Preparing and Writing Reports ��424
UNIT 5 Communicating in a Business Environment ��468
Chapter 12: Working With Technology ��470

Chapter 13: Communicating With Customers ��500
Chapter 14: Developing Presentation Skills ��522
UNIT 6 Communicating About Employment ��564
Chapter 15: Searching for Jobs and Writing Résumés��566

Chapter 16: Interviewing and Employment Issues ��602
Appendix �� 640

Glossary �� 648
Index �� 658
iii
Contents
Preface �� viii
Acknowledgments �� xiii
UNIT 1 Introduction to Communication ��2
Stories from the Real World ��3

Chapter 1: Communicating in Everyday Life �� 4
Workplace Connection �� 4
Section 1.1 Elements of Communication ��5
Section 1.2 The Communication Skills: Listening, Speaking, Reading, and Writing ��16
Section 1.3 Communicating in the Business Environment �� 22
Chapter 2: Interpreting Communication �� 28

Workplace Connection ��28
Section 2.1 The Basics of Nonverbal Communication �� 29
Section 2.2 Learning the Basics of Listening �� 36
Section 2.3 Listening in Casual and Business Settings ��47
Section 2.4 Reading Business Documents ��54
Chapter 3: Communicating Globally �� 60

Section 3.1 Domestic and International Communication ��61
Section 3.2 Ethics and Professional Courtesy in Business Communication �� 70
Section 3.3 Nondiscriminatory Language ��76
UNIT 2 Developing Language Skills �� 82
Stories from the Real World �� 83

Chapter 4: Exploring Language Elements �� 84
Section 4.1 The Parts of Speech �� 85
Section 4.2 The Sentence �� 92
Section 4.3 Verbs ��101
Section 4.4 Predicate Agreement ��119
Chapter 5: Mastering Nouns and Pronouns �� 132

Section 5.1 Nouns: Plural Forms ��133
iv
Section 5.2 Nouns and Pronouns: Possessive Forms ��144
Section 5.3 Pronouns: Nominative and Objective Forms ��152
Chapter 6: Expanding Language Skills �� 162

Section 6.1 Conjunctions ��163
Section 6.2 Prepositions �� 171
Section 6.3 Adjectives ��180
Section 6.4 Adverbs ��190
UNIT 3 Developing Writing Skills �� 198
Stories from the Real World �� 199

Chapter 7: Applying the Mechanics of Style ��200
Section 7.1 Sentence Enders ��201
Section 7.2 Commas �� 209
Section 7.3 Semicolons, Colons, and Dashes �� 228
Section 7.4 Quotation Marks, Parentheses, and Apostrophes ��237
Section 7.5 Capitalization ��247
Section 7.6 Abbreviations �� 255
Section 7.7 Numbers �� 263
Chapter 8: Sharpening Writing Skills �� 272

Section 8.1 Using Words Effectively ��273
Section 8.2 Mastering Spelling Techniques �� 285
Section 8.3 Structuring Phrases and Clauses �� 294
Section 8.4 Writing Effective Sentences ��301
Section 8.5 Building Effective Paragraphs �� 311
Section 8.6 Revising, Editing, and Proofreading �� 318
UNIT 4 Applying Communication Skills ��332

Chapter 9: Writing E-Mails, Memos, and Letters ��334
Section 9.1 Planning and Organizing Messages �� 335
Section 9.2 Writing E-Mails and Memos �� 342
Section 9.3 Formatting Business Letters �� 354
Section 9.4 Informing and Requesting ��367
Section 9.5 Responding to Requests ��374
Contents v
Chapter 10: Writing Specific Communications ��382
Section 10.1 Persuasive Communications �� 383
Section 10.2 Claim and Adjustment Messages �� 392
Section 10.3 Public Relations Letters �� 402
Section 10.4 Social-Business Communications �� 408
Section 10.5 Form Paragraphs, Form Letters, and Templates ��416
Chapter 11: Preparing and Writing Reports ��424

Section 11.1 Technology and Reports �� 425
Section 11.2 Writing Informal Reports �� 442
Section 11.3 Writing Formal Reports ��447
Section 11.4 Keeping Meeting Records �� 458
Section 11.5 Preparing News Releases �� 463
UNIT 5 Communicating in a Business Environment ��468

Chapter 12: Working With Technology ��470
Section 12.1 The Role of Technology in Communication ��471
Section 12.2 Using Technology to Communicate ��477
Section 12.3 Communicating With the World �� 484
Section 12.4 Communication Technology at Work ��491
Chapter 13: Communicating With Customers ��500

Section 13.1 The Importance of Good Customer Service ��501
Section 13.2 Maintaining Good Customer Service �� 506
Section 13.3 Improving Contact With Customers ��512
Section 13.4 Responding to Customer-Service Needs �� 517
Chapter 14: Developing Presentation Skills ��522

Section 14.1 Basics of Oral Communication �� 523
Section 14.2 Communicating in Groups, Teams, and Meetings �� 534
Section 14.3 Formal and Informal Presentations �� 543
Section 14.4 Using Visual Aids and Technology �� 556
vi Contents
UNIT 6 Communicating About Employment ��564

Chapter 15: Searching for Jobs and Writing Résumés��566
Section 15.1 Job Search Skills ��567
Section 15.2 Résumés—Chronological, Functional, Combination, and Scannable ��576
Section 15.3 Application Letter and Application Form �� 590
Section 15.4 Employment Portfolio �� 598
Chapter 16: Interviewing and Employment Issues ��602

Section 16.1 Preparing for the Interview �� 603
Section 16.2 Interviews and Interview Questions �� 611
Section 16.3 Communication Skills During the Interview �� 617
Section 16.4 After the Interview �� 625
Section 16.5 Requesting a Promotion or a Compensation Increase �� 629
Section 16.6 Keeping and Leaving Positions �� 634
Appendix �� 640

Glossary �� 648
Index �� 658
Contents vii
Preface
Welcome to the eleventh edition of College English and Business Communication. The
world of business communication has changed since the first edition of College English
and Communication was published in 1964. We now use computers instead of typewrit-
ers, e-mail has replaced “hard-copy” memos as the preferred mode of internal business
communication, and employers, more than ever before, require employees to have up-to-
date communication and technological skills. Employers want the whole package when
they select an employee: job competence, ability to have a conversation with people
from different backgrounds, speaking and writing skills, and the list goes on.
As we progress through the 21st century, the need for competent communicators
will continue to increase. The Internet, the mobile technology boom, even the increase
in digital television, DVRs, and video streaming—all reflect an innate human need to
engage information in an authentic and immediate manner. Cell phones, iPads, pod-
casts, and so on have had an almost unimaginable impact on business communications.
Training tomorrow’s business leaders to become competent communicators begins by
providing instructors and students with the updated tools they need to be successful in
the world as it exists today, and as it moves toward the world of tomorrow.
These updated tools do not exist in a theoretical vacuum. To achieve success in any
career, you will need a solid foundation in grammar and mechanics and in reading, lis-
tening, speaking, and writing. In addition, you will need to understand how factors such
as cultural diversity, ethics, nonverbal communication, and technology impact business
communication. Today’s businessperson also requires a complete understanding of
how the Internet functions as a communication tool. This practical basis, combined
with a solid pedagogical background, will help you become successful in your chosen
profession.
College English and Business Communication, Eleventh Edition, is designed to help you
achieve success both as a professional and as what the ancient Roman rhetorician Quintilian
referred to as a “good person speaking well.” Responding to feedback from instructors and
students of previous editions, the eleventh edition retains the comprehensive, detailed pre-
sentation of previous editions and offers expanded coverage of reading, listening, speaking,
writing, reports, employment communication, and technology. Cutting-edge coverage of
vital topics such as global communication, digital communication, ethical communication,
and technology rounds out the program, providing you with the material necessary to keep
up with the speed of business today. You must accept the responsibility of staying current
with developments in technology. It is easy to get behind in the proverbial “blink of an eye.”
College English and Business Communication, Eleventh Edition, presents an engaging

combination of new and expanded coverage.
Coverage
Content
Unit Openers. Stories from the Real World highlight professional communicators in
their working environments and increase critical-thinking skills.
Revised Chapter Openers. Workplace Connection answers the famous student ques-
tion, “How can I use this information at work?” and provides a link between the theo-
retical and the practical.
Updated End-of-Section Materials. Section assessment materials include Review of

Key Terms, Discussion Point, Editing Practice, and Practical Application.
viii
New Features and Content in This Edition
Communication basics have changed little over the decades; however, the methods
used to transmit communications have advanced almost beyond the imagination.
The eleventh edition of College English and Business Communication retains the un-
changed basics and addresses the updated communication methods. These updated
methods mandate that technology be addressed throughout this book.
The eleventh edition continues with the modified title that includes the word Busi-
ness. This change was made to reflect the business applications of the book that are
used in many fields. Writing e-mails, reports, letters, and so on, is not limited to busi-
ness; these writing instruments permeate most professional arenas. Making presenta-
tions, providing customer service, and searching for jobs also cross these boundaries as
do grammar, spelling, and punctuation.
Here are some changes that you will find throughout the book:
• Updated language, information on technology, and technical terminology.
• Section Objectives wording updated to Section Learning Outcomes.
• Much artwork refreshed.
• Many assessments reworded or changed completely.
• Internet Tech Quests in each chapter to add variety for students.
• Additional Teaching Tips and margin notations.
• Updated technology chapter.
• Improved wording for better understanding of concepts.
• Reasons applicants are not invited for an interview are included.
• New content is provided related to getting and keeping a job.
Some of the major changes are noted below by chapter.
Chapter 1. Cultural and language distractions and electronic interruptions are included
as barriers to communication. Both topics are important in today’s business environment.
Chapter 2. Newer technology is discussed in the sections about nonverbal commu-

nication, listening, and reading. A listening exercise has been added. Texting, Twitter,
Skype, tablet (such as an iPad), distance learning, and webinar are newer terms and
concepts in this edition.
Chapter 3. All three sections of the chapter include new information. Section 3.1
provides an update on the location of different cultural groups in the United States, as
well as updated examples of problem translations from English to another language.
Additional examples of holidays in other countries are included. Section 3.2 discusses
the practice, now embraced by many companies, of employing ethics officers. Teaching
Tips in this section present new concerns about privacy issues with Facebook accounts,
a discussion of confidentiality and nondisclosure agreements, a link to a code of ethics
exhibit, and several additional examples of professional courtesy. Finally, Section 3.3
includes numerous examples of discriminatory language.
Chapter 4. This chapter provides instructions on the parts of speech. Many of the
assessments now reflect updated technology.
Chapter 5. This chapter provides instruction on nouns and pronouns. The rules
remain the same, but numerous assessments are provided for student practice.
Chapter 6. In this chapter, students learn about how conjunctions, prepositions,

adjectives, and adverbs are used. Numerous assessments have been provided.
Preface ix
Chapter 7. This chapter is absolutely packed full of information regarding the me-
chanics of style such as sentence enders, commas, semicolons, colons, dashes, quota-
tion marks, parentheses, apostrophes, capitalization, abbreviations, and numbers. The
rules have not changed. Numerous assessments are provided for student practice. Up-
dated wording contributes to refreshing the chapter.
Chapter 8. Section 8.1 has added information about electronic sources for dictionar-
ies as well as a discussion of abridged and unabridged dictionaries. Section 8.4 contains
information about writing bad news in a positive way. Section 8.4 also provides more
coverage and exercises for active and passive voice.
Chapter 9. Section 9.1 is now about planning and organizing messages and includes
information on the advantages of a written document and how to choose the correct
written document. Section 9.2 contains information about e-mails and memos, includ-
ing the format for each, guidelines for using e-mail and memos, purposes of e-mails and
memos, and the appropriate tone of memos and e-mails. Section 9.3 contains informa-
tion about business letters, including letter parts, letter formats, stationery for letters,
addresses on envelopes, and the way to fold letters for envelopes.
Chapter 10. Section 10.1 includes writing persuasive requests in addition to the mate-
rial on writing sales letters.
Chapter 11. As the amount of reference material available on the Internet rapidly
increases, Chapter 11 has new information on the expanded use of technology sources
for reports. Also included are descriptions of podcasts, wikis, blogs, and social media.
A discussion of encyclopedias as a source has been added. Updated information on web
browsers, electronic notecards, and plagiarism, as well as updates on MLA and APA
style, is now included.
Chapter 12. This chapter has been updated by several professionals who are quali-
fied in this field. It covers current uses of technology in business communication and
includes numerous examples and explanations of specific technologies that facilitate
communication. The chapter explores how communication technology can enhance the
businessperson’s work life and improve his or her productivity.
Chapter 13. New material is provided about how quickly the United States has gone
mobile. Emphasis is placed on how companies make their businesses easily accessible
to individuals and how small companies use social media to promote their products
and services. The material on the need for customer service is now expanded. Also ex-
panded is the information on communicating by telephone, including the professional
way to put a caller on hold and to transfer a call. New coverage has been added on the
use of smartphones and tablets for customer service.
Chapter 14. New material is provided on the value of visual aids in presentations.
Audience engagement is presented as a technique to involve the listener and increase
retention of the presentation content. Information on interactive white boards and
electronic meetings is included in this chapter. Additional tips are presented for de-
veloping a presentation, and there is an expanded list of suggestions for improving
presentation delivery.
Chapter 15. Chapters 15 and 16 combine to include much needed information on

employment-related verbal and nonverbal communications. Communication skills
are included that help students get a job and keep a job. Also included is information
on how to resign from a job. Chapter 15 emphasizes the value of internships in gain-
ing experience and in securing permanent positions. Social media as a tool for both
the recruiter and the job seeker are discussed. Recruiters can identify applicants with
x Preface
desirable personal qualities, and job seekers can learn about companies that they feel
will match their qualifications and goals. Using personal business cards is encouraged
with this chapter. A list of possible reasons that submitting an application letter and a
résumé did not convert into an invitation for an interview is included as well. Scannable
résumés are covered, and an example is provided. The importance of volunteer experi-
ence or civic involvement in demonstrating community service is stressed.
Chapter 16. Content on interview preparation has been included for the three major
interview types: traditional, career fair, and digital. Elevator speeches, which are short,
memorized, self-introductions, are discussed. Elevator speeches can be used with per-
sonal business cards to make a positive, lasting impression on a recruiter. The concept
of recruiters wanting to hire the “whole package” is explained. Many small improve-
ments have been made in this chapter, such as advising students to turn off cell phones
during interviews and explaining how to dress for interviews. The chapter also has in-
formation on reasons that applicants were not called for a second interview, keeping a
current position, requesting a promotion or compensation increase, actions that cause
someone to lose a job, and writing a letter of resignation.
Features
Going Global is an introduction to multicultural aspects of busi-
Going Global ness communication.
Digital Digital Data is designed to highlight the use of new technology for
Data communication purposes.
Employability Skills links information learned in class and through

Employability the text to help students in their careers.
Skills
Thinking Critically asks questions that require more advanced thinking skills such as
interpretation, analysis, comparison, judgment, or application of concepts.
Enhanced Coverage
• Updated Memory Hooks
• Updated Self-Assessments
• Updated Oops!
Program Components
The eleventh edition of College English and Business Communication is a complete, well-
rounded program that includes the following learning resources:
• Student Activity Workbook contains student activities organized by section and
often integrated, calling on students to apply more than one skill to complete an
activity.
• Connect Business Communication is McGraw-Hill’s web-based assignment
and assessment platform that gives students the means to better connect
with their coursework, instructors, and the important concepts that they
will need to know for success now and in the future. With Connect, instruc-
tors can deliver adaptive and diagnostic assignments that develop and
Preface xi
improve editing skills (LearnSmart Achieve), can allow students to practice
their presentation skills assignments (Video Presentation Capture), and
can assign writing assignments, quizzes, and tests easily online.
This edition is supported by the following teaching resources:
• Instructor’s Annotated Edition of the Student Activity Workbook contains a page-
for-page answer key for all activities, with the answer keys shown full size.
• Connect Instructor Library provides additional materials for instructors, includ-
ing the Instructor’s Manual, PowerPoint slides, and the Test Bank.
xii Preface
Acknowledgments
We would like to thank the following educators for their invaluable comments and feed-
back on this revision.
Holly Bales Ruth B. Lindemann
International Business College Danville Area Community College
Kathleen Bent Mary Lou C. Vasquez
Cape Cod Community College San Bernardino Community College
Dedication
With thanks for their encouragement and support, we would like to dedicate the
eleventh edition of College English and Business Communication to our families:
Charles Sr., Charles Jr. and Amber, Charles III, and John Mattison Camp II for Sue
Camp; Bill, Marcy, and David for Marilyn Satterwhite.
Special Thanks
Special thanks to three professionals who contributed to the technology chapter:

Amber B. Camp, MA, Curriculum and Technology Coordinator, Springmore
Elementary School, Boiling Springs, North Carolina
Amy Hovious, Research Technology Specialist and eLearning Professional, University
of Illinois, Urbana, Illinois
Lily Xiao, PhD, Associate Professor of Management Information Systems, Gardner-
Webb University, Boiling Springs, North Carolina
xiii
College English and Business Communication,
Eleventh Edition, Learning System
This book is designed to help students learn. It contains 16 chapters, divided into six units. You will learn more if you
use the learning system. College English and Business Communication, Eleventh Edition, uses the following integrated
learning system:
1. Concept Preview—The chapter opener introduces the key concepts to be learned.
2. Concept Development—The chapter text explains concepts in a structured, visual format.
3. Concept Reinforcement—In-text examples, graphics, and special features enhance and strengthen your
learning.
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xiv
Teaching Tip
3. Concept Reinforcement Accommodating Special Memory Hook
Listening Needs—Stress
Memory Hooks provide mnemonicthedevices importanceand of being
sensitive to someone To improve listening skills, always remember to keep your mind and your
other easy-to-remember hints to help you retain
who may have a hearing body in the same location. If your body is in your math class, keep your
important information. problem caused by a
mind in your math class. If your body is at the movie theater, keep your
physical condition. Many
Special features reinforce and enhance times such your un-
individuals mind at the movie theater.
derstanding of concepts presented. are not inclined to point Your time is not productive if (1) your mind is on the movie while
out these challenges your body is in math class or (2) your mind is worrying about math
Self-Assessment activities, provided for Even when
to others. class when your body is at the movie. This listening tip will help
some chapters, allow you to checkthey
9. The difference between active listening and passive listeningwith
your
do, individuals
is the normal
level of hearing are you stay focused on the matter at hand. You will find that you will
understanding of the material before
the listener’s involvement. T
often you unaware con-
of how to maximize learning in your math class and that you will enjoy the
10. Even good listeners occasionally lose their focus when they should be movie more.
tinue to the next section.T
listening.
accommodate people
with special listening
Section Assessments, provided atneeds. the end of to
Ask students
Bonus Question identify some ways to
each section, have a variety of activities
11. How does hearing differ from listening? Answers may vary. Listening, accommodate
however,
that re-
people with Set Listening Priorities
inforce thesomething
involves hearing current section
with thoughtful attention.and
Hearing, provide
special
on the practice
listening
other hand, is needs. Because you are often bombarded with several messages at once, you must set listening
the physical function of detecting sound.
for other business communicationSome possibilities: (1) Look
applications.
directly at the listener.
priorities. When more than one listening opportunity is available to you, determine
which one deserves
DIVISIONyour
A focus. For example, while your instructor
DIVISION Bis discussing pro-
(2) Speak clearly, distinctly cedures in specialized e-mails, the person behind you might be talking about weekend
and slowly. (3) Do not
plans, and in the background, you may be aware of an ambulance siren and a honking
shout. (4) Do not cover
your mouth.
horn. If yourManagement
priority is to listen for information on e-mails,Management
you must concentrate on the
Assessment Section 2.2 primary message (the lecture) and try to block out the conversation and noises, which
are barriers. Continued practice at blocking out distracting sounds improves mental
Review of Key Terms focusing capabilities and efficiency in work practices.
1. What is the difference between hearing and listening? What is the KEY POINT
difference between active listening and passive listening? Hearing is the Make Efficient Use of Available Time
Well-developed listening Supervisor Supervisor
physical ability to perceive sounds; listening is the act of filtering out distractions
As you read earlier, a listener comprehends words at least twice as fast as most people
to allow you to comprehend the meaning of sounds. Active listening skills help the listener hear
involves
speak. To some listeners, this seemingly extra time is a problem because they allow their
concentrating at a higher level to retain as much information as possible.
the
Passive listening requires little concentration—retention and comprehension
information; a well- thoughts to wander from the subject. Active listeners, however, use this time to con-
are lost. developed vocabulary centrate on the speaker’s words so that they can better understand what is being said.
2. How can a good listener avoid internal noise? To avoid internal helps
noise the
such listener Specifically, good listeners use their available time to employ the strategies outlined in
as pain or fatigue, a listener could seek appropriate medical attention or get more the following Employees
Memory Hook. Employees
comprehend what he or
sleep.
she hears.
Ans 1.7
Editing Practice
Using Language! Check the following sentences and underline any errors in the
Memory Hook
Exhibit 1.7
Communication Flow
Management cou
effectively commu
correct use of words. Write OK if the sentence is correct. Rewrite the sentence correctly
if it contains errors.
Communication within an organization flows in three directions—upwardly, with employees th
laterally, and downwardly—to accomplish company objectives. Thinking e-mails, meetings
3. Our personnel handbook contains a section on the discrimination of OneCritically:
methodHowto help
couldyou retain theeffectively
management content of a speaker’s
communicate message
with company texting.
confidential information. Our personnel handbook contains a section on the is toemployees?
think of the
discrimination of confidential information. (dissemination)
Liststrategies represented
three methods by the letters in the phrase
of internal communication.
IS A FACT:
4. The speaker’s presentation had an amazing affect on the audience. The
I Internal Communication
speaker’s presentation had an amazing affect on the audience. (effect) Teaching Tip
5. The insurance investigators asked for the corporation of everyone in
–Identify the speaker’s ideas and the connections among the ideas. ’Tis Better to Give
Internal communication is the transmittal of information between and among persons
Receive—Make st
re-creating the series of events. The insurance investigators asked for the S within
–Summarize
a businessthe main pointsWithin
of the amessage.
oops!
corporation of everyone in re-creating the series of events. (cooperation)
or organization. company, internal communication is used to aware of the bene
6. The defendant is to be arranged in court next week. The defendant is to A accomplish
–Assess
company goals and objectives. Managers must, for example, let employees
the correctness or validity
know when and why a specific job must be done.of the message.
On the other hand, nonmanagement
of giving and rece
be arranged in court next week. (arraigned) Spelling Skill information by usi
F personnel
–Formulateuse communication for understanding and clarifying how a specific job must
appropriate questions. example: Ask stud
We are expanding our be done. Non management personnel communicate to convince management that their how they would k
45A –Associate
Section 2.2 Learning the Basics of Listening
knowledge andthe speaker’s
personal ideas
attributes with them
qualify otherfor
known concepts.
pay increases or promotions. Other what assignments
• Power of Process—Assignableschool within
liberryConnect
this year. ®
Business Communication,
examples
C services of internal communication include suggestions
–Consider specific ways the information might be used. for improving products and complete or what
(Library is the correct they would be giv
Power of Process guides students through critical reading,and analysis,
guidelines and writing
for completing a process.
spelling, not liberry.) T –Take
Internal
notes to assist in better
communication may berecall (toout
carried bring
withback to in
people mind).
the same department, they did not recei
process step-by-step. It requires application of active reading and writing in other departments, and at other company locations. syllabus for the cla
strategies while reinforcing the writing process. Students demonstrate Also, employees may communicate individually or as members of a team. Internal any oral instructio
if students weren’
communication may occur through face-to-face conversations, telephone calls, e-mail to ask questions a
critical thinking and analysis42on a business message as well as their own Chapter
messages, texting, and brainstorming sessions Two as
at a meeting, Interpreting
illustratedCommunication
in Exhibit 1.8. assignments or te
writing.
Exhibit 1.8 Ans 1.8
• Document Makeovers—Document Makeovers sharpen the writing skills of Team Communication The ability to liste
Communicating in speak, and to com
students as they identify, correct, and revise business messages with com- teams is an important effectively with ot
aspect of internal members.
munication blunders. Assignable within Connect® Business Communication, communication.
students are put to the test in an area where they often struggle with their own Thinking Critically:
What qualities should
writing. team members
demonstrate in order
• Concept Overview Videos—Available for each chapter and assignable within to communicate
effectively as part of a
Connect® Business Communication, they provide an engaging summary of each team?
chapter. After watching each mini-lecture, students are prompted
©Antonio Mo/Getty Images to quiz them-
selves on key concepts reinforcing knowledge, making this a great prep tool. All
videos are closed-captioned. Section 1.3 Communicating in the Business Environment
• Grammar Quizzes within Connect® Business Communication—Students may

not think grammar and mechanics are the most exciting topics, but mastery
Learning System xv
of the basics is essential. Our grammar quizzes assess students’ grammar and
mechanics. With a total of 150 auto-graded questions, these are great to use as
pre- and post-tests.
Instructor Library. The Connect Business Communication Instructor Library is your

repository for additional resources to improve student engagement in and out of class.
You can select and use any asset that enhances your lecture. The Connect Business Com-
munication Instructor Library includes:
• Instructor Manual
• PowerPoint files
• Test Bank
Tegrity Campus: Lectures 24/7

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Educators know that the more students can see, hear, and experience class resources,
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ficiently find what they need, when they need it, across an entire semester of class recordings.
Help turn all your students’ study time into learning moments immediately supported by your
lecture.
Lecture Capture enables you to:
• Record and distribute your lecture with a click of a button.
• Record and index PowerPoint presentations and anything shown on your computer
so it is easily searchable, frame by frame.
• Offer access to lectures anytime and anywhere by computer, iPod, or mobile
device.
• Increase intent listening and class participation by easing students’ concerns about
note taking. Lecture Capture will make it more likely you will see students’ faces,
not the tops of their heads.
To learn more about Tegrity, watch a two-minute Flash demo at http://tegritycampus
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xvi Learning System

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xviii Learning System

About the Authors
Dr. Sue C. Camp, Professor of Business Administration at Gardner-Webb University, re-
ceived her doctorate from the University of Tennessee at Knoxville, her master’s degree
from Winthrop University, Rock Hill, South Carolina, and her bachelor’s degree from
Gardner-Webb University, Boiling Springs, North Carolina.
She has taught business courses for over 40 years, has conducted workshops, and
has spoken to civic organizations, teacher associations, and other professional groups
who are interested in learning about business communications. She has written many
books and enjoys teaching traditional courses and online courses at both the under-
graduate and the graduate levels. She is past president of her Rotary Club and is active
in local charitable organizations.
Her awards include the following:
• Women of Achievement Award from the University of Tennessee.
• Who’s Who Among American Teachers.
• Academic Excellence Award, Gardner-Webb University.
• Scholarship Award, Gardner-Webb University.
• Gallery of Distinguished Graduates, Gardner-Webb University.
• Online Faculty Member of the Year, Gardner-Webb University.
• Faculty Hall of Fame, Gardner-Webb University.
Marilyn L. Satterwhite, Professor of Office Systems at Danville Area Community Col-
lege, received her master’s degree from the University of Illinois in Urbana and her
bachelor’s degree in Business Education from Eastern Illinois University in Charleston.
She has been a community college professor and trainer for over 35 years. In addition
to her first love—teaching—she has authored seven textbooks, all dealing with commu-
nication skills. She is a frequent speaker at workshops, conventions, and seminars for
business educators, office assistants, executives, and other businesspeople who want to
improve their communication skills.
Professional organizations in which she is active are the International Society for
Business Educators, North Central and National Business Education Association,
Illinois Business Education Association (including serving as its president in 2005), and
many others. Her accomplishments and contributions to the field of business education
and community service have been recognized in the following ways:
• NBEA Post Secondary Teacher of the Year.
• Eastern Illinois University Lumpkin School of Business Distinguished Alumnus.
• Association of Community College Trustees Central Region Faculty Member of
the Year.
• National Institute for Staff and Organizational Development (NISOD) T
eaching
Excellence Award.
• National ATHENA recipient.
• Danville Woman of the Year.
• DACC Faculty of the Year.
• DACC Founder.
• IBEA and NCBEA Distinguished Service Award.
xix
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College English and
Business Communication
Unit 1
Introduction to
Communication
©Syda Productions/Shutterstock
Unit Overview
In this unit, you will learn introductory communication principles.
Chapter 1
Communicating in Everyday Life
Chapter 2
Interpreting Communication
Chapter 3
2 Communicating Globally
Stories from the Real World
In a staff meeting, Steve Owen, plant manager at Johnson Manufacturing Company,
asked Nate Stephens and Howard Williams to attend a one-day conference in a nearby
city. Howard had been with the company less than three months and considered it a
compliment to be asked to represent the company at this important conference. Nate
Stephens, another new employee, did not seem enthusiastic about the conference.
Howard took notes on his cell phone as the plant manager provided both men with
the topic, date, location, and details of the conference. The plant manager told them
to arrange for a company car for the trip and that the accounting office would pay con-
ference registration fees in advance and prepare individual checks to cover meals for
the day. The checks would be ready the day before the conference.
As soon as the meeting was over, Howard arranged for a company car. He used his
cell phone to get driving directions and the estimated mileage for the trip so that he
would know what time they needed to leave. He also added the conference date and
time to his cell phone calendar.
When Howard got his check the day before the conference, he found out that Nate
had not yet been to the accounting to get his check. Howard called Nate to remind
him about the check and to tell him that they would leave the company parking lot
at 6 a.m. the next day so they could be on time for the conference. Nate said that the
conference had slipped his mind and that he would go get his meal check.
Howard and Nate took seats about the middle of the conference room and started
reading a notebook that had been prepared for the people attending the conference.
Howard was dressed in business attire, and Nate had on jeans and a sweater. As soon
as the conference started, Nate took a brief nap in his seat because he had stayed up
late the previous night watching a movie. Then, he started playing games on his cell
phone. The only time that he was not playing games was when an e-mail or text was
delivered to his phone. Howard was taking notes on his iPad.
As they were leaving the conference room, Howard and Nate learned that a close
friend of Mr. Owen’s was seated behind them. He introduced himself to them after
seeing their name tags because he knew they were from Mr. Owen’s company.
When they returned from the conference, Howard made sure that his notes were
clear and sent a copy to Mr. Owen. He also gave Mr. Owen a copy of the conference
notebook and told him that he really learned a lot from the conference.
Thinking Critically
Compare the actions of Howard and Nate.
Do you think that Mr. Owen’s close friend would have
told Mr. Owen about Nate’s actions?
3
Chapter 1
Communicating in Everyday Life
Section 1.1
Elements of
Communication
Section 1.2
The Communication
Skills: Listening, Speak-
ing, Reading, and
Writing
Section 1.3
Communicating in the
Business Environment
Workplace
Connection
Mastery of the commu- ©Antonio Mo/Getty Images
nication skills—listening,
speaking, reading, and CHAPTER LEARNING OUTCOMES
writing—is the foundation When you have completed this chapter, you should be able to:
for a successful personal • Explain the importance of communication in everyday life.
and business life. Using
these skills effectively will • List the four basic communication skills and explain how they are
significantly affect your interconnected.
employment and • Show how the four communication skills are used in your social,
advancement educational, and professional lives.
opportunities. • Describe how we communicate in the business environment.
4
Section 1.1
Elements of SECTION LEARNING

OUTCOMES
Communication When you have completed Section 1.1,
you will be able to:
• Identify the three types of commu-
nication and the four purposes of
Essential Principles communication.
Communication, very simply defined, is the exchange of informa-
tion. Communication is a vital part of our everyday lives, beginning • List and define the six components
at birth. Effective communication skills help us establish a favorable of communication.
reputation, build rapport, and earn credibility with friends, family, • Describe the four factors that
and work-related contacts. When communicating in work-related
influence communication.
situations, we want to earn the reputation of being professional.
Speaking, listening, reading, and writing are the basic skills • Discuss the responsibilities of the
in the communication process. These communication basics sender and the receiver.
have changed very little over the centuries; however, methods
used to transmit communications and the speed at which they
have been sent and received have experienced advances that
were almost impossible to imagine as recently as ten years ago.
Using cell phones for purposes other than phone calls is grow-
W H Y I T ’ S I M P O R TA N T
ing exponentially. Businesses must adapt to the “going mobile” Effective communication is paramount
phenomenon or be left behind. Chapters 12 and 13 have more and significantly contributes to
details on the ways cell phones are used to communicate with success in any profession.
business.
People want and need to exchange information and will find ways
to communicate. Most people are eager to try new technology. In fact,
you can see long lines outside technology-driven businesses when a
KEY TERMS
popular, new product is going to be made available to the public for • communication
the first time.
• social media
Today, we can communicate almost instantaneously around the
world with text, pictures, and graphics. We can use traditional e-mail, • cell phones
or we can have live video. There are numerous interesting ways to
• text messaging (texting)
use video chats, which allow people in different locations to see and
hear each other. A grandmother on the east coast can read a story • applications (apps)
to a grandchild on the west coast. Preliminary job interviews are fre-
• oral communication
quently conducted using live video chats.
Social media are online communities that use technology to • written communication
facilitate communication among individuals or group members.
• nonverbal communication
These media have changed the way friends stay in touch. Face-
book, Instagram, Snapchat, and Twitter are the most popular so- • barriers
cial media websites. They are used to maintain contact and stay
• electronic interruptions
involved with family and friends. Students often use social media
to discuss and review ideas for team projects. Business and indus- • multitasking
try are taking advantage of these same contact methods to market
• intrapersonal communication
their products.
Cell phones have become a necessity for people of all ages. Text • interpersonal communication
messaging, usually shortened to texting, has become an extremely
• feedback
popular and much used way to deliver short messages, photos, or
videos in a timely manner. Cell phone applications, usually called • human relations skills
apps, provide an almost endless list of resources such as books,
• you-attitude
games, GPS, music, and weather. The quality of cell phone cam-
eras and video cameras continues to improve. One father uses a • I-attitude
5
video app to monitor the safety of his preteen children while he is away for short periods
of time. He asks his children to remain in the family den while he is away. The children,
knowing that their father can view their activities on his cell phone, are much more
likely to complete their homework and engage in constructive behavior.
As you can see, many different ways to communicate exist. The question now is
which method we should use to deliver information. The previous paragraphs briefly
mention the many ways that individuals and groups communicate. More details about
technology and communication are in Chapter 12.
Types of Communication
Communication can be divided into three main categories: oral, written, and nonverbal.
Oral Communication
Oral communication is the use of spoken words to exchange ideas and information. Ex-
amples of oral communication include one-on-one conversations, meetings, voice mail
messages, and teleconferencing. Spoken messages can be sent instantaneously, and they
usually result in some immediate feedback. The disadvantage of oral communication is
that there is often little opportunity to reflect on what is said because oral communica-
tions often take place in a busy environment. There is also no written record.
Written Communication
Written communication is the exchange of information through the use of alphabetic
characters to form words and subsequently sentences. It can include letters, faxes,
text messages, memos, e-mails, reports, news releases, spreadsheets, tables, diagrams,
charts, and graphs. Written communication provides proof that the information was
exchanged. The disadvantage of written communication is that immediate feedback
may not always be possible.
Nonverbal Communication
KEY POINT Nonverbal communication is communication without words. Nonverbal communication
The three main categories is an important form of communication. Think about it. Without saying a single word,
of communication are: you can express your feelings with body language—gestures, facial expressions, and body
movements or positions.
1. Oral Many times the nonverbal message is stronger and, therefore, more believable than
2. Written the verbal message. The nonverbal message also may reinforce or contradict the verbal
3. Nonverbal message. An example of the latter occurs when someone says she is not in a hurry but
keeps glancing at her watch.
Team Activity Good communicators combine oral and nonverbal communication techniques to
make their communication more effective. When this combination is faulty, the effect is
Acting Out—Ask students
to tell you nonverbally the easy to spot. Have you ever listened to a speaker who was an authority on a subject but
following: Yes, No, I don’t whom you considered boring because the speaker lacked any kind of nonverbal expres-
know, It’s time to go, and I sion? Even if the subject interested you, you probably found it hard to keep your mind
don’t understand. This is a on the speech. Nonverbal communication can add emphasis and depth to spoken words
good way to demonstrate and can even tell you whether or not to believe a speaker. Nonverbal communication
the expressiveness of plays an important role in the clear, effective exchange of messages.
nonverbal communication.
Purposes of Communication
The first step in planning any message is to determine the purpose of your communication.
Recall for a moment what you said to various family members, friends, and school
or business associates today. Each question you asked, each statement you made—from
“How do you feel today?” to “I just found a ten-dollar bill!”—falls into at least one of the
following four main purposes of communication:
• To inquire. “Which cell phone did you choose?”
• To inform. “I chose the cell phone with the most free apps.”
6 Chapter One Communicating in Everyday Life

• To persuade. “You should buy this cell phone today before we run out of stock.”
• To develop goodwill. “Thank you for buying your new cell phone from our company.”
You will learn how to plan business messages and to determine the purposes of
such messages in Chapters 9, 10, and 11.
Components of Communication KEY POINT

Communication can take place only if you have both a sender and a receiver. Each time
you have a conversation with someone or exchange written messages, be aware of each The basics of business
component of the communication model, as illustrated in Exhibit 1.1. communications have
The six basic components of communication are: changed very little over
1. Message sender. The sender composes the intended message. The sender the years, but the trans-
could be a writer, a speaker, or a person who sends a nonverbal message mission method and speed
through gestures and other body language. have had a big impact on
2. Actual message. The actual message may be written, oral, or nonverbal; or it the business world.
may combine two or more types of communication. It may or may not be the
message the sender intended.
3. Message transmission. The message can be sent or delivered in a variety of ways.
The specific situation and the nature of the message determine the best way
to send it. Written messages can be sent in traditional formats such as letters,
memos, and reports. Written messages can also be sent electronically using fax
machines, text messages, or e-mail. Oral messages can be delivered through face-
to-face conversations, by phone, by voice mail, or by live video chats. Nonverbal
messages are sent through gestures, body movements, and facial expressions.
4. Message receiver. The receiver takes delivery of, or receives, the message. The receiv-
er’s knowledge, interest, and emotional state will affect how the message is received.
5. Message interpretation. The receiver interprets the message. The interpretation
may be different from the intended message or the actual message.
6. Feedback. The sender and the receiver respond to each other through written,
oral, or nonverbal means or through a combination of these components.
Feedback may include a written response, verbal questions, and nonverbal
gestures such as body movements and facial expressions.
Exhibit 1.1
Communication
Components
Actual Message Message
Communicating in
Interpretation
teams is an important
Message Transmission aspect of internal
communication.
Thinking Critically:
Message Message team members
Sender Receiver demonstrate in order
to communicate
Combination of Written, team?
Oral, and Nonverbal Ans 1.1
Communication
The ability to listen, to
speak, and to communicate
effectively with other team
Feedback members.
Section 1.1 Elements of Communication 7

oops! Factors That Influence Communication
Although the sender of a message knows the goals to achieve, the sender must keep in
Mastering mind four key factors that will influence the communication either favorably or unfavor-
Importance ably. To be an effective communicator, the sender should account for how the following
four factors affect the communication process:
Its important to master
verbal communications. 1. The background of the receiver.
(It’s is correct—its is the 2. The appearance of the sender or of the sender’s communication.
possessive form. It’s is 3. Barriers that might negatively affect the intended message.
a contraction meaning
4. The language and communication skills of the sender and the receiver.
“it is.”)
Teaching Tip
Communication Is
Memory Hook
Elementary—Ask students
to give examples of A receiver’s interest and motivation are often influenced by experience.
communication situations
Recalling the four factors that influence communication is easy if you use
that would be affected
by the four elements the acronym BABL (pronounced “babble”).
mentioned. A doctor,
for example, would B –Background of the receiver.
have to consider the
background (knowledge)
A –Appearance of the sender or of the sender’s
of the receiver (patient) communication.
when communicating the B –Barriers to effective communication.
diagnosis and treatment of
an illness. L –Language skills of the sender and the receiver.
KEY POINT
A receiver’s interest and Background of the Receiver
motivation are often The following four background elements can play an important role in determining the
influenced by experience. receiver’s possible reaction and response to the message.
1. The knowledge both the sender and the receiver already have about the facts,
ideas, and language used in the message.
oops! 2. The personality of the receiver—particularly the emotions, attitudes, and preju-
dices that are likely to influence the way the message is interpreted.
A Valuable 3. The receiver’s experiences relevant to the message content.
Misunderstanding
4. The receiver’s interest and motivation regarding the subject of the
Misunderstandings can message.
arise when someone uses To understand how these four factors can influence a receiver, imagine that you
the wrong word. Consider have just received a flyer from a computer store announcing its latest sale. If you have
this request made by a not previously purchased from this store, your knowledge of its quality and service is
hotel employee: probably limited. Naturally, your reaction would be different from that of a person
“Please leave your values who is knowledgeable about the computer store. If your personality is quite conser-
vative, you have probably decided to make only a small purchase. However, if your
at the front desk.”
experience with this store has been good, your interest and motivation probably grew
(the concrete noun the minute you saw the cost savings available from this type of sale.
valuables, not the abstract The communicator who weighs all these factors and anticipates the receiver’s needs
noun values) before preparing the message stands a greater chance of having the message accepted by
the receiver than does the person who ignores these factors.

Appearance of the Sender or of the
Sender’s Communication
What do the following three situations have in common?
• A sloppy-looking speaker or salesperson. Employability
• A receptionist or telemarketer who does not speak distinctly. Skills
• A letter with errors.
These three situations all transmit their messages in an unfavorable way. Every communica- Working with
tion you transmit can be your goodwill ambassador and can help achieve a positive reaction Diversity
if you remember that appearances do make a difference, as shown in Exhibit 1.2. Written The ability to work with
communication that appears neat and professional makes a positive first impression. people from diverse
backgrounds is a key
Barriers to Effective Communication employability skill.
Barriers are factors that interfere with communication and might negatively affect the
intended message. Barriers include physical distractions, emotional distractions, cul-
tural and language differences, and electronic interruptions.
Under what circumstances is the message received? Here are examples of possible Team Activity
barriers: Judging a Book by Its
• Is the room noisy? Too warm or too cold? Poorly lit? Cover—Discuss the role
that personal appearance
• Is the receiver more concerned with an upcoming exam or with the argu- and the appearance of
ment he had this morning? written communications
• Is the receiver having difficulty understanding an international customer plays in making a good first
whose first language is not English? impression.
Collect pictures or make
• Is the receiver distracted by an incoming text message that she is eager short videos to illustrate
to read? positive and negative
Such distractions interfere with, and draw the receiver’s attention away from, the speaking situations.
message and create barriers to effective communication. Sometimes, the resulting
lack of concentration can lead to incomplete communication by message senders and
erroneous conclusions by message receivers.
Physical Distractions. Physical distractions include such things as discomfort due to im- Team Activity
proper heat or air-conditioning, health conditions like headaches or personal illness, and Don’t Get Sidetracked—
noise such as that from lawn equipment or sirens. Physical distractions are usually easier to Discuss possible physical
prevent in a speaking or listening situation because the surroundings can often be controlled distractions experienced
or changed. In a writing or reading situation, however, the writer has little influence over the by a student in class
reader’s surroundings. Writers should take special care in developing error-free messages. and by an employee in
Remember, people do judge you based on the appearance of your communication. a business setting. Ask
students to identify ways to
Exhibit 1.2 deal with the distractions.
Making an Impression
Physical appearance
contributes positively
or negatively to the
impression a person
makes. Thinking
Critically: Which
person’s appearance
makes the better
impression? Why?
Ans 1.2 The man with the
suit and tie makes a better
impression.
©Diane Collins and Jordan Hollender/DigitalVision/Getty Images

Emotional Distractions. Emotional distractions on the part of the receiver can prevent
KEY POINT him or her from concentrating on, and giving full attention to, the communication.
Emotional distractions may include thinking about a personal matter or allowing an
Four types of barriers to
emotion such as anger to influence how you interpret a message.
communication are:
1. Physical distractions Cultural and Language Differences. Cultural barriers such as language differences,
inattention, and misunderstanding caused by different interpretations of a word or an
2. Emotional distractions
expression can have a negative influence on the communication process. Cultural di-
3. Cultural and language versity can also be a barrier to effective communication. For example, executives in the
differences United States and Japan might have different ideas about what constitutes politeness
4. E lectronic when business executives from these two countries meet for the first time. Should both
interruptions executives bow, which is the tradition in Japan, or should they shake hands, which is
the tradition in the United States? Chapter 3 discusses cultural diversity in more detail.
Electronic Interruptions. Electronic interruptions are events involving technology that

interrupt the work flow. These interruptions may be as simple as a cell phone ringing.
Electronic distractions such as cell phone texting while attending a company meeting
can cause the listener to hear only part of what is being said at the meeting. Answer-
ing e-mail during a phone call with your supervisor is another example of an electronic
distraction. Multitasking, which is spreading your attention to cover more than one
activity at the same time, has its place. However, employees must stay focused on their
jobs and set priorities.
Language and Communication Skills

Every businessperson is involved in some form of communication with others and must
be able to use language effectively to send and receive messages. Words are the major
tools of language, and they must be chosen carefully to express the intended meaning.
How well the sender of the message uses these tools and how well the receiver interprets
their use are major factors in the effectiveness of the message.
In today’s multicultural society, it is important to be sensitive to cultural diversity
when using any form of communication. An awareness of, and respect for, cultural dif-
ferences will help you to avoid any miscommunications.
Selecting the correct words is particularly important if the receiver’s first language
is not English. Use of slang and jargon in communicating with people who do not un-
derstand the terminology can also cause a barrier to communication. If the receptionist
tells the international caller, Mr. Wong, that Mrs. Wyatt can’t take his call because she’s
Going Global tied up in a meeting, Mr. Wong could interpret the message literally (Mrs. Wyatt is tied
with ropes to a chair in the meeting).
Globally Speaking As a message sender, you must communicate facts, ideas, opinions, and instruc-
Studying another language tions in a coherent manner with clarity, confidence, and knowledge. To do this, you
is one way to prepare must have a broad vocabulary and the ability to spell, pronounce, and select the cor-
for today’s global mar- rect words. You must be able to speak and write clearly, concisely, and correctly. As a
ketplace. Knowing a few
message receiver, you must also be able to read and listen with understanding. Both the
sender and the receiver share the responsibility for effective communication.
words in another language In spoken communication, word choice, grammar, pronunciation, and listening
will help in international are also factors in effective communication. A receiver may be distracted by incorrect
meetings. Consult an grammar, incorrect pronunciation, or misused words, and, consequently, he or she
up-to-date phone app, may not receive the intended message. For example, a diner in a restaurant may focus
foreign-language phrase on the errors, rather than the message, when a server says, “We done the meal as good
book, or dictionary for help
as we could so a 15 percent gratitude would be appreciated.”
In written communication, something as simple as using the wrong word, making
with basic expressions. a spelling or grammatical error, using an incorrect format, or misusing a punctuation
There are websites on the mark may change the intended meaning of the message. Even if the receiver under-
Internet that can help with stands the message, his or her opinion of the sender’s intelligence and credibility may
translating documents. be negatively influenced by the error. For example, a receiver may not do business with
a company because of a poorly written sales letter. The receiver may feel that a company

that is careless about its letters may also be careless about filling orders promptly and
accurately. oops!
Each of these language tools is discussed more fully in later sections of this book.
Keep in mind, however, that these tools apply not only to writing but also to reading, The Comma
listening, and speaking. If the communication process is to be successful, the message Is the Clue
sender must be an effective writer or speaker, and the receiver must be an effective
Omitting a punctuation
reader or listener.
mark can completely
Responsibilities of the Sender and the Receiver change the meaning of a
sentence. Read these two
As illustrated in Exhibit 1.1, both the sender and the receiver bear a responsibility for
sentences and notice the
ensuring that effective communication occurs. Let’s take a look at the particular respon-
sibilities of the sender and the receiver. difference in meaning:
1. The teacher said the
Evaluate Each Communication Situation student was very
Effective communication requires the sender to understand his or her own intraper- cooperative.
sonal communication. Intrapersonal communication refers to the way each person views 2. The teacher, said the
and interprets information based on previous life experiences. Intrapersonal commu- student, was very
nication, or communication with yourself, must take place before you can communi- cooperative.
cate with another person. Interpersonal communication is communication that occurs
between two people, such as a doctor and a patient, an attorney and a client, and a In each sentence, who
financial adviser and a client. was cooperative?
(1. the student;
Avoid Miscommunication. Ideally, the intended message, the actual message, and the 2. the teacher)
interpreted message will be the same. Miscommunication occurs when components of
one or more of these three messages are different for either the sender or the receiver.
For example, consider the following situation:
College freshman Robin Wilkerson was upset with her semester grades,
but she had to tell her parents. Robin (message sender) sent them an e-mail
(message transmission) in which she wrote about her grades (intended
message): “I got only one D this semester” (actual message). When her
parents (message receivers) read her letter, they viewed it this way: “Robin got KEY POINT
only one D this semester. That is much better than the three Ds she got last Communication takes
semester!” (interpreted message).
place when the intended
Miscommunication occurred because Robin’s actual message did not convey message, the actual mes-
that she also received two Fs. Her parents interpreted her partial message in a positive sage, and the interpreted
way. This is not an example of miscommunication, however, if Robin deliberately set out
message are the same.
to deceive her parents. Was it ethical if she did intend to deceive them?
Maintain Goodwill. Effective communication takes place (1) when the message is
received and interpreted as the sender intended, (2) when the sender gets the results he Team Activity
or she wanted, and (3) when the communication maintains goodwill between the sender
Interpretations—On
and the receiver. You can tell a person no and make an enemy for life; but if you use a the board or projected
customer service approach and incorporate human relations skills into your communi- on the screen, write a
cation, you are more likely to have an effective communication. Chapter 13 discusses statement that can have
customer service communication in detail. different meanings, and
ask students to give their
interpretations of the
Communication Is Effective When It: statement. Why did their
interpretations differ? A
1. Is interpreted as the sender intended. sample sentence: The
salesperson said the repair
2. Gets the results wanted. technician did not have
3. Maintains goodwill. enough money for the
telephone.

Exhibit 1.3
Listening
Feedback from a
listener may include
facial expressions,
posture, and eye
contact. Thinking
Critically: What might
the listener’s feedback
indicate to the
speaker? What could
the speaker do to get
oral feedback from the
listener?
Ans 1.3
The speaker could ask
some questions to get
feedback.
©Stockbroker/Photolibrary
Give and Receive Feedback. Miscommunication and communication breakdowns

Digital can often be avoided by using the feedback technique. Feedback involves getting an
Data oral, written, or nonverbal response from the receiver. In the process of transmitting a
face-to-face message, the sender can use clues from the receiver to determine whether
Information Tools the receiver is interpreting the message correctly. For example, a puzzled look on the
receiver’s face can signal that the message is confusing, as illustrated in Exhibit 1.3.
Cell phones are essential
Asking questions is one way to get feedback. The sender can ask the receiver ques-
tools that help you orga- tions to determine whether the message is being received accurately. In turn, the re-
nize your calendar, store ceiver can ask the sender questions to clarify any content that is unclear.
your contact information, Feedback cannot be achieved as easily with written communication because the
search for information, re- sender and receiver are separated, and the receiver’s response is usually not immediate.
motely close your garage The wrong response, questions from the receiver, or no response at all may indicate a
temporary breakdown in communication.
door, check your home
or business security cam- Understand Personal Needs
eras, and communicate One significant factor in successful interpersonal skills is understanding the needs of
with others. The capabili- the receiver of a message. Abraham Maslow, a famous psychologist, divided human
ties and the small size of needs into five levels, as shown in Exhibit 1.4.
cell phones make them • Physical needs. Physical needs are essential to life and include food, cloth-
extremely useful at work ing, and shelter. Until these basic needs are satisfied, receivers have difficulty
and outside work. thinking of anything else.
• Security needs. Security needs include the desire to be safe from physical
harm and mental abuse.
• Social needs. Social needs, which are evident in a desire to be part of a group, can be
KEY POINT met through family, social contacts, work relationships, or other group situations.
• Esteem needs. Esteem needs are satisfied through a feeling of self-importance,
Maslow organizes human self-respect, prestige, power, or recognition. Winning a contest, being selected
needs into five levels: as chairperson of an event or organization, and receiving a scholarship are
some situations that satisfy esteem needs.
1. Physical
• Self-actualizing needs. These needs are met by developing a sense of achieve-
2. Security
ment, competence, and creativity and by helping others meet their own needs.
3. Social People who reach the top in their fields often want to use their abilities and
4. Esteem resources to benefit others. They may also want to help others attain similar
5. Self-actualizing success by becoming a mentor, a role model, or a volunteer for organizations
such as Big Brothers/Big Sisters, Boy Scouts, and Girl Scouts.

Exhibit 1.4
Highest-Level Maslow’s Hierarchy
Needs of Needs
Self- The lowest-level needs
actualizing are at the bottom,
and the highest-level
needs are at the top.
Esteem Thinking Critically:
How does the lack
of these basic needs
interfere with effective
Social Basic Needs communication?
Ans 1.4
The lack of basic needs
Security affects people physically
by, for example, making
them irritable, tired, or
distressed. These physical
Physical effects hinder effective
communication.
Assess the Needs of the Receiver

In order to communicate effectively, the sender must carefully examine each situation
and assess the needs of the receiver. Needs motivate people to act or react in certain
ways. By helping the receiver satisfy the higher two levels of needs—esteem and self-
actualizing—the sender can improve communication. Furthermore, by empathizing with
the receiver, that is, imagining yourself in that person’s situation, you will be better able
to determine the best way to motivate the receiver to do what you want.
Keep in mind that the receiver may be motivated by more than one need at any
given time. For example, a person may accept a position as officer of an organization to
satisfy both social and esteem needs.
To communicate effectively, you need to demonstrate human relations skills when
interacting with others. Use the human relations techniques described in the following
paragraphs as a guide.
Apply Interpersonal Skills

The average person speaks about 18,000 words each day. Most of those words are spent
communicating on a one-to-one basis or in situations involving only a few people. Human Team Activity
relations skills, also known as interpersonal skills, involve the ability to understand and
In Another’s Shoes—
deal with people in a way that maintains a favorable relationship and goodwill. It makes Explain that empathy
sense, therefore, that everyone should develop effective interpersonal skills. involves “putting yourself
Use the You-Attitude. Using the you-attitude when writing and speaking helps to build in another person’s shoes.”
Ask students for examples
goodwill and to maintain an environment of friendliness. The you-attitude involves putting
of times when they have
your reader or listener first and being considerate of the other person. An example of the
shown empathy for
you-attitude is, “For your convenience, we are extending our clinic hours to 9 p.m.” someone. What did they
The I-attitude is the opposite of the you-attitude; it entails putting your own interests, say to the person?
well-being, and comfort ahead of anyone else’s. An example of the I-attitude is, “Because
it fits my schedule better, I have decided to extend the clinic’s hours until 9 p.m.”
Demonstrate a Positive Attitude. A good communicator demonstrates a positive at- KEY POINT
titude by building good working relationships with peers, superiors, subordinates, cus-
tomers, and clients. Showing enthusiasm about your job and your organization and Using the you-attitude
cooperating with others are ways to demonstrate a positive attitude. in speaking and writing
Be a Good Listener. An effective communicator is also a good listener. It is important helps to build and main-
to listen carefully and to let the speaker know you are interested. Ask questions when tain goodwill.
you are unsure of message content, and take notes when appropriate.

Exhibit 1.5
Responsibilities of the Responsibilities of Sender and Receiver
Sender and Receiver
Applying a
combination of these
Responsibilities Actions
communication
responsibilities • Avoid miscommunications.
Evaluate the situation.
fosters productive • Give and receive feedback.
communication. • Maintain goodwill.
Which of these
responsibilities is Understand your needs and • Fulfill each of your own and your
most important to the the receiver’s needs. receiver’s needs according to
sender, and which is Maslow, especially esteem and
most important to the self-actualizing.
receiver?
Ans 1.5
Answers will vary. Sender: Apply interpersonal skills. • Use the you-attitude appropriately.
avoid miscommunication,
• Demonstrate a positive attitude.
fulfill your own needs,
• Be a good listener.
demonstrate a positive
• Maintain confidentiality.
attitude. Receiver: give and
• Be considerate.
receive feedback, fulfill
your own needs, be a good
listener.
Maintain Confidentiality. An ethical communicator understands the importance of
confidentiality. This means releasing information to authorized personnel only and re-
leasing information at the appropriate time, not early and not late.
Be Considerate. Treat others as you would like to be treated. A good communicator

Team Activity is courteous, honest, and patient in dealing with other people and respects the opinions
Attitudes—Ask students to of others. This means using tact and diplomacy in some instances. It also means using
discuss whether or not they words and terms that your receiver understands. Another way to show courtesy is to be
think that attitudes seem prompt in answering correspondence and in returning telephone calls.
contagious. Do positive Recent studies indicate that workers need good communication skills to be com-
attitudes help make others petitive in the changing workplace and in the global business environment. Practicing
act positively? Do negative the human relations techniques described in this section will help you improve your
attitudes help make others communication skills. Review the responsibilities of sender and receiver in Exhibit 1.5.
act negatively?
Team Activity
Discretion: The Better Part of Valor—Give students this example of confidentiality to discuss:
You know a decision has been made to hire a particular person, but that person has not been
notified yet. What should you do?
Assessment Section 1.1

Review of Key Terms
1. How does nonverbal communication affect the verbal message? Provide an
example.
Gestures, facial expressions, and body movements can enhance or

distract from the verbal message.
2. What types of barriers interfere with communication? Include an example of

each one. Physical distractions—noise such as that from a lawn mower or siren;
emotional distractions—preoccupation with a personal matter; cultural and language
differences—misunderstandings due to language barriers; electronic interruptions—cell
phone calls or texting during work hours.

3. What is the difference between intrapersonal and interpersonal communication?
Intrapersonal communication is the way in which each person views and interprets
information based on his or her previous life experiences. Interpersonal communication
is communication that occurs between two people.
Editing Practice
Spelling Alert! Correct the following spelling errors. A sentence may have more than
one misspelled word.
4. The waitress appreciated the gratitude. gratuity
5. Please buy two rolls of duck tape. duct
6. Our lunch brake is at noon. break
7. The window pain was broken during the storm. pane
8. Recycling results in less waist. waste
Practical Application
Analyzing Information
9. Give an example of a you-attitude statement and an I-attitude statement. Then
list several basic human relations techniques that, if applied, could improve
You-attitude statement: For your convenience, we dropped the
communication.
service charge. I-attitude statement: I have decided to drop the service charge.
Student answers may vary.
10. Today, immediately after a conversation with a fellow student, analyze what
was said by jotting down answers to the following questions:
• What was the sender’s intended message?

• What was the sender’s actual message?
• What was the receiver’s interpretation of the message?
ompare notes with your team to determine whether all messages are the
C
same. If they are not, discuss what factors may have influenced the message.
Student
notes will vary.
Discussion Point
Making Comparisons
11. Discuss the differences among oral, written, and nonverbal communication.
Why is each type of communication essential to effective communication?
Oral communication uses spoken words to exchange messages; written communication
uses written words to convey messages; nonverbal communication is communication
without words, such as communication by gesture, facial expression, and body movement.
Each type of communication has its place in specific communication situations.
12. Name the four key factors that influence communication, and describe each

one briefly. Student answers may vary but should include background, appearance,
barriers, and language.

Section 1.2
SECTION LEARNING
OUTCOMES
The Communication
When you have completed Section 1.2,
Skills: Listening, Speaking,
• Explain how the four communica-
tion skills are interconnected and
Reading, and Writing
how they reinforce one another.
• Show how the four communication Essential Principles
skills relate to your social, educa-
tional, and professional lives. In Section 1.1 you learned that communication is a two-way process
that requires a sender and a receiver. You cannot communicate in a
• Give examples to illustrate the vacuum. You cannot communicate by speaking if there is no one to
importance of listening, speak- listen. You cannot communicate by writing if no one will read your
ing, reading, and writing skills words. Each side—sender and receiver—must do its part.
in your life. As you have probably noticed, communicators are paired:
speaker-listener and writer-reader. Oral communication requires a
speaker and a listener. Oral communication is most effective when
the sender has good speaking skills and the receiver has good listen-
ing skills. Similarly, written communication requires a writer and a
reader. Written communication is most effective when the sender
W H Y I T ’ S I M P O R TA N T has good writing skills and the receiver has good reading skills.
If only half of the pair operates effectively, something is lost in
The four communication skills are the communication process. Suppose, for example, that someone
interconnected, and using them writes a clear, step-by-step description of how to install a new soft-
effectively will help you in the job ware. No matter how clear that message, some information will be
market. lost if the reader does not focus full attention on the message or
does not understand some of the words or references. The reader
will not understand what the writer is trying to say. Communica-
tion, then, is a partnership in which each side is responsible.
KEY TERMS
• oral communication Combining the Communication Skills
• written communication in Your Social, Educational, and
• reflective listening Professional Lives
An essential ingredient of successful family, social, and business
Teaching Tip relationships is effective communication. A communication break-
Hurdling the Language down can lead to misunderstandings and serious problems in our
Barrier—Remind students personal and business lives. Good communication skills can posi-
that to be complete and tively affect most aspects of our relationships with others.
effective, communication Learning to be a successful, effective communicator is some-
requires both a sender what like learning to be a good basketball player or a good chess
and a receiver. If a player. Once you have learned the basic skills, you become better as
language barrier exists, you practice the skills and gain confidence.
the sender must be aware Listening, speaking, reading, and writing are important and
that the receiver may not useful skills in and of themselves. When used together, they rein-
understand the message.
force one another, producing a higher, efficient level of communi-
cation. Being combined with the others can strengthen each of the
four skills. Take listening, for example. Your employer will not pro-
vide rubrics for tasks to be completed but will expect you to listen,
take notes, and get the job done correctly.
16
Listening Skills
Listening is concentrating on what you hear and is one of the primary means of receiv-
ing information. The problem with listening, though, is that if you miss something or Going Global
forget part of what you heard, you cannot replay the message, unless you have recorded
it. A lack of knowledge of the subject matter or the meaning of the words or terms can
decrease the listener’s understanding. When you know something about the subject, Listening behavior varies
however—when you have “read about it” or “done your homework”—you will find it from culture to culture. In
easier to grasp the information presented orally. Reading, then, can reinforce listening; some parts of Africa, chil-
it helps you gain more from what you hear. dren will look down when
Speaking, too, can reinforce your listening skills. As mentioned before, good listen- talking with an adult be-
ers ask questions to clarify points and obtain additional information. Speaking can also
cause adults consider eye
be used as a memory aid. Repeating a person’s name right after you hear it, for instance,
will help you to remember the name later. contact from children disre-
Writing reinforces listening skills on an ongoing basis. You jot down the name and spectful. Japanese listeners
address of a restaurant someone recommends, or you take a telephone message for a often close their eyes when
co-worker. You take notes when your supervisor explains how a job should be done, they are concentrating.
because your supervisor will not provide a rubric or other written instructions for com-
pleting a task. You can then refer to your notes when you need them. Listening skills are
important in all aspects of your life.
oops!
Memory Hook Listen With Your
Ears and Your Mind
Use these five strategies to enhance, reinforce, and develop your
Jimmy was planning his ski
listening skills:
trip and daydreaming when
• Read to gain background information. his professor announced
• Repeat a person’s name when you are introduced to someone.
• that the lecture would be
Respond by asking questions to clarify information.
• Remember by taking good notes and reading them later. canceled the next day.
• Record a lecture, when permitted, for another chance to comprehend. Jimmy was the only student
who showed up to class
the following day.
Your Social Life. In a social setting, good listeners—those who understand what the
speaker is saying and why—are much in demand. We often choose a good listener to be
a good friend: someone to turn to when we want to talk about our problems or fears or
to share our triumphs or joys. Good listeners often reap the benefit of the experience of
others and enjoy the satisfaction of close personal relationships.
Your Educational Life. Good listening skills help you absorb an instructor’s lectures, Going Global
explanations, and directions for assignments. The process of taking notes on the oral
information enhances listening. Your notes provide a record of the information you Greetings can differ con-
received and enable you to review the information at a later time. siderably from one culture
to another. Whereas hand-
Your Professional Life. Listening is assisted by the other communication skills in
every profession. Consider Barbara Wright, for example, who is an administrative assis- shakes are the normal
tant in a medical center. She listens in weekly staff meetings to caseworkers and medical greeting in the United States,
staff as they discuss current problems and cases. To help remember those discussions a kiss on both cheeks is the
and the tasks she’s been assigned to do, Barbara takes notes. Then she types her notes normal greeting in the Middle
on her computer to create a permanent record and handy reference. Barbara also reads East. In some Asian cultures,
as many medical articles as she can. This background reading helps her better under-
people greet one another by
stand what her co-workers are discussing.
Barbara also uses speaking skills in her job. She participates in the staff meetings, bowing; and in India, hands
and she spends time each day on the telephone, answering questions and providing are put together in a prayer
information to co-workers and clients. Barbara has discovered that reading, writing, and position with a slight bow.
speaking have helped her become a more effective listener.
Section 1.2 The Communication Skills: Listening, Speaking, Reading, and Writing 17
Speaking Skills
oops! The communication skill you will probably use the most is speaking. Speaking can be
Homonym Horror an excellent way to transmit information. Speaking also plays a part in being a good
listener. You provide feedback by letting the speaker know you understand, by offering
Browsing and searching advice, and by asking for more details.
through the Internet was Reflective listening is an important tool in many listening situations, particularly
a waist of time when I had in one-on-one situations. Reflective listening (see Exhibit 1.6) is attentively listening to
the information in this the speaker’s actual words, as well as tone of voice, and observing the body language
and emotions displayed. During the process, periodically stop the speaker and “play
book. (waste—not waist)
back” in your own words what you heard and observed: “You said . . .”; “You felt . . .”;
“Is that correct?” Reflective listening is usually not practical in a speaker-audience
situation.
Your Social Life. You use your speaking skills to share your thoughts, wants, ac-
complishments, and feelings with others. You also ask questions to gain information
and show interest. Speaking can be face-to-face or can occur over the telephone or
computer.
Your Educational Life. Asking questions, summarizing information, and expressing

ideas are an important part of the learning process. Your spoken feedback tells your
instructor what information you understand and what information should be clarified.
Your speaking skills will help you master the course material and help you when you
are working in teams.
Your Professional Life. Communicating by speaking is an important skill in the work

world. Let’s look at how Andrea Rosado uses speaking on her job as a paralegal. Andrea
spends a good portion of her day speaking with attorneys, other paralegals, and clients.
She makes telephone inquiries regarding legal cases she is working on, and she engages
in discussions with attorneys and colleagues.
Reading, writing, and listening skills support Andrea’s speaking skills. Andrea
knows that reading is an essential part of her job. She must analyze the facts of a case
and conduct research to identify laws, judicial decisions, and legal articles that may
have a bearing on the case. Andrea uses her writing skills to prepare legal briefs and
legal correspondence. Listening is also an important skill for Andrea. As a paralegal,
she must listen to clients to obtain information, and she must listen to instructions from
her supervising attorney.
Exhibit 1.6
Reflective Listening
How can a listener
display reflective
listening? Thinking
Critically: Name two
ways you could show
reflective listening.
Ans 1.6
The listener could
periodically stop the
speaker and repeat in his
or her own words what
was heard or observed.
The listener could also
demonstrate attentive
body language such as
nodding and maintaining
eye contact.
©nyul/123RF

Reading Skills Teaching Tip
Let’s Compare Notes—
Reading is one of the principal means of obtaining information. The information
Have students read and
may be in printed form, such as a book or magazine, or in electronic form on a take notes on the same
computer screen or another electronic device. Reading is an efficient way to learn article. After students
because it allows you to control the flow of information. You can reread a passage type their notes, discuss
you have not fully understood, and you can take notes, which will help you when the article and see if
reviewing the material. Reading is also a source of entertainment when reading for their notes are similar or
pleasure. if important facts have
been omitted. Be sure to
Your Social Life. Reading newspapers; magazines; online local, national, and interna- choose an article related to
tional news updates; and books helps you to broaden your knowledge and understand- business communications.
ing of the world and to become a more interesting person. Reading gives you more
information and ideas to share with others. It can make you a good conversationalist
and thus, a more interesting person.
Your Educational Life. In any kind of educational setting, reading is one of the prin- Employability
cipal means of acquiring course-related information. Skills
Reading skills are important for students at every level. Take Julius Mitchell, for
example. Julius works for an electrical supply company during the day and attends a
community college at night. He found the reading assignments for some of his courses
Writing
difficult at first. However, things improved when he started taking notes on his reading. Communication skills,
Taking notes helped Julius organize and remember the information. These notes made especially the ability to
studying for exams easier, because Julius could review his notes rather than rereading write effectively, are neces-
the entire text. sary to succeed in business.
Julius discovered that he gets more out of a class when he has read the assignment
ahead of time. The lectures help him to review basic material and to clarify difficult
points. Julius has also found that he likes participating in discussions when he is pre-
pared for class. Talking about the material in class reinforces Julius’s reading and aids KEY POINT
him in mastering the material.
Reading and writing are
Your Professional Life. Reading will be part of any job, starting with the employment integral to learning and
forms you must read when you are hired. E-mails, letters, reports, computer manuals, communication skills.
schedules, procedure manuals, and policy manuals are just a few of the documents that
will require reading skills.
Writing Skills Digital

Writing skills are important for creating and communicating information. Getting your Data
thoughts on paper (or on the screen) will help you organize and evaluate these thoughts.
Written communication provides a written record of communications.
Nonstop
Your Social Life. Writing is being used more and more in our social lives today be-
Communication
cause e-mail, texting, blogs, and so on, have made it much easier, less expensive, and Cell phones have made
more convenient. communication readily ac-
Similarly, we all need to know how to write congratulation letters, thank-you notes, cessible throughout most
responses to invitations, and other social communications. of the world. They are
used for security, social,
Your Educational Life. Excellent writing skills can help you to earn higher grades
and work-related commu-
on research papers and tests. Exceptional content and correct grammar and
punctuation will impress your instructor, resulting in a higher grade. You nications and seemingly
learn more through writing about a subject because you must think about the mate- have become a necessity
rial and organize the information you have before you can start to write about the for most users
topic.
Your Professional Life. On the job, you use your writing skills to compose e-mail
KEY POINT messages, letters, and reports. In many jobs, writing is a supporting skill, but in some
jobs—those of newspaper reporters or authors, for example—writing is the primary skill.
Excellent communication
Writing by means of some form of electronic communication has become an increas-
skills are among the most ingly important part of our lives.
frequently listed require-
ments in want ads and in The Value of Good Communication Skills
surveys of employers. As you can see, the four communication skills apply to your social, educational,
and professional lives in much the same way. With the rapid rate of technological
advancements, you can expect to have several different jobs during your working
life. You’ll need to learn new software programs or managerial skills, for example.
Team Activity
Your communication skills are tools that will help you to adapt to a variety of work
Employing Communication
situations.
Skills—Ask students to list
some job-related situations The four communication skills are interconnected, and using all of them will
in their fields of interest strengthen your ability to communicate. Let’s see how Maria Hernandez uses all four
that would involve all four communication skills in her job. Maria works as an investigative reporter for the News
communication skills: Gazette. She has always enjoyed writing and now works as a full-time journalist. Maria
listening, speaking, reading, knows that listening, speaking, and reading skills are crucial in writing newspaper articles.
and writing. Write their For example, Maria had to read the minutes of last year’s town meetings to get the
responses on the board. history of the new recycling program. She found that she needed more information
about recycling plans in other communities and the technology involved. Maria spent
the morning online reading and taking notes. Next, she wanted to learn what various
town officials and citizens thought about the new program. Was the proposed program
worth the expense? Would it really help to cut down on the amount of garbage? Would
the plastic bottles be processed and reused as promised? Maria drew up a list of ques-
tions, she listened carefully to the answers of her interviewees, and she took notes.
Maria then assembled the material for her story. She was able to plan what she was
going to say before she actually sat down at her computer to write.
When analyzing Maria’s job, you see how the four communication skills are
interconnected. Each of the communication skills—listening, speaking, reading, and
writing—is strengthened and reinforced by the other skills.

Review of Key Terms
1.
Define the term reflective listening. Reflective listening is attentively listening to
someone and periodically stopping the person to ask questions, making sure that the
listener is correctly understanding the speaker.
2. What effect does written communication have on one’s professional life?
An unclear message or an inappropriate tone could adversely affect one’s position.
Effective written communication could improve one’s position.
Editing Practice
Proofreading Alert! Proper proofreading involves checking the spelling, grammar, and
punctuation within a sentence. Proofread the following sentence and mark all the er-
rors. Then, rewrite or type the corrected paragraph.
3. In accordance with hour telephone conservation, we have cent you the sec-
ond addition of John Nelson’s knew book, Correcting Errors in Word Usage.
our, conversation, sent, edition, new

Thinking Critically
4. Write a brief paper on the value of letter writing in either your social life or
your business life. Respond to one of the three following prompts:
a. How has e-mail changed letter writing?
b. Letter writing is a lost art.
c. Writing letters is a wonderful way to communicate.
Answers will vary. Students should provide examples to support their opinions.

5. One communication skill is featured in each of the following examples.
Explain how another communication skill might be used in each situation
to reinforce the main skill.
• Listening to a neighbor’s complaints about a barking dog.
Speaking (offer advice and understanding)

• Speaking to a group about the pros and cons of four
popular word
processing programs. Reading (research the
subject), writing (develop notes to use in giving the speech), listening
(answer questions)
• Writing a report about public opinion on local property tax
rates. Reading
(locate background information), speaking (ask for
opinions), listening (hear answers)

• Reading several consumer and photography magazines in the
library that evaluate digital cameras. (You want to buy a digital
camera.) Writing (take notes)

Discussion Point
Identifying the Main Idea
6. Describe how communication is a two-way process, and explain why com-
Students’
munication skills are paired. answers may vary, but should include the
following concept: Communication is a two-way process with a sender and a receiver
(writer and reader or listener and speaker).

Section 1.3
SECTION LEARNING
OUTCOMES
Communicating in the
you should be able to:
Business Environment
• Describe upward, lateral, and
downward communication.
The Importance of Good
• Define internal communication,
external communication, and tone
Communication in Business
and give examples of each. Imagine that you are an employee who has made suggestions on
how to improve your department or company. How would you feel
• List, explain, and give examples if your supervisor listened to your ideas and actually put some of
of the six components, or Cs, of them into effect? You would probably feel great. You might respond
business communication. by working even harder than you were working before. You would
have experienced effective communication.
Flow of Communication
W H Y I T ’ S I M P O R TA N T Communication not only links members of a certain department
No matter what your job, your working but also serves as a vital link between people in different depart-
day is basically a constant flow of ments. In a company, each department functions as a spoke in
a wheel; all the spokes are needed for the wheel to function
information. Communicating effectively properly. If several spokes are missing, broken, or not aligned
enables you to tap into an endless properly, the wheel becomes wobbly and eventually will break.
supply of ideas and solutions. Upward communication is communication with people who
rank above you, such as your boss or instructor. Lateral or hori-
zontal communication is communication with people who are at
the same rank or level as you—your co-workers or classmates, for
instance. Downward communication is communication with peo-
KEY TERMS ple who rank below you, such as the people you might manage at
• upward communication work. The direction your communication flows at any given time
will influence how you communicate—the words you use and the
• lateral (horizontal) communication method you choose.
• downward communication Not only does good communication make a company operate
efficiently, but it also creates a sense of unity—a team spirit—and a
• internal communication striving for common goals among employees.
• external communication Exhibit 1.7 illustrates the flow of communication within an or-
ganization and shows the directions in which communication can
Teaching Tip travel. The arrows at both ends of a line show that communication
Spirit and Unity—Point flows both ways.
out to students that
listening to co-workers
and supervisors and Types of Business Communication
reading what they write
encourages team spirit, Communication that takes place in a company or an organization
creates a sense of unity, falls into two categories: internal communication and external
and increases employee communication. The tone used in internal communication usually
morale and cooperation. differs from that used in external communication. Tone, as it ap-
plies to business communication, usually refers to the general man-
ner of expression or effect of a written document, conversation,
discussion, or speech.
22
DIVISION A DIVISION B
Management Management
Supervisor Supervisor
Employees Employees
Ans 1.7
Exhibit 1.7 Management could
Communication Flow effectively communicate
Communication within an organization flows in three directions—upwardly, with employees through
laterally, and downwardly—to accomplish company objectives. Thinking e-mails, meetings, or
Critically: How could management effectively communicate with company texting.
employees? List three methods of internal communication.
Internal Communication Teaching Tip

’Tis Better to Give and
Internal communication is the transmittal of information between and among persons
Receive—Make students
within a business or organization. Within a company, internal communication is used to aware of the benefits
accomplish company goals and objectives. Managers must, for example, let employees of giving and receiving
know when and why a specific job must be done. On the other hand, nonmanagement information by using this
personnel use communication for understanding and clarifying how a specific job must example: Ask students
be done. Nonmanagement personnel communicate to convince management that their how they would know
knowledge and personal attributes qualify them for pay increases or promotions. Other what assignments to
examples of internal communication include suggestions for improving products and complete or what tests
services and guidelines for completing a process. they would be given if
Internal communication may be carried out with people in the same department, they did not receive a
in other departments, and at other company locations. syllabus for the class or
any oral instructions. What
Also, employees may communicate individually or as members of a team. Internal
if students weren’t allowed
communication may occur through face-to-face conversations, telephone calls, e-mail to ask questions about
messages, texting, and brainstorming sessions at a meeting, as illustrated in Exhibit 1.8. assignments or tests?
Exhibit 1.8 Ans 1.8

Team Communication The ability to listen, to
Communicating in speak, and to communicate
teams is an important effectively with other team
aspect of internal members.
communication.
team members
demonstrate in order
to communicate
team?
©Antonio Mo/Getty Images
Section 1.3 Communicating in the Business Environment 23

In internal communication, a person’s tone may be friendly and informal. As an
KEY POINT employee, you must assess a situation and use the most appropriate tone. For instance,
when telling a colleague about an idea you have to make your department more produc-
Workplace communication
tive, you would use different words, different phrasing, and a different tone from the
can be divided into two words, phrasing, and tone you would use if you were making the same suggestion to the
categories: manager of your department.
1. Internal
2. External
External Communication
External communication is the transfer of information to and from people outside the
company. The goal of a company’s external communication is to persuade the recipi-
ents to respond favorably to company needs. A sales letter, for example, tries to get a
potential customer to buy a product or a service. A job listing tries to attract qualified
personnel to fill a certain position.
In external communication, a person’s tone is often more polite and formal. Using
the right tone in external communication is more challenging than using the right tone in
Employability internal communication because you are representing your company as well as yourself.
Skills Often, customers and clients will transfer their opinions of you and your communication
skills to the company itself. They will base opinions not only on what you say or write but
Making Decisions also on your appearance and manner. In other words, the whole package counts.
Although your physical appearance may not be as important as the content of what
Decision-making skills are you say or write, your appearance creates a first impression. Keep in mind that the first
among the core employ- impression you create will often influence how closely your customer or client will pay
ability skills in business. attention to what you have to say. As a result, your appearance, or the appearance of
Learn to consider all the your communication, can work either for you or against you.
alternatives, evaluate the
choices, and then make The Six Cs of Business Communication
the final decision based on Effective business communication meets the test of the six Cs—clear, complete, concise,
the specific goals in mind. consistent, correct, and courteous. The six Cs apply to any communication situation,
whether you are speaking or writing and whether you are communicating with someone
inside or someone outside your organization. Using the six Cs will make your commu-
nication coherent and easy to follow.
Clear
oops! It isn’t enough to communicate so that you can be understood; you must communicate
On the Right Paper so clearly that you cannot be misunderstood. Being specific rather than vague is a way
Trail to meet this test. If you leave your car for “routine service,” will you be upset when you
receive a bill for $368? Asking the Service Department to call you if the car will require
Please send us a bid more than $70 worth of service work would eliminate this miscommunication.
for the project on your
company stationary by the Complete
end of this week. Complete communication includes enough details so that the recipient will not need
(the noun stationery, not to ask for more information. Imagine receiving a notice from your dentist for a return
the adjective stationary) visit on Wednesday at 3 p.m. Which Wednesday would you go? To be complete, a com-
munication should answer the following questions: Who? What? Where? When? Why?
and How? or How much?
Concise
Team Activity
Unnecessary words hamper communication because the extra words used to express the
First Impressions Last—
Discuss the importance
idea or thought clutter the message. The following sentences are wordy: “I am writing
of making a good first this e-mail to inform you that your order has been processed. You will receive another
impression, whether e-mail from us when your order has been shipped.” Look how much more effective a
in person, on the concise version is: “Your order has been processed, and you will receive another e-mail
telephone, or in written when your order is shipped.” You’ve eliminated 11 words, and none of the meaning is
communications. lost from the original message.

Consistent
KEY POINT
All communication should be consistent in fact, treatment, and sequence. Consistency in
fact refers to agreement with a source document or an established fact. For example, an Effective business
open house scheduled for April 31 should be questioned because April has only 30 days. communication is:
Consistency in treatment means treating similar items the same way. An example of 1. Clear
consistent treatment is using a courtesy title (Mr., Mrs., Miss, or Ms.) with the names of
2. Complete
all recipients of a letter or indenting all paragraphs in a letter. Consistency in sequence
refers to the arrangement of listings, such as alphabetic, chronological, or numerical. 3. Concise
Imagine a telephone book that is not arranged in alphabetic order. If a workshop is 4. Consistent
scheduled for three days, the dates should be given in chronological order, for example, 5. Correct
May 3, May 6, and May 10. 6. Courteous
Correct
All the information in a message should be accurate—the content, the spelling, the capi- oops!
talization, and the punctuation.
Choose Your
Courteous Words Wisely
Your communication should use the you-attitude instead of the I-attitude. This means Our corporate office was
keeping the reader or listener in mind when you write or say something. Use positive formally in Chicago, Illinois.
words instead of negative words, and use tactful language. Use formats, such as lists, (formerly—the adverb
short paragraphs, and tables, that are easy to read and comprehend.
formally is incorrect)
Memory Hook
The six Cs of effective communication are easy to remember because
each one starts with the letter C.
Clear Consistent
Complete Correct
Concise Courteous
To recall the six Cs, remember this sentence: Clara gave clear, complete,
and concise directions on how to greet customers in a consistent,
correct, and courteous way.

Review of Key Terms
1. How is upward communication different from lateral or horizontal communi-
Upward communication may require a more formal tone. Lateral or
cation?
horizontal communication may require a less formal tone.
2. What is the difference between external communication and internal com-
External communication is the transfer of information to and from
munication?
people outside the company, whereas internal communication is the transfer of
information between and among persons within a business or organization.

Editing Practice
Call an Editor! Which of the six Cs of communication is violated in each of the follow-
ing sentences?
3. We would like to take this opportunity to welcome all new students.
Concise (Delete take this opportunity to.)
4. We demand that you return the rented tuxedo today. Courteous (Demand is an

unfriendly word.)
5. We ordered new company stationary. Correct (It should be stationery, not stationary.)
6. The sales manager told the associate that he would not attend the meeting.
Clear (It is not clear who will not attend the meeting.)
7. The new Walmart store will have the ribbon-cutting ceremony on Wednesday,
August 28. Complete
(The sentence doesn’t give the time of the ceremony.)
8. These checks have not cleared: 2304, 2310, and 2308. Consistent
(Put the

check numbers in sequence: 2304, 2308, and 2310.)
9. Explain and give examples of the six Cs of business communication.
Responses
will vary.
10. Working in teams, write a paragraph about what combination of

communication skills you would use for each situation and why.
a. Applying for a job in response to an advertisement in the want-ad
column in the newspaper that gives a box number for reply.
b. Receiving a message on your cell phone to call an employer
to set up an appointment for a job interview.
c. P
reparing a research paper on a topic about which you have
limited knowledge.
d. Conducting a workshop on refinishing furniture (assume you
are not an expert).
Answers
will vary, but should include the six Cs of business communication: clear,
complete,
concise, consistent, correct, and courteous.
Discussion Point
11. How is communication in an organization like the spokes of a wheel?
Each
department functions as a spoke in a wheel; all the spokes are needed for the
wheel
to function properly.
12. Discuss how speech and appearance can provide the tone for a company
you represent. Brainstorm examples of both positive and negative tones.
People
from outside a company usually transfer their reaction from the employee
to
the company. For example, if an attendant at a check-in counter at a busy airport
is
courteous, helpful, and patient, customers may feel that the company is doing
everything
to satisfy their needs.

Tech Quest
Section 1.1
Using correct grammar, spelling, and punctuation, compose an e-mail to your instructor
that includes the information listed below under “Content.” Assume that your instructor
requested that you send him or her this information.
Instructions: Begin with a brief introductory paragraph with two or three sentences.
Specify the requested information using complete sentences. Enumerate as shown.
Include a brief closing paragraph with two sentences.
Content:
1. Your major or program of study.
2. Your anticipated date of graduation.
3. Something interesting about you (hobbies, job, etc.).
4. The reason that you are taking this particular college course.
Answers will vary.

Section 1.2
Use the Internet to find a job that you think you would like to have. Then, investigate
how the basic communication skills—reading, writing, listening, and speaking—are used
when performing this particular job. Be sure to use correct grammar, spelling, and
punctuation. Also, you should list any sources that you used to find the information.
Answers
will vary.

Design Elements: Blue Button with Laptop: ©Ingram Publishing; 3D Globe Icon:
Kundra/Shutterstock; Purple Icon with Handshake: ©Martial Red/Shutterstock; 3 Business
©
People: ©Neustockimages/Getty Images; Desktop Computer: ©McGraw-Hill Education

Chapter 2
Interpreting Communication
Section 2.1
The Basics of Nonver
bal Communication
Section 2.2
Learning the Basics of
Listening
Section 2.3
Listening in Casual and
Business Settings
Section 2.4
Reading Business
©LWA/Larry Williams/Getty Images
Documents
CHAPTER LEARNING OUTCOMES
When you have completed this chapter, you should be able to:
• Discuss the basics of nonverbal communication and their importance in
Workplace all interactions.
Connection • Explain the mental and physical processes in listening.
Listening and reading, • Discuss and contrast listening in casual and business settings.
two of the four communi • List suggestions for improving your reading skills.
cation skills, are utilized
to receive information.
Being successful as a
student or an employee
depends on your ability
to listen and to read
effectively.
28
Section 2.1
The Basics of Nonverbal SECTION LEARNING

OUTCOMES
• Define nonverbal communication
and explain how it applies to life
Essential Principles situations and the workplace.
Without realizing it, communicators send numerous nonverbal
messages every day. Nonverbal communication is communication • Discuss the personal and profes-
without words. Note the occurrences of nonverbal and verbal com- sional importance of nonverbal
munication in the following scenario: communication.
The impeccably dressed president of the company • List the five categories of nonver-
entered the high-tech meeting room with a stranger at his bal communication.
side—a woman in crisp, smart business attire. As the presi-
dent warmly and respectfully introduced her to the com-
pany’s middle management, the woman’s easygoing smile
acknowledged the participants. W H Y I T ’ S I M P O R TA N T
With a sense of professional excitement, the president
explained that the woman was a seasoned management Nonverbal communication,
consultant who was going to help implement a number simply defined, is communication
of organizational changes within the company. As several without words; it is the conscious
of the managers glanced at each other with questioning and subconscious use of actions,
looks, the president quickly assured the managers that no
jobs or salaries were in danger. He then added that he was
behaviors, and interactions with
very enthusiastic about the company’s enhanced pros- one’s surroundings, which convey a
pects once the changes were completed. message.
After her introduction, the management consultant
told a well-delivered, business-related joke, which put the
group at ease. She then told the group she was looking
forward to working with the entire management team, and KEY TERMS
she noted that she would actively seek their input. She • nonverbal communication
explained that she expected to learn a great deal from
them as she recommended and helped implement the • paralanguage
upcoming changes for the company. The managers • body language
listened closely to everything she had to say.
• touch
The scenario demonstrates both verbal and nonverbal com-
munication. The verbal communication was the president’s intro- • space
duction of the management consultant and explanation of her role
in reorganizing the company. The importance of the meeting was
Teaching Tip
expressed nonverbally by the inclusion of all the company’s middle
managers. Both the president’s and the consultant’s relaxed and Nonverbal Text—
Emoticons are a type of
warm manner conveyed the good news nonverbally. The nonverbal
nonverbal text, but they
communication included the president’s actions, his attire, his fa- should be used only in
cial expressions, and his voice, as well as his interaction with the personal e-mail and texts,
consultant. The management members also exhibited nonverbal not professional writing.
communication, first with questioning looks, later with laughter,
and finally with their undivided attention to what the consultant
had to tell them.
29
The Importance of Nonverbal Communication
Two well-known adages express the importance of nonverbal communication:
Going Global
• Actions speak louder than words.
Yes or No • A picture is worth a thousand words.
Different cultures use Most people agree that actions speak louder than words. Our friends, co-workers, and
different types of nonver- others often attach more meaning to our nonverbal messages than they do to our verbal
messages, because they feel nonverbal messages more accurately reflect attitudes and true
bal communication and
feelings. For example, suppose two employees are vying for the same promotion to branch
gestures to communicate. manager. When the promotion decision is announced, the employee who did not get the
For example, whereas promotion congratulates the new branch manager and says, “I’m happy for you.” How-
Americans turn their heads ever, his nonverbal facial expression might communicate that he is disappointed about the
from side to side to indicate promotion and is actually not happy for the new branch manager. Professional courtesy
“no,” the same gesture and protocol have compelled him to congratulate the new branch manager. Reading the
true feelings of disappointment in his face, the new branch manager takes the opportunity
means “yes” in some other
to respond warmly and sincerely, by crossing the room to shake hands. The nonverbal
cultures, such as India. communication these two shared speaks volumes more than the words they exchanged.
Is a picture indeed worth a thousand words, as the second adage says? Nonverbal
communication is like a mental snapshot the mind records during the communication
process. Remember, you’re not only reading cues from nonverbal communication but
oops! also sending them. The mental snapshot, or image, affects our perception of a particular
situation. People you interact with will examine their own snapshots for communication
Bowing to Custom clues that indicate to them how you feel about what you are saying. Strangers will have
immediate positive or negative first impressions about you.
James recently conducted Nonverbal communication is extremely important—so important that its absence is
a business meeting in noticed and can be detrimental. The absence of nonverbal communication can deliver
Japan. When greeting a negative message and affect relationships. Suppose, for example, two business associ-
his Japanese colleagues, ates have had a strained relationship. The failure of one associate to shake hands, when
he held out his hand the other associate offers his hand in greeting, clearly communicates that the relation-
ship is still strained.
for a handshake as his
A fundamental reality exists in human nature regarding verbal and nonverbal com-
colleagues bowed. James munication. When nonverbal cues contradict verbal cues, people tend to trust their per-
did not realize that the ception of the nonverbal cues. Therefore, even from the first impressions people form
custom in Japan is to bow about you, through personal and professional relationships as they grow, the nonverbal
instead of shake hands. information you broadcast will weigh heavily on your influence and impact on people.
Nonverbal perceptual checks are helpful in both personal and professional growth.
On a personal level, you would strive to view yourself as others see you and would at-
tempt a level assessment. More organized settings, such as the workplace, may have
performance reviews. These reviews may include feedback on the message your non-
verbal personality conveys. Here, an employee has the opportunity to ask: “Is there
anything negative you see in my body language? Is there anything I could work on in
my nonverbal presentation?” This type of feedback is valuable information that targets
the likely areas of habitual behavior that need attention or possibly signal a need for
personal growth.
Categories of Nonverbal Communication

Nonverbal communication can be divided into five categories. As you study each one,
refer to the example of the management meeting at the beginning of this section. Can
you identify each of the following categories in the example?
Paralanguage
Paralanguage is nonverbal communication through factors such as tone, pitch, quality,
rate of speech, laughter, tears, belches, and even hesitation or sighs. Paralanguage can
help reinforce a verbal message. For example:
30 Chapter Two Interpreting Communication

• A father frowns and anxiously runs to his daughter who has just fallen.
• An ill student with a scratchy voice calls her professor to let him know she
will not be able to give her presentation.
• A customer clears his throat to let a busy cashier know he is ready to
check out.
Kinesics
Body language, or kinesics, consists of the gestures, movements, and mannerisms by
which a person communicates with others. Physical attributes such as appearance, fa-
cial expressions, eye contact, and posture contribute to kinesics, or body language. Fa-
cial expressions communicate our thoughts and emotions (see Exhibit 2.1).
Here are examples of body language: oops!
• Physical appearance includes clothes, jewelry, and grooming. Wearing
Inappropriate
the appropriate clothing to specific events demonstrates taste and
professional style. Wearing casual clothes to a formal dinner would Bowing
convey that the person has poor judgment. Steve recently attended
• Facial expressions indicate our emotions: happy, sad, confused, angry, an international
and so on. Eye contact, in the American culture, conveys confidence, conference in Japan.
honesty, and interest in the conversation.
When he was introduced
• Gestures can express many things: a friendly wave to say hello, a frantic
to a Muslim businessman
wave from a trader on the New York Stock Exchange, a supervisor’s hand
held up to defer questions in a meeting, and the American okay gesture from Turkey, Steve
to convey agreement. bowed because that is
• Posture sends a message. Standing or sitting erect denotes that you appropriate for people
are paying attention to the matter at hand. Leaning forward conveys from the Japanese
increased interest, whereas leaning back conveys disinterest or a feeling culture. A Muslim person,
of discomfort or defensiveness. however, believes that
bowing is only appropriate
in worship.
Memory Hook
Eye contact is a useful nonverbal tool. In the American culture, good eye
contact lets your speaker know that you are paying close attention. Poor eye
contact conveys that you are not interested in what the speaker is saying.
©Big Cheese Photo/ ©Purestock/SuperStock ©Andersen Ross/Blend Images LLC ©Design Pics/Kristy-Anne Glubish
Jupiter Images
Exhibit 2.1 Ans 2.1

Facial Expressions Answers may vary, but
Expressions often reveal what is going on in the mind. Thinking Critically: they could list sad, happy,
What emotion or idea does each snapshot demonstrate? confused, angry.
Section 2.1 The Basics of Nonverbal Communication 31

Memory Hook
Employability The human smile is one of the most effective nonverbal ways in which
Skills we express our happiness or approval. Smiles are contagious. An
old adage says, “Smile and the whole world smiles with you” (author
Self-Esteem unknown).
Maintaining a positive
view of self is important
when working in a team
Environment
environment. It’s impor-
Our environment communicates many different messages. Environmental factors of
tant for all individuals to
nonverbal communication include objects in our surroundings or the surroundings
have positive self-esteem themselves. For example:
for a team to work effec-
• A large desk in a corner office with windows communicates high status
tively and efficiently.
within an organization.
• Fast-food restaurants are usually designed to move customers through
quickly, using bright colors and plastic seating that is comfortable for only
about 10 minutes.
Going Global • Some organizations arrange product catalogs or sales awards in the
reception area. This is done to give visitors a positive first impression.
Worldly Etiquette
• Color communicates a variety of messages. Many hospital delivery rooms
Consider differences in are painted in soothing colors to relax expectant parents.
etiquette when doing
business abroad. Whereas Touch
Americans shake hands Touch, or haptic communication, is a primary method for achieving connection with
before and after a busi- people, indicating intention, or expressing emotion. Like other factors of nonverbal
ness meeting, Asian communication, the use of touch is culturally bound. Consider the following:
cultures, such as Korean • In a business setting, the most appropriate form of communication is the
or Japanese, usually bow handshake.
instead of shaking hands. • A limp handshake can communicate nervousness or a feeling of
inferiority; a firm handshake communicates confidence.
• Haptic communication is status driven. That is, a manager may give an
employee an encouraging pat on the back, but not vice versa.
Going Global • People in business must avoid touch that could be considered a
condescending action or sexual harassment. Sexual harassment is any
Personal Space, unwanted verbal or physical action related to sex.
Worlds Apart
Consider how different Space
cultures interpret personal Space, as it relates to nonverbal communication, is the physical distance maintained
space. In Mexico, people with others. How you use space to communicate depends upon cultural norms, your
communicate by standing relationship with the receivers of your communication, and the activities involved.
For North Americans, space generally falls into four categories:
very close together and
might even touch arms. • Intimate distance—from physical contact to 18 inches. This distance is
In Japan, people are not r eserved for personal expression with those we know well.
inclined toward physical dis- • Personal distance—from 18 inches to 3 feet. This distance is used for casual
play and stand farther away and friendly conversations.
from each other than people • Social distance—from 3 feet to 7 feet. This distance is used in the workplace
for business-related conversations, small meetings, and social functions. It is
do in the United States.
also used for other conversations that are not personal in nature.

• Public distance—7 feet and beyond. This distance is usually for public
speaking. Obviously, this distance in a personal conversation would
constitute a huge communication barrier.
Conflicting Signals Teaching Tip

Role-play the angry
Messages are made stronger when both the verbal and the nonverbal communications examples with two
convey the same thing. Sometimes, subconsciously, we send two distinctly different students. For example, first
messages. For example, when discussions become emotionally driven, one participant show an angry tone, then
may say to the other, “You’re angry.” Immediately, the other emotionally charged par- show an appropriate tone.
ticipant shouts, “I’m not angry!” Here there is a conflict between what is actually said
and the volume and tone of the voices. Another common example is that of a quiet, pre-
occupied, and withdrawn person. When asked if anything is wrong, the person insists he
or she is fine. Depending on the circumstances, most questioners would either leave the
person alone or ask more questions. The person who answers the question by saying “I
am fine,” however, does nothing to alter the questioner’s view that something is wrong.
Using Nonverbal Communication

As effective communicators, we strive to combine verbal and nonverbal communica-
tions to increase the efficiency and impact of our messages. In doing so, we make sure
that what we express verbally and nonverbally is not in conflict. In addition, care should oops!
be taken not to intimidate people by encroaching on their personal space. Accessible
Interpretation of the nonverbal cues and messages we receive is an essential respon-
sibility of any communicator. Nonverbal feedback can be extremely helpful in under- Employees can excess
standing countless settings. For example, when a subordinate listens to instructions for the company directory by
performing a specific task, a puzzled expression from the subordinate lets the supervi- using the new telephone
sor know more explanation is needed.
system.
A word of caution about nonverbal communication: Perception is the cornerstone
for interpreting nonverbal signals. Misperceptions can result in misinterpretation of (Access is the correct
nonverbal signals. And if any action is based on possible misperception or misinterpre- word, not excess.)
tation, the consequences of that action must be seriously considered.
2.1 Self-Assessment
Answer T for true and F for false for the following questions.
1. Most people agree that words speak louder than actions. F
2. More meaning is often attached to nonverbal messages than to verbal

messages. T
3. Paralanguage can help reinforce a verbal message. T
4. The definition of kinesics does not include gestures as a way to

communicate. F
5. The environmental category of nonverbal communication includes facial

expressions. F
6. Haptic communication is another term for touch communication. T
7. A firm handshake and a limp handshake communicate the same

message when greeting a business associate. F

8. The handshake is used in all countries as the standard way to greet
others. F
9. Verbal communication more accurately reflects attitudes

and feelings. F
10. Nonverbal communication is the exchange of information without

words. T
11. Nonverbal communication does not convey a message. F
12. When nonverbal cues contradict verbal cues, people tend to trust their
reading of the nonverbal cues. T
13. The absence of nonverbal communication can deliver a negative

message. T
Bonus Question
14. How do body language and environment affect communication?
Body language and environment communicate messages. For example, wearing the
appropriate clothing to specific events demonstrates taste and style. Also, a large
desk in a corner office with windows communicates status within an organization.

Review of Key Terms
1. How can nonverbal communication affect a speaker’s message? If the
message and the nonverbal cues convey the same thing, the message can be
strong. However, if the message and the nonverbal cues are at odds, the message
can be misinterpreted.
2. How does a speaker’s paralanguage affect an audience? If a speaker cannot
be heard or if the tone is sarcastic, the audience will have a definite reaction.
3. What kind of body language would a speaker use to portray unfortunate
news? To portray unfortunate news, a speaker’s body language could include
a solemn face or tears.
Editing Practice
Proofreading Alert! Underline the error and make corrections to the following
sentences; rewrite poorly worded sentences.
4. You should follow-up on your Car and Driver article with a visit to the
manufacturers office. You should follow-up on your Car and Driver article with a
visit to the manufacturers office. (follow up; manufacturer’s)
5. Will you and him attend the CEO’s annual dinner? Will you and him attend the
CEO’s annual dinner? (he)

6. This company has always in the past—and always will—be noted for its fair
treatment of all employees. This company has always in the past—and always
will—be noted for its fair treatment of all employees. (past been—; will be—)

7. Please continue on as though nobody said anything. Please continue on
as though nobody said anything. (Omit on.)

8. The new assignment schedule was only given to Kennedy and I last
week. The new assignment schedule was only given to Kennedy and I last week.
(was given to Kennedy and me only last week.) Remind students that the object of the
preposition “to” must be in objective case. “Me” is objective case. “I” is nominative case.
Analyzing Details
9. Politicians, business leaders, and television journalists are aware of
how their nonverbal communication may affect their audience, and they
use it to their advantage. Take a video on your cell phone of one of these
professionals giving a speech or delivering news. Note factors—both pro
and con—that affect the professional’s speaking effectiveness.
Then, as a team, write a paragraph analyzing how nonver
bal communication made the message more effective.
Students should identify physical factors and speech qualities that
affect the speakers’ effectiveness.

Discussion Point
Evaluating Concepts
10. Discuss how being successful as a student or an employee depends on your ability
to combine verbal and nonverbal communication effectively. Responses will vary.

11. Discuss how nonverbal cues can be misinterpreted. In your discussion,
include how cultural differences play a role. If the message and nonverbal
cues are not in agreement, the listener may misinterpret the message. Because
cultures interpret body language differently, a person may send a different message
than he or she intended.


Section 2.2
SECTION LEARNING
OUTCOMES
Learning the Basics
of Listening
• Identify the five components of the
listening model.
Essential Principles
• Explain how hearing differs from
Often, we think that just because we have ears, we can listen.
listening. Listening, however, is hearing something with thoughtful attention.
• Describe the difference between Hearing, on the other hand, is the physical function of detecting
active listening and passive listening. sound. Those who are hearing impaired “listen” to sign language.
That is, they receive the sign language and use their perception to
• Describe how to overcome listen- analyze and give meaning to the communication just received.
ing barriers.
The Listening Model
As you can see from Exhibit 2.2, listening has five components.
W H Y I T ’ S I M P O R TA N T You do not choose which sounds you will hear. You do, however,
Listening is an integral part of the decide on which sounds to focus your attention. Then, you assign
communication process, and much of meaning and importance to those sounds.
the routine workday is spent using this Listening—a Neglected Skill
skill.
From your first years of development, you began listening without
studying how to listen or even being aware of the way you were
KEY TERMS listening. Listening is different from the other communication
skills in that you were probably not taught to listen. When you
• listening learned to speak, someone corrected you if you made mistakes or
• hearing mispronounced words. Learning to read and write involved even
more formal instruction and practice. Many people assume listen-
• interpreting ing is automatic, but it is really an acquired skill. Hearing happens
• retaining unconsciously; listening effectively requires active concentration.
To become a better listener, you must be aware of the type of
• recalling listening required in each situation and learn how to make your
• passive listening listening more productive.
• active listening Types of Listening
• listening barriers There are two types of listening: passive and active. The difference
• external noise between them is the level of the listener’s involvement.
• internal noise Passive Listening
• listening priorities Passive listening means concentrating at a low level and absorbing
just enough of the speaker’s words to stay involved in a conversation
KEY POINT or speech. Passive listeners actually understand or remember little
of what is said. Often, passive listeners let the speaker’s inflection
Passive listening is or tone of voice signal when they should react by nodding, smiling,
appropriate when it is not or saying “I see.” Such reactions can suggest that the speaker has a
important to remember listener’s attention even though that may not be the case.
what you hear.
36
The Listening Model
Employability
Skills
Hearing is the
physical ability to
perceive sounds. Sociability
Social skills are important
Listening is the Interpreting is
act of filtering out analyzing the in a group environment.
distractions to allow sounds that you Having the ability to
you to comprehend comprehended.
the meaning of
quickly adapt to a group,
Interpreting
sounds. being able to listen care-
fully to others, and being
able to understand other
points of view are all de-
Recalling Retaining
sirable employability skills.
Recalling is the Retaining is
act of using the act of
retained and remembering the Teaching Tip
interpreted interpreted sounds Active or Passive
sounds. for later use. Listening—Ask students
when active and passive
listening is appropriate.
Exhibit 2.2
Listening Model
The listening model involves five elements. Thinking Critically: Which are
most challenging for you?
Ans 2.2 Answers will vary, but they should list hearing,
listening, interpreting, retaining, and recalling.
Passive listening is appropriate only when you listen for pleasure and when it
doesn’t matter whether or not you retain what you hear. Imagine yourself in a comfort-
able chair reading a magazine while listening to music.
In these situations, you listen passively because you don’t need to register every
piece of sound information you hear. Often, you use the music as background noise and
listen attentively only when you hear something—for example, your favorite song—that
suddenly captures your attention.
Teaching Tip
Active Listening Changing from Passive
to Active Listening—You
Active listening requires a high level of concentration because you are listening for are passively listening to
information. In school or in the workplace, active—not passive—listening is appropriate. television when the beep
Examples of active listening include listening carefully to an instructor’s explanation of the weather service
of an assignment or to your supervisor’s directions on the procedure to follow for per- causes you to quickly
forming a particular task. Workplace conversations are filled with names, dates, places, change from passive
prices, requests, and suggestions. Each conversation has its own level of importance to active listening for a
and priority. weather alert.
Participating mentally, active listeners concentrate at a high level on what is being Teaching Tip
said. The computer programmer, for example, must listen to the company accountant to
Listening Well—Using
understand what is needed in the new accounting program. The administrative assistant Exhibit 2.2, ask students to
must listen to which specific data are needed prior to setting up a new database. The give examples of situations
travel agent must accurately hear the correct times, dates, and destinations for book- in which they, as listeners,
ing a trip. The medical assistant must hear the doctor’s exact instructions for patient have heard, listened to,
care. Knowing how to listen actively is essential to being successful in any workplace interpreted, and retained
environment. information.
Section 2.2 Learning the Basics of Listening 37

In the ever-changing environment of today’s workplace, professional meetings some-
KEY POINT times require acute active listening, with the leader’s ultimate goal being the creation
of synergy, working together. In situations like these, the leader establishes a common
Active listening requires
ground of information upon which participants base their responses and reactions. This
concentration and mental common ground of information opens the way for innovation, new ideas, team coopera-
preparation. tion, and thinking outside the box (thinking in unconventional and innovative ways). In
an active listening setting like this, the listener might ask himself or herself questions
such as these: What is the vision we intend to convey? What can be accomplished?
Teaching Tip How can it be done? How likely is a given outcome? Formulating numerous questions
Business versus for a scenario like this helps ensure numerous perspectives are being considered in this
Pleasure—Ask students to dynamic team process.
give examples of listening Excluding sight, listening is the main way of learning what is going on in your sur-
for pleasure and listening
roundings. Active listening provides you with vital information and signals. If you are
for information.
prepared to listen, you are more likely to receive the information you need from friends,
instructors, co-workers, and supervisors. Listening is a primary means of gathering infor-
mation and is crucially necessary in most aspects of your life, especially your work.
Digital Overcoming Listening Barriers

Data
Being an effective listener can make the difference between being a great employee and
A tweet is a short (140–280
being a mediocre employee. Unfortunately, few are born with effective listening skills.
Becoming an effective listener requires conscious effort. Overcoming listening barriers
characters or less) mes- takes continued practice. Listening barriers are any distractions that interfere with lis-
sage (also called a post tening. Some examples are:
or status update) that is
• Not concentrating on what is being said.
posted on the Twitter web-
• Becoming distracted by noise.
site. To tweet (verb) means
to post a short message
• Talking, texting, or tweeting instead of listening.
on Twitter. A tweeter is a • Having preconceived thoughts and opinions.
person who posts (sends) • Not being interested in what is being said.
messages on Twitter. The
process of posting a tweet Concentrate on the Speaker’s Message
is known as tweeting or One key to effective listening is realizing that it is your responsibility to stay focused.
twittering.
Often the listener blames his or her lack of concentration on the fact that the speaker
is boring or that the listener has something else on his or her mind. Sometimes, instead
of listening, a person might decide to “tune out” and later ask a friend or co-worker to
explain the gist of a speaker’s message.
Most people—even good listeners—occasionally find they have lost their focus when
they should be listening. When this happens to you, simply create a default refocus in
Going Global your attention by saying to yourself something like this: “Mind, come back to where
body is.” Then, immediately refocus on the priorities of listening.
Accents Affect Active
Listening Use Filters to Manage and Control Noise
Many people for whom Noise can affect your ability to listen. The two basic kinds of noise are external noise
English is a second and internal noise. External noise includes sounds from conversations, cell phones,
language have a strong radios, televisions, headsets, machinery, and so on. Internal noise includes distractions
such as pain, fatigue, preoccupation with other thoughts, hunger, worry, or a personality
accent, so active listening
conflict with the speaker.
is extremely important to An effective listener filters out unwanted external and internal noise. Proactive
understand what is being techniques in effective listening include avoiding distracting noise when possible and
said. managing the noise you cannot control. For example, you can turn down the volume on
a radio, but you can’t turn down the noise of the machinery you may be operating. How-
ever, you can manage the machinery noise by wearing ear protection. Seeking medical
attention and getting enough sleep are ways of controlling the internal noise resulting
from headaches and fatigue.

Resist Talking Instead of Listening Teaching Tip
External and Internal
As a listener, keep this suggestion in mind: When you are talking, you cannot listen
Noise—Ask students to
effectively. It is impossible to be both sender and receiver at the same time. You can give examples of external
even become your own distraction. and internal noise. What
As a listener, you may be tempted to interrupt the speaker in order to make a point could they do to manage
or to share information you feel is important. However, a listener should resist the urge and control the noise?
to interrupt. Wait until the speaker has finished making a point and then respond with
an appropriate comment.
KEY POINT
Focus on the Message
To manage noise, a lis-
As a good listener, you will want to be sure your own ideas do not interfere with
listening to the ideas of others. First, although you may be aware that a speaker’s tener should identify what
ideas or opinions conflict with your own, you cannot be certain what someone will noise can be controlled
say until you actually hear it. Second, you may know the speaker’s views but not the and what noise cannot be
reasons for those views; passing judgment without hearing the speaker’s arguments controlled.
would be premature. Third, even if the speaker advocates ideas or actions you op-
pose, you should still listen carefully. By listening, you will learn about the opposing
view and be able to argue against it more effectively. Listening could even change
your mind.
Listen With a Positive Attitude

To be a good listener, you don’t have to agree with the speaker. However, to be an
effective listener, you do have to keep an open mind and believe the speaker might
have something useful to offer.
It is easy to see how taking a positive attitude toward listening is in your best
interest. For example, the main purpose of attending a lecture or a class discussion is
to learn. Therefore, if students want to learn, they will need to listen. In the business
world, the employee who wants to do a good job will listen carefully to the supervi-
sor’s explanations and directions. To be productive, supervisors need to listen care-
fully to workers’ problems and needs. Good listeners learn to listen even when they
don’t want to listen.
Turning Good Listening Skills Into

Effective Communication
Think back to a recent occasion when someone told you how to do something new.
Did you listen carefully and understand fully what you were supposed to do, or did you
realize a few minutes later that you had actually missed or misunderstood certain steps
in the directions? Suppose you had to ask for the directions to be repeated. Refer to the
list of listening barriers (see page 38) to determine what may have prevented you from
hearing all the directions the first time.
Improving Your Listening Skills

When you read, your attention may sometimes wander from the writer’s message, yet
you know you can return later to reread the content you missed. Spoken words, however,
disappear once spoken and cannot be recaptured.
Imagine yourself in this situation: As your flight taxis down the runway, the flight
attendant gives the routine speech about safety and emergency procedures. The flight
attendant and the topic are boring, the plane’s air-conditioning has not yet reached a KEY POINT
comfortable temperature, you’re leafing through a magazine, and the person seated
To avoid bias toward a
next to you is listening, unfortunately, at the same level that you are. After a smooth
takeoff, the pilot levels off at 35,000 feet. Suddenly, the plane loses cabin pressure speaker, always assume
and the oxygen masks drop before you and your seatmate. You immediately realize that you can learn some-
you should have focused on the flight attendant’s speech. An instant replay of the thing from him or her.
speech is impossible. Your only option is to improvise. After a few minutes, cabin

pressure is reestablished, and the flight continues without incident. During the safety
KEY POINT instruction speech, you and the other passengers would have benefited from active—
not passive—listening.
Usually a listener has only
In most listening situations, you have only one chance to absorb and comprehend a
one chance to absorb and speaker’s words, so you cannot afford to let your attention wander.
comprehend a speaker’s One reason we as listeners stop paying attention is that we hear faster than most speak-
words. ers can speak. The average person can speak 125 to 150 words a minute, but a good listener
processes 300 or more words a minute. Because of this ability to understand faster than
people speak, listeners tend to relax and listen to only part of what is being said. However,
missing a sentence or even a single word can change the speaker’s message.
To avoid the risk of misunderstanding the message or missing an important part
of it, listen actively to everything that is said. Still, it is humanly impossible to listen
attentively all the time. At some point, you need to take a break, mentally and physically,
from listening. If possible, schedule breaks during long periods of listening. Also, try to
Teaching Tip
vary your activities, appointments, and tasks so that you do not have long blocks of time
when you must listen intensely.
Listeners Who Need
More Time—Discuss
with students that elderly Paraphrasing
people and/or people One powerful and effective way of “owning” the content presented to you by a speaker is
with a heavy accent often to paraphrase the message. In doing so, the listener crystallizes her or his understanding
need people to speak at of the content, and the speaker has the opportunity to correct any discrepancies from
a slower rate for them to
the core of the speaker’s intended message.
understand the spoken
information.
Evaluate Your Skills
Teaching Tip
Everyone has listening weaknesses. Before you can improve your listening skills, you
Other Causes of Hearing must identify your weaknesses. Begin by answering the questions in the listening check-
Impairment—Have
list in Exhibit 2.3.
students brainstorm
other causes of hearing
impairment such as very Prepare Yourself Physically and Mentally
loud music from headsets Listening is a combination of physical and mental activities. Although the mental part
or at a disco. of listening is more complex, you must remember to take responsibility for the physical
part of listening as well.
If you are experiencing any hearing difficulties, schedule a hearing examination
with a medical professional. This person will examine any abnormalities and present
options for necessary treatment. The causes of hearing impairment are numerous.
Some people are born with hearing deficiencies; others encounter them as a result of
accidents, illness, or exposure to loud noises such as extreme noise from machinery or
other habitual and work-related sources. Most companies with excessive noise in the
workplace require their employees to wear hearing protection to prevent damage to
this vital sense. Unprotected exposure to loud sounds, whether work related or leisure
related, can permanently damage your hearing. The public health service in your com-
munity might have information about local agencies that offer free hearing tests.
The most important factor in effective listening is being mentally prepared. Mental
preparation involves a receptive frame of mind and certain communication tools, such
as an extensive vocabulary. Good listeners clear their minds of extraneous thoughts—
meeting deadlines, making car payments, scheduling a dental appointment, deciding
where to eat lunch, making plans for the weekend—so that their minds are open to
receive the speaker’s message.
If your professional goals include progressing through positions of added responsi-
bility and reward, then the general vocabulary you acquired in high school and college
may not be adequate for effective listening in the workplace. Almost every field has its
own lexicon or specialized vocabulary, and the listener must master this vocabulary to
understand the material under discussion. If you work in a computerized office, for ex-
ample, you will probably need to be familiar with such terms as cloud computing, local
area network, and firewall. To master the special vocabulary in your field, ask people

Teaching Tip
Listening Checklist How Well Do You Listen?—
You are an Uber driver
headed to the airport with
one female passenger. Two
• Have you had your hearing tested recently? more passengers (both
• Do you try to filter out distracting sights and sounds when you are male) are picked up. After
traveling six blocks, the
listening to someone? first passenger gets out at
• Do you avoid interrupting speakers before they finish expressing a restaurant. A call comes
in to pick up 3 passengers
their thoughts? (all female) at a department
• Do you avoid doing something else—such as reading or texting or store. How tall is the Uber
driver?
surfing the Net—while trying to listen?
NOTE: Most students
• Do you always look at the person who is talking to you? keep the passenger count
updated and perhaps
• When people talk to you, do you try to concentrate on what they are the number of males and
saying? females. Read the story
again and see how many
• Do you listen for people’s ideas and feelings as well as for factual get it right. Read the first
information? word of the story again.
“You” are the driver so
• Do you believe that you can learn something from others? the student’s height is the
• If something is unclear, do you always ask the speaker to repeat or correct answer.
explain information?
• Do you ever refuse to listen because you do not agree with the speak-
er’s ideas?
• Do you ever stop listening because you do not like a speaker’s
appearance or mannerisms?
• Do you ever think about what you will say next while another person
is talking?
• Do you ever have to ask the speaker to repeat some important
information because you cannot remember what was said?
• Do you ever let your mind wander because you believe that what the
speaker is saying is not important to you and will not interest you?
• Do you sometimes stop listening because you feel that you need to
spend too much time and effort to understand what the speaker is
saying?
Exhibit 2.3
Listening Checklist
The listening checklist allows you to evaluate your listening abilities. Thinking
Critically: Which question did you find most difficult to answer? Explain.
Ans 2.3 Answers will vary.
in your company to recommend appropriate textbooks. Then, as you read, write down
any unfamiliar words and look them up in an online dictionary or consult the glossary
often found in textbooks written about specialized fields. When you communicate with
co-workers and supervisors, follow the same procedure of collecting and learning new
and useful words and terms so that they become part of your own vocabulary.

Teaching Tip
Accommodating Special Memory Hook
Listening Needs—Stress
the importance of being
sensitive to someone To improve listening skills, always remember to keep your mind and your
who may have a hearing body in the same location. If your body is in your math class, keep your
problem caused by a
mind in your math class. If your body is at the movie theater, keep your
physical condition. Many
times such individuals mind at the movie theater.
are not inclined to point Your time is not productive if (1) your mind is on the movie while
out these challenges your body is in math class or (2) your mind is worrying about math
to others. Even when class when your body is at the movie. This listening tip will help
they do, individuals
you stay focused on the matter at hand. You will find that you will
with normal hearing are
often unaware of how to maximize learning in your math class and that you will enjoy the
accommodate people movie more.
with special listening
needs. Ask students to
identify some ways to
accommodate people with Set Listening Priorities
special listening needs. Because you are often bombarded with several messages at once, you must set listening
Some possibilities: (1) Look priorities. When more than one listening opportunity is available to you, determine
directly at the listener. which one deserves your focus. For example, while your instructor is discussing pro-
(2) Speak clearly, distinctly, cedures in specialized e-mails, the person behind you might be talking about weekend
and slowly. (3) Do not
plans, and in the background, you may be aware of an ambulance siren and a honking
shout. (4) Do not cover
your mouth.
horn. If your priority is to listen for information on e-mails, you must concentrate on the
primary message (the lecture) and try to block out the conversation and noises, which
are barriers. Continued practice at blocking out distracting sounds improves mental
focusing capabilities and efficiency in work practices.
KEY POINT
Make Efficient Use of Available Time
Well-developed listening
As you read earlier, a listener comprehends words at least twice as fast as most people
skills help the listener hear speak. To some listeners, this seemingly extra time is a problem because they allow their
the information; a well- thoughts to wander from the subject. Active listeners, however, use this time to con-
developed vocabulary centrate on the speaker’s words so that they can better understand what is being said.
helps the listener Specifically, good listeners use their available time to employ the strategies outlined in
comprehend what he or the following Memory Hook.
she hears.
Memory Hook
One method to help you retain the content of a speaker’s message
is to think of the strategies represented by the letters in the phrase
IS A FACT:
I –Identify the speaker’s ideas and the connections among the ideas.
S –Summarize the main points of the message.
oops!
A –Assess the correctness or validity of the message.
Spelling Skill
F –Formulate appropriate questions.
We are expanding our
A –Associate the speaker’s ideas with other known concepts.
school liberry this year.
(Library is the correct C –Consider specific ways the information might be used.
spelling, not liberry.) T –Take notes to assist in better recall (to bring back to mind).

Identify Ideas and Relationships. As you begin to grasp the speaker’s ideas, look for
relationships among them. For example, which idea is most important? Do the other
ideas support the main one? What is the speaker leading up to? Can you anticipate what
the speaker is going to say next? What cues does the speaker give to show relationships
among the ideas?
Imagine listening to the following excerpt from a speech:
Two major costs in a vacation to Alaska are airfare and hotel
accommodations. For instance, if your plane ticket is $1,500 per person and
your hotel room is $300 per night for two people, an eight-day trip for two
will start at $5,400. Of course, there are other costs such as meals, tours, and
souvenirs. Teaching Tip
Specialized Terms—Have
Note that the first sentence, in italics, contains the main idea. The word major is students list specialized
a cue to the importance of that first sentence. In the next sentence, the speaker uses vocabulary terms in their
the phrase for instance as a cue to indicate that what follows will support the main chosen fields of study. Ask
idea. Experienced speakers use verbal cues such as these to emphasize important them to define the terms
ideas. for their classmates.
Speakers also use numerous nonverbal cues, such as pauses and changes in vol-
ume or tone of voice. Speakers reinforce certain points by using body language such as
gesturing, nodding or shaking the head, or counting on their fingers. They also reinforce
points by writing them on flip charts or using visual aids such as handouts or computer-
generated slides. All of these cues help you identify the speaker’s ideas and see the
interrelationships among them.
Verbal Cues for General Listening Verbal Cues for Class Lectures
• First • You’ll see this information KEY POINT
• Second again. Paraphrasing involves put-
• Third • This concept is important. ting the speaker’s ideas
• Another consideration • Remember how to apply this into the simplest, clearest,
information. and most direct words
• On the other hand
• The most important thing possible without changing
the intended meaning.
• Finally
• In summary
Summarize Main Points. As you listen, summarize the speaker’s words by paraphras-
ing them in your own words. By reducing the speaker’s message to its most basic terms,
you will be able to understand and remember the message better. The following example
shows how you might paraphrase the speaker’s points in your own words.
What the Speaker Says
Empathy is the essence of customer-oriented selling. Empathetic
oops!
salespeople are able to see things from a customer’s point of view Identity Crisis
and to be sensitive to a customer’s problems. For example, such a
salesperson might say, “I can understand why you feel that way. If I The witness described
were in your situation, I would feel the same.” But the salesperson must the suspect as “a white
be sincere in this. Customers are astute and can tell when salespeople male between 35 and
don’t mean what they say. When customers sense that you have their 40 years old with short,
best interests at heart, they let down their defenses and begin really straight, brown hair and
listening to you.
a mustache wearing a
Your Summary of the Speaker’s Points baseball cap.”
Salespeople should see the situation from the customer’s point of view and be
sympathetic but sincere in their comments. (Was the suspect or the
mustache wearing the
Assess the Message. As you summarize the speaker’s message and see the orga- baseball cap?)
nization and the relationship structure of the speaker’s ideas, you will probably find

yourself beginning to agree or disagree with the speaker. When this happens, try to
trace your response to the speaker’s reasons or arguments. Ask yourself if the argu-
ments and ideas of the speaker really lead to his or her conclusions. Also, determine
whether the speaker is trying to convince you with reason or to persuade you by plead-
ing, coaxing, or insisting. Make sure you are in favor of the speaker’s views for substan-
tive and tangible reasons, not just because they are presented with humor, enthusiasm,
or charm.
Formulate Questions. Formulating questions helps you stay focused on what the
speaker is saying. You might ask questions of the speaker to clarify a point that is un-
clear or to determine whether you have interpreted the material correctly.
Associate Ideas With Familiar Concepts. As you listen to the speaker’s ideas,
relate this information to what you already know about the topic or related topics.
Doing so allows you to quickly grasp the information presented by the speaker.
For example, suppose you are listening to a sales presentation on the functions
of several fax machines. As you listen to the speaker, you would want to compare
the presented functions with the functions of your present fax machine. You would
also consider potential upgrades such as purchasing an all-in-one machine that copies,
prints, scans, and transmits faxes.
Consider Ways to Use the Information. One of the best ways to personally integrate a
speaker’s message is to determine how you can best use the information in the message.
For example, if you are responsible for handling customer inquiries, you can directly
benefit from listening to your supervisor’s explanation of a new procedure for dealing
Teaching Tip
with customers.
Date and Label—Start
all notes with the date
(including the year) and Take Notes. You are most likely to take notes in meetings or in a lecture or confer-
what the meeting, lecture, ence setting. As you will learn in Section 2.3, taking notes is an excellent way of record-
etc., is about. ing spoken information for future reference. Notes, however, should be more than just
aids to memory. They should also be tools that help the listener concentrate on the
speaker’s message.
Digital 2.2 Self-Assessment

Data
Answer T for true and F for false for the following questions.
Fax It
1. When you paraphrase a speaker’s thoughts, you put them in your
Communicating through
own words. T
a facsimile, or fax, device
2. Speakers may use body language to reinforce certain points. T
has become a staple in the
workplace and in many 3. A speaker can talk twice as fast as a listener can comprehend spoken
homes. A facsimile allows words. F
for the communication of
4. Having your hearing checked is one way to physically prepare yourself
ideas, texts, or images that
to listen. T
are difficult to communi-
cate verbally (namely, com- 5. The general vocabulary you developed in high school is adequate for
pany logos or maps). E-mail effective listening on the job. F
attachments and website 6. Listening is the physical function of detecting sound. F
uploads are replacing fax F
7. People choose which sounds they will hear.
usage in some situations.
8. Listening is an acquired skill. T

9. The difference between active listening and passive listening is the level of
the listener’s involvement. T
10. Even good listeners occasionally lose their focus when they should be
listening. T
Bonus Question
11. How does hearing differ from listening? Answers may vary. Listening, however,
involves hearing something with thoughtful attention. Hearing, on the other hand, is
the physical function of detecting sound.


Review of Key Terms
1. What is the difference between hearing and listening? What is the
difference between active listening and passive listening? Hearing is the
physical ability to perceive sounds; listening is the act of filtering out distractions
to allow you to comprehend the meaning of sounds. Active listening involves
concentrating at a higher level to retain as much information as possible.
Passive listening requires little concentration—retention and comprehension
are lost.
2. How can a good listener avoid internal noise? To avoid internal noise such
as pain or fatigue, a listener could seek appropriate medical attention or get more
sleep.
Editing Practice
Using Language! Check the following sentences and underline any errors in the
correct use of words. Write OK if the sentence is correct. Rewrite the sentence correctly
if it contains errors.
3. Our personnel handbook contains a section on the discrimination of
confidential information. Our personnel handbook contains a section on the
discrimination of confidential information. (dissemination)
4. The speaker’s presentation had an amazing affect on the audience. The
speaker’s presentation had an amazing affect on the audience. (effect)
5. The insurance investigators asked for the corporation of everyone in
re-creating the series of events. The insurance investigators asked for the
corporation of everyone in re-creating the series of events. (cooperation)
6. The defendant is to be arranged in court next week. The defendant is to
be arranged in court next week. (arraigned)

Thinking Critically
7. A good listener is able to distinguish between facts and opinions. Identify
each of the following statements as a fact or as an opinion.
• Making sure our water supply remains clean is our state’s most important
task. opinion
• Six hours of math is a requirement for graduation. fact
• Wearing a suit to a job interview will give the interviewee more self-
confidence. opinion
8. As a team, select at least three possible areas of employment. Then, list

five specialized vocabulary words from each area that you
might hear used on the job. Define all terms and present

the specialized vocabulary to the class. Responses
will vary.

Medical field: ABR = absolute bed rest, ADL = activities of daily living,
b.i.d. = twice a day, ICU = intensive care unit, NPO = nothing by mouth,
PRN = as needed, SOB = shortness of breath.
Discussion Point
Analyzing Details
9. How can a person improve his or her listening skills? To improve listening
skills, one can identify the speaker’s ideas and how they relate, summarize main
points, assess the validity of the message, formulate questions, associate ideas with
familiar concepts, determine how the information can be used, and take notes.
Student answers may vary.

10. Name one kind of barrier that can affect a listener. How can one over-
come this barrier? Barriers to effective listening include not concentrating
on what is being said. To avoid this barrier, one can concentrate or focus on the
speaker’s message.


Section 2.3
Listening in Casual SECTION LEARNING

OUTCOMES
and Business Settings When you have completed Section 2.3,
• Identify techniques for listen-
ing in casual and small-group
Listening in Casual Conversations conversations.
When you list your best friends, the names at the top of the list
are likely those of persons in whom you confide. The primary • Identify effective listening tech-
reason these people are at the top of your list is that they are niques for conference situations.
good listeners. Good listening helps build friendships and also • Define videoconferencing and
helps forge important professional relationships. The following distance learning.
techniques can help you establish rapport in casual, small-group
conversations. • List tips for efficient note taking.
Listen Attentively
The ability to listen attentively is one of the most important W H Y I T ’ S I M P O R TA N T
skills connected with effective communication. Being attentive
and showing interest in what the other person has to say are Most employers will tell you that
two attributes of the good listener that lead to more effective effective listening is an important skill
communication. For example, if a customer complains to you in their specific work environments.
about something over which you have no control, help soothe Employees with poor listening skills
the customer by listening attentively. Often, you need to say can be costly. Poor listening can
little because what the customer most wants is for someone to
cause mistakes, misunderstandings,
listen.
lost sales, lost customers, and
Listen for Ideas and Feelings ultimately lost jobs on the part of
A good listener listens for ideas and feelings as well as for factual employees who simply did not listen!
information. A good listener also listens to the tone of the speaker’s
voice to pick up subtleties in meaning. Read the following state-
ment out loud: KEY TERMS
“Thanks, Manuel, for your help on the project.” • teleconference
If the sentence were expressed sincerely, it would indicate
• Skype
that Manuel helped with the project. However, if the sentence • Google Hangouts
were spoken sarcastically, it would indicate that Manuel had not
helped with the project, but was expected to. Try reading the sen- Teaching Tip
tence aloud and attempt conveying, first, sincere appreciation Tone of Voice—Have
and, second, sarcasm. Observe the striking contrast in meaning students use tone of voice
the same words can have when expressed with a different tone or to express appreciation and
then sarcasm by saying this
attitude.
sentence out loud: “Ann,
your sensitive comments
Establish Eye Contact really helped the situation.”
A speaker likes to have the listener’s complete attention. One way
to communicate your interest in what the speaker is saying is by
establishing eye contact. Do not stare at the speaker. Instead, KEY POINT
glance away periodically to reflect on the topic or observe your Use body language to
surroundings.
convey your interest in
what a speaker is saying.
47
Exhibit 2.4
Listening to Casual Conversation
Thinking Critically: Do these
people appear to be listening to
each other? Explain.
Ans 2.4
Yes, they show good eye contact and
body language, which demonstrates
that they are listening to each other.
©Purestock/Getty Images
Use Body Language to Show You Are Listening

As a listener, you can employ body language to convey to a speaker or speakers your
interest in what they are saying. In Exhibit 2.4, the eye contact, facial expression, and
other body language communicate that both people are eagerly listening and participat-
ing in the conversation.
Here are a few nonverbal cues that let people know you are listening to them:
• Stand or sit facing the speaker.
• Give the speaker your undivided attention. In other words, don’t
continue reading a report or working on your computer during the
conversation. Also, don’t look at your watch frequently. Doing so
signals a preoccupation with other matters and possible conflicting
time commitments.
• Use facial expressions to convey you are listening intently to the
conversation. Nodding affirmatively encourages a person to continue
the conversation.
• Take notes about the conversation if doing so is appropriate. For example,
taking notes when a supervisor gives instructions on a new procedure dem-
onstrates that you realize the importance of the conversation. The notes will
later help you perform the procedure correctly.
• Follow the listening customs of different countries. For example, standing too
close to someone is considered rude in the United States. Some cultures have
strict rules regarding interactions between men and women.
Listening in Traditional
Digital and Teleconference Situations
Data Many people think the last lecture they will hear is in a college classroom. To keep up
with the changes occurring in their professions, however, employees at all levels are
Videoconferences are ben- involved in frequent training or retraining. This updating of professional skills can take
eficial for several reasons. place within an organization’s walls, at conference centers, over the Internet, or by
They allow employees to teleconference.
communicate with col- A teleconference is a meeting held by means of advanced telephone and
leagues, partners, and sometimes computer technology that enables people from several locations to par-
ticipate simultaneously. For example, the speaker may be in Florida, and the listen-
clients who are at inconve-
ers could be scattered throughout the United States or other parts of the world.
nient distances. Videocon- Depending on the parameters of the conference and the technology available at
ferences save companies various locations, the conference may be one-way, without interaction between the
time and travel expenses. speaker and the listeners, or two-way, which allows interaction between the speaker
and the listeners.

Individuals and small businesses can use a free video calling service over the Inter-
net to communicate with a person at a different location. Examples of this service are
Skype and Google Hangouts.
In addition to participating in conferences, employees must attend meetings held
by their supervisors. In most cases, the employees are responsible for retaining the
information disseminated. The following techniques for effective listening in a con-
ference situation are also helpful in improving listening skills in classroom lecture
situations.
Determine Your Listening Objectives

and Prepare Accordingly
Know why you are attending the session and what the expected outcomes are. Are you
attending the session to learn how to design web pages for your company? Are you
expected to learn enough about web-page construction to teach the process to your
co-workers?
Find out the subject matter to be covered, and learn something about it before you
attend the session. If you know, for example, that you are going to attend a training ses-
sion on a specific software application, you should read a manual or textbook about the
subject before you attend the session. This preparation will give you a frame of reference
that prepares you to absorb the information you will hear. Keep in mind that homework
does not end with college.
Overlook Personal Characteristics of the Speaker

Don’t prejudge a speaker on the basis of distracting personal characteristics such as
mannerisms, voice, speech patterns, or appearance. Good listeners do not confuse the oops!
speaker’s message with the manner of speaking or the speaker’s appearance. Also, you Nothing Personal
will sometimes encounter speakers with unusual voices or accents. In these instances,
very active and focused listening is required to adapt to the challenging characteristics Philip’s supervisor told him
of the speaker’s voice. In situations like these, maintaining your mental focus on the to limit personnel e-mail
speaker’s message is your main priority. messages at the office.
As a listener, you can manage any adverse feelings you may have for the speaker
by putting yourself in the speaker’s place. Consider how you might react if you were (Personal is the correct
speaking. word, not personnel.)
Choose Strategic Seating

Arrive early and, if possible, choose a seat at the front and center of the room. Select a
location that limits distracting sights and sounds. Choose a seat away from the windows
if you think that the sun’s glare might be a distraction. If you feel the hallway will be KEY POINT
noisy, choose a seat as far away from the door as possible. If you have either visual or
hearing impairments, choose a seat that offers the best opportunity to see and hear the One way to determine
speaker. Also, some meeting rooms have inconsistent lighting, and choosing a seat in a your listening objectives
well-lit area has clear advantages. is to find out what the
expected outcomes are.
Prepare for Comfort
Physical discomforts are big distractions. If you have a tendency to get chilled while
sitting still in an air-conditioned room, take a sweater or suit jacket with you. A room
that is too warm makes listening difficult. Considering your attire for settings like these
is wise.
Preparing for comfort also includes ensuring that any equipment you will be
using in the meeting—laptops or other devices—is fully charged and ready to use so
that it will be an aid rather than a distraction to your work. Also, make sure that you
are permitted to use the WiFi connection and can successfully log on at the meeting
location.
Section 2.3 Listening in Casual and Business Settings 49

Teaching Tip
Comparative Listening
Styles—Play ten minutes
of an employment-related
videotape. Ask students
not to take notes. Then,
give a short, ungraded quiz
to see how effectively they
listened. Play an additional
ten minutes of the tape.
Ask the students to take
notes. Give another quiz.
Compare both scores.
Discuss the benefit of
note taking as a means
of improving listening
retention. ©Hero Images/Getty Images
Exhibit 2.5
Ready to Take Notes
Thinking Critically: What information does the listener portray by sitting at the
front of a conference room?
Ans 2.5
oops! Choosing to sit at the front of the conference room demonstrates a desire to listen to the speech.
Lapse in Attention Ask Questions if Permitted

Preoccupied with her Most speakers indicate a specific time for questions. Some allow questions during the
mother’s illness, Pamela session. Other speakers prefer to answer questions at the end of the session. Asking
questions at very large or formal conferences is often inappropriate or impossible.
was not paying close
Jotting down your questions with your notes, while waiting for the opportunity to ques-
attention when her boss tion the speaker, is a valuable use of your time.
gave her instructions to
make hotel reservations Take Notes
for a visiting consultant. As you listen, concentrate on taking notes on key ideas or concepts. (See Exhibit 2.5.)
Pamela wrote down the You will often discover later that these notes are invaluable, because information that
wrong date, and when was completely clear in the meeting or conference can become vague or unclear before
you actually apply it. Some tips for taking notes appear in this section (see page 51). You
the consultant arrived,
may want to add your own tips to the list.
there were no hotel rooms
available. Avoid Substituting Note Taking for Active Listening. Occasionally, listeners will just
“try to get it all down on paper,” promising themselves they will review their notes
later. When this happens, the listener transfers the information directly to paper with-
out thinking about what was said. In other words, the information goes in the ears
and out the pencil while nothing is retained in the brain. As a result, little learning
takes place since focused thinking is at the core of attentive listening and note taking.
KEY POINT If possible, compare your notes with those of another attendee. The comparison
To improve retention: should help fill in gaps for both of you.
1. Read your notes
Read Your Notes Within 24 Hours. Read your notes as soon as possible after taking them.
within 24 hours. Reading your notes soon after they are taken will enable you to include any necessary ex-
2. Highlight only major planations or additions while the information is still fresh in your mind. Studies show that a
points in your notes. significant amount of memory loss takes place after 24 hours. Read your notes again within
the next 48 hours, and again as time permits, until you have mastered the information.

Teaching Tip
Tips on Taking Lecture or Meeting Notes Practice Makes Perfect—
Stress that listening skills
improve with practice and
effort.
• Have two pens and a notebook, legal pad, laptop, or tablet PC for
taking notes.
• Write the date and the topic at the top of every page.
• Begin a new page for each meeting or session.
• Write additional notes directly on handouts. Be sure to note the date
and topic on the handouts.
• Leave a wide left-hand margin in your notes so that you can write Teaching Tip
additional information there later. Use Your Cell Phone—
Take a picture with your
• Don’t try to take down everything the speaker says. If you do, you cell phone of slides
projected on a screen
will miss some of the main points.
for the audience to see.
• Listen for cues that something is important. Some examples This saves time and
the information will be
are these cues: “Here are three tasks you should complete before accurate.
the interview . . .”; “This concept will be on your exam . . .”;
“Let me summarize the points I have made today. . . .”
• Note the content of visual aids such as posters and slides.
• Record only the main points and important details. As time permits,
go back and fill in details in the left-hand margin.
• Ask questions if permitted.
• Use your own set of symbols to target information that needs special
treatment. For example:
* Something that needs follow-up.
! Important fact or critical information.
? A point that is unclear.
> Something you want to ask the speaker about when questions
are appropriate.
☐ A topic that needs further study or research.
Highlight Major Points. Use highlighting or underscoring to emphasize major points

in your notes. Some people have a tendency to color virtually the entire page with a
highlighter. This practice defeats the purpose of highlighting. Highlight only the major
points. Some listeners may use highlighter pens as they take notes; others will highlight
after they take notes.
Teaching Tip
Keying vs. Typing—These
Keying and Printing Notes as a Learning Strategy. If the material is unusually
terms are synonyms.
hard to master, you may choose to key your notes and possibly expand them while
Originally typing was
the information is still fresh in your mind. Keying the information helps you learn done on typewriters;
it, and having a neat printout makes your notes easier to read, study, and share with when computers replaced
others. typewriters, many users
Your listening skills can be improved. The challenge is yours. To meet that chal- substituted “keying” for
lenge, practice the listening and note-taking tips presented in this chapter. “typing.”

Teaching Tip
What Does It Mean?—
Ask students what
2.3 Self-Assessment
idiosyncratic means.
In an online dictionary Answer T for true and F for false for the following questions.
look up synonyms
(e.g., distinctive, peculiar, 1. In choosing your seat at a lecture or meeting, one seat is usually as
unique, one-of-a-kind).
good as another. F
2. Focusing on speakers’ individual and idiosyncratic characteristics of

speech delivery is essential to understanding their core message. F
3. Trying to get everything down on paper is the best method of note
taking. F
4. Asking questions of the speaker is a good way to clarify uncertain

information. T
5. Reviewing your notes within 24 hours of taking them is a valuable

practice. T
6. Skype is a video call over the phone. F

Review of Key Terms
1. What nonverbal clues from a speaker should listeners notice? Do listeners
give speakers nonverbal feedback? Explain your answer. Listeners can be
attuned to ideas and feelings projected by body language. Speakers are looking for
eye contact, attentiveness, and facial expressions to determine how the audience is
reacting to their message.
2. How can you be an effective listener during a teleconference? To listen
effectively in a teleconference, you should know why you are attending the session
and what the expected outcomes are. You should take notes and be prepared to ask
and receive questions.
Editing Practice
Grammar Alert! Check the following sentences for any errors in the use of superlatives.
Write OK if the sentence is correct. Underline the error and write the correction in the
space provided.
3. This quarter our expenses are high compared to last quarter’s. This quarter
our expenses are high compared to last quarter’s. (higher)
4. Of the three ideas, Vanna’s is the more practical. Of the three ideas, Vanna’s
is the more practical. (most)
5. My essay is more clear than Marcy’s. My essay is more clear than Marcy’s.
(clearer)

6. Maria’s Italian Garden is the better restaurant in New York City. Maria’s
Italian Garden is the better restaurant in New York City. (best)
7. Rick’s office is more larger than yours. Rick’s office is more larger than yours.
(larger)
Taking Notes
8. Listen to a short speech presented by your instructor and take notes.
Then, compare your notes with the notes of several other classmates.
Determine whether there are any discrepancies between your notes and
those taken by your classmates. What are some factors that may account
for the discrepancies? Student
notes will vary. Factors that may account for
discrepancies in the notes are external and internal noise and note-taking skills.

9. As a team, write a description of a job situation that demonstrates some of the
listening techniques presented in this chapter. Include examples of
poor listening skills. Role-play or use a cell phone to record a video
Teaching Tip
of the case for the class. Classmates should identify good and poor
YouTube—If appropriate,
listening techniques. Responses
will vary. Encourage creativity.
upload the video to
YouTube so all students
can see good and poor

listening techniques.
Discussion Point
Making Generalizations
10. Note taking during meetings is important. What techniques can you use
so that you are not writing down everything the speaker is saying?
Listen for main points. Paraphrase and summarize the speaker’s ideas. If handouts
are provided, take additional notes or highlight main ideas. Use symbols that will jog
your memory when reviewing the notes.

11. Brainstorm a list of various business situations that require good listen-
ing skills. Responses will vary and may include the following: meetings that
review new policies or new projects, status report meetings, sales meetings,
problem-solving meetings, or listening to customer needs or complaints.


Section 2.4
SECTION LEARNING
OUTCOMES
Reading Business
Documents
• Discuss the difference between
reading and comprehending text.
Strategies for Comprehending
• Explain the purpose of scanning
or previewing material before
and Retaining Content
reading it. We live in the Information Age. The amount of information on any
subject in every field is growing at an astounding rate. Thus, the
• Describe strategies to improve ability to read well will be even more important in the future than
retention. it is today. Employees at all levels will have to read to keep up with
the changes in their jobs.
• Define distance learning.
Understanding What You Read
Reading is more than the physical act of looking at words on a
W H Y I T ’ S I M P O R TA N T page or on a computer screen. Have you ever read something only
to find when you’ve finished that you have no idea what you read?
Skillful reading is essential for The words might as well have been in a foreign language you do not
success in college and business. understand. Just as you can hear something but not listen, you can
Students are tested on what they read words but not understand or remember what you read.
have read, and employees are often
held accountable for actions based Improving Reading Comprehension
on their reading. The ability to read quickly is important in our productivity-oriented
business world. But even more important than reading speed are
comprehension (understanding) and retention (remembering). Many
of the suggestions made for increasing reading speed also contrib-
KEY TERMS ute to greater comprehension. Additional hints are presented in the
nearby Memory Hook and explained in the text that follows.
• comprehension
• retention Scan or Preview Material. Before you commit to reading a body
of content, scan the material. If you are reading a textbook or a
• distance learning report, look over the table of contents. Also check to see if a glos-
• webinar sary is included or if there are any other features that help you un-
derstand the textbook. If you are reading a chapter in a textbook or
a section in a report, read the main headings and subheadings for
Teaching Tip an overview of the subject flow. Also look at illustrations and read
Margin Notes Are captions and numbered passages that offer depth to the content.
Important—Remind This preliminary overview will help you assess your objectives for
students to read the reading and will also help you identify important points.
margin notes for additional If you are reading a textbook for a course, always read the exer-
information they will cise or assigned work before reading the chapter. Reading this ma-
need to complete the
terial first helps you to focus on what you need to learn and helps
assessments at the end of
this section.
you to identify information on which you need to take notes.
To preview material, follow these steps:
1. Read headings.
2. Read the first paragraph of the chapter, section, or
article.
3. Read the first sentence of each of the remaining paragraphs.
54
4. Read the last paragraph of the chapter, section, or article.
5. Review any illustrations.
By previewing material, you can anticipate what information will be presented.
After reading the whole piece, read the most important points a second time to
reinforce your comprehension and retention of the information. With particularly
important blocks of information, setting aside time to memorize the material is
recommended for efficient retrieval and confident personal use.
Memory Hook
KEY POINT
To help you remember the five strategies for improving reading
comprehension and retention, use this sentence: Scan the table of c ontents,
Smart readers take on maximizing retention. headings, and other fea-
tures to get an overview
S –Scan or preview material. of the material to be read.
R –Read the material.
T –Take notes.
M –Make an outline.
R –Reread and review.
Read the Material. As you read, focus your full attention and concentrate on reading.
oops!
Reading is the receiving of the raw input of written communication. However, reading Check and
is not synonymous with absorbing and mentally processing the information contained in Double-Check
the written communication. Comprehending what you read is an active process. Your
mind must work to understand the information you are reading. The more complex the The new assistant’s first
written information is, the harder the reader must work. task was to proofread a
As an efficient reader, you will target the information you need, and then relate it letter to our client and fix
to knowledge you have already acquired. Look for the main ideas, and constantly relate all the errors. She did a
what you already know to the new material being presented.
great job and finalized the
Your environment and state of mind will enhance or detract from your comprehen-
sion. It is extremely difficult to watch an action-packed television show and read technical letter by printing it on the
material at the same time. Constant interruptions can cause you to lose your concentra- company stationery. The
tion. After an interruption, it often takes a few minutes to refocus. If you are worried assistant was so excited
about something or thinking of another project, your concentration, and consequently that she did a good job
your comprehension, will suffer. It is important to learn to focus your full attention on that she sent out the letter
material you are reading in order to comprehend and retain the information.
without her supervisor’s
Take Notes. To help you remember what you have read, take notes that include the signature.
main ideas. How do you find these main ideas? Usually, writers deal with only one main
idea per paragraph, and they often place the main idea in a topic sentence, often the
first sentence in the paragraph. In addition to noting the main idea, you should also note
the facts, examples, and supporting points that explain, support, or develop each main KEY POINT
idea. Noting page numbers in your notes is helpful for future reference to the book. Reading involves
When you read for specific information such as a flight number, an automobile part
recognizing written words.
number, or an account number, it is important to make a written note of the information.
The written notation becomes an efficient and reliable way to accurately refer to data. Comprehending involves
Make a note of unfamiliar words you encounter while reading. Look up the mean- understanding what you
ings of these words, and add useful words to your personal vocabulary. The more words have read.
you know, the easier it is to read and comprehend information.
Section 2.4 Reading Business Documents 55

Make an Outline. One way to organize your reading notes is to make an outline.
In an outline, list the main ideas on separate lines, with supporting points listed under-
neath. Number the main ideas, beginning at the left-hand margin, and indent supporting
points, as in the following example:
Buying Your First Sports Utility Vehicle
I. Buying a Sports Utility Vehicle
A. Reasons
B. Price Range
C. Models
II. Paying for a Sports Utility Vehicle
A. Savings
B. Payments
C. Loan
When you make an outline, use phrases or short sentences. Your outline should include
just enough information to remind you of a concept, without including all the details.
Reread and Review. How often you reread or review material will depend on its
difficulty and how you plan to use the information. Often, quick scanning or rereading
of your notes will be adequate for review if the first reading was done carefully. How-
ever, if the material is technical and filled with new concepts and specific subject-matter
jargon, including new vocabulary, it may be necessary to read the text a second or third
oops! time to fully comprehend the material.
If you follow the suggestions made in this section and apply yourself seriously to a read-
Important Date ing improvement program, you will see results. Not only will you be able to understand more
The e-mail stated: “The of what you read, but you will also retain more information from what you read.
files will be destroyed on
July 25.” July 15 is the
Effective Note Taking while Reading
date that should have The process of writing information increases your ability to comprehend and remember
it. The purpose of taking notes while you read is to highlight the most important points
been indicated. The
in the material. The reading can be from articles, textbooks, the computer screen, or a
person who requests the host of other sources.
files on July 20 may find
they have already been Take Useful Notes
destroyed. The following suggestions and tips will help you take better notes.
Find the Important Points

How do you find the most important points? In written material, important points are
often indicated through formatting techniques. Text material is usually broken down
into sections by headings, and important words or phrases are in bold or italic type.
Sometimes key points are formatted in a special way, such as in a box or with shading
KEY POINT around or behind the text, or are presented in special positions, such as in the margins
as in this book. Another method of emphasizing important points is to number them or
Important points in put them in a bulleted list.
written material are often
indicated by format- Margin Notes and Underlining Techniques on Other Documents. Sometimes you
ting techniques such as need to add notes to the source such as a handout, a textbook, a periodical, or computer
documentation. If you have your own copy or a photocopy of the material, you could:
headings and bold or
italic type. • Underline or highlight the important points.
• Make notes in the margins.

Tips for Taking Reading Notes Digital
Data
Notes are a condensed version of the important points in an article or
Technology Enables
chapter. Follow these tips when taking notes:
Learning From a
• Use lined paper, note cards, a laptop, or a tablet PC, and list each Distance.
new idea on a new line. Distance learning, also
• Use phrases, not complete sentences, to save time. called distance education
• Use abbreviations when possible. or e-learning, is a way
of delivering education
• Do not take verbatim notes, unless you need a direct quote. or training anytime and
• Use pen rather than pencil. A pencil point gets dull, and pencil lead anyplace. The teacher
can smear. and learner are separated
• Use underlines and asterisks to indicate important points. by space, time, or both.
• Number items, put information in bulleted lists, or use an outline to A webinar is a seminar
make it easier to review your notes. over the web in which one
person at a time speaks
• Leave space in the margins for additional notes. You can easily insert to a group of people who
lines on a laptop or tablet, such as an iPad. are expected to listen to
• Write on only one side of the paper or note card. the information presented.
• Watch for clues: repetition of words or topics, anything written on An analogy is a college
the board, handouts with key phrases or terms. lecture in which a profes-
sor in a large classroom
• Try to get to know someone in your class, just in case you need notes speaks to students who
or want to study with someone. are expected to listen and
• Use a second note page for listing questions and their answers. Write take notes.
potential test questions at the bottom of the page.
• Begin each day’s notes with a heading that includes the name or
number of the course, the instructor’s name, and the date and topic
of the day.
2.4 Self-Assessment
Employability
Answer T for true and F for false for the following questions. Skills
1. Since the information is already in print, taking notes on what you read is Reading
generally considered unnecessary. F
When you are working
2. The best reading strategy involves starting with the material on page 1 and with important business
reading until the task is complete. F documents, reading skills
3. While writing notes on your own textbooks, handouts, and other are essential for under-
standing, processing,
personal documents is recommended to enable enhanced retention
and interpreting written
and comprehension, it is wrong to write on printed source material
T
information.
that you do not own.

Teaching Tip 4. Important points are often highlighted in numerous ways in printed
Advantage of Taking information. T
Notes—Have students
prepare for a quiz on 5. Abbreviations, symbols, and phrases save time in note taking. T
Section 2.4 by asking them
to write any notes they
want on one side of a 3- Bonus Questions
by 5-inch card and letting
them use the notes during 6. What is the difference between reading and comprehending a text?
the quiz. After the quiz, ask Answers
may vary. Reading should be more than the physical act of looking at
how many of them used words on a page or a computer screen. When you read a text, you should also

their note card. Most will
tell you they didn’t need c omprehend, or understand, what it means. You can read without comprehending.
it; they remembered what
they had written on the
7. What are the most effective listening techniques for conference
card. Point out that the situations? Find out why you are attending the session and what the expected
simple process of writing outcomes
are; find out the subject matter to be covered, and learn something about
the information helped
them remember it—thus, it before you attend the session; do not prejudge a speaker; be comfortable; ask
the advantage of taking questions;
and take notes.
notes.
8. Why should you read your class notes within 24 hours? Notes will remain
fresh in your mind within 24 hours of taking them; after that, you may remember
significantly
less information.
9. How can note taking be substituted for active learning? When people
take notes, they sometimes just put the information on paper without mentally
processing it. When this occurs, little material is actually learned.

Review of Key Terms
1. How can improved reading skills assist in distance learning or a webinar?
In distance learning, you often read from a computer screen. Improved reading skills,
such as note taking, will allow students to comprehend and retain the material.
2. What five strategies can readers use to improve their comprehension
and retention? Scan or preview material, read, take notes, make an outline, and
reread and review.
Editing Practice
Proofreading Alert! Copying amounts of money, numbers, dates, and other figures
often results in errors because of reading mistakes. Proofread the copied list (B) to
determine whether any items have been copied incorrectly.
List A List B
3. 789836B 789863B 789863B
4. 43287v698 43287V698 43287V698
5. $2,786.54 2,786.54 $2,786.54
6. S768R3456J789 S768R3546J789 S768R3546J789

Analyzing Material
7. Read the following paragraph. Identify the main idea and two supporting
points you would write if you were taking notes.
here are three important traits every employee should possess in order to be
T
valuable to an employer. Customers and clients expect prompt service, so being
dependable is extremely important. Because technology changes things so rap-
idly today, employees must have the ability to learn quickly and adjust to changes.
Finally, an employee must be able to be a team player and cooperate with fellow
employees. Main Idea: Three important traits every employee should possess.
Supporting Points: Be dependable, learn quickly, adjust to change, and get along
with other employees.
8. Have everyone on your team read the same magazine article. Write a
brief summary of what your team has read, and create questions about the
text that could be asked if you were tested about the material.
Write a brief answer to each question, remembering to explain
new concepts. Summaries, questions, and answers will vary.
Students should pose pertinent questions that would also serve as
a study guide to the article.
Discussion Point
Thinking Critically
9. What are the benefits of scanning or previewing material before
reading it? Scanning or previewing material helps you determine your purpose for
reading and helps you identify important points.
10. If you were going to take notes while reading an unfamiliar topic, how
would you approach the task? First, find the important points by looking for
headings, bold or italic type, or bulleted and numbered lists. Review any illustrations
or graphs. If allowed, highlight important points while reading and take notes in the
margin. Use phrases, abbreviations, and other symbols that will refresh your memory
when reviewing the notes later. Making an outline, either a formal or an informal one,
is helpful to some people.
Tech Quest
earch the Internet to learn how different professionals use nonverbal communication
S
in their work—for example, law enforcement officers, counselors, and teachers.
Answers
will vary. Examples: Some Transportation Security Administration (TSA) screeners
are trained to watch for body language of airline passengers to identify potential terrorists.
Human resource directors watch for nonverbal cues when interviewing a job applicant.
©

Chapter 3
Communicating Globally
Section 3.1
Domestic and Interna-
tional Communication
Section 3.2
Ethics and Professional
Courtesy in Business
Communication
Section 3.3
Nondiscriminatory
Language
©McGraw-Hill Education/John Flournoy, photographer
Workplace CHAPTER LEARNING OUTCOMES

Connection When you have completed this chapter, you should be able to:
Because we live in a mul- • Describe differences and similarities between domestic communication
ticultural society, each of and international communication.
us must understand all
• Explain the importance of ethics and professional courtesy in business
aspects of communicating
communication.
globally. To be successful
communicators, we must • Give examples of nondiscriminatory language.
respect all ethnic groups
and cultures.
60
Section 3.1
Domestic and International SECTION LEARNING

OUTCOMES
• Define the word culture.
Essential Principles • Give some examples of ethnic
Through advances in technology and telecommunications, our
groups in the United States.
world expands each day. People can travel to almost any part of • Explain what a multinational
the world in a matter of hours. Instant, realistic virtual travel is company is.
possible without leaving our desk chairs. Our messages can travel
to most parts of the world in a matter of minutes, seconds—even • Provide several examples of
nanoseconds! As we communicate on an increasingly global basis, cultural differences between the
it is crucial that we understand the people we communicate with United States and other countries.
and their culture. Culture refers to the customs, beliefs, lifestyles,
and practices of a group of people.
• Describe the differences and
Cross-cultural communication is communication—through ei- similarities between domestic
ther written, verbal, or nonverbal means—with people who are from communication and international
a culture different from your own. To communicate effectively, you communication.
must understand and respect cultural differences and be adaptable.
Many of the principles of cross-cultural communication need to
be observed in both domestic and international communication.
Domestic refers to one’s own country or to something originating
within and pertaining to one particular country. International goes W H Y I T ’ S I M P O R TA N T
beyond one’s national boundaries or viewpoints, involving two or Communicating with someone from
more countries. An example of an international company is a deliv- another culture in most careers is
ery company such as DHL or a food franchise such as McDonald’s becoming more common. In order
that has branches, business dealings, or employees in more than
one country. to be effective in your career, you
should understand the essentials of
cross-cultural communication.
Domestic Communication
Cultural and religious groups in the United States often speak languages
from their heritage, observe culture-based customs, and practice reli-
gious beliefs learned from childhood. Examples of such groups include: KEY TERMS
• Amish settlements in the Midwest and Pennsylvania. • culture
• Chinese quarters, or Chinatowns, in New York City, San
Francisco, and other large cities. • cross-cultural communication
• Hasidic Jewish neighborhoods in New York City and • domestic
other large cities. • international
• Hispanic neighborhoods in Miami and in cities in south-
ern California and southern Texas. • multinational company
• Native American communities in the Southwest and the • abbreviation
Northwest. • acronym
• Polish neighborhoods in Chicago and New York.
• exchange rate
• Vietnamese communities in Orange County, California,
and in Texas.
• West Indian communities in New York City.
61
Teaching Tip Follow the guidelines when working with people from different cultural, religious,
Family Culture—Ask and ethnic groups:
students to share examples
of their own family customs • Research the customs of the communities in which you do business.
that are rooted in a • Keep track of significant religious holidays that affect a company’s employees
particular culture. and clients.
• Do not make comments or jokes based on cultural or religious practices.
• Do not imitate cultural language expressions or accents in an attempt to be
friendly.
We need to be aware of, and respect, cultural preferences and beliefs that are different
from our own.
Being unaware of significant religious holidays can also create problems. To
illustrate, if a business conference were scheduled at the same time as the Jewish High
Holy Days of Rosh Hashanah or Yom Kippur, Jewish members would be forced to
choose between sacrificing a solemn religious observance and sacrificing an opportu-
nity for professional development. If the conference were scheduled for December 25,
it would interfere with a major Christian holiday. Most religions have specific holidays
that are basic to their beliefs.
It is also critical that you know the business protocol in a country where you and
your company do business. A lack of such knowledge could easily result in behaving in
an impolite or disrespectful fashion. The Japanese, for example, place a high value on
another’s business card, which is treated with care. Cards are to be presented face-up
and accepted with both hands. Ideally, the information will be in English on one side
of the card and in Japanese on the other. It is considered very disrespectful to write on
a person’s business card.
Regional Differences
Teaching Tip People in different geographic regions of the country use different words to express
Ask students to brainstorm the same ideas. A carbonated drink, for instance, may be called pop, soda, soda pop,
other words for suitcase, or a soft drink, depending on the region of the country and who the speaker is. The
e.g., luggage, bag, same is true of coffee, which may be called java, a caffeine fix, a cup of joe, latte,
carry-on, baggage, or mud.
overnight bag, backpack,
travel bag, grip, tote bag,
and gear. Holidays
Most Americans celebrate the same federal holidays, but people in many groups and
religions celebrate additional holidays. The federal holiday celebrations may even be
observed on different days, depending on the state you live in. For example, most
states observe President’s Day on the third Monday in February, but some places
observe Lincoln’s birthday on February 12 or Washington’s birthday on February 22
instead.
U.S. Time Zones

From Honolulu, Hawaii, in the west to Bangor, Maine, in the east, the United States
spans seven time zones. This time difference must be taken into consideration with
some forms of domestic communication. When it is 9 a.m. in Maine, it is 6 a.m. in Cali-
fornia, and 4 a.m. in Hawaii. Most of the states move forward one hour from standard
KEY POINT time to daylight savings time in the spring and back one hour in the fall. Arizona, Guam,
Hawaii, Puerto Rico, the Virgin Islands, and American Samoa do not observe daylight
Differences in time zones
savings time. Iceland, parts of Australia, Asia, and most of Africa do not.
across the United States Being aware of these cultural, regional, holiday, and time-zone differences when
affect working hours for conducting business will enable you to do a better job of communicating. Some of
businesses. these considerations regarding domestic communication also apply to international
communication.
62 Chapter Three Communicating Globally

International Communication
Many U.S. companies have operations and offices throughout the world. Likewise, Teaching Tip
many foreign companies have branch offices and/or manufacturing plants in the United Toblerone, a popular
States. Multinational companies are commonplace. A multinational company is a com- chocolate with honey
pany that does business in or has operations in more than one country. To illustrate, and almond nougat, is
Coca-Cola, although based in the United States, derives less than half of its income distributed by Mondeléz
International in Deerfield,
from its home country. Nestlé, on the other hand, is based in Switzerland, but it has
Illinois (distributed by
factories in 86 countries, including the United States.
Kraft Foods until 2012).
Other examples of multinational companies include Disney, FedEx, IBM, Toblerone is made in
McDonald’s, and Nike. If you are an employee of a multinational company and you are Bern, Switzerland, and is
based in the United States, you need to be aware of cultural and other differences when available in 122 countries.
communicating with your company’s offices in other countries.
Language
Although English is recognized worldwide as the language of business, it is a second
language for people in most other countries. Slang, clichés, and jargon make English
one of the most complex languages in the world. When communicating with people in
other countries, follow these guidelines:
• Limit figures of speech and clichés. Instead of writing bare minimum, use mini-
mum. Instead of saying quick as a wink, use quick.
• Avoid using cute, fancy, or trendy terms for standard English words. Instead
of writing legal eagle, use lawyer. Instead of saying policy wonk, use policy
expert.
• Use specific terms. Instead of writing just a little way down the road, use
15 miles or 24 kilometers. Instead of saying unsanitary conditions, use unsafe
drinking water.
• Be aware of the multiple definitions of words. Some words carry more than
one meaning and may be confusing to someone whose first language isn’t
English. For example, the word bug may refer to an insect, the flu, or a
computer software virus. The word break in the sentence “There was a
break in the negotiations” can refer to an opening or opportunity for agree-
ment or a halt in the talks. Make sure the context makes the meaning clear.
This problem is especially troublesome in speech because words that are
spelled differently may be pronounced similarly: think of sum and some or
bough and bow.
• Avoid any form of slang or jargon. American slang—such as bad meaning
“good,” cool meaning “in style,” and wicked meaning “good,” “great,”
or “in style”—would be confusing to a person whose first language isn’t
English.
• Avoid using abbreviations or acronyms. An abbreviation is a shortened form of
a word or phrase. Atty. is an abbreviation for the word attorney; St. is an ab-
breviation for either saint or street. An acronym is a word usually formed from
the first letter or letters of each word in a phrase. Examples include, among Teaching Tip
many others, PIN for personal identification number and CPU for central pro-
International
cessing unit. Because acronyms can stand for more than a single term—does Consideration—Ask
IRA mean Irish Republican Army or individual retirement account?—it is best to students to identify some
avoid them. local companies that
• Use visual aids. Whenever possible, use visual aids to clarify your mes- have international ties.
sage. A map, a sketch, or a picture usually enhances verbal or written How do the companies
communication. handle cultural, time, and
language differences
If your message must be translated, always check to see if your words mean some- among the different
thing different when translated for use in another language. Many English words do not locations?
Section 3.1 Domestic and International Communication 63

Teaching Tip have exact translations. Many companies have learned the hard way that some transla-
Clichés in Advertising— tions cause problems. Here are some examples of problem translations:
Point out that many clichés
originate from slogans
• Kentucky Fried Chicken (KFC) made Chinese consumers a bit apprehensive
in advertisements. Ask when their slogan “finger licking good” was translated as “eat your fingers off.”
students to give some • The slogan “Come alive with Pepsi” translates to “Pepsi brings your an-
examples of slogans that cestors back from the grave” in Chinese and translates to “Come alive out
have become clichés. of the grave” in German.
• Canadian Mist, a brand of whiskey, failed in German markets because
“Mist” in German means “manure.”
• Schweppes Tonic Water advertisements in Italy translated as “bathroom
KEY POINT water.”
• Cue toothpaste, a Colgate-Palmolive product, was advertised in France
An English word or phrase
with no translation errors, but Cue happens to be the name of a widely
often loses something in circulated pornographic magazine.
translation. Example: In
Another example, which was referenced in a Washington Post article, notes that
the U.S., we ask to go to
Nike, Inc., had to stop selling a new line of basketball shoes in Arabic countries because
the bathroom (when we the company unknowingly used a logo on the shoe that closely resembled the Arabic
want to use the toilet); in word for Allah, or God. Obviously, Muslims could and did find this offensive.
Germany, we would ask Here are two other examples:
to use the toilet (the bath- • IKEA, a Swedish company, advertised a type of bed called redalen in
room is for taking a bath). Swedish, but in Thailand that word in the Thai language has a sexual
meaning (James Hookway, “IKEA’s Products Make Shoppers Blush in
Thailand,” The Wall Street Journal, June 5, 2012).
• The name of the Microsoft search engine “Bing” sounds like the Chi-
nese word “illness” or “pancake” when spoken in local Chinese dialect,
so Microsoft had to change the name of the search engine in China to
oops! “Biyng,” which means “Seek and ye shall find.”
Disastrous Because of these kinds of translation problems, international companies are hiring
Descriptions! interpreters and translators to modify terms and pronunciations to be sure there are no
negative meanings to the names of their products in other countries. For example, Diet
Description on the Coke is known as “Coke Light” in many parts of the world.
business card of a
Chinese restaurant: Cultures
“Mandarin, Szechuan, and Many international cultures have a high regard for formality and social rules. In the
Human Cuisine.” United States, most people are very time-conscious and view being punctual as impor-
(Hunan is the correct tant. In many other cultures, however, it is not considered rude to be quite late for an
word—not Human.) appointment or to keep a person waiting for a long time. In fact, in some cultures arriv-
ing either early or on time is considered rude.
Customs in various countries regarding clothing styles, greetings, and eye contact
are also different. Examples include the following:
• Clothing styles. Women in some cultures do not appear in public with their
faces uncovered, while other cultures accept skimpy or topless swimwear
in public.
• Greeting others. In some cultures, men kiss each other on the cheek or
bow from the waist when they meet rather than shake hands as men
and women do in the United States. (See Exhibit 3.1.)
• Eye contact. In some cultures, it is considered extremely rude to have
direct eye contact with people with whom you are talking. By contrast,
in the United States, direct eye contact is expected. Lack of eye con-
tact is interpreted as disinterestedness, unfriendliness, or perhaps even
dishonesty.

Exhibit 3.1 Ans 3.1
Greeting Customs Good business
Although the American communication can be
custom of handshaking hindered unintentionally by
has been adopted by lack of knowledge about
many cultures, it is polite other countries, cultures,
to follow the greeting and customs.
customs of a particular
culture. Thinking
Critically: Why is showing
respect for other cultures
important?
©Monkey Business Images/Shutterstock
It is important to learn about other cultures and countries so that you are aware of
cultural differences and can be patient and flexible in communicating with others. Just
as many different cultures exist in the United States, other countries are also multicul-
tural and include different ethnic groups. For example, in Belgium the population is di- Going Global
vided into two major cultural groups—the Flemings and the Walloons. The Flemings live
in northern Belgium and speak dialects of Dutch, while the Walloons live in southern Effective Global
Belgium and speak dialects of French. The differences in language and other aspects of Communication
their cultures have caused some friction between the two groups, even though the coun- Many factors make com-
try is small and operates under one government. Good business communication can be
munication challenging
hindered unintentionally by lack of knowledge about other countries and cultures.
There is an old saying, “When in Rome, do as the Romans do,” which is very appro- in a global environment.
priate to international communication. When you travel to another country, you have a For example, language
responsibility to learn about the local customs and business practices to avoid offending differences, customs, reli-
anyone and to promote positive communication and business practices. Consult books gious beliefs, and cultural
or do Internet searches on customs and business practices in other cultures to increase beliefs make it difficult to
your cultural awareness. When a person from another country or another culture com-
communicate effectively.
municates with you, you should recognize the cultural differences and not let those
differences interfere with your communication.
Gestures
We need to be aware that gestures mean different things in different countries. Gestures
that are common in the United States can cause international incidents when used in KEY POINT
other countries. Take the example mentioned in Roger Axtell’s Gestures—The Do’s and
Taboos of Body Language Around the World (New York: Wiley, 1999): On President Regard for formality and
George H. Bush’s state visit to Australia in 1993, the President flashed the “V for vic- social rules varies from
tory” sign to crowds of Australians from his limousine. Unfortunately, he turned the culture to culture. Be sure
back of his hand toward the people when he made the sign. The next day, newspaper to have an understanding
headlines read, “President Insults Australians.” President Bush was unaware that in of social customs before
Australia, as in England, the reverse V is an obscene gesture. traveling abroad.
Some other common examples that Axtell mentioned include:
• Our circular-shaped OK symbol is formed by the index finger and thumb.
In Japan, this is a signal for money, whereas in some other countries it is
considered an obscene gesture.
• The American thumbs-up gesture in Japan signifies the number 5.
• Crossing your legs with one ankle over the other knee so that the sole of
your shoe faces other people in the room is considered an insult in Egypt.
There is, however, a universal gesture that is understood everywhere in the world
and is seldom, if ever, misunderstood—the smile.

Holidays
oops! Other countries celebrate different holidays from those celebrated in the United States,
Understanding and businesses are closed on different days. For example, Independence Day (the Fourth
Diversity of July) and Martin Luther King Day are observed only in the United States; these two
holidays are normal working days in other countries. Likewise, other countries have
Maria was attending a their own national holidays. Even though the United States celebrates St. Patrick’s Day
meeting hosted by her informally, in Ireland it is a legal holiday. May Day on May 1 is a legal holiday in Great
business associates in Britain and Russia. Workers’ Day is celebrated on May 1 in South Africa, and Anzac
Day is celebrated on April 25 in Australia. A holiday similar to our Independence Day
Latin America. She arrived
is celebrated on different dates in these countries:
15 minutes early and
realized that no one was
• Greece (Independence Day) March 25
there. An hour passed and • Italy (Liberation Day) April 25
still no one had arrived. • Japan (Constitution Day) May 3
She was upset when • India (Independence Day) August 15
people started showing • France (Bastille Day) July 14
up an hour later. Maria • Mexico (Independence Day) September 16
did not understand that in The Christmas holiday is also celebrated in different ways and on different dates else-
Latin America, punctuality where. In the Netherlands, Belgium, and Luxembourg, St. Nicholas gives children presents
is not expected and it on the eve of December 6. Children leave a snack, such as carrots, in their wooden shoes
is normal for people to for St. Nicholas’s white horse. December 25 in these nations is strictly a religious holiday.
arrive late. In recent years, many African-Americans have begun celebrating the cultural
holiday Kwanzaa. It begins on December 26 and lasts for seven days. Each day is dedi-
cated to celebrating a different principle of African culture.
The Islamic holy month of fasting, called Ramadan, is celebrated during the ninth
month of the Islamic year—which corresponds to the ninth month of the Islamic
calendar—by Muslims the world over. During each day of this month, Muslims may
not eat or drink from dawn to sunset. (The Islamic calendar is a lunar calendar which
contains 3541⁄3 days a year. The Christian calendar contains 3651⁄4 days a year.)
International Time Zones

The difference in time zones, as illustrated in Exhibit 3.2, must likewise be considered
in some forms of international business communication. When it is 9 a.m. in Chicago,
it is 5 p.m. in Finland. If you are working in Chicago and wish to call a business in Fin-
land, you will need to call before 9 a.m. in Chicago.
Measurements and Currency

Most of the world uses the metric system (a decimal system based on meters, kilograms,
liters, kilometers, and so on) for measurement. Only the United States, Liberia, and
Teaching Tip Burma use the imperial system, sometimes called the English or British system, whose
Foreign Currencies and customary units of measurement include feet, pounds, gallons, and miles, among oth-
Exchange Rates—Have ers. When communicating with a person who uses the metric system, don’t assume that
each student select a the person is familiar with the English system of measurement and can thus convert
different country, research your figures correctly into the metric system.
the type of currency used, In addition, practically all nations have their own unique currencies. Japan has the
and find out the current
yen, Israel the shekel, Mexico the peso, and South Africa the rand. Nineteen European
exchange rate. In what
types of businesses might
countries now use a common currency called the euro. Australia, Canada, Hong Kong,
they have to deal with Singapore, Taiwan, and the United States all use currencies called the dollar, but each
foreign currencies? For one has a different value. The exchange rate is the ratio at which the principal unit of
a list of current currency two currencies can be traded, and it fluctuates daily. For example, on any given day, a
exchange rates, go to U.S. dollar may be the equivalent of $1.80 in Australian dollars, $1.50 in Canadian dol-
www.mhhe.com/camp10e. lars, $7.80 in Hong Kong dollars, or $33.20 in Taiwanese dollars.

©frees/Shutterstock
Exhibit 3.2
International Time Zones
The earth’s surface is divided into 24 standard time zones. Thinking Critically: How might a lack of
knowledge about time zones hinder international communications?
Ans 3.2
Communicators might contact international businesses outside business hours, or they might be frustrated with the delay in
an international business’s response.
Tips for Effective International Communication oops!

• Recognize your own biases. Regarding Time
Differences
• Show respect for differences.
• Look for common ground between cultures. Yvonne, who lives in New
York, purchased three
• Maintain formality. handmade necklaces from a
• Tolerate the cultural mistakes of others. small, home-based jewelry
• Be patient with nonnative speakers of English. store in California. She had
some questions about the
• Listen with a nonjudgmental attitude. jewelry and decided to
• Listen for what is not said. call the owner. However,
• Have an understanding of cross-cultural body language. since it was 5 p.m. EST, she
• Avoid interrupting. assumed the business was
closed. At 8 a.m. EST, 5 a.m.
• Remember that communication is a collaborative effort. PST, the next morning, she
• Speaking louder does not help your listener understand; speaking called the store and ended
slower does. up waking the owner.

Memory Hook
In order to be an effective communicator in the business world, it is
crucial that you understand the people you communicate with and the
culture in which they live.

Review of Key Terms
1. A multinational company is one that does
Define the term multinational company. ____________________________
business in or has operations in more than one country.
___________________________________________________________
2. Lack of cultural
Why is cultural knowledge important in the business world? _____________
knowledge could create difficulties with meeting times or result in impolite or
___________________________________________________________
disrespectful behavior.
___________________________________________________________
Editing Practice
Spelling Alert! Proper proofreading involves checking the spelling, grammar, and punc-
tuation within a sentence. Proofread the following paragraph. Make a list of all the
errors. Then, rewrite or type the paragraph.
3. Inter-culturel expereinces are important to help us understand people form
all parts of the world. We tend to assume that every one has the same
beleifs, customs, and practises as we do. It is important to be aware of these
diferences so that we can become more tolerent and understanding of peo-
ple from other contries. Intercultural experiences are important to help us understand
________________________________________
people from all parts of the world. We tend to assume that everyone has the same
___________________________________________________________
beliefs, customs, and practices as we do. It is important to be aware of these differences
___________________________________________________________
so that we can become more tolerant and understanding of people from other countries.
___________________________________________________________
Corrected errors: Intercultural, experiences, from, everyone, beliefs, practices,
___________________________________________________________
differences, tolerant, countries
___________________________________________________________
4. On July 14, Libby McNulty discovers she needs to telephone the Paris office
to explain that the merchandise it ordered will be two weeks late. Libby
knows that the receptionist speaks English. She has never made an over-
seas phone call. What does Libby need to know before she places the call?
Libby needs to check (1) the difference in time zones (so that her phone call is made
___________________________________________________________
during Paris business hours) and (2) company holidays in Paris (she will discover that
___________________________________________________________
July 14 is Bastille Day, a legal holiday).
___________________________________________________________

5. As a team, choose a country that you would like to research. Assume
you are writing a memo for employees who will be traveling there for business.
Write a brief summary of the country’s customs in business clothing
and social etiquette, its national holidays, its time zone, its currency,
and any other important information employees should know.
Student responses will vary. Students should include essential information
____________________________________________________
that would affect business practices.
____________________________________________________
Discussion Point
Thinking Critically
6. How does jargon or slang interfere with cross-cultural communication?
If a person’s first language is not English, he or she may not understand the meaning
___________________________________________________________
of the slang, which may lead to confusion or even embarrassment.
___________________________________________________________
___________________________________________________________
___________________________________________________________
7. If a businessperson were traveling to a foreign country to do business, how
The person should
would he or she promote a positive business relationship? _____________
learn about local customs and business practices by consulting books or talking to
___________________________________________________________
others who know the country. He or she should practice patience and tolerance.
___________________________________________________________
___________________________________________________________
___________________________________________________________
8. You start work at 9 a.m. in the company headquarters located in New York
City. Your manager forwards an e-mail to you from the manager of a business
in Japan who needs specific information by the end of the next business day
related to a manufacturing process used in the Los Angeles, California, plant.
You are asked to get the requested information from the plant in Los Ange-
les and communicate the information to the Japanese manager so that he
receives it on time. Explain how you will get the requested information and
respond by the deadline. Include the communication and timeframe neces-
NYC—9 a.m., Los Angeles—6 a.m., Japan—11 p.m.
sary to complete this request. ____________________________________
Sample solution: Send e-mail to Los Angeles by 11 a.m. NYC time. Ask for reply by
___________________________________________________________
12 noon LA time (3 p.m. NYC time). Send e-mail with information by 5 p.m. NYC time,
___________________________________________________________
which is 7 a.m. in Japan.
___________________________________________________________
___________________________________________________________

Section 3.2
SECTION LEARNING
OUTCOMES
Ethics and Professional
Courtesy in Business
• Define the word ethics. Communication
• Explain the purpose of a code of
ethics.
• Define the phrase professional
courtesy.
The issue of ethics doesn’t surface unless there are choices to be
• Introduce two people to each made. For example, if you find a billfold without identification on
other. the floor in a store, you have several choices. You could (1) walk
away and leave the billfold on the floor; (2) turn in the billfold to
the customer service desk; (3) stick the billfold in your pocket and
leave the store with it; (4) remove any money that was in the bill-
fold and leave the billfold on the floor; or (5) remove any money
W H Y I T ’ S I M P O R TA N T that was in the billfold and then turn it in to the customer service
desk. The ethical person will choose option 1 or 2; the unethical
Many companies in countries outside person will choose from among the last three options.
the United States require a lie detector
test or handwriting analysis as a Ethics
prehiring baseline for future ethical
We often hear about business practices being legal and being ethi-
behavior. While most companies in cal. What is the difference? Laws determine whether or not some-
the United States do not require this thing is legal. Ethics are the moral principles of right and wrong by
kind of preemployment screening, it is which a person is guided. The goal of every business communicator
important to act ethically. should be to conduct all business in a legal and an ethical manner.
It is possible for an activity to be legal but unethical. For instance,
suppose you purchase a computer from a store with a 30-day return
policy with the intention of using it solely to key in your term paper
KEY TERMS and then you return the computer for a full refund. Your behavior
would be legal but unethical.
• ethics Most companies today have an ethics officer to be sure that all
• commission employees follow the ethical standards established by the company.
• bribery Treating Others With Honesty and Fairness
• confidential information One way of incorporating ethics into business communication is to
• nondisclosure agreement be honest and fair and to treat others as you would like to be treated.
A new sales associate, with no previous retail experience, was advised
• code of ethics by her hardware manager that a certain brand of mediocre-quality
• professional courtesy tools paid a higher commission rate than the top-quality tools. A com-
mission is a fee paid to the sales associate as a result of a sale. The
• RSVP manager suggested making the following response to prospective cus-
tomers who asked about the quality of the mediocre brand: “It’s a very
popular item.” This statement implies that the tools are of good qual-
ity. While it is not a lie, the statement is misleading—and unethical.
Stating Facts Instead of Opinions

Business communication should be ethical and should communicate
information that is true. One way of incorporating ethics into business
70
communication is to use objective language and verifiable information. For example, sup-
pose you are asked for a recommendation about a former employee’s dependability. Instead KEY POINT
of saying “Felicia will not be dependable,” say “Our attendance records show that Felicia
Ethics are the moral prin-
missed work 11 times in the last three months.” Stating a verifiable fact instead of your
opinion lets the receiver form his or her own opinion of Felicia. Many human resource ciples of right and wrong
departments have strict guidelines in place that specify how to respond to such queries. by which a person is
Another example of providing honest, verifiable information occurs when a com- guided.
pany requests a background check on a prospective employee from an employment
background-checking agency. If the reporting agency faxes the company a copy of an
official court record, it is providing, through the court record, a verifiable fact rather
than an opinion. Team Activity
Ethical Reporting—Ask
Ethical Communication students to discuss ethics
and the news media in
Ethical business communication should not withhold information that could cause the relation to the news the
communication to be misinterpreted. For example, the U.S. tobacco industry allegedly media choose to report
withheld or misrepresented facts about the dangers of tobacco in reports to the public. and how they report it.
Withholding information about the dangers of tobacco and thus misleading the public Mention issues that deal
is an example of unethical communication. with conflict of interest,
Another example of unethical communication is the case of a tire manufacturer’s attribution of sources,
failure to inform consumers about defects in certain sizes of tires that caused tread sepa- plagiarism, and fairness,
ration. These defects resulted in life-threatening, and sometimes fatal, accidents. Testing for example, unsafe lead
content in drinking water
agencies that distort or skew the results of their vehicle safety tests are also unethical
in Flint, Michigan; defective
when they represent their skewed findings as facts. air bags in many brands
A subtler example of unethical communication occurred in the following situation: of cars; batteries in cell
An environmental group released data indicating the city water was unsafe to drink at phones that explode; etc.
the same time that the water company released data indicating the city water was safe
to drink. The water company tested samples of water leaving its plant. The environmen-
tal group tested water at points along feeder waterways, just downstream from a golf
course that uses fertilizer and other chemicals to enhance the appearance of the grass
on the fairways and greens. Both groups were accurately reporting the results of their
tests. However, drinking water should be tested after it has been processed, treated, and
released by the water company to homes and businesses. Clearly, since the two groups
were using different sources for their data, the test results were different. Which group Employability
released ethical communication? Skills
Exhibit 3.3 shows two employees discussing an ethical dilemma. Here are some
other examples of the types of unethical situations you might encounter on the job: Integrity/Honesty
• Your supervisor asks you to “adjust” some figures in a report to make the Certain situations in the
results look better. workplace require people
• You work in the lab of a company that makes no-fat cookies, but you know to make ethical decisions
they contain some fat. or take ethical courses of
action. Employers look for
workers who are honest
Exhibit 3.3
Ethics and show signs of integ-
When you are faced with an rity. The ability to make
ethical dilemma, it may help ethical decisions shows
to discuss the matter with a depth of character.
person who you believe is
ethical. Thinking Critically:
How might you ask
someone for such advice?
Ans 3.3
“I’d like your advice about
something. Could we
schedule a time when I can
©Design Pics/Don Hammond talk with you privately?”
Section 3.2 Ethics and Professional Courtesy in Business Communication 71

Teaching Tip • Your city promotes recycling to appeal to environmentalists, but you know
Watch the news for that the “recycled” materials really go to the landfill with the rest of the
current examples of U.S. garbage.
companies involved in
alleged bribery in other
countries. You can also
International Ethics—Bribery
search the internet for Bribery is the act or practice of giving or receiving money or other valuable items to
examples of bribery in the influence a person’s behavior or action.
U.S. as well as in other Bribery is a practice that many U.S. companies encounter in international busi-
countries. Example: In ness dealings. Although bribery is against U.S. law—for transactions both inside and
2012, Walmart was accused outside the United States—it is, nevertheless, accepted and even common in many other
of engaging in alleged countries, which puts U.S. companies at a disadvantage when doing business in those
bribery in Mexico to speed
countries.
up the approval of permits,
etc., to build more stores,
The problem of overt bribery is decreasing as more and more countries adopt the
which ultimately put mom- U.S. attitude about it. Subtle and indirect forms still exist, however, such as exchanging
and-pop stores out of gifts, paying for elaborate parties, and agreeing to humanitarian efforts that are not con-
business. (This case was nected with the actual business being done. One example of a subtle bribe was a com-
still active in 2017.) puter company’s agreeing to provide food and housing for poor people in a particular
country in order to do business there.
KEY POINT Maintaining Confidentiality

Confidential informa- Confidential information is spoken or written information that is private or secret and
tion is private and must should be released only to people with a proven need to know. Confidentiality is an-
other important aspect of ethics. Right-to-privacy laws have been passed to legislate
not be shared without
confidentiality in certain instances. For example, medical records, attorneys’ client files,
authorization. certain education and court records, and banking and financial records are considered
confidential information. Businesses and industries that develop new products and
technologies, such as the electronics and pharmaceutical industries, have confidential
Team Activity
information that should not fall into the hands of competitors. You may be asked to sign
Confidentiality and
a nondisclosure agreement when beginning a new job with such a firm. By signing this
Ethics—Ask students
to discuss the rationale
statement, you are agreeing, as an employee, not to reveal any of the company’s trade
for designating certain secrets or procedures, for example, and not to use customer lists to promote your own
information as confidential business outside the office.
and the problems of Confidentiality is becoming an increasing problem with the rapidly increased use
releasing such information of the Internet. It’s possible for companies to determine from your visits to various
without authorization. websites what your interests are, as well as personal information about you. They then
Have students ask compile this information into lists that they sell to other organizations. This practice
relatives and friends if isn’t illegal as of the writing of this book, but is it ethical? At the present time there is
their employers or any considerable controversy among political and legal experts about how much, if any, con-
organizations to which they trol should be placed on the obtaining of information about a person from the Internet
belong have published
without her or his permission.
codes of ethics. Ask
students to bring samples
Government and legal authorities are in a quandary over how to deal with this
of codes of ethics to class problem. On one hand, we need to consider the violation of individual confidentiality.
for discussion. What are On the other hand, we must follow the Freedom of Information Act. The bottom line,
some characteristics of a however, remains consistent: It is unethical to release confidential information to any-
code of ethics? one who is not authorized to have access to it.
Breaching confidentiality or breaking a nondisclosure agreement is theft of propri-
Teaching Tip etary information or intellectual property and can result in criminal charges. Be aware
Discuss privacy issues that there are serious consequences for breaching confidentiality or breaking a nondis-
in regard to Facebook closure agreement, including termination, a lawsuit for monetary damages, a fine, and
accounts—privacy is a in some cases imprisonment.
moving target. Freedom
of Information (FOI) laws
vary from state to state on
Code of Ethics
issues such as adoption Being ethical means being honest, fair, and objective in all forms of communication.
records and officials’ use of The true test of being ethical is to work toward the good of all rather than toward the
personal cell phones. good of a specialized group at the expense of some other group. Ethical issues dominate

the news today as more and more people are involved in unethical business dealings like
the Bernie Madoff scandal.
Some organizations and companies develop a written code of ethics so that employ-
ees and customers or clients have a written record of the philosophy of the group. An Going Global
example of an organizational code of ethics can be found on the American Library As-
sociation’s website at www.ala.org/tools/ethics. A code of ethics states the goals of the Communication
organization in terms of how it operates and how it treats customers and competitors. Today
Some companies have all their employees sign a statement of business ethics. The advance of technol-
ogy has helped business-
Professional Courtesy people around the world
Professional courtesy, also known as business etiquette, is simply the use of good man- communicate information
ners and appropriate behavior in business transactions and written and verbal commu- more quickly than ever
nication. The important thing is to show respect to other people, be friendly, and make
before. Cellular phones,
the other person feel welcome and comfortable.
fax machines, and e-mail
have almost replaced the
Making Introductions
traditional ways of sending
One example of professional courtesy is making introductions when people do not know
mail and handling business.
each other. In introducing people, the person you show greatest respect to is mentioned
first. For example, “Bridget Allen [your supervisor], I’d like you to meet Richard Trower
[new employee]. Richard is the new designer in the Web Development and Administra-
tion Department.”
Promptly introduce people to each other who have not met rather than leave them
KEY POINT
to introduce themselves to one another. In the United States, after you have been intro- Common courtesy calls
duced to someone, you should make eye contact, smile, and acknowledge the introduc- for promptly introducing
tion with such statements as “I’m happy to meet you, Richard,” or “I’m pleased to meet
people who don’t seem to
you, Richard.” As we noted earlier, in Japan this direct eye contact would be considered
rude. In the United States, a firm handshake initiated by either person, regardless of know each other.
gender, is appropriate. In other cultures, there are different methods of responding to
an introduction. Once again, in Japan a bow from the waist is the accepted method for
responding to an introduction. The lower the bow, the more respect you show for the Team Activity
individual. Allow Me to Introduce
Myself—Have students
role-play making
Acknowledging Invitations, Thoughtful introductions.
Actions, and Messages
Another form of business etiquette involves acknowledging invitations for various
events. If the invitation includes the notation RSVP, which is an acronym for a
French phrase meaning “Please reply,” a reply by phone or in writing is required. Digital
A written invitation usually requires a written response unless a phone number is Data
given. The host needs your reply in order to plan enough food, seats, handouts, and
individualized materials—name tags, table tents, and so on—for the event. A table E-Mail Convenience
tent is a card folded lengthwise like a pup tent so that it can stand free on a table Free e-mail services via
or other flat surface. The information (usually a person’s name) is imprinted on
the Internet have made it
both sides. It is simply professional courtesy to let the sender know whether or not
you will be attending. Occasionally, the notation RSVP Regrets Only appears on easy for people to save
an invitation. That means the host is expecting you to attend unless you indicate money and communicate
otherwise. with others all over the
Special favors, such as recommending you for a job, and thoughtful actions, such world. As long as all par-
as sending flowers or a gift, should be acknowledged in writing with a thank-you note. ties check their e-mails
E-mail could be used in many cases; however, a short typed or handwritten note sent
periodically, e-mail is a
by traditional mail is more personal than e-mail. Letitia Baldrige, business protocol
expert and former social secretary at the White House, says, “It’s perfectly acceptable convenient way of com-
to send thank-you notes by e-mail, especially for lunch or a meeting.” For more formal municating and keeping
occasions, such as a museum dinner or a client wedding, Baldrige recommends the old- in touch.
fashioned, handwritten thank-you note.

If you receive an e-mail or letter that requires an answer, it is considered rude to
ignore the communication. Professional courtesy calls for an acknowledgment to an
e-mail within 48 hours and to a letter within 5 business days. For times when you are
going to be on vacation or otherwise unavailable, most e-mail systems have an option
for an automatic response telling the sender when you will be able to answer or whom
to contact if the sender needs to reach someone immediately.

Review of Key Terms
1. Professional courtesy
How does one communicate professional courtesy? ___________________
oops! can be communicated by introducing people who do not know each other and by
___________________________________________________________
acknowledging invitations, favors, recommendations, and gifts.
___________________________________________________________
Always Be a Step
Ahead 2. Every business
How are ethics incorporated into business communication? _____________
should conduct itself in an ethical manner. Misleading statements,
___________________________________________________________ half-truths, and
Maria was not in the habit
incomplete data should be avoided. The customer should be provided with objective
___________________________________________________________
of checking her voice mail
and verifiable information.
___________________________________________________________
messages. Her supervisor
left a voice mail message
saying the sales meeting
Editing Practice
for the next day had been Grammar Alert! Check the following sentences for any grammar errors. Write OK if the
rescheduled from 3 p.m. to sentence is correct. Underline the error and write the correction in the space provided.
2 p.m. The next morning, 3. The accounting procedure, as well as other aspects of daily operations, are
Maria didn’t check her The accounting procedure, as well as other aspects
under administrative review. _____________________________________
voice mail messages and of daily operations, is under administrative review.
___________________________________________________________
arrived an hour late for the
4. Mr. Williams feel that punctuality and good manners is the most valuable
meeting. Mr. Williams feels that punctuality and good
skills an employee can possess. __________________________________
manners are the most valuable skills an employee can possess.
___________________________________________________________
5. The hotel manager and me made a extra effort to accommodate the hurri-
The hotel manager and I made an extra effort to accommodate the
cane victims. _________________________________________________
hurricane victims.
___________________________________________________________
6. Although the president provide positive criticism, most of his comments
Although the president provides positive criticism, most of his
sounds reasonable. ___________________________________________
comments sound reasonable.
___________________________________________________________
7. Mrs. Soong often teaching in addition to making real estate appraisals.
Mrs. Soong often teaches in addition to making real estate appraisals.
___________________________________________________________
Evaluating Concepts
8. Steve Santos works as a graphic designer for a company that has a “no
moonlighting” policy. Moonlighting means “holding a second job in addition
to a regular job.”

Steve needs $2,000 to pay for car repairs. Steve’s brother knows of a design
firm that needs a temporary graphic designer to work three hours a night for
six weeks. This job would more than pay for Steve’s car repair.
Make a list of the pros and cons of Steve’s taking the freelance
work. What are the pros and cons of his turning down the work?
Student responses will
Which decision should Steve make and why? _________________
vary. Students should provide support for their decision.
____________________________________________________
____________________________________________________
Discussion Point
9. Explain why many businesses incorporate a written code of ethics.
When a code of ethics is written, all employees and customers know how the
___________________________________________________________
business operates and how it treats its competitors.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
10. How has the Internet created problems in regard to confidentiality?
The Internet does not have laws governing issues of confidentiality. Hence, personal
___________________________________________________________
information about individuals is compiled and often sold to other organizations.
___________________________________________________________
Efforts are being made to maintain Internet users’ confidentiality
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
11. List some situations where it would be required and discuss why it is impor-
tant to RSVP.
RSVP means “Please Reply.” RSVP would be required for events where everyone
___________________________________________________________
needs a seat, food will be served, and/or handouts will be prepared. Professional
___________________________________________________________
courtesy calls for a response. It is considered rude and unprofessional to ignore
___________________________________________________________
the RSVP.
___________________________________________________________
___________________________________________________________
___________________________________________________________

Section 3.3
SECTION LEARNING
OUTCOMES
Nondiscriminatory
Language
• Define the terms discrimination
and discriminatory language.
Avoiding Discrimination in Communication
• Describe gender-specific words and
Use gender-neutral words and nondiscriminatory words to avoid
give some examples. offending any person or group.
• Change gender-specific words to
generic, neutral words. Use Gender-Neutral Words
• Change discriminatory language Gender-specific words indicate whether a subject is male or female.
to neutral language. Such gender-bias words show favoritism toward or imply a greater
importance of one gender over another. Gender-specific words do
not accurately reflect today’s world and are not appropriate in to-
day’s business communications. Instead, use gender-neutral words
that do not indicate maleness or femaleness.
W H Y I T ’ S I M P O R TA N T Avoid expressions such as “He’s the best man for the job,”
Discrimination is the act of treating or which implies that men are more capable than women. Instead, say,
judging someone on the basis of things “He’s the best person for the job.” Similarly, avoid a phrase such as
like age, category, class, ethnic group, “officers and their wives,” which implies that all officers are male.
A more neutral statement would be “officers and their spouses” or
religion, sex, or skin color rather than on “officers and their guests.”
individual merit.
Pronouns: Gender-Neutral Solutions. One way to avoid gender-
specific pronouns is to use gender-neutral phrases such as his or her,
but this solution is often awkward when the phrases are repeated in a
KEY TERMS document. Other solutions are to change the noun that the pronoun
• gender-specific words refers to into the plural form, requiring a plural pronoun, or simply to
eliminate the pronoun by rewriting the text. Be careful not to change
• gender-bias words the meaning of the original text, however.
• discrimination
Correct: Each employee must wear his or her name tag when
• discriminatory language he or she enters a restricted area of the plant.
• stereotyping Better: All employees must wear their name tags when they
• ethnocentrism enter a restricted area of the plant.
Better: All employees must wear name tags when entering a
• prejudice
restricted area of the plant.
Gender-Specific Gender-Neutral
KEY POINT businesswoman businessperson, business worker
Use gender-neutral saluta- chairman chairperson, chair
tions in letters. Use “Dear fireman firefighter
Scholarship Committee” foreman supervisor
or “Dear Marketing Man- housewife homemaker
ager” instead of “Dear Sir mailman mail carrier
or Madam.” woman doctor doctor
newsman newscaster, reporter
old man, old woman senior citizen
76
Gender-Specific Gender-Neutral
saleswoman sales associate, salesperson, sales representative KEY POINT
spokesman spokesperson Nondiscriminatory lan-
stewardess flight attendant guage refers to a person’s
weatherman weather analyst, weather reporter skills and abilities and
waitress server does not make distinc-
tions based on gender,
race, culture, religion,
Use Nondiscriminatory Words
age, or physical ability.
In today’s world, you must avoid using offending or discriminating language against
anyone who may have characteristics, beliefs, values, and attitudes different from your
own. This language is called discriminatory language.
Use unbiased and nondiscriminatory language when communicating—especially
when referring to a person’s physical or mental condition, race, religion, age, and so
on. Ours is a sensitive world, and you do not want to offend anyone—even unintention-
ally. Always use bias-free language. Some words have negative connotations or mean- oops!
ings. For example, handicapped is more negative than physically challenged. Illinois has
passed legislation requiring all state statutes to be changed so that all references to What’s in a Name?
mental retardation are replaced with intellectual disability and all references to crippled Mr. Thompson asked his
will become physically disabled.
new assistant to type
Here are some guidelines for using nondiscriminatory language:
and send a letter to
1. Describe people in terms of their skills and abilities, not in terms of their Terry Israel, director of
gender, race, cultural background, appearance, religion, age, or physical
marketing. The assistant
challenges.
included a courtesy title
Wrong Correct
on the letter and sent it
• My deaf assistant has great • My assistant has great computer
computer skills. skills. to Mr. Terry Israel. Terry
• A well-informed Asian den- • A well-informed dentist was upset because she
tist conducted the 10 a.m. conducted the 10 a.m. tour. did not appreciate being
tour. addressed as a man.
2. Don’t make assumptions about people based on their gender, race, cultural
background, looks, religion, age, or physical challenges.
Wrong Correct
• Eliot is a top salesman at • Eliot is a top salesperson in the
the Harlem branch office Harlem branch office.
because he is black. • Some clients are grumpy and
oops!
• Elderly clients are grumpy hard to deal with. Inflammatory
and hard to deal with. Language
3. Use preferred terms for different groups: Vicky Stewart, an American
• African-American, black. Both terms are widely accepted. Be aware executive, was walking
of specific groups such as West Indians and Black Muslims. African-
down Michigan Avenue in
American refers to a black person in America only. Black refers to an
ethnic group that has its early origins in Europe. Chicago with a Japanese
• Asian. Do not use oriental and be as specific as possible: Japanese, trade representative on
Chinese, Indian. a cold, windy day. She
• Hispanic. This term is generally acceptable, but because so many in- said, “There sure is a nip
dividual groups are of Latin American descent, it is best to be specific in the air today.” Vicky
whenever possible: Mexican, Puerto Rican, Cuban. wasn’t aware that Nip is a
• Jewish. Do not use Hebrew, which refers to a language, or Israelite, derogatory slang term for
which is a biblical term. Also, not all Israelis are Jews, and not all Jews Japanese.
are Israelis.
Section 3.3 Nondiscriminatory Language 77

• Muslim. Avoid using Muhammadan. Moslem, however, is acceptable.
Remember that not all Muslims are Arabs and not all Arabs are Muslim.
• Native American. This term is generally acceptable. American Indian, but
not Indian, which is used for natives of India, may also be acceptable. It is
Employability best to be as specific as possible: the Sioux, the Iroquois.
Skills • Caucasian. This term is generally accepted to refer to white people in
the U.S. and includes ethnic Europeans, those of Mediterranean and
Solving Problems Arabic decent, and portions of the native populations in India, Paki-
When you are writing stan, Afghanistan, and the former Soviet Union.
messages, it’s important 4. Use preferred terms to describe specific conditions. However, use such de-
to be aware of the use of scriptions only when doing so is necessary to the meaning of the sentence.
inappropriate language. For example, African-American men have more problems with high blood
Learning to use gender- pressure than Caucasian men do. Using race in this sentence is necessary to
convey the message accurately.
neutral words will help
avoid offensive remarks. Poor Preferred
Solve language problems
• blind • person with visual impairment
by proofreading your docu-
• weird, crazy • eccentric, offbeat
ments over and over again.
• stutterer • person with speech impairment
• handicapped, • person with a physical challenge
disabled, crippled
KEY POINT • retarded • person with developmental delay
• AIDS victim • person living with AIDS
Stereotyping means gen- • hyper • person with ADHD disorder
eralizing in a positive or • manic depressive • person with bipolar disorder
negative way about an • anorexic, bulimic, • person with eating disorder
entire group of people on compulsive eater
the basis of a few exam- • paraplegic, quadriplegic • person living with spinal cord injury
ples, incidents, or traits.
Teaching Tip Avoiding Stereotyping, Ethnocentrism,

Ask students to share
examples of stereotyping. and Prejudice
Stereotyping is applying a simplified and standardized conception or image to all
members of a group on the basis of a few examples, incidents, or traits. Stereotypes
are often negative and based on false or incomplete information. Stereotyping is often
Going Global a result of ethnocentrism. Ethnocentrism is the belief that one’s own ethnic group or
culture is superior to all other ethnic groups or cultures. A prejudice is a negative at-
Avoiding Sexist titude about an individual, a group, or a race, or about the supposed characteristics
Language of an individual, a group, or a race. Prejudices are conclusions that are drawn without
sufficient facts.
When writing or speak- Your view or interpretation of events and people is based on your personal ex-
ing, be sensitive in your periences and on information you have heard or read. If you have had a negative
choice of words and try experience during your first contact with someone from a group, you tend to assume
to use gender-neutral all people in this group are the same. For example, if your first experience with a mo-
words. Some people might torcycle rider was a bad one in which the person was a gang member, had numerous
tattoos, wore black leather, and used excessive profanity, you would probably have
be offended by sexist
a negative opinion of motorcycle riders from that point on. In contrast, if your first
language—for example, experience with motorcyclists was at a fund-raiser they sponsored for a child with
referring to a female po- terminal cancer, and you observed how concerned the bikers were for the child and
lice officer as a policeman. how hard they worked to raise money, you would probably have a positive opinion of
bikers in general.

Exhibit 3.4 Ans 3.5
Friendly Conversation Treat everyone as a friend
Nondiscriminatory behavior or colleague. Recognize
involves focusing on what differences but treat
you have in common with everyone with respect.
someone, rather than on
the differences between
you and the other person.
Thinking Critically: How
might this be accomplished?
©Image Source/Getty Images
Discriminatory Actions
You can offend another person through your actions as well as your words. People with
visual impairments are frequently spoken to in a loud voice. Remember, they are visually
impaired, not hearing-impaired. Likewise, people who wear a hearing aid frequently find Employability
that others still speak to them as though they were hearing-impaired. Remember, the Skills
hearing aid usually corrects the hearing impairment. Moreover, if the volume of speak-
ing is much above normal, the voice of the speaker is distorted, and the volume on the
hearing aid will automatically be adjusted. Speaking
People who don’t speak English aren’t deaf; they just don’t understand. Don’t Speak clearly and slowly
shout; speaking louder won’t help them understand, but speaking a little more clearly when doing a presentation
and slowly may help. Helping someone who uses a wheelchair (see Exhibit 3.4), or help- for international clients.
ing a visually impaired person navigate stairs by taking that person’s arm, may offend
You can avoid creating
the person if he or she feels proud and self-sufficient.
As you communicate in school and at work, strive to use language that is inclusive confusion when you enun-
and not biased. Doing so will help you avoid misunderstandings and treat others equally ciate carefully and choose
and fairly. For example, if a female teacher has a class that is predominantly female and the appropriate words to
she directs all her comments to the female students, she is being biased and excluding communicate your ideas.
the male students. If a male manager constantly tells “blonde” jokes, female employees
who are blonde may feel they are not being treated fairly or respectfully. Referring to
female employees as “the girls” is another example in which choice of words may offend
those employees.

Review of Key Terms
1. How can discriminatory language create a hostile work environment?
Discriminatory language about a person’s physical condition, race, religion, or age
___________________________________________________________
may be offensive and could lead to a confrontation or even a lawsuit.
___________________________________________________________
2. Use gender-neutral words and
How can one avoid discrimination in writing? ________________________
nondiscriminatory words to avoid offending any person or group.
___________________________________________________________

Editing Practice
Using Language! Underline and correct any biased and discriminatory language in the
following sentences.
3. Alec James, the Hispanic quadriplegic, sang the national anthem at the
Alec James sang the national anthem at the ceremony.
ceremony. __________________________________________________
4. The mail carrier was very dependable.
The old postman was very dependable. ____________________________
5. Her parents
Her Mormon parents always stressed the importance of honesty. _________
always stressed the importance of honesty.
___________________________________________________________
6. The flight
The cute stewardess showed us how to operate the oxygen mask. _______
attendant showed us how to operate the oxygen mask.
___________________________________________________________
7. Ann works with the
Ann works with crazy people at Garden State Hospital. ________________
mentally ill at Garden State Hospital.
___________________________________________________________
8. I was surprised
I was surprised when that lady attorney won the big lawsuit. ____________
when that attorney won the big lawsuit.
___________________________________________________________
9. The basketball players
The black basketball players lost the game yesterday. ________________
lost the game yesterday.
___________________________________________________________
10. Gabriel, whose ancestry is Polish, works at an accounting firm. She likes
her job, but often she overhears jokes about people of Polish ancestry.
Although the jokes are not directed at Gabriel, they offend her.
What should Gabriel do? As a group, develop strategies for avoid-
Responses will vary. Gabriel might discuss this
ing offensive language. _______________________________
matter with her direct supervisor, who could then talk to those who are
___________________________________________________
telling the jokes.
____________________________________________________
11. Make a list of gender-specific words, and change them to neutral ones.
Responses will vary. Lists might include the words listed on pages 76 and 77.
Discussion Point
Thinking Critically
12. How do people develop stereotypes? Do you think people can change their
Responses will vary. Stereotypes are often learned, but they
prejudices? Explain. ___________________________________________
can be formed on the basis of isolated incidents from which a person then develops
___________________________________________________________
a generalization.
___________________________________________________________
13. As more women
How has gender equality in the workplace affected language? ____________
entered the workforce, gender-specific words were no longer applicable, so gender-
___________________________________________________________
neutral words that do not emphasize male or female were implemented.
___________________________________________________________

Tech Quest
1. Plan a trip to Kenya. Find out about airline tickets, look at time changes, find
information on passports and visas, determine any vaccines or medications
that are required, check for travel advisories from the State Department,
check the weather, and so on. Do some research to learn about cultural
differences between Kenya and the United States. Which languages are
spoken? What can you find out about schools and colleges? What are
Answers will vary. Students will need to
Kenya’s main agricultural products? _______________________________
search several different websites to obtain this information.
___________________________________________________________
2. Pick two large companies, go online and search for their code of ethics or
code of conduct, and compare the similarities and differences between the
two. What are the responsibilities of an organization’s ethics officer?
Answers will vary.
___________________________________________________________
©Kundra/Shutterstock; Purple Icon with Handshake: ©Martial Red/Shutterstock; 3 Business

Unit 2
Developing Language Skills
©Design Pics/Don Hammond
Unit Overview
In this unit, you will learn to expand and apply your language skills.
Chapter 4
Exploring Language Elements
Chapter 5
Mastering Nouns and Pronouns
Chapter 6
Expanding Language Skills
82
Ashley had been working as an administrative assistant to Mr. Moxley, the head of the
shipping department, for about two years. When the administrative assistant to the
company president retired, Ashley applied for the position. Ashley was disappointed
when she did not get the promotion and asked Mr. Moxley if he knew the reason.
Mr. Moxley was quite candid. He reminded Ashley that all her performance evalu-
ations had indicated that she was weak in grammatical skills and that the reports and
letters she produced always had to be corrected for grammatical errors. Mr. Moxley
explained, “The company president has to have someone that he can depend on to
make sure that his communications are correct.”
When Ashley reminded Mr. Moxley that she had taken courses in grammar,
Mr. Moxley replied, “Yes, I’m sure you have, but sometimes we need to refresh skills
that are important in our job. The most convenient way is to review grammar concepts
in a reference manual or a communications textbook. Another way to
refresh grammar skills is to enroll in a course at a community college or private
business school.”
Ashley decided that she would not be passed over for the next available promotion.
She searched her closets and found her communications text. She began to review the
text immediately and placed the text beside her dictionary in the office as a ready refer-
ence—where the book should have been all along. After confirming that her company
had a tuition reimbursement policy, Ashley enrolled in a grammar course at the local
community college.
With the help of her grammar course, Ashley’s grammar skills improved. As a
result, her next performance evaluation was positive. Moreover, in the evaluation
report Mr. Moxley wrote about Ashley’s efforts to refresh grammar skills to improve
her job performance. Ashley’s efforts paid off. She got the next available promotion,
which included a salary increase.
As you read Unit 2, identify areas of grammar usage in which you could make
improvements. Like Ashley, plan what you will do to strengthen your language skills.
Thinking Critically
Give an example of a work, home, or school situation in
which you were asked to improve in some area.
How did you react to being asked to improve?
If you were in Ashley’s situation, how would you have
reacted to Mr. Moxley’s explanation?
Which actions would you have taken?
83
Chapter 4
Exploring Language Elements
Section 4.1
The Parts of Speech
Section 4.2
The Sentence
Section 4.3
Verbs
Section 4.4
Predicate Agreement
Workplace
Connection
As you study this chapter,
view your instructor as ©Ryan McVay/Getty Images
the coach and yourself
as a team player—not a CHAPTER LEARNING OUTCOMES
spectator. Just as com- When you have completed this chapter, you should be able to:
petitive athletes do, you
• Identify the eight parts of speech.
will review the rules and
practice applying them so • Distinguish between sentences and fragments.
that you can successfully • Use regular and irregular verbs correctly.
compete when commu- • Apply the principles of subject-verb agreement.
nicating in your chosen
occupation.
84
Section 4.1
The Parts of Speech SECTION LEARNING

OUTCOME
• Identify the eight parts of speech.
All the many thousands of words in our language can be grouped
into eight categories: nouns, pronouns, verbs, adjectives, adverbs,
prepositions, conjunctions, and interjections. These categories are
called the parts of speech. As you will see, each category, or part of W H Y I T ’ S I M P O R TA N T
speech, has certain characteristics, one of which is how the words
from the category function in a sentence. To communicate effectively, it is
The word noun is derived from a Latin word meaning “name.” essential to understand the structure
A noun is the name of a person, place, thing, idea, concept, or of a sentence. We build sentences by
quality. Nouns may be proper or common. A proper noun names a combining parts of speech.
specific person, place, or thing. A common noun names a general
person, place, or thing. Exhibit 4.1 presents examples of proper
and common nouns.
In a sentence, nouns function as subjects, direct objects,
KEY TERMS
indirect objects, objects of a preposition, appositives, and comple- • nouns
ments. These functions will be discussed in Chapter 5.
• pronouns
• verbs
Common and Proper Nouns • adjectives
• adverbs
Proper Common
• prepositions
• conjunctions
Persons:
Mr. Arnold managers • interjections
Werner, Sarah applicants
Places:
Rocky Mountains beaches
West Coast mountains
Things:
London Bridge compact discs
Xerox Corporation laptops
Ideas, concepts, or qualities:

Buddhism democracy
Christianity honesty
Exhibit 4.1
Common and Proper Nouns
Proper nouns are specific names; common nouns are
general terms. Thinking Critically: How does knowing
the difference between common and proper nouns
affect your communications with others? Ans 4.1
Understanding the difference between common and proper nouns
allows you to communicate general and specific ideas to others.
85
Teaching Tip
Identifying Parts of
Pronouns
Speech—Ask students to Pronouns are words that replace nouns. Examples include I, you, she, he, it, we, they, me,
name the eight parts of her, us, them, my, mine, your, his, its, our, ours, their, and theirs. Pronouns add variety to
speech: nouns, pronouns, our speech and our writing and provide us with shortcuts.
verbs, adjectives, adverbs,
prepositions, conjunctions, • She asked William to order the new microwave. (Another way of saying
and interjections. “Jenny asked William to order the new microwave.”)
• She gave them the keys to their offices. (Another way of saying “Sarah gave
Samuel and Vanessa the keys to Samuel’s and Vanessa’s offices.”)
KEY POINT
Since pronouns replace nouns, they also function as subjects, direct objects, indirect
Nouns name: objects, objects of prepositions, appositives, and complements.
1. Persons
2. Places
3. Things 4.1 Self-Assessment A
4. Ideas
5. Concepts
Circle the nouns and pronouns in the following sentences. Label each noun N and
6. Qualities
each pronoun P.
1. Jana will lead our educational tour if we ask her. ______________________

KEY POINT Jana (N), our (P), tour (N), we (P), her (P)
_____________________________________________________________
Both nouns and pronouns 2. They took the train to Washington last week. _________________________
function as: They (P), train (N), Washington (N), week (N)
____________________________________________________________
1. Subjects 3. Can we order a ticket for a play on Broadway? _________________________
2. Direct objects we (P), ticket (N), play (N), Broadway (N)
____________________________________________________________
3. Indirect objects
4. Derrick and Dana told me that they use texting often. _____________________
4. Objects of
Derrick (N), Dana (N), me (P), they (P), texting (N)
___________________________________________________________
prepositions
5. Appositives 5. You and I will meet next Monday to discuss our budget. __________________
6. Complements You (P), I (P), Monday (N), budget (N)
________________________________________________________________
6. He plans to visit customers in Atlanta and Charlotte before returning to the
office. He (P), customers (N), Atlanta (N), Charlotte (N), office (N)
Verbs
Verbs are words that express action, a state of being, or a condition. Verbs that
express an obvious action are called action verbs because they give sentences life. Some
examples are:
• Our company imports Swiss chocolate and uses it in various desserts.
(Imports and uses are action verbs.)
• Ms. Baxter bought one Swiss chocolatier’s inventory and shipped it to our
Pennsylvania plant. (Bought and shipped are action verbs.)
KEY POINT Some verbs do not indicate an obvious action but express a condition or a state of
being. These verbs are called linking verbs. Linking verbs include forms of the verb to
Verbs express: be, such as am, is, are, was, were, be, and been. The sense verbs—look, feel, seem, sound,
1. Action taste, and smell—as well as the verbs appear and become, are also linking verbs. Some
examples are:
2. Condition
3. State of being • Of course, I am delighted about Arik’s graduation, but his parents are
thrilled. (Am and are are verbs that show state of being.)
86 Chapter Four Exploring Language Elements

• Chelsea will be an assistant manager in March. By that time, Robert will
have been a manager for 12 years. (Will be and will have been are verbs oops!
that show condition. Note that each consists of more than one word.)
A Vital Misspelling!
• The passengers seemed patient as they waited to clear security at the
airport. (Seemed links the noun passengers to the adjective patient.) The paramedic felt the
In a sentence, verbs function as predicates. You will learn about predicates later in woman’s purse and said
this section. she would be okay.
(Pulse is the correct
word, not purse—a
typographical error
4.1 Self-Assessment B can alter a sentence’s
meaning.)
Write or circle the verbs in the following sentences.
1. Ms. Harris has been in our purchasing department for three years.
has been
2. Josh hired two new associates after he transferred Skylar to Dallas.

hired, transferred
3. The office manager was planning to order new stationery. was planning
4. Ellen seems happy about her transfer to St. Louis. seems
Supply a verb for each blank in the following sentences, and indicate whether the
verb is an action verb or a linking verb.
5. received, completed, finished (action) his associate degree in nursing

Stephen ______________________________ Answers may vary in 5–8.
began, started (action) his new job in September.
last August and __________________
6. plans (action) to begin studying for the CPA exam next week.
She ___________
7. passed (action) her licensing exam last May.
Anna _____________
8. is (being) proud of his degree and his new job.
He ________
Adjectives
Adjectives describe nouns and pronouns by limiting, or making more specific, the noun
or pronoun. Another word for limiting is modifying. Adjectives may show what kind of,
which one, or how many. Some examples are:
• What kind of: hectic schedule, interesting interview, expensive
furniture
• Which one: her former supervisor, that car, those computers
• How many: one executive, several managers, many employees
The words a, an, and the are special types of adjectives called articles. A and an are
indefinite articles because they do not identify a specific item. The is a definite article
because it identifies a specific item. When an adjective describes a noun, the adjective
usually precedes the noun. When an adjective describes a pronoun, the adjective gener-
ally follows a linking verb or a sense verb. Some examples are:
• She was impatient with the slow growth of her investment. (The a djective
impatient describes the pronoun she.)
• She feels ill. (Ill describes the pronoun she.)
Section 4.1 The Parts of Speech 87

Teaching Tip Adjectives that follow linking verbs and sense verbs can also describe nouns. Some
Adjectives Color Our examples are:
Perception—Remind
students that adjectives
• Nancy feels ill.
are “color” words. Without • The group was nervous before its presentation.
adjectives, we could not
describe anything. To
emphasize this point, ask
students to describe the
Adverbs
classroom without using Adverbs are also modifiers, which means that they describe or limit. Adverbs modify
any adjectives. adjectives, verbs, and other adverbs. They specify how, when, where, why, in what man-
ner, and to what extent. Some examples are:
KEY POINT • Davis was unusually quiet during coffee break today. (The adverb
Adjectives modify nouns unusually modifies the adjective quiet.)
and pronouns. • Jason nearly fell when he slipped on some ice. (The adverb nearly
modifies the verb fell.)
Note that many adverbs end in ly and are therefore very easy to identify. Some
KEY POINT examples are:
Adverbs are modifiers that badly successfully
describe or limit:
completely suddenly
1. Adjectives immediately surely
2. Verbs
We form these adverbs simply by adding ly to the adjectives bad, complete, immediate,
3. Other Adverbs
successful, sudden, and sure.
Although most words that end in ly are adverbs, not all adverbs end in ly. Here are
some adverbs that do not end in ly:
KEY POINT
almost quite
Adverbs specify:
always soon
1. How here then
2. When
much there
3. Where
never very
4. In What Manner
5. To What Extent not well
oops! 4.1 Self-Assessment C

Pesky Blunders
Identify the words in parentheses as either adjectives or adverbs.
The mayor banded the
use of pesticides in all city 1. Several (experienced) electricians are (eagerly) waiting to begin work.
parks. adjective, adverb
(Banned is the correct 2. A (professional) presentation (always) has (attractive) visual aids.
word, not banded— adjective, adverb, adjective
typographical errors can
3. Fred will forward the e-mail (immediately) to your (new) address.
change the meaning of a
adverb, adjective
sentence.)
4. Staff members were (curious) about the equipment. adjective

5. The (beautiful) weather (here) attracts (many) tourists each summer.
adjective, adverb, adjective
6. The (last) applicant whom we interviewed was (more) qualified than we had
expected. adjective, adverb
Prepositions
Prepositions are connecting words that show the relationship between a noun or pro-
noun and other words in a sentence. Prepositions are always used in phrases. Some
examples are:
Preposition Prepositional Phrase
by by the bus terminal, by tomorrow noon
for for us, for Katelyn
from from Robert, from Mr. Chen
in in the evening, in September
of of the organization, of my friend
to to the park, to my brother
In addition to the prepositions listed above, other commonly used prepositions
include: KEY POINT
at on Prepositions connect
after onto and relate nouns or
before over pronouns to other words
between out in a sentence.
into through
off with
Prepositional Phrases
Prepositional phrases are frequently used in sentences. A prepositional phrase
contains an object, which is the noun or pronoun following the preposition. Some
examples are:
• The pilot left here after the meeting and went directly to the airport.
• At the airport, she boarded the plane with her crew.
• The horse leaped over the fence, across the ditch, and over the hedges. KEY POINT
Conjunctions join:
Conjunctions 1. Words
Conjunctions are words that join words, phrases, or clauses. Note how the conjunctions 2. Phrases
and, but, or, and nor are used in these sentences:
3. Clauses
• Dayle and Joe attended the convention in Las Vegas. ( And joins two
words—the nouns Dayle and Joe.)
• The team members did not go to the meeting but to the gym. (But joins
two prepositional phrases.)
• Elizabeth will visit the construction site, or she will go to the main office.
(Or joins two independent clauses.)
• The defendant would not respond to their accusations, nor did she offer
to answer any of their questions. (Nor joins two independent clauses.)

4.1 Self-Assessment D
Identify each word in parentheses and label it as either a preposition, P, or a
conjunction, C.
1. The e-mail (to) Mrs. Roberts gave the reason (for) the survey. P, P
2. Robert (and) Judy went (to) the identity theft workshop (in) San Diego (with)
their manager, Ms. Alexander. C, P, P, P
3. (With) the manager’s approval, the new policy will begin (on) Monday (or)
Tuesday. P, P, C
4. Jack likes the coffee shop (on) the corner, (but) Mary prefers the one (on)
Marion Street. P, C, P
5. Lily did not order two (of) these cars, (nor) has she ordered any other
vehicles (through) our dealership (during) September. P, C, P, P
Interjections
Interjections are words used alone that express an extremely strong feeling. Interjections
are often followed by exclamation marks. Some examples are:
KEY POINT • Congratulations! All your hard work has finally paid off handsomely.
(Note that the interjection Congratulations! is treated as an independent
Interjections express
sentence.)
extremely strong feeling.
• Wow! I never dreamed I would get a sales award.
• Wait! Don’t send that e-mail to everyone!
• Oops! I missed my dental appointment.

Review of Key Terms
1. How does a pronoun take the role of a noun? Pronouns serve as
substitutes for nouns. Pronouns can function as subjects, direct objects, indirect
objects, objects of prepositions, appositives, and complements.
2. What are prepositions and why are they important? Prepositions are
words that show the relationship between a noun and other words in the sentence.
Prepositions such as by, before, after, on, over, and from are informative.
Editing Practice
Using Adjectives
Answers will vary. 3. Make the following sentence more descriptive by inserting an appropriate
adjective in each of the blanks. Use a different adjective in each blank.
spacious bedrooms and two
The house that we are buying has three _______
large bathrooms. It has a comfortable
____ _________ den, a modern
______ kitchen, an elegant
_____
dining room, a formal
____ living room, and a small
____ office.

Identifying Parts of Speech
4. Identify the part of speech for each of the underlined words.
a. Fantastic! We have just won the department safety award for our region.
interjection, adverb, adjective, preposition
b. T
eresa submitted her résumé electronically, but she printed several
copies for her interview. noun,
noun, adverb, conjunction, verb, adjective,
pronoun
c. I personally agree that Puerto Rico would be the best location for our
annual sales retreat. adverb,
verb, noun, adjective, pronoun
d. A special award will be given to associates if they reach their sales

quota. adjective, verb, pronoun, noun
5. From a book, choose a painting that everyone on your team likes. Brain-
storm a list of words or phrases that describe the painting, its mood, and
the team’s feeling toward the painting. Then use those
words to write a descriptive paragraph about the painting
and your own reaction to it. Include active verbs, adjec-
tives, adverbs, and interjections in your description.
Responses will vary. Students should submit a paragraph that is
descriptive, using verbs, adjectives, adverbs, and interjections.
Discussion Point
Making Comparisons
6. How are action verbs different from linking verbs? Action verbs usually express
action
that can be seen, such as type, applaud, and cook. Linking verbs do not
indicate
an obvious action but express a condition, such as am (I am tired).

7. Compare the role and characteristics of adjectives with the role and charac-
teristics of adverbs. Both adjectives and adverbs are modifiers that describe
or
limit another word. However, an adjective modifies only a noun or a pronoun,
whereas
an adverb can modify an adjective, verb, or another adverb.


Section 4.2
SECTION LEARNING
OUTCOMES
The Sentence
• Define the word sentence.
The parts of speech are used to form sentences, the basic units we
• Distinguish between a subject and use in reading, writing, and speaking. Therefore, the ability to use
a predicate. and to understand sentences effectively determines your ability to
communicate.
• Distinguish between normal and A sentence is a group of words that expresses a complete
inverted sentence orders. thought and contains a subject and a predicate. An interjection
• Identify the types of sentences. such as Yes! No! or Congratulations! may be used as an elliptical
expression that stands for a sentence. An elliptical expression can
• Identify clauses, phrases, and represent a complete statement or command and may be an answer
sentence fragments. to a question. The subject and the predicate are the key elements
needed to build a sentence.
W H Y I T ’ S I M P O R TA N T Subjects
To communicate effectively, it is The subject of a sentence names (1) the person or persons speak-
ing, (2) the person or persons spoken to, or (3) the person(s) or
essential to understand the structure
thing(s) spoken about. A subject is usually a noun or pronoun.
of a sentence. We build sentences by Some examples are:
combining parts of speech. 1. Who is speaking:
• I voted for Tyler in the last election. (I is the com-
plete subject of the sentence, the person who is
KEY TERMS speaking.)
• sentence 2. Who is spoken to:
• You have been invited to speak at the banquet,
• subject
Linda. (The subject you identifies the person spo-
• simple subject ken to, Linda.)
• compound subject • Open a checking account. (Here the subject is still
you, but this sentence is an imperative sentence—an
• predicate order. In such sentences, the speaker usually directly
• simple predicate addresses the person spoken to; therefore, it is
clearly understood that the subject is you.)
• complete predicate
3. Who is spoken about:
• declarative sentence • Tony purchased the condominium in July. (Who is
spoken about? Answer: Tony, the subject of the
• interrogative sentence
sentence.)
• imperative sentence • She is the owner of the coffee shop. (Who is spo-
• exclamatory sentence ken about? Answer: she, the subject of the sen-
tence. The person spoken about is referred to by
• clause the pronoun she.)
• phrase 4. What is spoken about:
• This insurance policy covers loss by fire and theft.
• prepositional phrase
(What is spoken about? Answer: this insurance
• infinitive phrase policy.)
• verb phrase • It covers loss by fire and theft. (What is spoken
about? Answer: it, a pronoun that substitutes for
• sentence fragment
92
the complete subject this insurance policy. It is the subject of the
sentence.) KEY POINT
• That book belongs to Donna. Those books belong to Jay. (That book A subject (usually a noun
and those books are the complete subjects. That book is the thing
or pronoun) tells:
spoken about; those books are the things spoken about.)
1. Who is speaking.
2. Who is spoken to.
4.2 Self-Assessment A 3. Who or what is
spoken about.
Write the subjects of the following sentences. Determine whether each subject
is (1) the person or persons speaking, (2) the person or persons spoken to, or
(3) the person(s) or thing(s) spoken about.
1. You have been chosen to represent our company with the Chamber of
Commerce. You (2)
2. Hannah Wilson is always involved in community service. Hannah Wilson (3)

Budgets (3)
oops!
3. Budgets should be submitted on Monday.
We (1)
Parts of Speech
4. We recommended Steve to head the project.
Matter
5. Check the references on the two finalists for the job. You (2)
Katarina has an unusually
last name.
Simple Subjects
(the adjective unusual, not
The simple subject is the main word or words in the complete subject—the core of the
the adverb unusually)
subject. Some examples are:
• The owner of the restaurants is Cory Brookes. (The complete subject is
The owner of the restaurants. The main word, or simple subject, in this
complete subject is owner.)
• Five former lawyers in the Myers, Myers & Brantley law firm have filed a
complaint. (The complete subject of this sentence is Five former lawyers
in the Myers, Myers & Brantley law firm. Within this complete subject, the Digital
simple subject is lawyers.) Data
Because the subject of the first example is owner, not restaurants, the correct verb
must be is. In the second example, the subject is lawyers, not firm; therefore, the correct E-Books Are
verb must be have. You will learn more about subject-verb agreement in Section 4.4. Advantageous
Learn to write effectively.
Compound Subjects You can download help-
A compound subject is two or more subjects joined by a conjunction, such as and, but, ful electronic books
or, or nor. Some examples are: (e-books) on building
• The mechanics and technicians at our local plant have requested additional language skills. There are
safety procedures. (The complete subject is The mechanics and techni- many e-books available
cians at our local plant. There are two main words in this complete sub- on a variety of
ject—mechanics and technicians—which are joined by the conjunction and.
topics. E-readers and
The compound subject is mechanics and technicians.)
other devices with similar
• A cruise to Alaska or a one-week vacation on Maui is going to be the first
prize. (The complete subject is A cruise to Alaska or a one-week vaca- capabilities have become
tion on Maui. The two main words in this complete subject are cruise and increasingly popular.
vacation, which are joined by the conjunction or. The compound subject is
cruise or vacation.)
Every time you identify the subject correctly, you simplify your work in identifying
the predicate.
Section 4.2 The Sentence 93

Teaching Tip
Dissecting Sentences—
Help students find the main
4.2 Self-Assessment B
words in the complete
subject by separating any Underline the subject for each sentence and indicate whether it is singular or
modifiers in the subject and plural.
showing how the compound
subject agrees with the verb men and women (compound)
in each sentence.
1. Six men and six women were on the jury.
2. Each athlete passed a stringent physical examination. athlete (simple)
3. One new employee asked about our sick-leave policy. employee (simple)
4. Has Jon or Shelly applied for the transfer to Phoenix? Jon or Shelly (compound)
KEY POINT 5. Four comprehensive depositions on the Baxter case are in the filing cabinet
beside my desk. depositions (simple)
A predicate tells:
1. What the subject is.
2. What the subject Predicates
does. The predicate is the part of the sentence that tells what the subject is or does or what is
3. What is done to the done to the subject. The simple predicate is the main verb of the sentence plus any
subject. helping verbs, usually the various forms of the verb to be. The complete predicate is the
simple predicate and all the words that modify it. Some examples are:
• Mr. Carswell will organize the teams for the competition. (The s imple
predicate is will organize, which is what Mr. Carswell will do. The complete
predicate is will organize the teams for the competition.)
Teaching Tip • Steven and Michael are the managers of these departments. (The simple
Complete Sentences— predicate is are, which tells what Steven and Michael are. The complete
Remind students that a predicate is are the managers of these departments.)
sentence must have a
subject and a predicate.
4.2 Self-Assessment C
Underline the complete predicate for each of the following sentences.
oops! 1. Ellen and David are our best computer technicians.
are our best computer technicians
House Hunting or
Haunting? 2. Betty received a very high performance appraisal.
received a very high performance appraisal
Mr. Robertson and his
family are moving into our 3. All applicants should be licensed electricians.
neighborhood next month. should be licensed electricians
They will be haunting a 4. My audition for the community theater play is scheduled for March 15.
new house real soon. is scheduled for March 15
(Hunting is the correct
5. Our customers have responded favorably to our new website.
word, not haunting.) have responded favorably to our new website

Normal Order: Subject, Then Predicate

The normal order of a sentence is subject first and then predicate. Some examples are:
• Three members of management were at last night’s meeting concerning
health benefits. (The complete subject is Three members of management.
The complete subject precedes the complete predicate, which is were at

last night’s meeting concerning health benefits. Therefore, this sentence
is in normal order.)
• At last night’s meeting concerning health benefits were three members
Digital
of management. (The words are the same, but the order is different. The Data
sentence is in inverted order: The predicate precedes the subject. This
sentence, therefore, is not in normal order.) Cell Phone
Most questions are phrased in inverted order rather than normal order. An example is:
Communications
More Convenient
• Has Phillip estimated the cost of constructing the kennel? (Why is this
question in inverted order? The subject is Phillip, and part of the verb—the Cell phones, with the avail-
word has—precedes the subject. Normal order would be “Phillip has esti- able applications, have
mated the cost of constructing the kennel.”) drastically changed com-
It is important to be able to distinguish between normal order and inverted order. munications. Customers,
What, if anything, is wrong with the following sentence? friends, and others can be
• Where’s the photographs that Michelle left for us? easily contacted through
wireless communications.
Many people almost automatically start sentences with Where’s, There’s, and Here’s,
even when these words are incorrect. Normal order quickly points out the error. An
example is:
• The photographs that Michelle left for us is where? (Simply put, “The
photographs . . . is where?” Photographs is is incorrect; we must say pho-
tographs are. Thus, the correct form for the question is “Where are the Going Global
photographs that Michelle left for us?”)
It is important to spot inverted order not only in questions but also in statements. Interpreting English
Look at this sentence: in the Global
• On the desk in my office is the photographs that Michelle left for us. (In nor- Community
mal order, this sentence reads, “The photographs that Michelle left for us is Although English is
on the desk in my office.” The subject photographs is plural and does not quickly becoming a global
agree in number with the verb is, which is singular. This error is masked by language, many people
the inverted order. The original sentence should read, “On the desk in my know English as a second
office are the photographs that Michelle left for us.”)
language. These individu-
Types of Sentences als will often translate the
English into their native
You use sentences to make statements, ask questions, state a command or request, and
language before under-
express strong feeling. There are four types of sentences to serve these purposes:
standing the meaning.
Type of Sentence Definition Example There are computer pro-
• Declarative makes a statement You are tall. grams that will give rough
• Interrogative asks a question How old are you? translations from one
• Imperative states a command Proofread the letter. language to another.
or request
• Exclamatory expresses strong feeling I can’t believe it!
Teaching Tip
4.2 Self-Assessment D Remind students—
Where’s is Where is;
There’s is There is;
Identify each of the following sentences and label it as declarative, D; Here’s is Here is.
interrogative, INT; imperative, IMP; or exclamatory, E.
1. Please give me your recommendations by 10 a.m. IMP
2. Alex sent me a text message that he will be late for work due to freeway
traffic. D

3. Congratulations on winning the sales award for this quarter!
E
4. Both Tori and Virginia are working on their degrees online at night.
Employability D
Skills 5. When are you leaving for the conference? INT
Serving Customers
To establish a good Clauses and Phrases
relationship with all your Words that are grouped together are classified as a clause if the group of words includes
customers, try not to use both a subject and a predicate. A group of related words that does not have both a sub-
figures of speech to con- ject and a predicate is called a phrase.
vey a message. Serving
Clauses
customers well means
A clause is a group of words containing both a subject and a predicate. If the clause
making sure that they un-
expresses a complete thought and can stand alone as a complete sentence, it is an
derstand and are satisfied independent clause. If the clause cannot stand alone, then it is called a dependent clause.
with your product or ser- Note that the following sentence has a subject and a predicate and can stand alone.
vice. Use words or phrases The sentence is an independent clause.
that are clear to avoid
• Janetta Draymore is a well-known expert in computer science. (The sub-
any miscommunication or ject is Janetta Draymore, and the complete predicate is the rest of the
confusion. sentence. Because this group of words can stand alone, it is an indepen-
dent clause.)
The clause that follows has a subject and predicate but cannot stand alone.
KEY POINT Therefore, it is a dependent clause.
An independent clause • If Mary Courtney accepts the nomination. (The subject of this clause is
expresses a complete Mary Courtney, and the complete predicate is accepts the nomination.
thought and can stand But does this group of words make sense by itself? No. This is a depen-
alone as a sentence. A dent clause. More information is required if this group of words is to make
sense.)
dependent clause does
not express a complete Dependent clauses cannot stand alone as sentences; therefore, they must be joined
thought and cannot stand to independent clauses for their meaning to be complete.
alone. • If Mary Courtney accepts the nomination, she must resign her pres-
ent position. (She must resign her present position is an independent
clause. Thus, the dependent clause If Mary Courtney accepts the nomi-
nation is joined correctly to an independent clause.)
4.2 Self-Assessment E
Determine which of the following groups of words are complete sentences and
which are dependent clauses that are incorrectly treated as sentences. For each
dependent clause, suggest an independent clause that would complete it.
Suggested completions on 1. Because Alice, the new manager, will not return until Monday, our weekly
2, 4, and 5 will vary. staff meeting will be rescheduled. sentence
2. Before the medical students meet to evaluate their patients.

dependent (, they review each patient’s complete medical history.)

3. Stefan is going to attend the police academy after graduation.
sentence
4. When Dr. Maria Vasques meets with the hospital board.

dependent (, she will prepare a report that supports her recommendations.)
5. If Kevin is unable to employ an accountant by Friday.

dependent (, he will have to complete the report himself.)
Phrases
A phrase is a group of words that has neither a subject nor a predicate. As you study the
following three kinds of phrases, note that none has a subject or a predicate.
Prepositional Phrases. A prepositional phrase consists of a preposition, an object,

and any modifier of the object. Phrases such as for the associates, among the interns, with
Adam Murphy, in the office, at the meeting, between you and me, and from Dr. Sanders are
prepositional phrases. The nouns and pronouns at the ends of prepositional phrases are
not subjects; they are objects of the prepositions.
As you read the following examples, note how prepositional phrases can be used
(1) as adjectives, (2) as adverbs, and, occasionally, (3) as nouns.
1. As adjectives:
• The woman with the laptop computer is Brenda Taylor. (Which
woman? The prepositional phrase with the laptop computer describes
the noun woman. Therefore, this prepositional phrase serves as an
adjective.)
2. As adverbs:
• Oscar sent the report to the research department. (Sent it where? The
prepositional phrase to the research department answers the question
“Where?” This prepositional phrase serves as an adverb.)
3. As nouns:
• After 5 o’clock is the best time to meet. (The prepositional phrase after
5 o’clock serves as a noun and is the subject of the sentence.)
Infinitive Phrases. An infinitive is the “to be” form of a verb. Some examples are to read,
to study, to analyze, to review, to compute, to question, to be, to have, and to do. An infinitive
phrase includes the infinitive and any other words that are related to it. Infinitive phrases
may be used (1) as nouns, (2) as adjectives, and, less frequently, (3) as adverbs.
Some examples of infinitive phrases are:
1. As nouns:
• To create new slogans is the objective of this meeting. (The complete
infinitive phrase is to create new slogans; the phrase is the subject of
the verb is.)
2. As adjectives:
• Sandra Smith is the person to ask about employment opportunities.
(Here the infinitive phrase to ask about employment opportunities
modifies the noun person and serves as an adjective.)
3. As adverbs:
• Raymond bent down to tie his shoe. (Bent down for what reason? Here
the infinitive phrase answers the question “Why?” The infinitive phrase
to tie his shoe serves as an adverb.)

Verb Phrases. In a verb phrase, two or more verbs work together as one verb. In such
cases, the main verb is always the last verb in the phrase; the other verbs are helping
verbs. Common helping verbs include is, are, was, were, can, could, has, had, have, should,
will, and would. Some examples are:
• The architect will complete our house plans by July 5. (Will complete is a
verb phrase. The main verb is complete; will is a helping verb.)
• By July 5 our house plans will have been completed. (The main verb is
completed, the last word in the verb phrase. Will have been is a helping
verb.)
Verb phrases are often interrupted by adverbs, as shown in the following examples:
• The architect will soon be showing our house plans to the builder. (The
verb phrase will be showing is interrupted by the adverb soon.)
• Our staff members have already been told about possible computer net-
work problems tomorrow. (The verb phrase have been told is interrupted
by the adverb already.)
4.2 Self-Assessment F
Identify the following phrases in parentheses and label each as a prepositional
phrase, PP; infinitive phrase, IP; or verb phrase, VP.
1. (To attend the computer classes), customers (have been asked) (to register)
(in advance). IP, VP, IP, PP
2. Several self-defense classes (have been scheduled) (for college

students). VP, PP
3. George wants (to drive your van) when he goes (to the electronics show)
(with the manager). IP, PP, PP
4. (To become a chef) (at Antonio’s), you (must have had) at least five years’
experience (at a three-star restaurant). IP, PP, VP, PP
5. John’s essay (will be submitted) (to the contest committee) (by next
Monday). VP, PP, PP
Sentence Fragments
A sentence is a group of words that expresses a complete thought and includes a subject
and a predicate. When the writing is an incomplete thought, it is called a sentence frag-
ment. You can distinguish between a complete sentence and a fragment by applying the
“no sense, no sentence” rule. An example is:
• Randy wants to attend the seminar because the topic is how to create
web pages. (This is a complete thought. This group of words makes sense
and is a sentence.)
If, however, you try to split off part of the sentence, you create a fragment.
• Randy wants to attend the seminar. Because the topic is how to create
web pages. (The first group of words is a sentence. The words Because
the topic is how to create web pages do not make sense by themselves.
The word because leads us to expect more.)

In the preceding example, the word because begins a clause that cannot stand alone.
Note that the following words often introduce dependent clauses: KEY POINT
after before provided that when A sentence is a group of
although even if since whenever words that expresses a
as for so that where complete thought. A frag-
ment is a phrase or clause
as if how than wherever
incorrectly treated as a
as soon as if that whether
sentence.
as though in case that unless while
because in order that until why
4.2 Self-Assessment G
Identify each group of words as either a sentence or a fragment. Then, rewrite
each fragment to make it a complete sentence.
1. If my client decides to accept your terms.

Sentence completions
fragment (, the case against you will be dropped.) will vary.
2. Ken and Lisa will represent us at the fashion competition.
sentence
3. Our senior administrators mandated quarterly fire drills over ten years ago.
sentence
4. If you are going to travel to Europe next summer.

fragment (, you need to apply for your passport now.)
5. Before you make a firm offer on the house.

fragment (, you need to have your financing arranged.)

Review of Key Terms
1. What is the role of a subject in a sentence? What is the role of a predicate
in a sentence? The subject of a sentence names who is speaking, who is
spoken to, or the person, place, thing, or idea spoken about in the rest of the
sentence. The predicate tells what the subject is or does or what is done to the
subject.
2. Distinguish between a sentence and a fragment. A sentence is a group of
words that expresses a complete thought. A fragment is a group of words that does
not complete a thought.

Editing Practice
Grammar Alert! List each prepositional phrase and tell how it is used (adjective,
adverb, or noun). There may be more than one phrase per sentence.
3. The slides for my presentation are on my flash drive. for my presentation
(adjective),
on my flash drive (adverb)
4. Travel specialists make plane and hotel reservations for the trade show.
for the trade show (adjective)
5. Tripp and Matt play in the community orchestra. in
the community orchestra
(adverb)

6. After Labor Day is the best time to travel. After Labor Day (noun)
Clauses
7. Identify each of the following clauses as dependent, D, or independent, I. If a
clause is dependent, complete the sentence to make a complete thought.
a. When I went in for my job interview. D (Sentences will vary.)
b. D
ressing appropriately made a favorable impression on my audience.
I
c. After working overtime five days this week. D (Sentences will vary.)
d. If our manager takes my recommendation. D (Sentences will vary.)
e. A
fter having many problems with our Internet connection, we changed
providers to correct our problem. I
8. Choose a profession and write a paragraph about the educational requirements
or special training the job requires. Include at least three sentences that use
dependent clauses. Once you have developed your sentences,
share them with your team. Determine how dependent clauses
are used most effectively in sentences, and report back to your
instructor. Responses will vary. Students should include at least three
sentences
that use dependent clauses.
Discussion Point
Thinking Critically
9. How can inverted sentence order create problems in agreement?
In inverted sentence order, the predicate usually comes before the subject, which is
not the normal order. This can confuse a writer and lead to agreement errors.
10. What is the difference between a phrase and a clause? A phrase is a group
of related words, and it does not contain both a subject and a predicate. A clause
is a group of words that includes both a subject and a predicate; however, not all
clauses can stand alone as complete sentences.

Section 4.3
Verbs SECTION LEARNING

OUTCOMES
• List the four principal parts of a
Among the most serious and the most common errors we make as verb.
we speak and write are verb-tense errors. But forming most verbs
correctly is easy, because most verbs follow one simple pattern, as • Explain what makes most verbs
you will see in the first half of this section. The verbs that do not regular rather than irregular.
follow this regular pattern are the ones that cause problems; these
irregular verbs are discussed in depth in the second half of this • Define the term verb tense.
section. • Discuss the differences between
being, transitive, and intransitive
verbs.
Identifying Verbs
As you read in Section 4.1, a verb is a word that describes an
action, a condition, or a state of being. The verb in a sentence W H Y I T ’ S I M P O R TA N T
is referred to as a predicate. The following subsections present
Many of us regularly make serious verb-
examples of action verbs and of two types of linking verbs.
tense errors. This section will assist you
in using verbs correctly.
Action
In the following sentences, the verbs supported, arrived, will write, is
preparing, and will be competing all describe actions. KEY TERMS
• Scott supported our candidate. • verb
• The special delivery package arrived promptly at 9:30 • being verb
a.m. • regular verb
• The executives of the power company will write to • principal parts of verbs
all the people who complained about the service
interruption. • verb phrase
• The paralegal is preparing the contract now. • verb tense
• John Kimble will be competing in the upcoming • present tense
marathon.
• past tense
• future tense
Condition • present perfect tense
The verbs seems, felt, became, appears, and grew in the following
• past perfect tense
examples all describe conditions.
• future perfect tense
• Lisa seems excited about her new job.
• Jack and Melvin felt better after the carbon monoxide • present progressive tense
fumes had dissipated. • past progressive tense
• Most of the trainees became fidgety during the • future progressive tense
xplanation of safety procedures.
e
• irregular verb
• Ms. Bankhead appears to be an excellent teacher.
• • transitive verb
Mr. Wray grew hungry before his medical tests were
completed. • direct object
• indirect object
• intransitive verb
101
Being
KEY POINT
The being verbs is, are, am, will be, and was do not describe actions or conditions in the
Verbs may describe: following sentences, yet each is a verb.
1. An action • Lynne Morris is happy with the new wireless system.
2. A condition • Jan and Hilton are home from their trip to South Africa.
3. A state of being • I am eager to begin working in my new position.
• Ms. Ramsey will be a likely nominee for employee of the month.
• Mr. Yelton was exhausted after his business trip to Puerto Rico.
Practice identifying verbs correctly—that’s the first step to using them correctly.
4.3 Self-Assessment A
oops!
Tenses—Using Circle the verbs in the following sentences.
Them Correctly
1. Both applicants are qualified, and both want the job. are, want
Jennifer has already wrote
her research paper, and it 2. Harrison was in Knoxville when his promotion was announced.
was, was announced
isn’t due until next week.
(Written—wrote is in the 3. Nancy and Amelia are at the staff development workshop until Friday. are
wrong tense.) 4. The senior administrative staff has accepted the new policy in its entirety.
has accepted
5. Jeremy seems happy about his decision to run for mayor. seems
6. Delores invited her co-workers to join her for the luncheon meeting.
invited
Going Global
Cultural Regular Verbs
Communication As we speak and write, the verbs we use indicate the time of the action, the condition, or
Emphasis on written the state of being. We select a verb form to indicate the time when the action occurred.
communication varies Time Verb Selected
within cultures. For exam- a present time I laugh.
ple, written agreements I am laughing.
are explicit and are very a past time I laughed.
important in German and I have laughed.
Scandinavian cultures. I had laughed.
However, relationships I was laughing.
or social circumstances a future time I will laugh.
are more significant than I will be laughing.
written agreements in the
This time element for a verb is called its tense. Fortunately, most verbs in English follow
Chinese culture. the same simple pattern to indicate time. These verbs are regular verbs.
Principal Parts of Regular Verbs

Knowing how to form the principal parts of verbs is necessary if you are to use verbs
correctly in all forms of communication. All verb tenses are formed from the principal
parts of a verb. These parts are (1) the present tense form, (2) the past tense form,
(3) the past participle, and (4) the present participle.

Exhibit 4.2
Principal Parts of Regular Verbs Principal Parts of
Regular Verbs
Nearly all verbs follow
Present Past Past Present the pattern shown
Tense Tense Participle Participle here for their present,
past, past participle,
and present participle
move moved moved moving forms. Thinking
prepare prepared prepared preparing Critically: How does
understanding a verb
hire hired hired hiring
in context allow you to
call called called calling check your usage?
enter entered entered entering Ans 4.2
listen listened listened listening Understanding verb forms
allows you to communicate
study studied studied studying ideas in the past and
present forms.
Look at Exhibit 4.2. As you read this table, say to yourself “I move,” “I prepare,”
and so on. Then, notice that simply adding d to verbs that end in e forms the past tense. KEY POINT
For verbs that do not end in e, add ed: called, entered, listened. For some verbs ending in
y, change the y to i before adding ed. The principal verb forms
Further simplifying this pattern for regular verbs is the fact that the past participle are:
is the same form as the past tense. The present participle is formed by adding ing to the
1. The present tense.
present tense form. Note that for verbs ending in e, you must drop the e before adding
ing: moving, preparing, hiring. Except for a limited list of verbs, all the other verbs in 2. The past tense.
English follow this pattern. 3. The past participle.
4. The present
participle.
Fill in the missing parts for each entry. oops!
Present Past Past Present Past Tense
Tense Tense Participle Participle Makes Sense
1. park parked
_________ parked parking I lay the computer manual
2. marry married married marrying
_________ on the kitchen counter.
3. enter entered
_________ entered entering (Laid—the verb lay needs
4. use used used
_________ using to be past tense.)
5. talk talked talked talking

_________
6. work worked worked
_________ working
7. carry carried carried carrying
_________
KEY POINT
8. wait waited
_________ waited waiting
The last verb in the verb
9. answer answered answered
_________ answering phrase is always the main
10. rake raked raked
_________ raking verb.
Section 4.3 Verbs 103

Verb Phrases
Using Present Tense Forms
As you read in Section 4.2, a verb phrase consists of the main verb and any helping verbs
used together to function as one verb. A verb phrase may also contain an interrupting
adverb. The main verb in the phrase is always the last verb. The other verbs are the help-
ing, or auxiliary, verbs. Some examples are:
can move
did prepare
will hire
The main verbs in the preceding three examples are move, prepare, and hire. The
verbs can, did, and will are helping verbs. Note that move, prepare, and hire are the pres-
ent tense forms listed in Exhibit 4.2.
Using the Past Participle Form

Here are some examples of the past participle form:
has been moved
have prepared
will soon be hired
The main verbs are moved, prepared, and hired, which are the past participles listed
in the third column in Exhibit 4.2. The verbs has been, have, and will be are helping
verbs. The word soon is an interrupting adverb.
Using the Present Participle Form

Here are some examples of the present participle form:
are moving
is preparing
will be hiring
Again, the last word in each phrase is the main verb: moving, preparing, and hiring.
These are the present participles listed in Exhibit 4.2. The words are, is, and will be are
helping verbs.
Now note how verb phrases are used in sentences. Remember that a verb phrase
can be interrupted by another word, most often an adverb. Some examples are:
• Barbara will be moving into her new office in May. (The verb phrase is will
be moving; the main verb is the last verb, moving.)
• Anne-Marie has also been preparing for the debate. (The verb phrase
has been preparing is interrupted by the adverb also. The main verb is
preparing.)
• Our new president has already been hired. (Hired is the main verb in the
phrase has been hired; already is an adverb.)
In questions, the verb phrase is often more difficult to identify because the sentence
order is inverted. Finding the verb phrase in inverted sentences is easier if you change
the sentence to the normal order first.
• When did your client purchase additional stock? (The verb phrase is did
purchase.)
• Have Rob and Lori already been transacting business over the Internet?
(The verb phrase have been transacting is tricky to identify because of
the inverted order and the interrupting adverb already.)

Memory Hook
How can you distinguish between the past tense form and the past
participle? Look at the word in context and see how it is used in a
sentence. A past tense form never has a helping verb; a past participle
always has a helping verb.
• Alan faxed us at 10 p.m. (Here, faxed is a past tense form; it has no helping
verb.)
• Carol called at 11 p.m. to tell us about the meeting, but Alan had faxed us
at 10 p.m. (Here, faxed is a past participle. When faxed is used with the
helping verb had, the combination forms a tense called the past perfect.
Together, had faxed is a verb phrase or simple predicate, and faxed is its
main verb.)
Underline the verb phrases in each of the following sentences. Double underline
the main verb.
1. Adrianna can arrange the conference call using Skype.

can arrange
2. Does Luke want to thank the firefighter who saved his life?
does want
3. Marcus and Joseph have already taken a Spanish course to prepare for their
temporary assignment in Mexico. have taken
4. Marian has been preparing the slides for her sales presentation.
has been preparing
5. Has Ray been recognized for his community service?

has been recognized
6. Office staff will recycle paper and drink cans. will recycle
7. Barbara will review the proposals submitted by our employees.

will review
8. Vance has been waiting almost two years to begin graduate school.
has been waiting
9. Should Katlyn and Sherika have attended every meeting?

should have attended
10. A state examiner will be inspecting our elevator sometime this week.
will be inspecting

Teaching Tip Verb Tenses
Verbs: Following the
As we saw earlier in this section, the verb tense is the form that tells when the action
Rules—Verb tenses for
regular verbs are presented
did or will occur.
first in order to establish
a foundation for students’ Present Tense. Remember that terms such as to spend, to run, to sell, to listen, and to
understanding. Emphasize call are infinitives. Omit the word to from these forms to create the present tense forms.
that the majority of verbs in Some examples are:
English do follow the rules
of regular verbs. I call we call
you call you call
}
he
KEY POINT she calls they call
it
Regular third-person
singular verbs always As you see, there are only two present tense forms, call and calls. Use call with I,
end in s. you, we, and they. Add s—calls—to create the present tense of the verb form used with he,
she, and it and with singular nouns. Some examples are:
• We call every morning. (call with the pronoun we)
• He calls every morning. Steve calls every morning. (calls with the pronoun
he and the singular noun Steve)
• They enjoy traveling. (enjoy with the pronoun they)
• She enjoys traveling. Sally enjoys traveling. (enjoys with the pronoun she
and the singular noun Sally)
The present tense is used to show action that is happening now. It is also used to
indicate that something is always true, as in “The sun rises in the east.”
Past Tense. The past tense is formed by adding ed to the present tense form or adding
d if the present tense form already ends in e. Some examples are:
I called we called
you called you called
he
}
she called
it
they called
As you see, there is only one past tense form for a verb. The only exception is the
verb to be, which will be discussed later. The past tense is used to indicate action that
has already been completed.
Future Tense. The future tense indicates action that is to take place in the future.
To form the future tense of a verb, use will or shall plus the infinitive form without
the word to. In ordinary situations, use will to form the future tense. In formal
situations, use shall to form the future tense for the first person (I, we). Some
examples are:
I shall call we shall call
you will call you will call
he
}
she will call
it
they will call
Each of the three tenses—present, past, and future—has a correlated perfect tense.
Perfect tenses are commonly used in everyday conversation and writing.

Present Perfect Tense. The present perfect tense is used to show that an action began
in the past and may still be occurring. This tense is formed by using the helping verb has KEY POINT
or have with a past participle. Some examples are: All perfect tenses are
• Lana has redecorated the reception area. (Present perfect tense for an formed with a help-
action that was begun in the past.) ing verb and the past
• Terry and Wade have debated the issue for at least five years. (Present participle.
perfect tense for an action that began in the past and may be still continu-
ing in the present.)
Past Perfect Tense. The past perfect tense is used to show which of two past actions
Teaching Tip
occurred first. To form the past perfect tense, use had plus the past participle of a verb.
An example is: Teaching the Past
Perfect—The past perfect
• Nancy had signed the agreement before she received the advice from her tense is often misused—
attorney. (The verbs had signed and received show two past actions. The not because it is difficult
past perfect tense had signed is the first action. After that action was com- to learn but because it is
infrequently taught. Spend
pleted, a second action occurred—Nancy received something. Received is
enough time on this topic
in the past tense to show that this action occurred second.)
to ensure that students do
understand the simple way
Future Perfect Tense. The future perfect tense shows that an action will be completed in which writers can refer
to two past actions clearly
by some specific time in the future. The action may have already begun, or it may begin
for their readers.
in the future. The important point is that it will end by a specific future time. To form the
You may wish to
future perfect tense, use the verb will have or shall have plus the past participle of a verb. introduce the perfect
An example is: versions of the
progressive tenses. For
• The landscape artist will have completed her sketches long before the example, present perfect
architect finishes his. (Will have completed is a future perfect tense verb progressive tense: has
describing an action that will end by some specific time—long before the been working or have
architect finishes his—in the future.) been working; past perfect
progressive tense: had
been working; future
The Progressive Tenses. Closely related to the six tenses just discussed— perfect progressive tense:
present, past, future, present perfect, past perfect, and future perfect—are the progressive will have been working.
tenses, which depict actions that are still in progress. The present progressive tense
describes an action that is in progress in the present. To form this tense, use am, is, or
are with a present participle. Some examples are:
• I am using my computer to do research. (Am using shows action in prog-
ress now.)
• You are reading Tom’s autobiographical sketch. (Are reading shows action
in progress now.)
• He is driving his new truck. (Is driving shows action in progress now.)
The past progressive tense describes an action that was in progress at a certain
time in the past. It is formed by using was or were with a present participle. An
example is:
• They were assessing the losses when the insurance agent
arrived. (Were assessing shows action that was in progress in the past.)
The future progressive tense describes an action that will be in progress at a certain
time in the future. It is formed by using will be or shall be with a present participle. An
example is:

• Max will be interviewing for a scholarship next Monday. (Is this action
in progress now? No. In the past? Again, no. Will be interviewing
shows an action that will be in progress in the future—specifically, next
Monday.)
Conjugating Regular Verbs

Exhibit 4.3 on page 109 illustrates the three elements that determine verb
forms: person (I, you, and so on), number (singular or plural), and tense. Every
regular verb follows the basic conjugation pattern shown in the table. When you are
unsure about the correct form of a particular regular verb, check that verb against
the table.
Use each of the following regular verbs in a sentence.
Student answers will vary. 1. hiring We will be hiring 34 new employees during the next three months.
2. cooked Felice cooked tamales for the office luncheon.
3. have painted Richard and John have painted three rooms in my house.
4. walked I walked to work this morning.
5. has stopped Andrew has stopped smoking. Congratulations!
6. called Dr. Juel called to give the patient some good news.
7. had planned Warren had planned the program in detail.
8. are studying The architects are studying the features requested by their clients.
9. will have adjusted We will have adjusted to the time change soon after daylight
savings time begins.
10. will be Kara will be back in the office on Wednesday.
Irregular Verbs
Most verbs follow the regular pattern shown in Exhibit 4.2 on page 103 for forming the
present tense, the past tense, the past participle, and the present participle. However,
more than 50 commonly used irregular verbs do not follow this pattern. The rest of this
KEY POINT section discusses these irregular verbs.
To use the conjugation
table, substitute singular Principal Parts of Irregular Verbs
nouns in place of the pro- Review Exhibit 4.4 on page 110. During your review, try fitting some of the irregular
noun he or she and plural verbs into the regular pattern. For example, say “speak, speaked” instead of “speak,
nouns in place of the pro- spoke,” or say “leave, leaved” instead of “leave, left.” Can you hear the errors? For many
noun they. of us, the only alternative is to memorize these forms, especially those that are used
frequently.

Exhibit 4.3
Verb Conjugation Verb Conjugation
The conjugation of
every regular verb
Singular Plural follows the pattern
of the infinitive verb
to hope. Thinking
Present Tense
Critically: How does
I hope we hope
reviewing such a table
you hope you hope
enable you to improve upon
he, she, or it hopes they hope
your written and spoken
communications?
Past Tense Ans 4.3
I hoped we hoped Reviewing such a table
you hoped you hoped enables you to correctly
he, she, or it hoped they hoped use and conjugate verbs
in spoken and written
communications. It allows
Future Tense you to communicate clearly
I shall hope we shall hope with others.
you will hope you will hope
he, she, or it will hope they will hope
Present Perfect Tense

I have hoped we have hoped
you have hoped you have hoped
he, she, or it has hoped they have hoped
Past Perfect Tense

I had hoped we had hoped
you had hoped you had hoped
he, she, or it had hoped they had hoped
Future Perfect Tense

I shall have hoped we shall have hoped
you will have hoped you will have hoped
he, she, or it will have hoped they will have hoped
Present Progressive Tense

I am hoping we are hoping
you are hoping you are hoping
he, she, or it is hoping they are hoping
Past Progressive Tense

I was hoping we were hoping
you were hoping you were hoping
he, she, or it was hoping they were hoping
Future Progressive Tense

I shall be hoping we shall be hoping
you will be hoping you will be hoping
he, she, or it will be hoping they will be hoping

Exhibit 4.4
Principal Parts of Principal Parts of Irregular Verbs
Irregular Verbs
As these examples
show, the principal
Present Past Past Present
parts of irregular verbs Tense Tense Participle Participle
do not follow a basic
pattern. Thinking
Critically: How am was been being
does knowing these begin began began beginning
irregular verbs improve bid (to command) bade bidden bidding
your communications bid (to offer to pay) bid bid bidding
with others? bite bit bitten biting
Ans 4.4 blow blew blown blowing
Irregular verbs do not bring brought brought bringing
follow the essential burst burst burst bursting
principles. Knowing these choose chose chosen choosing
irregular verbs can assist come came come coming
you to communicate more do did done doing
clearly with others. draw drew drawn drawing
drive drove driven driving
eat ate eaten eating
fall fell fallen falling
fight fought fought fighting
flee fled fled fleeing
fly flew flown flying
forget forgot forgotten forgetting
get got got or gotten getting
go went gone going
grow grew grown growing
hang
(to put to death) hanged hanged hanging
hang (to suspend) hung hung hanging
hide hid hidden hiding
know knew known knowing
leave left left leaving
lie lay lain lying
pay paid paid paying
read read read reading
ride rode ridden riding
run ran run running
send sent sent sending
set set set setting
shake shook shaken shaking
sing sang sung singing
speak spoke spoken speaking
strike struck struck striking
take took taken taking
tear tore torn tearing
throw threw thrown throwing
wear wore worn wearing
write wrote written writing

Check the following sentences for any errors in the use of verb tenses. Write OK
if the sentence is correct. Rewrite the sentence correctly if it contains errors. Hint:
Remember that a past tense form never has a helper and that a past participle or a
present participle always has a helper!
1. Delivery expenses has increased due to rapidly rising gas prices. have
2. Antonio seen the spreadsheet earlier in the week. saw
3. Our company lawyer devised a way to handle the matter privately. OK

4. We lease ten new cars for our sales representative yesterday. leased
5. Sue, of course, spoken about her trip to Africa many times.

has spoken or spoke
6. Mr. Lecroix had began his research paper weeks before his instructor
assigned it to him. had begun
7. Felix has went to the airport to meet Mr. Holder’s plane. has gone
8. Ask Liz if she seen Mary’s cell phone. has seen
9. Do you think that he knowed the situation before he accepted the job?
knew
10. He stood at the door and knocked. OK
Being Verbs
The being verbs are the forms of the verb to be. They show no action. Study the present KEY POINT
tense and the past tense forms that follow:
Only the verb to be has
Present Tense Past Tense three present tense forms
I am I was (am, is, and are) and two
you are you were past tense forms (was
} }
he he and were). All other verbs,
she is she was regular and irregular, have
it it only two present tense
we are we were forms and one past tense
you are you were form.
they are they were
As you see, there are three present tense forms: am, is, and are. The two past tense forms
are was and were.
Verb Phrases With Forms of To Be. As you saw earlier in this section, verb phrases
are formed by using helping verbs with (1) the infinitive form be, (2) the past participle
form been, or (3) the present participle form being. Some examples are:
• The infinitive form be with a helping verb: will be, shall be, may be, can
be, would be, might be, and so on.
• The past participle been with a helping verb: has been, have been, had
been, will have been, shall have been, could have been, might have
been, and so on.
• The present participle being with a helping verb: am being, is being, are
being, was being, and were being.

Try to memorize the eight forms of the verb to be: am, is, are, was, were, a helper plus
be, a helper plus been, and a helper plus being. Because being verbs are so often used as
helping verbs, be careful to distinguish between being verbs that are helpers and being
verbs that are main verbs in the phrase. Some examples are:
• Brendan should have been here by now. (The verb phrase is should have
been, and the main verb is been. This verb phrase is a being verb.)
• That contract should have been signed. (Now, the verb phrase is should
have been signed. Should have been is only a helping verb. The main
verb is signed. Only the helping verb is a being verb.)
• Brian Patrick is the vice president of technology. He was formerly the
director of technical services. (Both is and was are being verbs. There are
no helping verbs.)
Circle the verbs and verb phrases in the following sentences. Identify each being
verb that is a main verb by writing B next to the verb.
1. Both Dr. Xiao and Dr. Smith have been consultants for about ten years.
have been (B) (Been is the main verb; have is a helper.)
2. Most citizens, however, have been sympathizing with the defendant.

have been sympathizing (B)
3. Kelvin, the notary for the bank, is in a meeting. is (B)
4. Our university is proud of its commitment to serving our community.

is (B)
5. Incidentally, the jury has been deliberating for over a month.

has been deliberating (B)
6. Manuel was employed as the company nurse. was employed (B)
Were Instead of Was. Good writing requires that we sometimes use were instead of
was after if, as if, as though, and wish. Whenever such statements describe (1) some-
thing that is highly doubtful or impossible or (2) something contrary to fact or simply
not true, use were instead of was. If, on the other hand, the statement is true or could
be true, as often happens after the word if, then do not substitute were for was. Some
examples are:
• We wish it were possible for us to predict future stock prices, but SEC reg-
ulations prohibit us from making such claims. (It is not possible. Therefore,
were is correct.)
• If I were you, I would purchase this stock while it is still selling at 32. (Of
course, I am not you—thus, were is correct.)
• Mr. Webber acts as if he were the only candidate for the position. (Mr.
Webber is not the only candidate for the position, so this statement is con-
trary to fact and takes the verb were.)
• If Hannah was here earlier, she probably left a message with her assistant.
(Hannah could indeed have already been here; thus, this statement could
be true. Do not substitute were for was.)

Check the following sentences for any errors in the use of verb tenses. Write OK
if the sentence is correct. If it contains errors, circle the error(s) and write the
correction(s) on the line provided.
1. If I were to walk to work, I would have to leave home 30 minutes

earlier. was
2. I wish the meeting was over. were
3. Xavier acts as if he is the only athlete in the state! were

oops!
4. If I were president of the United States, I would make some drastic Set, not Sit
changes. OK
When the courier arrives
5. If Alex were at work this morning, he did not complete his time card.
this afternoon, please ask
was
him to sit the package
6. Devin sometimes acts as if he was at a party instead of at work. were at the front desk. (set—
7. Harriet has said that if she was younger, she would travel around the incorrect usage of a
world. were transitive verb)
Lie, Lay; Sit, Set; Rise, Raise

Just as we saw with the being verbs, the verbs lie and lay, sit and set, and rise and raise
deserve extra attention. To be able to use these verbs correctly, you must first under-
stand the distinction between transitive and intransitive verbs. KEY POINT
Transitive verbs have
Transitive Verbs. A transitive verb is a verb that has an object or a receiver of the
verb’s action. To find that object, say the verb and ask “What?” or “Whom?” The answer direct objects that answer
to that question is the direct object. If a direct object follows a verb, that verb is transi- the question “What?” or
tive. Some examples are: “Whom?” and indirect
• Laura accepted Ken’s gift. (Say the verb: accepted. Ask “What?” or “Whom?”: objects that answer the
Accepted what? Answer: accepted Ken’s gift. The object of the verb question “To whom?” or
accepted is gift. Use the answer to determine whether the verb is transitive: “For whom?”
Yes, accepted is transitive because it has an object, gift.)
• Ms. Drake invited Delores to the business luncheon. (Say the verb:
invited. Ask “What?” or “Whom?”: Invited whom? Answer: invited Delores.
The object of the verb invited is Delores. Transitive? Yes, invited is a tran-
Teaching Tip
sitive verb because it has an object, Delores.)
Identifying Transitive
A direct object is a person or thing that directly receives the action of the verb. An Verbs—Discuss this
indirect object is a person or thing that indirectly receives the action of the verb. The procedure with students to
indirect object tells “to whom” or “for whom” something is done. Note that an indirect see that they understand
object does not appear without a direct object. Also, the indirect object will always the logic behind the rule
appear before the direct object and is usually a person or persons rather than a thing. for identifying transitive
Some examples are: verbs. As a helper used
with a past participle, the
• The flight attendant served the passengers a snack. (Say the verb: served. being verb reverses the
Ask “What?” or “Whom?”: Served what? Answer: served a snack. The direction of the action to
object of the verb served is snack. Transitive? Yes, served is a transitive the subject.
verb because it has an object, snack. If snack is the direct object, what is
passengers? Passengers appears before the direct object, it refers to
persons, and it answers the question “To whom?” Passengers is the
indirect object.)

• Kelly gave the trainee the laboratory key. (Say the verb: gave. Ask “What?”
or “Whom?”: Gave what? Answer: gave the laboratory key. The object of
the verb gave is laboratory key. Transitive? Yes, gave is a transitive verb
because it has an object, laboratory key. If laboratory key is the direct
object, what is trainee? Trainee appears before the direct object, qualifies
as a person, and answers the question “To whom?” Trainee is the indirect
object.)
Sometimes the subject rather than the object of the sentence serves as the receiver
of the verb’s action. You can identify transitive verbs that are used this way because they
include a being-verb helper and a past participle. Some examples are:
• The award should have been given to Grace. (Do you have a being-verb
helper? Do you have a past participle? The answer to both questions
is yes. Therefore, this verb is transitive. What receives the action? The
award.)
• The concert was canceled, according to Gail. (Again, we have a
being-verb helper, was, and a past participle, canceled. Thus, we know
that the subject, concert, receives the action of the verb. What was can-
celed? The concert. Was canceled is a transitive verb.)
• Marilyn has been nominated to the Executive Committee. (What is the
verb in this sentence? Is it transitive? If so, explain why.)
KEY POINT Intransitive Verbs. Verbs that do not have objects are intransitive verbs. Being verbs
never have objects. Therefore, being verbs are never transitive; they are always intransi-
Intransitive verbs do not tive. Some examples are:
have objects. • Elizabeth Bordieu visits very often. (Visits what? Visits whom? No answer.
Visits is an intransitive verb.)
• Wilma Vanderford will leave at 8 p.m., according to her itinerary. (The verb
will leave has no object; it is an intransitive verb.)
4.3 Self-Assessment H
Circle the verbs and verb phrases in the following sentences. Label each verb or
verb phrase as B for being, T for transitive, or I for intransitive.
1. A new dean had been appointed as of April 30. had been appointed (T)
2. Jonathan and Juan will be at the gym by 7 a.m. each morning. will be (B)
3. The trial will be televised daily. will be televised (T)
4. Has Mr. Landers told Richard about the proposed merger? has told (T)
5. Both of the detectives have apparently left for lunch. have left (I)
6. Jessica has been very helpful in getting employees to donate blood.

has been (B)
Circle the objects and label them as either indirect objects, IO, or direct objects,
DO. Write your answers in the spaces provided.
7. The control tower gave the pilot the latest weather report.
pilot (IO), report (DO)

8. The mayor presented Jana and David awards for outstanding service.
Jana, David (IO); awards (DO)
9. Emily sent her the contract by courier. her (IO), contract (DO)
10. Matt mowed lawns to help with his college expenses. lawns (DO)
Now, review carefully the principal parts of the irregular verbs dive, eat, lie, lay, sit, Teaching Tip
set, rise, raise, and wear. Defining Verbs—Review
the definitions to help
Present Past Past Present students use these words
Tense Tense Participle Participle Infinitive correctly:
dive dove dove diving to dive dive to descend
eat ate eaten eating to eat eat to consume
lie to recline
lie lay lain lying to lie
lay to place
lay laid laid laying to lay sit to be seated
sit sat sat sitting to sit set to place something
somewhere
set set set setting to set rise to get up
rise rose risen rising to rise raise to lift something
raise raised raised raising to raise wear to clothe
wear wore worn wearing to wear
Memory Hook
Now that you have learned to distinguish between transitive and
intransitive verbs, you will have an easier time using lie and lay, sit and
set, and rise and raise. The letter i is the key. Use the i in intransitive
to remember that the i verbs—lie, sit, and rise—are intransitive and,
therefore, do not have objects. The other three verbs—lay, set, and
raise—are all transitive.
One common trap is to confuse lay in its present tense form with lay as the past
tense form of lie. How can you tell which is which? You can tell by remembering what
you have learned about transitive verbs. Look at the following examples:
• Last Monday, Joy (lay/laid) her card on the receptionist’s desk.
• After jogging, I usually (lie/lay) down for about 20 minutes.
• Yesterday I (lie/lay) down for only five minutes or so.
Let’s analyze those three sentences. Does the verb in the first sentence have an
object? Yes, card. Therefore, a transitive verb is needed. As you just learned, laid is the
past tense form of the transitive verb to lay, so laid is correct. In the second sentence, is
there an object? No. Down is not an object; it is an adverb. Here you need a form of the
verb to lie, so the answer is lie—I lie down. In the third sentence, the word yesterday shows
that the past tense is needed. Does the verb have a direct object? No. Thus, the correct
answer is lay, the past tense form of lie, an intransitive verb.
As you see, some thinking and analysis are needed when choosing among the forms
of lie and lay. Do not choose hastily.

Exhibit 4.5
Coming Together
Read the following
sentence: “Please raise and
sing the national anthem.”
Thinking Critically: What is
wrong with the use of the
verb raise?
Ans 4.5
Raise is confused with rise.
©Hill Street Studios/Getty Images
Note the example using raise in Exhibit 4.5. Now, let’s apply the same principles to
the transitive verbs set and raise and to the intransitive verbs sit and rise:
• Rhoda and Willette (sit/set) the flowers on the windowsill before they left
for lunch. (Is an object needed here? Yes. Which is the transitive verb? Set.
Set what? Set the flowers.)
• As soon as the temperature (rises/raises), the air conditioner will automati-
cally go on. (What is needed, a transitive verb or an intransitive verb?
Intransitive, because the verb has no object in this sentence. Which, then,
is the intransitive verb? Rises.)
4.3 Self-Assessment I
Practice your ability to use the verbs lie, lay, sit, set, rise, and raise. Write or
circle the correct verb for each sentence.
1. Ask the stage crew to (sit/set) the furniture behind the curtain. set
2. Amon usually (sits/sets) at a computer in the business office when he works

on the payroll. sits
3. According to my new contract, my salary has been (risen/raised) by about 10

percent. raised
4. The keys that you were looking for had been (lain/laid) on a table in the
break room. laid
5. You should (rise/raise) when the judge enters the courtroom. rise
6. Mr. Carson will (rise/raise) the roof when he hears that the shipment will be
late. raise
7. Darin (lay/laid) down soon after dinner because he had been up late working
on our strategic plan. lay
8. When you print your résumé, you should (sit/set) both margins for
1 inch. set

Review of Key Terms
1. What is a verb tense? What are the four principal parts of a verb?
verb tense tells when the action did or will occur. The four principal parts of a verb
A
are the present tense form, the past tense form, the past participle, and the present
participle.

2. What is the difference between a transitive verb and an intransitive verb?
A
transitive verb is an action verb that has an object. Sentences with transitive verbs
require a direct object. An intransitive verb does not require a direct object.

Editing Practice
Grammar Alert! Underline the word that is incorrectly used and write the correct word
in the space provided. Write OK if the sentence is correct.
3. Yesterday, Maria finish the project that she begun last month.
finished, began
4. Jeff was setting in the third row of the balcony. sitting
5. I have lain awake for over three hours. OK
6. Dylan eat six donuts at break time yesterday. ate
Verb Tenses
7. Circle the verb phrases in the following sentences. Then, underline the
main verb and identify it as past participle or present participle.
a. Ted is requesting a transfer to Oklahoma. is requesting (present participle)
b. Harrison is preparing the conference program. is preparing (present
participle)
c. Patricia will be recognized for 40 years of service. will be recognized (past
participle)

d. The sales agreement should be signed by Friday. should be signed
(past
participle)
8. Identify the verb tenses in each pair of sentences. Then, in a group, explain
the differences.
a. K
athleen flew to Mexico./Kathleen has flown to Mexico.
flew—past tense; has flown—present perfect tense
b. I will hire a replacement for Sherry./I will have hired a
replacement for Sherry. will
hire—future tense; will have hired—
future perfect tense

Discussion Point
Interpreting Details
9. How are these verb tenses for regular verbs formed: present, past, future,
present perfect, past perfect, and future tense? Present tense is formed by
adding an s or es. Past tense is formed by adding ed or just d to the present form.
Future tense is formed by adding will or shall plus the infinitive form without the word
to. Present perfect tense is formed by using has or have with a past participle. Past
perfect tense is formed by using had and the past participle. Future perfect tense is
formed by using will have or shall have plus the past participle.

10. How do writers know whether they should use were or was after if, as if, as
though, and wish? If a statement is highly doubtful or impossible, writers should
use were. If a statement is true or could be true, writers should use was.


Section 4.4
Predicate Agreement SECTION LEARNING

OUTCOMES
• State the basic rule of predicate
Popular songs, television shows, and movies do little to avoid sub- agreement.
ject-verb agreement errors such as “he don’t” and “I been.” As a
result, listeners and viewers hear such errors over and over so often • Explain how to determine whether
that they may start to believe that “he don’t” and “I been” are gram- a collective noun is singular or
matically correct. plural.
They are not. Pay special attention to the subject-verb agreement
rules to make sure you avoid such errors in your speaking and writ- • Describe subjects other than
ing. In Section 4.1 of this chapter, you learned about predicates and collective nouns that may be either
simple subjects. Now let’s review how these elements are related. singular or plural.
Basic Agreement Rule • Identify relative-pronoun clauses
Predicate agreement means that a predicate must agree with its sim- and their antecedents.
ple subject in number and in person. This statement is the basic
rule of agreement for all sentences. Remember, a complete predi-
cate includes a complete verb, its complement, and any modifiers.
Generally speaking, the complete predicate contains the complete
verb and all the words that come after it. The verb within this com- W H Y I T ’ S I M P O R TA N T
plete predicate must agree with the subject of the sentence in both Subject-verb agreement is something
number and person. In addition, if the predicate includes any pro- you probably don’t think about on
nouns that refer to the subject, those pronouns must also agree with
the subject in both number and person.
a daily basis. However, if you hear
someone say “he don’t,” it sticks out as
Agreement of Subject and Verb. Note how the verbs agree in incorrect. This section will help you use
number with their subjects in the following sentences: predicate agreement correctly.
• Jim Wisenberg wants to approve the proposal
Monday. (The verb wants agrees with the subject
Jim Wisenberg—both are singular.)
• Jim Wisenberg, our manager, wants to approve the KEY TERMS
proposal Monday. (Neither the subject nor the verb has • predicate agreement
changed. Wants agrees with Jim Wisenberg.)
• collective noun
• Two managers want to approve the proposal Monday.
(Now the subject is the plural managers. The plural • relative pronoun
form of the verb want—not wants—is correct.)
Agreement of Pronoun with Subject. If the complete predicate

includes a pronoun that refers to the subject, that pronoun also
must agree with the subject in number. Some examples are:
• Mr. Gaines wants to change his office carpet. (The sin-
gular pronoun his agrees with the singular subject Mr.
Gaines.)
• Mrs. Redmond is eager to receive her cash bonus. Mr.
and Mrs. Redmond are eager to receive their cash
bonuses. (Her agrees with the singular subject Mrs.
Redmond. In the second sentence, their agrees with
the plural subject Mr. and Mrs. Redmond.)
119
KEY POINT 4.4 Self-Assessment A
To agree in person, both
a noun and a verb must
Circle the correct verbs and pronouns in the following sentences.
refer to:
1. T he person speaking 1. Mr. Amaya, an electrician, (charge/charges) $125 for a house call.
(first person). charges
2. The person spoken 2. David Kline, one of my clients, (want/wants) to sell stock from (his/her/its/
to (second person). their) portfolio to help pay for (his/her/its/their) children to attend
3. The person spoken wants, his, his
college.
about (third person).
3. Mr. and Mrs. Dawson made (his/her/their) anniversary cruise reservations
when (he/she/they) met with the travel agent. their, they
4. Due to privacy concerns, our company does not disclose personal

information about (its/their) employees. its
5. Due to the size of the checks, two managers must sign (it/them). them
6. The Andrews Cardiology Clinic (is/are) recognized as the authority in (its/

their) specialty. is, its
Memory Hook
Although plural nouns usually end in s or es, an s ending on a
verb indicates that it is a singular verb. To help you recall this
fact, remember that the word singular has an s; the word plural does
not.
Singular Noun and Verb Plural Noun and Verb
The student wants The students want
One associate has All associates have
Mrs. McMurry is Mr. and Mrs. McMurry are
Simple-Subject Agreement Problems

The most common problems concerning agreement of subjects and verbs are reviewed
in the following discussion. Study them carefully.
Inverted Sentences. Agreement problems most often arise when the subject is
difficult to identify, as in sentences with inverted word order—where the verb precedes
the subject. An example is:
Inverted Word Order

• On your desk (is/are) the necklaces. (At first glance, the subject and verb
may appear to be “desk is,” but a closer look shows that the subject of
this inverted sentence is necklaces. The correct verb is are.)

Other situations in which sentences are in inverted order include questions and
sentences beginning with there.
Questions
• Are the necklaces on the desk? (Here the subject, necklaces, comes after
the verb, are, because the sentence asks a question.)
Sentences Beginning With There
• There (is/are) still several vacancies. (Until you identify the subject, vacan-
cies, you cannot choose the correct verb, are.)
• Do you know whether there (is/are) additional elevators in the hotel? (The
simple subject of the dependent clause “whether there (is/are) additional
elevators in the hotel?” is elevators. Therefore, are is the correct verb.)
Other examples include sentences beginning with there has been and there have
been.
Intervening Phrases and Clauses. Another construction that may confuse the writer
or speaker is one in which words separate the subject from its verb. Again, the trick is
to identify the simple subject. Some examples are: KEY POINT
• The reason for the delays (is/are) that wind damaged the amphitheater. In sentences starting with
(The subject is the singular noun reason. Therefore, the correct verb is is. there, the true subject fol-
Although the plural word delays immediately precedes the verb, delays is
lows the being verb and
not the subject of the verb. Delays is part of the prepositional phrase for
the delays.) determines the number of
• The business manager, who must sign all expense forms submitted by the verb.
our executives, (has/have) restricted the travel budgets for everyone. (The
subject is business manager, not executives. Therefore, the correct verb
is has.)
Check the following sentences for any errors in simple-subject agreement.
Write OK if a sentence is correct. Underline the subject for each sentence. If a
sentence contains errors, circle the error(s) and write the correction(s) on the line
provided.
1. Did you know that there’s a few individuals who refuse to recycle paper and
cans? there’s a should be there are
2. There is, as you told me earlier, several explanations for increased

absenteeism during January. There is should be There are
3. When we looked at the potential location, we found that there is only two
restaurants in the downtown area. there is should be there are
4. The house, with the exception of the three bedrooms, are to be painted by
Friday. are to be should be is to be
5. Are you sure that there’s only one parking garage on campus? OK
6. Our entire company, which consists of more than two thousand employees,
are eager to participate in the contest to conserve resources. are should be is
Section 4.4 Predicate Agreement 121

Pronoun Agreement With Common-Gender Nouns. When the gender of a noun is
clearly masculine (man, father, brother, son) or clearly feminine (woman, mother, sister,
daughter), choosing between the pronouns he and she or him and her is easy. Common-
gender nouns are those that can be either masculine or feminine, such as employee, stu-
dent, teacher, officer, owner, and secretary. The traditional rule has been to use masculine
pronouns to represent common-gender nouns. However, good communicators today
avoid using masculine pronouns to refer to common-gender nouns. Instead, they use
pronoun combinations such as he or she, him or her, and his or hers to avoid suggesting
either masculine or feminine gender. Some examples are:
• Every student knows his or her role in the upcoming tornado drill. (His or
her agrees with the common-gender noun student.)
• An instructor must be sure that he or she is familiar with the safety regula-
tions. (He or she agrees with the common-gender noun instructor.)
When such combinations are used too often, they make the message difficult
to read. In such instances, consider using plurals to avoid the need for pronoun
combinations:
• Instructors must be sure that they are familiar with the safety regulations.
(They agrees with the plural instructors.)
KEY POINT
Use pronoun combinations Indefinite-Pronoun Subject. The indefinite pronouns any one, anybody, anyone, any-
such as he or she and thing, each, either, every, everybody, everyone, every one, everything, neither, no one, nobody,
him or her with common- nothing, somebody, someone, and something are always singular. When they are used as
subjects and when they modify other subjects, their predicates must be singular. Some
gender nouns.
examples are:
• Each of the printers has a 10-foot cable that connects it to the c omputer.
(The singular verb has and the pronoun it agree with the subject each.)
Teaching Tip • Each printer has a 10-foot cable that connects it to the computer. (Here, each
Pronouns vs. Subjects—In modifies the subject printer. In this case too, each is singular.)
the first two examples,
explain to students the • Anyone in your precinct who wants to volunteer his or her time
difference between the should be sure he or she registers. (Wants, his or her, he or she, and
pronoun each, which registers are all singular and agree with the singular indefinite pro-
serves as a subject, and noun anyone.)
the modifier each, which
describes the subject.
Memory Hook
To remember the indefinite pronouns, memorize the sentence “All
employees need salaries.” Below, the indefinite pronouns are listed
beneath the word in the sentence that shares the same first letter.
All Employees Need Salaries
anybody everybody nobody somebody
anyone everyone — someone
anything everything nothing something
any one every one no one —
— either neither —
— every — —
— each — —

Check the following sentences for any agreement errors in the use of indefinite
pronouns. Write OK if the sentence is correct. If a sentence contains errors, circle
the error(s) and write the correction(s) on the line provided.
1. Neither of the museums we visited have enough parking for its patrons.
visited has enough
2. Every employee is encouraged to use the exercise facilities, but they

must show their identification at the desk when entering. but he or she must
3. Anyone who wants to donate canned goods for the community pantry
should bring their donations by Friday. should bring his or her donations
4. Each of our van drivers must have his or her driver’s license on file. OK
5. Nobody in our three divisions have submitted suggestions for saving

money. divisions has submitted
6. A safety officer must be sure that he or she provides training for all
departments. OK
Predicate Agreement With Special Subjects

Remember the basic agreement rule: A predicate must agree with its simple subject in KEY POINT
number and in person. As you review some especially troublesome agreement problems, A collective noun may
keep this rule in mind.
be singular or plural,
Collective-Noun Simple Subjects depending on whether the
A collective noun is one that refers to a group, or collection, of persons or things. Exam- members of the group act
ples of collective nouns include class, jury, audience, department, company, committee, and as individuals or as one
association. Because a collective noun may be either singular or plural, its correct number group.
may not be easily recognized. Use the following Memory Hook to help you.
Teaching Tip
Memory Hook Formalities! Formalities!—
Remind students that in
formal usage, none is
When the class, the jury, and so on, acts as one group, treat the considered singular only.
collective noun as singular. When the members of the collective noun act In informal usage, none
as individuals, treat the noun as plural. In other words, remember: One may be singular or plural,
group is singular. Individuals are plural. depending on the sentence.
• In a major case, the jury (does/do) not give (its/their) verdict quickly. (Is the
jury acting as one group, or are the jury acting as individuals? Answer: as
one group. Therefore, treat jury as a singular noun: “. . . the jury does not
give its verdict quickly.”)
• The jury (is/are) arguing about the charges. (Is the jury acting as one group,
or are the jury acting as individuals? In arguing, they would be acting as
individuals. Treat jury as a plural noun: “The jury are arguing about the
charges.”

Circle the correct verb in the following sentences.
1. Our high school class (are/is) coming from 23 different states for our
reunion. are
2. The tour group (has/have) changed (his/her/its/their) travel itinerary since our
recent meeting with (his/her/its/their) tour directors. has, its, its
3. The university faculty (was/were) questioned individually concerning their

views on the matter. were
4. The university faculty (do/does) not change its constitution without a two-
thirds majority vote. does
5. The basketball team (was/were) told that their flight would be at the
gate in five minutes. was
6. The jury (was/were) discussing the evidence among themselves. were
7. The committee (is/are) meeting this afternoon. is
8. The management class (are/is) leaving for a field trip at 2 p.m. on

Thursday. is
Part, Portion, or Amount Subjects

oops! Other subjects that may be either singular or plural are those that refer to a part, a por-
Keeping Tense tion, or an amount of something. Thus, all, some, half, two-thirds (or any fraction), and
With Formal Attire none may be either singular or plural depending on the nouns they refer to. The noun
may belong to an of phrase. To decide, find the answer to “Part of what?” “Portion of
Tricia sometimes dresses what?” “Amount of what?” Use the complete subject, not the simple subject, to deter-
and acts as if she was at mine your answer. Some examples are:
a dinner party instead of • Some of the condominium (has/have) been remodeled. (Use condominium
at work. has. Some refers to the singular condominium in the prepositional phrase
of the condominium.)
(were—wrong tense used)
• Some of the condominiums (has/have) been remodeled. (Use condomini-
ums have. Here, some refers to more than one condominium and takes
the plural verb have.)
Memory Hook
Use the following sentence to help you remember words that are used as
indefinite-amount subjects:
People at NASA eat M&M’s a Fraction of the time.
N –None M –More
A –Any M –Most
S –Some F –Fractions
A –All

A Number, the Number
KEY POINT
A number is always plural. The number is always singular. Note that an adjective before
number has no effect on the choice. Note also that articles, which are adjectives, affect A number is always plural.
the choice. However, the adjective large has no effect. Some examples are: The number is always
• A large number of associates have requested vision insurance. (Use have, singular.
because a number is always plural.)
• The number of associates is increasing. (The number is always singular, so
is is correct.)
Check the following sentences for any agreement errors in the use of a number
and the number. Write OK if the sentence is correct. If it contains errors, circle the
error(s) and write the correction(s) on the line provided.
1. Some of the office equipment, Hosea told me, have not yet been
shipped. has not have
2. None of our strawberry plants was damaged by the freezing

temperatures. were not was
3. Nearly three-fourths of employees who smoke are planning to attend the

smoking cessation meeting. OK
4. A number of bicycles was donated to children throughout our county.

were not was
5. Some of the employees, as Jane noted, has already taken their flu shots.
have not has KEY POINT
6. The number of associates requesting dental insurance and vision insurance A compound subject joined
have risen substantially. has not have by and is plural and must
take a plural verb.
Predicate Agreement With Compound Subjects

To continue your study of predicate agreement, you will now work on predicate agreement Teaching Tip
with compound subjects—that is, two or more subjects joined by and, or, or nor. Subjects and Predicates—
Have students reverse the
Subjects Joined by And order of the singular and
plural subjects in these
A compound subject joined by and is plural and must take a plural verb. Some examples examples. Ask them to
are: make the correct predicate
choices.
• Anne and Robert have filed their tax returns. (The compound subject
Anne and Robert is plural; the plural verb have filed is correct.) Teaching Tip
• A video company and a software distributor have asked for more informa- To Whom Are You
tion on the property. (The plural form have asked is correct because the Referring?—Stress that
compound subject is joined by and.) repeating my before
investment adviser would
Two exceptions to this rule are possible: suggest that the writer is
1. If the two nouns joined by and refer to one person or thing, then that subject referring to two people.
is really singular and takes a singular verb. Some examples are: However, you must look at
• My business partner and investment adviser is my brother, Mike. the rest of the sentence to
make sure.
(Although the compound subject is joined by and, only one person is

serving as both business partner and investment adviser. The singular
verb is is therefore correct.)
• Strawberries and cream is the restaurant’s only dessert. (One dessert,
strawberries and cream, is the intended meaning. The singular verb is
correct.)
Note that if two different people or two different things (desserts) were intended,
the verbs would then be plural. Some examples are:
• My business partner and my investment adviser are not in agreement
on this issue. (Two different people are intended.)
• Strawberries with cream and banana pudding are among the desserts
included in the fixed-price lunch. (Here, two different items on the
menu are referred to.)
2. If two or more subjects joined by and are modified by each, every, or many a,
then the predicate is singular. An example is:
• Each secretary and assistant has been asked to return the completed
questionnaire to the personnel department by May 15. Every supervi-
sor and manager is supposed to check the questionnaires. Many a
factory, office, and store throughout the country is now following this
procedure. (In each sentence, the predicate is singular because the
subjects are modified by each, every, or many a. Members of the plu-
ral groups are being considered singly.)
Check the following sentences for any agreement errors in the use of subjects
joined by and. Write OK if the sentence is correct. If it contains errors, circle the
error(s) and write the correction(s) on the line provided.
1. Chili and cheese fries are my favorite menu item at Charlie’s Grill.
fries is my
2. Every student and professor we surveyed was willing to help clean the Broad
River Greenway. OK
3. Each city and county have the responsibility for safe water for the
citizens. has the responsibility
4. Many a coach and athlete have criticized the decisions of referees.

has criticized
5. Hot chocolate and marshmallows is what I usually drink after working outside
in the winter. OK
6. The car and the truck, according to Steve, is parked in the back parking
lot. are parked

Subjects Joined by Or or Nor
For subjects joined by or or nor, simply match the predicate to the subject that follows
or or nor. Some examples are:
• The owner or her assistants (is/are) going to discuss (her/their) new spring
clothing line at the sales meeting tomorrow. (Matching the predicate to
the subject that follows or, the correct choices are are and their.)
• The assistants or the owner (is/are) going to discuss (her/their) new
winter clothing line at the sales meeting tomorrow. (Now the subject
that follows or is the singular word owner. Therefore, the choices are is
and her.)
• Neither the owner nor her associates (knows/know) where the Italian
designer went. (Which subject follows nor? The plural associates. The
choice is therefore know.)
• Either the three Japanese couturiers or SmartShirt (is/are) going to
present (its/their) collection this afternoon. (The subject that follows or is
SmartShirt, singular; thus, the choices are is and its.)
• Neither the actors nor the director (is/are) ready for the play. (Matching the
predicate to the subject that follows nor, the correct choice is is.)
• Either Sherry or her students (is/are) leaving early. (The subject that
follows or is students, plural; thus, the answer is are.)
In the following sentences, select the words in parentheses that match the
compound subject.
1. Firefighters or their supervisor (know/knows) the origin of the fire.

knows
2. Either her assistants or Glenda herself (is/are) going to arrange transportation

from the airport for the consultants. is
3. My sister or her neighbors (is/are) planning the yard sale to benefit victims of
the fire. are
4. The lawyer or his paralegals (has/have) researched the deed on the property.
have
5. Neither Mr. Paxton nor his staff members (has/have) an explanation for the
Internet outage. have
Predicate Agreement in Clauses Introduced

by Relative Pronouns
The pronouns who, that, and which are called relative pronouns because they relate to
other words, called antecedents. The antecedent of the relative pronoun is a noun or a
pronoun that is usually immediately before the relative pronoun. Some examples are:

• Maria Lopez is one who strives for perfection. (The relative pronoun is
who, and its antecedent is one.)
• Maria Lopez is one of those who strive for perfection. (The relative pro-
noun is who, and its antecedent is those.)
KEY POINT • Maria Lopez is one of those people who strive for perfection all the time.
(The relative pronoun is who, and its antecedent is the noun immediately
Omit the relative pronouns before it, people.)
who, that, and which to • The calculator that is on the shelf works accurately. (If that is a relative
make finding the correct pronoun, what is its antecedent? Calculator.)
verb easy. • This special offer is good until Saturday, which is the last day of our sale.
(The relative pronoun which refers to Saturday, its antecedent.)
Teaching Tip Note that in each sentence, the verb in the clause introduced by a relative pronoun
Pronouns, Not Always agrees with the antecedent. (See Exhibit 4.6.)
Relative—Show students
that who, which, and that
are not always relative
pronouns. Consider, for relative pronoun
instance, “Who is the
clerk?” In this example,
Kirk Watson is one manager who strives for perfect sales figures.
who is an interrogative
pronoun and has no
noun and antecedent of who
antecedent. Also, in “Susan
didn’t know that the car
had been sold,” the word
that is a relative pronoun Exhibit 4.6
and has no antecedent. Subject-Verb Agreement
Relative pronouns do not Analyzing which word is the relative pronoun, which word is the verb, and
always have antecedents. which word is the antecedent can assist you in checking agreement. Thinking
In “Do you know which Critically: What is wrong with the use of the verb in the following sentence? Tony
course has been submitted the reports that was due yesterday.
canceled?” the word which Ans 4.6 The correct verb form is were, for the plural the reports, not was.
is an adjective.
Memory Hook
To help you choose the correct verb in clauses introduced by a relative
pronoun, omit the relative pronoun and use the antecedent as the
subject of the clause. For example, omitting the relative pronouns from
the preceding (see page 127) bulleted sentences would give:
one . . . strives
those . . . strive
people . . . strive
calculator . . . is
Saturday . . . is
Let’s look at some other examples:
• Lisa prefers one of those microwaves that (has/have) rotating shelves inside
(its/their) ovens. (By omitting the relative pronoun that, you can determine
the agreement: microwaves . . . have . . . their.)
• Cheryl Asuras is one of those sales representatives who (does/do) (her/their)
best selling under pressure. (Omit who, and you have sales representatives . . .
do . . . their.)

Note: An exception is a clause preceded by the only one. Such clauses
must take singular predicates.
• Nicole is the only one of the members who has cast her vote for the
expansion. (Has and her are correct.)
Check the following sentences for any agreement errors in the use of clauses
introduced by a relative pronoun. Write OK if the sentence is correct. If it contains
errors, circle the error(s) and write the correction(s) on the line provided.
1. Young, Inc., is one of those dealerships which has shown an interest in

leasing travel trailers. dealerships which have
2. Management will soon close one of the several retail outlets that is now
operating at a loss. are now operating
3. Martin is one of those accountants who always double-check figures. OK
4. Dr. Cohen prefers one of those vehicles that has four-wheel drive.
vehicles that have
5. Ms. Griffin is the only one of the council members who support the
curfew. members who supports
6. Dickson purchased one of those space heaters that has three temperatures
and a fan. heaters that have
7. We are ready to interview applicants who has their paperwork

completed. applicants who have
8. Anybody who qualifies may purchase their uniforms at the sale price.
his or her uniforms
9. The prosecutor wants jurors who deliberates conscientiously. who deliberate

10. Mr. Theokas is one of those lawyers who personally analyze the clients and
their cases. OK
Bonus Question
11. What is the rule for predicate agreement with compound subjects?
A compound subject joined by and is plural and must take a plural verb. However, if
the compound subject refers to one person or thing, then the subject takes a singular
verb. Also, if a compound subject joined by and is modified by each, every, or many
a, then the predicate is singular.


Review of Key Terms

1. What is the basic rule of predicate agreement? A predicate must agree with its
simple subject in number and in person.
2. How can a writer determine whether a collective noun is singular or plural?
To determine whether a collective noun is singular or plural, a writer must determine whether
the members of the group are acting as a group (singular) or as individuals (plural).
Editing Practice
Editing Alert! Underline all gender-specific nouns and suggest a gender-neutral word.
3. The weatherman gave some helpful information during the severe winter storm.
According to the Channel 8 newsman, all public schools are closed and mailmen
are expected to stop their deliveries immediately and return to the post office.
Many restaurants are closed because waitresses cannot get to work and food
deliveries have been stopped. A spokesman from the city recommended that
everyone stay at home for the duration of the storm. He related a story about a
stewardess being stranded as she tried to get to the airport. weatherman:
weather reporter; newsman: newscaster; mailmen: mail carriers; waitresses: servers;
spokesman: spokesperson; stewardess: flight attendant
Subject-Verb Agreement
4. As a team, circle any errors in the use of subject-verb agreement in the fol-
lowing sentences.
a. N
either the manager nor the assistant manager are eager to assume the
new responsibilities. is
b. A number of employees has joined the community orchestra. have
c. E
ach computer, desk, and printer were listed in our most recent inventory.
was
d. Don’t Mr. Weinberg know how to use Skype? Doesn’t
e. S
ome of our deliveries in Maine has been late because of the
blizzard. have
5. As a team, write a paragraph in which you recommend a colleague for a

job. Use at least five of the following terms as subjects: everybody, most,
nobody, some, a number, anybody, either, none, all, neither.
Responses will vary. Check for correct subject-verb agreement.


Discussion Point
Thinking Critically
6. What are some common problems concerning subject and verb agreement?
How can they be avoided? Errors in subject-verb agreement can occur
particularly
in inverted sentences, sentences with intervening phrases and clauses,
sentences
with common-gender nouns, and sentences that use indefinite pronouns
as
subjects. These errors can be avoided by isolating the subject and verb to make
sure
they agree in number. Writers must learn the indefinite pronouns and know that
they
are always singular.
7. Compare the agreement rule for subjects joined by and with the rule for sub-
jects joined by or or nor. Subjects joined by and are plural and must take a plural
verb.
On the other hand, when subjects are joined by or or nor, the verb must agree
with
the subject that follows or or nor.
Tech Quest
Using the search engine of your choice, locate an article on the Iditarod, which is a
dogsled race in Alaska. Read the article and then type five sentences from the article.
Identify as many of the following parts of speech as you can from the sentences you
selected: noun, pronoun, verb, adjective, adverb, preposition, conjunction, and inter-
jection. An interjection may be hard to find. Underline the word and type the part of
speech in parentheses immediately after the word. Be sure to document your source by
listing the website, article title, author (if given), date written (if given), and the date you
accessed the article. Student answers will vary.

©

Chapter 5
Mastering Nouns and Pronouns
Section 5.1
Nouns: Plural Forms
Section 5.2
Nouns and Pronouns:
Possessive Forms
Section 5.3
Pronouns: Nominative
and Objective Forms
Workplace
Connection
Learning the basic
grammar rules for forming ©Jack Hollingsworth/Getty Images
possessives and plurals of

nouns will help you com- CHAPTER LEARNING OUTCOMES
municate more effectively When you have completed this chapter, you should be able to:
with prospective employ- • Use nouns and pronouns appropriately.
ers. Employers judge
applicants based on their • State the rules for using apostrophes.
ability to speak and write • Give examples of nominative and objective pronoun forms.
correctly.
132
Section 5.1
Nouns: Plural Forms SECTION LEARNING

OUTCOMES
• Apply the essential principles for
Written communication needs to be precise for writers to com-
forming plurals of most nouns.
municate effectively. This is especially true in regard to forming
plurals. For example, when we say “several of our customers” or • Discuss rules for forming special
“this customer’s opinion” or “all customers’ orders,” we do not or- plurals of nouns (plurals that do
dinarily think of the differences in the written forms of customers, not follow the regular patterns).
customer’s, and customers’. We pronounce all three words in the
same way. In writing, however, these three words are not inter- • Determine when to use a diction-
changeable. Each has its own distinct meaning and use: ary to form the plurals of nouns.
• Identify plurals that often cause
Customers is a plural.
grammatical errors.
Customer’s is a singular possessive.
Customers’ is a plural possessive.
In this section and the next, you will master the use of plurals
and possessives.
The English language has a number
Plurals of Common Nouns of essential principles for forming the
Add s to most common nouns to form their plurals. Some examples plurals of nouns. To communicate
are: correctly, you must know the
Singular Plural essential principles and be aware of
service services the exceptions.
computer computers
employee employees
valley valleys KEY TERMS
Add es to nouns that end in s, sh, ch, x, and z to form their • compound noun
plurals. Some examples are: • apostrophe
Singular Plural
class classes
dash dashes
porch porches
tax taxes
Plurals of Proper Nouns

Add s to most proper nouns to form their plurals. Some examples are:
Singular Plural
Mr. Rivero the Riveros
Mrs. Amalfi the Amalfis
Ms. Weinberg the Weinbergs
133
Add es to proper nouns that end in s, sh, ch, x, and z. Some examples are:
Singular Plural
Mrs. Valdez the Valdezes
Michael Douglas the Douglases
Mr. Lynch the Lynches
Ms. Fox the Foxes
Jane Herz the Herzes
Plurals of Compound Nouns

A compound noun is a noun that consists of two or more words. Compound
nouns may be written with a hyphen, with a space between them, or as one word.
Make the main word, the most important word in the compound, plural. For
example, a bulletin board is a board on which we post bulletins. The main word
is board; therefore, the plural is bulletin boards, not bulletins board. Some other
examples are:
Singular Plural
KEY POINT mother-in-law mothers-in-law
Form the plural of a general manager general managers
compound noun by major general major generals
making the main word in editor in chief editors in chief
the compound plural. chief of staff chiefs of staff
(bulletin boards, not timetable timetables
bulletins board)
Plurals of Common Nouns Ending in y

Add s to form the plural if there is a vowel immediately before the y. Some examples
are:
Singular Plural
oops! attorney attorneys
Trouble With the key keys
In-Laws valley valleys
Amelia did not have a convoy convoys
good relationship with her Change the y to i and add es if there is a consonant immediately before the y. Some
sister-in-laws and did not examples are:
attend the recent family Singular Plural
gathering. (Sisters-in- company companies
law—the most important secretary secretaries
noun, sisters, is plural.)
territory territories
salary salaries
Note that proper nouns ending in y do not follow these rules. For proper nouns,
simply add s to form the plural. Some examples are:
Singular Plural
Ms. Langley the Langleys
Mrs. McCarthy the McCarthys
one Amy two Amys
Study Exhibit 5.1 carefully. It explains the rules for plural nouns.
134 Chapter Five Mastering Nouns and Pronouns

Exhibit 5.1
Plural Nouns Plural Nouns
Compound nouns
made up of two or
Endings Noun Types Plural Forms more words can have
all types of endings.
Ends in letters other Common, proper Add s How can you decide
than s, sh, ch, x, z which word is the main
word in a compound
Ends in s, sh, ch, x, z Common, proper Add es noun?
Ans 5.1
Decide which word modifies
All endings Compound Make main word or describes the main
plural (see two word. For example, bulletin
rules earlier) modifies or describes board
in the compound noun
bulletin board. Therefore,
Vowel immediately Common noun Add s
you would add the ending
before y ending in y
to board.
Consonant immediately Common noun Change y to i

before y ending in y and add es
Proper noun ending in y Proper noun Add s

ending in y
Check the following sentences for any errors in the use of plurals. Write OK if
the sentence is correct. Circle any error(s) and write the correction(s) on the line
provided.
1. The Perezes invited us to their home after the play. OK
2. Two Marcies—Marcy Delgado and Marcy Mason—ran for senator.

Marcys
3. We have had five general managers in the last two years. OK
4. Mr. Davis asked that we not reveal potential salarys until we extend an offer
to an applicant. salaries
5. My future sister-in-laws will be in our wedding. sisters-in-law
6. Mr. Armstrong is the owner of both companys. companies
7. Nevaeh sells our products to five territorys. territories
8. Two monkies and one baboon escaped from the zoo. monkeys
9. After lunch, we helped the farmer pick enough cherrys for a pie.
cherries
10. The Murphys bought insurance from one of our agents. OK
Section 5.1 Nouns: Plural Forms 135

Special Plurals
Forming certain plurals is a problem for writers because these plurals do not follow
Going Global the rules. For example, how would you form the plural of the courtesy titles Mr.
and Mrs.?
Always Be Courteous
The use of titles (for
example, Mr., Miss, Ms., Plurals of Titles With Names
Mrs., Dr., Professor) is a The commonly used courtesy titles and their plurals are:
way of showing respect. Singular Plural
Courtesy titles are con- Mr. Messrs.
sidered very important Mrs. Mmes.
in many countries. In Ms. Mses.
Germany, advanced
Miss Misses
degrees are always ac-
Dr. Drs.
knowledged; for example,
Frau Doktor Miller, Herr • Messrs. is derived from Messieurs, the French word for
Doktor Miller. Frau trans- “Misters.”
lates to Mrs. in English, • Mmes. is derived from Mesdames, the French word for
and Herr translates to Mr. “My ladies.”
When using the courtesy title with a name, make either the courtesy title or the
name plural, not both. Either plural form is correct. The trend is to make the last name
plural rather than the title. Pluralizing the title is usually reserved for formal usage.
Examples of both styles follow:
Singular Plural Title Plural Name
Ms. Toto the Mses. Toto the Ms. Totos
Mr. Werner the Messrs. Werner the Mr. Werners
KEY POINT Mrs. Ford the Mmes. Ford the Mrs. Fords
To form the plural of a Miss Khan the Misses Khan the Miss Khans
title used with a name,
make either the title or the
name plural. The trend is Plurals With Apostrophes
to make the name plural. In some situations, an apostrophe is used to form the plural. Use an apostrophe plus
s to form plurals of lowercase letters and lowercase abbreviations. Some examples
are:
• The t’s and f’s on this page are unclear.
• The receptionist handles all c.o.d.’s for our office.
To form plurals of capital letters and acronyms (words formed from the initial
letter of each word of the term) ending with capital letters, add only the lowercase s.
For example, the plural of URL (uniform resource locator) is URLs. (An example of a
URL is CNN.com.) For example, the plural of PIN (Personal Identification Number)
is PINs. These acronyms have become commonly accepted words in our culture. They
are written in all capitals to show that they represent words or terms and are usually
pronounced as words.
If adding an s to form a plural abbreviation would cause confusion, add an apostro-
phe before the s. Here is an example:
• He got A’s, I’s, and U’s on his report. (not As, Is, and Us)
An apostrophe is not required to form plurals in phrases such as ups and downs,
temperatures in the 30s, and in the 1990s.

Plurals With Special Changes Teaching Tip
Memorize Your Plurals—
Some nouns form their plurals in an irregular manner. Some examples are:
Remind students that some
Singular Plural irregularly formed plurals
man men must be memorized. Other
examples are foot, feet,
woman women and tooth, teeth.
child children
mouse mice
goose geese
shelf shelves
oasis oases
ox oxen
Exhibit 5.2 shows how to make special plurals. You should study it carefully.
Exhibit 5.2
Special Plurals Special Plurals
Forming special plurals
Title with names Make either title or name plural— is easy when the
not both. rules in the chart are
followed. Thinking
Critically: Find the
Plurals of lowercase letters, Add an apostrophe plus s. omitted apostrophe in
abbreviations, and acronyms this sentence: Tripp’s
and John’s grade
reports had all As.
Capital letters, abbreviations, and Add an s. Ans 5.2
acronyms ending with capital letters The first two apostrophes
are correct, but there
should be an apostrophe
Confusion if adding only s Add an apostrophe plus s,
as shown: A’s.
e.g., Ms vs. M’s.
Irregular plurals Use a different word,

e.g., leaf, leaves.
Check the following sentences for the correct use of plurals. Write OK if the Teaching Tip
sentence is correct. Circle any error(s) and write the correction(s) on the line Dictionaries Are
provided. Insightful—Stress to
students the importance
of using a dictionary when
1. Several woman were nominated by their individual companys to receive the
they are unsure of how
prestigious award. women, companies to form a plural. Online
dictionaries are quick and
2. Students must provide their tag numbers and VIN’s to get a parking
convenient.
sticker. VINs
3. Please clean the shelfs in both pantrys before closing time tonight.
shelves, pantries

4. Two men and two woman attorneys have joined our law firm: Mr. Krantz and
Ryan and Ms. Kramer and Sung.
women, Messrs. Krantz and Ryan, Mses. Kramer and Sung
5. At this time of the year, we see many gooses at our pond. geese
6. All the CEO’s are donating their bonuses to the earthquake victims.
CEOs
7. Mr. Tanner, our lawyer, faxed the legal documents to both Misses
Smiths. Misses Smith (or Miss Smiths)
8. The average age for retirement from our company is the mid-60s.
OK
9. Because of her illness, Sally received three Is for her incomplete courses.
I’s
10. The Messrs. Wexler are selling their farm and moving to the city.
OK
Plurals of Nouns Ending in o

Add s to form the plural of nouns ending in o preceded by a vowel. Some examples
are:
Singular Plural
studio studios
video videos
ratio ratios
Oreo Oreos
Add es to form the plural of nouns ending in o preceded by a consonant. Some
examples are:
Singular Plural
potato potatoes
tomato tomatoes
echo echoes
hero heroes
veto vetoes
cargo cargoes
Note: There are exceptions to the rule. For example, casino becomes casinos and
disco, short for discotheque, becomes discos. Consult your dictionary when you are un-
sure of a plural form.
Nouns ending in o that relate to music and art form their plurals by adding s. Some
examples are:
Singular Plural
piano pianos
alto altos
solo solos
oratorio oratorios

Plurals of Nouns Ending in f or fe
To form plurals of some nouns ending in f or fe, simply add s. Some examples are: Digital
Singular Plural Data
plaintiff plaintiffs
proof proofs Team Projects
roof roofs Many teams who are
safe safes working on projects use
belief beliefs collaboration tools such
chief chiefs as Google Hangouts and
Google Drive to discuss
In other cases, change the f or fe to v and add es. Some examples are:
their projects and to
Singular Plural work on them together.
shelf shelves Teams can also use cloud
half halves storage options found in
life lives Google Drive to share the
wife wives most up-to-date versions
knife knives of the project report and
self selves documents with members
of the team.
5.1 Self-Assessment C Teaching Tip

Self-Assessment With
the Dictionary—Allow
Write the plural forms of the following nouns. If necessary, consult an electronic
students to use an
dictionary. electronic dictionary on
their computer, tablet, or
1. potato potatoes cell phone to complete 5.1
pianos Self Assessment C. Using
2. piano
an electronic dictionary
3. gulf gulfs in class could encourage
students to use one on
4. belief beliefs
the job.
5. handkerchief handkerchiefs
6. echo echoes
7. solo solos
8. logo logos
9. thief thieves
10. loaf loaves
Plurals of Foreign Nouns

There are many nouns in the English language that are of foreign origin, usually
borrowed from Latin or ancient Greek. These foreign nouns have become part of our KEY POINT
everyday communications. Plurals of these nouns are not formed according to the Eng-
Plurals of foreign nouns
lish rules. When unsure, consult a hard-copy dictionary or an electronic dictionary.
Some examples of foreign-noun plurals are shown in Exhibit 5.3. that end in um are formed
However, some words of foreign origin have two plural forms—the “original” plural by dropping the um and
form and an English plural form, a plural formed by treating the singular noun as if it adding an a.
were an English word. Some examples are included in Exhibit 5.4.

Exhibit 5.3
Borrowed Plurals Borrowed Plurals
Plurals of certain words
borrowed from Latin Singular Plural
and ancient Greek are
formed as shown in
this table. Thinking addendum addenda
Critically: What is the alumna (female) alumnae
plural of basis? alumnus (male) alumni (now being used for both
Ans 5.3 male and female)
bases analyses
analysis
Teaching Tip axis axes
Word Endings—Indicate bacterium bacteria
that nouns that end in us in crisis crises
the singular are changed criterion criteria
to end in i in the plural. data
Only alumnae shows the
datum
change from the singular hypothesis hypotheses
a to the plural ending ae, synthesis syntheses
which is the plural ending syllabus syllabi
for feminine words in Latin.
Exhibit 5.4
English and Foreign English and Foreign Plurals
Plurals
Some words borrowed Singular Foreign Plural English Plural
from Latin and
ancient Greek have
two plural forms. appendix appendices appendixes*
Thinking Critically: curriculum curricula curriculums*
Which form would formula formulae formulas*
you probably use in
informal writing? index indices indexes*
medium media mediums
Ans 5.4
memorandum memoranda memorandums*
You would probably use
the English plural form in nucleus nuclei* nucleuses
informal writing. stadium stadia stadiums*
vertebra vertebrae vertebras*
syllabus syllabi* syllabuses
*Indicates the plural form generally preferred in English usage.
Employability
Skills Nouns Can Be Singular, Plural, or Both
Some nouns are usually singular, even though they end in s. Use a singular verb to agree
with a singular noun. These nouns appear plural in form, but they are singular in mean-
Writing
ing. Examples follow:
Most jobs require writing.
aeronautics Aeronautics is an excellent field of study.
For example, hospital
nurses spend much of their billiards Billiards is fun for the entire family.
work time documenting genetics Genetics is the study of heredity.
medications dispensed, mathematics Mathematics is my most difficult course.
doctors’ orders followed, news News of her promotion is posted on the company website.
patient evaluations, etc. robotics Robotics has improved both speed and quality in
manufacturing.

Other nouns ending is s are usually plural. Look at these words:
Olympics Olympics are televised around the world.
proceeds Proceeds from the concert were donated to hurricane
victims.
riches Riches do not always result in happiness.
There are also plural forms of singular nouns that are usually used in the plural. In
each example, the item refers to one pair:
binoculars The binoculars have helped me view the landscape from
the observation deck.
glasses The prescription glasses have substantially improved my
vision.
trousers His trousers are at the dry cleaners. Teaching Tip
Additionally, there are some nouns ending in s that can be singular or plural, de- When in doubt, find out!—
pending on the sentence construction or context. Note these examples: The English language rules
change often. Encourage
economics Economics is a popular course at the college. (singular students to check plurals
noun with singular verb) in an up-to-date dictionary
Current economics are forcing businesses to make un- when they are in doubt
popular decisions. (plural noun with plural verb) about usage.
politics Politics is a topic that is often debated. (singular noun with
singular verb)
Office politics were causing morale problems. (plural noun
with plural verb)
statistics Statistics is the collection, analysis, and interpretation of
data. (singular noun with singular verb)
Statistics are used to determine the best course of action.
(plural noun with plural verb)
oops!
One Shrimp or Two?
Nouns With One Form Michael went to the local
Some nouns do not end in s and have only one form. They may be used as either
seafood restaurant for
singular or plural nouns, depending on the intended meaning. Some examples follow:
dinner. He ordered a
aircraft The aircraft was ready to depart. (singular noun with salad for an appetizer and
singular verb)
all-you-can-eat shrimps
The aircraft were lined up on the runway. (plural noun with
plural verb) as the main course. (The
correct word is shrimp—
deer A deer was outside our den window. (singular noun with
singular verb) shrimp is a noun that can
The deer were eating the farmer’s corn crop. (plural noun be either singular or plural
with plural verb) in form.)
shrimp One large shrimp was placed on each salad. (singular
noun with singular verb)
The shrimp were grilled and used as an appetizer. (plural
noun with plural verb)
Sometimes it is difficult to determine whether a noun is singular or plural and
whether a singular or plural verb is needed. Always check the context and use the dic-
tionary to help make these decisions.
When a number modifies a noun, the modified noun usually has the same form to
denote either a singular or a plural number. Some examples are:
four-score years three thousand forms
2-liter bottles but one, five hundred applicants
2-liter bottle

The noun modified by the compound adjective agrees with the number in the adjective.
Let’s break down the expression four-score years:
Four is used as an adjective in this expression. Score is a noun and is singular
when used by itself. The words four-score, when used together, become a
compound adjective making score plural. Years is plural. In other words, the
noun (score) modified by the compound adjective (four-score) agrees with the
number in the adjective (four). Four and years agree in number because they
are both plural.
Check the following sentences for any errors in the use of plurals. Write OK if
provided.
1. Invitations were mailed to 10,500 alumni. OK
2. Our company requires both men and woman executives to get annual
physicals. women
3. Courses in economic and physics are required for your major. economics
4. Dr. Xiao distributed syllabus to each student in the class. syllabi
5. The consultant operated under the auspice of the bank. auspices
6. He cracked two of his vertebra when he fell on the ski slope.

vertebrae or vertebras (preferred English plural)
7. Three separate stadium were considered for the championship

competition. stadia or stadiums (preferred English plural)
8. Four deers were walking down to the pond for water. deer were
9. Several crisis were averted due to planning by emergency personnel.

crises
10. Statistics are quite helpful in planning manufacturing operations. OK

Review of Key Terms
KEY POINT 1. What do the terms compound noun and foreign noun mean? Give two ex-
Number is the character- amples of each. A compound noun is a noun that consists of two or more words,
istic of a noun, pronoun, such as mother-in-law or general manager. Foreign nouns are nouns usually
or verb that indicates borrowed from Latin or Greek, such as curriculum or syllabus.
whether one person or
2. Give an example of a courtesy title. When would you use this title?
thing (singular) or more
Courtesy titles include Ms., Miss, Mrs., Mr., and Dr. You would use a courtesy title
than one (plural) is meant. when addressing someone to whom you would like to show respect.


Editing Practice
Call an Editor! Supply the correct plurals to complete the following paragraph. Hint: A
maid of honor is an unmarried attendant, and a matron of honor is a married attendant.
3. Katja and Jasna Bolinski, twin daughters of Al and Rita Bolinski, were married
to John Whitmire and Wade Randolph, respectively, in a double ceremony.
ceremonies
The brides chose one ceremony instead of two c____________.
Because they have always had a close relationship, M____________Misses
Natali and Deirdre Bolinski, the brides’ unmarried sisters, served
as m____________
maids of h____________.
honor After the wedding, the
B____________
Bolinskis , parents of the brides, entertained at a reception. The
apartments
couples will live in adjoining duplex a____________ located on the corner
Avenues
of Washington and Lafayette A____________.
Discussion Point
Thinking Critically
4. When Dan Quayle ran for vice president of the United States some years
ago, he was embarrassed in a nationally televised program because
he could not spell the word potato. His confusion arose because of the
spelling of the plural form, potatoes. Forming plurals of nouns that end in
o can be difficult. Explain the rule that Mr. Quayle needed to know, and
give some examples to illustrate your answer. Add es to form the plural of
nouns ending in o preceded by a consonant. Some examples are (responses will vary):
Singular Plural
echo echoes
hero heroes
tomato tomatoes
Some examples of adding s to form the plural of nouns ending in o preceded by a
vowel are:
Singular Plural
studio studios
video videos
ratio ratios
Oreo Oreos
Bonus Question
5. Write the plural forms of the following words: casino, cargo, oratorio, solo,
tomato. casinos, cargoes, oratorios, solos, tomatoes


Section 5.2
SECTION LEARNING
OUTCOMES
Nouns and Pronouns:
Possessive Forms
• Apply the essential principles for
forming the possessives of nouns.
• Identify correct possessive forms of
The possessive form of nouns and pronouns is used to show owner-
compound nouns, of nouns show- ship. Errors in the use of the possessive form of nouns and pro-
ing joint or separate ownership, nouns are common and very noticeable in writing. This section
and of nouns used before gerunds. will help you master the correct usage of possessive nouns and
pronouns.
• Use the correct possessive forms of
An apostrophe is always used with a noun to show possession.
personal pronouns. The following rules will help you place the apostrophe in the cor-
rect position to show possession.
Possessive Form of Nouns

W H Y I T ’ S I M P O R TA N T Adding an Apostrophe Plus s
Add an apostrophe plus s for the following.
We frequently need to indicate separate
or joint possession of both tangible A Noun That Does Not End in s. An example is:
and intangible items. This task often • The man’s portfolio and the woman’s report are on
presents a challenge, especially in my desk. (the portfolio of the man, or belonging to the
written communications. man, and the report of the woman, or belonging to the
woman)
A Singular Noun Ending in s if the Possessive Form Is P

ronounced
KEY TERMS With an Added Syllable. Some examples are:
• One witness’s comment was especially effective.
• possessive form of nouns • My boss’s recommendation was helpful.
• possessive form of pronouns
• gerund
Memory Hook
The possessive word comes before the object of
possession:
• the manager’s reports (the reports of the manager, or the
reports belonging to the manager)
• the students’ assignments (the assignments of the
students, or the assignments belonging to the students)
By separating the ownership words from the objects
of ownership, you will be able to apply the rules of
possession easily.
144
Adding Only an Apostrophe
Add only an apostrophe for the following. oops!
Value Is the
A Plural Noun That Ends in s. Some examples are: Singular Objective
• The executives’ meeting has been rescheduled. (the meeting of the
The real estate agent
executives)
asked for the properties’
• Approximately two months’ time has been allotted for the project. (a time
of approximately two months) market value as a family
home. (Property’s—one
• The Browns’ new tractor arrived today. (the new tractor of the Browns or
belonging to the Browns) property was referred to
in the request.)
A Singular Noun Ending in s. If the possessive form is not pronounced with an added
syllable, then add only an apostrophe. Note: This rule applies to proper names that
would sound awkward with an extra syllable. An example is:
• Bruce Struthers’ promotion will be announced tomorrow.
Exhibit 5.5 reviews the rules for forming possessive nouns.
Teaching Tip
Listening to Syllables—
Ask students to pronounce
Forming Possessive Nouns the words witness’s and
witness as well as boss’s
and boss so that they can
Noun Type Rule hear the added syllable.
Noun (singular or plural) that does not Add an apostrophe plus s.

end in s Teaching Tip
Treat Singular and Plural
Singular noun that ends in s Add an apostrophe plus s. Nouns Fairly—For the first
(if possessive form is rule, point out to students
pronounced with an added that the singular and the
syllable, e.g., boss’s) plural nouns are treated
the same because they do
not end in s.
Singular noun that ends in s Add only an apostrophe.
(if possessive form is not p
ronounced
with an added syllable, e.g., Jones’)
Plural noun that ends in s Add only an apostrophe.
Exhibit 5.5
Singular and Plural Possessives
In deciding which word names the possessor and which word is the object of
possession, ask yourself the following question: Thinking Critically: Who or
what owns X? This will help you decide which word is the possessive.
Section 5.2 Nouns and Pronouns: Possessive Forms 145

Employability Check the following sentences for any errors in the use of possessives. Write OK
Skills if the sentence is correct. Circle any error(s) and write the correction(s) on the
line provided.
Serving Customers 1. The applicant’s résumés are in the folders on your desk. applicants’
To establish credibility
2. Several real estate agents have shown the Jone’s house but have been
with your customers, your
unable to sell it. Jones’
e-mail messages must
be grammatically correct. 3. An auditors report suggested that we limit the use of our companys’ credit
Texting-type language is cards. auditor’s, company’s
inappropriate for work-
4. Our boss’ vacation is scheduled for the third week in July. boss’s
related e-mails. Mastering
the rules of writing is an 5. The mechanic had to replace the radiator in Marys’ car. Mary’s
important employability 6. The seamstress’ credit card had been stolen and used to buy a
skill. television. seamstress’s
7. Jose Rodriguez and Matt Dawkins worked together to repair the storm
damage to their mothers homes. mothers’
8. Parents are encouraged to monitor their childrens immunization

schedule. children’s
Possessive Form of Nouns—Special Cases

In addition to knowing the basic rules for forming the possessives of nouns, you need to
know how to form the possessives of nouns in the following situations.
Compound Nouns
To form the possessive of a compound noun, make the last word possessive. If the last word
ends in s, add an apostrophe. Otherwise, add an apostrophe plus s. Some examples are:
• Two major generals’ recommendations are outlined in this report. (Major
generals, the compound noun, ends in s. To form the possessive, add an
apostrophe.)
• My brother-in-law’s bid was accepted by the City Planning Department.
(The compound noun is brother-in-law. The last word, law, does not end in
KEY POINT s, so add an apostrophe plus s.)
The last word in a com-

pound noun is used to Joint Ownership and Separate Ownership
form the possessive Joint Ownership. To show joint ownership, in which two or more people own the same
of a compound noun thing, add an apostrophe, or add an apostrophe plus s, to the last part of the compound.
(for example, the major Some examples are:
generals’ reports, the edi- • Susan and Randy’s father started this restaurant in 1995. (The father of
tors in chief’s articles). Susan and Randy is one person.)
• Nancy and Larry’s house is the newest on East Road. (The house
belonging to Nancy and Larry is one thing.)

Separate Ownership. To show separate ownership, add an apostrophe, or add an apos-
trophe plus s, to each part of the compound noun. Some examples are:
• Erin’s and George’s fathers started this restaurant in 1995. (Erin’s father
and George’s father are two different people.)
• Irwin’s and Vicki’s design studios are in Miami. (The two design studios
are separately owned.)
Nouns Used Before a Gerund

A gerund is a verb form that ends in ing and is used as a noun. A noun or pronoun used
immediately before a gerund must be in the possessive. Some examples are:
• Hal’s proofreading was very helpful to us in meeting the deadline. His
proofreading was very helpful to us. (The possessive form Hal’s or his is
used before the gerund proofreading.)
• We were unaware of Nancy’s leaving early. We were unaware of her leaving
early. (The possessive Nancy’s or her is needed before the gerund leaving.)
The next section provides examples of the possessive forms of personal pronouns
such as my, your, his, her.
Check the following sentences for any errors in the use of possessives. Write OK
if the sentence is correct. Circle any error(s) and write the correction(s) on the
line provided.
1. I consider Katrinas complaining annoying. Katrina’s
2. Andrew and Jessie became engaged in January. Andrew’s and Jessie’s

wedding is planned for next June. Andrew and Jessie’s wedding
3. The editor in chief’s project is being considered for the top writing
award. OK
4. Susans’ writing skill helped her get a promotion to nursing supervisor.

Susan’s
5. George and Carol’s son was nominated for mayor. OK
6. My sister-in-laws’ creativity helped with her business as an interior

designer. sister-in-law’s
7. Both police officer’s reports were accurate in presenting the facts of the
case. officers’
8. Kathy’s and John’s personalities contribute to their success in sales.

OK
Possessive Forms of Personal Pronouns KEY POINT

Possessive forms of nouns always have apostrophes. However, personal pronouns, such Do not use apostrophes
as I, you, he, she, it, we, you, they, become possessive by either:
with possessive forms of
• Adding an s (as in its) or personal pronouns.
• Changing their spelling (as in my, mine).

Exhibit 5.6
Personal Pronoun Forms Personal Pronoun Forms
Personal pronouns
take the place of
people, places, Nominative Forms* Possessive Forms
or things. Their
possessive forms
I my mine
have no apostrophe.
Thinking Critically: you your yours
What is the difference he his his
in meaning of your and she her hers
you’re?
it its its
Ans 5.6
Your is a possessive we our ours
personal pronoun. You’re is you your yours
a contraction of you are. they their theirs
who whose whose
*For more information on nominative forms, see pages 152 and 153.
The possessive forms of personal pronouns are listed in Exhibit 5.6. Note: Posses-
sive forms of personal pronouns never have apostrophes.
Study the following examples that show the correct uses of these forms.
oops!
• Valerie asked her assistant to revise the report.
It’s a Tricky • The red Honda Civic is ours; the white one is theirs.
Business • Would you please lend me your calculator; mine is at home.
Gleason, Inc., is moving it’s • The college is holding its graduation ceremony next week.
corporate headquarters to • Is this book yours?
Charlotte, North Carolina.
(Its—Gleason’s corporate
headquarters was referred
Possessive Forms of Pronouns—Special Cases
to; therefore, the pronoun The possessive pronouns its, their, theirs, your, and whose are sometimes confused with
words that sound similar, called homophones.
its is correct. It’s is a
contraction meaning Its, It’s. The possessive pronoun its means “belonging to it” or “of it.” The contraction
“it is.”) it’s means “it is.” See the following examples and Exhibit 5.7.
• This computer monitor is expensive, but its screen has high resolution.
(The possessive pronoun its is correct—the screen belonging to, or of, the
Teaching Tip computer.)
When in Doubt, Test • I like this monitor because it’s easier to read. (The contraction it’s is cor-
“It’s” Out—Teach students rect; it stands in place of it is.)
the standard trick of
substituting the full phrase
Their, There, They’re. Confusion arises with the possessive pronoun their and its
it is to test whether use
of the contraction it’s is
two homophones because we pronounce the three words in the same way. However,
correct. Do the same for they have different meanings. Their is a possessive pronoun meaning belonging to
other contractions. Remind them, there identifies a place, and they’re is a contraction of they are. Some examples
students that in addition are:
to forming possessives, • Sally and Mac have moved to their new house. (Their is a possessive
the apostrophe is used to
pronoun. Whose new house? Sally and Mac’s new house, or their new
denote letters that have
been omitted; hence, the house.)
term contraction. • They’re very happy there. (They are very happy there—in that place.)

Exhibit 5.7
Graduation
Its and it’s are easily
confused. Thinking
Critically: Which
sentence is correct?
The college is holding
it’s graduation
ceremony. The
college is holding its
graduation ceremony.
Ans 5.7
The college is holding its
graduation ceremony.
KEY POINT
©Ariel Skelley/Blend Images LLC • T hey’re is a
contraction of they
are.
Theirs, There’s. The pronoun theirs and the contraction there’s are pronounced some-
• There’s is a
what the same way. However, the contraction there’s means “there is.” Some examples
are: contraction of there
is.
• Is this book theirs? (Does this book belong to them?)
• It’s is a contraction
• There’s the book we want. (There is the book we want.) of it is.
Your, You’re. The possessive pronoun your means “belonging to you.” The contrac-
tion you’re means “you are.” Some examples are:
• Where are you going on your vacation? (the vacation belonging to you)
• Jack said that you’re very excited about your trip to Mexico. (Jack said
that you are very excited about your trip to Mexico.) oops!
Exhibit 5.8 shows possessive pronouns that are easily confused with contractions.
Who’s Who?
Whose in charge of the
security at this building?
Possessive Pronouns and Homophones (Who’s is correct—the
contraction for who is, not
the possessive pronoun
Possessive Pronouns Homophones
whose.)
its it’s
their there, they’re
theirs there’s
your you’re
*For more information on nominative forms, see Section 5.3. Ans 5.8
The homophones sound
Exhibit 5.8 the same as the possessive
Possessive Pronouns and Homophones pronouns but have very
Some possessive pronouns are easily confused with like-sounding words. different meanings from
Thinking Critically: How are the homophones in the table similar to and those of the pronouns in
different from their possessive pronouns? the table.

Whose, Who’s. The possessive form of the relative pronoun who is whose. Who’s is a
contraction that means “who is” or “who has.” Some examples are:
• Do you know whose briefcase this is? (Do you know to whom this
briefcase belongs?)
• Do you know who’s going to the meeting? (Do you know who is going to
the meeting?)
• Do you know who’s applied for the position? (Do you know who has
applied for the position?)
Check the following sentences for any errors in the use of possessive personal
pronouns. Write OK if the sentence is correct. Circle any error(s) and write the
1. Lana said that your working on you’re degree online.

you are (or you’re) working . . . your degree
2. Its quick and easy to order on line. It’s or It is
3. Do you know who’s cell phone was left in the break room? whose
4. Whose at the budget meeting to express our needs? Who’s

or Who is
5. Mitchell thinks theres enough inventory to fill there order.

there’s enough (or there is) . . . fill their order
6. Whose going to be installed as a new member at the Rotary meeting

today? Who is (or Who’s)
7. Their going to schedule a cruise to the Bahamas over the holidays.

They are (or They’re)
8. Playing in the community orchestra has its rewards. OK

Review of Key Terms
1. What is the function of the possessive form of nouns and pronouns? Use an
example to illustrate your answer. The possessive form of nouns and pronouns is
used to show ownership. For example, “their cars” shows that the cars belong
to them.
2. “A noun or pronoun used before a gerund must be in the possessive form.”
Please explain this statement. Responses will vary. Encourage students to think
critically.

Editing Practice
Proofreading Alert! Check the following sentences for any errors in the use of posses-
sives. Write OK if a sentence is correct. Rewrite the sentence if it contains errors.
3. Due to an ice storm, we’re not sure if its possible to get our furnace
fixed today. Due to an ice storm, we’re not sure if it’s possible to get our furnace
fixed today.
4. Management agreed that Jan Dills portfolio is impressive. Management agreed
that Jan Dill’s portfolio is impressive.
5. Carter’s decision to check his text messages gave us up-to-date information
and impressed our clients. OK
6. Jada was thrilled to find her new contract from the managers office when
she returned from lunch. Jada was thrilled to find her new contract from the
manager’s office when she returned from lunch.
7. Each employees’ suggestion received full consideration. Each employee’s
suggestion received full consideration.
8. Allison Martin, whose an excellent copywriter, has developed many award-
winning slogans for our products. Allison Martin, who’s an excellent copywriter,
has developed many award-winning slogans for our products.
9. I think that the womens’ locker room should be renovated. I think that the
women’s locker room should be renovated.
10. Anne’s and Linda’s event planning business is doing quite well. Anne and
Linda’s event planning business is doing quite well.
11. Please let me know by Monday if your interested in joining our invest-
ment club. Please
let me know by Monday if you’re interested in joining our
investment
club.
12. Both Lilly and John’s supervisors are pleased with the improvement in
quality. Both Lilly’s and John’s supervisors are pleased with the improvement in
quality.
Discussion Point
Thinking Critically
13. Look up the meaning of ownership and possess in your dictionary. Using this
information, explain the concept of ownership. How does this concept relate
to the possessive forms studied in this section? Responses will vary. Encourage
students to think critically and provide examples.

14. If possessive forms of nouns did not exist, how would your writing be
affected? Is there any other way to indicate possession? Explain.
Responses will vary. Encourage students to think critically and provide examples.


Section 5.3
SECTION OBJECTIVES
Pronouns: Nominative
• Apply the three rules for using
and Objective Forms
nominative case pronouns.
• Apply the three rules for objective Essential Principles
case pronouns.
To communicate well in writing, you must use the correct forms of
• Learn how to use pronouns ending nominative and objective pronouns and the pronouns ending in self in
in self. a number of different contexts.
The term case refers to the form of a pronoun. The case of a
pronoun shows how the pronoun relates to other words in a sen-
tence. There are three cases, or forms, of pronouns—possessive,
nominative, and objective. In the previous section, you studied the
possessive forms of pronouns. This section covers the other two
W H Y I T ’ S I M P O R TA N T forms—the nominative and the objective cases—and pronouns end-
Without pronouns, most of our ing with self.
sentences would be repetitive and Exhibit 5.9 shows the nominative and objective case
cumbersome. Therefore, understanding pronouns.
the function of pronouns, and using
them correctly, is an essential
communication skill. Nominative and Objective Pronoun Cases
Nominative Case Objective Case

KEY TERMS
• case Singular Plural Singular Plural
• object
I we me us
• compound subjects you you you you
• compound objects he they him them
she they her them
• antecedent it they it them
who who whom whom
whoever whoever whomever whomever
Exhibit 5.9
Nominative and Objective Pronoun Cases
Each case includes singular and plural pronouns.
Thinking Critically: How does a pronoun’s position in a
sentence affect its case? Ans 5.9 The pronoun’s position
shows how it relates to, or modifies, other words in a sentence. This
relationship defines the word’s case.
152
Nominative Case Pronouns
Follow the three rules below for using nominative case pronouns correctly in writing.
Rule 1: Subject of a Verb. If a pronoun is the subject of a verb, that pronoun must be
nominative. Some examples are: KEY POINT
• I have reviewed the income statement. (Who has reviewed it? I [nomina- When a pronoun is the
tive case, singular] have reviewed, not me [objective case, singular].)
subject of a verb, that pro-
• She and Ricardo will speak at the graduation ceremony. (Who will speak?
noun must be nominative
She [nominative case, singular] will speak, not her [objective case, singu-
lar]. She is the subject of the verb phrase will speak.) (for example, he and Fred
. . . , not him and Fred).
• Who is the director of customer service? (Who [relative pronoun, nomina-
tive case] is the subject of the verb is.)
Rule 2: Complement of a “Being” Verb. The being verbs are am, is, are, was, and Teaching Tip
were, as well as be, being, and been with helping verbs. If a pronoun follows and com- Actually, It’s Not All
pletes the meaning of a being verb, that pronoun must be nominative. (See Rule 3 for Relative—Remind students
an exception.) Some examples are: that the pronouns who,
whoever, whom, and
• Perhaps it was (they/them) who sent us these samples. (The being verb whomever are both
is was. The pronoun that follows was must complement the being verb. relative and interrogative
Therefore, the pronoun must be the nominative they.) pronouns, not just relative
• It must have been (he/him) in the boss’s office. (The being-verb phrase pronouns as the others in
is must have been. Therefore, the nominative form he correctly the tables are.
complements the being verb.)
Rule 3: Pronoun Completes the Infinitive. If a pronoun follows and completes the
meaning of the infinitive verb to be when to be has no subject, then that pronoun must
be nominative. An example is:
• The patients appear to be (they/them). (There is no noun or pronoun im-
mediately before the infinitive verb to be. Therefore, use the nominative
form they.)
Memory Hook
To help you remember Rule 3 about the infinitive verb to be, make this
connection:
• No subject—Nominative case
Let the no in the word nominative remind you to choose the nominative
pronoun when there is no subject before the infinitive verb to be.
Section 5.3 Pronouns: Nominative and Objective Forms 153

Check the following sentences for any errors in the use of pronouns. Write OK if
provided.
1. Who is the supervisor on the construction project? OK
2. When Philip heard my twin brother’s voice, he thought him to be I.

to be me (to be has the pronoun him before it)
3. Some members felt the mayor’s replacement should be her. be she
4. It must have been her who borrowed my car without asking. been she
5. Hannah, if you were I, would you have gone to the doctor? were me
Objective Case Pronouns

The object is a person or thing that receives the action of the verb.
Rule 1: Pronouns as Objects of Verbs, Prepositions, or Infinitives. Use the objective

case pronoun forms—me, us, him, her, them, whom, whomever—when the pronouns are
objects of verbs, prepositions, or infinitives. Some examples are:
• Mr. Pappas promoted me to executive assistant. (The verb is promoted.
The object of the verb is me [objective form], not I.)
Digital • Mei-Yu had already given a copy to us, so we bought an extra copy for
Data him. (Us is the object of the preposition to, and him is the object of the
preposition for.)
Be Skeptical About • To whom did Elmer send a package on Monday? (Whom is the object of
Grammar Checking the preposition to.)
The grammar-checking
• Ms. Rosenberg plans to visit them next week. (Them is the object of the
infinitive verb to visit.)
function of your word pro-
cessing software will point Rule 2: Subjects of Infinitives. Use the objective case pronoun forms for subjects of
out words that are mis- infinitives. An example is:
used or overused. How-
• Ken wants us to travel to England in June or July. (Us is the subject of the
ever, this software doesn’t infinitive verb to travel.)
know what you are trying
to say and, therefore, Rule 3: A Noun or Pronoun Precedes To Be. Use the objective case pronoun follow-
cannot guarantee that ing the infinitive verb to be when a noun or pronoun immediately precedes to be. An
you have communicated example is:
clearly in writing. • When she first answered the telephone, Eva thought Robert to be me.
(The noun Robert immediately precedes the infinitive verb to be; there-
fore, the objective form me is correct.)
Teaching Tip
If needed, spend extra
time on these special
Special Problems of Pronoun Usage
problems of pronoun In certain situations, selecting the correct case form of pronouns may be confusing. The
usage. Incorrect use of following discussion will help you in such situations.
nominative and objective
case pronouns is frequent Who, Whom; Whoever, Whomever. You have already learned that the pronouns who
in both speech and writing. and whoever are in the nominative case and the pronouns whom and whomever are in

the objective case. You also know that we use the nominative case (who and whoever) for
subjects of verbs and for complements of being verbs. Use the objective case (whom and oops!
whomever) as you would use other objective forms—that is, for objects of verbs (direct ob-
jects and indirect objects) and for objects of prepositions. Still, many people have trouble To Whom Does This
with these pronouns—usually because of complications in context. Use the Memory Hook Preposition Belong?
on page 156 to help you decide which pronoun case to use.
“To who it may
In Interrogative Sentences. Questions are generally worded in inverted order; concern . . .”
that is, the subject comes after the verb. Therefore, in applying the Memory Hook (Whom—whom is the
test on page 156 to questions, change the sentence to normal order before substitut-
object of the preposition
ing he or him.
to: “To whom it may
• (Who? Whom?) is the doctor Ed Billingsly recommended? (Normal order: concern.”)
“The doctor Ed Billingsly recommended is he.” A pronoun in the nomina-
tive case is correct because the pronoun follows a being verb. Who, then,
is correct because it is in the nominative case and complements the being
verb is.)
• (Who? Whom?) has the manager chosen? (Normal order: “The manager
has chosen him.” Whom, the objective case, is correct because him can
be substituted and him is in the objective case.)
Of course, if the question is in normal order, simply substitute he or him.
In Clauses. When who or whom (or whoever or whomever) is used in a dependent

clause within a sentence, you must (1) separate that clause from the rest of the sentence,
(2) determine whether the clause is in normal word order, and (3) proceed to substitute
he or him.
1. Separate the clause, which always begins with the word who, whom, whoever,
or whomever.
• We do not know (who? whom?) the caller could have been. (Separate
the dependent clause from the rest of the sentence: “who? whom? the
caller could have been.”)
• Share this piece of information with (whoever? whomever?) you worked
with on the Haggerty account. (Separate the clause: “whoever? whom-
ever? you worked with on the Haggerty account.”)
2. Change the inverted clause to normal order.
• . . . (who? whom?) the caller could have been (Normal order: “The
caller could have been who? whom?”)
• . . . (whoever? whomever?) you worked with on the Haggerty
account (Normal order: “You worked with whoever? whomever? on the
Haggerty account.”)
3. Substitute he or she or him or her in each clause.
• . . . the caller could have been he (Remember that a nominative form
must be used to complete a being verb; thus, he and who are correct.)
• . . . you worked with him on the Haggerty account (Him, objective case,
is correct, because him is the object of the preposition with. Therefore,
whomever is correct.)
Note: Interrupters such as I think, she says, you know, and we believe should be omitted
when selecting who or whom in clauses.
• The supervisor (who? whom?) I believe we should hire is Celeste Harrill.
(Separate the clause: “who? whom? I believe we should hire.” Omit the in-
terrupting words I believe and put the clause in normal order: “We should
hire her.” Whom, objective case, is correct because her, objective case,
can be substituted.)

Memory Hook
You know that him is in the objective case. Let the m in him remind
you of the m in whom and in whomever, which are also in the objective
case. You may even substitute him to test whether the objective case is
correct.
• The doctor (who? whom?) Ed Billingsly recommended is Dr. Richard
Bromberg. (Make this substitution: “Ed Billingsly recommended him.”
Because the objective case him is correct, the choice must be whom.)
• Patricia doesn’t know (who? whom?) the director has selected. (Make this
substitution: “The director has selected him.” The correct choice, therefore,
is whom.)
• We do not know (who? whom?) Dale Byrd is. (Make this substitution: “Dale
Byrd is he.” Because the nominative he can be substituted, the correct
answer is who.)
From the choices in parentheses, select the correct pronoun for each of the
following sentences.
1. (Whoever/Whomever) designed our web page should be commended for

doing such a good job. Whoever
2. We asked Jan, (who/whom) has experience in counseling, for her

opinion. who
3. Perhaps the applicant (who/whom) you interviewed using Skype was

Matthew Kline. whom
4. Shanique is an engineer (who/whom) should be assigned to the construction

project. who
5. The judge can fine (whoever/whomever) does not follow court orders.
whoever
6. Lane Freeman, (who/whom) we consider the best network specialist in the

state, will come to our company to train our employees. whom
Case Forms: Special Situations

There are situations in writing in which it is rather difficult to correctly select the nomi-
native or objective form. These situations are discussed in this section.
Pronouns in Compound Subjects or Compound Objects

Compound subjects or compound objects are nouns and pronouns joined by the coor-
dinating conjunctions or, and, and nor. When the pronoun is part of a subject, use the

nominative case. When the pronoun is part of an object, use the objective case. Some
examples are:
Nominative in Subjects Objective in Objects
Kevin and I want . . . . . . for Kevin and me
Ms. Royce and he asked . . . . . . asked Ms. Royce and him KEY POINT
She and I will write . . . . . . written by her and me
To choose the right pro-
They and we agree . . . . . . agree with them and us
noun in compounds, test
To choose the correct pronoun in compounds, remove the other parts of the compound pronoun choices by them-
and test the pronoun choices with the rest of the sentence. Some examples are:
selves with the rest of the
• Judy Sinclair and (I/me) leave for Mexico City on Monday. (When you omit sentence.
the words Judy Sinclair and, the answer becomes “I leave . . . ,” not “me
leave.”) • T om and (me/I) went
• Sylvia sent copies to Mr. Chernof and (I/me). (Omit the words Mr. Chernof to the movies.
and, and the answer becomes “Sylvia sent copies to me.”) Remove the word Tom
and “I went to the
Pronoun Phrases movies,” not “Me went to
When faced with a pronoun choice in phrases such as we supervisors or us supervisors, the movies,” becomes the
remove the noun that follows the pronoun and test the pronoun choices. An example is:
obvious choice.
• (We/Us) supervisors met with the union delegates. (Remove the noun su-
pervisors and test the pronoun choices. “We . . . met with” or “Us . . . met
with”? It becomes clear that the nominative pronoun we is correct.)
Pronouns With Than or As

Another pronoun problem may arise in sentences that contain than or as. Some
examples are:
• Roxanne has more vacation time than (I/me).
• This problem affects Aaron as much as (I/me).
When the word than or as is used in such comparisons, it usually represents an
incomplete clause. To improve your writing, complete the clause, and then the correct
pronoun becomes clear. Some examples with explanations are:
• Roxanne has more vacation time than I (have vacation time). (By complet-
ing the clause, it is clear that the clause is “I have vacation time,” not “me
have vacation time.”)
• This problem affects Aaron as much as (this problem affects) me. (The
added words this problem affects are understood and therefore not re-
peated. However, by using them to complete the clause, your pronoun
choice becomes clear.)
provided.
1. Alana can text more quickly and accurately than him. than he.
2. For security purposes, only Maria or her has the combination to the company
safe. Maria or she

3. The principal thought that none of us coaches wanted to work this
summer. OK
4. Between you and I, I think that Amanda Wexler will become marketing
Employability manager when Mr. Sarazen retires. you and me
Skills 5. The sales report was sent to us three product specialists. OK
6. The usual procedure is to ask Mr. Gomez or I for additional vacation

Organizing Ideas or me
days.
Organizing ideas is a key
7. The majority of the delegates voted for Hosea and he. and him.
component of communi-
cating with co-workers 8. The college president asked we students about the new campus parking
and customers. Business regulations. us students
documents that present than I.
9. Ariel is a more successful negotiator than me.
information in an orga-
nized manner help pre-
vent miscommunication.
Pronouns Ending in Self
Pronouns ending in self, such as myself, yourself, himself, herself, itself, ourselves, your-
selves, and themselves, perform two functions: (1) They emphasize or intensify the use
of a noun or another pronoun (intensive use). (2) They refer to a noun or pronoun that
has already been used in a sentence (reflexive use).
KEY POINT Intensive Use

Pronouns ending in self Pronouns ending in self provide emphasis. An example is:
put the emphasis on, or • Suzanne herself announced the competition results. (This is more
refer to, a noun or another emphatic than “Suzanne announced the competition results.”)
pronoun in the same
sentence. Reflexive Use
Pronouns that end in self refer to a noun or another pronoun that has already been used
in the sentence. An example is:
• Angela distributed the copies and kept one for herself. (Herself clearly
refers to Angela and saves us from saying, “Angela distributed the copies
and kept one for Angela.”)
Common Errors
Lack of Clear Antecedent. A pronoun that ends in self must have a clear antecedent
within the sentence. An antecedent is a noun or noun phrase that is referred to by the
pronoun. An example is:
• Gordon Taada and myself developed the strategy. To whom does myself
refer? The sentence should read, “Gordon Taada and I
developed . . .”
Misplacing the Pronoun. A pronoun must be placed correctly in the sentence. An

example is:
• When we asked the painter for his advice, he said that he prefers
spray painting himself. (Obviously the person does not want to
spray paint himself. Change the position of the pronoun in the sen
tence to correct this error: “. . . he said that he himself prefers spray
painting.”)

Going Global
the sentence is correct. Circle any error(s) and write the correction(s) on the line Name That Order
provided. Writing an individual’s
name varies depending
1. Don wanted to grill himself to make sure that the steaks were cooked to
on the language. In Eng-
perfection. Don himself wanted
lish, your first name comes
2. As Ms. Williams and himself stated, “Quality is extremely important.” before your last name (for
and he stated example, Sally Smith). In
3. The manager will update himself three policies. manager himself will Korean, the family name,
or last name, is always
4. When Davis and myself arrived at 6:30 a.m., we immediately began to load
written first (for example,
the truck with construction materials. Davis and I arrived
Kim Hyun Ju).
5. The farmer himself planted the seeds in the greenhouse. OK

Review of Key Terms
1. What does the term case mean in reference to pronouns, and what are the
pronoun cases? Use examples to illustrate your answer. The term case refers
to the form of a pronoun. The case of a pronoun shows how the pronoun relates to
other words in a sentence. There are three cases, or forms, of pronouns—possessive,
nominative, and objective. Examples will vary.

2. What is the difference between an object and an objective case pronoun?
Provide examples of each. An object is a person or a thing that receives the
action of a verb, and an objective case pronoun is a pronoun that receives the
action of a verb. Examples will vary. Tom pushed Joe (him).

3. How does a lack of a clear antecedent make a sentence confusing? Provide
an example of a sentence with a clear antecedent and an example of a sen-
tence with an unclear antecedent. Without a clear antecedent, words like myself
will not have a reference. Examples will vary.


Editing Practice
Grammar Alert!
4. Underline or circle the errors in plurals, possessives, and pronoun usage. Re-
write the following sentences with the correct usage.
s I am sure you know, our competitors are eager to compete with us for
A
the ToysPlus account. John and myself have begun the proposal process by
reviewing the video’s of there most recent advertising campaign. Here’s the
three areas of emphasis for selling their playground equipment: safety, exer-
cise, and cost.
This six month’s project should incorporate your most creative thoughts.
The president has issued herself a special incentive. If we get the ToysPlus
account, us, the advertising campaign staff, will get an extra weeks’ vacation
with pay.
Kaitlyn and Scot Weston, the owners of ToysPlus, want to work with our
company. However, the Westons’ are looking for the best advertising cam-
paign available. Obviously, you and me must give this campaign our best
effort. As I am sure you know, our competitors are eager to compete with us for
the ToysPlus account. John and I have begun the proposal process by reviewing
the videos of their most recent advertising campaign. Here are the three areas of
emphasis for selling their playground equipment: safety, exercise, and cost.
This six-month project should incorporate your most creative thoughts. The
president herself has issued a special incentive. If we get the ToysPlus account, we,
the advertising campaign staff, will get an extra week’s vacation with pay.
Kaitlyn and Scot Weston, the owners of ToysPlus, want to work with our company.
However, the Westons are looking for the best advertising campaign available.
Obviously, you and I must give this campaign our best effort.
Thinking Critically
5. The word noun is derived from nomen, a Latin word. Use a dictionary to find
the meaning of nomen. Then, find at least two related words. How does the
meaning of nomen relate to the meaning of the word noun given in this
section? Responses will vary.

6. Write three sentences using incorrect pronoun case, and exchange your
sentences with a partner. Ask your partner to explain why your
pronoun case is incorrect, and correct each other’s
sentences. Responses will vary.


Tech Quest
1. Search the Internet to find information on collective nouns. Specify the
collective noun used for more than one of a type of animal; for example, a
yoke of oxen. Note that there can be several correct answers for some of the
following:
a. ant colony
b. bee swarm, grist, or hive
c. cattle herd
d. dog pack
e. fish school
f. geese flock or gaggle
g. leopard leap
h. lion pride
i. oyster bed
j. pups litter
k. turkey rafter
l. quail covey
2. Search the Internet to determine the best way to express the plural of
computer mouse. Student answers may vary depending on the reference
consulted. Usually, references will say that both terms, computer mice and computer
mouses, are acceptable. However, it is better to reword and say “computer mouse
devices.”
©

Chapter 6
Expanding Language Skills
Section 6.1
Conjunctions
Section 6.2
Prepositions
Section 6.3
Adjectives
Section 6.4
Adverbs
©Keith Brofsky/Getty Images

Connection When you have completed this chapter, you should be able to:
Your ability to write and to • Understand how and when to use conjunctions.
speak correctly can make
• State the function of prepositions.
the difference in whether
or not you get the job you • Explain the importance of adjectives.
want or the promotion you • Discuss how adverbs work.
seek. Conjunctions and
prepositions clarify rela-
tionships among ideas;
adjectives and adverbs
make language more
expressive.
162
Section 6.1
Conjunctions SECTION LEARNING

OUTCOMES
Purposes of Conjunctions • Describe the three types of
conjunctions and give examples
As you will recall from Section 4.1, a conjunction is a word that is
used to join words, phrases, or clauses within a sentence. Some of the use of each type.
examples are: • Identify the pitfalls in the use of
• The delivery and the installation are included in the conjunctions and explain how to
quoted price. (In this sentence, the conjunction and avoid those pitfalls.
joins the words delivery and installation.) • Discuss ways of ensuring parallel
• The patient may get a report from my office or from the structure with coordinating and
laboratory. (The conjunction or joins two prepositional
correlative conjunctions.
phrases, from my office and from the laboratory.)
• Dana wants to buy a new printer, but she is waiting for
the printers to go on sale. (The conjunction but joins
the two independent clauses.)
Writing varied sentences and punctuating them correctly be-
come much easier once you have mastered the uses of conjunc- Understanding how and when
tions. This section presents three different kinds of conjunctions, conjunctions are used can help make
discusses the most common pitfalls in using conjunctions, and then your writing more interesting and
considers parallel structure. easier to understand.
Types of Conjunctions
There are three types of conjunctions: coordinating, correlative, and
subordinating. As you will see, coordinating and correlative con- KEY TERMS
junctions connect two or more items of equal grammatical rank.
Subordinating conjunctions, however, connect a clause that is sub- • conjunctions
ordinate to a main clause. • coordinating conjunctions
Coordinating Conjunctions • correlative conjunctions
The four coordinating conjunctions—and, but, or, and nor—are very • subordinating conjunctions
commonly used. Note that they connect only like elements of • parallel structure
grammar: two or more words, two or more phrases, or two or more
clauses. Some examples are:
• Pepperoni and beef are on your pizza. (The conjunc-
tion and connects two words, pepperoni and beef.)
• Pepperoni, beef, and peppers are on your pizza. (Here
the conjunction and joins three words.)
• Natalie has been with clients or with her staff
since early morning. (The conjunction or joins two
prepositional phrases, with clients and with
her staff.)
• Dr. Austin planned to spend five days at the moun
tain resort, but he couldn’t get a hotel room. (The
conjunction but connects two independent, or
main, clauses.)
163
Correlative Conjunctions
KEY POINT
Correlative conjunctions are pairs of conjunctions that are regularly used together to connect
Coordinating conjunctions like elements. Note, again, that both coordinating and correlative conjunctions connect like
and correlative conjunc- elements only. The following are the most commonly used correlative conjunctions:
tions join like elements of both . . . and
grammar. either . . . or
neither . . . nor
not only . . . but also
Teaching Tip whether . . . or
Conjunction Junction—At
Just as with coordinating conjunctions, correlative conjunctions connect words,
first, students may need
help identifying the items
phrases, or clauses equal in grammatical rank. Some examples are:
that the conjunctions join. • Not only Ben but also Justin will fly to Chicago for the household appli-
Help them find the words, ance show. (Here the correlatives not only . . . but also connect two words,
phrases, and clauses in Ben and Justin.)
each example.
• Jack will work on our electrical system either during the week or during
the weekend. (Two phrases, during the week and during the weekend,
are joined.)
• Wesley intends both to play football and to graduate with honors. (Here
two infinitive phrases to play football and to graduate with honors are
connected.)
Subordinating Conjunctions
Subordinating conjunctions join clauses of unequal rank. A subordinating conjunction in-
troduces a subordinate, or dependent, clause and connects it to a main, or independent,
clause. Some examples are:
• Although we completed the tax return, we were unable to duplicate it
because the copier has been broken for several days. (Although is a sub-
ordinating conjunction that introduces the subordinate clause although
we completed the tax return. Furthermore, although connects this subor-
dinate clause to the main clause.)
• You should submit a $200 deposit if you plan to go to London with our
Ans 6.1 group. (The subordinating conjunction if introduces the subordinate
If you can identify clause if you plan to go to London with our group and connects this
subordinate clauses in clause to the main clause.)
your communications with Study the list of commonly used subordinating conjunctions in Exhibit 6.1 so that
others, you will be able to
you will be able to identify subordinate clauses.
identify when two or more
ideas are of unequal rank.
Exhibit 6.1
Subordinating Subordinating Conjunctions
Conjunctions
Subordinating after how until
conjunctions form although if when
subordinate clauses as in case that whenever
which indicate ideas of as if in order that where
unequal rank. Thinking as soon as provided that wherever
Critically: How can as though since whether
identifying subordinate because so that while
clauses improve your before than why
comprehension? even if that
for unless
164 Chapter Six Expanding Language Skills

KEY POINT
Do not use a preposition
Underline the conjunctions used in the following sentences. when a conjunction is
Label each conjunction as coordinating, CO; correlative, CR; needed.
or subordinating, S.
1. You may purchase your house as soon as your loan is approved.

S You may purchase your house as soon as your loan is approved.
2. While Mr. Davenport was on vacation, his office was redecorated. Going Global
S While Mr. Davenport was on vacation, his office was redecorated.
Meeting Time
3. Have you reserved both the conference room and the banquet hall? Time is a flexible concept
CR Have you reserved both the conference room and the banquet hall?
in some cultures, and not
4. Jill’s plane was late, but she arrived just in time to present her report. all countries start meet-
CO Jill’s plane was late, but she arrived just in time to present her report. ings on time. In Latin
America, it is normal
5. If you prefer working eight hours per day, please let your
to arrive 15 minutes to
supervisor know. S If you prefer working eight hours per day, please let your
2 hours late for a meet-
supervisor know.
ing. In Australia or in the
6. Unless you find your wallet immediately, you must cancel the credit cards United States, profes-
that were in it. S Unless you find your wallet immediately, you must cancel sional people are ex-
the credit cards that were in it. pected to be on time.
7. Sarah did not know whether to take a taxi or to take the airport shuttle.
CR Sarah did not know whether to take a taxi or to take the airport shuttle.
8. The manager requested that Juan translate for our clients from Mexico.
S The manager requested that Juan translate for our clients from Mexico.
Employability
9. We are expecting either snow or sleet tonight and tomorrow.
CR We are expecting either snow or sleet tonight and tomorrow.
Skills

10. You may rent a house, or you may rent a condominium. Allocating Money
CO You may rent a house, or you may rent a condominium. Learning how to allocate
money and other resources
is a valuable employability
skill. You should be able
Pitfalls of Using Conjunctions to prepare budgets, keep
There are two major conjunction pitfalls: (1) choosing a conjunction that does not accurate spending records,
accurately convey the meaning intended and (2) choosing a preposition when a con- and make adjustments as
junction is needed. necessary.
Choosing the Correct Conjunction

But or And. The conjunction but provides a contrast, while and simply joins two ele-
KEY POINT
ments. Use but when a contrast is intended. Some examples are: Be sure to use the proper
• The difference between the motel accommodations is minimal, but only conjunction or preposition
one motel is oceanfront. (but for contrast) when writing professional
• The two motels are similar in price, and both are oceanfront. (and to join documents.
two items)
Section 6.1 Conjunctions 165

Who, Which, or That. Use who to refer to persons and which to refer to objects. Never
say or write and who or and which. Some examples are:
• Send a copy of the report to Dave Austin, who is the vice president. (Who
refers to a person.)
• Rex asked us to present our petition to the board, which is responsible for
all major decisions. (Which refers to an object.)
That is used to refer to persons, objects, or animals. Some examples are:

oops! • The person that you met yesterday is Ron Taylor. (That refers to a person.
With Whom Did Note that whom could also have been used.)
You Meet? • One idea that you will deem exciting is restoring the antique carousel.
(Here, that refers to an object.)
Evan McBride, who you
met during last week’s
• The registered dog that Carrie bought was a chocolate lab. (That r efers to
an animal.)
meeting, has resigned.
(Whom, the object, is
correct, not who.) Since or Because, Not Being That. There is no such conjunction as being that. Use
since or because instead. An example is:
• Because Mr. Rupert had a virus, he decided to work at home yesterday
and today.
The Reason Is That, Pretend That. Do not say or write the reason is because
and pretend like. Instead, the reason is that and pretend that are correct. Some
examp les are:
• The reason for the delay in the flight arrival time is that violent storms
prohibited the plane from taking off.
• The driver should not pretend that he didn’t know that he was
Teaching Tip speeding.
Verb Clauses—In the
second example, help
students see that unless Unless, Not Without or Except. Without and except are prepositions. A preposi-
Ms. Cochran approves it is tion always introduces a prepositional phrase. A preposition is not a substitute
indeed a clause. Point out for the subordinating conjunction unless. A prepositional phrase consists of
the verb approves. Stress a preposition plus its noun or pronoun object and any modifiers. Some exam
that a prepositional phrase ples are:
has no verb.
• You cannot return the merchandise without Ms. Cochran’s approval.
(Without Ms. Cochran’s approval is a prepositional phrase: approval
is the object of the preposition without, and Ms. Cochran’s is a
oops! modifier.)
• You cannot return this merchandise unless Ms. Cochran approves it. (The
Unless, Not subordinating conjunction unless introduces a clause. To say or write
Without without Ms. Cochran approves it is incorrect. The preposition without
cannot introduce a clause.)
Please make sure that
Bonny doesn’t leave
the hospital without her As, As If, As Though, Not Like. Remember that like is a preposition as in “a desk like
doctor approves. (Unless mine” or a verb as in “I like this desk.” It is not a conjunction. Therefore, do not use like
when as, as if, or as though is intended. An example is:
is correct, not without.)
• Ralph acted as if he was disappointed.

Check the following sentences and circle any errors in the use of conjunctions.
Write OK if the sentence is correct. Rewrite the sentence part that contains errors.
1. We will take no action in the matter except Mr. Melton insists.

unless Mr. Melton insists.
2. The document is not official except it is notarized.

unless it is notarized.
3. Davis should act like he is really interested in working in a bank.

as if or as though he is
4. You should not pretend like you did not know the company rules.
pretend that you
5. Being that Mr. Mallory has a sprained ankle, he will not be able to play
in the company softball tournament. Because (or Since) Mr. Mallory has
6. Do not mail the check without you verify that we have enough funds to
cover it. unless you verify that
7. Both employees deserve this promotion, and only one of them has a
college degree. but only one of them
8. One explanation for the increase in delivery expense is because gas

prices are continuing to rise. is that gas prices
9. The caterer provided videos of several bands which would be available

for our grand opening. that would be
10. Neal said, “It seems as if almost everyone speeds through this
neighborhood.” OK
Parallel Structure
Observing the rules of parallel structure will provide balance to your writing. Parallel
structure expresses parallel ideas in parallel form. Some examples are: KEY POINT
• The new accountant works quietly and accurately. (The conjunction To balance sentences,
and joins two parallel elements—two adverbs, quietly and present parallel ideas in
accurately.) parallel form.
• The new accountant works quietly and with accuracy. (The same
ideas are expressed here, but they are not expressed in parallel form.
An adverb, quietly, joined to a prepositional phrase, with accuracy,
is incorrect. These two grammatical elements are not alike; they are
not parallel.)
With Coordinating Conjunctions

Coordinating conjunctions connect like elements: an adjective with an adjective, a
prepositional phrase with a prepositional phrase, and so on. Therefore, make sure

that the elements before and after a coordinating conjunction match. Some exam-
oops! ples are:
Speaking in • Our security system is checked carefully and (regularly/with regularity).
Parallels (An adverb, carefully, appears before the coordinating conjunction and;
therefore, the adverb regularly should follow and.)
Helen speaks quietly and • Running the first mile is relatively easy, but (finishing/to finish) the mara-
with confidence. thon is quite challenging. (Finishing matches running. Both running and
(Confidently is parallel finishing are gerunds.)
with quietly.)
Underline errors in parallel structure with coordinating conjunctions.
Write the correction in the space provided. Write OK if the sentence is
correct.
1. The doctor told the patient that avoiding certain foods is necessary, but
to exercise is essential to overall health. but exercising is
2. “Both doctors,” the patient commented, “seem to be competent and

professional.” OK
3. Please send the signed contract by Federal Express, by fax, or you can
send it by e-mail. or by e-mail.
4. Jake’s responsibilities in customer service consist of greeting

customers, answering questions, making decisions, and taking
payments. OK
5. Alicia Lewis, the nutritionist, said that squash could be served steamed,
fried, or is edible raw. or raw.
Digital
Data
Cell Phones— With Correlative Conjunctions
Luxury or To achieve parallelism with correlative conjunctions, simply make sure that the element
Necessity? that follows the first conjunction is the same part of speech as the element that follows
The cell phone has be- the second conjunction. Some examples are:
come an essential tool in • Katie wants either Adam or me to select the carpet for the reception
everyday communication. area. (The elements that follow either . . . or are the noun Adam
Individuals from all walks and the pronoun me. Nouns and pronouns are considered like
of life and occupations elements because pronouns are substitutes for nouns. Thus, the
phrase either Adam or me is parallel.)
use cell phones to have
accessibility at almost any
• The color green is predominant not only in the reception area’s furnish-
ings but also in its carpet. (Notice the parallelism of two prepositional
location around the world.
phrases, one after each of the correlatives.)
New cell phone capabilities
• Not only did the volunteers do all the painting, but they also hung
frequently generate the the wallpaper. (Not only is followed by an independent clause, and
rhetorical question, “What but also is followed by an independent clause and may be interrupted
will they think of next?” by they. The sentence is parallel. Do not be misled by the inverted
order of the first clause.)

Misplaced Conjunctions
Be sure that the placement of the correlative conjunction is correct. A misplaced con-
junction can change the meaning of a sentence. Some examples are:
• Matt likes either to eat pizza or to eat spaghetti. (correct)
• Matt likes to eat either pizza or spaghetti. (correct)
• Matt likes to eat either pizza or to eat spaghetti. (incorrect)
Check the following sentences for any errors in the use of parallel structure with
correlative conjunctions. Write OK if the sentence is correct. Underline the error, and
write the correction in the space provided.
1. Mrs. Mallory neither signed the lease nor the sales contract.
signed neither the lease nor the
2. Vote either for Tom or for Luke to serve as mayor. OK
3. Steven likes both to grill steak and chicken. to grill both steak and chicken.
4. You can save money at restaurants by either using discount coupons or
by eating dinner before 5 p.m. either by using discount coupons or by
eating
dinner
5. Our online sales catalog is both well designed and has colorful
illustrations. is both well designed and colorfully illustrated.

Review of Key Terms
1. What are the three types of conjunctions? Describe the function of
each one. The three types of conjunctions are coordinating, correlative, and
subordinating conjunctions. A coordinating conjunction joins equal parts of a
sentence. Correlative conjunctions are pairs of conjunctions that are used together
to join like elements. Subordinating conjunctions join clauses of unequal rank
(a dependent clause to an independent clause).
2. What is parallel structure? Parallel structure is the use of the same structure to
provide balance in a sentence.


Editing Practice
Proofreading Alert! Correct any errors in the following sentences.
3. I was not aware of Monique leaving work early, but apparently she had
permission to do so. Monique’s
4. My sales projection does not agree with your’s. yours
5. Please check the ratioes that are listed in the appendix. ratios
6. Richard don’t want to take our clients to play golf Friday afternoon.
Richard doesn’t
Using Conjunctions Correctly
7. Correct any conjunction errors in the following sentences. Write OK if the
sentence has no errors.
a. During his vacation, Jason spent money like it were growing on trees.
as if or as though
b. The reason Sherry is buying more clothes is because she just got her
first professional job. that
c. Last month, they not only agreed to drop the lawsuit but also to
accept a refund for the damaged merchandise. agreed not only
8. Revise the following paragraph so that (a) short, choppy sentences are com-
bined, using conjunctions, and (b) each sentence has parallel structure. As a
team, present the findings to your class.
Mr. Mendoza is going to tour our plant this month.
Mr. Cassio is going to tour our plant this month. They
are concerned about recent problems in understocking,
shipping, and returned goods. The warehouse is not the only
place they will check. They also will visit customer relations.
Responses will vary. For example: Mr. Mendoza and Mr. Cassio are going to tour
our plant this month. They are concerned about recent problems in understocking,
shipping, and returns. Not only will they be checking on the warehouse, but also
they will be paying a visit to customer relations.
Discussion Point
Thinking Critically
9. How can writers verify that their sentences are parallel when using
coordinating and correlative conjunctions? Writers should look for patterns
in structure or form. The structure of sentence parts needs to be balanced. Look for
the conjunction, and verify that the structure on both sides is parallel.
10. Explain how the conjunctions but and or can make writing “more
thoughtful.” The conjunctions but and or provide a contrast. The reader is
following the text, thinking one way. Then, he or she reads one of these words and
must begin to think in another direction.

Section 6.2
Prepositions SECTION LEARNING

OUTCOMES
Using Prepositions
• State the function of prepositions.
A preposition is a connecting word. It connects a noun or a pro-
noun to the rest of the sentence. The preposition combined with • Explain why certain prepositions
that noun or pronoun makes up a prepositional phrase. Examine are used with certain words even
the following commonly used prepositions and some sample though no rule is involved.
prepositional phrases. Note: But is a preposition only when
it means “except.” In other cases, but is a conjunction. Some • Identify several pitfalls in the use
examples are: of prepositions and cite the rules
for avoiding those pitfalls.
Prepositions Prepositional Phrases
about but (except) off above the window
above by on after our presentation
after except over before his birthday W H Y I T ’ S I M P O R TA N T
among for to from Jon and Mike Such prepositions as for, in, of, on,
at from under into the soup and to are used so often that native
before in until like that magazine speakers generally pay no attention
below into up off the roof to them.
beside like upon to the park
between of with with my brother
The noun or pronoun that follows the preposition in a phrase KEY TERMS
is the object of the preposition. The phrase may include modifiers, • prepositions
for example, new in to the new instructor modifies instructor, which is
the object of the preposition to. Also, a phrase may have compound • prepositional phrases
objects, as in from Brian and Tammy. • object of the preposition
Because prepositional phrases often interrupt the subject and
the verb in a sentence, your ability to make subjects and verbs agree • idiomatic usage
will sometimes depend on your ability to identify prepositional
phrases. Examine the following examples:
• The computer analysts in this company are reviewing
the computer security rules carefully. (The preposi-
tional phrase in this company separates the subject
computer analysts from the verb are. A careless Teaching Tip
speaker, therefore, may incorrectly say “company is,” Prepositional Objects—
which is wrong.) Ask students to find the
object of the preposition in
• One employee from both departments has agreed to each phrase given in the
represent his or her department. (The prepositional examples. Point out the
phrase from both departments separates the subject modifiers, such as one and
employee from the verb has agreed.) both.
171
Put parentheses around each prepositional phrase, write the phrase in the space
provided, and underline the preposition in each phrase.
1. You should find the information on my computer.

on my computer
2. An experienced pilot may have difficulty landing safely in this weather.

in this weather
3. Chad went to the pharmacy after his appointment with his doctor.
to the pharmacy, after his appointment, with his doctor
4. The main reason for the delay is that Will is in a traffic jam.
Employability for the delay, in a traffic jam

Skills
5. Only one of our patients complained that he was frustrated with the
Self-Esteem admission procedures. of our patients, with the admission procedures
The ability to believe in 6. Jason went into the warehouse with the fire marshal.
one’s self is important into the warehouse, with the fire marshal
in a work environment.
7. The selection for the mall location will not be revealed until the
Self-esteem and a positive for the mall location, until the property
property has been purchased.
attitude are valuable attri-
butes that employers look 8. After his presentation, Mr. Stafford was interviewed by the local press.
for in their employees. After his presentation, by the local press
Words Requiring Specific Prepositions

Through years of use, certain expressions have come to be considered “correct” even
though there may be no rule or logical reason to make them so. Such usage, called
idiomatic usage, governs many expressions in our language. The use of certain preposi-
tions with certain words is idiomatic. Long-accepted use has made it correct to use these
prepositions. Examples are given in Exhibit 6.2 on page 173.
Common Idiomatic Errors

KEY POINT The idiomatic expressions that are used and misused most often are given special
Using the incorrect attention below. Be sure to learn to use these expressions correctly.
preposition can change
the meaning of what you Agree With, Agree To. Use agree with when the object of the preposition is a
are trying to say. person or an idea; use agree to when the object is not a person or an idea. Some
examples are:
• Does Sidney agree with Mr. Porter on the need to improve security in
the parking deck? (Because the object of the preposition is a person, the
preposition with is correct.)
• Yes, Sidney agrees to the recommendation to improve security in
the parking deck. (Here, the object of the preposition is recommen-
dation; because the object is not a person or an idea, agrees to is
correct.)

Idiomatic Expressions with Prepositions KEY POINT
Idiomatic expressions are
abhorrence of correspond to or with (match;
abhorrent to agree with) specific to the country or
abide by a decision correspond with (exchange region of their origin.
abide with a person letters)
abound in or with credit for
accompanied by a deal in goods or services
person deal with someone
accompanied with an depend or dependent on (but
item independent of)
acquit of different from (not than or to)
adapted for (made disappointed in or with
over for) discrepancy between two
adapted from a work things
adapted to (adjusted to) discrepancy in one thing
affinity between dispense with
agree to a proposal employ for a purpose
agree with someone employed at a stipulated salary
agreeable to (with is employed in, on, or upon a
permissible) work or business
angry at or about a thing or enter at a given point
condition enter in a record
angry with a person enter into (become a party to)
attend to (listen) enter into or upon (start)
attend upon (wait on) exception to a statement
beneficial to familiarize with
bestow upon foreign to (preferred
buy from to from)
compare to the mirror image identical with
(assert a likeness) independent of (not from)
compare with the reverse side inferior or superior to
(analyze for similarities or need of or for
differences) part from (take leave of)
compliance with part with (relinquish)
comply with plan or planning to
confer on or upon (give to) (not on)
confer with (talk to) profit by
confide in (place confidence in) in regard to
confide to (entrust to) with regard to
conform to as regards
in conformity to or with retroactive to (not from)
consist in (exist in) speak to (tell something to a
consist of (be made up of) person)
convenient for (suitable for, speak with (discuss with)
easy for) wait for a person, a train, an
convenient to (near) event
conversant with wait on a customer, a guest Ans 6.2
If the listener or reader does
not use the same idiomatic
Exhibit 6.2 usage, the message can
Idiomatic Expressions be misunderstood. For
Speakers of English in countries such as Australia and Britain differ in their example, lucked out means
idiomatic usage compared with speakers of English in the United States. “out of luck” in Australia, but
Thinking Critically: How can misunderstandings in idiomatic usage hinder it means “gaining luck” or
communication? “good luck” in America.
Section 6.2 Prepositions 173

Angry With, Angry At. Use angry with when the object of the preposition is a person;
use angry at or about when the object is not a person. Examples follow:
• Lisa appeared to be angry with Mr. Parker because she was not
r ecommended for the transfer. (With is correct because its object
is a person, Mr. Parker.)
• Lisa appeared to be angry at the decision not to transfer her. (Now, the
object of the preposition, decision, is not a person; thus, angry at or about
is correct.)
Part From, Part With. Part from means “to take leave of ”; part with means “to
relinquish” or “to give up.” Part from is generally used when the object of the preposi-
tion is a person. Part with is generally used when the object is not a person. Examples
follow:
• As soon as we part from Greg Teague at the airport, we will return to the
office. (“We” part from a person.)
• Although we certainly appreciate the features of the new telephones, we
hate to part with our old telephones that were reliable and durable.
(Part with means “to relinquish” or “to give up.”)
Discrepancy In, Discrepancy Between, Discrepancy Among. Use discrepancy in

when the object of the preposition is singular. Use discrepancy between when the object
specifically denotes two in number. Use discrepancy among when the object denotes
three or more persons or things. Examples follow:
• I checked the client’s account carefully and found no discrepancy in it.
(Only one account is mentioned.)
• Compare these two spreadsheets; then let me know if you find any dis-
crepancy between the two. (Two spreadsheets are mentioned.)
• There were many discrepancies among the statements from the
eyewitnesses. (More than two statements are mentioned.)
In Regard To, With Regard To, As Regards. The three terms in regard to, with
regard to, and as regards are equally correct, but be sure to remember that only the
word regard, not regards, can be used in the phrases in regard to and with regard to.
Examples follow:
• Jonathan has already consulted Mr. Abernathy (in/with) regard to the new
software. (Either in or with is correct.)
• (In/With/As) regards the new software, please consult Mr. Abernathy. (Only
as is correct—as regards.)
Note: In many cases, you can simplify and improve your sentence by substituting the
word about for in regard to, with regard to, or as regards. An example is:
• Jonathan has already consulted Mr. Abernathy about the new
software.
Different From, Identical With, Plan To, Retroactive To. Memorize the correct
prepositions that go with these phrases so that you will use them properly. Examples
follow:
• different from (not than)
• identical with (not to)
• plan to (not on)
• retroactive to (not from)

Check the following sentences for any errors in the use of prepositions. Write
OK if the sentence is correct. Correctly write the part of the sentence that
contains errors.
1. When we part with our clients, we will immediately drive to the coast to
meet our cruise liner. part from
2. Sue enthusiastically told us how the safari is different than her previous
trips abroad. different from
3. Bruce was angry at the mechanic because his car was not repaired by
Friday as promised. angry with
4. The manager plans on opening two branches by the end of the year.
plans to open
5. Did the prosecutor agree with the judge’s decision? OK
6. Compare the two appraisals to see if you find any discrepancy among
the two. discrepancy between
7. Abbie said that the new pay scale will be retroactive from January 5.
retroactive to
8. The travel trailer at the local dealership was identical to the one that
was destroyed by the storm last weekend. identical with
9. Maria seemed angry with the decision not to hire her brother.
angry at or angry about
10. The insurance company wrote Matthew in regards to the claim that he
filed. in regard to
Pitfalls of Using Prepositions

Deciding when to use between and when to use among is one preposition choice that
traps many writers and speakers. Other pitfalls include adding unnecessary prepositions
or, conversely, omitting prepositions that are necessary.
Commonly Confused Prepositions

Study the following examples to avoid the most common preposition pitfalls.
Between, Among. Use between when referring to two persons, places, or things, and
use among when referring to three or more. Examples follow:
• The marathon was tied between Evelyn and Caley. (between two
people)
• The reactions to the new product were divided among our three experts.
(among three experts)
Between may also be used to express a relationship of one thing to each of several
other things on a one-to-one-basis. Examples follow:
• A separate agreement was signed between the university and each of
the three students.
• Between each artist and each gallery exists an unspoken respect.

Beside, Besides. Beside means “by the side of ”; besides means “in addition to.”
oops! Examples follow:
Adverbs Beside • Yes, the man seated beside Mr. Wexler is Larry Newton, our guest
the Point speaker. (The man is seated by the side of Mr. Wexler.)
• Do you know who is scheduled to speak besides Mr. Wexler? (Someone is
She sat besides the speaking in addition to Mr. Wexler.)
guest of honor at the
inauguration. (Beside, the Inside, Outside. Do not use the preposition of after inside or outside. When
adverb, is correct, not referring to time, use within, not inside of. Examples follow:
besides.) • The ticket booth is on the left, just inside the main entrance. (Inside of
is incorrect.)
• We expect to have both cars painted within the week. (Inside of is
incorrect.)
All, Both. Use of after all or both only when all or both refers to a pronoun. Omit
of if either word refers to a noun. Examples follow:
• All the truck drivers blocked the highway so that the bank robbers’
getaway car couldn’t escape. (Of is not needed.)
• All of them received a personal note of gratitude from the governor.
(Of is required here with the pronoun them.)
• Both the dental assistants were participating in continuing
education.
• Both of them thought that the continuing education provided helpful
information.
At, To, In, Into. At and in denote position; to and into signify motion. Examples
follow:
• Kari arrived at the conference and immediately went to the podium.
(at for position; to for motion)
• They went into the seaside restaurant and requested seats in the
private dining room. (into for motion; in for position)
Note: When either at or in refers to a place, use in for larger places and at for
smaller places. An example is:
• Crystal lives in Gaston County and teaches at the local community
college. (In Gaston County indicates the larger place; at the local
community college indicates the smaller place.)
Behind, Not In Back Of. Use behind, not in back of. In front of, however, is correct.
Examples follow:
• Until the presentation begins, place the promotional display behind, not in
front of, the curtain.
• Please file the old documents behind the new ones.
From, Off. From is generally used with persons; off is used with things. Off is used
with persons only when something on the person is physically being lifted away.
Never use of or from after off. Examples follow:
• Get some ink cartridges from Sophia.
• After ten minutes, take the ice pack off your arm. (Something is physically
being lifted away.)
• Let’s take these watermelons off the truck.

Where, Not Where . . . At or Where . . . To. Adding at or to to where is a glaring
error in usage. Some examples are:
• We do not know where Dr. Madden is. (Is at is incorrect.)
• Where did Charles go? (Go to is incorrect.)
Help, Not Help From. Do not use the word from after the verb help. Some
examples are:
• The lecture was so stimulating that we could not help asking
Dr. Thompson how we could contribute to the homeless
shelter.
• I could not help depending on her computer knowledge.
Opposite, Not Opposite To. Do not use the word to after opposite. Some
examples are:
• The service station is directly opposite the cafe.
• I live opposite the factory.
Like, Not Like For. Omit the word for after like. Some examples are:
• Mr. Adams told Ms. Varner that he would like her to sell his oceanfront
home.
• I would like you to join us for dinner.
Check the following sentences for any errors in the use of prepositions.
Write OK if the sentence is correct. Write any needed corrections in the
space provided.
1. We are sure that the pharmacy is opposite the medical clinic. OK
2. You should go in the day care facility and interview the staff before
making a decision. go into
3. According to the e-mail this morning, we may get our flu shots

tomorrow inside of working hours. within working hours
4. The coffee shop is opposite to the mayor’s office. opposite the
5. Who, beside Brittany, will join us for lunch? besides Brittany
6. Our company softball team and their fans could not help from cheering
when they won the league championship. could not help cheering
7. Do you know where the new printer is at? printer is?
8. Please scan all of these documents before you leave tonight. all these
9. Both of the paramedics received awards for their roles in resuscitating

heart attack victims. Both the
10. Terry’s father would like for him to get a scholarship. like him

11. When the tornado alarm sounded, Roberto quickly ran in a nearby
school. ran into a
12. Does the fleet supervisor know where all of his cars and trucks are at?
all his cars and trucks are?
13. The nurse will take the cast from your wrist. off your wrist
14. Carlos will meet Ralph in back of the theater at 7 p.m. Ralph behind the
15. The sales territories were divided between Megaly, Miguel, and
Suzanna. divided among

Review of Key Terms
1. What is a prepositional phrase? What is its role in a sentence?
A prepositional phrase consists of a preposition combined with a noun or pronoun
(the object of the preposition) and any modifiers. Its role is to connect a noun or
pronoun to the rest of the sentence.
2. What is idiomatic usage? Provide examples of some idiomatic
expressions with prepositions. Some expressions are considered correct
although there are no rules to make them correct. Such usage is called idiomatic
usage. Examples of idiomatic expressions with prepositions: acquit of, buy from,
conform to, with regard to, dispense with.
Editing Practice
Vocabulary Alert! Select the word from the following list that best completes each
sentence.
comptroller cumulative enumerate exorbitant unethical
3. unethical hardware store owner sold generators at _________

The _________ exorbitant prices
during the recent tornado.
4. enumerate the items that are
To make the e-mail easier to read, _________
backordered.
5. The first column lists the monthly sales, and the second column lists the
cumulative sales for each year.
_________
6. comptroller of our company, assists with all our financial
Mr. Diaz, the _________
affairs.

Using Prepositions Correctly
7. Using too many prepositional phrases in one sentence can lead to a
confusing sentence. As a team, rewrite the following sentences by
eliminating some prepositional phrases.
a. There will be a negotiation of a settlement by the lawyers
that is agreeable to both parties by tomorrow. By tomorrow,
the lawyers will negotiate a settlement that is agreeable to both
parties. (Answers will vary.)

d. There will be an evaluation of the training program by personnel to
ensure quality training within our company. Personnel will evaluate our
company’s training program to ensure quality training. (Answers will vary.)

Discussion Point
Thinking Critically
8. How does one know when to use between and when to use among?
Use
between when referring to two persons, places, or things, and use among
when
referring to three or more.

9. How can writers avoid agreement errors when using prepositional
phrases? Writers
must be able to identify prepositional phrases, locate the subject and
verb of the sentence, and verify that there is agreement between the subject and verb.


Section 6.3
SECTION LEARNING
OUTCOMES
Adjectives
Kinds of Adjectives
• Define adjectives.
Any word that modifies or describes a noun or a pronoun is an
• Identify and describe the various adjective. An adjective usually precedes the noun it modifies.
types of adjectives. It tells “what kind,” “how many,” “which one,” and “in what
order.” Some of the most commonly used kinds of adjectives are
• Explain how to form the com- described below.
parative and superlative forms of
descriptive adjectives. Articles
• Describe situations in which The words a, an, and the are called articles. Note how these special
compound adjectives are and are adjectives are commonly used:
not hyphenated. • The sailboat captain pointed out a beautiful
sunset.
• The gelatin salad recipe includes a banana and an
apple.
Used wisely, adjectives make nouns Descriptive Adjectives
and pronouns interesting, vivid, and The most commonly used adjectives are descriptive adjectives.
Descriptive adjectives describe or tell “what kind of.” An ex-
specific. ample is:
• In a strong, clear voice, Belinda rejected the irrespon-
sible policies that some real estate companies use to
lure unsuspecting consumers into buying overpriced
KEY TERMS and sometimes worthless property. (Strong, clear, ir-
• adjectives responsible, real estate, unsuspecting, overpriced, and
worthless are all descriptive adjectives.)
• articles
• descriptive adjectives Possessive Adjectives
• possessive adjectives Possessive personal pronouns, such as my, your, his, her, its, our,
and their, and possessive nouns, such as Jason’s and Linda’s, can
• limiting adjectives be used as adjectives to modify nouns. They are called possessive
• proper adjectives adjectives. An example is:
• compound adjectives • Your lawyer evaluated our request and referred it to
Don’s office.
• demonstrative adjectives
• positive degree Limiting Adjectives
• comparative degree Adjectives that tell “how many,” “how much,” or “in what order”
are called limiting adjectives. Some examples are:
• superlative degree
• The top five seniors will receive at least three full
• absolute adjectives scholarships. (Top tells “in what order,” five tells
• predicate adjectives “how many seniors,” at least three tells “how many
scholarships.”)
• predicate nominatives
• Each senior had won many awards. (Each modifies
senior; many modifies awards.)
180
Proper Adjectives
Proper nouns are very often used as proper adjectives. Some examples are:
Used as a Noun Used as an Adjective
in Atlanta an Atlanta restaurant
near Chicago a Chicago citizen
in Texas Texas ranch
Proper adjectives include words derived from proper nouns, such as Mexican,
British, Canadian, and Israeli.
Compound Adjectives
Two or more words used together to modify one noun or pronoun form a compound
adjective. Some examples are:
• Joe wanted a long-term agreement but signed a one-year contract
instead. (Long-term modifies agreement, and one-year modifies
contract.)
• Cathy is a well-known author of time-management books. (Well-known
modifies author, and time-management modifies books.)
• Marcus works as a real estate agent. (Real estate modifies agent.)
Demonstrative Adjectives
The pronouns this, that, these, and those are demonstrative pronouns that can function as
demonstrative adjectives. Some examples are: KEY POINT
As Pronoun As Adjective Demonstrative adjectives
this is this desk “point” to the noun or pro-
these are these newspapers noun they modify.
that has been that software
those might be those computers
Note that these is the plural of this; both these and this indicate nearness to the Teaching Tip
speaker. Those is the plural of that; both those and that indicate distance from the Adjectives That Modify
speaker. Never use the pronoun them as a substitute for these or those. Some examples Nouns—Emphasize that
are: when this, that, these,
and those modify a noun,
• Please return those books to the library. (those books, not them as in this book or those
books) computers, they function
• These kinds of problems occur early in the semester. (these kinds, not as adjectives.
them kinds or these kind)
Identify the adjectives in the following sentences and label them as possessive,
P; limiting, L; proper, PR; compound, C; descriptive, D; or demonstrative, DM.
Disregard the articles a, an, and the. Note: Some adjectives may fit in more
than one category.
1. Dr. Cooper’s assistant announced that three well-known speakers will

be featured at the fall conference. Dr. Cooper’s (P, PR) assistant announced that
three
(L) well-known (C, D) speakers will be featured at the fall (D) conference.
Section 6.3 Adjectives 181

2. In six months, his older brother will visit this country and intern in our
Atlantic City plant. In six (L) months, his (P) older (D) brother will visit this (DM)
country and intern in our Atlantic City (PR, C) plant.
3. These bonds are tax-free investments, according to their new prospectus.
These
(D) bonds are tax-free (D, C) investments, according to their (P) new (D)
prospectus.
4. The first T-shirt outlet we opened has contributed a substantial profit to
our struggling company. The first (L) T-shirt (C, D) outlet we opened has
contributed a substantial (D) profit to our (P) struggling (D) company.
5. A special seminar is being scheduled for new paramedics to learn these
life-saving procedures. A special (D) seminar is being scheduled for new (D)
paramedics to learn these (DM) life-saving (C, D) procedures.
6. The Reno attorney who represents that company asked our associates
for their opinions on Will’s character. The Reno (PR) attorney who represents
that
(DM) company asked our (P) associates for their (P) opinions on Will’s (P, PR)
character.

7. In Andy’s opinion, we should request a two-year assignment in scenic
Alaska. In
Andy’s (P, PR) opinion, we should request a two-year (C, L) assignment
in
scenic (D) Alaska.
8. One of Lenny’s crucial accounts is a new client who represents an East
Coast retail store. One of Lenny’s (P, PR) crucial (D) accounts is a new (D) client who
represents an East Coast (C, PR) retail (D) store.
KEY POINT Comparison of Adjectives

Descriptive adjectives can be compared. For example, strong and clear can be compared
The comparative degree to show degrees of strength and clarity: strong, stronger, and strongest; clear, clearer, and
compares two persons clearest. These three forms of comparison are called the positive, the comparative, and
or things. The superlative the superlative degrees.
degree compares three or 1. The positive degree expresses the quality of one person or thing. Some ex-
more persons or things. amples are:
a strong foundation a clear day
2. The comparative degree allows us to compare that quality in two persons or

things. Some examples are:
a stronger foundation a clearer day
3. The superlative degree enables us to compare that quality in three or more

persons or things. Some examples are:
the strongest foundation the clearest day
Now that we know how the three degrees are used, we need to know how they are
formed.

Forming the Comparative
and Superlative Degrees
The comparative degree is formed by adding er to the positive form or by inserting the
word more or less before it. The superlative is formed by adding est to the positive form Employability
or by inserting the word most or least before it. Some examples are: Skills
Positive Comparative Superlative
Thinking Creatively
quick quicker quickest
Advertisers use many
funny funnier funniest
colorful words to describe
poor poorer poorest
their products or services.
decisive more decisive most decisive
Advertising involves
less decisive least decisive
creative thinking and
In addition, some commonly used adjectives form their comparative and superla- the ability to choose
tive degrees by changing the form to another word completely. Memorize these forms
the perfect adjective to
for quick reference:
portray the product or
Positive Comparative Superlative service as the best of its
bad worse worst kind. Creative thinking is a
good better best valuable employability skill.
little less least
many more most
much more most
Selecting the Correct Forms

For adjectives of only one syllable, form the comparative and superlative by adding er
or est to the end of the adjective. For adjectives of three or more syllables, add the word
oops!
more or less or most or least before the adjective. Adjectives of two syllables vary: some Nothing’s Funnier
fall into the first category, adding er or est; others follow the second rule, using more or Than Funniest
less or most or least. Sometimes an error may be obvious to you: more useful, not use-
fuler; most useful, not usefulest. If you are unsure, consult a dictionary. Your joke was the most
funniest I’ve ever heard.
Avoiding Comparison Errors (Funniest cannot be further
The following discussion highlights two of the most common comparison errors in modified by most.)
using adjectives: making double comparisons and comparing absolute adjectives.
Making Double Comparisons. Do not mix the different ways in which adjectives can
be compared—use only one comparative form at a time. Some examples are: Teaching Tip
• better, not more better Selective Sounds—Point
out that the sound of the
• greatest, not most greatest forms can often guide
students in their selection.
Comparing Absolute Adjectives. Adjectives whose qualities cannot be compared are
called absolute adjectives. For example, a glass of water cannot be fuller or fullest. Full
is already tops!
Here are some other adjectives that cannot be compared:
accurate perfect supreme
complete perpendicular true
correct round ultimate
dead square unanimous
empty straight unique
immaculate

Although they cannot be compared, the qualities of these adjectives can be
approached, as indicated by the following:
more/nearly accurate most/nearly correct
less/nearly complete least/nearly perfect
You may hear, especially in advertisements, of products that are the most unique,
but unique really says it all. Remember that absolute adjectives cannot logically be
compared.
Teaching Tip
Comparative and
Superlative Forms—
Before students complete
6.3 Self-Assessment B, Check the following sentences for any errors in the use of adjectives. Write OK if
remind them that the sentence is correct. In the space provided, correctly write the sentence
comparative forms are
used to compare two
parts that have errors.
persons or things and that
superlative forms are used 1. Mr. Mason is definitely a better coach than Mr. Kline. Indeed, he is
to compare three or more probably the best coach in the state. OK
persons or things.
2. Sheena thought that we had enough gas to get to the office, but
according to the fuel gage, the tank was very empty. was empty
3. Which refrigerator uses the most energy, Model RG384 or Model RG386?
uses more energy
4. Malcolm is more happier now that he is working in the computer field.

is happier
5. Which of the two buildings is tallest, the Empire State Building or the
Sears Tower? is taller
6. Earl’s method of playing the banjo is very unique. is unique
7. The hot-water dispenser is fuller than the cold water dispenser.

more nearly full
8. These townhouses are more better than the townhouses on Park Drive
because they are more new and more big. are better, newer, bigger
Selecting Adjectives for Clarity

Following some simple guidelines will ensure that your prose is expressive and
KEY POINT precise.
The words other and else
More Than Any Other, More Than Anyone Else. In comparisons with more than, in-
indicate comparison with
clude the word other or else if the person or thing is being compared with other members
other members of the of the group. Some examples are:
same group.
• Carol is more ambitious than anyone else in the Retail Division.
(Carol is a member of the Retail Division. Without the word else,
the sentence would indicate that Carol is not part of the Retail
Division but is being compared with people who are in this
division.)

• Josh is more creative than any other writer in the Public Relations
Department. (Josh is a writer in the Public Relations Department.
Without the word other, this sentence would indicate that Josh is
not a writer in that department.)
Repeated Modifier. In the following examples, repeating the modifier a, an, the, or my
indicates that two different people are intended. Some examples are:
• The analyst and the programmer (was/were) formerly with Speed
Temporary Services. (Repeating the shows that two people are
referred to. Were is the correct verb.)
• The analyst and programmer (was/were) formerly with the local school
system. (One person who is both an analyst and a programmer is referred
to. Was is correct.)
Selecting Adjectives for Added Polish

The following short discussions will help you make correct choices when referring to
two, or more than two, persons or things.
Each Other, One Another. Use each other when referring to two in number; use one
another when referring to three or more. Some examples are: Teaching Tip
Follow the Rules—
• Jill and Dale work very effectively with each other. Although not strictly
• Several sales representatives talked with one another about the proposed related to adjective use,
new fringe benefits. these two rules will help
students enhance their
writing skills.
Either, Neither; Any, Any One, No One, Not Any, None. Use either or neither when
referring to one of two persons or things. When referring to three or more, use any, any
one, no one, not any, or none. Some examples are:
• Either of the car dealers can locate the car that you want by
searching the Internet. (There are only two car dealers; therefore, oops!
either is correct.)
• Any one of the small airlines will arrange a charter flight to the Grand The More, the
Canyon for you. (There are three or more small airlines; any one is Better
correct.)
These new apartments
are more better than the
Compound Adjectives apartments down the
Hyphenate most compound adjectives that appear before a noun. Some examples are: street.
(Better cannot be modified
• air-conditioned buses • fund-raising projects
further by more.)
• a one-year contract • 3-mile hike
• first-quality merchandise • no-fault insurance
• tax-free bonds • up-to-date report
When they appear after the noun, compound adjectives such as air-
conditioned and tax-free retain the hyphen. Most other compounds do not. Some KEY POINT
compound adjectives that almost always take hyphens before or after nouns include
Use a dictionary or a
the following:
writer’s handbook to help
• adjective + noun + ed open-ended; single-spaced you decide whether to
• adjective + participle high-ranking; soft-spoken hyphenate a compound
• noun + adjective toll-free; year-round adjective.
• noun + participle computer-aided; decision-making

Longtime use has made some compounds so familiar that they are no longer written
with hyphens. Some examples are:
• high school teachers • real estate services
• a life insurance policy • Social Security benefits
When the adverb well is used with a participle as a compound adjective, it is usually
hyphenated before and after the noun. An example is:
• The well-known author gave us some advice that was well-timed. (Well-
known and well-timed are compound adjectives.)
Confusion may result when well and a participle appear after the noun and the
participle is part of the verb. An example is:
• The speaker is well known. (In this sentence, well is an adverb and
known is part of the verb.)
Going Global
Yes, No, Maybe?
When communicating with
people from different cul- 6.3 Self-Assessment C
tures, remember that their
responses might differ Check the following sentences for any errors in the use of hyphens in compound
because of their cultural adjectives. Write OK if the sentence is correct. Rewrite the sentence correctly if it
customs and beliefs. Peo- contains errors.
ple from some cultures
1. Morgan Jordan’s court appointed attorney has won his last 33 cases.
have difficulty saying “no”
court-appointed
and may say “maybe”
or “perhaps” when they 2. My doctor and my surgeon are well known and internationally sought
mean “no.” for their specialty. OK
3. The orchestra leader planned a 20 minute break after each two hour
rehearsal. 20-minute, two-hour
4. Research has indicated that word of mouth referrals from our satisfied
customers are the most effective way to sell cars. word-of-mouth
5. Terry Finley is a ten time winner of the company golf tournament.

ten-time
6. John’s essay is better than any essay that we have read so far.
any other
7. Ask Felice or Lily—any one of them should be able to install the new
software. either one of them
8. When Kate and Denise get to know each other better, they will work
with one another extremely well. with each other

Predicate Adjectives
In Section 4.3, we discussed being verbs—verbs that express a state of being rather
than action. Being verbs include all forms of the verb to be, such as am, was, will be,
and should have been, and such verbs as feel, seem, and appear. A predicate adjective
follows a being verb and modifies or describes the subject of the sentence. Some
examples are:
• Victor’s voice seems hoarse. (Hoarse follows a being verb and modifies
the subject voice.)
• The police officer has been helpful. (Helpful follows a being verb and
modifies the subject police officer.)
Predicate nominatives also follow a being verb, but they rename—not modify—
the subject. Some examples are:
• Tony was the most outstanding gymnast. (Gymnast follows a being verb
and renames the subject Tony.)
• Roberto Curtez will be my first choice for receiving the promotion.
(Choice follows a being verb and renames the subject Roberto
Curtez.)
Pronouns can also be predicate nominatives. An example is:
• The new president is he. (He follows a being verb and renames the sub-
ject president.)
Identify the words in parentheses and label them as either predicate adjectives,
PA, or predicate nominatives, PN.
1. Richard is (president) of the Chamber of Commerce. PN
2. My preference for the trip is (Kenya). PN
3. My vacation always seems (short). PA
4. Aaron is the (supervisor) for the weekend shifts. PN
5. The Reynolds Building is (vacant) and is (well suited) for our business.
PA, PA

Review of Key Terms
1. How do adjectives make writing and speaking more meaningful?
Provide several examples. Adjectives modify and describe nouns. A clearer,
more descriptive image is created for the reader or listener. Examples will vary.


2. What is a compound adjective? What is the rule about using a hyphen
in compound adjectives? A compound adjective is one in which two or more
words are joined to modify one noun or pronoun. Most compound adjectives are
hyphenated when they appear before the nouns and are not hyphenated when they
follow the nouns. However, there are some compound adjectives that retain the
hyphen after the noun. Here are some examples: open-ended, toll-free, decision-
making.
Editing Practice
Proofreading Alert! Correct any errors in the use of homonyms—words that look or
sound alike but have different spellings and meanings. Note: Using your software pro-
gram’s spell-check feature will not identify homonyms as errors because they are spelled
correctly but misused.
3. Let’s take a brake before we get to tired. When we get tired, we may
lose hour patients and not make the rite decision. We no that we
should consider the situation carefully. Let’s take a break before we get too
tired. When we get tired, we may lose our patience and not make the right decision.
We know that we should consider the situation carefully.

Using Adjectives Correctly
4. Correct any errors involving adjectives. On a separate sheet of paper, write
the corrected sentences.
a. Although the price is higher, this laptop is no more better than the
cheaper one. Delete more.
b. Most of them grills are too small for our family. Replace them
with
those.
c. B
ecause they cooperated with one another so well, Teresa and Tracy won
the competition. Change one another to each other.
d. Tourists may purchase last minute gifts at the duty free shops at the
airport. last-minute, duty-free
5. It is often easy to use adjectives to describe a person or place. It is

more difficult to use descriptive language with mundane objects.
Work as a team to choose a product, such as ceiling fans, office
chairs, or mufflers, and write a paragraph using at least
seven adjectives. Underline each adjective. Responses
will
vary.
S tudents should use and underline at least seven adjectives. You
may want to read the descriptions to the class.


Discussion Point
Thinking Critically
6. Explain how to form the comparative and superlative forms of adjectives.
Provide several examples for single-, double-, and multisyllable
adjectives. For
most one-syllable words, the comparative form of an adjective is
formed by adding er. The comparative for two-syllable words is usually formed by
adding more or less before the positive form. The superlative is formed by adding
est to most one-syllable words and by inserting the word most or least before the
positive form for multisyllable words. Examples will vary.

7. Besides descriptive adjectives, what other types of adjectives are there?
Provide an example of each. There are articles (the lawyer), possessive
adjectives (my office), limiting adjectives (several applicants), proper adjectives
(Spanish dancers), compound adjectives (two-year warranty), and demonstrative
adjectives (those books).


Section 6.4
SECTION LEARNING
OUTCOMES
Adverbs
Adverb Usage
• Discuss the ways in which adverbs
are like adjectives and differ from An adverb is a word that modifies an adjective, a verb, or another
adverb. Adverbs answer questions such as “Why?” “When?”
adjectives. “Where?” “How?” “How much?” and “To what extent?”
• Explain how to identify the Many adverbs are formed simply by adding ly to an adjective.
comparative and superlative forms Adverbs that end in y change their y to i before adding ly. Some
of one-syllable adverbs and of examples are:
adverbs ending in ly. Adjective Adverb
• Name at least six conjunctive ad- adequate adequately
verbs and six subordinating con- clear clearly
junctions and tell how each is used. happy happily
immediate immediately
• Discuss several pitfalls of adverb
use and ways to avoid them. perfect perfectly
• Explain how recognizing linking Most words that end in ly are adverbs, but not all adverbs
end in ly, as the following examples of common adverbs
verbs can help eliminate adjective demonstrate:
and adverb confusion.
also never soon
always now then
hard often there
here quite too
W H Y I T ’ S I M P O R TA N T much right very
Your ability to write and to speak
Note how adverbs are used in the following sentences:
correctly can make the difference in
whether or not you get the job you want • The real estate agent will meet us here. (Meet
where? Answer: here. The adverb here modifies
or the promotion you seek.
the verb meet.)
• That software has a very good database program.
(How good? Very good. The adverb very modifies the
KEY TERMS adjective good.)
• Thomas worked quite well under the pressure of the
• adverbs tight deadlines. (How well? Quite well. The adverb
• conjunctive adverbs quite modifies another adverb, well.)
• subordinating conjunctions Some words can be used either as adjectives or as adverbs,
depending on their position in the sentence. Some examples are:
• adverbial clause
• He kicked hard as he swam to defeat his own record
• double negative time. (Here hard is an adverb that modifies the verb
kicked.)
Teaching Tip
When Adverbs Modify— • Tony complained that washing the windows was
Use the examples to hard work. (Here hard is an adjective that modifies
stress the three different the noun work.)
elements that adverbs
modify—verbs, adjectives,
and other adverbs.
190
Comparison of Adverbs KEY POINT
Adverbs can be compared in much the same way as adjectives. To indicate the compara-
Like adjectives, adverbs
tive and superlative forms of a one-syllable adverb, add er or est to the positive form.
Some examples are: modify or describe. You
will see several similarities
fast faster fastest
between adverbs and
late later latest
adjectives as you read this
soon sooner soonest section, including some
For adverbs ending in ly, use more or most or less or least: common problems with
quickly more quickly most quickly their use.
quickly less quickly least quickly
confidently more confidently most confidently
Certain adverbs form their comparative and superlative degrees by completely
changing their forms. Some examples are:
well better best
badly worse worst
much more most
Conjunctive Adverbs
Conjunctive adverbs are adverbs that serve as conjunctions—words that join. These ad-
verbs are also known as transitional words. Some examples are:
accordingly likewise still
consequently moreover then
furthermore nevertheless therefore
however otherwise thus
These adverbs join two independent clauses, as shown in the following sentences:
• Insurance premiums are a big expense; moreover, the premiums will go
up again at the end of the year. Employability
• Our expenses through June 30 are about 15 percent over budget; Skills
however, we expect the expenses to decrease as our quality increases.
Note, again, that each sentence consists of two independent clauses joined by a
Organizing
conjunctive adverb. Information
Organizing information
Adverbial Clauses is a key component in
Subordinating conjunctions introduce dependent clauses that serve as adverbs modify- presenting a professional
ing an adjective, verb, or adverb in the main clause. These clauses are called adverbial business document. By
clauses. Here are some commonly used subordinating conjunctions: organizing information
after before unless in a clear manner, you
although for until avoid confusion for your
as if when clients and make it easy to
because since while communicate ideas.
Note the following examples of adverbial clauses introduced by subordinating

conjunctions:
• Anita Sanchez will become our chief executive officer when Melvin Morris
retires. (The adverbial clause when Melvin Morris retires modifies the
verb will become in the main clause.)
Section 6.4 Adverbs 191

• Our new line of cellular phones will be profitable if we market it
properly. (The adverbial clause if we market it properly modifies the
adjective profitable.)
Identify the italicized words in the following sentences by labeling each as a
simple adverb, SA; conjunctive adverb, CA; or subordinating conjunction, SC.
1. The deadline for completing the computer system network is Thursday;

therefore, our manager has insisted that we work overtime. CA
2. If you would like information regarding the cost and availability of our
electric scooter, please e-mail me at toysonwheels@yahoo.com. SC
3. Because Ellen wanted to get ahead in her work, she stayed here late
two nights this week. SC, SA, SA
4. Cathy specifically stated that she wanted a media room; accordingly,

her architect designed a very modern room that was furnished with
expensive audio, video, and digital equipment. SA, CA, SA
5. The new printer works quickly and quietly; however, it does have more
paper jams than our last copier did. SA, SA, CA
6. Ken has been unduly busy since his assistant had to be out of work for
knee surgery. SA, SC
7. Since Jonathan opened his catering business, he has been extremely

busy. SC, SA
8. Ron and Ted have requested assistance when Mr. Diego returns from
New Orleans. SC
Pitfalls of Adverb Use

Adverbs contribute to thoughtful prose; however, in speaking and in writing, be sure to
avoid the pitfalls of adverb use described in the following paragraphs.
Position of the Adverb

Place an adverb as close as possible to the word that it modifies. The meaning of a sen-
tence changes depending on where the adverb is placed. Some examples are:
• Only Miss Spradley has an oak credenza in her office. (No one else
has one.)
• Miss Spradley has only an oak credenza in her office. (She has nothing
KEY POINT else in her office, only an oak credenza.)
A double negative is
two negative expressions Double Negative
used together. A double Adverbs that have negative meanings, such as scarcely, hardly, only, never, and but, should
negative gives a positive not be used with other negatives. Some examples are:
meaning. • Ricardo has scarcely any money left for his holiday shopping. (Not:
“Ricardo hasn’t scarcely. . . .”)

• With five copiers working, Shonda could hardly hear Rafael. (Not: “Shonda
couldn’t hardly. . . .”)
Never or Not
Never and not are both adverbs, and both have negative meanings. Not expresses simple
negation, but never means “not ever.” Note the word ever. Use never only when an ap-
propriately long time is intended. Some examples are:
• Ms. McNeilly has not sent me an e-mail this week. (Never would be
incorrect because the meaning “not ever . . . this week” would be
wrong.)
• Murphy has never been married. (Even though not could be substituted
for never, never is a better choice because it indicates a longer period
of time.)
Where for That

The subordinating conjunction that, not the conjunctive adverb where, should be used in
expressions such as the following:
• We heard on television that the governor has endorsed Ben Dixon for
attorney general. (Not: “We heard on television where. . . .” But: “We
toured the house where the famous musician once lived.”)
Badly or In The Worst Way for Very Much

Too often, we hear people say badly or in the worst way when they really mean very much.
An example is:
• Carla said that she wanted a new laptop very much. (Not: “wanted a new
laptop badly” or “wanted a minivan in the worst way”)
Adjective and Adverb Confusions

Remember that adjectives, not adverbs, must follow linking verbs. The being verbs, such
as am, is, are, was, were, be, been, and being, are all nonaction, or linking, verbs. In addi-
tion to these, the sense verbs, such as feel, appear, seem, look, sound, taste, and smell, can
be used as nonaction verbs. Some examples are:
• Mr. Landers was (happy/happily) when he heard about my new job. (The Teaching Tip
being verb was links the subject Mr. Landers to the adjective happy. The Verbs in Action—Help
verb was shows no action.) students identify each
• Mr. Landers appeared (happy/happily) when he heard about my new job. action verb and each
nonaction verb. Their
(Like was, the linking verb appeared shows no action; thus, the
ability to do so quickly
adjective happy is correct.) will determine their
Keep in mind that some of these verbs can also be used as action verbs. An success in avoiding all the
example is: common adjective-adverb
confusions.
• Dr. Kirkpatrick felt carefully for a possible fracture. (Here, felt is an action
verb; thus, the adverb carefully modifies the verb felt.)
Frequently Confused Pairs

Several adjective-adverb pairs cause special problems for writers and speakers. Learn-
ing the difference will help you express your ideas clearly. In the following pairs, the
adjective is listed first.
Bad, Badly. Bad is an adjective; badly is an adverb. An example is:

• Vance performs badly under pressure. (Performs how? Badly. The adverb
badly modifies the action verb performs.)

The problem in selecting between bad and badly arises following nonaction
oops! verbs:
Relax, It’s Just • Jennifer felt (bad/badly) when she learned of the earthquake
an Adverb damage. (Here, felt is a linking verb, not an action verb. The answer
here, bad, modifies not the verb felt but the noun Jennifer. Thus,
Danny performs bad an adjective is required because an adverb cannot modify a noun:
under pressure, so you “Jennifer felt bad. . . .”)
should let him relax.
(badly—the adverb, not Real, Really; Sure, Surely. Real and sure are adjectives. Use the ly endings to remind
the adjective bad) yourself that really and surely are adverbs. In the following examples, note that you can
substitute the adverb very or certainly whenever really or surely is correct.
• Cheryl and Mary Ruth were (real/really) dedicated to helping children who
were visually impaired. (Very dedicated makes sense. The adverb really
is correct.)
• Tobias (sure/surely) was smart to have the house checked for termites.
(Surely was makes sense. The adverb surely is correct.)
Good, Well. Good is an adjective, and well is an adverb. The adjective good can
modify nouns and pronouns; the adverb well can modify adjectives and verbs. Some
examples are:
• Dr. Newton always prepares good lectures. (The adjective good modifies
oops! the noun lectures.)
• Dr. Newton always prepares lectures well. (The adverb well modifies the
Well and Good verb prepares. Prepares lectures how? Prepares well.)
If you do not feel good, Exception: Well can also be an adjective, but only when referring to personal
you should see a doctor health.
immediately. (well—the • Because Allison did not feel well, she left the office early. (Here, well is an
adverb, not the adjective adjective referring to a person’s health.)
good)
Remember the noun well-being, and you’ll be sure to recall that well is an adjective
only when it refers to health.
Some, Somewhat. Some is an adjective; somewhat is an adverb. To use some-

what correctly, test to be sure that you can substitute the phrase a little bit. Some
examples are:
• As we anticipated, Mr. Nicols was (some/somewhat) surprised when he
received the award. (Does a little bit surprised make sense? Yes. Thus,
somewhat is correct.)
• As you requested, we have listed (some/somewhat) suggestions for re-
ducing expenses. (Does a little bit ideas make sense? No. Thus, the adjec-
tive some is correct.)
Most, Almost. Most is an adjective, the superlative of much or many, as in

much, more, and most. Almost is an adverb meaning not quite or very nearly. Some
examples are:
• (Most/Almost) assistant managers aspire to become managers. (Because
very nearly assistant managers makes no sense, almost c annot be cor-
rect. Most assistant managers is correct.)
• Zach brought (most/almost) enough umbrellas for our tour group.
(Very nearly enough umbrellas does make sense. Thus,
almost is correct.)

KEY POINT
An adjective defines a
Check the following sentences for any errors in the use of adverbs. Write noun or pronoun, and an
OK if the sentence is correct. Rewrite the sentence correctly if it adverb defines a verb,
contains errors. an adjective, or another
adverb.
1. He was, of course, sure justified in requesting a refund when the lawn
mower would not crank. surely
2. Dana and Harriet felt badly when they heard that they were not
selected for the new training program. bad
3. Mr. Wray was some upset when he heard what had happened to his
truck. somewhat
4. Most realtors found the sales projections real disappointing. really
5. After almost six months, our office supply business is doing quite well.
OK
6. Because she was rushed, the dental hygienist treated the patients badly.
OK
7. Because you don’t feel good and have a temperature, we suggest

that you work on your computer at home this week. well
8. Patrick appeared angrily when his plane was delayed due to weather.
angry
9. Because of potential legal action, we were somewhat hesitant to

discuss this sensitive issue with the employees involved. OK
10. You can get a real good deal on a car during a preinventory sale.
really

Review of Key Terms
1. How do adverbs differ from adjectives? Adverbs tell where, when, how, and
to what extent. Adjectives tell what kind, which one, and how many.

2. What is the role of a conjunctive adverb? Write a sentence using a
conjunctive adverb and punctuate it correctly. A conjunctive adverb joins
two independent clauses. Sentences will vary.


Editing Practice
Proofreading Alert! Proofread the following paragraph and correct any errors.
3. Mr. Conner called the directors office yesterday to request additional
funds for his research project. He reported that he hasn’t scarcely any
money remaining in his budget. He had read in a company newsletter
where more funds would be available in May. Mr. Conner believes
that he is working on a real good project, and he would like to
complete it. Mr. Conner called the directors (director’s) office yesterday to request
additional funds for his research project. He reported that he hasn’t (has) scarcely
any money remaining in his budget. He had read in a company newsletter where
(that) more funds would be available in May. Mr. Conner believes that he is working
on a real (really) good project, and he would like to complete it.
Using Adverbs Correctly
4. Correct any adverb errors in the following sentences. Write OK if the sen-
tence is correct.
a. “Tripp,” the football coach said, “you played good today.” Replace good
with well.
b. Did Haley go home early because she did not feel well? OK
c. Jane sure does a superb job of planning for our banquets. Replace sure
with
surely.
d. We needed help in the worst way when we realized our
building must be completed in two weeks. Replace in the worst way
with very much.
e. As Sam mentioned, we felt very badly when we heard about the
storm damage. Replace badly with bad.
5. People often read reviews of restaurants before deciding whether they

will eat there. Choose two restaurants and write a one-page
review comparing the two. Review the quality of the food, the
service, and the expense. Underline all comparative
adverbs. Share your findings in a team. What similarities did
you find? Responses will vary.
Discussion Point
Thinking Critically
6. Explain how to form the comparative and superlative forms of adverbs.
Provide several examples. For most one-syllable words, the comparative form
of an adverb is formed by adding er and the superlative by adding est. For adverbs
ending in ly, use more or most (or less or least). Examples will vary.


7. What are some common errors writers make with adverbs? How can
these errors be avoided? Some writers do not position the adverb correctly,
so the meaning of the sentence is altered. Others use double negatives. Some
writers may use an adjective when they should have used an adverb. To avoid
these pitfalls, writers need to be able to identify verbs and differentiate between
action verbs, which require adverbs, and linking verbs, which require adjectives.
Tech Quest
Find an article online about ethics. Read the article for content. Write your answers in
the spaces provided or type your answers if specified by your instructor.
Your name:
Title of the article:
Author of the article:
URL:
Date of the article or the date you retrieved the article:
Three important points made in the article:

1. Student
answers will vary.
2. Student
answers will vary.
3. Student
answers will vary.
Write or type (as directed by your instructor) the four sentences specified below. Be
sure to put quotation marks around the sentences.
4. Type a sentence from the article that has a conjunction. Underline the
conjunction and specify the type of conjunction.
Student
answers will vary.

5. Type a sentence from the article that has a preposition and underline the
preposition.
Student
answers will vary.

6. Type a sentence from the article that has an adjective and underline the adjective.
Student
answers will vary.

7. Type a sentence from the article that has an adverb and underline the adverb.
Student
answers will vary.

©

Unit 3
Developing Writing Skills
©Design Pics/Darren Greenwood
Unit Overview
In this unit, you will learn how to sharpen your writing skills to communicate
effectively.
Chapter 7
Applying the Mechanics of Style
Chapter 8
Sharpening Writing Skills
198
Renata, born in Mexico, was the head teller of a large branch bank in a Texas city. Her
native language was Spanish, but she spoke English quite well, even though she had
lived in the United States less than two years. Renata had studied English at a com-
munity college and learned to write English correctly. Her problem areas were capi-
talization and punctuation. She knew that if she were promoted to assistant branch
manager, she would have to write many more e-mails, memos, letters, and reports and
would need to be a polished writer.
Renata checked with several schools in the area, but none of them had a course
that would help her specifically with punctuation and capitalization. Renata talked
with Consuelo, an associate of hers, about her writing concerns. Consuelo understood
completely, because she had had a similar problem after learning to speak and write
English. She recommended that Renata speak with Allison in the human resource
department about her desire to improve her writing skills.
Allison was impressed with Renata’s current English skills but even more impressed
that she had diagnosed her own difficulty and that she wanted to overcome it. Allison
ordered several books that Renata could work through on her own and arranged for a
retired high school English teacher to work with her one night a week.
Ask students to read the
As a result of her efforts, Renata made rapid progress. She had diagnosed her own case study and share
difficulty and had sought assistance in overcoming it. What role will improving her examples of times when
skills play in Renata’s chances for promotion? they, or someone they
As you read Unit 3, follow Renata’s example and identify areas of punctuation, know, have taken initiative
in diagnosing an area
capitalization, and numbers use in which you need to improve. What strategies will in which they need to
you use to help you improve your skills? improve.
Thinking Critically
What are the benefits of recognizing areas for
self-improvement?
How can taking initiative affect your job performance?
What strategies will you use to improve your
punctuation skills?
199
Chapter 7
Applying the Mechanics of Style
Section 7.1
Sentence Enders
Section 7.2
Commas
Section 7.3
Semicolons, Colons,
and Dashes
Section 7.4
Quotation Marks,
Parentheses, and
Apostrophes
Section 7.5
Capitalization
Section 7.6 ©Ryan McVay/Getty Images
Abbreviations CHAPTER LEARNING OUTCOMES

Section 7.7
• Use punctuation correctly.
Numbers
• Apply capitalization rules to business writing.
• Use abbreviations appropriately.
• Apply number expression rules in business writing.
Workplace
Connection
Being able to properly
punctuate your business
writing adds to the evi-
dence that you are indeed
a professional.
200
Section 7.1
Sentence Enders SECTION LEARNING

OUTCOMES
• Use periods correctly to end
Punctuation marks do for writing what pauses, changes in pitch,
sentences.
and gestures do for speaking: they provide the necessary road
signs to help readers and listeners understand our messages cor- • Identify when, and when not, to
rectly. Three punctuation marks—periods, question marks, and use periods.
exclamation points—are used to end sentences. In addition, these
marks have some other uses, which will be discussed in this • Correct errors in the use of
chapter. periods.
• Use question marks correctly after
Periods direct questions and in a series of
questions.
It’s important to learn when to use periods and when not to use pe-
riods, as well as how to avoid some common pitfalls in using them. • Use exclamation points correctly.
A period is a point used to mark the end of a sentence.
When to Use Periods W H Y I T ’ S I M P O R TA N T

Use periods (1) to end declarative or imperative sentences, (2) to Learning the proper rules for ending
end requests that are phrased as questions simply for the sake of
courtesy, and (3) to end indirect questions. sentences can add depth and interest
to your documents and ensure that
After Declarative and Imperative Sentences. Declarative sen- the importance of your message is
tences make statements, and imperative sentences order someone understood.
to act. Examples follow:
• All expense reimbursement requests must be
submitted by Monday. (declarative sentence) KEY TERMS
• Please submit your expense reimbursement requests
by Monday. (imperative sentence) • periods
• declarative sentences
After Requests Phrased as Questions. In an effort to soften • imperative sentences
commands and orders, speakers and writers often phrase such
orders as questions. Because such statements are not really ques- • indirect questions
tions, use periods to end these sentences: • period faults
• Will you please put the appointment on my • fragments
c alendar. (This is not a question—no answer is
required.) • comma splices
• May we have the live lobsters shipped by the fast- • question marks
est method. (This is a polite way of saying, “Send
the live lobsters as fast as possible”—not really • direct questions
a question.) • exclamation points
• Can you demonstrate the new software by next
Thursday? (This question requires a yes or no answer
and, therefore, requires a question mark rather than
a period.)
201
After Indirect Questions. An indirect question is a question restated as a declarative
sentence. Examples follow:
Digital
Data • Donald asked me if I had contacted Mr. Steinberg about our computer secu-
rity. (The question is related as a declarative sentence, so it requires a period.)
Formatting • Alicia, have you contacted Ms. Steinberg about our computer security?
(Stated as a question, the sentence requires a question mark.)
Documents
It is important to apply the
correct mechanics of style
when formatting docu- 7.1 Self-Assessment A
ments. Don’t forget to use
the italics feature in your
Check the following sentences for errors in the use of end punctuation. For each
word processor when item, insert a period or a question mark, and write P if there should be a period
you are listing the titles of and Q for question mark.
books, newspapers, plays,
operas, or movies. 1. Did Richard check with you before he borrowed the car Q
2. Richard asked if he should check with you before borrowing the car P
3. Are jeans acceptable attire for the party Q
4. Betty, will you direct your complaint to Accounting instead of our department
P
5. The class members asked if they had to answer every question or just the
ones marked P
6. Will you set the alarm system when you leave P
7. Was Paula injured when she slipped on the ice Q
8. Dr. Fisher asked if the family wanted a referral to a pediatric dentist P
9. Gina asked the employees if they wanted to enroll in vision insurance P
When Not to Use Periods

KEY POINT Do not use periods in the following instances.
Do not use periods after
After Sentences Ending in Abbreviations. Do not use two periods for sentences that
the following: end with abbreviations that require periods. If a sentence-ending abbreviation requires
1. Sentence-ending a period, let that period serve both functions. An example follows:
abbreviations • As printed on your itinerary, the hot-air-balloon excursion will d epart
2. Headings promptly at 5 a.m. (not 5 a.m..)
3. Roman numerals
After Headings or After Roman Numerals With Names or Titles. A heading that is
with names or titles set on a separate line (for examples, see some of the headings in this textbook) should
4. Numbers or letters in not be followed by a period. Also, roman numerals used with names or titles should not
parentheses be followed by periods.
5. Even-dollar amounts • John Mattison Camp II has been appointed to our board of directors.
(not “John Mattison Camp II. has been. . . .”)
After Numbers or Letters in Parentheses. Do not use periods after numbers or let-
ters enclosed in parentheses that precede enumerated items in a sentence.
• Reduced Internet access fees have been negotiated for our associates
with (1) State Online, (2) Internet of Clifton, and (3) Speed Runner
Cable Company.
202 Chapter Seven Applying the Mechanics of Style

When numbers or letters are not in parentheses and are displayed on separate lines, Teaching Tip
use a period after each. Perfect Punctuation—
Condensed expressions,
• Our employees have access to: found more frequently
1. State Online. in spoken than in written
2. Internet of Clifton. English, are not considered
incomplete sentences.
3. Speed Runner Cable Company. Answers to questions are
Note: In the previous example, each item in the list completes the introductory statement. usually stated economically
Each item is the object of the preposition to in the introductory statement. Therefore, and are followed by a
period. Question: Which
each item ends with a period. If the items did not complete the introductory statement,
branch office has the
no periods would be needed.
highest sales? Response:
If the introductory statement for a numbered list is grammatically complete, do not The Chicago office.
use periods after the items in the list. An example follows: Likewise, simple yes or no
• Our employees have access to all the following: answers correctly end with
periods: Will you telephone
1. State Online the office? Yes.
2. Internet of Clifton
3. Speed Runner Cable Company
Also, if each item in a list is a complete sentence or a long phrase, use a period.
After Even Amounts of Dollars. Except in tables (when it is important to align num-
bers), do not use periods or unnecessary zeros in even-dollar amounts. An example KEY POINT
follows:
Do not use periods after
• Thank you for sending your $100 contribution to support the homeless numbers or letters in
shelter. (not $100. contribution and not $100.00 contribution) parentheses or after
As shown in the preceding example, omitting the period and unnecessary zeros im- even-dollar amounts.
proves the readability of the sentence.
Teaching Tip
More information on
number usage is in
7.1 Self-Assessment B Section 7.7.
Check the following sentences for any errors in the use of periods. Write OK
if the sentence is correct. If it contains errors, circle any error(s) and write the
1. Talisa won a $500.00 gift card for the best suggestion for saving money.
$500
2. The international flight doesn’t leave until midmorning, but we have to be at

the airport by 8 a.m.. a.m.
3. On last summer’s road trip, he crossed several United States time zones
including (1) Eastern, (2) Central, (3) Mountain, and (4) Pacific. OK
4. Deducted from your $100.00 security deposit is a $37.00 charge to replace a
broken living room windowpane. $100, $37
5. The tour group visited Vatican City and heard a lecture about former
Pope Benedict XVI. but had to leave before the lecture on Pope Francis
began. XVI but . . .
Section 7.1 Sentence Enders 203

6. The food court will offer the following foods: No
periods required
1. Ice Cream.
2. Pasta.
3. Pizza.
4. Salad Bar.
5. Sandwiches.
oops!
Final Punctuation— Period Pitfalls
Only One Period Using a period at the end of an incomplete thought, or fragment, is a period fault. Using
My flight arrives at a comma when a period is needed is a comma splice. Avoid these errors in your writing.
9:55 p.m..
The Period Fault. An incomplete thought, or fragment, is not a sentence and there-
(9:55 p.m. is correct, not fore cannot stand alone. It should not end with a period. A period fault often occurs
9:55 p.m..) when a dependent clause is separated from the main clause. Generally, joining the in-
complete thought to a main clause will solve the problem. Examples follow:
• Brent is taking a computer applications course. Because he believes it
will help him get a promotion. (The second group of words cannot stand
alone. This dependent clause should be joined to the preceding indepen-
dent clause as shown in the following example.)
• Brent is taking a computer applications course because he believes it will
help him get a promotion. (Now, the dependent clause does not stand
alone but is joined correctly to an independent clause.)
The Comma Splice. A comma splice is a comma by itself used to join two independent
clauses. Instead, a period is needed. Comma splices may also be remedied by using a
semicolon or a conjunctive adverb. Examples follow:
Teaching Tip • Your seeds and bulbs are enclosed, a planting guide for your location will
Joining Clauses—Point be mailed within ten days. (Place a period after enclosed to separate
out that there are two these two independent clauses.)
other options for joining • Jedd is recruiting students to tour Israel, he said that the reservation
independent clauses.
deadline is May 15. (A semicolon can be used to join these two indepen-
One option is to use a
dent clauses.)
comma and a coordinating
conjunction (Section 7.2); A comma splice creates a run-on sentence in which two related ideas that can stand
another option is to use a alone grammatically are joined together by only a comma. A run-on sentence may
semicolon (Section 7.3). be corrected by using a period, a semicolon, or a comma followed by a coordinating
conjunction.
Check the following sentences for any period faults or comma splices. Write OK
if the sentence is correct. If it contains errors, circle any error(s) and write the
1. Our employees tutor elementary students in math and reading. To improve

students’ performance. reading to (no period)
2. We almost called 911, we realized the fire department was doing a controlled
burn. 911. We

3. Roberto never missed a day of class. Until he broke his leg in April of his
junior year. class until
4. The doctor’s office called. To remind you not to eat or drink before your lab
work. called to
5. Mr. Johnson refused to get a credit card, he paid cash for everything.
card. He
6. The company picnic was postponed for a day, there were severe
thunderstorms in the lake area. day; there (or day. There)
7. Engineers were assessing the earthquake damage. Determining if buildings

were safe. damage, determining (or damage. They were determining)
8. Kathy was in the emergency room with a bee sting, she missed her
flight. bee sting; she
9. We’ve all taken nutrition classes, why do we find ourselves skipping meals
and eating too much fast food? classes; why (or classes. Why)
Question Marks Teaching Tip

Question Within and
Use question marks after direct questions and in a series of questions. A question mark is
Without—Take this
a mark used in writing and printing at the conclusion of a sentence to indicate a question. opportunity to discuss the
reasons why one question
After Direct Questions mark is outside the closing
Direct questions always end with question marks. Examples follow: quotation mark (“Fragile”?)
and the other is inside the
• Have you finished the spreadsheet? closing quotation mark
• Mrs. Alexander, have you mailed your tax return yet? (“Thursday?”). Discussing
• this now will prepare
Should we mark these packages “Fragile”?
students for this topic,
• Reynaldo asked, “Will you complete the report by Thursday?” which will be presented in
Section 7.4.
Sentences that begin as statements but end as questions are considered questions.
Use question marks at the end of such sentences:
• Caleb shipped the fruit by United Parcel Service, didn’t he? (The question
at the end of the statement—didn’t he?—requires you to put a question
mark at the end of the sentence.)
• Makayla is planning to go to the dentist today, isn’t she? (Again, the ques-
tion following the statement makes this an interrogative sentence. Use
a question mark at the end of the sentence.)
Question Mark Pitfall. So many questions include the word why, ask, or how that
some writers automatically use a question mark at the end of any sentence with one
of these words. However, many sentences with why, ask, or how are simply indirect
questions—that is, declarative sentences. Examples follow:
• Alice Vergeer asked why the copy machine had not been repaired.
oops!
(This statement is an indirect question. Use a period.) Are You Asking Me?
• Bob asked how we intended to decrease expenses. (This is a statement,
Did you schedule your
not a question.)
dental appointment.
In a Series of Questions (Appointment? is correct,
When a sentence contains a series of questions, the series may be joined by commas not appointment.)
and a conjunction (like other series) and end with one question mark. Alternatively,

Teaching Tip each question may be separated from the main sentence and may have its own question
If you expect an answer, mark. Examples follow:
use a question mark.
• Have you distributed copies of the commendation to the employee, her
supervisor, and the human resource department? (The items in the series
are joined by commas and the conjunction and. The sentence ends with
a question mark.)
Teaching Tip
Exclamation Overuse— • Have you distributed copies of the commendation to the employee? her
Encourage students supervisor? the human resource department? (Each item in the series
to limit the use of is separated from the main sentence, and each ends with its own ques-
exclamation points. tion mark. Note that a lowercase letter begins each item to show that
Overusing exclamation it is grammatically connected to the main sentence.)
points decreases their
effectiveness.
Exclamation Points
During the typical day, we see many, many exclamation points as we read signs and ad-
KEY POINT vertisements: “Special Sale!” “Limited-Time Offer!” “Hurry! Place Your Order Today!”
The exclamation point is used to show strong emotion or feeling. An exclamation point
Use exclamation points
can be used after a single word or at the end of a sentence. In business writing, exclama-
to show strong emotion or tion points are limited to special uses. Examples follow:
feeling. However, overus-
• Congratulations! You have been named Volunteer of the Year.
ing them decreases their
• We were awarded the construction contract. What great news!
effectiveness.
• Mr. Cortez, your suggestions increased profits by 25 percent!
Sometimes the exclamation point may replace a question mark when a question is
really just a strong statement. An example is:
• What happened to the fax machine! (This sentence is worded like a ques-
tion but really is an exclamation.)
Do not overuse the exclamation point! Some inexperienced writers incorrectly use
two or three exclamation points at the end of a sentence for extra emphasis. One excla-
mation point is enough.
Check the following sentences for any errors in the use of exclamation
points, periods, and question marks. Write OK if the sentence is correct. If
it contains errors, circle the error(s) and write the correction(s) on the line
provided.
Employability
Skills 1. Mr. Bailey asked how to advertise the sales tax holiday? holiday.
2. Does he want to major in business, education, or nursing? OK

Reasoning
3. I’m glad the elevator inspector found everything working properly, aren’t you.
The ability to reason and you?

to communicate ideas
clearly is valued by em- 4. Congratulations. You have completed your computer training in record
ployers. Mastering your time. Congratulations!
writing skills and oral skills 5. Does the company’s benefits package include disability insurance? health
will help in communicat- insurance? vacation with pay? OK
ing your ideas clearly and
6. The flight attendants know how to use the defibrillator, don’t they?
thoughtfully.
OK

7. Ask Hosea if he can get Tech Support here by tomorrow at noon?
noon.
8. The copier is broken again for the third time this week! OK
9. Does the new building have Braille signage at each office door. door?

Review of Key Terms
1. What kind of sentences should end with a period? Declarative or
imperative sentences, requests phrased as questions, and indirect questions end
with a period
2. What is a comma splice? Provide an example. A comma splice is an error in
which a comma is used when a period is needed. Examples will vary.
Editing Practice
Grammar Alert! Which of the following sentences should end with periods, and which
should end with question marks? Write P for period and Q for question mark.
3. Alfred, may I ride home with you this afternoon Q
4. Sun Lee asked if she should work overtime P
5. Will you please submit your goals for next year to Athena by Monday
P
6. May we schedule your dental appointment for Monday morning at 8:30

Q
7. Oksana asked Mr. Moreno if he plans to call his travel agent P
Correcting Sentences
8. Correct any errors in the use of periods, question marks, or exclamation
points in the following sentences.
a. T
he professor asked the class if they would like an extra week to
complete their research papers? Change question mark to a period.
b. M
s. Garcia’s administrative assistant booked her a flight that leaves at
7 p.m. OK
c. A
lthough the sales meeting was postponed. We still celebrated Mr. Lee’s
retirement at the end of the week. postponed, we
d. O
ur financial adviser suggested that we increase our (1.) life insurance, (2.)
foreign investments, and (3.) professional liability coverage. Omit
periods
following
the numbers (1) (2) (3).

9. Find and read an article with information about the stock market. Then,
write a group response that summarizes the article and
includes the following end marks: period, question mark, and
exclamation point. Responses will vary.

Discussion Point
Making Comparisons
10. What is the difference between an indirect question and a direct
question? An indirect question is a declarative sentence that contains a question.
A direct question is an interrogative sentence and requires a question mark.

11. Why would some sentences end with an exclamation point instead of a
question mark? Sometimes sentences should be read with strong emotion rather
than
posed as questions.


Section 7.2
Commas SECTION LEARNING

OUTCOMES
• Use commas correctly in com-
Commas let readers know when they should pause or slow down.
pound sentences and in a series.
Effective speakers use pauses that enable their listeners to grasp
and connect thoughts and to separate expressions that are not es- • Use commas correctly after in-
sential to the clarity of the message. Similarly, effective writers use troductory words, phrases, and
commas to connect thoughts and to separate elements within sen- clauses.
tences. You will find that using commas correctly will help clarify
your writing and be an important asset to you in your business and • Use commas correctly to set off
personal writing. interrupting elements.
Study the following applications so that you will be able to use
• Use commas correctly with con-
commas correctly in all forms of business writing.
secutive adjectives and repeated
expressions.
In Compound Sentences
To use commas correctly in compound sentences, you need to be
able to distinguish a compound sentence from a simple sentence
with a compound predicate. To accomplish this, review the distinc- W H Y I T ’ S I M P O R TA N T
tion between simple and compound sentences.
A simple sentence contains a subject and a verb, and it expresses Commas help your readers make sense
a complete thought. The subject or the verb may be compound. A of information you present.
simple sentence with a compound predicate has only one subject
and a compound verb. Do not use a comma to separate a com-
pound predicate. Examples follow:
• Alex moved to Bristol last week and started his new KEY TERMS
job with Cyber Technology today. (Alex is the only
• commas
subject for the two verbs in the compound predicate—
moved and started. No comma is needed.) • simple sentences
• The Solomon & Willis Company originally planned to • compound sentences
develop a dude ranch on the acreage but later de-
cided to sell the land instead. (Company is the subject • series
for the compound predicate verbs planned and de- • semicolons
cided. No comma is needed.)
• infinitive phrases
A compound sentence has two or more independent clauses,
each with a subject and a predicate. Note in the following sentences • participial phrases
how commas are used with the coordinating conjunctions and, but, • gerund phrases
or, and nor to join two independent clauses:
• prepositional phrases
• Alex moved to Bristol last week, and he started
his new job with Cyber Technology today. (The • interrupting elements
comma and the conjunction and join two independent • parenthetic elements
clauses.)
• explanatory elements
• The Solomon & Willis Company originally planned
to develop a dude ranch on the acreage, but it later • appositives
decided to sell the land instead. (The comma and
• consecutive adjectives
the conjunction but join two independent
clauses.) • direct address
209
• Hannah will take a refresher course in spreadsheets this semester, or she
KEY POINT will take a course in database management. (The comma and the conjunc-
tion or join two independent clauses.)
Each clause in a
compound sentence
• José does not plan to apply for the position, nor does he plan to transfer
to another office. (The comma and the conjunction nor join two indepen-
can stand alone as a dent clauses.)
sentence.
Teaching Tip Memory Hook

Compound Comma—Help
students see the difference
between a compound To help distinguish between a simple sentence with a compound
sentence and a sentence predicate and a compound sentence, use the following:
with a compound predicate.
Understanding this
• Simple sentence with compound predicate
difference will help students subject + verb + verb
use commas correctly in Tim finished the analysis on time but forgot to report his results.
compound sentences.
Point out that writers • Compound sentence
sometimes use a comma subject + verb + conjunction + subject + verb
before but in a compound Tim finished the analysis on time, but he forgot to report his results.
predicate to emphasize
contradiction: “She was
always polite, but never
truly helpful.”
No Comma Between Very Short Clauses
When the independent clauses are very short, the comma is usually omitted. Read the
following examples aloud; as you do so, note that each sentence sounds “natural” with-
out a pause before the conjunction.
• Katrina washed the car and Omar waxed it. (The two independent clauses
are short; the comma between car and and may be omitted.)
• Will went to lunch and Fred joined him later. (Again, two short indepen-
dent clauses do not require a comma.)
Semicolon to Avoid Possible Misreading

If either clause of a compound sentence already contains one or more commas, a mis-
reading may result. To avoid misreadings, use a semicolon, not a comma, to separate
the clauses. An example is:
• This next benefits meeting will cover changing dental plans, submitting
claims for reimbursement, and establishing flexible working hours; and
a company-sponsored child care center will be the topic of next month’s
meeting. (The semicolon provides a stronger break and prevents mis-
reading a company-sponsored child care center as part of the preceding
series.)
When the two independent clauses in a compound sentence are very long, a
semicolon is required. Better yet, rewrite very long clauses as separate sentences. An
example is:
• The findings of our research staff clearly point to the possible effective-
ness of polyvinyl chloride (PVC) as a replacement for the more expensive
materials we are now using. We fully support the need to fund further re-
search to explore the uses of PVC for our entire line of products.

Check the following sentences for any errors in the use of commas. Write OK
1. I e-mailed the customer this morning but have not yet heard from her.
OK
2. The interview began at 11:30 a.m., but ended before noon. 11:30 a.m. but
3. Jake does not plan to fly to New York nor does he plan to drive; he plans to
take the train. New York, nor
4. Angie will work from home this week, but will be back in the office on
Monday. week but
5. George spends much of his time volunteering at the soup kitchen and he will
be honored as Volunteer of the Year at the banquet on Friday.
kitchen, and he
6. Gavin interviewed Beth, Dave, and Phil, and Glenda interviewed Sharon,
Teresa, and Vince. Phil; and Glenda
7. Jared could install the software, or he could ask someone else to do it for
him. OK
8. Paul cooks, and Cathy washes dishes. cooks and
In a Series
A series consists of three or more items in a sequence. The items may be words, phrases,
or clauses.
• The nurse checked the patient’s blood pressure, temperature, and pulse. (a
series of words with the comma placed before the conjunction)
• Many of our employees do volunteer work in hospitals, at homeless shel- KEY POINT
ters, and for various charitable organizations. (a series of three phrases: in
hospitals, at shelters, for various charitable organizations) Use a comma before the
• conjunction when listing
Joan will head our New Orleans office, Danny will fill Joan’s former posi-
tion at headquarters, and Lisa will become Danny’s assistant. (a series of three or more items in a
three independent clauses) series.
When Etc. Ends a Series

Etc. means “and so forth.” Never write and etc. because that would mean “and and so Teaching Tip
forth”!
Serial Commas—Stress
When etc. ends a series, use a comma before and after it unless etc. ends the sen- that commas are used
tence. Examples follow: in a series to separate
• Summer interns at the newspaper interview community leaders, research items that precede the
background information, write feature articles, etc. (Use a comma before etc. conjunction.
Point out to students
but no comma after etc., because it ends the sentence.)
that newspapers and some
• Jeanne will meet the clients, take them to dinner, show them around magazines routinely omit
the city, etc., according to Kyle’s instructions. (Use a comma before and the comma before the
after etc.) conjunction in a series.
Section 7.2 Commas 211

Semicolons Instead of Commas in a Series
When the items in a series are long clauses or when the items already contain commas,
use a semicolon to provide a stronger break between items. Examples follow:
• Ms. Russell has asked us to do the following: place the cartons on ship-
ping pallets; move the pallets to the warehouse entrance for shipment;
and obtain a signed receipt showing the time the pallets were picked
up by the shipper. (A long pause in between the items is helpful to the
reader.)
• During his first two months with the company, Ben met with clients in
Miami, Florida; Trenton, New Jersey; and Kansas City, Kansas. (Using
semicolons to separate the parts of the series enables the reader to grasp
the meaning immediately.)
When Not to Use Commas

Do not use commas in the following situations.
At the End of a Series. Do not use a comma after the last item in a series (the item
following the conjunction) unless the sentence structure requires a comma. Only the
items preceding the conjunction are separated by commas. Examples follow:
• Duane, Esther, and Tomas are responsible for the orientation sessions for
new employees. (No comma is required after Tomas, the last item in the
series.)
• Duane, Esther, and Tomas, who are training specialists in our home office,
will conduct the orientation sessions for new employees. (The comma
after Tomas is required because of the interrupting clause beginning with
who.)
With Repeated Conjunctions. When the conjunction is repeated between every two
items in the series, no commas are needed:
• You may send us the contract by mail or courier or fax. (The conjunction
or is repeated between series items; no commas are needed.)
In Certain Company Names. Write a company’s name exactly as it is printed on the

company’s letterhead. Some companies write their names without a comma before and;
others use a comma. In all cases, no comma is used before an ampersand (&).
• Mallory, Paxton, and Stevens Company bought the property. (This exam-
ple follows the official company name precisely.)
• Dewey, Cheatum & Howe is a reputable accounting firm. (Never use a
comma before an ampersand: &.)
if the sentence is correct. If it contains errors, circle the error(s) and write
the correction(s) on the line provided.
1. You can use your cell phone in your car, on the train or on your sailboat.
train, or

2. Jordan, Larry, and Sarah, our summer interns, will temporarily replace our
vacationing employees. OK
3. At midnight, the security guard turns off the lights, locks the door, turns on
the alarm, and etc. alarm, etc.
4. The accounting firm of Mankins, Mankins, & Smith completed the audit in
record time. Mankins & Smith
5. Shorts, tees, tanks, etc. will be on sale after Labor Day. etc., will
6. Denise will rent a van, Lily will make the dinner reservations and Sandy will
buy the concert tickets. reservations, and
7. You can travel by van, train, or airplane, or if you prefer, you may drive your
car. airplane; or
8. Harry, Sam and Wes brought their gear and are going trout fishing
tomorrow. Sam, and
Following Introductory Words, Phrases,

KEY POINT
and Clauses
Use commas after intro-
Commas follow introductory words, phrases, and clauses to provide a needed pause and
thereby prevent possible misreading or confusion. ductory words, phrases,
and clauses.
Introductory Words
Commas follow introductory words at the beginning of sentences or clauses. Some of the Teaching Tip
most commonly used introductory words are listed in Exhibit 7.1. Introductory Words—
However is not always
• Naturally, we were eager to hear the results of his medical tests. (The an introductory word. For
introductory word naturally is at the beginning of the sentence and is fol- example: However high
lowed by a comma.) the cost, we must improve
• The medical tests showed that his surgery had been successful; naturally, the safety features of this
we were thrilled that he would soon return to work. (Here, the word natu- machine. Note that no
rally introduces the second clause in the sentence. Again, it is followed comma follows however.
by a comma.) Indicate that many
introductory words in the
list are used to introduce
interrupting elements in a
sentence, as discussed in
Common Introductory Words this section.
clearly meanwhile now

consequently moreover obviously
finally namely originally
first naturally therefore
however no yes
Exhibit 7.1
Common Introductory Words Ans 7.1
Thinking Critically: What is another introductory word that you commonly use Answers will vary—initially,
in business communications? subsequently, etc.

• We received the results from the medical tests today; we were, naturally,
extremely happy that his surgery was a success. (Note that a comma is
used before and after naturally.)
Introductory Phrases
KEY POINT Commas are often needed after infinitive phrases, participial phrases, and prepositional
Commas are often needed phrases.
after infinitive, participial,
and prepositional phrases After Infinitive Phrases. An infinitive phrase is introduced by to. An infinitive phrase
that begin a sentence. that begins a sentence or a clause is followed by a comma unless the phrase is the sub-
ject of the sentence or clause. Examples follow:
• To finish the inventory report, Mary will have to work late every night this
week. (The infinitive phrase to finish the inventory report introduces the
sentence. It modifies the subject Mary.)
• To finish the inventory report is Linda’s priority for the week. (Here,
the infinitive phrase to finish the inventory report is the subject of the
sentence.)
Teaching Tip After Participial Phrases. A participle is a word having the characteristics of both a
Participial Phrases— verb and an adjective. A participial phrase is always followed by a comma. Examples
Remind students that follow:
waiting is a present
• Waiting for the airplane to arrive, Susan read the novel she had brought
participle and delayed is
a past participle. Point out
with her to the airport. (Use a comma after the participial phrase.)
that participial phrases are • Delayed by heavy snow, Lisa needed an extra two hours to complete the
always adjectival phrases. trip. (Use a comma after a participial phrase.)
Make sure that students
do not confuse participial Do not confuse participial phrases with gerund phrases. A gerund phrase is a phrase
phrases with gerund that contains a gerund. A gerund is a verb form that ends in ing and is used as a noun.
phrases. When a gerund phrase appears at the beginning of a sentence, it is always a subject. A
participial phrase is always an adjective. Examples follow:
• Maintaining law and order is every police officer’s responsibility. (Maintain-
ing is a gerund. The gerund phrase maintaining law and order is the sub-
ject of the sentence.)
• Maintaining law and order, the police officer improved the living condi-
tions in our neighborhood. (Here, maintaining is a participle—an adjective
that modifies the subject police officer.)
After Prepositional Phrases. Use commas after long prepositional phrases and prepo-
sitional phrases that contain verb forms such as gerunds. Examples follow:
• For more detailed installation instructions, please call our toll-free number.
(long prepositional phrase)
• After stopping the runaway car, Lynn received awards from the mayor
and the governor. (Note the gerund stopping in the prepositional
phrase.)
Do not use a comma if the prepositional phrase is short or if it flows directly into
the main thought of the sentence. An example is:
• By noon the temperature should rise and the snow should begin to melt.
(The prepositional phrase by noon is short and flows directly into the
sentence.)

Introductory Clauses
A comma is needed after a dependent clause that precedes a main clause. An
example is:
• When Lorenzo returned from the conference, he met with the
ngineers who had several recommendations for solving the
e
problem. (Comma after a dependent clause that precedes
the main clause)
To apply this comma rule, you must be able to identify the words and phrases that
commonly begin introductory clauses (see Exhibit 7.2).
Words That Introduce Clauses

after how though
although if till
as inasmuch as unless
as if in case when
as soon as in order that whenever
as though otherwise where
because provided whereas
before since wherever
even if so that whether
for then while
Exhibit 7.2
Words That Introduce Clauses
Thinking Critically: Which three words from the list above would best
introduce the dependent clause? __ ___ __ the second half began, the
Bulldogs took the lead.
Ans 7.2 As soon as
1. Betty’s performance appraisals are always the best in our department;

therefore she has been promoted to assistant manager.
therefore, she
2. Painting three offices, took John and Sally most of the week.
offices took
3. Waiting for the paint to dry, John and Sally cleaned the carpet in the
reception area. OK

4. When you return from your vacation you will start learning the new patient
record software system. vacation, you
5. Before Ashley was promoted to manager she worked at least 60 hours a

week. manager, she
6. Mr. Davidson offered the job to Emily; naturally her entire family was
thrilled. naturally, her
7. To succeed as a customer service representative, requires confidence,

courtesy, and tact. representative requires
8. Unless you apply before April 1 you will not be considered for transfer to our
new branch. April 1, you
9. To be admitted to the hospital you must present a current picture ID or have

your hand scanned. hospital, you
10. If we don’t get a building permit we will have to delay the renovations to our
home. permit, we
KEY POINT
With a Dependent Clause Following
a Main Clause
When the dependent
We have already seen that a dependent clause preceding a main clause is always fol-
clause follows the main
lowed by a comma. Examples follow:
clause, use a comma
only if the dependent • As we decided at our regular Monday morning meeting, we will evaluate
clause offers nonessential the commission rates for all sales representatives. (comma after a depen-
dent clause preceding a main clause)
information.
• After Mr. Harrison has made his decision regarding recruitment, he will
meet with each department head. (comma after a dependent clause pre-
ceding a main clause)
However, when the dependent clause follows the main clause, use a comma only if
the dependent clause offers nonessential information—information not needed to com-
plete the meaning. As you read the following examples, note how the dependent clauses
differ:
• We will evaluate the commission rates for all sales representa-
Teaching Tip tives, as we decided at our regular Monday morning meeting. (The
Extra Information—For words as we decided at our regular Monday morning meeting are
students, the difference not critical to understanding the meaning of the sentence. They
between essential and merely provide extra information. A comma separates nonessential
nonessential information
words.)
may be rather subtle.
Help students by reading • Mr. Harrison will meet with each department head after he has made
the sentences aloud and his decision regarding recruitment. (No comma is needed here because
explaining precisely why the clause after he has made his decision regarding recruitment is
the dependent-clause important to the meaning of the sentence. It provides essential informa-
information is “extra” in tion, not additional information. It tells precisely when “Mr. Harrison will
one sentence but essential meet.”)
in another sentence. Have
students create their own When writing such sentences, you will, of course, know the meaning you intend and
sentences for practice. will have an easier job of deciding whether a comma is needed or not.

With Interrupting, Parenthetical,
and Explanatory Elements
Use commas to set off nonessential information such as interrupting, parenthetical, and
explanatory elements.
Interrupting Elements
Interrupting elements do not provide essential information. Use commas to set off inter-
rupters. Examples follow:
• The increase in annual profits, naturally, has elated the stockholders.
(Commas set off the interrupting word naturally.)
• Each division’s proposed budget, consequently, can be increased be-
cause of the significant jump in profits during the last fiscal year. (Again,
commas set off the interrupter consequently.)
Parenthetical Elements
Parenthetical elements are words, phrases, and clauses added within sentences to em- KEY POINT
phasize a contrast, express an opinion, soften a harsh statement, qualify or amend
To determine whether an
meaning, and so on. They should be set off by commas. Examples follow:
element is interrupting,
• Any policy changes, in my opinion, must be approved by the personnel parenthetical, or explana-
committee. (The parenthetical expression in my opinion is not essential to
tory, do this: Read the
the meaning of the sentence and is set off by commas.)
sentence without the
• The text of the policy manual, but not the appendixes, has been approved
by the executive committee. (The parenthetical statement separated by element. If the meaning of
commas emphasizes the contrast.) the sentence isn’t
affected, use commas to
set off the element. It is
Explanatory Elements nonessential.
Additional information that is not essential to the meaning of the sentence is set off
by commas and is called an explanatory element. To determine whether information is
nonessential, read the sentence without the information. If the sentence makes sense,
use commas to set off the additional information. Examples follow:
• The systems analyst, suspecting a virus in the computer network, issued
an advisory memo to all network users. (Read this sentence aloud. As you
do so, note the pause at the beginning and at the end of the participial
phrase suspecting a virus in the computer network. Use commas to set
off such explanatory elements.)
• Leslie O’Malley, who developed this procedure, is a third-shift supervisor.
(The clause who developed this procedure is set off by commas. Again,
read this sentence aloud to note that you pause before and after the
explanatory element.)
Note, however, that clauses that are essential are not set off by commas. An
example is:
• Our company has five additional third-shift supervisors. The third-shift
supervisor who developed this procedure is Leslie O’Malley. (In this sen-
tence, the clause who developed this procedure does not provide extra
information; it specifies one of the “five additional third-shift supervisors.”
Note that in reading this sentence aloud, you would not pause before and
after the clause.)

oops! 7.2 Self-Assessment D
Punctuate Your
Meaning Check the following sentences for any errors in the use of commas. Write OK
Omitting a punctuation
mark can completely
change the meaning of 1. The money received but not the money pledged will be reported to our
a sentence. directors. received, but . . . pledged, will
• The teacher said the 2. The only accountant on our staff, who is a CPA, is Taylor Montgomery.
student was very staff who . . . CPA is
cooperative.
• 3. You should order additional printer paper, if the special discount is still in
The teacher, said the
effect. printer paper if
student, was very
cooperative. 4. The best solution Linda and I believe would be to postpone the theater
In each sentence, who production one month. solution, Linda and I believe, would
was cooperative? 5. The judges, not the audience, decide who wins the talent contest.
OK
6. The technician, who is installing the computer software, is Thomas Hall.

technician who . . . software is Thomas
7. Jackson, waiting for the legal documents to arrive by courier, delayed his
lunch until after 2 p.m. OK
8. One possible explanation for the discrepancy as we discussed yesterday is

that the order was double shipped. discrepancy, as . . . yesterday, is
9. Ms. Lawrence, who designs our furniture, met with the international sales
executive on Tuesday, March 5. OK
10. The patent attorney, whom you should consult, is Richard Williams.
attorney whom . . . consult is
KEY POINT
With Appositives and Related Constructions
The use of commas with appositives, degrees and titles, calendar dates, and state names
Use commas before and is explained in the following discussion.
after an appositive that is
nonessential to the mean-
Appositives
ing of the sentence.
An appositive is a word or a group of words that gives more information about a preced-
ing word or phrase but is not essential to the meaning of a sentence. The appositive is
set off by commas. Examples follow:
• The new paralegal, Aaron Fielding, is working on the Raymond case.
(The appositive, Aaron Fielding, offers additional information, which is not
essential, and is set off by commas.)
• The controller of Peeler Accounting, an adjunct professor at the
community college, is an expert in financial management. (The appositive,
an adjunct professor at the community college, offers additional informa-
tion and is set off by commas.)

When the appositive is very closely connected with the noun that precedes it, no
commas are used to set off the appositive. This occurs most often with one- or two-word oops!
appositives such as names, which are read as a unit. Examples follow:
Set the Date
• My son Donald will graduate in June. (The appositive Donald is read
as part of the unit My son Donald, so no commas are used. Strictly We will meet on Friday
speaking, if the speaker has only one son, Donald could be set off May 5, to discuss plans for
by commas, since the name would not be needed to indicate which our presentation.
son, but in expressions like this, the name is considered part of the
(Friday, May 5,)
unit.)
• The motivational speaker Elizabeth Thomas will accompany Janice
to the convention. (The appositive Elizabeth Thomas is closely
connected to the noun preceding it; therefore, no commas are
needed.)
• The year 2018 will mark the 100th anniversary of our firm. (Here, 2018
is essential to the meaning of the sentence. It is not set off by
commas.)
Degrees, Titles, and Other Similar Terms

Several commonly used abbreviations offer additional information about the names
that precede them. For example, M.D. following a person’s name tells that he or she is
KEY POINT
a doctor of medicine, and Inc. following a company name tells that the firm has been Use a pair of commas to
incorporated. set off degrees, titles, and
Abbreviations such as M.D., Ph.D., and D.D.S. are always set off by commas when
abbreviations used with
they follow a person’s name.
names.
• Jane B. Davis, M.D., makes many medical mission trips a year.
• Leonard F. Casper, Ph.D., has a private counseling practice.
The abbreviations Inc. and Ltd. may or may not be set off with commas, depending
on the preference of the company. Follow the style shown on the company’s letterhead.
Examples follow:
• The credit services division of Sanford & Son, Inc., has been moved.
(Sanford & Son, Inc., is the official company name.)
• Ms. Madison does freelance photography for Nature Inc. in New York City.
(Nature Inc. is the official company name.)
Like Inc. and Ltd., the abbreviations Jr. and Sr. may or may not be set off with com-
mas. Follow the preference of each individual when writing Jr. or Sr. or roman numerals
after a person’s name.
• Dennis H. Carswell Jr. has been appointed assistant principal.
(Mr. Carswell prefers no commas setting off Jr.)
• Jeremiah D. Wheeling, III, is the president of Wheeling Travels, Inc.
(Mr. Wheeling prefers to use commas to set off III.)
Note that when commas are used to set off such abbreviations as M.D., Inc.,
and Jr., they are used in pairs. Do not use a single comma to set off such abbrevia-
tions unless the abbreviation appears at the end of a sentence. If the person’s prefer-
ence is not known, do not use commas to set off Jr., Sr., or roman numerals after the
name.
If a name is written in inverted order, a comma should be used regardless of the
person’s preference:
• Finney, Robert W., Jr.

Calendar Dates
In month-day-year dates, the year is set off with two commas. In month-year dates, the
commas are omitted. Examples follow:
• We purchased the restaurant on October 15, 2005, and will open it
in January.
• We purchased the restaurant in October 2005 and will open it in
January.
When the month and day are preceded by the day of the week, use commas to set
off the month and day.
• We will meet on Monday, March 18, to discuss the legal aspects of the
case.
State Names
A pair of commas is used to separate the city from the state and the state from the rest
of the sentence. An example is:
• Our next national meeting will be held in Omaha, Nebraska, next
April.
Check the following sentences for any errors in the use of commas.
Write OK if the sentence is correct. If it contains errors, circle the
error(s) and write the correction(s) on the line provided. (Note:
Abbreviations used with names reflect the preference of the person
or company.)
1. David H. Harvey, Jr., will be here on Monday to talk with employees about
their insurance coverage. OK or Harvey Jr. will (Depends on personal preference,
if known)
2. Two hurricanes damaged our condominium in August, 2010.
August 2010
3. Two new staff writers, Jill Kirby and Anne Meyers were recently hired by the
Shelby Gazette. Meyers, were
4. On September 1, 2012 our contract was renegotiated by mutual consent.

September 1, 2012, our
5. One of our divisions Ace Pharmaceuticals has been a leader in international

health issues. divisions, Ace Pharmaceuticals, has
6. Olivia flew to Denver, Colorado to meet with the new band members
personally. Colorado, to
7. Matthew H. Turner, Ph.D. has been employed at our university for many
years. Turner, Ph.D.,
8. His wife Joan enjoys riding an ATV on weekends. OK

9. An administrative assistant in the Marketing Department, Taylor
Stevens will be our entrant in our community’s outstanding community
volunteer competition. Stevens, will
10. Blake Griffin, one of our summer interns, lived in Huntsville Alabama, for
Alabama for about five years. Huntsville, Alabama,
Which and That Clauses

Clauses that are not necessary to the meaning of a sentence should be introduced by
Teaching Tip
which and set off by commas. Clauses that are necessary to the meaning of a sentence
are introduced by that. They are not set off by commas. Examples follow: Which to Use?—That
and which are used
• Only the part of the roof that was damaged by the storm will be replaced. interchangeably by many
(No commas separate a that clause.) people, and students will
encounter sentences like
• The damaged roof, which includes the patio roof, will be replaced. (The
The car which I bought
which clause gives additional information and is correctly set off by cost $15,000. Which is not
commas.) incorrect in this example,
but that is preferred by
many language experts.
Comma Pitfalls Whether the clause is
Two more comma pitfalls that trap many writers are (1) using a comma to separate a essential or nonessential
subject from its predicate and (2) using a comma to separate a verb or an infinitive from is the critical factor in
punctuating the sentence
its object or complement.
correctly.
Comma Separating Subject from Predicate

Never separate a subject from its predicate by a comma. Examples follow:
• All written requests from our clients, must be initialed by the office
manager before being given to the broker. (Incorrect. No comma KEY POINT
should separate the subject, requests, from its verb, must be Which clauses include
initialed.)
nonessential information
• All written requests from our clients, according to company policy, must and should be set off with
be initialed by the office manager before being given to the broker.
commas. That clauses are
(Correct. Now, two commas separate a phrase that gives additional
information.) necessary to the sentence
and are not set off with
Comma Separating Verb From Object commas.
Never separate a verb from its object or complement with a comma. Likewise, never
separate an infinitive from its complement with a comma. Examples follow:
• Since 1995 Jacquelyn has been, one of the hospital’s most dedicated
volunteers. (Incorrect. A comma should never separate a verb, has been, Teaching Tip
from its complement, one.) Prey to Pitfalls—Novice
• Most of the staff were surprised to learn, that Ellen is retiring next month. writers often fall prey to the
pitfalls listed here. Be sure
(Incorrect. A comma should never separate an infinitive, to learn, from
to discuss these common
its complement, Ellen.) errors with students.
Comma Separating Noun From Preposition

Never separate a noun from the qualifying preposition that follows it. An example is:
• The sales representatives, from Amex Corporation will be arriving shortly.
(Incorrect. The prepositional phrase from Amex Corporation defines the
noun the sales representatives and should not be separated by a comma.)

1. My car which is a 1993 Mercedes convertible is dependable and gets good

mileage. car, which . . . convertible, is
2. We were not surprised to hear, that Jackson turned down the promotion and
transfer. to hear that
3. For over 30 years, Lane has been, one of the company’s most dedicated
staff members. has been one
4. Three employees from our outlet store in North Carolina, are being
considered for transfer to our store in South Carolina. North Carolina are
5. The conference program, which you requested today, is attached. OK
6. Books, that are on sale through Labor Day online, may be purchased at
regular price after the holiday. Books that are . . . online may be
7. Everyone volunteered to spend Saturday cleaning the park, that is located

near the River. the park that is
KEY POINT
With Consecutive Adjectives
Consecutive adjectives are adjectives that come together but separately modify a noun.
Use commas to separate When consecutive adjectives separately modify a noun, use a comma to separate the
two or more adjectives adjectives. To test whether the two adjectives separately modify the noun, use the word
that separately modify a and between the adjectives. Examples follow:
noun. • Malinda addressed the audience in a dynamic, entertaining way.
(A comma is required between the adjectives dynamic and entertaining.
Note that the word and can be used between the modifiers: in a way
that is dynamic and entertaining.)
• Philip and Courtney are creative, knowledgeable computer
analysts. (Use a comma between the adjectives that separately
oops! modify the compound noun computer analysts: creative and
knowledgeable.)
Careless Comma
Note that no comma follows the last adjective in a series—that is, no comma sepa-
You can buy this car rates the last adjective from the noun. An example is:
for a reasonable, down • The new outpatient clinic is staffed by skilled, experienced personnel.
payment. (No comma is used to separate the last adjective, experienced, from the
(No comma is needed noun personnel.)
after reasonable; it Commas are not needed in the following examples:
wouldn’t make sense • Olivia Baxter’s unique negotiation style is her greatest attribute. (Using
to say “reasonable and the word and between the modifiers unique and negotiation makes no
down payment.”) sense. These adjectives do not separately modify the noun; therefore,
a comma is not used here.)

• We discussed conservative financial investments with our
dviser. (You would not say “investments that are conservative
a
and financial.” Here, the adjective financial modifies investments.
But the adjective conservative modifies the unit financial
investments. In other words, “financial investments that are
conservative.”)
Check the following sentences for any errors in the use of commas. Write
OK if a sentence is correct. If it contains errors, circle the error(s) and write
the correction(s) on the line provided. Test by using the word and between
adjectives.
1. The caterer prepares delicious nutritious meals at a reasonable price.

delicious, nutritious
2. Their portfolio contains solid high-yielding investments.

solid, high-yielding
3. Nicole and Alice made an impressive presentation about their fascinating

humanitarian trip to Kenya. OK
4. The earliest possible date that we can meet is August 14. OK
5. Mrs. Anderson requested that we find a creative talented consulting team of

highly experienced professionals. creative, talented
6. Julie is recognized as a qualified resourceful management consultant.

qualified, resourceful
For Omissions, With Repeated Expressions,

and in Direct Address
The comma is also used to save time and words, to emphasize an important thought,
and to set off names and terms in direct address.
Omissions
Sometimes writers can use the comma to avoid repeating words that have already been
stated in the sentence. The comma makes the reader pause long enough to mentally
supply the omitted words. An example is: KEY POINT
• Effective March 1, Mrs. Adams will be in charge of the Evans Commas are usually
ccount; Ms. Dryfus, the Gleason & Norton account; Ms. Ollis, the
a
substituted for repeated
Myers Shop account; and Mr. Wilson, the Kennedy Chemicals account.
(Rather than repeat the words will be in charge of three times, the words when the clauses
writer uses commas after Dryfus, Ollis, and Wilson to indicate the are separated by a
omission and cause the reader to pause long enough to supply these semicolon.
words.)

Repeated Expressions
Repetition is one of the most effective ways to emphasize an important point. Repetitions
must be planned if they are to be effective, and the repeated words must be separated
by a comma. An example is:
• Company policy states, “Never, never smoke in the warehouse.” (Note
the comma that separates the repetition never, never.)
Direct Address
In writing, when writers address people directly—a technique called direct address—they
set off their names (or similar terms) with commas. Examples follow:
• As you may know, Miss Trexler, this software program offers you direct
online support.
• Without your encouragement and support, Dr. Rybnicek, I would not have
recuperated so quickly.
1. The Kentucky plant is scheduled for machinery upgrades on June 5; the

Maryland plant July 20; and the Virginia plant August 25.
Maryland plant, July 20; and the Virginia plant, August 25.
2. Climbing Mt. McKinley is a dangerous dangerous hobby!

dangerous, dangerous
3. To pass the CPA exam, each accountant will have to study many, many
hours. OK
4. We are proud to announce that Jayson, Inc., has donated $10,000 to

Harvest Table Charities; Grayson Industries $15,000; and Ryan Café
$17,000. Grayson Industries, $15,000; and Ryan Café, $17,000.
5. Carol’s testimony was the truth absolutely the truth. truth, absolutely
6. Ms. Kline thank you for your support as we implement a company health
awareness program for all employees. Ms. Kline, thank
In Numbers and Between Unrelated Numbers

Use a comma to separate thousands, ten thousands, hundred thousands, millions, and
so on, in numbers of four or more digits. This function of the comma prevents misread-
ing of numbers. Note that there is a trend toward omitting the comma in four-digit
numbers like $4000. However, if the four-digit number is used in the same sentence as a
number with five or more digits, use the comma for consistency.
KEY POINT Here are some examples of commas used to separate parts of numbers:
Separate unrelated • Our sales exceeded $10,000,000 last year and are estimated to be
numbers with a comma. $12,000,000 this year.
• Our bulk mailing list was 9,500 last year; this year it is 12,500.

When unrelated numbers are written together, use a comma to separate them. The
comma slows down the reader and makes each number distinct. An example is:
• By September 5, 250 employees had completed the additional
training.
Employability
More Comma Pitfalls Skills
Now that you know all the important uses of the comma with numbers, be sure to mas-
ter these principles for when not to use a comma with numbers. Making Decisions
Decisions are made daily
In Numbers in business, and the ability
Never use commas in the following numbers, regardless of the number of digits: to make wise decisions is
• Years in 2007 a key employability skill.
• Page numbers page 1418 In your daily life, practice
making good decisions by
• House numbers 3271 Oak Street
evaluating all the alterna-
• Telephone numbers 201-555-8234
tives and risks before
• ZIP Codes Detroit, MI 48266-1274
making a decision.
• Serial numbers No. 3317265
• Decimals 11.37580
In Weights, Capacities, and Measurements

Never use a comma to separate the parts of one weight, one capacity, or one measure-
ment. Examples follow:
• The program runs for exactly 1 hour 18 minutes 20 seconds. Going Global
• Jonah and Sandra’s new baby weighs 10 pounds 3 ounces.
• Eliza stands 5 feet 7 inches tall. Commas Here and
All the above examples are considered one measurement with multiple elements. These
There
elements should not be separated by a comma. Writing numbers can be
tricky in some countries if
When to Use Commas With Numbers you are unfamiliar with the
When two unrelated numbers end up adjacent to each other in a sentence and both are differences. For example,
numerals or spelled-out words, separate them with a comma. An example is: in Germany, decimal
• On May 15, 25 clients will be taking a tour of our plant. points indicate thousands
However, when one of the numbers is a numeral and the other is a spelled-out word, and commas indicate
no comma is needed. tenths. So the num-
ber 18.532,90 in Germany
• On May 15 eight clients will be taking a tour of our plant.
is the same as 18,532.90
in the United States.
7.2 Self-Assessment I
1. My car insurance policy, Policy 13886, is in my safety deposit box at the

bank. OK
2. As you will see on Invoice 21,581, we received all of the items that were
ordered. Invoice 21581

3. The Harris Office Equipment Company relocated to 2,576 Trent Avenue.
2576 Trent
4. Pages 1,796 through 2,017 of the legal transcript cover the details of the
monetary discrepancy that involved $79000.
Pages 1796 through 2017 . . . involved $79,000.
5. Each conference breakout session lasts 1 hour, 15 minutes.

lasts 1 hour 15 minutes
6. By 2017 115 new health clinics will have been opened in 50 states.
By 2017, 115
7. Ben’s annual bonus was $9500; Sammy’s was $10,500. $9,500
8. The ceiling in the building foyer is 12 feet, 2 inches high.

12 feet 2 inches high

Review of Key Terms
1. How is a simple sentence different from a compound sentence?
A simple sentence has one independent clause, although it may have a compound
predicate or a compound subject. A compound sentence has two or more
independent clauses, usually joined with a comma and a coordinating conjunction.
2. When are commas used with appositives? Commas are used with
appositives when the information is not essential to the meaning of the sentence.
Editing Practice
Call an Editor! You have been asked to correct the following letter. Make the necessary
corrections in the letter.
3. The new edition of Consumer Facts has named our software the No. 1 com-
munications software in the nation. Obviously I am extremely proud of this
accomplishment, I would like to congratulate our research and development
staff, our marketing team and our office staff for all their hard work.
How were we able to achieve this goal. We had competent, energetic
dedicated people whom worked many hours as a team. Im honored
to work with you guys. number one Obviously, accomplishment. I
team,
and goal? energetic, dedicated who I’m you.
4. Correct the following sentences.
a. If I were in Miami, Florida or in Phoenix, Arizona I wouldn’t be shoveling
snow now. Florida, Arizona,

b. T
he announcement, that the city will be initiating a tax cut, excited the
community. announcement that . . . cut excited
c. A
mber will send you our internal audit report, and add any comments to
the document that you would like to make. report and
d. D
enise Swartz one of the attorneys we met last year in Detroit is moving
to Boston. Swartz, Detroit,
5. As a team, write the directions for making a withdrawal from a bank

account using a debit card. In your directions, include
sentences that use the following: a series, introductory
words or phrases, an explanatory element, and an
introductory clause. Responses will vary.

Discussion Point
Commas
6. How do effective writers use commas? Effective writers use commas to
connect thoughts and to separate elements within sentences. Using commas
correctly will help clarify writing.

7. If you are unsure about using a comma with interrupting, parenthetical, or ex-
planatory elements, what could you do? If you think that the extra words,
phrases, or clauses should be set off with commas, read the sentence w
ithout
the elements. If the meaning of the sentence does not change, use commas to set
off the element.


Section 7.3
SECTION LEARNING
OUTCOMES
Semicolons, Colons,
and Dashes
• Use semicolons correctly to join
independent clauses.
• Use semicolons and colons
This section discusses three marks of punctuation that are used
correctly before enumerations within sentences—semicolons, colons, and dashes. These punctua-
and explanations. tion marks enable the writer to guide the reader through the mes-
• Use colons correctly to introduce sage. At the same time, they enable the writer to add variety and
interest to the message. Each mark has its own specific function.
independent clauses and to
emphasize what follows.
• Use dashes correctly in sentences.
Semicolons
Semicolons are intended to make the reader pause; by providing
• Correct errors in the use of timing cues, they guide the reader in understanding the message
semicolons, colons, and dashes. clearly. Semicolons are used (1) in place of a coordinating conjunc-
tion to join independent clauses, (2) before an introductory word
that begins the second clause in a sentence, and (3) before explana-
tory or enumerating words.
Using semicolons, colons, and dashes In Place of a Conjunction to Join
helps add variety to your writing. Independent Clauses
As we have seen, in a compound sentence two or more indepen-
dent clauses are usually connected by a comma or commas and one
KEY TERMS or more coordinating conjunctions. An example is:
• semicolons • Teresa completed her degree in physical therapy

in June, and she started working at Cleveland
• colons Regional Medical Center in July. (This sentence
is a compound sentence; it has two independent
• dashes
clauses connected by a comma and the conjunction
and.)
The conjunction and comma in a compound sentence such as
the previous one may be omitted, and a semicolon may be used to
replace them. An example is:
• Teresa completed her degree in physical therapy in
June; she started working at Cleveland Regional Medi-
cal Center in July. (Here, a semicolon joins the two
independent clauses, replacing the comma and the
conjunction.)
Before a Second Clause Starting With an

Introductory Word
In some compound sentences, the second independent clause
starts with an introductory word such as the words shown in
Exhibit 7.3.
228
Introductory Linking Words KEY POINT
Semicolons are used:
accordingly however
again indeed 1. Before the
also moreover second clause
besides nevertheless in a compound
consequently otherwise sentence when
furthermore therefore the conjunction is
omitted.
Exhibit 7.3 2. Before an
Linking Words introductory word
Thinking Critically: What is the function of the introductory words that begins the
shown here? Ans 7.3 They provide a link between two independent clauses. second clause in a
sentence.
3. Before explanatory
or enumerating
In such sentences, use a semicolon before the introductory word that introduces the
words.
second independent clause. The semicolon provides the necessary pause between the
independent clauses, and the introductory word provides a connection between the two
clauses. Examples follow:
• Many of our guests made reservations before the special offer was in-
troduced; nevertheless, we will give them the discount. (The semicolon
separates the two independent clauses, and the introductory word never-
theless signals the reader to contrast the two clauses.)
• This corporate bond offers a 7 percent after-tax return; consequently,
we are increasing our total investment. (Again, the semicolon separates
the two independent clauses and tells the reader to pause. The introduc-
tory word consequently establishes a specific relationship between the
two clauses; it shows that the second statement is a result of the first
statement.)
Note that the introductory word is not always the first word in the second
clause:
• Many of our guests made reservations before the special offer was intro-
duced; we are pleased, nevertheless, to give them the discount.
• This corporate bond offers a 7 percent after-tax return; we are,
consequently, increasing our total investment.
Before Explanatory or Enumerating Words Teaching Tip

Use a semicolon before terms such as for example, for instance, and that is when they Mastering Semicolons—
introduce an independent clause, an enumeration, or an explanation that is incidental Students must be able
to the meaning of the rest of the sentence. to identify independent
clauses easily before
• Martha is seeking to advance her career; for example, she has completed they can master the use
two advanced accounting courses at the university. (For example intro- of semicolons. Be sure to
duces an independent clause.) discuss how each of the
• Amy suggested several ways to advertise our company; for instance, introductory words has its
(1) develop a home page on the Internet, (2) send promotional flyers to po- own unique meaning in
the second clause. Use the
tential customers, and (3) sponsor a trade show. (For instance introduces
text examples and the text
an enumeration.)
and workbook exercises
• Use numerals with units of measurement; that is, 8 inches, 12 feet, to illustrate the different
and 5 yards. (That is introduces an explanation.) meanings.
Section 7.3 Semicolons, Colons, and Dashes 229

Check the following sentences for any errors in the use of semicolons. Write OK
if the sentence is correct. If it contains error(s), circle the error(s) and write the
1. Don will graduate Saturday, he starts his new job in Kansas City next
week. Saturday; he
2. Mr. Delgado is doing well even in a sluggish real estate market, for example,
he sold two expensive houses last month. market; for
3. The storm knocked out power for almost 24 hours, the professor,
consequently, extended the deadline for term papers. hours; the
4. Leap years occur every four years; therefore, the years 2016, 2020, 2024,
and 2028 will all include February 29. OK
5. Rebecca was almost late for the play, she arrived two minutes before it
began. play; she
6. Hydration is important in any weather, therefore, drink at least eight glasses

of water per day, more when exercising or working outdoors.
weather; therefore,
7. Jason adopted a puppy from the animal shelter, it’s a beautiful black
Lab. shelter; it’s
8. The stock market has fluctuated wildly for some months, yesterday’s closing
was a record high. months; yesterday’s
9. A nurse has many duties, for instance, taking blood pressure, checking
temperature, and dispensing medications. duties; for
10. Pizza is Andy’s favorite food; however, hamburgers are a strong second
choice. food; however,
Colons
Colons make readers pause and take note of what follows. A colon is a punctuation
mark used chiefly to direct attention to information that follows.
Employability
Skills Before Listed Items
When an expression such as the following, as follows, this, these, or thus is used to intro-
duce a list of items, it is often followed by a colon. The list may appear on the same line
Solving Problems as the colon, or it may start on a new line. Examples follow:
The ability to solve
• Our next staff meeting will cover these topics: (1) research tools for
problems is a key employ-
paralegals, (2) new billing procedures, and (3) expansion of our client
ability skill. Whether it base.
is equipment failure or • At our next staff meeting, we will discuss these topics:
conflict between people,
1. Research tools for paralegals
learn to resolve problems
2. New billing procedures
appropriately.
3. Expansion of our client base

Sometimes the words the following, as follows, and so on, do not lead directly into
the list; for example, an interrupting sentence appears between the lead-in sentence and KEY POINT
the list. In such cases, use a period, not a colon. An example is:
Colons are used instead
• We have amended the course requirements. The new requirements are of semicolons before
as follows. They may be completed in any order. listed items when the ex-
1. Submit Form 470A. planation or enumeration
2. Meet with your supervisor. is anticipated.
3. Request an examination date.
(A period, not a colon, is used after as follows because the actual list does not follow
directly. A sentence separates the lead-in as follows and the actual list.)
If a list of items is preceded by an introductory clause that does not express a
complete thought, do not use a colon to separate the clause from the list. Note the
example below.
• Most of our computers contain internal modems, CD-ROM drives,
and built-in Internet access. (No colon is needed before the list of items
since the clause most of our computers contain is not a complete
thought.) oops!
Correct Listing
Instead of Semicolons
You already have learned that semicolons are used before expressions such as for ex- Dana prepared the
ample and that is when these expressions introduce independent clauses, enumerations, following for breakfast.
and explanations that are incidental to the rest of the sentence. However, when the eggs, bacon, and bagels.
explanation or enumeration is anticipated, a colon is used instead of a semicolon. Note
(breakfast: eggs, . . .)
the example below.
• We have changed our procedure for accepting new patients: namely,
the patient must submit a complete medical history, and the patient must
present proof of insurance.
To Emphasize
Writers use colons most often to emphasize important thoughts or words. Examples KEY POINT
follow:
Use a colon to emphasize
• Paul identified the most important feature: convenience. (The colon places important thoughts.
special emphasis on convenience.)
• Remember: Beginning Monday, all employees must use their photo
identification badges to enter the building. (more emphatic than “Please
try to remember that beginning Monday . . .”)
Capitalizing After Colons

Capitalize the first word following a colon if (1) it begins a complete sentence requiring
special emphasis or (2) it begins a sentence stating a formal rule.
• The personnel changes will affect two departments: accounting and mar-
keting. (Not a sentence; the first word is not capitalized.)
• Stephen stated an important reason for accepting the bid: It will cut costs.
(Complete sentence; the first word is capitalized because the sentence
requires special emphasis.)
• The first step is the most important: Create an outline for your report.
(Complete sentence; the first word is capitalized because the sentence
states a formal rule.)

Check the following sentences for any errors in the use of colons. Write OK if
the sentence is correct. If it contains errors, circle the error(s) and write the
1. For the camping weekend we will need: tent, sleeping bag, warm clothing,
bug repellant, and a flashlight. need tent
2. No matter what your political preference, vote! preference: Vote!
3. Community service options are as follows: Choose one. 1. soup kitchen.

2. books for tots. 3. backpack snacks. 4. mobile meals for seniors.
follows. Choose one:
4. Don’t forget: set your clocks back one hour tonight. forget: Set
5. Applications are being accepted in two departments: Food services and

hospital security. departments: food
6. Do not call the radio station, winners will be announced on the Breakfast
with Tom show at 8 a.m. tomorrow. station: Winners
7. The student body chose: Andy Reynolds, Malik Jamison, and KeShon Phipps
as at-large representatives to the forum. chose Andy
8. The United States has had two sets of father-son Presidents. John Adams
and John Quincy Adams and George H. W. Bush and George W. Bush.
Presidents: John
9. Important: Obliterate any previous markings on the package. OK
Dashes
A dash is a punctuation mark that is used especially to indicate a break in the thought or
structure of a sentence. Dashes share some of the features of semicolons and of colons:
All three make the reader pause—but dashes do so more forcefully. Compare, for ex-
KEY POINT ample, the differences in impact of the punctuation in each of the following examples.
Notice how the dash provides greater impact than either the semicolon or the colon.
Use dashes to indicate
• Your Internet advertising will bring you the greatest return if you post
forceful summarizing,
ads on UniversalNet; this Internet service is the one most used by consum-
forceful repetition, and ers worldwide. (This is a good sentence, but not a forceful one.)
afterthoughts. • For the best return on your advertising dollar, do this: Buy ads on Univer-
salNet, the most widely used Internet provider in the world. (This is
a better sentence, a more forceful one.)
• Your Internet advertising will bring you the greatest return if you post ads
Teaching Tip on UniversalNet—the Internet service most used by consumers worldwide.
Dash Sparingly—Point out (The dash snaps off the main thought and thereby adds power to the rest
that the dash should be of the message. This is the most forceful of the three sentences.)
used sparingly in routine
business correspondence. The semicolon provides the needed pause between clauses. The colon provides
Help students see the more than a pause: It promises that something important will follow. The dash goes
similarity between dashes even further by drawing special attention to what follows the dash. Therefore, the dash
and parentheses. makes the third example the strongest of the three.

For Forceful Summarizing and Forceful Repetition
In your writing you may wish to summarize the main points of your message to make sure
that your readers remember these key points. Repeating a key point is another technique
that you can use to make a stronger impression on your readers. (The same is true when
you are speaking.) When you are summarizing or repeating main points, use a dash to
separate the summary or the repetition from the rest of the sentence. Examples follow:
• Challenging games, helpful business programs, educational software—
all are available at the CompuCenter nearest you. (The dash provides
forceful summarizing.)
• Remember to get all your computer supplies from CompuCenter—
CompuCenter, where we keep you and your computer needs in mind.
(Forceful repetition. Here, the writer deliberately repeats the most
important part of the message—the store’s name.)
With Afterthoughts
To add variety to their writing, to arouse the reader’s curiosity, to soften a statement
that might otherwise offend, to provide special emphasis—for all these reasons, good
writers plan their afterthoughts.
• Our Labor Day sale will surely save you money—and offer you some
exciting unadvertised specials! (to provide variety in writing style and
to arouse the reader’s curiosity)
• Of course, we wish that we could send you a free copy of our latest
software as you requested—but company policy limits the free copies
to educational institutions. (to soften a refusal)
• This discount coupon is sent only to our credit customers—no one else
receives one! (to emphasize a statement)
Check the following sentences for any errors in the use of dashes. Write OK
1. The tour will include some of the most exciting cities in the world—Rome,
Paris, London, Madrid, Berlin, and Oslo. OK
2. We’ve had our most profitable quarter yet, Fred will announce the
figures. yet—Fred
3. Wash the car, do the laundry, cut the grass: these are just a fraction of our
weekend chores. grass—these
4. Save a bundle on your communication package—call Cheap Tech today!

OK
5. We appreciate your interest but regrettably the deadline has passed.

interest—but
6. Congratulate Sally she got the promotion and a big raise! Sally—she
7. Don’t forget to pack the sunscreen, it’s really hot in Cancun.

screen—it’s really

Punctuating Words Set Off by Dashes
Use dashes to set off words at the end of a sentence or within a sentence.
At the End of a Sentence. When you want to set off words at the end of a sentence,
use one dash before the words to be set off; a period, question mark, or exclamation
point then ends the sentence. No spaces are used between a dash and the word or words
it is setting off. An example is:
• This computer package has several features not usually found at this low
price—12 gigabytes of memory, a USB drive, a 17-inch color monitor. (The
dash precedes the words to be set off; a period ends this declarative
sentence.)
Note that no punctuation is used before the dash unless an abbreviation or quota-
tion precedes the dash. No punctuation ever follows the dash. Examples follow:
• We became partners with MegaSoft Inc.—Ms. Swarez approved the
merger. (The period before the dash belongs with the abbreviation.)
• The title of the article will be “The New World Climate”—the editor ap-
proved it this morning.
Teaching Tip
Sentences Within
Dashes—Make sure
Within a Sentence. To set off words within a sentence, two dashes are needed. Again,
students understand no punctuation is used before the first dash unless an abbreviation or quotation pre-
why complete sentences cedes the dash. The second dash may have a question mark or an exclamation point
within dashes—or within before it, but only if the words set off by the dashes require a question mark or an excla-
parentheses, for that mation point. Examples follow:
matter—do not end with
periods but may end
• Our new vice president—have you met her?—will join us for lunch.
with question marks or (The dashes set off a question; thus, a question mark precedes only the
exclamation points. second dash.)
• Terry Ervin won—for the third consecutive year!—the company
golf trophy. (The words set off by dashes require an exclamation
point.)
• Company recruiters—Lillian Gray, Scott Miller, and Gary Parsons are
among them—have requested a merit-based compensation package. (no
period before the second dash)
Note also that the first word after an opening dash is not capitalized even if the
words between the dashes constitute a sentence.
Check the following sentences for errors in the use of dashes. Write OK if
the sentence is correct. If it contains errors, circle the error(s) and write the
1. We have received your inquiry about the sports writer position, it has already
been filled—but we will keep your résumé on file. position—it
2. Evidence of value: insurance declaration, canceled check, receipts—must be

submitted with all claims. value—insurance

3. Charles has already finished his spring planting: tomatoes, cucumbers,
beans, squash, and zucchini. planting—tomatoes
4. The meeting has been postponed, you got the memo, right?—to Thursday
afternoon. postponed—you
5. Competence, personality, and hard work,—these traits form the foundation

for promotion. work—these (omit comma)
6. He is leaving the hospital today, Dr. Francis already signed the release.
today—Dr.
7. The audience had a scare (someone called 911) when a band member
fainted from the heat. scare—someone called 911—
8. The lecture will be “Saving the Environment” the professor has already
announced it. Environment”—the

Review of Key Terms
1. Why might a semicolon be preferred over other punctuation in a
compound sentence? If the two ideas in each independent clause are closely
related, the semicolon would be a better choice to show the relationship.

2. When is it appropriate to use a dash? Dashes should be used to indicate a more
forceful pause. Because the dash is stronger than the semicolon and the colon, it
draws special attention to what follows.

Editing Practice
Vocabulary Alert! Select the word from the following list that best completes each
sentence.
exports laptop modem virus
3. When you are opening documents attached to an e-mail, it is important to

know the sender to avoid downloading a virus .
4. Computers are usually connected to the information highway through
a modem .
5. laptop to use
Sherry is on the road three days a week, so she bought a _______
when she travels.
6. Imports, goods brought into the United States, decreased this year;
exports to foreign countries were on the rise.
however, _______

7. Correct any errors in the following sentences.
a. O
ur proposal for flextime was accepted, however minor changes were
made and approved by all. accepted; however, minor
b. Investing has three possibilities making money, losing money, and

breaking even. possibilities: making
c. C
locks from Germany, chocolate from Switzerland, coffee from
Colombia,—these are products we usually import. Colombia—these are
8. Find an article in a professional journal of your team’s choice. Look for
use of the semicolon, colon, and dash. For each mark, discuss which
rule is being implemented. Do you find an overuse of these
punctuation marks? Do they aid in reading difficult
material? Explain how. Team
responses will vary. Verify that
students
are assigning the correct punctuation rule.

Discussion Point
Colons
9. Colons are used in other situations than those listed in the text. What
are they? Colons may be used to introduce a long quotation, between the hour
and the minute, between titles and subtitles, between chapter and verse of the Bible,
and after the salutation of a business letter.


Section 7.4
Quotation Marks, SECTION LEARNING

OUTCOMES
Parentheses, and When you have completed Section 7.4,
Apostrophes • Use quotation marks correctly
for direct quotations, definitions,
special expressions, unfamiliar
terms, titles of articles, and so on.
• Use parentheses correctly to en-
Quotation marks serve primarily to tell the reader the exact words
close words that give additional
written or spoken by someone, but they also have other important
uses. Parentheses share some (but not all) of the uses of commas information and to enclose
and dashes. Apostrophes have one common use besides indicating references.
ownership. • Combine other punctuation marks
correctly with quotation marks and
Quotation Marks with parentheses in sentences.
The common uses of quotation marks are described and illustrated
in the following discussion. • Use apostrophes correctly to form
contractions and possessives.
For Direct Quotations • Correct errors in the use of quo-
To indicate the exact words—a direct quotation—that someone has tation marks, parentheses, and
written or spoken, use quotation marks. In the following examples, apostrophes.
note how commas, colons, and periods are used together with quo-
tation marks.
• Mr. Olsen said, “Katrina and I are taking a class in W H Y I T ’ S I M P O R TA N T
money management.” (A comma precedes the direct
quotation.) Plagiarism is easily avoided if you
• “Katrina and I are taking a class in money know how to properly use quotation
management,” Mr. Olsen said. (A comma ends the marks and parentheses.
quotation, is placed inside the quotation mark, and
separates what is being quoted from the explanatory
words that follow.)
KEY TERMS
• “Katrina and I,” Mr. Olsen said, “are taking a class in
money management.” (Note how two commas are • quotation marks
used to separate the interruption, Mr. Olsen said. The • parentheses
quotation marks still enclose the speaker’s exact
words.) • apostrophes
• Mr. Olsen said: “Katrina and I are taking a class in money • direct quotations
management. We feel that we are not saving and invest-
ing enough of our salaries. Looking ahead, we see that
• indirect quotations
we will need to send two children to college and to finish
paying for our home.” (Use a colon before a long quota-
tion, including a quotation of more than one sentence.)
• “Katrina and I are taking a class in money manage-
ment,” Mr. Olsen said. “We feel that we are. . . .” (Again,
note that the interrupting expression is separated from
the exact words of the speaker by a comma and a
period.)
237
Remember that indirect quotations (restatements of a person’s exact words,
often introduced by the word that) are not enclosed in quotation marks. An example
follows:
• She said that they were taking a course in money management.
(indirect quotation)
For Quotations Within Quotations

Use single quotation marks for words quoted within other quoted material. Examples
follow:
• Mrs. Cortez asked, “Did she say ‘15 percent’ or ‘50 percent’?” (Note the
position of the question mark: It is inside the double quotation mark be-
cause the question mark belongs to the entire sentence, but it is outside
the single quotation mark.)
• “In my opinion, this desktop publishing program is certainly not ‘user-
friendly,’” said Matt. (A final comma is placed inside both the single and
the double quotation marks.)
• Matt said, “In my opinion, this desktop publishing program
is certainly not ‘user-friendly.’” (A period that ends a quotation is
also placed inside both the single and the double quotation
marks.)
For Definitions, Special Expressions, Unfamiliar

Terms, Translations, and Slang
Use quotation marks to enclose definitions and special expressions following phrases
such as known as, marked, and signed.
• In computer terminology, GUI means “graphical user interface.” (for
definitions)
• Computer equipment known as “peripherals” includes printers,
scanners, and modems. (for expressions following called, known as, and
so on)
Note: Words introduced by so-called do not require quotation marks since so-called
itself provides them with sufficient emphasis.
Also use quotation marks for unfamiliar terms and for translations:
• The illustration below shows a “light pen,” which is used to read bar
codes. (for unfamiliar terms)
• Par avion is simply the French term for “by airplane.” (for
translations)
Slang may be deliberately used to add punch to a message, to attract attention, or
to make a point. (Such uses should be limited.) Use quotation marks to enclose a slang
expression, a funny comment, or a grammatical error. Note that instead of quotation
marks, italics or underlining is now more commonly used with definitions and special
expressions. Examples follow:
• There is only one week left in the month, but Frank Stanley says the sales
contest “ain’t over yet!” (quotation marks for intentional use of a grammati-
cal error)
• The city editor said to “kill” that investigative report on contract fixing.
(quotation marks for a slang expression)

7.4 Self-Assessment A KEY POINT
Single quotation marks
Check the following sentences for any errors in the use of quotation marks. Write are used for quoted
OK if the sentence is correct. If it contains errors, circle the error(s) and write words within other quoted
the correction(s) on the line provided. material.
1. “A spinning neutron star is a ‘pulsar,’ explained the astronomy

professor. ‘pulsar,’”
2. Politicians love to tout their so-called “public service.” public service.
3. Margaret used a smart pen to record minutes of the meeting, taking notes, KEY POINT
and later used the pen to listen to what was said. “smart pen”
1. P eriods and commas
4. In Internet language, a web-based log has become known as a “blog”. are always inside the
“blog.” closing quotation
mark.
5. When President Kennedy was assassinated in the ‘60s, the
2. Colons and
newspaper editor ran to the press room shouting, stop the presses!
semicolons are
“Stop the presses!”
always outside the
6. “Our speaker tonight,” said the dean, needs no introduction. closing quotation
“needs no introduction.” mark.
7. Alice said that “the crime scene program was too graphic” and changed the 3. Question marks and
channel. that the crime scene program was too graphic and exclamation points
are inside or outside
8. Freelance photographers, known as paparazzi followed the young actor
the closing quotation
everywhere for weeks. “paparazzi,”
mark depending on
the context of the
sentence.
For Certain Titles

Use quotation marks for the titles of articles, poems, lectures, chapters of books, essays,
and sermons and for mottoes and slogans:
• Jack Brantly wrote “E-Mail Etiquette,” which appeared in the May issue of
Technical Trends. (quotation marks for article title)
In the preceding example, note that, while the article title is in quotation marks, the
title of the magazine is in italics. In addition, book titles are in italics, as are the titles of
newspapers, booklets, epic poems, plays, operas, and movies:
• Hannah’s new book, Making Your First Million, was favorably reviewed
in The Wall Street Journal. (italics for book title and for newspaper
name)
• This book, Securing Your Financial Future, contains a chapter entitled
“Municipal Bonds Are Safe Investments.” (quotation marks for chapter
title; italics for book title)
Italics in printed copy are the equivalent to underscoring in typewritten or hand-
written copy. Most word processing software and printers can print italics. Note, too,
that while chapter titles are enclosed in quotation marks, other book parts are not.
Words such as preface, index, introduction, and appendix are not enclosed in quotation
marks.
Section 7.4 Quotation Marks, Parentheses, and Apostrophes 239

• Dr. Negbenebor, our economics professor, wrote the preface to the en-
closed volume as well as Chapter 7, “Analyzing Trends.”
• Refer to the Glossary for these definitions. (This sentence appears in the
same book as the Glossary.)
Punctuation at the End of Quotations

Review how to use periods, commas, colons, semicolons, question marks, and
exclamation points with quotation marks:
1. Periods and commas are always placed inside the closing quotation
mark.
• “Prior to every scheduled meeting,” said Ms. Botts, “the team leader
will distribute an agenda to each of you.”
2. Colons and semicolons are always placed outside the closing quotation
mark.
• Barbara buys only stocks that are considered “blue chips”: Kemper
Metals, Inc.; Martin Industries; Webb Hot Air Balloon Company; and
World Plastics.
• Wallace thinks that all the estimates are “not in the ballpark”;
for this reason, he has asked the companies to revise their
estimates.
3. Question marks and exclamation points may be placed either inside or

outside the closing quotation mark, depending on whether or not the ques-
tion mark or exclamation point is part of the quotation. Follow these rules
to decide:
a. If the quoted words are a question, then the question mark belongs
inside the closing quotation mark.
• Sandra Lance asked, “Do you think the sales forecast is realistic?”
(Only the quoted words make up the question; thus, the question
mark belongs with the quoted words—inside the closing quotation
mark.)
Treat exclamations the same way as questions.
• R
obert Vance said, “I can’t believe that the computer network is
down again!” (Only the words within the quotation marks make up
the exclamation; thus, the exclamation point belongs with those
words—inside the closing quotation mark.)
b. If the quoted words do not make up a question, the question mark
belongs to the entire sentence. Place the question mark outside the
closing quotation mark.
• Do you agree with David Randall that their reaction to the budget
cuts was “mean-spirited”? (The entire sentence is a question; the
quotation is only part of the question. The question mark belongs
outside the closing quotation mark.)
Treat exclamations the same way.
• Imagine calling these stocks “blue chips”! (The entire sentence
is an exclamation; the quoted words are only part of the exclama-
tion. The exclamation point belongs outside the closing quotation
mark.)

Memory Hook
To help remember how to use end punctuation with quotation marks, use
this tip:
• periods and commas always inside
• colons and semicolons always outside
• exclamation points and
question marks where they belong
Check the following sentences for any errors in the use of quotation marks. Write
OK if the sentence is correct. If it contains errors, circle the error(s) and write
1. In class, Dr. Gilbert, in his British accent, outlined behavior that is strictly
“verboten”: texting, sleeping, computer games, talking during the lecture,
and, of course, cheating. OK
2. Did the defense lawyer actually refer to his armed robbery client as a “law-
abiding citizen?” “law-abiding citizen”?
3. Mary Jean said, “I can’t believe it takes an hour to get a pizza

delivered”! delivered!”
4. A portion of Dr. Werner’s article, Inexpensive “Family Entertainment”,

originally appeared in The Charlotte Star.
article, “Inexpensive Family Entertainment,”
5. Do you agree with Dr. Mallory who said that “hard work, initiative, and
persistence frequently promote success?” success”?
6. The realtor has put up a sign that says “Sold:” This property was sold in 30
days by Springs Realty. “Sold”:
7. “In case of fire, use the stairs:” This is a rule that every high-rise office
building worker knows by heart. stairs”:
8. Printed on the one-dollar bill is the quotation, “In God We Trust”.

Trust.”
KEY POINT
Parentheses Parentheses are used to
Although commas, dashes, and parentheses share certain common uses, they should enclose words that give
not be used interchangeably. Just as words that have similar meanings still have subtle additional information that
distinctions, so, too, do commas, dashes, and parentheses. The careful business writer should be de-emphasized.
is aware of these distinctions.

For Words That Give Additional Information
KEY POINT
Commas, dashes, and parentheses may be used to set off words that give additional
Parentheses are correctly information:
used to enclose words 1. The words set off by commas may be omitted, but they generally add some-
that give additional in- thing to the main thought.
formation and to enclose
2. The words set off by dashes are often given additional emphasis by the
references. dashes.
3. The words set off by parentheses, however, are clearly de-emphasized; they
may be omitted.
Examples follow:
• Tom Kirby, after over 50 years of service, has finally retired. (The words
set off by commas may be omitted, but they do add something to the
main thought.)
• Ms. Teale selected four managers—including Joe Kennedy in Human
Resources—for the task force. (The words set off by dashes may be omit-
ted; however, the writer deliberately uses dashes to draw attention to
these words.)
• In the past year, we lost only one account (Piedmont Produc-
tions, which had small billings for the past five years). (The words in
parentheses are extraneous; they contribute little to the main
thought.)
For References
KEY POINT Parentheses are very useful for enclosing references and directions. Examples
Parentheses are used for follow:
enclosing references and • Vacation time has increased (see page 32 of our company handbook)
directions. from one week to two weeks.
• Include your credit card information (account number and expiration date)
on the payment form.
Punctuation With Words in Parentheses

oops! Parentheses may be used to enclose some of the words within a sentence, or they may
be used to enclose an entire sentence.
What’s in a Name
Is her name Bev Parentheses Within a Sentence. No punctuation mark goes before the opening pa-
Saunders? (or is it renthesis within a sentence. Whatever punctuation would normally be used at this point
is placed after the closing parenthesis. Examples follow:
Sanders).
• When we meet next Friday (at the weekly budget session), we will
Is her name Bev
discuss the new billing system. (The comma that is needed after the
Saunders? (or is it clause when we meet next Friday is placed after the closing
Sanders?) parenthesis.)
• Ms. Allen suggested that we limit the number of overtime hours each
week (to five hours for every employee), and a long discussion fol-
lowed. (The comma needed to separate the two independent clauses
is placed after the closing parenthesis, not before the opening
parenthesis.)
• Travis Tool Company estimated a unit cost of $3.63 (see the itemized
statement enclosed); however, this cost applies only to manufactur-
ing 100,000 units or more. (The semicolon is placed after the closing
parenthesis.)

Note that these rules do not affect any punctuation needed within the parentheses.
Study the following examples:
• She will be based in one of the West Coast offices (either San
Francisco, California, or Seattle, Washington), once she accepts the
position.
Employability
• I would like to revise the spreadsheet for the budget report (is it up to Skills
date?) and ask Sherry to comment on it.
Individual
If an independent clause in parentheses within a sentence is a question or exclama-
tion, the question mark or exclamation mark is included within the parentheses. If the
Responsibility
independent clause is a declaration, however, no period is used within the parentheses. When working with busi-
Note, too, that when parentheses are included within a sentence, the first word in paren- ness documents, it’s
theses is not capitalized (unless, of course, the first word is a proper noun) even if the important to edit and
words in parentheses are an independent clause. An example is: proofread them before
• Rob Bridges (he’s the accounts receivable manager) is the person whom sending them out to
you should consult. clients. To keep a level of
professionalism, it is the
Parentheses for Complete Sentences. When the words enclosed in parentheses are individual responsibility
entirely independent (that is, they are not part of another sentence), the first word in
of each person to review
parentheses is capitalized and normal end punctuation is used before the closing paren-
thesis. Examples follow: business documents for
punctuation errors and
• As you can see, we have depreciated the equipment over a 5-year other mistakes.
period. (Please see Appendix A.)
• Please be advised that payments received after the due date will not
be credited to your account. (A late fee of $20 will be added to your next
bill.)
Check the following sentences for errors in the use of parentheses. Write OK
1. Please welcome our new tellers Tommy and Robey (introduced at the
meeting last week,) who start work July 1. week),
2. Tony will be 30 minutes late for work every night (can you believe he got the
part) while the play is in rehearsal. part?)
3. Questions may be directed to Human Resource by May 15. (You may also
refer to Section 3-13 in the Employee Handbook). Handbook.)
4. Our newest ice cream shop now has free samples of Peppermint
Perfection for three days only. (It is funny how perfection “melts away.”)
OK
5. We are happy to accommodate Fred Myers (He uses a wheelchair.) for the
graduation ceremony. (he uses a wheelchair)
6. Maria, in Accounting, is waiting (impatiently)! for your quarterly

projections. (impatiently!)

oops! Apostrophes
As you learned in Section 5.2, the primary use of the apostrophe is to form possessives
Missing Apostrophe of nouns: Pete’s office, several technicians’ recommendations, and so on. A second com-
mon use of the apostrophe is to form contractions—shortened forms of one or more
I’m very disappointed that
words. Note the difference between a contraction, such as cont’d, and an abbreviation,
you cant find the valuable such as cont. A contraction uses an apostrophe, and an abbreviation ends with a period.
necklace I let you borrow Some examples are shown in Exhibit 7.4.
yesterday. Another use of the apostrophe is to show that the first two figures have been omit-
(Can’t is correct, not cant.) ted from a year date; for example, ’09 is a shortened form of 2009.
Contractions
Contraction Full Form
I’m I am
you’re, we’re, they’re you are, we are, they are
she’s, he’s, it’s she is, she has; he is, he has; it is,
it has
I’ve, you’ve, we’ve, they’ve I have, you have, we have, they

have
I’d, you’d, he’d, she’d I had, I would; you had, you would;
he had, he would; she had, she
would
we’d, they’d we had, we would; they had, they

would
I’ll, you’ll, he’ll, she’ll, we’ll, they’ll I will, you will, he will, she will, we
will, they will
there’s, where’s there is, there has; where is,

where has
don’t, doesn’t do not, does not
didn’t, can’t, couldn’t, did not, cannot, could not, will not,
won’t, wouldn’t would not
Ans 7.4
A contraction uses an Exhibit 7.4
apostrophe and an Contractions
abbreviation uses a period. Thinking Critically: What is the difference between a contraction and
Answers will vary: your/ an abbreviation? Name a possessive and a contraction that can be
you’re. homonyms.

Review of Key Terms
1. Commas, dashes, and parentheses may be used to set off words that give
additional information. Complete the following sentences:
ords set off by commas . . . may be omitted, but they generally add
a. W
something
to the main thought.
b. Words set off by dashes . . . are often given additional emphasis by the dashes .
c. Words set off by parentheses . . . are clearly de-emphasized; they may be
omitted .
2. What does an apostrophe indicate to the reader? An apostrophe is used to
show possession of a noun or to show where letters have been omitted in a contraction.

Editing Practice
Call an Editor! Correct any errors in the following paragraph.
3. Once a month the children’s Hospital allows volunteers to come, and
join the children for lunch. These lunchons usually have a theme, such
as Valentines Day or May day. However, they all have one thing in
common they make the children forget about their illnesses’, even if it
is only for a short while. Wont you become a volunteer? Once a month, the
children’s hospital allows volunteers to come and join the children for lunch. These
luncheons usually have a theme, such as Valentine’s Day or May Day. However, the
luncheons all have one thing in common: They make the children forget about their
illnesses, even if it is only for a short while. Won’t you become a volunteer?

4. Correct any error in the use of quotation marks, parentheses, or apostrophes
in the following sentences.
a. W
hen Martín completed his two-year degree, (he graduated in “99) he
began working for Ms. Werner. degree (he graduated in ’99),
b. “ Without a doubt, we have produced the healthiest breakfast cereal
on the market” said Lane Allen, “consequently, we must let the
people around the world know the health benefits of our product”.
market,” . . . Allen. “Consequently, . . . product.”
c. N
icole asked, “What is a non sequitur?” Sharon replied, “A non
sequitur is a ‘statement that does not follow.” “What is a non sequitur?” “A
sequitur is a ‘statement that does not follow.’”
non

5. Write a dialogue between an employee and an interviewee. Then,
rewrite the dialogue in paragraph form, deleting all quotation
marks. Exchange dialogues with another team and insert the
proper punctuation. Responses will vary. Have teams submit their
original “correct” interviews.

Discussion Point
Quotations
6. What is the difference between a direct quotation and an indirect
quotation? How are they punctuated? Direct quotations are the exact words of
the
speaker. An indirect quotation is a rewording of what someone has said. A direct
quotation
needs quotation marks, but an indirect quotation does not.

7. What are the rules regarding the use of end punctuation (periods, commas,
colons, semicolons, exclamation points, and question marks) with
quotation marks? Periods and commas—always inside. Colons and semicolons—
always
outside. Exclamation points and question marks—where they belong.


Section 7.5
Capitalization SECTION LEARNING

OUTCOMES
• Use capitals correctly for the
The rules of capitalization help writers make words distinctive,
first words of sentences, direct quo-
emphasize words, and show that certain words are especially im-
portant. Some of the rules for capitalization are easy to remem- tations, and items in outlines and
ber because they are well known and long established. These rules lists.
are reviewed briefly in this section. Other capitalization rules may • Use capitals correctly in headings
cause writers problems, however, and these pitfalls are also fully
and in titles of publications.
discussed here.
• Correctly capitalize proper nouns,
proper adjectives, titles, and names
First Words of commercial products.
Always capitalize the first word of the following: • Correct errors in capitalization.
1. A sentence or a group of words used as a sentence.
• The most recent information must be
downloaded by tomorrow morning. (complete W H Y I T ’ S I M P O R TA N T
sentence)
• Yes, tomorrow morning. (a group of words used as Capitalization rules are used
a sentence) for emphasis, distinction, and
importance. Learning to use these
2. Each line of poetry (unless the original shows other
capitalization). rules effectively can save you
• Pretty women wonder where my secret lies. embarrassment in the future.
I’m not cute or built to suit a fashion model’s size
But when I start to tell them,
They think I’m telling lies.
—Maya Angelou, from “Phenomenal Women” KEY TERMS
3. Each item in an outline, numbered list, or bulleted • capitalization
list. • proper adjectives
• The results of the survey showed the following:
1. Consumers dislike loud TV commercials.
2. Viewers favor fewer commercial
interruptions.
3. Audiences respond to humorous
commercials.
4. A sentence in a direct quotation.
• The 911 dispatcher emphasized the urgency
of the situation: “Please rush to the fire at the
oil refinery; there are still workers in the main
building.”
Teaching Tip
5. A complete sentence after a colon when that sentence is
a formal rule or needs special emphasis. Capital Rules—Tell students that they
should already be familiar with some of the
• This is the store’s rule: Refund the customer’s
capitalization rules. However, they should
money if there is a receipt. (rule) not become overconfident. A review of
• Computer experts issue this reminder: Always capitalization rules, especially the pitfalls, can
check your disks for viruses. (for emphasis) be useful even to polished writers.
247
6. The first word after a colon when the material that follows consists of two or
KEY POINT more sentences.
• She described in detail the two main reasons for changing delivery
Do not capitalize:
services: First, lower rates will substantially decrease shipping costs.
1. Articles Second, expanded access to global markets will make it easier to
2. Conjunctions reach overseas customers.
3. Short prepositions 7. A salutation.
unless they are the • Dear Mr. Harmon:
first or last word in a 8. A complimentary closing.
heading or title • Sincerely yours,
Main Words in Titles

Always capitalize the main words of headings and titles of publications. Do not capital-
ize articles, conjunctions, and short prepositions (prepositions of three or fewer letters),
unless they are the first word or the last word in the heading or title. Examples follow:
• In this morning’s edition of USA Today, under the headline “The
Science of Staying Young and Enjoying Life,” Alonzo Webb commended the
American Medical Association for its research on aging. (The is capitalized in
the title of the article because it is the first word. The preposition of and the
conjunction and are not capitalized in the article title.)
• You should read “What Olympic Athletes Strive For,” a well-written, per-
ceptive article by Alicia McKinney that appears in the current issue of
Sports Today magazine. (Here, for is capitalized because it is the last word
in the title.)
Hyphenated titles follow the same rules:
• In “Out-of-Work Blues,” Rachel Rosinni tells job seekers how to retain
their self-esteem and their sense of humor.
Capitalize the first word that follows a colon or dash in a title.
• Dante Irvin wrote the book The Emergence of the Computer: A Look Back.
• Cheri Olsen is the author of a new book titled Help!—A Virus Has Invaded
My Computer.
Check the following sentences for any errors in the use of capitalization. Write
OK if the sentence is correct. If it contains errors, circle the error(s) and write the
1. The local newspaper titles the article on lottery winners “Money Can Be
Detrimental to Your health.” Health.”
2. John had most of his 30-page report backed up on an external drive. when
his computer crashed, he lost only two pages. When his
3. Survey results indicated the following:

1. shoppers like high-quality products. Shoppers
2. shoppers want reasonable prices. Shoppers
3. shoppers want convenience. Shoppers

4. Wait! you forgot your backpack! You
5. The food in the company cafeteria is better this year. much better. Much
6. A well-known historian wrote the book Yesterday affects Tomorrow—a

Prediction of Outcomes. Affects . . . —A Prediction
7. Richard uses the complimentary closing “very truly yours” in his business-
related correspondence. “Very
8. The new medical office needs:

• one EKG machine. One
• four pulse oximeters. Four
• two height/weight scales. Two
9. Here’s how to get a great dog: first, go to the animal shelter. second, pick a
puppy with a wagging tail. third, take it home and love it.
First, Second, Third
10. Our executives use the words “Sincerely yours” as a complimentary

closing. OK
Names of Persons
The problems surrounding the capitalization of names concern the use of prefixes such KEY POINT
as the following:
Capitalize the names of:
• D’, Da, De, Di: D’Amato, d’Amato; Da Puzzo, daPuzzo; DeLorenzo,
DeLorenzo, deLorenzo; DiFabio, Di Fabio, diFabio. Spell each name pre- 1. Persons
cisely as the person spells it. 2. Places
• L’, La, Las, Le: L’Engle, LaRosa, Las Varca, LeMaster. Follow the capitaliza- 3. Things
tion, spelling, and spacing used by the person. 4. Proper adjectives
• Mc, Mac: McMillan, Macmillan, MacMillan. The prefix Mc is followed by a
capital letter and no spacing. The prefix Mac may or may not be followed
by a capital.
• O’: O’Brien, O’Toole, O’Malley. The prefix O’ is followed by a capital letter
and no spacing.
• Van, Von: Van Fossen, van Fossen; van Hoffman; Von Huffman; von der
Lieth, Von der Lieth, Von Der Lieth. Follow the capitalization, spelling, and
spacing used by each person.
In all cases, be sure to write each person’s name precisely the way he or she writes
it—this rule refers not only to capitalization but also to the spelling of and the spacing
in names. Note, however, that even prefixes that begin with lowercase letters are capital-
ized when the surname is used without the first name:
oops!
• Larry received a fax from Elizabeth la Salle today. (She writes her name la.)
Lost Capitals
• He thinks La Salle’s comments about the proposal are valid. (When her
first name is not used, capitalize La to avoid misreading.) My daughter’s dream is to
visit walt Disney world in
Names of Places orlando, Florida.
Capitalize names of geographic localities, streets, parks, rivers, buildings, and so on, (Walt Disney World;
such as Europe, Park Circle Drive, Ebinport Road, Mississippi River, Metropolitan Orlando, Florida)
Medical Building.
Section 7.5 Capitalization 249

Capitalize the word city only when it is a part of the corporate name of a city: Kan-
sas City, but the city of Paris.
Capitalize the word state only when it follows the name of a state: Georgia State,
but the state of Georgia.
Capitalize the word the in names of places only when it is part of the official name:
The Hague, but the Maritime Provinces.
Capitalize the words north, south, east, and west whenever they refer to specific sec-
tions of the country and when they are part of proper names. They are not capitalized
when they refer merely to direction. Examples follow:
• We established a shipping center in the East to expedite delivery in that
region. (a specific part of the country)
• Shannon’s sales territory includes North Dakota. (North is part of a proper
name.)
• Significant tornado destruction occurred 10 miles west of town. (Here,
west simply indicates direction.)
Names of Things
Capital letters identify official names of companies, departments, divisions, associa-
tions, committees, bureaus, buildings, schools, course titles, clubs, government bodies,
historical events and documents, and so on. Examples follow:
• Millie and Kathy are taking Microcomputer Applications at Central Pied-
mont Community College. (Microcomputer Applications is the official
course title; Central Piedmont Community College is the official name of
the school.)
• Millie and Kathy are taking a microcomputer applications course at
a nearby college. (no capitals)
• Maria Dimitrios is a computer analyst for the Murphy Manufacturing Com-
pany, which has offices here in the Metrolina Building. (Capitalize the
official name of the company and the building.)
oops! • She is a computer analyst for a manufacturing company that has its head-
quarters in this building. (no capitals)
Status Day • The Direct Mail Department has leased an entire floor in the Candler
Our department has a Building. (official department name; official building name)
status meeting on the first Capitalize the following:
tuesday of every month.
Names of the days of the week Tuesday, Wednesday
(Tuesday is correct, not
Months of the year March, June
tuesday.)
Religious days and holidays Easter, Passover
Names of eras and periods the Middle Ages, the Roaring
Twenties
Do not capitalize the following:
Seasons of the year summer, fall, winter, spring
Proper Adjectives
Capitalize proper adjectives, which are adjectives formed from proper nouns; for exam-
ple, American, Canadian, Puerto Rican, and so on. Note that certain adjectives—venetian
blind, india ink, turkish towel, and roman numerals—are no longer capitalized, because
through many years of use they have lost their identification as proper adjectives. Con-
sult a dictionary when in doubt.

Check the following sentences for errors in the use of capitalization. Write OK
1. The japanese tour group visited the Boston Museum and the Boston Red
Sox Hall of Fame. Japanese
2. We bought 12 Turkish Towels for a wedding gift. turkish towels
3. Our only holiday this Summer will be July 4. summer
4. I believe that di Fabio will win the tennis match. Di Fabio
5. Davis-Reynolds college offers many degrees, including nursing, business

administration, and education. College
6. Their wedding anniversary is monday, March 1. Monday
7. My sister-in-law’s maiden name is O’Dell. OK
8. The children were laughing and screaming as they tried to break the
mexican piñata at the birthday party. Mexican
Capitalization Pitfalls
The following discussion presents some useful solutions to some of the typical problems
writers face in using capitals correctly.
Short Forms
Writers often substitute one word for the complete name of a person, place, or
thing. Such substitutions are usually capitalized to give special distinction or
emphasis.
Some short forms are capitalized if they are personal titles of high rank, organiza-
tional names, or governmental bodies. Examples follow:
• The most recent biography of the General is entitled Powell
in the Pentagon. (Here, General is a personal title of a specific Employability
person.)
Skills
• She has written a book about a general who was famous in the Gulf
War. (Because general does not refer to a particular person, it is not
Selecting
capitalized.)
Technology
The words company, department, association, school, college, and so on, are not usu-
If you have difficulty with
ally capitalized when they stand alone, even though they may substitute for the official
name of a specific organization. The word company may be capitalized when it carries punctuation or capitaliza-
special emphasis, as in legal documents and minutes of meetings. tion, use the computer to
help you check for mis-
• Her company developed the component with Glenn & Company.
takes. Learning to select
• Alan visited the museum during a recent trip to Washington, D.C.
the appropriate technol-
• Two sales associates in our department were promoted.
ogy and tools to complete
The terms government and federal government are not capitalized. Federal is capi- your job is a key employ-
talized, however, when it is part of an official name, such as Federal Communications ability skill.
Commission.

Personal and Official Titles
Always capitalize a title written before a name:
• Among the directors are Dr. Jada Alexander, former Senator Baker, and
Professor Barbara Stansberry.
A title written after a name or without a name is capitalized when (1) it is the
title of a high-ranking national or international official or (2) it is part of an address.
Examples follow:
• In yesterday’s editorial, she discussed the President’s economic policies.
(President—referring to the President of the United
States—is always capitalized.)
• José Rodriques, president of Technology Enterprises, Inc., plans to r etire
in June. (Do not capitalize president in such situations.)
• Ms. Heide Stanton, President
Williams Electronics, Inc.
Post Office Box 975
Naperville, Illinois 60566
(Capitalize a title that is part of an address.)
Teaching Tip
Capitalization Errors—Ask When joined to titles, the prefix ex- and the suffix -elect are not capitalized. Also,
students to write sentences former and late are not capitalized. Examples follow:
that have capitalization
errors in them. Combine • The late Senator Joe Joliet will be remembered for his strong stands on
the sentences for a class business ethics.
exercise. • Next semester, ex-Senator Wheatley will teach a course in political
science.
Commercial Products
Distinguish carefully between a proper noun that is part of the official name of a prod-
uct and a common noun that names the general class of the product. For example, you
would write Arch Saver shoes, not Arch Saver Shoes, because the official brand name is
Arch Saver. Note the following:
• Coke (Coca-Cola) • Scotch tape
• Kleenex tissues • Xerox machine
• Ping-Pong balls • Yellow Pages directory
Check the following sentences for errors in the use of capitalization. Write OK
1. According to the report, two Generals helped make a decision in the

sensitive matter. generals
2. There’s nothing better than an ice cold coke on a hot summer day!
Coke

3. Help the campaign by sending all boating safety tips to:
Mr. Ralph Karr, president President
Sail Boats, Inc.

148 Sea View Road
Georgetown, SC 35555
4. Mariel ran an aggressive campaign and is now President-Elect of the student
body. president-elect
5. The FBI’s Hoover Building in Washington, D.C., is named for the man who
served for years as its director, J. Edgar Hoover. Director, J. Edgar Hoover.
6. Please order a case of Kleenex Tissues when the sales representative calls
you. Kleenex tissues
7. We expanded our home garden this year and planted hundreds of Twilly
Seeds. seeds
8. A new federal position has been created by the President to help cut
expenses. OK

Review of Key Terms
1. What is a proper adjective? How can writers determine whether a
proper adjective should be capitalized? A proper adjective is an adjective
formed from a proper noun; for example, Shakespearean. Writers should consult a
dictionary when in doubt.
2. What types of words are not capitalized in titles? Articles, conjunctions, and
short
prepositions are not capitalized in titles unless they are the first or last word of
title or subtitle.
the
Editing Practice
Call an Editor! Edit the following sentences to correct any errors in capitalization.
3. Mary said, “he did not accept our offer to be a Vice President.” Mary said, “He
did
not accept our offer to be a vice president.”
4. please read How To Become A Millionaire, which is published by our
Company. Please read How to Become a Millionaire, which is published by our
company.
5. The Late Mayor Palmer always talked to larry Hinkle in the college
library in Danville. The late Mayor Palmer always talked to Larry Hinkle in the
college
library in Danville.
6. While in Washington, D.C., last Fall, we toured the white house.

While in Washington, D.C., last fall, we toured the White House.

7. Correct any capitalization errors in the following sentences.
a. O
ur corporate offices are in Dallas, but our restaurants are located
throughout the southwest, with most of them in the State of Arizona.
Our corporate offices are in Dallas, but our restaurants are located throughout the
Southwest, with most of them in the state of Arizona.

b. K
ent Mendoza, Vice President of our Company, has an option to
purchase property. Kent Mendoza, vice president of our company, has an
option
to purchase property.

c. “ Sailing In The Caribbean: a Vacationer’s Paradise” was the title of the
article that inspired me to take the trip. “Sailing
in the Caribbean: A
Vacationer’s Paradise” was the title of the article that inspired me to take the trip.

d. D
anielle Miller, a former High School teacher, now gives classes in italian
cooking. Danielle
Miller, a former high school teacher, now gives classes in Italian
cooking.

8. Choose a movie that you have seen that was originally a book. Write a brief
review of each medium and state which format you preferred. Proofread
your teams’ reviews for errors in capitalizations. Share your
results with your team. Responses will vary.

Discussion Point
Capitalization
9. When should words such as north, south, and east be capitalized? When should
they remain lowercase? Words such as north, south, and east should be capitalized
when
they refer to a specific location in the country. They remain lowercase when they
refer
to direction.

10. Review the rules of capitalization in this book. Which rule do you find most
confusing? Why? Responses will vary. Discuss the rules students find confusing,
and
offer more examples.


Section 7.6
Abbreviations SECTION LEARNING

OUTCOMES
• Use appropriate abbreviations
An abbreviation is the shortened form of a written word or phrase
correctly before and after personal
used in place of the whole. Abbreviations provide writers with short-
cuts, and shortcuts are certainly appropriate at times. As a business names.
writer, you must know when abbreviations are acceptable—and • Use abbreviations correctly in com-
when they are not. In addition, you must know the correct forms of pany and organizational names.
abbreviations.
• Use abbreviations correctly in
Personal Names addresses, units of measure, and
Study the following rules for using abbreviations before and after expressions of time.
personal names. • Correct errors in the use of
abbreviations.
Before Personal Names
Many of the titles used before personal names, such as Mr., Mrs.,
and Dr., are abbreviations. Examples follow:
Singular Plural
Mr. Messrs. (from the French messieurs)
Abbreviations provide writers with
shortcuts. As a business writer, you
Mrs. Mmes. or Mesdames
must know the correct forms of
Ms. Mses. or Mss.
abbreviations.
Miss Misses
Dr. Drs.
Other titles used before personal names are spelled out KEY TERMS
whether the full name or only the last name is given: Governor
Fielding, Superintendent Presson, Representative Horn, the Hon- • abbreviations
orable Elisabeth B. Thomas, the Reverend Jack Roberts, General • business abbreviations
Streeter, and so on.
• units of measure
After Personal Names • acronyms
A person’s degree or other information may follow a name in for-
mal writing. Be sure you understand how to punctuate and capital-
Teaching Tip
ize abbreviations following a name.
Handy Handbook—Remind students to
consult a dictionary or writer’s handbook
Academic Degrees and Similar Abbreviations. Abbreviations of
when they have questions about
academic degrees and religious orders and similar abbreviations
abbreviations.
generally have internal periods: M.D., D.D.S., Ph.D., D.V.M., Ed.D.,
S.J., D.D. Check your dictionary whenever you are not sure of the
abbreviation.
Do not use Mr., Ms., Mrs., Miss, or Dr. before a person’s name KEY POINT
that is followed by an abbreviation of an academic degree or reli-
Use a comma before an
gious order. Examples follow:
abbreviation that follows
• John W. Kirkpatrick, M.D., or Dr. John W. Kirkpatrick a name.
(not Dr. John W. Kirkpatrick, M.D.)
• Joyce Wang, Ph.D., or Dr. Joyce Wang (not Dr. Joyce
Wang, Ph.D.)
255
Teaching Tip Other titles before the person’s name may sometimes be appropriate:
Outdated Comma Style—
Review the need to have
• Reverend Mark Seany, S.J.
two commas set off any • Professor Catheryn Holcomb, Litt.D.
of these abbreviations.
Likewise, when Jr. or Sr.
Note that in a sentence, any such abbreviation following a name must be set off with
is preceded by a comma, two commas, unless the abbreviation ends the sentence.
a style that is becoming • Taylor H. Wilson, M.D., wrote today’s “Pediatric Medicine” column.
outdated, it must also be
followed by a comma,
unless it ends the Jr. and Sr. Omit the comma before Jr. or Sr. when either follows a person’s name
sentence. See also unless the person specifically uses a comma, as some people still do. Examples follow:
Section 7.2.
• Mr. Carlos Lopez Jr.
• Dr. B. Harrison Philpott, Sr. (Dr. Philpott does use a comma before Sr.)
Do not use Jr. and Sr. with a person’s last name only.
• Ms. Owens faxed the summary to Charles J. Smith Sr., and Mr. Smith re-
sponded immediately.
Initials
Initials are abbreviations of names; in some cases, the initials are names because they do
not really stand for anything. Write an initial with a period and a space after it (always
following, however, a person’s individual preference). Examples follow:
• Will J. B. speak at the conference next year?
• If possible, talk with J. B. Russell before noon.
Note: Reference initials written at the end of memos and letters are usually written
in lowercase letters with no periods and no spaces (see Section 9.2).
Check the following sentences for any errors in the use of abbreviations. Write
oops! OK if the sentence is correct. If it contains errors, circle the error(s) and write the
Abbreviated Title correction(s) on the line provided.
Mister Parker is the 1. Gov. Linda Allendale is eager to talk with the press about the issue.
guest speaker for our Governor
conference. 2. Dr. Elizabeth Gonzalez, D.V.M., has been our veterinarian for years.
(Mr.) Omit D.V.M. and the commas before and after. Or omit Dr.
3. P. W. Abernathy used his initials because he felt his birth name, Percival
Williamson Abernathy IV, was too pretentious. OK
4. On the donor list for Symphony Friends were Doctors John and
Josephine Leightner. Drs.
5. Roy McCrorey, MD, has joined the gastroenterology practice that

opened last month. M.D.,
6. Sen. Vernon and Rep. Sanders have joined our state’s trade delegation
to China. Senator, Representative

Companies and Organizations Teaching Tip
Unusual Spellings—Ask
Always write the name of a company or an organization precisely as its official name on students to check a local
its letterhead stationery is written: phone directory and
list unusual spellings or
• Scott & Scott Inc. treatments of company and
• Kane and Cohen, Inc. organization names.
• Bits ’n’ Bytes Software
• Bug Busters Pest Control Company
• Chandler Bros. Moving & Storage
• J. B. Wray & Sons
Inc. and Ltd.

As with Jr. and Sr., omit the comma before Inc. and Ltd. in company names. Again,
however, always follow the official name.
• Computer Dynamics Inc. specialized in software development.
• Fayla works for Bedow & Stern, Ltd., in Denver.
Note in the last example that two commas were used to set off Ltd. within the
sentence.
All-Capital Abbreviations
Many names of organizations, associations, government agencies, and so on, are ab-
breviated in all-capital letters with no periods or spaces between the letters. Examples
follow:
• AAA American Automobile Association
• AFL-CIO American Federation of Labor and Congress of Industrial
Organizations
• AT&T American Telephone and Telegraph
• FBI Federal Bureau of Investigation
• IRS Internal Revenue Service
• NYSE New York Stock Exchange
• UPS United Parcel Service
An acronym is a shortened form of a name. The acronym is formed from the initial
letters of the words in the complete name. Pronounce an acronym as you would a word.
Examples follow:
• NASA National Aeronautics and Space Administration
• OPEC Organization of Petroleum Exporting Countries Going Global
The call letters of broadcasting stations are always written in all-capital letters with-
out periods. Examples follow: Proper Address
• WBTV-FM In some countries,
addresses are written
• KCBT
differently than in the
• NPR
United States. For ex-
United States should not be abbreviated as a noun. When United States is abbre- ample, the street name
viated as an adjective, before the name of a government agency, periods are used. may be before the house
Examples follow:
or building number—
• the U.S. Department of Commerce Koperstraat 45.
• U.S. Air Force
Section 7.6 Abbreviations 257

Business Abbreviations
In addition to the use of abbreviations with personal names and in the names of com-
panies and organizations, there are business abbreviations that are used in many other
instances in business correspondence.
Address Abbreviations
Learn the standard method of writing addresses to speed business correspondence to
its destination.
Street Names. On envelopes, space restrictions sometimes make the use of St. and
Ave. necessary. In letters, however (and on envelopes whenever possible), avoid abbre-
viating the words Street, Avenue, and so on. When abbreviations such as NW, SW, and
NE appear after street names, use a comma to separate the street name from the ab-
breviation. (Note that abbreviations such as NW, SW, and so on, should be spelled out
in other cases.)
• 221 East Third Street
• 1828 West Dixon Boulevard
• 186 Graham Avenue, NW
Post Office Box Numbers. The words Post Office may or may not be abbreviated with
box numbers: Post Office Box 249 or P.O. Box 249.
Rural Route Addresses. The U.S. Postal Service now requires that addresses be up-
dated from the old rural-style addresses to city-style addresses.
• Correct: 16750 E. 1000 North Road
• Incorrect: Rural Route 4—Box 24
City Names. Except for the abbreviation St. in city names such as St. Louis and
Teaching Tip St. Paul, do not abbreviate city names.
Postal Service
Guidelines—The U.S. State Names. With inside addresses or correspondence, use either (1) the two-letter
Postal Service occasionally abbreviations of state names or (2) the spelled-out name. The U.S. Postal Service pre-
changes its guidelines for fers the two-letter state abbreviations on envelopes. In both cases, always use a ZIP
addressing mail. To remain
Code. An example is:
current on this important
issue, check with the post Mr. J. D. Faison
office about once a year.
35 Harris Boulevard
New Orleans, LA 70124-1299
or New Orleans, Louisiana 70124-1299
KEY POINT
When state names are used elsewhere, that is, not on envelopes or with inside
In addresses, you may addresses, spell them out or, if abbreviations are appropriate, use the traditional state
spell out or use abbrevia- abbreviations, such as Conn. or Calif.
tions for the words: Do not be surprised to see mail with computer-printed labels in all-capital letters
with no punctuation and nearly every word abbreviated. Many companies that send
1. Street (St.) large mailings use this style.
2. Avenue (Ave.)
MR J D FAISON
3. Boulevard (Blvd.)
4. Post Office ST LOUIS HOSP
(P.O. or PO) 2885 WOODLAWN ST
ST LOUIS MO 63121-1234

Exhibit 7.5
Abbreviations for Units of Measure Abbreviations for Units of
Measure
cm centimeter, centimeters L liter, liters Thinking Critically:
Why are units of
ft foot, feet lb pound, pounds measure abbreviated
in charts and
diagrams?
g gram, grams m meter, meters
gal gallon, gallons mm millimeter, millimeters Ans 7.5

Answers will vary. Units of
in inch, inches oz ounce, ounces measure are abbreviated
to save space and to
provide clarity.
kg kilogram, kilograms pt pint, pints
km kilometer, kilometers yd yard, yards
Units of Measure
Yard, inch, yd, in—when do you spell out units of measure, and when do you abbrevi-
ate? Your purpose for including units of measure in business documents will determine
which forms you use.
General Use. In routine correspondence, units of measure are spelled out: yards,
pounds, kilograms, degrees, meters, gallons, and so on. Use numerals with units of mea-
sure. Examples follow:
• Photographs submitted for the contest must be 4 inches by 6 inches.
• Soft drinks are packaged in economical 2-liter bottles.
• The sample that we tested contained about 3 grams of zinc.
Technical Use. In technical work and on invoices, units of length, weight, capacity,
area, volume, temperature, and time are usually abbreviated. Among the commonly
used terms are the ones listed in Exhibit 7.5.
Expressions of Time
Write a.m. and p.m. in lowercase letters with periods but with no spacing. However, small
caps with periods are acceptable. Avoid the use of all-caps.
Always use figures with these abbreviations, and do not use o’clock with a.m. or p.m.
Remember: a.m. means “before noon” and p.m. means “after noon.” An example is:
oops!
• The shipment will leave our offices at 8:30 a.m. on Tuesday. (not 8:30
o’clock a.m.) Extend the Day
and Date
No. for Number
The mayor has scheduled
The abbreviations No. (for number) and Nos. (for numbers) are used only before a nu-
a news conference on
meral: License No. 83465-75J, Patent No. 293,667, and so on. Note that number is
spelled out when it is the first word in a sentence and that it may be omitted after words Thurs., Nov. 25, at 4 PM.
such as Room, Invoice, and Check. (Thursday, November 25,
• Have you found copies of the following purchase orders: Nos. 232–76, at 4 p.m.)
232–78, and 232–81? When you do, bring them to Room 2127.
• Number 6232 is the only outstanding check, Ms. Radully.
Note: The symbol # may be used on forms or in technical copy.

Abbreviations for Days and Months
Going Global Days of the Week Months of the Year
Before and After
In Spanish, the inverted Sun., Mon., Tues. (or Tue.), Jan., Feb., Mar., Apr., May,
Wed., Thurs. (or Thu.), Fri., Sat. June (or Jun.), July (or Jul.),
question mark is used Aug., Sept., Oct., Nov., Dec.
before a question: ¿Qué
hora es? (“What time is Exhibit 7.6
it?”) The use of punc- Abbreviations for Days and Months
tuation varies in different Thinking Critically: In general business communications, would you
languages. abbreviate or spell out these words? Ans 7.6 You would spell them out.
Days and Months

The days of the week and the months of the year should be abbreviated only when space
forces the writer to do so, as in tables and lists. In such cases, use the abbreviations
shown in Exhibit 7.6. Note that May, June, and July are not usually abbreviated.
Miscellaneous Abbreviations
In addition to the abbreviations discussed so far, there are many more that are used in
business, including those shown in Exhibit 7.7. Check a dictionary or another reference
book for a complete list of terms and their acceptable abbreviations.
Other Abbreviations
Employability
Skills ASAP as soon as possible
Exercising CAD computer-assisted design

Leadership
When working with clients ETA estimated time of arrival
both domestic and abroad,
it’s important to address PE price-earnings (ratio)
them by their correct titles
(for example, Dr., Rev.), reg. registered
since doing so shows a
sign of respect. Take lead- atty. attorney
ership in making sure that
the appropriate titles are CEO chief executive officer
used in letters and various
other correspondences to OTC over the counter
avoid misunderstanding.
RAM random-access memory
ROM read-only memory

Ans 7.7
Answers will vary. Exhibit 7.7
Companies create Other Abbreviations
abbreviations as a kind of Thinking Critically: What is one explanation for why companies create
“shorthand.” abbreviations such as those in Exhibit 7.7?

Check the following sentences for errors in the use of abbreviations. Write OK
1. A dreaded envelope arrived from the I.R.S.—but it was a refund!

IRS
2. The carpet remnants were 15 inches by 20 inches. OK
3. The telephone lines at the radio station were jammed when thousands of
people tried to call W.B.T. with the winning answer to the on-air $5,000
contest. WBT
4. The university may discontinue 8 o’clock am classes. Who would be

happier—students or faculty? 8 a.m.
5. She specifically asked for Room Number 821 because of the spectacular
view of the Golden Gate Bridge. Room 821
6. Be prepared for pranks and practical jokes on Fri., Ap. 1, April Fools’
Day. Friday, April
7. The C.F.O. gave an optimistic projection for second-quarter earnings.

CFO
8. The hospital president sent the report to Drs. Sampson, Simpson, and
Thompson. OK
9. What is the P.I.N. for your check card? PIN

Review of Key Terms
1. When should abbreviations be used in business communications?
In most business communications, abbreviations should not be used.
2. What are rules concerning the use of abbreviations in units of measure?
In general, units of measure should be spelled out. However, in technical work and
on invoices, abbreviations are acceptable.
Editing Practice
Spelling Alert! Rewrite the following sentences, correcting any spelling errors.
3. When Albert completed his tax forms in the personel office, he listed for
dependents. personnel, four
4. The consultent showed us how to write effective memorandoms and

letters. consultant, memorandums

5. Most of the employees are sincerly interested in having a yard sale to raise
money for the teen shelter. sincerely
6. The newspaper reports were clearly eroneous; there is no truth to the

allegations. erroneous
7. Correct any errors in abbreviation use in the following sentences.
a. H
as Mister Parker filed a complaint with the US Department of
Commerce? Mr., U.S. Department of Commerce
b. The U.S.D.A. offers a variety of services to American citizens. USDA
c. O
ne of our music professors, Dr. Jeremiah Jackson, Ph.D., holds
Copyright No 899,987. Dr. Jeremiah Jackson holds (or Jeremiah Jackson,
Ph.D., holds) Copyright No.
d. Halley worked for T.W.A. in LA, didn’t she? TWA in Los Angeles,
e. Do you plan to run for gov. in the Nov. election? Governor, November
8. As a team, browse through magazines, newspapers, and manuals. Look

for use of abbreviations. With other teams in your class,
discuss how often abbreviations are used and which format
uses them the most. Student responses will vary. Students may
find inconsistencies, and they should discuss why they think this
occurs.
Discussion Point
9. What is the difference between an abbreviation and an acronym?
An abbreviation is usually a shortened form of a word; whereas, an acronym is a
shortened form of a name formed from the initial letters of words in the complete
name. The letters are not followed by periods, and the acronym is pronounced as
though it were a word.
10. Should all abbreviations be capitalized? Support your answer with examples.
Abbreviations such as units of measure and time are not capitalized.
Examples include kg—kilogram, yd—yard, atty.—attorney, mph—miles per hour.

Section 7.7
Numbers SECTION LEARNING

OUTCOMES
• Determine when to express num-
Numbers are commonly used in business to express sums of money,
bers as words and when to express
quantities for orders, discounts, time, measurements, percentages,
addresses, dates, sales statistics, versions of computer programs, them as numerals in sentences.
and so on. Business writers know that the correct use of numbers is • Use ordinal numbers correctly in
often critical to clear, accurate communication. Errors in number business communications.
use can cause more than simple confusion; they can be expensive,
time-consuming, and exceptionally disruptive. • Use correct punctuation and
Be sure to apply the following principles of number usage, and symbols with numbers.
make it a habit to proofread numbers carefully whenever you write
business messages.
Using Words to Express Numbers
The correct use of numbers is critical
Why is it important to know when to express numbers in figures
to communicating clear, accurate
and when to express them in words? One reason is that long-
established use dictates certain rules. Another reason is that figures information.
and words have different effects on different readers. The use of
numerals, for example, tends to emphasize a number, while the use
of words tends to deemphasize a number: $100 is more emphatic
than a hundred dollars. Thus, we use numerals when the number is KEY TERMS
a significant statistic or deserves special emphasis, whereas we use • numbers
words for numbers in a formal message and for numbers that are
not significant and need no special attention. • ordinal numbers
Business writers must know the general rules for expressing • decimal numbers
numbers in words and for expressing them in numerals, and they
must be able to manipulate the rules when it is necessary to achieve • adjacent numbers
a greater degree of formality or to provide greater emphasis. First,
we will discuss when writers should use words to express numbers.
Then, we will discuss when writers should use numerals to express
numbers.
KEY POINT
At the Beginning of a Sentence Spell out numbers that
At the beginning of a sentence, use a spelled-out word, not a nu- begin sentences.
meral, to express a number. If writing the word seems awkward,
then reword the sentence so that the number does not occur
first.
• Seventy-seven percent of the customers we surveyed
said that they were satisfied with our sales and deliv-
ery procedures. (not 77 percent)
• Of the customers we surveyed, 77 percent said that
they were satisfied with our sales and delivery proce-
dures. (better than starting the sentence with seventy-
seven percent)
263
Teaching Tip Numbers From One Through Ten
Expensive Errors—
In business correspondence, numbers from one through ten are generally spelled out.
Emphasize to students
Examples follow:
that errors in numbers
can be expensive, • We hired eight new accountants in May.
time consuming, and
exceptionally disruptive.
• Antonio’s restaurant is located on Sixth Avenue.
• Susan ordered seven new computers for the accounting department.
Ordinal numbers indicate the order or succession: for example first, second, third or
1st, 2d or 2nd, 3d or 3rd. The default of superscript style for ordinal numbers by some
word processing programs should only be used in informal writing. Examples of this
informal style follow: 2nd, 3rd, and 4th.
Note that the ordinal numbers first through tenth are also spelled out.
Fractions
Fractions are expressed in words in general business correspondence. A hyphen is used
to join the number and the part:
• About one-third of the people surveyed said that they were dissatisfied
with our banking services.
However, a mixed number (a whole number plus a fraction) is expressed in figures
by using a decimal or a fraction:
• Our riding stable is located on 6.5 acres of land near the Blue Ridge
Mountains. (The figure 61⁄2 acres is also acceptable.)
Indefinite Numbers
Spell out indefinite numbers and amounts, as shown in these phrases:
• a few million dollars
• hundreds of telephone calls
• several thousand people
• tens of children’s charities
Ages and Anniversaries

Ages are spelled out—unless they are significant statistics:
• Mr. Anderson, our chemist, is forty-two years old today.
• Helen Brentworth is in her late sixties.
• Allison Buie, 27, has been appointed director of accounting.
(a significant statistic)
When ordinal numbers are used for ages and anniversaries, they are generally
spelled out.
• her twenty-first birthday
• our thirty-first wedding anniversary
But when more than two words are needed to spell the number or when special
emphasis is desired, express the numbers in numerals:
• our city’s 125th anniversary (not one hundred and twenty-fifth)
• a 10th Anniversary Sale! (for emphasis)

Centuries and Decades
Centuries are generally expressed in words. oops!
• the nineteen hundreds (but for emphasis, the 1900s) Cardinal Error
• the twentieth century
We celebrated our
• nineteenth-century factories
wedding anniversary on
Decades, however, may be expressed in several ways. Note: Do not use an apostro-
the 21 of July. (21st of July
phe to make the plural.
• the nineteen-nineties or the 1990s or the nineties or the ’90s is correct.)
Check the following sentences for errors in the use of numbers. Write OK if the
sentence is correct. If it contains errors, circle the error(s) and write the correction(s)
on the line provided.
1. Our New Jersey plant has five and a half times more floor space than any
other plant. has 5.5 or 51⁄2 times
2. 17 families have agreed to pay their share to install the streetlights

recommended by our homeowner’s association. Seventeen families
3. Our grand opening drew an estimated crowd of a few 1,000. few thousand
4. The doctor’s dictation, which should be about 6 pages long, will help with
the insurance claim. about six pages
5. The home was built in the late 1920’s but is worth more than $700,000
because of its historical significance. 1920s
6. Yesterday, we received hundreds of résumés in response to our classified

advertisement. OK
7. The museum curator thought the painting might be the work of a 17th-
century British artist. a seventeenth-century British
8. About 1/5 of our employees are involved with community service on a

weekly basis. About one-fifth of
9. 68 percent of our clients pay their bills online. Sixty-eight percent
10. Customers between the ages of 55 and 60 will get a 10 percent discount on
their purchases; customers over 60 will get 15 percent. OK
Using Numerals to Express Numbers

Polished communicators insist on expressing numbers correctly. The following simple
rules will guide you in choosing between numerals and words to express a number.
For Numbers Higher Than Ten

As you know, the numbers one through ten are spelled out. Numbers higher than ten
are expressed in numerals:
• At last week’s auction, 86 cars, vans, and trucks were sold.
• This 22-page manual lists and explains our rules and regulations.
Section 7.7 Numbers 265

However, express related numbers in the same way. If any of the numbers are above
ten, express all the numbers in numerals:
• At Friday’s meeting, we will need 6 tables, 36 chairs, and 2 laptop com-
puters. (Because one of the related numbers—the numbers in the series—
is above ten, all are expressed in numerals.)
Note: Numerals are more emphatic than words because numerals stand out clearly,
especially when they are surrounded by words. Therefore, when greater emphasis is
required for a number from one to ten, use a figure to express that number. For example:
• for 10 minutes (more emphatic than for ten minutes)
• a 3-year loan (more emphatic than a three-year loan)
For Sums of Money
Sums of money are written in numerals.
• Tony’s travel expenses totaled $892.63.
• We gave her an advance of $800. (Not $800.00—the extra zeros are
unnecessary.)
KEY POINT • We budgeted between $5,000 and $6,000.
• The unit cost is estimated to be 45 cents (Not $.45 or 45¢—use the
Related numbers are symbol ¢ in tables and in technical copy only.)
numbers that refer to the
Note, however, the following usage for related numbers in the same sentence:
same or similar things.
• The unit cost will be $.65 for the small vase and $1.12 for the large vase.
• Her travel advance was $800.00, but she actually spent $824.65.
Words and numerals are often used to express amounts of a million or more.
• $7 million or 7 million dollars
• $15.5 million or 15.5 million dollars
To avoid misreading, be sure to repeat the word million in expressions such as this:
• between $3 million and $4 million (not between $3 and $4 million)
Also be sure to treat related numbers in the same way:
oops! • between $500,000 and $1,000,000 (not between $500,000 and $1 million)
Number It Remember that indefinite amounts are spelled out:
Our open house will start • Nathan’s tax refund amounted to a few hundred dollars.
this Tuesday at eight p.m. • Glenn and Nancy bought about a hundred dollars’ worth of software at
the exposition.
(8 p.m.)
In Addresses
Use numerals for house numbers except for one. For street numbers, spell out the ordi-
nal numbers first through tenth. Use figures for all other street numbers.
• The post office is located at One Dameron Street. (Spell out one when it is
a house number.)
• The video store that was at 246 East 14th Street is now located at 486 East
12th Street.
When the house and street number are not separated by East, West, or the like, use the
ordinals st, d (or nd or rd), and th with the street number.
• 3214 85th Street (The ordinal 85th helps to prevent possible confusion.)
• 2986 32d Street or 2986 32nd Street. The former one is preferred.

ZIP Code numbers are always given in figures.
• New York, New York 10020 (Note that no comma precedes the ZIP
Code number.)
• New York, NY 10020-1221. (ZIP-plus-four numbers)
Check the following sentences for any errors in the use of numbers. Write Employability
OK if the sentence is correct. If it contains errors, circle the error(s) and write Skills
1. You should arrive at 306 15 Avenue by 2 p.m. on Monday.

Mathematics
306 15th Avenue The ability to perform
basic computation skills
2. The rental van can accommodate fifteen passengers. 15 passengers.
is important in the work-
3. Our company rents three vans, six trucks, and 15 cars each year. place. Understanding how
3 vans, 6 trucks, to work with numbers and
4. The deli located at One College Boulevard has a special on bottled water for effectively using math
$.75 each. for 75 cents techniques are valuable
employability skills.
5. If you pay 75¢ per day for your coffee for the five-day workweek, your coffee
will cost you $3.75 per week. $.75
6. Color printers are on sale for $399.00 this week, but you can get a 10 percent
discount if you pay cash. $399
7. Your contract amount is guaranteed for one hundred sixty-two days.

162 days
8. Depending on the weather, the renovations to your business will take from 6
months to 1 year to complete. from six months to one year
9. According to preliminary estimates, the potential sales for this new cell phone
accessory are between $2 and $4 million.
between $2 million and $4 million.
10. Flood damage this spring was estimated at 3 billion dollars. OK
With Units of Measure and Percentages Teaching Tip

Use numerals, even for numbers less than ten, with units of measure and with percent- Advertising Numbers—
Ask students to clip
ages, as shown in the following examples:
advertisements from the
• Each bedroom measures 8 feet by 14 feet. local newspaper showing
• the use and frequency of
This computer screen measures 17 inches diagonally.
numbers in this form of
• Each vial contains exactly 5 cubic centimeters of the serum. business communication.
• You will receive a 20 percent discount if you pay cash. Discuss the problems that
could result if the numbers
Note: Use the symbol % only in tables and forms. In other cases, spell out percent. in the advertisements were
Also note that percent is one word. incorrect.

With Decimals
Decimal numbers (numbers with a dot or decimal point) are always expressed in
figures:
• Mix this compound with water in a ratio of 4.5 parts compound to 1 part
water. (A ratio may also be expressed as follows: 4.5:1 ratio of compound
to water.)
When no number appears before the decimal, add a zero to help the reader under-
stand the number quickly.
• A very slight decrease—0.5 percent—was reported for the month of April.
(Without the zero, the reader might read .5 percent as 5 percent instead
of five-tenths of a percent.)
With a.m. and p.m.

As you already learned, always use numerals with a.m. and p.m.
• at 11 a.m.
• between 10:15 a.m. and 11:15 p.m.
• between 10:00 a.m. and 11:15 p.m.
With O’Clock
With the word o’clock, either numerals or words may be used. For greater emphasis and
less formality, use numerals. For more formality but less emphasis, use words. Examples
follow:
• You are cordially invited to join us at eight o’clock on Friday, the first of
July, to celebrate the one hundredth anniversary of the founding of
Cullinan Enterprises. (Eight o’clock is more formal than 8 o’clock.)
• All authors are invited to a brunch and book-signing party to be held at
the Oak Terrace Inn on Friday, August 25, at 11 o’clock.
In Dates
Use figures to express the day of the month and the year in dates:
• April 19, 2009 (not April 19th, 2009)
When the day is written before the month, use ordinal numerals or spell out the
ordinal number.
• the 4th of June or the fourth of June
• the 21st of April or the twenty-first of April
Note: The ordinal numerals are 1st, 2d or 2nd, 3d or 3rd, 4th, and so on.
With Adjacent Numbers

Adjacent numbers (numbers next to each other) should be separated by a comma when
both numbers are in numerals or when both are in words.
• In 2005, 250 employees were hired for the Forest City plant.
• Of the original seven, two employees still remain in the Asheville office.
But if one word is in numerals and the other is in words, no comma is needed.
• On June 12 two executives retired from Bost Bakeries Inc.

When one of the numbers is part of a compound adjective, write the first number
in words and the second number in figures (unless the second number, when spelled
out, would be a significantly shorter word). Do not separate the numbers with a comma.
• two 9-page booklets (but 200 nine-page booklets)
• fifty $10 bills (but 100 ten-dollar bills)
Check the following sentences for any errors in the use of numbers. Write
OK if the sentence is correct. If it contains errors, circle the error(s) and write
1. The college students are renting a storage room for the summer that is twelve
feet by fifteen feet. 12 feet, 15 feet
2. Your health insurance coverage began Friday, May 2nd, 2012.

Friday, May 2, 2012.
3. The conference call with our branch in France is scheduled for three o’clock
Tuesday afternoon. 3 o’clock
4. By December 15 82 employees had made an appointment to discuss their

benefits for next year. By December 15, 82 employees
5. To clean your tires, mix three and a half parts of Tirex to two parts water.
31⁄2 parts, 2 parts
6. Your interest on your savings account is 2.4 percent. OK
7. A fireworks exhibition has been scheduled for the third of July at the mall.
OK or 3rd of July (Either is correct.)
8. According to Nancy’s e-mail, the online continuing education class will begin
at 2:30 p.m. and will end by 3:30 p.m. OK
9. The new sales division will be staffed by one manager, 12 sales representatives,
and three assistants. 1 manager, 3 assistants
10. They are the proud parents of five-year-old triplet girls. OK

Review of Key Terms
1. Why is it important for business writers to accurately express numbers?
If errors in numbers occur, the mistake could be embarrassing to the person making
the mistake, upsetting to the person who was expecting a different number, and
costly for a business.


2. What are ordinal numbers, and when should they be spelled out?
Ordinal numbers indicate order (first, second, 25th). The ordinal numbers
first through tenth should be spelled out. When ordinal numbers are used for
ages and anniversaries, they are also spelled out unless a special emphasis
is desired.
Editing Practice
Mail Call!
3. Proofread the following excerpt from a letter and correct any errors.
September 10 20?? (Use current year.)

Ms. Renee Wallace
Fifteen Willow Drive
Altamonte Springs, FL 32714
dear Ms. Wallace,

Welcome to the Sunset Family! As a proud owner of a new Sunset sedan,
you has our best wishes.
Our records show that you choose the 2-year or 20000-mile
warranty. If you would like to extend your coverage, keep our
3-year and 5-year warranty in mind. If you call now, you can save
over $200.00 dollars!
Sincerely, September 10, 20?? (Use current year.) Dear Ms. Wallace: family!
you
have our chose two-year 20,000-mile three-year and five-year

warranties $200!
4. Correct any errors in number use in the following sentences.
a. Rachel
said that our website has been accessed three thousand five
hundred times since the first of the year. 3,500
b. M
s. Teague said, “We are proud to announce that all 5 divisions showed a
profit for the 3rd consecutive year.” five . . . third
c. O
ur goal is to increase our profits by 10.5% before the end of the
year. 10.5 percent
5. Look at an appliance manual or a bank brochure. As a team, find examples

of the rules covered in this section. Are there any rules that
were not followed? Are there rules that were followed in an
inconsistent manner? Answers will vary.

Discussion Point
Thinking Critically
6. When are numbers spelled out in business correspondence? In business
correspondence, numbers should be spelled out when the number is the first word
of the sentence. Additionally, the numbers one through ten, fractions, indefinite
numbers, ages, and centuries should be spelled out.
7. Why are units of measurement, percentages, and decimals expressed in
numerals? Units of measurement, percentages, and decimals are expressed in
numerals to emphasize or to provide statistics.
Tech Quest
Check your e-mail or cell phone for text messages that were sent in abbreviated texting
style. Choose five messages that are not personal and that are appropriate for a class
assignment. Type each text message as it is. Then, type it using standard English with
correct capitalization, punctuation, and spelling. An example follows:
I slept l8 gr8 on test i c u @ caf @ lunch ttyl

I slept late but did great on my test. I will see you at the cafeteria at lunch and will
talk to you later.
Answers
will vary.

©

Chapter 8
Sharpening Writing Skills
Section 8.1
Using Words Effectively
Section 8.2
Mastering Spelling
Techniques
Section 8.3
Structuring Phrases and
Clauses
Section 8.4
Writing Effective
Sentences
Section 8.5
©michaeljung/Shutterstock
Building Effective
Paragraphs CHAPTER LEARNING OUTCOMES
Section 8.6 When you have completed this chapter, you should be able to:
Revising, Editing, and • Use a dictionary and a thesaurus to select the correct word.
Proofreading • Use spelling rules to improve your spelling.
• Recognize and correct errors in thought units.
• Write effective sentences and paragraphs.
• Revise, edit, and proofread documents.
Workplace
Connection
Good writing skills enable
you to put words into ap-
propriate thought units so
that your message is clear.
The ability to revise, edit,
and proofread ensures
that your documents will
be correct and clear.
272
Section 8.1
Using Words Effectively SECTION LEARNING

OUTCOMES
• Use a dictionary to obtain informa-
Words are the elements we use to communicate messages in writ-
tion about the spelling, definition,
ing. When we write, we create pictures with words, just as artists
create pictures with paints. To write effectively, you must learn to capitalization, and hyphenation
use words precisely and clearly. Fortunately, help is available in two of words.
useful references: the dictionary and the thesaurus. As you study • Use a thesaurus to find words
this section, note how you could use a dictionary and a thesaurus
that will make your writing more
to improve your writing skills.
precise.
The Dictionary • Avoid using words that are
The dictionary is the most useful reference for business writers. incorrect, overused, out of date, or
You should always have access to a comprehensive dictionary and inappropriate for the audience.
know how to use it. Today dictionaries are available in print, online,
and as an app for an iPad or iPhone.
Word Information W H Y I T ’ S I M P O R TA N T
As a writer, you have probably used a dictionary to find informa-
tion on the spelling, definition, capitalization, and hyphenation of
Words are the building blocks of
words, as well as synonyms and other information that help you sentences, and sentences form
use words effectively. For examples of the detailed information pro- our communication. To be accurate
vided by a dictionary entry, review the entries for the words comple- and effective in your written
ment and compliment in Exhibit 8.1 (see page 275). communication, you must use words
effectively.
Spelling. The dictionary entries in Exhibit 8.1 show in bold type
how the words complement and compliment are spelled. Keep in
mind that many words have more than one spelling. Spellings that
are equally correct are joined by or, as in “adviser or advisor.” When
one spelling is less commonly used, the dictionary joins the spell- KEY TERMS
ings by also, as in “lovable also loveable.” • phonetic spelling
Definition. A good dictionary lists all of a word’s definitions, usu- • inflectional forms
ally in the order in which they developed historically. Often the • derivative
dictionary gives examples of the word’s use in more than one sense.
For example, in Exhibit 8.1 (page 275), the entry for complimentary • synonyms
shows several examples of the word’s use. • thesaurus
Capitalization. The dictionary may show whether a word is to be • homonyms
capitalized when it is not the first word of a sentence. For example, • pseudo-homonyms
the word south used as a direction is usually not capitalized, but
when it refers to a specific region, as in the South, it is capitalized. • denotation
• connotation
Hyphenation. Dictionary entries use centered dots to indi-
cate the correct places for breaking or dividing words. Some • clichés
examples are: • antonyms
• com•mu•ni•cate
• ap•pre•ci•ate but ap•pre•cia•tive
273
Teaching Tip
Helpful Resources—Display Memory Hook
examples of an unabridged
dictionary, a thesaurus, a
spelling and hyphenation To use the dictionary to best advantage, follow these guidelines for
book, and a handbook of verifying the spelling of a word:
style. Ask students to give
examples of situations • Place the letters in their correct order; for example, neither, not niether.
in which they have used • Avoid inserting extra letters in a word, as in the incorrect athaletic
these references. Also, (instead of athletic).
demonstrate an online • Include all the letters that are in the word; for example, mortgage, not
dictionary. morgage, and business, not busness.
Teaching Tip • Verify that the word is not some other word with a similar spelling. Read the
Look It Up—Have students
definition. For example, would you give someone complementary tickets or
look up dictionary entries complimentary tickets?
for complement and • Pay close attention to compound words to determine whether they are
compliment to facilitate written as one word, checkpoint; two words, check mark; or a hyphenated
your explanation of word, drip-dry.
dictionary entries. • Include any accent marks that are part of a word. For example, exposé is a
In conjunction with the noun that means “the revelation of something discreditable”; but expose is a
Memory Hook, ask students verb that means “to cause to be visible.”
to look up the definition of
complementary, “serving
to fill out or complete,” and
complimentary, “given free
as a courtesy or favor.” Ask Sometimes a word must be divided at the end of a line of writing. Unless the word
them to indicate which is divided correctly, the reader may be confused. Here is an example of incorrect word
word should be used with
division:
tickets in the example in
the fourth bulleted item • Please sign and return the enclosed statement prom-
(complimentary). ptly if you want a refund. [Should be prompt-ly].
Some word processing programs automatically divide words correctly.
KEY POINT
A good dictionary—
Pronunciation and Division Into Syllables. Immediately after the regular spelling of
a word, the dictionary shows the word’s phonetic spelling. This feature indicates how
whether a hard copy or the word should be broken into syllables, how each syllable should be pronounced, and
online version—is the cor- which syllable or syllables should be accented. If phonetic symbols are new to you, refer
nerstone of every writer’s to the section of the dictionary that explains them.
reference library. Look again at the sample dictionary entries for complement and compliment in
Exhibit 8.1. The entries show that the pronunciation of both words is “‘käm-ple-ment.”
The hyphens indicate syllable breaks. When an accent mark is shown, it indicates the
syllable that should be stressed when pronouncing the word.
KEY POINT
An unabridged dictionary is Inflectional Forms and Derivatives. Inflectional forms are forms of a word that show
tense, number, and other meanings. For example, goes is an inflectional form of go. A
a comprehensive dictionary
derivative is a word formed from another word. For example, affirmation is a derivative
that includes all words and of affirm.
all definitions. An abridged The dictionary shows the irregular plurals of nouns, the past tense and participial
dictionary (frequently forms of irregular verbs, and the comparative and superlative forms of irregular adjectives
called a desk dictionary) and adverbs. After the definition of the noun contract, for example, are its derivative noun
is a condensed dictionary contractibility and its derivative adjective contractible. The entry for the irregular verb fall
gives its past tense, fell; its past participle, fallen; and its present participle, falling.
that contains fairly com-
mon words and meanings. Synonyms. For many entries, the dictionary lists synonyms—words that have almost
Seldom-used words and the same meaning as the entry. The entry for complement in Exhibit 8.1 lists the syn-
definitions are omitted. onym counterpart; the entry for compliment lists the synonyms honor and regards. Note
that although synonyms have what the dictionary calls a “shared-meaning element,”
274 Chapter Eight Sharpening Writing Skills

Teaching Tip
com•ple•ment \'käm-pl -m nt\ n [ME, fr. L
e e
A Convenient Reference—
complementum, fr. complēre to fill up, complete, fr. D Remind students that a
com- + plēre to fill — more at full] (14c) 1 a : some-
thing that fills up, completes, or makes perfect b : the spelling and hyphenation
quantity or number required to make a thing complete book, such as The
<the usual ~ of eyes and ears —Francis Parkman>; B McGraw-Hill Quick Speller,
esp : the whole force or personnel of a ship c : one C
complement 2a: ACB is a convenient reference
of two mutually completing parts : counterpart
2a : the angle or arc that when added to a given angle right angle, ACD for spelling or word-
or arc equals a right angle in measure b : the set of complement of DCB division verification.
all elements that do not belong to a given set and are (and vice versa), AD
contained in a particular mathematical set containing complement of DB
the given set c : a number that when added to another (and vice versa)
number of the same sign yields zero if the significant
digit farthest to the left is discarded — used esp. in assembly language program-
ming 3 : the musical interval required with a given interval to complete the
octave 4 : an added word or expression by which a predication is made com-
plete (as president in “they elected him president” and beautiful in “he thought
her beautiful”) 5 : the thermolabile group of proteins in normal blood serum
and plasma that in combination with antibodies causes the destruction esp. of
particulate antigens (as bacteria and foreign blood corpuscles)
com•pli•ment \'käm-pl -m nt\ n [F, fr. It complimento, fr. Sp cumplimiento, fr.

e e
cumplir to be courteous — more at comply] (1654) 1 a : an expression of es-
teem, respect, affection, or admiration; esp : an admiring remark b : formal and
respectful recognition : honor 2 pl : best wishes : regards <accept my ~s>
<~s of the season>
Exhibit 8.1
Dictionary Entry
Dictionary entries show the spelling, pronunciation, synonyms, and
meanings of a word. Thinking Critically: When you tell a person that you
admire his or her work ethic, are you giving the person a complement or
a compliment? Ans 8.1 Compliment—an expression of respect. Going Global
each has its own distinct shades of meaning, as shown in the following examples of Foreign Accent
synonyms for invent: It can be a challenge to
• Edward Mellanby did not invent vitamin D, but he did discover it. proofread personal names
• The Wrights did not discover the airplane, but they did invent it. or names of locations from
other languages due to
Other Information accent marks or different
In addition to word information, a good abridged dictionary contains the following rules of spelling. Consult
special sections that a writer may find helpful. a dictionary for the lan-
Signs and Symbols. This section consists of signs and symbols frequently used in guage or a style guide for
such fields as astronomy, biology, business, chemistry, data processing, mathematics, guidance.
medicine, physics, and weather. This section could be helpful in verifying the correct
use of symbols in technical documents.
Biographical Names. The names of famous people, each with the proper spelling and
pronunciation, are listed. Biographical data such as dates of birth and death, nationality,
and occupation are also given. Use this material for checking the pronunciation of names
or for identifying unfamiliar names encountered in reading or conversation.
Geographic Names. This section provides information about places—name, pro-

nunciation, location, population, and so on. Therefore, it can be helpful when you are
checking the spelling of place names in correspondence.
Section 8.1 Using Words Effectively 275

Handbook of Style. Included in this very useful section are rules on punctuation,
italicization, capitalization, and plurals; citation of sources; and forms of address.
The Thesaurus
KEY POINT If you know a word, the dictionary will give you its meaning. The thesaurus works the
The thesaurus offers a other way around: If you have a general idea of the meaning you want to convey, the
selection of different thesaurus will give you a choice of specific words to express it. Look up the general idea;
then choose the word or expression that best fits your meaning.
words or expressions
Roget’s International Thesaurus and Merriam-Webster’s Collegiate Thesaurus, two
related to the same idea. popular references, are arranged differently. Roget’s has two parts: the main section,
which lists synonyms and associated words, and the index to the main section. To
find a synonym for a word, for example, the adjective careful, look up the word careful
Teaching Tip in the alphabetic index. There you will find entries followed by a key number, as in the
Likable Words—Ask
following example:
students to name words careful
they “like” and words they adj. attentive 530.15
“dislike.” How do these
words affect them? Why do cautious 895.8
these words affect them? conscientious 974.15
a previous experience? economical 851.6
the pleasant or unpleasant
sound of a word? heedful 533.10
judicious 467.19
interj. caution 895.14
The key numbers refer to numbered paragraphs in the main section. Thus, if cau-
tious is closest to the idea you wish to convey, turn to entry 895 in the main section,
organized numerically, and find paragraph 8 for a listing of synonyms.
Merriam-Webster’s Collegiate Thesaurus is organized like a dictionary, with one list
of entries arranged in alphabetic order. To find synonyms for careful, just turn to the
entry careful. Within this entry capital letters are used for the word cautious, an indica-
tion that more information can be found at that entry, which is also listed in alphabetic
order. Bartlett’s Roget’s Thesaurus has 350,000 references and includes contemporary
words, phrases, foreign expressions, idioms, and many quotations.
To Find the Most Suitable Word

KEY POINT Imagine that you write advertising copy, and you’re working on an advertisement about
Words not only commu- new fall fashions. One aspect you wish to emphasize is the smartness of the clothes.
Using your thesaurus, you find that “smart” can be expressed by the words chic, fashion-
nicate ideas but also stir
able, dapper, well-groomed, dressed up, and dressy, among a number of other words and
emotions, either favorably expressions.
or unfavorably.
To Avoid Overusing a Word
Suppose you have written a letter in which you use the word great several times. Con-
sulting your thesaurus, you find a list of other adjectives, such as grand, chief, important,
large, and famous. When you check these references, you discover additional words and
expressions that are synonyms of great. You now have at your disposal a wide choice of
words that you can use in place of great.
To Find the Most Specific Word

Sometimes you have a general word in mind for an object or an idea, but you want to
use a more specific word. For example, you may be discussing the possibility of taking
a trial vote, but that is not the specific word you are seeking. You look up the word vote
in the thesaurus. Among the many choices shown is the expression straw vote, which is
precisely the expression you are seeking.

To Replace an Abstract Term
Imagine that you are writing a memo and that you wish to replace the word precipitous in
the phrase a precipitous decision. Among the substitutes that you would find in your the-
saurus are hasty, abrupt, hurried, and sudden. You should choose the word that fits best.
Electronic Dictionary and Thesaurus

Word processing programs have an electronic dictionary and a thesaurus you can use to
verify the spelling of a word or to find suitable synonyms. An electronic dictionary will in-
dicate misspelled words, such as apreciate for appreciate. Most word processing programs
have an automatic correction feature. This feature will change teh to the automatically. See
page 328 for more information on the automatic correction feature.
An electronic thesaurus will suggest possible synonyms for a word. If, for example, oops!
you have used the word extravagant three times in a report, you could check your thesau-
Deadly Mistake
rus to find appropriate synonyms to substitute for one or two of them. Synonyms listed
would include abundant, excessive, and lavish. A teacher received the
Today’s electronic dictionaries and thesauruses will pronounce the word correctly following note from a
for you.
student’s father: “John
was sick yesterday. Please
Improving Word Choice execute him.”
The words that you use can either earn the respect and admiration of those with whom (Excuse is the correct
you communicate or mark you as unimaginative and even uneducated. To be an effec- word, not execute.)
tive communicator, you must use the right word at the right time. You must also use
words correctly, avoid excessive use of words, and predict how readers will interpret the
words you use.
The Correct Word

Careful writers know the difference between correct and nonstandard usage. Usages
that are unacceptable in standard English must be avoided in business writing.
Some nonstandard usages result from errors; for example, a speaker might use
irregardless, which is not a word, for regardless. Some are correct words used incorrectly;
for example, a writer might type accept for except. Some are glaring grammatical errors.
When you make errors such as these, readers may know what you mean, but they KEY POINT
most likely will not have a positive view of your competency and expertise.
Homonyms are words that
Homonyms look or sound alike but
Homonyms are words that look or sound alike but have different meanings. Choosing have different meanings.
an incorrect word, although it may sound or even look correct, is one of the most fre-
quently committed errors in word usage.
For example, the tenants of a large apartment building receive a letter urging “all the
residence to protest the proposed rent increase.” This important message might cause
confusion because the writer cannot distinguish people, residents, from place, residence. KEY POINT
Exhibit 8.2 lists homonyms that every business writer should know and use Pseudo-homonyms are
correctly.
words that sound some-
what alike but have dif-
Pseudo-Homonyms
ferent meanings, such as
Pseudo-homonyms are words that sound somewhat alike but have different meanings.
advice and advise. When
When pronounced correctly, these words do not sound exactly alike. For example, the
statement “David, Harry, and Susan placed orders for $800, $1,000, and $1,300, respect- pronounced correctly,
fully,” is incorrect. The writer has confused the word respectfully, meaning “courteously,” these words do not sound
with respectively, meaning “in the order given.” The pseudo-homonyms that give the alike.
most trouble are listed in Exhibit 8.2.

Exhibit 8.2
Homonyms and Homonyms and Pseudo-Homonyms
Pseudo-Homonyms
These words are easily Homonyms
confused. Thinking
Critically: What is the ad, add dew, do, due pedal, peddle
difference between aisle, isle discreet, discrete plain, plane
a homonym and a allowed, aloud dual, duel presence, presents
pseudo-homonym? altar, alter foreword, forward principal, principle
Ans 8.2 ascent, assent forth, fourth raise, raze
Homonyms are two or assistance, assistants foul, fowl rap, wrap
more words that are attendance, gorilla, guerrilla residence, residents
pronounced alike but attendants grate, great right, write
have different spellings aural, oral hear, here roe, row
and meanings. Pseudo- bail, bale hire, higher so, sow, sew
homonyms are words that base, bass hole, whole sole, soul
sound very similar but are berth, birth idle, idol some, sum
spelled differently and born, borne instance, instants stake, steak
have different meanings. brake, break intense, intents stationary, stationery
canvas, canvass lean, lien straight, strait
capital, capitol leased, least taught, taut
cereal, serial lessen, lesson their, there, they’re
cite, sight, site lesser, lessor threw, through
coarse, course loan, lone to, too, two
complement, mail, male vain, vane, vein
compliment medal, meddle waist, waste
core, corps miner, minor wait, weight
correspondence, overdo, overdue waive, wave
correspondents pain, pane weak, week
council, counsel passed, past weather, whether
dependence, patience, patients
dependents peace, piece
Pseudo-Homonyms
accede, exceed dairy, diary liable, libel
accept, except deceased, diseased loose, lose, loss
adapt, adopt decent, descent, moral, morale
addition, edition dissent our, are
adverse, averse deference, difference persecute, prosecute
advice, advise desert, dessert personal, personnel
affect, effect detract, distract precede, proceed
allusion, illusion device, devise quiet, quit, quite
anecdote, antidote disburse, disperse reality, realty
appraise, apprise disprove, disapprove recent, resent
carton, cartoon elicit, illicit respectfully,
casual, causal eligible, illegible respectively
clothes, cloths emigrate, immigrate statue, statute, stature
choose, chose eminent, imminent suit, suite
conscience, expand, expend than, then
conscious facilitate, felicitate
cooperation, fiscal, physical
corporation formally, formerly
correspondence, ingenious, ingenuous
correspondent later, latter

Spelling
If you were a business executive, would you hire an engineer whose résumé listed a
degree in compewter science? Would you hire someone who had taken courses in acount-
ing? Poor spelling would make you doubt that these people could do the jobs they were
seeking. Good spelling shows readers the results of careful, hard work. Avoid being a
poor speller by using a dictionary either in printed or electronic form.
You can improve your spelling by paying careful attention to the similarities and
differences between homonyms and pseudo-homonyms. The suggestions in Section 8.2
can also help you. The most important step to improved spelling, however, is developing
the dictionary habit. In addition to a hard copy or electronic dictionary, the dictionary
habit also includes checking the spelling of any word identified by your word processor’s
spell-check function and the grammar-check function.
Words Suited to the Audience

In a letter to a customer, a computer specialist would lose the attention of the audience
if, in discussing how a computer could be useful to everyone, he or she used such techni-
cal terms as backups, checkdisk, and batch file. By using nontechnical terms, the writer oops!
could better hold the attention of the audience. Using a specialized vocabulary that is
unfamiliar to an audience is as serious a mistake as speaking in a language an audience Sounds Alike
doesn’t know. Communication takes place only when a writer chooses words geared to The biologist identified
the interests and knowledge of the audience.
the mushrooms that were
audible.
(Edible is the correct
Memory Hook word, not audible.)
Look up and remember the difference between prefixes that have similar Teaching Tip
meanings. Such words can be confusing. Check It Out—Stress that
biweekly—occurring every two weeks students should always
semiweekly—occurring twice a week verify the spelling and
usage of homonyms and
disinterested—impartial
pseudo-homonyms. A
uninterested—bored, unconcerned
good policy to follow is
interstate—between states “When in doubt, check
intrastate—within one state it out!”
Team Activity
What’s the Difference?—
Words With Varying Connotations Discuss the connotations
of these words:
The dictionary meaning of a word, the denotation, is often different from its connotation, aggressive, assertive, and
which is the meaning readers associate with the word based on their experiences and pushy.
emotions. For example, a solitary person might be called a wallflower, a recluse, or a
rugged individualist. The wrong choice of terms can distort the writer’s meaning and
perhaps even offend someone.
Look at the shades of meaning in the two words cheap and inexpensive. Only an un- KEY POINT
skilled writer or speaker would use the word cheap to mean “inexpensive.” Certainly, no Denotation is the meaning
salesperson would make that mistake. Cheap means “worthless or shoddy”; inexpensive
of a word that is listed in
refers merely to cost, not to quality. Sometimes an inexpensive suit is a bargain; a cheap
suit never is. a dictionary. Connotation
Whenever you are in doubt about a word’s meaning, check the dictionary before is the meaning readers
using the word. If there is no time to look up the unknown word, then phrase your idea associate with the word.
in a way that avoids it.

Teaching Tip
D for Dictionary—To
Words to Avoid
remember the difference Building a successful business or career requires building goodwill. Because words play
between denotative and a vital part in establishing goodwill, a skilled communicator chooses words or phrases
connotative, the denotative that the reader and listener can both understand and appreciate. In general, this means
meaning is the dictionary choosing positive rather than negative terms, presenting information directly and without
meaning—both words start repetition, and using fresh and current expressions rather than outdated and overused ones.
with the letter d.
Avoid Negative Words
Which of the following statements is more likely to build or retain customer goodwill?
• ou neglected to specify the sizes and colors of the dress shirts you or-
Y
dered. We cannot ship the order with such incomplete information.
Employability • The four dozen dress shirts you ordered will be shipped as soon as you
Skills tell us what sizes and colors you prefer.
The second statement is the better selection, although both statements try to convey
Speaking the same idea. The second statement is positively worded and avoids such unpleasant
Choosing the perfect word expressions as you neglected and cannot ship the order with such incomplete information.
can be difficult at times. Negative words are almost sure to evoke a negative response. The customer reading
these negative words may cancel the order or may choose a different supplier for future
However, when you are
orders.
speaking to an audience, Words result in negative responses when the reader feels blamed or accused. Most
it’s essential that you use expert business writers consider failed, careless, delay, and inexcusable to be negative
appropriate, accurate, and words, regardless of how the words are used, and they recommend avoiding these words.
precise words. By using Actually, such words are unpleasant primarily when they are accompanied by you ( you
words effectively, you can failed ) or your ( your delay). Your oversight, your error, and your claim s ignal the reader
to react negatively; but our oversight and our error—though not necessarily wise choices
persuade an audience
of words—carry an entirely different impression.
and present a strong The following words sound negative when used with you or your. To maintain good-
message. will, avoid using these words.
blunder damage inability regret
careless defective inadequate trouble
KEY POINT claim delay inferior unfavorable
To strengthen your writing: complaint error mistake unfortunate
• Use positive words criticism failure neglected unsatisfactory
• Eliminate
unnecessary words Eliminate Unnecessary Words
• Use current Words that are repetitious are a waste of the reader’s time. Such words clutter the mes-
expressions sage and can distract, delay understanding, and reduce emotional impact. The itali-
cized words in the expressions in Exhibit 8.3 are unnecessary and should, therefore, be
• Replace overused
omitted.
words
• Avoid clichés Avoid Out-of-Date Words
Words that are out of date suggest that the writer is behind the times. Imagine the reac-
tion to a sign that says “Eschew Smoking!” In certain uses, the words in Exhibit 8.4 have
a similar effect.
Avoid Overused Words

Replacing overused words with more exact and colorful terms can make your writing
lively and interesting. The adjective good is overused and weak: a good maneuver, a good
negotiator, a good speech, a good worker. Instead, for greater interest, say a clever, smart,
or skillful maneuver; a patient, forceful, or crafty negotiator; an eloquent, informative, or
engrossing speech; a qualified, intelligent, or competent applicant.

Exhibit 8.3
Redundant Phrases Redundant Phrases
The italicized words
adequate enough connect up are unnecessary.
as yet continue on Thinking Critically:
Why is the pair
at above and etc. cooperate together
up above as to whether redundant?
both alike past experience Ans 8.3
new beginner free gratis or for free The word cooperate
cooperate together inside of means “to act or work
together.” Therefore, using
same identical my personal opinion the word together makes
lose out rarely (seldom) ever the pair redundant.
meet up with repeat back or again
modern methods of today refer back
over with exact same
customary practice true facts
Exhibit 8.4
Outdated Language Outdated Language
Imagine using some of
advise or state (for say, tell) these out-of-date words
beg (as in beg to advise) in a sales pitch for a
new digital camera.
duly (as in comments are duly noted) Thinking Critically:
esteemed (as in my esteemed colleague) How would the words
herewith (except in legal work) you choose affect your
sales pitch?
kindly (for please)
Ans 8.4
party (for person, except in legal work)
Customers might think that
same (as in we will send you same) your camera was not the
trust (for hope, know, believe) latest technology if you
via (for by) used out-of-date words to
describe its functions and
performance.
Adjectives such as awful, bad, fine, great, and interesting are also overused. The following
sentences show how meaningless these words can be.
Avoid: The new guidelines on hiring workers will result in a bad
situation.
Use: The new guidelines on hiring workers will result in a (difficult, pain-
ful, or troublesome) situation.
Avoid: Kari Michaels gave an interesting sales presentation.
Use: Kari Michaels gave an (informative, enlightening, or educational)
sales presentation.
Avoid: We have an awful backlog of orders.
Use: We have (an enormous, an overwhelming, or a gigantic) backlog of
orders.

Teaching Tip Avoid Clichés
Avoid Overuse—Stress
Clichés are overworked expressions such as crystal clear, needs no introduction, and at
that words, like people,
become less effective
a loss for words that lost their strength long ago. Outdated expressions such as attached
when overworked. Ask hereto, attached herewith please find, and under separate cover still find their way into
students to make a list business documents, creating the perception of a stale, backward organization.
of words they overuse in The use of clichés exposes a lack of imagination—the tendency to repeat the famil-
speaking and writing and iar, even when the familiar is not worth repeating. Clichés waste time, obscure ideas,
to suggest substitutes for and bore readers and listeners. Think of clichés as deadwood phrases. Cut out the extra
these overworked words. words that don’t change the meaning of the sentence. Dare to use your imagination,
which is sure to generate better expressions once you resolve to avoid clichés.
Some commonly overused words and expressions, together with suggested substitu-
tions for them, are listed in Exhibit 8.5.
Exhibit 8.5
Clichés Clichés
Marketing pitches
sometimes use clichés Cliché Substitute
to describe a product’s
along the lines of like
benefits to the
consumer. Thinking asset advantage, gain, possession, resource
Critically: How might
using clichés weaken at all times always
your sales pitch?
by the name of named
Ans 8.5
Clichés are overworked deal agreement, arrangement, transaction
and can lead consumers
to believe that the product each and every each or every
is not original or that the
face up to face
company’s mission is
insincere. factor event, occurrence, part
field branch, department, domain, point, question, range,
realm, region, scene, scope, sphere, subject,
theme
fix adjust, arrange, attach, bind, confirm, define, estab-
lish, limit, mend, place, prepare, repair
inasmuch as since, as
input comment, information, recommendation
in the near future soon (or state the exact time)
line business, goods, merchandise, stock
matter point, question, situation, subject (or mention what
is specifically referred to)
our Mr. Smith our representative, Mr. Smith
proposition affair, idea, offer, plan, proposal, recommendation,
undertaking
reaction attitude, impression, opinion
recent letter of (give exact date)
communication
say articulate, assert, declare, exclaim, express,
mention, relate, remark

Use Creativity to Achieve Variety Teaching Tip
Adding Variety—
Although you can use many reference books to help you achieve variety of expression, Encourage students to
you won’t find ready-made phrases to express every idea. Achieving variety in word use the suggestions on
usage requires creativity. pages 273–282 as creative
ways to achieve variety in
Select Suitable Synonyms their writing.
Choosing suitable synonyms is the most direct means of achieving variety in your vo-
cabulary. Although synonyms have the same basic meaning, each synonym has a differ-
ent shade of meaning. To select the best synonym, you must go beyond the basic idea
and learn the distinctions.
A dictionary can help you create a phrase to achieve variety. Under the word ex-
plore, for example, the Merriam-Webster’s Collegiate Dictionary lists no synonyms, but
look at its definition: “to investigate, study, or analyze . . . make or conduct a systematic
search.” Instead of using explore, you can make a phrase to fit your meaning: “study the
options” or “systematically search the files.”
Use Appropriate Antonyms

An antonym is a word that means exactly the opposite of another word. For example,
light is an antonym of dark. Antonyms are also formed by adding the prefixes il, in, ir,
non, and un before a word. KEY POINT
Skill in the use of antonyms opens up broad possibilities to the writer. To upset
someone seems harsh; to unnerve someone seems less critical. It is sad when the dead Use a thesaurus to search
are forgotten, but sadder still when they go unmourned. for specific terms to
make your writing more
Choose Descriptive Words descriptive.
Descriptive words make readers or listeners “see” what is being described. Notice how
the first sentence uses vague words and the second sentence uses specific words to call
an image to mind.
• Vague: Our building is well-located and the apartments are comfortable.
• Descriptive: Our new high-rise building is located on a quiet, tree-lined
street near the center of town. The apartments are spacious and equipped
with all the latest modern conveniences.
Using descriptive words will improve your written messages. To develop this skill,
visualize a complete picture of what you want to describe, and then consult the thesau-
rus until you find the most specific descriptive terms that apply. Use this technique to
compose messages that hold the attention of your readers.

Review of Key Terms
1. What is the difference between a word’s denotation and a word’s connotation?
A word’s denotation is its dictionary definition, and a word’s connotation is its suggested
or associated meaning.
2. How is a thesaurus different from a dictionary? A thesaurus provides a list

of synonyms and antonyms for a specific word, whereas a dictionary lists a word’s
meaning, its pronunciation, and information about the word’s origins and usage.

Editing Practice
Using Language! Using a thesaurus, write an exact descriptive word for each italicized
word. Answers will vary. Sample responses are provided.
3. Both the doctors and the nurses are happy with the new medical facility.
delighted
4. This new maintenance agreement is hard to understand. difficult
5. Jeremy has a good attendance record. flawless
6. The engineer made a bad decision. an unfortunate
7. Our servers receive good on-the-job training. superb
8. Which words in the following sentences are used incorrectly? Write the in-
correctly used word, and then next to it write the word you should use in its
place.
a. Mr. Downing is adverse to changing his scheduled vacation.
adverse—averse
b. The tornado damage was not quiet as severe as anticipated.

quiet—quite
c. The assistant archivist complemented her associates on their quick

action. complemented—complimented
d. Reprimands will be issued to drivers who accede the posted speed limit
in company cars. accede—exceed
9. Collect several travel brochures from a local travel agency. Then, identify
words or phrases in the brochure that are used to attract potential guests.
Are there any overused or trite expressions? Next, as a team,
create a new brochure using your own descriptive words.
You may want to consult a thesaurus. Responses will vary. Have
students brainstorm a list of common words and phrases used in the
numerous travel brochures.
Discussion Point
Thinking Critically
10. How do negative words and overused words interfere with establishing
goodwill? Negative words evoke negative responses, and customers may feel
blamed or accused. This has a negative impact on business. Overused words waste
time, are boring, and show a lack of creativity or imagination when writing. This
creates the perception of a stale, backward organization.
11. How can a misspelled word or a misused pseudo-homonym affect the cred-
ibility of a business writer? A simple spelling error may give the impression that
the writer is careless or, worse, uneducated. Such mistakes can create a negative
view of one’s competency and expertise.

Section 8.2
Mastering Spelling SECTION LEARNING

OUTCOMES
Techniques When you have completed Section 8.2,
• Describe the rule of doubling a
Essential Principles final consonant, giving examples to
illustrate the rule.
Many employers screen applicants by giving them grammar and
spelling tests. Such an assessment of an applicant’s writing skill is • Discuss at least three other spelling
important because misspelling a word in a document makes both principles that almost always hold
the writer and the organization look unprofessional. To increase true.
your chances for employment and advancement, make every effort
to improve your spelling and proofreading. • Name two ways to ensure the cor-
rect spelling of words for which
Guides to Correct Spelling there are no rules.
Although there are many variations in the spelling of English words,
some spelling principles always hold true. Every writer must know and
be able to apply these principles—the basic guides to correct spelling.
Final y W H Y I T ’ S I M P O R TA N T
Many common nouns end in y: company, industry, entry, territory,
warranty, supply, day, attorney, survey. The spelling of plurals of
Not only do people make judgments
these common nouns depends on whether the y is preceded by a based on physical appearance, but
consonant or a vowel. The vowels are a, e, i, o, u, and sometimes y; they also judge based on your ability to
the consonants are the rest of the letters in the alphabet. generate documents free of misspelled
• If y is preceded by a consonant, change y to i and add words and grammatical errors.
es: company, companies; entry, entries; industry, industries;
supply, supplies; territory, territories; warranty, warranties.
• If y is preceded by a vowel, leave the y and just add s:
attorney, attorneys; day, days; survey, surveys.
KEY TERMS
Ei and ie Words • vowels
Among the most frequently misspelled words are these: believe, be-
• consonants
lief, conceive, conceit, deceive, deceit, perceive, receive, receipt, relieve,
and relief. Use the following Memory Hook to help you remember
when to use ie and ei.
Memory Hook
Teaching Tip
Cautionary Tale—Caution
Use the combination li and ce in Alice to remember
students that misspelled
that the correct spelling after l is ie (believe); after c, words detract from the
ei (receive). writer’s professional
image. For example, an
executive may reject a
Endings ful, ous, ally, and ily job applicant on the basis
To spell the endings ful, ous, ally, and ily correctly, remember the of an incorrectly spelled
following: word on a résumé. The
writer may not get an
• The suffix ful has only one l: beautiful, careful, master- opportunity to correct that
ful, meaningful, skillful. first impression.
285
• An adjective ending with the sound “us” is spelled ous: humorous,
miscellaneous, obvious, previous, various.
• The ending ally has two l’s: basically, finally, financially, incidentally,
originally.
Employability • The ending ily has one l: busily, gloomily, hastily, necessarily.
Skills
Using Computers
to Process Memory Hook
Information
Poor spelling in business
To spell ei and ie words correctly, remember this saying:
documents can be embar-
rassing. Always use the Use i before e
Except after c
spell-checker on your
Or when sounded like ay
computer when you are As in neighbor or weigh.
finished writing a letter.
Exceptions:
Then, proofread the let-
ter to make sure that all • Words in which ei makes a long e sound (either, caffeine, and seize)
errors are caught, using • foreign
• height
a dictionary if necessary.
• forfeit
Using the appropriate
resources to get the job
done is a valuable skill.
Doubling a Final Consonant

Knowing when to double a final consonant before adding an ending to a word is a mat-
ter of distinguishing between vowel sounds.
Words of One Syllable. If you can hear the difference between long and short
oops! vowel sounds, you can tell whether or not to double the final consonant of a one-
syllable word. If the vowel sound is long, do not double; if the vowel sound is short,
Spell-Check Won’t double the final consonant. Exception: Do not double the final consonant of words end-
Catch Everything ing in w (saw) or x (fix). See Exhibit 8.6.
She drove through the
dessert. Words of More Than One Syllable. The only rule needed is this one: Double the final
consonant if the last syllable of the base word is accented, if the vowel sound in the last
Mary will sing two. syllable is short, and if the suffix to be added begins with a vowel. Some examples are
Dessert is food. Remember listed in Exhibit 8.7.
that dessert has two s’s In each of the following base words, the accent is on the first syllable; therefore, in
the preferred spelling, the final consonant is not doubled.
because we always want
two helpings of dessert. benefit benefited benefiting
Desert is a dry, sandy cancel canceled canceling
region differ differed differing
edit edited editing
(Desert, too are the
correct spellings.) equal equaled equaling
offer offered offering
travel traveled traveler
However, there are exceptions such as formatting, handicapped, and programmed. Check
a dictionary if you are unsure of the correct spelling.

Exhibit 8.6
When to Double Consonants When to Double
Consonants
hope hoping (long vowel) The vowel sound
distinguishes words
mope moping (long) of one syllable that
do and do not double
plane planing (long) the final consonant.
scare scaring (long) How does reading your
writing out loud assist
you in making doubling
stripe striping (long)
decisions?
tape taping (long) Ans 8.6
By reading the words
weed weeding (long) out loud, you can decide
whether the vowel sound
is short or long.
mix mixing (ends in x)
hop hopping (short vowel)
mop mopping (short)
plan planning (short)

Digital
scar scarring (short)
Data
strip stripping (short)
Electronic Speller
tap tapping (short) If you are unsure of your
spelling, be sure to ac-
wed wedding (short)
cess a spelling checker
on your electronic device.
Misspelled words make a
negative impression.
Multisyllabic Words
commit committed committing
equip equipped equipping
occur occurred occurring

KEY POINT
omit omitted omitting
For one-syllable words, do
prefer preferred preferring not double the final con-
sonant before adding an
regret regretted regretting
ending if the vowel sound
transmit transmitted transmitting is long. Double the final
consonant if the vowel
Exhibit 8.7 sound is short.
Multisyllabic Words
In these words of more than one syllable, the final consonant is doubled.
Thinking Critically: What resources can you use to assist you in doubling
letters in words of more than one syllable? Ans 8.7 A dictionary or a thesaurus.
Section 8.2 Mastering Spelling Techniques 287

Check the following sentences for any spelling errors. Write OK if the sentence is
correct. Underline misspelled words. Write the correction in the spaces provided.
1. Henry used his new equipment for tapping the keynote speaker.
taping
2. The customer transmited the purchase order by fax. transmitted
3. Thank-you notes should be sent promptly after the weding gifts are
received. wedding
4. Amy offered to work overtime during the holidays. OK
5. The sales manager assigned the two new sales territorys to Ryan Wicoff and
Martha Kay. territories
6. Dr. Westburg, the surgeon, said that scaring would be minimal.

scarring
7. I beleive that we can sell both cars. believe
8. The sale will feature miscellanious gold and silver items. miscellaneous
KEY POINT
Dictionary Alerts
Even the best spellers need to use a dictionary. However, no one has time to look up
Identify your personal every word. Therefore, you should learn how to recognize your own spelling pitfalls—
spelling pitfalls and use words that you are most likely to misspell. These pitfalls alert careful spellers to consult
a dictionary to verify the the dictionary.
spelling of these words. The most common spelling pitfalls are presented here. In addition, you may have
your own list of problem words. Remember: Use the dictionary whenever in doubt, but
especially if the word in question contains one of the prefixes or suffixes discussed
next.
Teaching Tip Word Beginnings

Frequently Misspelled Two pairs of prefixes—per, pur, and ser, sur—present a spelling difficulty because the
Words—Encourage
words in each pair sound like they could be spelled with the same prefix. Study the fol-
students to identify words
that they most frequently
lowing words:
misspell and to study
permanent serpent purchase surplus
the appropriate rules.
Mastering these rules personal serenity purpose surprise
can reduce the number
persuade service pursuit surtax
of words they must verify
when they write. Also,
remember that spell-
checkers are not infallible
with soundalike words.
Word Endings
The following groups of word endings are tricky because they have similar sounds or
because they may be mispronounced. The spellings of these endings differ, however. Do
not try to guess at spellings of words with the following ending sounds.

Sounds “unt” and “uns.” The endings ant, ance, ent, and ence are all usually pro-
nounced “unt” and “uns.” Because so many words have these endings, they are spelling
danger spots. They must be spelled by eye, not by ear. Some common words with these
endings are in the following list:
accountant compliance dependent existence
defendant maintenance incompetent independence
descendant perseverance permanent interference
tenant remittance silent occurrence
Sounds “uhble” and “uhbility.” The sound “uhble,” which might be spelled able or
ible, is another trap. The alert writer consults a dictionary in order to avoid misspell-
ing words that end in able, ible, ability, or ibility. Some common “uhble” and “uhbility”
words are found in the following list:
oops!
changeable collectible availability credibility
Navel vs. Naval
movable deductible capability flexibility
payable illegible predictability possibility Several years ago,
receivable reversible probability visibility graduates were amused
to find that they had
graduated from the U.S.
Sounds “shun” and “shus.” Words ending with the sound “shun” might be spelled
Navel Academy instead of
tion, sion, cian, tian, sian, cion, or xion. The ending sound “shus” might be spelled cious,
tious, or xious. Learn the spelling of the words listed here: the U.S. Naval Academy.
The company that printed
ambition ignition anxious malicious
the diplomas apologized
collision profession conscientious pretentious
for the error and agreed
complexion suspicion conscious superstitious to replace them.
dietitian technician fictitious suspicious
Underline spelling errors in the following sentences. Write OK if the sentence is
correct. In the spaces provided, correctly write misspelled words.
Going Global
1. The defendent was charged with running a stop sign. defendant
2. Louise sent her remittence three weeks later. remittance British Rule
Consider the differences
3. The jacket is reversable. reversible
in spelling when corre-
4. The professor was quite upset when he learned the training had been sponding with businesses
canceled. OK abroad. For example,
5. The IRS requires a written receipt for tax-deductable expenses over $25. the British spell the word
deductible labor with ou instead of
o (labour) and the word
6. Illegable handwriting is the direct cause of many medical errors.
center with re instead of
Illegible
er (centre).

Sounds “shul” and “shent.” The ending that sounds like “shul” is sometimes spelled
cial and sometimes tial. A “shent” ending might be spelled cient or tient. Study the fol-
lowing words and learn how they are spelled:
artificial deficient
beneficial efficient
essential impatient
judicial omniscient
partial proficient
substantial quotient
Underline spelling errors in the following sentences. Write OK if the sentence is
oops! correct. In the space provided, correctly write misspelled words.
Extra Baggage 1. Melody is a capable and consciencious medical assistant. conscientious
My parents bought new 2. Barb was ankcious about the medical procedure, even though her physician
excercise equipment for explained that the test was painless and routine. anxious
our garage. 3. Our new president, Ben Albin, is both aggressive and ambicious.
(Exercise is the correct ambitious
spelling, not excercise.) 4. High school seniors found the Success in College workshop very benefitial.
beneficial
5. People with blue eyes and a fair complection are more likely to get skin
cancer. complexion
Sounds “ize” and “kul.” The ending sound “ize” might be spelled ize, ise, or even yze
(analyze). A “kul” ending could be spelled cal or cle. A careful writer, therefore, consults
a dictionary for words with these endings. Study the following “ize” and “kul” words:
apologize advertise identical obstacle
criticize enterprise mechanical particle
realize improvise statistical spectacle
temporize merchandise technical vehicle
Words That End in ar, ary, er, ery, or, and ory. Words that end in ar, ary, er, ery,
or, and ory should be recognized as spelling hazards; you should always verify each
spelling. For example, stationary (motionless) and stationery (paper) end with the same
sound, but they are spelled differently. Memorize the spellings of the following words:
calendar temporary stationery laboratory
grammar advertiser debtor category
customary adviser advisory depository
stationary customer inventory crematory

Memory Hook
Do you get stationery and stationary confused? Simply put, think of
paper, which ends in er, and you’ll never confuse it with stationary—to
stay in one place.
KEY POINT
The Sound “seed.” Even though merely a handful of words end with the sound
“seed,” they are often written incorrectly because the ending has three different spell- Only one word ends in
ings. As shown below, only one word ends in sede and only three words end in ceed—all sede (supersede) and only
other “seed” words are spelled cede. three words end in ceed
sede ceed cede (exceed, proceed, and
supersede exceed accede succeed). All other “seed”
proceed concede words end in cede.
(but procedure) intercede
succeed precede
recede
secede
Teaching Tip
Take Your Time—
Remind students that
finding misspelled
8.2 Self-Assessment D words takes time and
requires concentration.
Proofreading is not the
Underline spelling errors in the following sentences. Write OK if the sentence is same as reading.
correct. In the spaces provided, correctly write misspelled words.
1. Since our inventery is getting low, this would be a logical time to design new
letterhead stationary. inventory, stationery
2. Next year’s calender will be online by Friday, July 6. calendar

oops!
3. Clouds of dust particals can cause an allergic reaction in some people.
What Do You Mean?
particles
We used two battery-
4. The life of this TV exceded the four-year maximum. exceeded
operated ratios during the
5. We need a person with a technicle background to help us with the statisticle power outage.
data. technical, statistical
(Radios is the correct
word, not ratios.)
Your Spelling Vocabulary

Business writers cannot take the time to verify the spelling of every word. There-
fore, they must take the time to learn the correct spellings of the words used most
often in their written communications. Knowing how to spell troublesome words
requires more than memorization. You must analyze each word and fix in your
mind its peculiarities. Use strategies like the ones shown in the following Memory
Hook.

Memory Hook
Remember the spellings of troublesome words by using tips such as
these:
accommodate ninth (the only nine word
(two c’s, two m’s) without an e)
aggressive (two g’s, two s’s) occasion (two c’s, one s)
convenient (ven, ient) privilege (vile)
definite (ni ) recommend (one c, two m’s)
develop (no final e) repetition (pet)
embarrass (two r’s, two s’s) separate (a rat)
forty, fortieth (the only four until (only one l)
words without a u)

Review of Key Terms
1. When should you double a final consonant before adding an ending to a
word? Provide an example. In one-syllable words, you should double a final
consonant if the vowel is short; for example, mop—mopping. In words with more than
one syllable, double a final consonant if the last syllable of the base word is accented,
as in regret—regrettable.
2. What spelling rule should you follow when writing words with the vowels ei
and ie? i before e, except after c, or when sounded like ay.
Editing Practice
Vocabulary Alert! Select a word from the list below that best completes each sentence.
delinquent principal principle secede supersede
3. principal
In planning for college, my ____________ concern is getting a sound edu-
cation at a reasonable cost.
4. secede
Several nations are planning to ____________ from the international trade
alliance because they feel it is too restrictive.
5. Although we stand to gain little from the lawsuit, we believe winning is a mat-
principle
ter of ____________.
6. delinquent
What is the dollar amount on all ____________ accounts that are at least
60 days past due?

7. Review some of the spelling errors that you have made—errors made while
typing at a computer or perhaps on a term paper. Make a list of these words
on a sheet of paper, writing each word correctly, circling problem parts, and
listing a spelling rule for the word, if one applies. Check to make sure students
are keeping a list of spelling errors. You may want students to keep a list for the
entire semester.
8. Write the correct forms of the words in parentheses.

a. Dick has the (flexible) to work any shift. flexibility
b. Mr. Redenbaugh is (commit) to providing insurance for all

associates. committed
c. The local food pantry has established an (advise) board.

advisory
d. The merger proved (advantage) to both organizations. advantageous

e. Due to excessive costs, the idea was (scrap) by top management.
scrapped
Discussion Point
Evaluating Concepts
9. If you do not know how to spell a word, how would you go about finding the
correct spelling? Sound the word out phonetically, and begin searching the
dictionary. A spell-check on a computer can help and can even identify words
commonly confused. You may also ask a co-worker. Use a spelling dictionary that
provides only the words (no definitions). A spelling dictionary can be faster to use for
writers who know they are poor spellers.

10. What are some ways in which you can improve your spelling? Learn some of
the spelling rules that apply to troublesome words, learn how to pronounce words
correctly, use a dictionary, and proofread your writing.


Section 8.3
SECTION LEARNING
OUTCOMES
Structuring Phrases
When you have finished Section 8.3, you
should be able to:
and Clauses
• Recognize and correct errors in
thought units composed of words,
phrases, and clauses.
Thought Units
A combination of words that properly belong together is called a
• Recognize and correct errors in thought unit. One example of a thought unit is a noun or pronoun
pronoun references. and its modifiers; another example is a verb and its complement.
When the words of a thought unit are placed correctly, the reader
can understand the meaning quickly and easily. When the writer
incorrectly places the words of a thought unit, however, the reader
W H Y I T ’ S I M P O R TA N T may get a mistaken idea of the writer’s meaning. Sometimes the
mistaken idea is laughable, but in business communications, such
Appropriately placed phrases and mistakes are more likely to cause problems or confusion, as in the
clauses help make communication clear. following example:
• Incorrect: Calling the meeting to order, the new
smartphone drew the praise of the vice president of
sales.
KEY TERMS
Introductory phrases and clauses logically lead the reader to the
• thought unit words that directly follow. In the preceding example, however, a
• which smartphone cannot really call a meeting to order. In order to avoid
a confusing statement such as this one, the writer should group
• pronoun together words whose meanings belong together.
• antecedent • Correct: When the meeting was called to order, the
new smartphone drew the praise of the vice president
of sales.
Teaching Tip
Planning the Message—
When students write, they Words in Thought Units
should plan and organize Sometimes a confusing, laughable, or simply false meaning is
their message before
conveyed because a single word is not connected with its proper
writing the message.
You may wish to cover
thought unit.
Section 9.1 “Planning and The following advertisement is an example of a misplaced
Organizing Messages” adjective:
before covering Sections • Incorrect: Gigantic men’s clothing sale begins
8.4, 8.5, and 8.6.
today!
The modifier gigantic has been misplaced—it seems to indicate
that gigantic men’s is a thought unit. However, few men want to
be described as gigantic. The correct thought unit is gigantic sale.
• Correct: Gigantic sale of men’s clothing begins
today!
Misplaced adverbs can also cause confusion.
• Incorrect: The idea for changing our sales emphasis
came to me after I had opened the meeting
suddenly.
294
What happened suddenly—the opening of the meeting or the idea for the sales
emphasis? oops!
• Correct: The idea for changing our sales emphasis suddenly came to me Big Difference
after I had opened the meeting.
Sale: Men’s shirts with 16
and 17 necks.
Phrases in Thought Units
(Sale: Men’s shirts with
Incorrectly placed phrases, as well as incorrectly placed words, can completely change
size 16 and 17 necks.)
the meaning of a message. Careful writers edit their work meticulously to see that they
have placed phrases correctly.
• Incorrect: A hard drive can be installed by anyone who has studied the
computer manual in 20 minutes.
KEY POINT
No computer manual could be studied in 20 minutes, but someone who had studied
the computer manual for a reasonable length of time could probably install a hard drive Phrases may begin with:
in 20 minutes. 1. A preposition
• Correct: A hard drive can be installed in 20 minutes by anyone who has 2. An infinitive
studied the computer manual. 3. A verb
Now, read the following classified advertisement, and see the confusion that results
from an incorrectly placed thought unit.
• Incorrect: Two-story townhouse apartment for rent. Ideal for working cou-
ple with balcony.
How many working couples can there be who have a balcony but don’t have an
apartment?
Employability
• Correct: Two-story townhouse apartment with balcony for rent. Ideal for Skills
working couple.
Two misplaced phrases can be even worse than one. Imagine receiving a direct-mail Writing
advertisement that contains the following sentence:
Good writing skills are
• Incorrect: Our interactive, multimedia games are guaranteed to give not only necessary but
you hours of entertainment, without qualification, for your home also required in specific
computer.
careers. Using the correct
The correct thought units are games for your home computer and guaranteed without phrases in your writing
qualification. The following revision would be more likely to encourage you to order a can make a strong impact
game or two:
on how your business
• Correct: Our interactive, multimedia games for your home associates receive the
computer are guaranteed without qualification to give you hours of communications you
entertainment.
write.
Clauses in Thought Units

We shouldn’t be surprised to learn that a misplaced clause can have even more devastat-
ing consequences than a misplaced word or phrase. How would the public react if the KEY POINT
president of your company made the following announcement? Clauses contain a subject
• Incorrect: Our goal in marketing is to encourage the public to try our prod- and a predicate.
ucts until our health foods become better known.
The sentence sounds as if once the products are better known, no one will want to buy
them. Moving the until clause clears up the matter.
• Correct: Until our health foods become better known, our goal in market-
ing is to encourage the public to try our products.
Section 8.3 Structuring Phrases and Clauses 295

Because clauses pose a special hazard since they often are used to explain people’s
oops! motives. Consider the following statement:
Dangerous Advice • Incorrect: The clerk hardly listened to the customer’s complaint because
she was concentrating so intently on completing the form.
Lettuce will stay crisper
Was the clerk or the customer completing the form? While the original sentence is
if you put your head
not wrong, the following sentence better describes the situation:
in a plastic bag before
refrigerating it. • Correct: Because she was concentrating so intently on completing the
form, the clerk hardly listened to the customer’s complaint.
(Lettuce will stay crisper if
you put it in a plastic bag
before refrigerating it.)
Ambiguous Which Clauses
The word which is a relative pronoun that refers to another word in the sentence. If
the which clause is misplaced, the word being referred to is unclear and confusion will
result.
• Incorrect: Our gallery has a book on important nineteenth-century Ameri-
can paintings, which you can purchase for a special price of $19.95 plus
postage.
Teaching Tip
Placing which immediately after paintings is confusing. Can the paintings be pur-
chased for $19.95? The writer of the sentence actually intended to say that the book
Which Fits—Remind
students to see if the which
could be purchased for $19.95.
clause fits with the noun or • Correct: Our gallery has a book, which you can purchase for a special
pronoun that immediately price of $19.95 plus postage, on important nineteenth-century American
precedes which. If the paintings.
noun or pronoun doesn’t
form a thought unit when While clear and a definite improvement, the rewritten sentence would gain force
used with the which clause, and polish if the which clause were removed, as in this revision:
the clause is probably
misplaced. • For a special price of $19.95 plus postage, you can purchase
our gallery’s book on important nineteenth-century American
paintings.
Although it is acceptable for which to refer to a general idea rather than to a single
noun, the writer must take extra care to see that the reference is clear. In the following
sentence, the pronoun reference is ambiguous.
• Incorrect: Further resistance to the board of directors will only jeopardize
Teaching Tip
your job, which neither of us wants.
Collecting Errors—Ask
students to collect errors The problem is that the which clause may refer either to the general idea will
(similar to the ones shown only jeopardize your job or to the single noun job. Which seems at first to belong to
in this section) from the thought unit your job. If neither of the persons referred to wants the job, why
letters, memos, e-mails, should either one care whether the job is jeopardized? A revision would clear up the
and newspapers. Make confusion.
handouts or slide shows
of the errors, and use • Correct: Further resistance to the board of directors will only jeopardize
them for practice and your job, and we do not want that.
reinforcement.
Here is an example of a which clause making clear reference to a general idea:
• Ms. Robinson predicted that an out-of-court settlement would be reached,
which is precisely what happened.
Who Did What?

In written business communications, the writer must be absolutely clear about who has
done or will do a specific action. Sometimes, however, the writer confuses the thought
by connecting the wrong person, place, or thing with an action. As a result, the intended

meaning is not conveyed to the reader. Such a violation of the thought-unit principle can
cause doubt or uncertainty as to who did what.
• Incorrect: If not satisfied, we will refund your money.
The thought unit is if not satisfied, we. The meaning here is that we (the manufac-
turer) are the ones who might not be satisfied. If a customer returned the goods and
asked for a full refund, could the manufacturer refuse on the grounds that the manufac-
turer was well satisfied with the customer’s money? The correct meaning is immediately
apparent to the reader when the sentence is revised:
• Correct: If you are not satisfied, we will refund your money.
Occasionally, if the who-did-what principle is violated, the sentence becomes
ridiculous, because an object, not a person, seems to be performing an action.
• Incorrect: Receiving the customer’s urgent request, the order was
immediately processed by Deanne.
The thought unit receiving the customer’s urgent request, the order suggests that
the order was receiving the request. This kind of phrasing shows a serious lack of oops!
communication know-how. In a revision, Deanne performs the action.
What’s What?
• Correct: Receiving the customer’s urgent request, Deanne immediately
processed the order. When stopped, the feet
Here is another illustration of this type of error: are needed by the cyclist
to balance the motorcycle.
• Incorrect: After climbing to the top of the tower, the whole city lay spread
before us. (When the motorcycle
is stopped, the cyclist
What does the thought unit after climbing to the top of the tower, the whole city mean?
needs to use the feet for
How could a city climb to the top of the tower? In a revision, the people would perform
the action. balance.)
• Correct: After climbing to the top of the tower, we saw the whole city
spread before us.
A who-did-what violation, sometimes called a dangling modifier, does not necessar-
ily occur at the beginning of a sentence. For example, note the error in the following
sentence:
• Incorrect: Mr. Edwards saw the prospective customer leaving the
stockroom.
As written, the thought unit is customer leaving the stockroom. Where was
r. Edwards when he saw the customer, and why was the customer in the stockroom?
M
Most likely it was Mr. Edwards who was leaving the stockroom. In order to eliminate
the confusion, the writer should revise the sentence.
• Correct: Leaving the stockroom, Mr. Edwards saw the prospective
customer.
Now, read the following sentence, which is another example of unclear word
reference.
• Incorrect: Dana White was promoted to branch manager, thus,
confirming everyone’s opinion that she is the most qualified person for the
position.
Thus, as used here, is ambiguous. The thought could have been expressed more
clearly and more directly by eliminating thus.
• Correct: Dana White’s promotion to branch manager confirms everyone’s
opinion that she is the most qualified person.

Confusing Pronoun References
A pronoun is a word used in place of a noun. Each pronoun borrows its meaning from a
noun. When the writer fails to make clear which noun a pronoun refers to, the pronoun
loses its meaning or assumes an incorrect and unintended meaning. One vague or mis-
taken pronoun reference can garble an entire message.
Confusing He or She
KEY POINT When you use the pronoun he or she, you must make certain that the antecedent—
Replace confusing the noun to which the pronoun refers—is clear. If more than one man or more than
pronouns with specific
one woman is mentioned in the sentence, place the pronoun as near as possible to
the person to whom you refer. The following sentence leaves the reader wondering
names of persons or “Who returned from the meeting?”
things.
• Incorrect: Ms. Reynolds asked Adena to write a report immediately after
she returned from the regional sales meeting.
Does she in this sentence refer to Adena or to Ms. Reynolds? If the reference is to
Ms. Reynolds, the sentence should be revised.
• Correct: Immediately after she returned from the regional sales meeting,
Ms. Reynolds asked Adena to write a report.
If, on the other hand, Adena is the one who attended the meeting, then the correct
way to write the sentence is:
• Immediately after Adena returned from the regional sales meeting, Ms.
Reynolds asked her to write a report.
Confusing It
Using the pronoun it to refer to something that is not immediately clear is a common
mistake.
• Incorrect: I will place the football in the kicking tee, and when I nod my head,
kick it.
Kick what? This it could result in a painful injury. The word it must be replaced by
the noun to which it refers.
• Correct: I will place the football in the kicking tee, and when I nod my head,
kick the ball.
Other Confusing Pronoun References

Speakers who are uncertain of their sources frequently use the vague “they say” as a
reference. In written communication, references must be definite and exact.
• Incorrect: They say that the joint venture between FedEx and the U.S.
Postal Service will be launched early next year.
oops!
Who is meant by they in the preceding sentence? To be more precise, a writer should
Who Do You Call? replace the vague they say with a more exact reference.
Patrick said to call them if • Correct: International Market News reports that the joint venture
you have problems using etween FedEx and the U.S. Postal Service will be launched early next
b
your new laptop. year.
(Patrick said to call Another type of reference that is puzzling and annoying to a reader is an unclear
someone in Customer pronoun reference.
Service.) • Incorrect: Although I dictated all morning on Tuesday, the administrative
assistant typed only two of them.

The thought unit two of them is vague. Two of what? A clear thought could be com-
municated by:
• Correct: Although I dictated all morning on Tuesday, the administrative as-
sistant typed only two of the letters.
Correcting This Faults

A common writing fault is the use of this to refer to an entire preceding thought. Lack
of precision sometimes forces a reader to read a sentence several times to understand KEY POINT
the writer’s meaning. Inexact use of this can detract from the point the writer is trying
to make. To correct this and that
faults, ask yourself “This
• Incorrect: Employees can’t find parking spaces. This has existed since we
hired 50 new employees. what?” or “That what?”
Use your answers to these
To what does this refer? Stating the point specifically makes the meaning clear:
questions to complete the
• Correct: Employees can’t find parking spaces. This shortage of parking thought.
spaces has existed since we hired 50 new employees.

Review of Key Terms
1. How can one avoid writing a confusing thought unit? To avoid writing a
confusing thought unit, place phrases and clauses near the subject they modify.
Sometimes adding words to the sentence can make the meaning clearer. Make sure
all clauses contain a subject and a predicate.

2. When using a pronoun, why must a writer use a clearly stated antecedent?
If
a writer does not make clear which noun a pronoun refers to, the pronoun loses its
meaning
or assumes an incorrect meaning.

Editing Practice
Grammar Alert! Correct the pronoun errors in the following sentences.
3. The work will be divided equally between you and I. me.
4. It was me who forgot to reserve the room. I
5. What one of the project managers will be promoted? Which
6. Whom is going to the safety meeting in Mobile next week? Who

7. Rewrite the following sentences, making sure all thought units are clear.
a. Courtney ate the mini bagels at the bakery with coffee. Courtney
ate
the mini bagels with coffee at the bakery.
b. The new equipment, with little or no training, can be operated by skilled
technicians. With
little or no training, skilled technicians can operate the new
equipment.
c. Brooke put the DVD into the DVD player, which everyone had been
waiting to see. Brooke put the DVD, which everyone had been waiting to see,
into the DVD player.
d. The dentist was unable to complete the exam for the toddler’s mother
because she was nervous. The dentist was unable to complete the toddler’s
exam
for his mother because the toddler was nervous.
8. As a team, look in newspapers to find examples of inexact pronoun references

and this faults. Sports articles or articles involving several participants are
good starting points. Then, on a separate sheet of paper,
rewrite the sentences to clarify any unclear references.
Responses
will vary. Students should rewrite any sentences with
unclear
pronoun references and this faults.
Discussion Point
Making Interpretations
9. How do misplaced words, phrases, or clauses interfere with a writer’s mes-
sage? Misplaced words, phrases, or clauses interfere with clarity. They can change
the meaning of the message and confuse the reader.

10. It is often difficult for writers to find confusing thought units in their own writ-
ing. Suggest ways in which writers could revise their own work.
Responses will vary. Sometimes, reading aloud can make confusing thought units in
writing obvious.


Section 8.4
Writing Effective SECTION LEARNING

OUTCOMES
Sentences When you have completed Section 8.4,
• Compose sentences that use the
you-attitude and positive words.
• Use planned repetition for
A well-written letter, memo, e-mail, or report flows smoothly. The
reader is more aware of the flow of ideas than of individual sen- emphasis and avoid writing
tences, clauses, and phrases. Nothing should interrupt the reader’s sentences with excessive repetition
concentration—no awkward phrases, vague references, or unbal- of sounds.
anced constructions.
• Use subordination and coordina-
Because a well-written document flows so easily, the reader
may feel that the words flowed as easily from the writer’s mind. tion properly and correct so and
In reality, however, the first draft was probably full of awkward and so faults.
phrases, vague references, choppy sentences, and unbalanced con- • Use the active and passive voices
structions. After completing that draft, the writer took the time to
appropriately.
look for problems and to apply good writing techniques to elimi-
nate them.
Word Usage W H Y I T ’ S I M P O R TA N T
Developing effective sentences will
Writers combine words to make sentences and sentences to make
paragraphs. You cannot write effective sentences without using help ensure that your communication is
the correct words. Here are some suggestions for writing effective consistent.
sentences:
• Use the you-attitude and positive words.
• Use planned repetition of words to emphasize KEY TERMS
important points. • you-attitude
• Use pleasant-sounding words instead of harsh or
• voice
awkward-sounding words.
Use the You-Attitude

Sentences that use the you-attitude emphasize the reader instead
of the writer. By focusing on the reader, you are more likely to
gain his or her acceptance or cooperation. Compare the following
sentences:
• I-attitude: I would like to thank you for your interest in
Fibertec, Inc.
• You-attitude: Thank you for your interest in Fibertec, Inc.
• I-attitude: We need to receive your reply to this offer
by Tuesday, May 16.
•
KEY POINT
You-attitude: Please send us your reply to this offer by
Tuesday, May 16. The you-attitude focuses
One way to achieve the you-attitude in business writing is to on the reader. The
use you with positive words. Such words create a receptive, pleas- I-attitude focuses on the
ant impression in the mind of a reader. Compare the positive words writer.
and the negative words in Exhibit 8.8 on page 302.
301
Positive or Negative?
Positive Words Negative Words
advancement happy anxious failure

agreeable integrity apologize incapable
capable pleasure blame loss
cheerful profit cannot not
courage success complaint problem
eager warmth damage sad
easy welcome difficult sorry
fun dishonest wrong
Exhibit 8.8
Positive or Negative?
Positive words enhance communications. Thinking Critically: How can
the following sentence become more positive? It is not difficult to fill your
order by April 19. Ans 8.8 We can fill your order by April 19.
Note how using a negative word with you can result in a negative sentence. Such
sentences should be reworded to make them more positive.
• Negative: You were not late in making deliveries last month.
• Positive: You made all of your deliveries on schedule last month.
Use of positive language is especially important when writing bad-news messages.
Use Planned Repetition of Words

Teaching Tip Although careless repetition of words shows a lack of imagination, planned repetition
Effective Repetition—Ask can sometimes strikingly emphasize an important idea. Repeating the words too and
students to give some flexible in the following examples helps to emphasize each point.
examples of advertising
slogans that contain • Sally arrived too late too often to keep her job.
repeated words. Why is • Take advantage of our flexible hours to keep your schedule flexible.
such repetition effective?
Repetition is most often used in advertisements, in which the major goal is to make
readers remember the name and purpose of the product. Sometimes the goal is accom-
plished by simple repetition of the name. Clever writers manage to vary the order of the
repeated words to prevent monotony, as in the following sentence:
• Flexicise Workouts will add muscles to your body, and Flexicise Workouts
will add body to your muscles.
Use Pleasant-Sounding Words. Excessive repetition of certain vowel or consonant

sounds can create tongue twisters that detract from the message. Even when reading
KEY POINT silently, the reader cannot ignore a sentence like the following:
Positive words make a • Selina sold seven synthetic slipcovers on Saturday.
pleasant impression on Such repetitious sounds can cause problems other than tongue twisters. Although
the reader. easy to say, the following sentence is hardly pleasant to hear:
• Steer your weary, dreary body to O’Leary’s Health Club.
Avoid using words with unpleasant sounds, and do not attempt to write business
letters that sound musical or poetic. A business document should be courteous and
concise. For the greatest effect, concentrate on that function.

Check the following sentences for errors in either the you-attitude or pleasant- Employability
sounding language. Write OK if the sentence is correct. Rewrite the sentence Skills
correctly if it contains errors.
1. Give me your check by Monday. Please give me your check by Monday. Thinking Creatively
Writing effective
2. Include your payment with the completed order form.
sentences comes with
Please include your payment with the completed order form.
practice. It also requires
3. The Cassidy case takes up five thick files. creative thinking and the
Material on the Cassidy case is in five large files. ability to generate new
4. To avoid being a failure, you should try harder. and fresh ideas. Creative
To be successful, you should try harder. thinking is valuable
not only in your writing
5. I have enclosed the DVDs requested in your June 10 e-mail.
but also in all areas of
The DVDs you requested in your June 10 e-mail are enclosed.
communication.
Proper Subordination of Ideas

Proper subordination of ideas depends on the ability to distinguish an important idea
from a lesser idea. The important thought is expressed as a main clause, and the lesser
idea is properly written as a subordinate clause. This principle can be remembered
as follows: Main idea = main clause; subordinate idea = subordinate clause. Subor-
dinate clauses begin with subordinate conjunctions such as because, since, when, and KEY POINT
although.
When a sentence contains
• Incorrect: Your proposal is interesting, although it does not meet our
specifications. two ideas of equal impor-
tance, divide the sentence
Which statement is more important—your proposal is interesting or it does not meet into two main clauses.
our specifications? That the proposal does not meet the specifications is the more im-
portant idea; therefore, it should be expressed as the main clause, as in the following
example:
• Correct: Your proposal does not meet our specifications, although we did
find it interesting.
Coordinate and Subordinate Ideas Teaching Tip

When a sentence contains two ideas of equal importance, divide the sentence into two Coordination and
main clauses. Use a coordinating conjunction (and, but, or, nor) to join the ideas, as in Subordination—To help
the following sentences: students distinguish
between coordination and
• Jess will review the cost estimates, and Maria will write the report. subordination, ask them
• The work is difficult, but the rewards are great. to look up the meanings
of the prefixes co (“with,
On the other hand, the writer can fail to see that the thoughts belong not in two together, joint”) and sub
main clauses but in a main clause and a subordinate clause. (“under, beneath, below”).
Use their answers to
• Incorrect: Other candidates were equally qualified, but the marketing emphasize the differences
director selected Lynn for the webmaster position. between these two words.
Section 8.4 Writing Effective Sentences 303

This sentence places equal stress on what the writer considers to be two main
ideas. The emphasis should properly be placed on the director’s choosing Lynn even
though others were qualified. For force, as well as for clarity, the sentence should be
rewritten.
• Correct: Although other candidates were equally qualified,
the marketing director selected Lynn for the webmaster
position.
Eliminate Interrupting Expressions

Some writers destroy proper subordination by writing the lesser idea as an interrupting
expression. For instance, read the following sentence:
• Incorrect: You are, considering the risks involved in such an investment,
very fortunate.
The main thought, you are very fortunate, is interrupted by the lesser idea, consid-
ering the risks involved. This interruption breaks the flow of the main thought and
detracts from the force of the statement. Properly written, the sentence should read
as follows:
• Correct: You are very fortunate, considering the risks involved in such an
investment.
• Correct: Considering the risks involved in such an investment, you are
very fortunate.
Correct So and And So Faults

Whenever you read a sentence that uses so and and so to introduce a clause,
you can improve the sentence by substituting a more meaningful conjunction.
Notice how weak the connection is between the two clauses in the following
sentence:
• Incorrect: Andrea has been a dedicated literacy volunteer for
ten years, so we gave her a special tribute at last night’s fund-raising
dinner.
The first clause gives the reason for the second clause. Because is a better choice for
joining clauses that give causes and results. The following sentence is stronger, clearer,
and more polished.
• Correct: We gave Andrea a special tribute at last night’s fund-raising
dinner because she has been a dedicated literacy volunteer for
ten years.
And so is not a two-word conjunction. It is two separate conjunctions used to form

a vague connection between two clauses.
• Incorrect: Mr. Turner is a talented electronic publications specialist, and so
we recommend that you hire him.
The first clause is the reason for the second. The relationship is easier to detect in
the following revision.
• Correct: We recommend that you hire Mr. Turner because he is a talented
electronic publications specialist.

In the following sentences, make the corrections indicated in parentheses. Write
the entire sentence.
1. Our editorial department is understaffed, and so we propose hiring three

additional editors. (Correct the and so fault.) Because our editorial department is
understaffed, we propose hiring three additional editors.
2. Some additional paintings were presented, but the Art Gallery manager
decided to go with Sarah’s collection. (Subordinate an idea.) Although some
additional paintings were presented, the Art Gallery manager decided to go with
Sarah’s collection.
3. Save the files in a new directory on the computer. Print a copy of each file.
(Coordinate ideas.) Save the files in a new directory on the computer, and print a
copy of each file.
4. We are, despite the costs involved, committed to investing in green
technology. (Eliminate an interrupting expression.) Despite
the costs involved,
we are committed to investing in green technology.
5. The report is due October 8, and Theresa has been working long hours on
the calculations. (Subordinate an idea.) Because
the report is due October 8,
Theresa has been working long hours on the calculations.
Active Versus Passive Voice

KEY POINT
Voice is that property of a transitive verb that shows whether the subject acts or is acted
upon. In the active voice, the subject is the doer of an action; in the passive voice, the Use the active voice to ex-
subject is acted upon. Any verb phrase composed of a past participle with a being-verb press thoughts in a strong,
helper is in the passive voice: will be shipped, has been sent, was done, is frozen. direct way.
• Passive: A program upgrade was sent to us by the company.
• Active: The company sent us a program upgrade.
The active voice expresses thoughts in a stronger, livelier way than does the passive
voice. Compare these two sentences:
oops!
• Passive: Your computer will be shipped on Wednesday, June 1. Active or Passive
Voice?
• Active: We will ship your computer on Wednesday, June 1.
A sample book was sent
Both sentences state the same information, but the active voice sentence is more
direct. (See Exhibit 8.9.) to us by Barnes & Noble
In the following pair of sentences, note that the sentence using the active voice Bookstore.
makes a stronger point than the weak, passive voice does. (Barnes & Noble
• Passive: Last year our telecommunications systems were sold to three out Bookstore sent us a
of every four new businesses in the city. sample book. Use the
• Active: Last year, we sold our telecommunications systems to three out of active voice.)
every four new businesses in the city.

Ans 8.9 Exhibit 8.9
Other strategies include Business
using pleasant-sounding Professionals
words, parallel structure, Using the active
proper subordination of voice and using
ideas, etc. the you-attitude
are two strategies
for writing effective
messages. Thinking
Critically: What
are some other
strategies a writer
can use to compose
a successful
message?
©Hero Images/Getty Images
The passive voice is used in business writing to soften the impact of negative news.
KEY POINT In the following sentences, note how the sentence using the passive voice is the more
diplomatic of the two.
In business writing, the
passive voice is often • Active: Because the college did not send us a copy of your transcript, we
cannot consider your application to our program at this time.
used to soften the impact
of negative news. • Passive: Your application to our program will be considered when a copy
of your transcript is sent to us by the college.
Indicate the voice (Active or Passive) of each sentence. Rewrite the passive voice
sentences in active voice.
1. The interns were praised for their help by Mary Chambers.

Passive—Mary Chambers praised the interns for their help.
2. The cardiologist replaced Bill’s pacemaker and defibrillator yesterday.
Active Voice
3. Last week our new cell phones were selected by 70 percent of our
customers. Passive—Last
week, we sold our new cell phones to 70 percent of our
customers.
4. Today’s gourmet meal was prepared by the new chef.
Passive—The
new chef prepared today’s gourmet meal.
Teaching Tip Parallel Structure

Parallel Structure—Stress
Parallel structure is a must for similar parts of a sentence. A noun should be parallel
that parallel structure
increases the strength
with a noun, an adjective with an adjective, and a phrase with a phrase. For example,
and clarity of a written look at this sentence:
message. • Nonparallel: The new assistant coordinator is eager, diligent, and has
much knowledge.

Lack of parallel structure causes the sentence to lose momentum. The writer er-
roneously coordinated two adjectives and a clause. In the following revision, the writer
has coordinated the three adjectives, making the sentence grammatically parallel and
effective.
• Parallel: The new assistant coordinator is eager, diligent, and
knowledgeable.
Parallelism is crucial to organizing and writing messages that explain a complex
process or give directions.
Balance Comparisons Teaching Tip

Comparisons are balanced only when they are complete. They can be complete only Complete Comparisons—
when they include all the necessary words. The omission of one necessary word can Emphasize that
throw a comparison out of balance, as in the following sentence: comparisons must be
complete to be effective.
• Unbalanced: Recent studies show that women spend more money on eat-
ing in restaurants than men.
As written, the sentence could mean that women spend more money on eating in
restaurants than they spend on men. The comparison lacks balance, as well as sense,
because an essential word is omitted. One word, properly placed, can make the meaning
of the sentence clear.
• Balanced: Recent studies show that women spend more money on eating
in restaurants than men spend.
• Balanced: Recent studies show that women spend more money than men
do on eating in restaurants.
Here is another unbalanced comparison:
• Unbalanced: Ms. Taylor’s role in the agency is more than a financial analyst.
This sentence lacks sense because essential words have been omitted. The following
revision improves the clarity:
• Balanced: Ms. Taylor’s role in the agency is more than that of a financial
analyst.
An unbalanced comparison like the one that follows provides a chance for skillful
revision.
• Unbalanced: Roby can program just as well, if not better, than Tommy.
Disregarding the words set off by commas, the sentence reads as follows:
Roby can program just as well than Tommy. However, no one would say as well than. The
first revision below is acceptable, but the second one is a much better sentence.
• Balanced: Roby can program just as well as, if not better than, Tommy.
• Balanced: Roby can program just as well as Tommy, if not better.
KEY POINT
Balance Modifiers Omitting one modifier can
Omission of single-word modifiers can destroy the balance of a sentence in several ways. change the meaning of a
Such an omission can produce, for example, an illogical message. sentence.
• Incorrect: The company is hiring a receptionist and software engineer.
Failure to write a before software engineer makes a receptionist and software engineer Teaching Tip
refer to one person. It is unlikely that one person could serve in this dual capacity. Cumulative Skill—Stress
that effective business
• Correct: The company is hiring a receptionist and a software engineer. writing is a cumulative skill.

Balance Verbs
Structural balance demands that whenever the parts of verbs in compound construc-
tions are not exactly alike in form, no verb part should be omitted. The following sen-
tence breaks this rule:
• Incorrect: Jaya always has, and always will, do a good job.
The word do cannot act as the main verb for the auxiliary verb has. Has requires the
past participle done. Without the word done, the sentence reads “Jaya always has do and
always will do a good job.” The verbs required in this compound construction are not
exactly alike in form; therefore, all verb parts should be included.
• Correct: Jaya always has done and always will do a good job.
The following sentence shows the same kind of error:
• Incorrect: Your revised report was received today and copies sent to the
members of the advisory committee for their comments.
The omission of the auxiliary verb after copies makes the sentence read “Your re-
vised report was received today, and copies was sent to the members of the advisory
committee for their comments.” The plural noun copies requires a plural verb; therefore,
the sentence should be revised.
• Correct: Your revised report was received today, and copies were sent
to the members of the advisory committee for their comments.
Balance Prepositions
The omission of a preposition can also throw a sentence off balance. Usage requires that
some words be followed by specific prepositions.
When two prepositional constructions have the same object, use the preposition
that is correct for each construction.
• Incorrect: Senior documentation writers must demonstrate expertise and
knowledge of software programming.
In this sentence, expertise and knowledge both are modified by the prepositional phrase
of software programming. However, it is incorrect to say “expertise of software programming.”
The correct preposition to use with expertise is in. The sentence should read as follows:
• Correct: Senior documentation writers must demonstrate expertise in and
knowledge of software programming.
Balance Conjunctions
In speech, subordinating conjunctions, particularly that and when, can often be omitted
without causing any confusion. In writing, however, such omissions may destroy the
balance of the thought units of a sentence and confuse the reader. Read the following
example aloud:
• Incorrect: Neil often talks about the time he had neither money nor position.
If this were an oral communication, the speaker could make the meaning clear by
pausing slightly after the word time. The reader, however, might see the thought unit as
Neil often talks about the time he had, with the result that the words following had would
not make sense. The reader would have to reread the sentence to understand the mean-
ing. The sentence should read as follows:
• Correct: Neil often talks about the time when he had neither money nor
position.

The following sentence may also be misread:
• Incorrect: I searched and discovered the contract folder was missing.
The reader may see I searched and discovered the contract folder as one thought unit.
The subordinating conjunction that adds clarity.
• Correct: I searched and discovered that the contract folder was missing.
Balance Clauses
Another mark of writing distinction is to avoid incomplete, or elliptical, clauses. In the
sentence You are a faster typist than I, the meaning “than I am” is clear. But note the
following sentence:
• Incorrect: Did Mr. Chrisman pay the bill or his accountant?
This sentence could be interpreted as follows: “Did Mr. Chrisman pay the bill, or
did he pay his accountant?” It could also be interpreted this way: “Did Mr. Chrisman
pay his bill, or did his accountant pay the bill?” The following sentence clarifies the
intended meaning:
• Correct: Did Mr. Chrisman pay the bill, or did his accountant pay it?
Balance Lists
The elements of a list should be parallel to each other. For example:
• Incorrect: You are responsible for:
1. Researching the data.
2. Analysis of the problem.
3. The format of the report.
• Correct: You are responsible for:
1. Researching the data.
2. Analyzing the problem.
3. Formatting the report.

Review of Key Terms
1. How does using the you-attitude improve business writing? Using the you-
attitude improves business writing by emphasizing the reader instead of the writer.

2. When is it appropriate to use the passive voice in business writing? The
passive
voice is usually used in business writing to soften the impact of negative news.


Editing Practice
Using Language! Rewrite each sentence to use positive language.
3. Your qualifications do not match our hiring needs, and you lack
experience. Our hiring needs do not match your qualifications.
4. Discuss any complaints you have about your cruise with our 24-hour cus-
tomer service representative. Please discuss any concerns you may have about
your cruise with our 24-hour customer service representative.
5. Financial advisers should not be dishonest. Financial advisers should be honest.
6. I failed to complete the grant application by today, but I will try to finish it by
tomorrow. I will try to complete the grant application by tomorrow.
Revising Sentences
7. Underline the faults in the following sentences and rewrite each sentence
correctly. Answers will vary. Sample responses are provided.
pair of criminal investigators perused the evidence. pair, perused (Two

a. A
criminal investigators examined the)
b. Y
ou have successfully completed our software training program, and you
will get a promotion. no fault
c. The shipment was damaged in transit, and so I refused to accept it. , so (, and I)
d. W
e need temporary personnel to type documents, to proofread, and
answering the phone. answering (to answer)
8. Revise this sentence to use active voice. The newsletter was typed by Mary
Sands. Mary Sands typed the newsletter.
9. Choose a famous speech, such as Abraham Lincoln’s “Second Inaugural
Address,” Martin Luther King, Jr.’s “I Have a Dream,” or
John F. Kennedy’s “Inaugural Address.” As a team, discuss
the use of parallel structure and how it affects the message.
Answers will vary.
Discussion Point
Thinking Critically
10. Why is it important to use correct grammar, spelling, and punctuation?
Answers will vary. Employers, potential employers, customers, and others judge our
competency in writing and in other areas based on writing skill.

11. Why are subordination and coordination of ideas essential in writing effective
communications? Subordination and coordination of ideas are essential because
they make writing more forceful.


Section 8.5
Building Effective SECTION LEARNING

OUTCOMES
Paragraphs When you have finished Section 8.5, you
should be able to:
• Write paragraphs that have one
main idea, sentences that relate to
Essential Principles the main idea of the paragraph,
Writing effective paragraphs requires writing good sentences. and messages that have a definite
Each sentence should support the main idea of the paragraph. If
purpose.
sentence structure is faulty, or if paragraph organization is poor,
the entire communication will not convey the message effectively. • Use transitional words and
phrases to connect sentences and
One Purpose, One Idea, One Thought paragraphs.
To be effective, a written message should have one purpose. Each • Use variety in sentence length and
paragraph in the message should have one main idea. Each sen- sentence structure to make written
tence in a paragraph should have one main thought that supports communication more interesting.
the main idea of the paragraph.
Message → One purpose

Paragraph → One main idea
Sentence → One main thought W H Y I T ’ S I M P O R TA N T
Writing effective paragraphs builds
Message Control on the use of words, phrases, and
A written communication, such as a letter, memo, or e-mail, should sentences. Each part develops the
be limited to one main purpose. Two or more main purposes within main idea of the paragraph.
a message can cause confusion or can make one idea seem more or
less important than another. In the following examples, note how
the first message covers more than one purpose, while the second
message focuses on one purpose.
• More than one purpose: Thank you for inquiring about KEY TERMS
our automobile loans. Enclosed is a loan application • paragraph unity
form for your review. You may also be interested in
our certificates of deposit. We offer variable inter- • transitional words and phrases
est rates for three-month, six-month, and nine-month • readability
certificates.
• One purpose: Thank you for inquiring about our auto-
mobile loans. Enclosed is a loan application form for
your review. We offer flexible payment schedules for
all automobile loans so that you can select a monthly
payment that fits your budget.
Paragraph Control
To achieve paragraph control, the writer should relate all Teaching Tip
sentences to the main idea of the paragraph and keep paragraphs Purposeful Message—
a reasonable length. In addition, the writer should use transi- Stress that a message
tions and make sound decisions about where to begin a new should have a definite
paragraph. purpose.
311
Paragraph Unity. The main idea of a paragraph is usually stated in a topic sentence.
KEY POINT This topic sentence is often the first sentence in the paragraph. All other sentences in
the paragraph should support the main idea, creating paragraph unity. For example, in
Achieving paragraph unity
the following paragraph, note how all the sentences relate to the main idea about tech-
requires the writer to niques for improving your memory.
focus on one main idea.
There are several techniques for improving your memory. One technique
is to use certain images to remember the names of people and things. For
example, to remember the name of an important client, Ms. Flowers, you
could remember her picking flowers. Another technique is to use a word or
Teaching Tip an acronym to remember a concept. For example, use the word homes to
Keep It Brief—Stress this remember the names of the Great Lakes: Huron, Ontario, Michigan, Erie, and
guideline: Paragraphs Superior. Still another memory technique is to associate a list of items with
should usually be no traveling a particular route. Each item becomes a part of your walk along this
longer than six to eight route. For instance, to remember the items on a grocery list, you might picture
lines.
yourself putting a gallon of milk in the mailbox as you walk to your neighbor’s
house.
Before writing the first sentence of a paragraph, the writer should have the main
Teaching Tip idea of the paragraph clearly in mind. The writer must know where the paragraph is
Transitions—Remind going before attempting to guide the reader there. The writer who does not know what
students to use conclusion the paragraph is to have should stop writing and start thinking.
appropriate types of
transitions, depending on
the connections they wish
Paragraph Length. In general, a paragraph should have no more than six to eight
to show. For example, lines. If the development of the main idea requires more than six to eight lines,
chronological transitions the writer should carry that thought over to another paragraph. Readers seem to
are helpful in presenting a need visual breaks (paragraphs) but not continuity breaks (interruptions in the mes-
sequence of events. sage content). Visual breaks allow the reader to pause and think about the material
presented.
Transitional Words and Phrases

To provide connections between sentences and between paragraphs, writers use tran-
Teaching Tip sitional words and phrases. Skillful use of transitional words and phrases can move the
Writing Principles—Stress reader through the communication—from one idea to another—without a break in conti-
to students that the nuity that could detract from the message.
principles in Section 8.5
Exhibit 8.10 on page 314 lists some common transitions you could use to show how
apply to letters, memos,
and e-mails that they may
items, ideas, or events are related to one another.
write on the job. Note the transitions used in the following examples:
• Sequence: After he receives the spreadsheets, Dan will make a
recommendation to management.
• Location: Below is a list of building specifications.
• Emphasis: More important, this new insurance policy will be cost-effective
for all employees.
• Conclusion: Therefore, in recognition of Doris Gebel’s outstanding sales
record, we are naming her Employee of the Year.
As you read the following message, note the length of the paragraph and the lack
of transitions.
We were surprised to hear that you did not enjoy your tour of Denali
National Park in Alaska last month. We feel that our literature gave you an
accurate impression of what to expect. Our literature states that “Explorer
Nature Tours are not for the faint of heart. Our naturalist guides take you
to some of the most remote and pristine areas on Earth where you will see
scenic landscapes and encounter native wildlife.” Our tour literature does
not explicitly say that you will wake up to find a grizzly bear in your tent, as

you did. We do indicate that such encounters are a remote possibility. Our
Teaching Tip
experienced guides handled the situation quickly so that no harm resulted.
Transitional Choice—
We regret that you did not enjoy your tour. We must remind you that our
Stress that the choice of
policy, as stated in the tour literature, does not permit us to give you a transitions depends on the
complete refund. In your situation, we are willing to make an exception to our content and purpose of the
no-refund policy. message. For example, in
presenting alternatives, a
Let’s look at how the preceding paragraph could be improved by making several
writer would use transitions
shorter paragraphs and adding the transitions shown in italics. that compare and contrast;
We were surprised to hear that you did not enjoy your Explorer Nature in describing a series of
Tour of Denali National Park in Alaska last month. We feel that our literature steps, a writer would use
gave you an accurate impression of what to expect. For instance, our transitions that show a
sequence.
literature states that “Explorer Nature Tours are not for the faint of heart.
Our naturalist guides take you to some of the most remote and pristine
areas on Earth where you will see scenic landscapes and encounter native
wildlife.”
Although our tour literature does not explicitly say that you will wake up as
you did, to find a grizzly bear in your tent, we do indicate that such encounters
are a remote possibility.
Fortunately, our experienced guides handled the situation quickly so that Teaching Tip
no harm resulted. Nevertheless, we regret that you did not enjoy your tour. Buried in Thought—
We must remind you that our policy, as stated in the tour literature, does Stress that extremely long
not permit us to give you a complete refund. However, in your situation, we sentences seem to bury
are willing to make an exception to our no-refund policy. the main thought. Point
out that long sentences
and long paragraphs are
Paragraphing Decisions sometimes used in literary
writing, for which there are
Paragraphing decisions can create an attractive, uncluttered format that makes business
no such guidelines.
documents easier to read and understand. Ideally, content determines paragraph length.
However, when it is practical, adjust paragraphs to fit the guidelines in the following list.
Remember: These are guidelines, not hard-and-fast rules.
• Keep the first and last paragraphs short, usually two to five lines each.
• Keep middle paragraphs an average of four to eight lines in length, and make
them longer than the first and last paragraphs.
• Combine several short paragraphs to avoid a choppy appearance.
• Avoid writing several long paragraphs.
• Avoid a top-heavy appearance (beginning paragraphs too long); avoid a bot-
tom-heavy appearance (ending paragraphs too long).
Digital
Data
• Use an odd number of paragraphs. Three paragraphs look better than two,
and five paragraphs look better than four.
Word processing software
programs have readability
features that can check
Sentence Control
spelling and grammar and
Maintaining sentence control is one way to improve the readability of a document. display information about
Readability refers to the ease with which something can be read. Sentence length and
the reading level of a doc-
average number of syllables per word affect readability.
ument, including readabil-
Variety in Sentence Length ity scores. Each readability
score bases its ranking
Long sentences tend to be harder to understand than short ones. Yet, short sentences
can seem choppy and boring. What is the solution to the sentence-length problem? on the average number
Variety. Most sentences should range in length from 10 to 20 words. To provide variety, of syllables per word and
include some sentences that have fewer than 10 words and others that have more than words per sentence.
20 words.
Section 8.5 Building Effective Paragraphs 313

KEY POINT Common Transitions
Transitional words and
phrases signal relation-
Indicate Sequence
ships between sentences after during later
and between paragraphs. as soon as finally meanwhile
at present first (second, third, next
at the same time fourth) soon
before immediately then
Show Location
above below inside
ahead higher outside
behind
Compare or Contrast
also however on the other hand
Employability although instead rather
both likewise similarly
Skills but neither still
by contrast nevertheless yet
Improving or even though on the contrary
Designing Systems
A key employability skill Add Information
is the ability to improve
also besides furthermore
existing systems and and despite in addition
develop new or alterna- another equally important moreover
tive ways to improve op- as well further next
erations. To communicate
new ideas, it’s important
Provide an Example
to effectively communi- for example namely such as
cate both in writing and in for instance specifically that is
presentations. in particular
Add Emphasis
after all even more in fact
again for this purpose more important
especially indeed
Indicate a Result or Conclusion

Ans 8.10
Transitional words can as a result consequently therefore
indicate the who, what, because of finally thus
when, where, why, and
how: the sequence of
steps the project will take; Exhibit 8.10
where it will take place, Common Transitions
namely, the department Thinking Critically: When you are explaining a new project to colleagues,
and/or person responsible; how might transitions assist in determining objectives and responsibilities for
and the desired result. each member of the group?

Extremely long sentences tend to bury the main thought. Beyond a certain
length, sentences grow weaker with each added word. Overly long sentences may be KEY POINT
grammatically correct, but often they are wordy. Compare the following examples:
Most sentences should be
• Wordy: Thank you for informing us in your letter of May 30 that from 10 to 20 words long.
you still have not received the illustrated Complete Guide
to Organic Gardening that we shipped to you by parcel post on or
about last May 1, but there’s no need for you to worry because
we are going to send you another copy of this excellent
handbook on the techniques of successful gardening without
chemicals.
The reader has to digest far too many words to learn that another copy of the book
will be sent.
• Better: Thank you for letting us know that your copy of the Complete
Guide to Organic Gardening has not reached you. We are mailing you a
new copy at once.
On the other hand, a succession of short sentences weakens writing, because the
reader is jerked along from thought to thought.
• Choppy: I received your proposal yesterday morning. Your approach to
Teaching Tip
tracking inventory in our distribution center is interesting. We have a man-
ufacturing committee meeting next Monday. I will present your proposal at Limit Short Sentences—
Caution students to limit
that time.
the use of short sentences
The writer should smooth out the bumps, as in this revision: to emphasizing an
important point or a series
• Better: Your proposal arrived yesterday morning. In my opinion, your of facts.
approach to tracking inventory in our distribution center is promising. I
intend to present your proposal to the other members of the
manufacturing committee when we meet next Monday.
Short sentences are useful to bring out a series of important facts, to emphasize a
point, and to break up a series of longer sentences. The following example uses a series
of short sentences:
• The Fast-Action camera is made especially for quick-moving action
photography. Its auto focus feature prepares you for your next
shot a fraction of a second after you press the shutter. You just point
and shoot—there’s no need to focus! See your dealer for complete
details.
Variety in Sentence Structure

A communication that lacks variety lacks interest. One sure way to produce a dull com-
munication is to use only simple sentences, all compound sentences, or all complex
sentences. Your goal should be to vary the sentence structure of a message. In the fol-
lowing example, note how too many compound sentences and too many ands make the oops!
paragraph dull.
What’s the Real
• Too many compound sentences: Your new Metro Spirit coupe costs Reason?
more, and it offers a variety of convenient standard features.
The fuel-injected engine is durable, and you will enjoy its trouble-free I missed all my classes
operation. The engine uses less fuel while idling, and it uses less fuel on yesterday because I had a
the road. Our coupes stand up to years of wear and have a high resale
stomach.
value. You chose the right car, and you will find this out in the coming
years. (stomachache)

In the following revision, note how variety in sentence structure improves the
paragraph.
• Better: Your new Metro Spirit coupe costs more, but it offers convenient
standard features. Because the fuel-injected engine is durable, you will
enjoy years of trouble-free operation. You will use less fuel both when
idling and when moving. Finally, because Spirit coupes stand up to years
of wear, they have high resale value. The years will prove that you chose
the right car.
You can also add variety to your message by including an occasional question
or exclamation, inserting an interruption, or reversing normal word order. Some
examples are:
• Why buy a Metro Spirit coupe? It offers . . .
• The fuel-injected engine is durable—voted Best Engine by Auto m
agazine—
so you will enjoy years of trouble-free operation.
• Never again will you consider owning another make of car.

Review of Key Terms
1. How do transitional words and phrases provide connections between ideas?
Provide an example. Transitional
words and phrases show how items, ideas, or
events are related to one another. (As a result of last-minute negotiations, the flight
attendants did not go on strike.)

2. How can a writer achieve paragraph unity? A writer can achieve paragraph
unity by writing a topic sentence that states the main idea, by including supporting
sentences, and by providing transitional words and phrases.

Editing Practice
Grammar Alert! Underline the grammar error in each sentence. Write the correction
in the space provided.
3. When was the iPads shipped? were
4. Brenda and myself will work on finishing the painting after work. I
5. The committee that organizes off-campus clubs meet tomorrow at

noon. meets (committee is subject of sentence)
6. Mr. Hall and me were invited to tour the new YMCA building. I

Creating Unity
7. Rewrite the following paragraph, varying the sentence structure. Some sen-
tences should be combined. Omit the sentence that does not support the
main idea.
There will be a reception on Friday, November 23. It will honor Isela Rangel.
She has been the purchasing director for 25 years. She just purchased a
new house. She is retiring on December 30. The reception time is 5:30 p.m.
to 7:30 p.m. It will be held in the corporate dining room. Everyone is invited.
Revisions
will vary. A suggested rewrite follows: On Friday, November 23, there
will be a reception honoring Isela Rangel. After serving as purchasing director for
25 years, Ms. Rangel is retiring on December 30. The reception will be held in the
corporate
dining room from 5:30 p.m. to 7:30 p.m. Everyone is invited.
8. Write a three-paragraph document that is informative. You may want

to tell your readers about a current news event. Underline your topic
sentences and circle any transition words or phrases. As a
team, compare paragraphs. How do transitions help
readability? Responses
will vary. Each paragraph should have
a main idea with a topic sentence. Paragraphs should be fully
supported and provide transitional words or phrases where needed.
Discussion Point
Thinking Critically
9. In what ways does the appearance of a document affect readability?
If a document is cluttered, with long paragraphs or many short paragraphs, the
reader forms an unfavorable impression that may detract from the message.

10. How does variety in sentence length and sentence structure improve the
readability of a document? Long sentences are more difficult to understand than
shorter ones—they can bury the main idea. However, the writer should use a variety
of simple, compound, and complex sentences.


Section 8.6
SECTION LEARNING
OUTCOMES
Revising, Editing, and
When you have finished Section 8.6, you
should be able to:
Proofreading
• Describe revising, editing, and
proofreading.
• Explain the importance of revising
After writing the initial draft of a document, writers go through
your written communications. these three steps: revising, editing, and proofreading. Some do all
• Use a revision checklist to improve three tasks simultaneously, while other writers focus on one step at
the organization, wording, and tone a time. Revising improves the content and organization of writing;
editing refines the revised draft and adds polish; proofreading spots
of your written communications.
content, grammatical, and typographic errors.
• Apply the six Cs of editing to your
written communications. Using Proofreaders’ Marks
• Explain why proofreading written When revising, editing, and proofreading documents, use proof-
work is essential. readers’ marks as a quick, simple way to indicate changes or correc-
tions in handwritten or printed copy.
• Follow the five steps in The proofreaders’ marks shown in Exhibit 8.11 on pages 319
proofreading. and 320 are standard marks used to indicate corrections in hand-
written or printed copy. Study the marks and become familiar with
• Use proofreaders’ marks and
their use.
technology when revising, editing, Some proofreaders’ marks are particularly useful in reorganiz-
and proofreading. ing the content of a memo, letter, or report. You can easily see from
Exhibit 8.12 how to use these marks to indicate the relocation of
small and large segments of text. Simply identify the material to be
moved by marking the beginning and the end of the segment with
W H Y I T ’ S I M P O R TA N T a vertical line and labeling the block with a letter of the alphabet.
Even the most experienced business You can also use this block identification to mark material that
communicator has a need to edit and should be checked for accuracy (a query) before the final document
is printed. Place a question mark in the margin next to the block.
revise work. Include marginal notes as needed for clarification.
Once you have marked changes and corrections on the hard
copy, it is a simple process to make the changes on the computer.
KEY TERMS Remember to proofread the document after it has been printed to
make sure all the indicated changes have been made correctly and
• revising no new errors have been introduced.
• editing
What Is Revising?
• proofreading
Revising is the process of “seeing again.” In other words, when you
• tone revise, you have to stand back from your work and read it with fresh
• grammar-checker eyes in order to improve the writing. To do that, you need to allow
some time to put your writing aside for a few hours or even for a
day. Then, you should be able to read what you have written more
objectively—as your potential audience will read it.
KEY POINT
Checking Purpose, Audience, and Tone
Revising improves the Revising is not a hit-or-miss procedure. You need to ask yourself
content and the organiza- specific questions when revising any piece of writing. To begin the
tion of writing. revision process, you should always ask questions about the pur-
pose, audience, and tone of your message.
318
Exhibit 8.11
Proofreaders’ Marks Proofreaders’ Marks
Capitalization
Capitalize a letter texas Texas
Lowercase a letter This this
Capitalize all letters Cobol COBOL
Lowercase a word PROGRAM program
Use initial capital PROGRAM Program
Changes and Transpositions

Change a word or price is only 10.98 price is only $12.99
amount
Change a letter deductable deductible
Stet (do not make price is only $10.98 price is only $10.98
the change)
Spell out 2 cars on Rye Rd. two cars on Rye Road
Move as shown on May 1 write him write him on May 1
Transpose letters, hte time the of flight the time of the flight
numbers, or words is 12:05 is 12:50
Deletions
Delete and close up strooke or strooke stroke or stroke
Delete a word Wrote the the check Wrote the check
Delete a punctuation report is up-to-date report is up to date
Delete one space good day good day
Close up see ing seeing
Insertions
Insert a word in office buildng in the office building
or letter
Insert a comma may leave early . . . may leave early, . . .
Insert a period Dr Maria Rodriguez Dr. Maria Rodriguez
Insert an apostrophe all the boys hats all the boys’ hats
Insert quotation marks Move up, she said “Move up,” she said
Insert hyphens up to date report up-to-date report
Insert a dash They were surprised They were surprised
even shocked! —even shocked!
Insert parentheses pay ten dollars $10 pay ten dollars ($10)
Insert one space mayleave may leave
Insert two spaces 1.The new car 1. The new car
Section 8.6 Revising, Editing, and Proofreading 319

Proofreaders’ Marks (continued )
Format Symbols: Boldface and Underscore
Print boldface Bulletin
Remove boldface Bulletin

Underscore
Title
Remove underscore
Title
Format Symbols: Centering

Center line horizontally TITLE
Format Symbols: Page and Paragraph

Begin a new page . . . order was delivered today by
common carrier. We have all the . . .
Begin a new paragraph . . . order was delivered today by

common carrier. We have all the . . .
Do not begin a new . . . order was delivered today by

paragraph (run-in) common carrier.
We have all the . . .
Indent five spaces We have raw materials in our

warehouse. Production will . . .
Format Symbols: Spacing

Single-space XXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXX
Double-space
XXXXXXXXXXXXXXXX
Triple-space XXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXX
Exhibit 8.11
Proofreaders’ Marks, cont.
Proofreaders’ marks provide a standard set of symbols for marking
corrections. Thinking Critically: Whom are proofreaders’ marks written for?
Ans 8.11 Proofreaders’ marks are written for typists, designers, or writers to follow.

Editing KEY POINT
When you begin revising a
Revision Edited Draft document, check for:
1. Clarity of purpose.
Identify block and the catalog will be mailed. 2. Suitability to the
Insert identified block audience.
Your order will be mailed.
3. Appropriateness
Delete identified block Your order and the catalog will be of tone.
mailed.
Move identified block Your order and the catalog will be

shipped. The invoice will be mailed.
Query identified block Ed will retire at the age of 96.

(Are the numbers transposed?
Verify age.)
Query identified block Make my reservation for June 31.
(June has only 30 days. Verify date.)
Query conflicting blocks Call me Monday morning at 8
p.m.
(Morning or p.m.? Verify time.)
Ans 8.12
Exhibit 8.12 Yes. Proofreaders’ marks
Proofreaders’ Marks for Editing enable writers, editors, and
Using proofreaders’ marks to indicate copy to be moved or verified is designers to work from the
convenient when you are writing a document as part of a team. Thinking marked copy at the same
Critically: Can more than one person work from the marked copy at the time.
same time?
Is the Purpose of the Document Clear? If your purpose, for example, is to persuade
your reader to take a certain action, does that message come across clearly, without the Digital
possibility of being misunderstood? If your purpose is to inform, have you included all
pertinent information? If your purpose is to promote goodwill, have you used appropri-
Data
ate wording?
Training Resources
Is the Writing Tailored to the Audience? To tailor the writing to the audience, con- The most efficient way
sider your audience’s familiarity with the subject. Suppose you must write an e-mail to of improving your writing
new employees about company copying and mailing procedures. Did you consider that skills is to use various
your audience—the new employees—know very little about the company, its policies, or
training resources. Train-
other procedures? Did you use any terms, abbreviations, or references that might not be
understood by the new employees? ing courses specializing
in improving writing skills
Is the Tone Appropriate for the Audience? Tone usually refers to the general effect a are common, not to men-
piece of writing creates. For example, the tone of your writing could be formal or infor- tion various self-help
mal, serious or humorous, positive or negative. publications. Other ways
Although seldom stated directly, the reader infers tone through the author’s choice
can include using the lat-
of words and other elements of style. For example, if you were writing a memo to a su-
pervisor, you would avoid a negative, critical tone—even if you were reporting on some est text editor that offers a
aspects of company procedures that needed improvement. To keep the attention of your spell-checker, a thesaurus,
audience, you should establish a positive, upbeat tone that offers constructive sugges- and a syntax editor.
tions for dealing with problems and challenges.

Reviewing the Organization
KEY POINT
After answering the basic questions about purpose, audience, and tone, you should
Use transitions to help the examine the organization of your message.
reader move smoothly
Is the Organization Logical? Begin the message with a strong opening paragraph or
from one idea, sentence,
introduction that states the main idea or purpose of the message. The middle para-
or paragraph to another. graphs should sufficiently support or explain your stated purpose, and the conclusion
should summarize your ideas or arguments.
One way to make sure that your writing is organized logically is to prepare an out-
line before you begin to write. Then, follow that outline carefully as you write.
Teaching Tip Do All Sentences Stick to the Point? As you review the organization of your mes-
Importance of Outlining— sage, pay particular attention to any sentences that seem to stray from the main idea
Stress the importance of each paragraph. Such sentences usually contain unnecessary details or information
of outlining to help the
that should be deleted because it detracts from the message and creates confusion. For
writer logically organize
example, if you were making the point in a report that good math skills are necessary
a message. Outlining on
index cards allows the for all entry-level jobs in your company, you would be wandering off the subject if you
writer to be flexible in described your own math training.
arranging information and
is especially useful for Are Transitions Used to Connect Ideas? If your paragraphs are complete and if you
writing reports. have presented them in a clear, logical order, you should then make sure that you have
included effective bridges (transitions) between ideas, sentences, and paragraphs. Refer
to Exhibit 8.10 on page 314 for some common transitional words and phrases.
Use Revision Checklist 1 in Exhibit 8.13 to improve the content, organization, and
wording of your messages.
KEY POINT
Reviewing the Language
Use vivid, specific words
Once you are confident that you have included all the necessary information, take a
to create concrete images
close look at the words that compose the sentences and paragraphs.
in your reader’s mind.
Are Words Used Correctly? First, make sure that you have used each word correctly. If
you are unsure of the meaning of a word, either look it up in a dictionary to make sure the
word is appropriate or find an alternative word that expresses your exact meaning.
Exhibit 8.13
Revision Checklist 1 Revision Checklist 1
Use this checklist when
checking your work Purpose, Audience, and Tone
for purpose, audience,
tone, and organization.
Thinking Critically: Is the purpose clear?
What effect does an Is the wording suited to the audience?
inappropriate tone
have upon readers? Is the tone appropriate?
Ans 8.13 Organization

An inappropriate tone can
distance readers and keep
them from identifying with
Is the content complete?
your message. Distanced Is the organization of the message logical?
readers are less receptive Does the message have a strong introduction, middle,
to what you have to say. and conclusion?
Do all sentences relate to the main idea of each paragraph?
Are appropriate transitions used to connect sentences
and paragraphs?

Are the Words Vivid and Specific? Now, determine whether the words you have cho-
sen will have the effect you intend. The purpose of all writing is to transfer your thoughts
and ideas—as completely and as forcefully as possible—to someone else. Colorful, vivid,
and specific words accomplish that purpose more easily than others. See page 283 for Going Global
additional discussion of descriptive words.
When you revise, always examine your writing to make certain that the nouns, ad- Works Both Ways
jectives, and verbs are precise and sufficiently descriptive to convey your message. Use a In some Arabic writing,
thesaurus or a dictionary to find replacements for dull or overused words. the characters are read
from right to left, not left
Are Any Words Overused or Unnecessary? Check to see whether you have used the
same words or expressions over and over. Reading something out loud is a particularly to right. It’s important to
useful way to discover whether or not you have overused certain words. Readers some- understand these differ-
times become annoyed at such unnecessary repetition. For example, if you find that you ences when reading and
have repeatedly used the word told throughout a report, consult a thesaurus for alterna- writing documents.
tive words, such as related, announced, declared, asserted, directed, and replied. You will
avoid repetition and at the same time describe more clearly the various ways people
speak or make statements. You can use the “find” or “search” feature to see how many
times a word has been used in a document.
Is the Sentence Structure Varied? Most people write exactly as they speak, and most
people begin sentences with the subject. The monotony of this sentence structure is KEY POINT
much more noticeable in a letter or report than it is in conversation. You can reduce
reader boredom by adding some variety. For example, occasionally begin a sentence Using varied sentence
with an adverb or an adverbial phrase, a participial phrase, or a prepositional phrase. structure holds a reader’s
interest.
• Subject: Employees often have to wait in line for 15 minutes in the
cafeteria.
• Adverb: Often employees have to wait in line for 15 minutes in the
cafeteria.
• Prepositional phrase: In the cafeteria, employees often have to wait in line
for 15 minutes. Digital
Data
Is the Message Written in the Active Voice? Another important step is to see
whether verbs are in the active voice wherever possible. In the active voice, the subject Word processing software
is the doer of the action; in the passive voice, the subject is the receiver of the action. programs contain read-
Your writing will be much livelier if you use the active voice. Compare the following ability features that detect
sentences:
the percentage of passive
• Passive: The long-awaited announcement was read by the president of voice used in a document.
the company. Use the percentage as a
• Active: The president of the company read the long-awaited guide for turning passive
announcement.
voice into active voice.
Use Revision Checklist 2 in Exhibit 8.14 to improve the language use in your
messages.
Revising With Grammar-Checkers

A grammar-checker is software that evaluates grammar and suggests ways to improve the
grammar and wording of a document. Grammar-checkers identify certain weaknesses
such as errors in subject-verb agreement, overuse of the passive voice, lack of variety in
sentence structure, and wordiness.
Some grammar-checkers estimate the reading level of a text segment. You can re-
vise your document if the reading level is too high or too low. For example, if your
company is inviting employees’ children to attend a summer day camp, you could use a
grammar-checker to make sure the invitation was written on a level that children would
understand.

Revision Checklist 2
Language Use
Do the meanings of the words fit the content of the message?

Are there any dull or overused nouns, adjectives, or verbs that could be re-
placed with more colorful, specific words?
Are there any repeated words or expressions that could be deleted?
Should synonyms be used to make the message clearer and more forceful?
Are the sentence beginnings varied?
Are sentences written in the active voice whenever possible?
Exhibit 8.14
Revision Checklist 2
Use this checklist when checking your work for language use. Thinking
Critically: How does overusing words hinder your communications with others?
Ans 8.14 Overusing words can distract readers from your message.
Most grammar-checkers highlight “potential” errors. You, as the writer, must de-
cide whether the highlighted text contains an actual error. You must also determine
how to correct the error. You must ask yourself these questions: Is what I typed correct?
Should I make a change? What is the correct change? Although grammar-checkers can
be very helpful, they should not replace detailed revising and editing.
KEY POINT What Is Editing?

Editing refines the word- Editing is the process of checking a revised draft to make sure it meets the criteria of
ing of a revised draft to
the six Cs of communication. That is, you make sure the document is clear, complete,
concise, consistent, correct, and courteous. Editing not only helps improve the quality
improve quality. of your document but also helps improve your skill as a writer.
Developing editing skill is important for anyone involved with written communica-
tion. The purpose of editing is to make the document as effective as possible. Answer
the questions posed in the Editing Checklist in Exhibit 8.15 to improve your document.
Editing Checklist
Language Use
Is the message clear?

Is the message complete?
Is the wording concise?
Is the wording consistent?
Is the wording correct?
Is the message courteous?
Ans 8.15 Exhibit 8.15

Student answers will vary. Editing Checklist
Thinking Critically: What else can you add to this editing checklist?

The Six Cs of Editing
Editing a document by applying the six Cs of communication ensures that your message
is straightforward and uses the you-attitude.
Is It Clear?
Business communications are written to get action—not to entertain or increase the vo-
cabulary of the reader. Good business writers use simple words and proper English. They
also make every effort to avoid clichés. Documents should be coherent; that is, they
should flow appropriately. Using transitional words and phrases contributes to clarity.
Is It Complete?
A complete message includes all necessary information. Because the writer is so famil-
iar with the message, omitted details are not always obvious to the writer. These miss-
ing details, however, may be obvious to the reader. Imagine receiving a brochure for a
business seminar that gave only the hour, place, and topic of the seminar. The message
would be incomplete without the date. Further communication would be needed to
clarify the information.
Is It Concise?
Unnecessary words, phrases, clauses, sentences, and paragraphs are barriers to effec- Teaching Tip
tive communication. Needless repetition of words decreases the effectiveness of your Remind students that titles
message because the reader must wade through a lot of words to get just a little infor- of complete published
mation. To make your writing concise, include only necessary words and avoid repeat- works (e.g., books,
ing the same words several times in a message. newspapers, magazines,
etc.) are usually in italics.
Parts of complete published
Is It Consistent? works (e.g., title of an
Business messages should be consistent in fact, treatment, and sequence. A message article in a newspaper or
is consistent in fact if it does not contradict itself, an established fact, or a source magazine, chapter in a
document. book, etc.) are in quotation
Treating similar items the same way results in consistency in treatment. Follow marks.
these guidelines:
• When listing both men’s and women’s names, use courtesy titles for all or
none of the names: Mr. Lawrence, Ms. Ruiz, Mrs. Thomas.
• Use a consistent style in writing numbers and amounts; for example, $1,000
and $10,000, 36 customers and 67 customers.
• Use the same formatting, such as indented paragraphs, throughout a
document.
• Use the same font and the same size font throughout a document.
• Use special formatting techniques such as underlining and italics consistently
for names of books and titles of articles.
• Use a consistent sequence (alphabetic, chronological, or numerical) to
improve the flow of a message. For example, list names in alphabetic order
to avoid conveying unintentional bias by listing one person’s name before
another’s.
Note: Many companies use an established style guide. Be sure to refer to the pre-
ferred style guide used in your business.
Is It Correct?
Accuracy in content, typing, and mechanics (capitalization, grammar, spelling, punc-
tuation, and so on) makes the message more effective. Proofread the document to elimi-
nate these kinds of errors.

Is It Courteous?
oops! Think of courtesy as the customer service or goodwill part of your message. Courtesy
Close the Gap means that the document is pleasing to the eye, reader-centered, and positive. In addition to
using the you-attitude and positive words, follow these suggestions for achieving courtesy:
The translator mis
• Select fonts that are easy to read. Cursive-type fonts (Cursive) and solid-
interpreted the letter.
capital fonts (ALL CAPITALS) are more difficult to read than the more
(Misinterpreted is correct, traditional fonts, such as Times or Times New Roman, in both upper- and
not mis interpreted.) lowercase letters. Also, use a standard font size, such as 12 points. Very small
font sizes are difficult to read.
• Create an eye-pleasing communication by using several short paragraphs
instead of one long paragraph. Make the first and last paragraphs no more
than four lines long.
• Position your document attractively on the page, including enough white
space (blank space) to make the page appear uncluttered.
• Use a table format or a bulleted or numbered list for appropriate information
to add visual variety and to make reading easier.
KEY POINT
What Is Proofreading?
Proofreading is the process of examining a document to find errors that should be cor-
Ideally, proofreading rected. Sometimes proofreading is a verification process, such as checking a letter typed
should be a team effort from a handwritten rough draft. When you are proofreading your own work, however,
by all those involved with you may not have a document to compare with the final draft. In either case, you should
the document preparation look carefully for errors in capitalization, content, format, grammar, word usage, num-
ber usage, punctuation, spelling, typing, and word division.
process.
To be a good proofreader—to be able to identify errors—you must be familiar with
all these types of errors. If you are unsure of a correct spelling, grammar points, and so
on, rely on reference sources. You may, for example, see the word reccomendation and
Teaching Tip wonder if it is spelled correctly. After checking a dictionary, you change the word to
Important References— recommendation.
Discuss the importance The proofreading process should begin in the early stages of document preparation
of using references, and continue throughout each stage, including the final copy. In other words, check the
such as a dictionary and document for errors before typing from notes, a handwritten draft, or a typed draft.
a style manual, when Today, with the use of electronic communication such as e-mail, some documents are
proofreading. not printed before transmission. However, for important documents, when errors could
be extremely devastating, print a copy of the e-mail and proofread it before transmission.
Responsibility for Quality

Digital Business writers are responsible for the quality of their communications no matter who
Data prepares the final document.
Office personnel often overlook the proofreading process because each person ex-
Word processing software pects someone else to do it. The typist may think that the writer will proofread each
programs contain features communication. The writer may think that the typist will find and correct all errors
before submitting the document for final approval or signature. Ideally, proofreading is
that proofread for spell-
a team effort. Both the typist and the writer should carefully proofread each document.
ing and grammar errors The final responsibility, however, definitely rests with the writer.
automatically. Use these
features to eliminate Proofreading for Yourself and for Others
errors in your document. Proofreading is an essential step in the writing process, whether you are proofreading
your own work or someone else’s. As a student or as an office professional, you must get
into the proofreading habit. Grades will suffer if errors are found in a research paper, and
a potential salary increase or promotion may be lost if errors are found in a sales report
you prepared. Habitual proofreading problems may even result in a loss of one’s position.

In a business situation, you may be responsible for writing memos or reports. Con-
sequently, you would need to proofread your own work. Often, a co-worker, realizing the
importance of an error-free document, will ask you to check his or her work for errors. Digital
Occasionally, you might ask others to proofread your work, but you do not want to con- Data
vey to them that you lack proofreading skills. If you type business letters, reports, or other
correspondence, you must proofread as an important step in document preparation. For proofing an electronic
Proofreading your own writing is usually considered more difficult than proof- document, most word
reading the work of others, for two reasons. First, you, as the writer, may tend to be
processing programs have
overconfident, believing that you corrected all errors. Second, you may be overly famil-
iar with the document, which may cause you to “read” what you intended to type instead a track-changes and/or
of reading what you actually typed. comments feature that
facilitates feedback.
Proofreading and Technology
Technology offers some assistance in proofreading for spelling and keyboarding errors.
(See Exhibit 8.16.) Most word processing programs have spell-checkers that will locate
words not recognized by their built-in dictionaries. However, spell-checkers will not lo- Teaching Tip
cate a missing word or a misused word if it is correctly spelled. For example, the errors Spell-Checkers—Caution
in the following sentences would be undetected if you relied on a spell-checker alone: students that spell-
checkers cannot replace
• Incorrect: We submitted the completed from bye March 2. careful proofreading
• Incorrect: Hour company if the number won manufacturer plastic contain- because spell-checkers will
ers in their country. not catch words that are
spelled correctly but used
• Correct: We submitted the completed form by March 2.
incorrectly. Only careful
• Correct: Our company is the number one manufacturer of plastic contain- proofreading of the text will
ers in the country. identify and correct such
Some spell-checkers will find repetition errors like this one: errors.
• He gave me the the calendar.

Technology streamlines the process of making identical changes, called global
changes, throughout a document. Suppose, for example, you mentioned the name Steven
Smathers five times in a document. After typing, you learn that the correct spelling is
©Zero Creatives/Getty Images Ans 8.16

Exhibit 8.16 Most word processing
On-Screen Proofreading programs have spell-
Proofreading on a computer offers the advantage of making corrections directly checkers, automatic
to the document. Thinking Critically: What are some other advantages to correction of some words,
proofreading on a computer? and global changes.

Stephen Smathers. Using the global function, you would have to make the correction
only once; the other four changes would be made automatically.
Proofreading has been made somewhat easier through the automatic correction fea-
tures of word processing software. For example, the first sentence below was typed with-
oops! out the autocorrect feature. The second sentence was typed with the autocorrect feature.
Transposed Automatic correction feature off:
he boought theb ooks form sheila on thursday.
The farmer bought
200 cows for his diary. Automatic correction feature on:
(Dairy is the correct word, He bought the books form Sheila on Thursday.
not diary.) In the sentence without the automatic correction feature, note that the green wavy
line indicates a possible grammar error and that the red wavy lines indicate either
misspelled words or capitalization errors. The error of form for from was not detected.
In the sentence with the automatic correction feature turned on, note that the first
word of the sentence was automatically capitalized, the word bought was correctly
oops! spelled, the and books were appropriately separated, and Sheila and Thursday were capi-
talized. The error of form for from was not corrected.
Auto-complete Proofreading a file on a computer screen is similar in many ways to proofreading
a printed page. However, you must adapt your eyes and mind to this different medium.
A dean accidentally sent
You should do your first proofreading on the screen, make the necessary changes
an e-mail to a student and corrections, and then print a copy. You should also proofread the printed copy to
instead of the intended make sure that your changes were entered correctly.
faculty member because Even with all these automatic correction features, nothing yet replaces the human
when the TO line auto- brain’s ability to identify and correct errors.
completed the name, it
was the wrong name. Technology Brings New Errors
Technology brings two new categories of errors when using the auto-correct feature and
the auto-complete. The auto-correct feature is supposed to correct misspelled words,
for example, changing teh to the. Sometimes, however, this feature changes a misspelled
word to an entirely different word that usually doesn’t make sense.
Auto-complete happens in e-mails and tablet or cell phone texts in the To line,
courtesy copy, and blind copy lines. When you start to type the name of the recipient,
your computer will often automatically complete the e-mail name and address for you.
Sometimes the name that is automatically completed for you is similar in spelling but is
Employability not your intended recipient. Always look at the names and addresses when you proof a
Skills message to verify that they are correct.
Teaching Others Importance of Proofreading

New Skills Uncorrected errors create a bad impression. They also can cost your company money
When writing business and cause other problems. Consider these two examples:
correspondence, it’s
crucial to proofread for Suppose, in a handwritten draft, you quote a price of $32,453 for a new minivan.
When the final copy is typed, the price is incorrectly listed as $23,453. If not
mistakes. Editing skills are
detected, this simple transposition of numbers could cost your company $9,000.
important. If you can teach Correcting the error after the customer receives the incorrect quotation may cause
others on your team how ill will, the loss of a sale, and possibly legal action.
to edit and proofread,
Suppose, on a travel itinerary, the airplane departure time is erroneously listed as
they will become better 10:50 instead of the correct time of 10:05. This simple transposition could cause
writers. The ability to the recipient to miss the flight.
teach others new tech-
niques and skills is a valu- In both examples, efficient proofreading would result in the error being caught.
able employability skill. For this reason, executives encourage the detection and correction of errors to prevent
problems. Therefore, it is essential that you approach proofreading in a systematic way.

Exhibit 8.17
Proofreading Checklist Proofreading Checklist
Use a bright-colored pen to make changes easy to spot. What else can you add
Quickly scan for problems such as format errors. Are the date and other to this proofreading
standard parts included in letters and memos? Do all headings in a report checklist?
follow the same format? Ans 8.17
Check typeface styles and sizes. Are the same font style and size used for Student answers will vary.
similar headings?
Turn the document upside down to check for spacing and placement
errors.
Superimpose subsequent drafts over previous drafts and hold the drafts up
to a light to detect possible errors.
Read carefully for correct content, making sure that there are no factual er-
rors and that no words, sentences, paragraphs, and other portions of text
were omitted.
Make sure that text that has been moved electronically does not appear in
both the original position and the new location.
Read for correct capitalization, grammar, word usage, number usage, punc-
tuation, spelling, typing, and word division. Spell-check and grammar-check
the entire document.
Read the document backward to help detect spelling and punctuation er-
rors by concentrating on each word separately.
Give special attention to locations where errors frequently occur:
(a) at the end and the top of a page, (b) in line endings and line beginnings,
(c) in numerical and alphabetized lists, and (d) in cross-references.
Check all numbers and technical terms for accuracy. Use a calculator to
add columns of figures to verify that the total is correct.
Ask a co-worker to proofread the document.
Read the document aloud. Reading aloud increases concentration and thus,
helps you identify awkward sentences and omitted words.
Use the print preview feature of your software to proofread your document.
Temporarily enlarge the font to ensure that you are seeing everything clearly,
including punctuation.
Steps in Proofreading
After using the electronic tools available to you, such as grammar-checkers and spell-
checkers, use the Proofreading Checklist in Exhibit 8.17 both to proofread on-screen
and later to proofread the printed document. You need not use all these techniques for
every document. Find the techniques that work best for you.

Review of Key Terms
1. What are some advantages and disadvantages of using a grammar-checker?
The
advantage of using a grammar-checker is that it can identify some grammatical
errors
and suggest ways to correct them. The disadvantage is that not all types of
grammatical errors are identified.

2. How does the audience of a document affect its tone? The audience of a
document will dictate the tone of writing. If you are writing to a supervisor, the tone
should be formal and should not be critical. If you are writing to a peer, the tone can
be informal, perhaps even humorous.

Editing Practice
Proofreading Alert!
3. Proofread the following memo that was written quickly; use the proofreaders’
marks on pages 319 and 320.
On Tuesday, January 30, Dr Sam Martinez will be at Phil’s Book Shop for a
book signing from 10:30 A.M. to noon. His newest book, Healthy Eating for
Busy Execturives, will be availabel at a 20% discount while supplies last.
On
Tuesday, January 30, Dr. Sam Martinez will be at Phil’s Book Shop for a book
signing
from 10:30 a.m. to 12 p.m. His newest book, Healthy Eating for Busy
Executives,
will be available at a 20 percent discount while supplies last.

Proofreading and Editing
4. Rewrite the following paragraph, making any necessary changes and correc-
tions. Assume that Monday is July 1.
ancy Seifken will assume the position of Director of Employee Activities on
N
Monday, July 1. In this position, she will be in charge of and responsible for
athletic teams, organizations, trips, and all other social events sponsored by
our company. On Wednesday, July 3, she will attend a conference to learn
about activities offered by other companies. She will have a meeting Tues-
day, July 2, at 2:30 P.M., in the Recreation Hall, to get your suggestions for
September and August activities. Nancy Seifken will assume the position of
Director of Employee Activities on Monday, July 1. In this position, she will be responsible
for athletic teams, organizations, trips, and all other social events sponsored by our
company. She will have a meeting Tuesday, July 2, at 2:30 p.m., in the Recreation Hall,
to get your suggestions for August and September activities. On Wednesday, July 3, she
will attend a conference to learn about activities offered by other companies.


5. Interview someone you know who writes daily. Consider interviewing
a campus or local newspaper reporter or editor. Then, write
a brief summary of how that person manages the writing pro-
cess. What is the most difficult part of the process? the easi-
est? Share your findings with your team. Responses will vary.

Discussion Point
Thinking Critically
6. Why is it important to proofread documents throughout the entire writing
process? Proofreading during all stages of the writing process will ease the job of
revision and final editing.
7. Compare the role of revising with the role of editing. Revising is checking for
appropriate vocabulary, logical organization, supporting details, use of transitions,
and correct grammar. Editing is checking the revision so that the document is clear,
complete, and correct.
Tech Quest
1. Find the perfect word to describe a situation. Build your vocabulary by using
a thesaurus. Search the Merriam-Webster’s Thesaurus for help in using
words properly and effectively. Look up and write down five synonyms for
the word dangerous as in dangerous situation. hazardous,
perilous, risky,
serious,
threatening, unsafe (Answers will vary).
2. Search the Internet to find the most annoying words from the previous year
or two. Answers will vary depending on the poll found on the Internet and the
specific years searched. Words students may find: whatever, like, you know,
just sayin’.
3. Search the Internet for new words added to the dictionary last year. Write
down five of them along with their definitions. Answers
will vary depending
on the search engine used on the Internet and the specific year searched. Words
students may find: social media, tweet, crowdsourcing, m-commerce, robocall, fist
bump.
©

Unit 4
Applying
Communication Skills
©Purestock/Superstock
Unit Overview
In this unit, you will learn to apply communication skills to the workplace.
Chapter 9
Writing E-Mails, Memos, and Letters
Chapter 10
Writing Specific Communications
Chapter 11
Preparing and Writing Reports
332
Chris Ross had worked at Metropolis Medical Center for four years as a medical office Have students read
the case study.
assistant. In the Medical Notes weekly newsletter, the president of the medical center
Discuss and stress the
asked for volunteers to serve on a team to plan some special events and activities to importance of taking
recognize the medical center’s 100 years of service to the community. Chris volun- responsibility to ensure
teered and was chosen as a member of the Centennial Celebration Team. that communications are
correct. Remind students
The team decided on several events and activities. One was to be a formal gala for
to avoid the mistake
approximately 500 people who were contributors to the Medical Center Foundation. that Chris made—that is,
The arrangements were made, the guest list was compiled, and the 500 invitations assuming that someone
were printed and prepared for mailing. else would handle a
task for which she was
Three weeks before the gala, the invitations were mailed. The next morning the responsible. Even though
phones did not stop ringing. The first caller said, “I received an invitation to the gala. Chris was a member of
When is it?” Other callers had the same question. It seems the invitations did not a team, she should have
taken the initiative to check
include a date for the gala.
the invitation before it was
The members of the team were certainly embarrassed. Chris said, “I thought the sent to the printer.
printer would check that information. I just signed the order form when it came;
I assumed the invitation would be correct.”
The team members decided to have the invitations reprinted and mailed again.
The second invitation would have to be marked as a corrected or revised invitation
so that people wouldn’t think it was a duplicate copy and discard the second one.
Unfortunately, marking the second invitation “Corrected” or “Revised” would also
draw attention to the error.
The cost of reprinting and remailing the invitations was an extra expense the team
had not planned in their budget. The president of the medical center was not happy
about the extra expense.
Thinking Critically
What strategies could Chris have used to ensure that
the invitation was complete?
Who is responsible for catching proofreading errors?
333
Chapter 9
Writing E-Mails, Memos, and Letters
Section 9.1
Planning and
Organizing Messages
Section 9.2
Writing E-Mails and
Memos
Section 9.3
Formatting Business
Letters
Section 9.4
Informing and
Requesting
Section 9.5
Responding to
Requests
Workplace ©SW Productions/Getty Images
Connection CHAPTER LEARNING OUTCOMES

E-mails and memos are
primary means of commu-
nication in the workplace. • Plan good-news, bad-news, and persuasive messages.
Most messages you write • Write and correctly format e-mails and memos.
will be to inform, to make • Format letters correctly.
requests, and to respond
to requests. • Write instructions, directions, and requests.
• Grant and reject requests while keeping the recipient’s goodwill.
334
Section 9.1
Planning and Organizing SECTION LEARNING

OUTCOMES
Messages When you have completed Section 9.1,
• Discuss four possible reader reac-
tions to your message and identify
Essential Principles which writing approach would be
In business writing, careful planning and proper formatting are key most appropriate for each reaction.
to producing messages—e-mails, memos, and letters—that reflect
positively on you and your company or organization. • Discuss two or more techniques
for achieving a positive, lasting
Determine Your Reader’s Reaction impression with business messages.
The first step in planning a business message is to determine what • Describe the use of special format-
your reader’s reaction will be to your message. Recipients gener- ting and mechanical techniques in
ally react in one of these four ways: pleased, neutral, displeased, or
business messages.
little or no interest. Depending on what you expect your reader’s
reaction will be, you will use one of three approaches for planning • List some advantages of written
a message: direct, indirect, or persuasive. communication over other forms
of communication.
Pleased or Neutral Reaction
If your reader will be pleased to get your message, or at least have • List and explain the six Cs of
a neutral reaction, you can get right to the point: the good news or communication.
the information. Use the direct approach, in which you state the • Identify the three elements in the
main point of the message in the opening sentence. Follow the
body of a message.
opening statement with supporting information. Close with an up-
beat or goodwill ending.
In a memo, you might close by stating what action to take or
by requesting information. In a letter, you should close by reselling W H Y I T ’ S I M P O R TA N T
your service and/or product and building goodwill.
Planning and organizing business
Displeased Reaction messages is an important part of
When you expect the reader to be displeased, unwilling, or even professional life.
hostile to your message, use the indirect approach, in which
you begin the message with a buffer that presents background
information.
Never start a message with bad news. This puts the reader in
a negative frame of mind. Instead, sandwich the bad news in the KEY TERMS
middle of the message between neutral “buffers” and after an expla- • direct approach
nation for the bad news.
• indirect approach
Little-or-No-Interest Reaction • persuasive approach
If your recipient will have little interest in your message, you must
sell the recipient on the message you are sending. This type of mes-
sage calls for the persuasive approach, in which you begin by get-
ting the reader’s attention in the opening sentence. This “hook” KEY POINT
is crucial in encouraging the reader to continue reading. Follow
Use the indirect approach
the hook by presenting benefits that generate the reader’s interest.
Then provide additional information that creates a desire on the when your reader will be
reader’s part for the plan, product, or service. Close the message by displeased.
asking for the desired action on the part of the reader. Exhibit 9.1
illustrates all three approaches.
335
Exhibit 9.1
Message Approaches Message Approaches
Here are the key
elements of the direct,
indirect, and persuasive Direct Approach Indirect Approach Persuasive Approach
approaches to writing
messages. Thinking
Good news Buffer Attention getter
Critically: When is each
approach most useful?
Supporting info Reasons/explanations Interest
Ans 9.1
Upbeat ending Bad news Desire
Use the direct approach
when sending good news, Buffer Action
the indirect approach when
sending bad news, and the
persuasive approach to get
your reader’s attention.
Memory Hook
To remember the components of the persuasive approach for messages,
Teaching Tip think of the name “Aida.”
The Sandwich Approach—
Ask students to think of the A —attention
indirect approach as the
“sandwich approach.” The I —interest
buffers at the beginning D —desire
and the end are the bread
of the sandwich, and the A —action
bad news is the filling.
Improving the Message Content and Presentation

oops!
Once you determine your reader’s reaction and the approach to use in organizing the
Not Clear message, plan to make a lasting impression on the reader. Two ways to make such
an impression are to use the six Cs of communication and to use special formatting
On May 1 Sally said to
techniques.
Jan, “Please meet me for
coffee at 9 a.m. at the Use the Six Cs of Communication
Java Hut next Friday.” By using the six Cs of communication, you can write messages tailored to the reader’s
The next Friday on the needs. Your writing should be:
calendar was May 3 but • Clear. Use specific information, direct wording, and transitions. Replace spe-
Jan thought Sally meant cialized terms and jargon with words familiar to readers.
May 10. Sally considered • Complete. Include all pertinent details so that the reader has all the
May 3 as “this Friday” information needed to make a decision. Be sure your message answers the
and May 10 as “next “who, what, where, when, why, and how (how much)” questions for your
Friday.” Always give a reader.
specific date to avoid any • Concise. Get to the point quickly without being abrupt, curt, or rude. Cut
misunderstanding. irrelevant words, sentences, or paragraphs. You will save your reader time
and improve your letter or memo.
• Consistent. Use the same treatment for similar items, such as using courtesy
titles and abbreviations of states. Also, use formatting techniques such as
indenting, numbering, and single- or double-spacing consistently throughout
a document.
336 Chapter Nine Writing E-Mails, Memos, and Letters

• Correct. Verify that the information is accurate, and check the document for
correct grammar, usage, spelling, and punctuation. One error can be an ex-
pensive mistake.
• Courteous. Write your message with the reader’s viewpoint in mind. Use posi-
tive wording that tells what you can do rather than what you can’t do.
Use Special Formatting and Mechanical Techniques

Formatting and mechanical techniques can simplify the overall organization of a memo
or letter to encourage further reading. Some suggestions for using special formatting
techniques follow:
1. Enumerate lists of important items.
Please complete the following tasks before tomorrow morning:
1. Make 20 copies of the inventory report and the sales report.
2. Collate and staple the reports and put a copy in each manager’s
folder.
3. Call the managers to remind them of the meeting.
2. Use bullets to emphasize several points when the sequence of the items is not
important.
Here are some topics we will discuss at next week’s staff meeting:
• Orientation program for new employees
• Stock purchases by employees
• Employee training programs
• Education benefit program KEY POINT
• Severance plan Use a numbered list when
3. Use bold, underline, italics, CAPITALS, or centering to emphasize important the sequence of items
details. is important, as is the
case for steps in a set of
Tomorrow at 9:30 a.m. Bill Gates will be here to discuss
EMERGING TECHNOLOGIES FOR MICROSOFT instructions. Use a bul-
leted list when a series of
4. Use columns with headings to make reading and understanding easier.
items follows no particular
Below are the inventory figures for March:
sequence.
Number Product Cases
Y-3346 Wallpaper 1,300
Z-4384 Cushions 2,856
M-8729 Curtains 1,438
L-4778 Comforters 1,143
Team Activity
5. Use underlining or bold and side headings to show natural breaks in a Composing Memos—
message. Divide the class into
groups of four to six
Our new vacation policy rewards continued employment. students. Ask each group
Service—6 Months or Less to compose, keyboard, and
print the body of a memo
Employees who have been with the company 6 months or less that illustrates one of the
will receive a half-day of paid vacation for each month of full-time special formatting and
employment. mechanical techniques.
Assign each group a
Service—7 to 11 Months
different technique. Make
Employees who have been with the company 7 to 11 months will slides of the memos and
receive three-fourths of a day of paid vacation for each month of share them with the class.
employment.
Section 9.1 Planning and Organizing Messages 337

Service—1 to 2 Years
oops! Employees who have been with the company 1 to 2 years will receive 14
days of paid vacation.
Misdirected
A confidential memo 6. Use color coding to attract attention. For example, use yellow paper for all
messages from the accounting department. Or use a colored highlighting pen
giving specifics about
to attract attention. The color used can have a special meaning. For example,
a new product was blue could be used for general announcements (Our profits are up); red could
accidentally sent to signify needed information (All expense reports must be submitted by June 6).
a competitor.
Exercise caution in using these special techniques—overuse reduces their
effectiveness.
Organization of a Written Communication

KEY POINT
Whether a writer wishes to convince an outside customer of the need for new office
Sign a Memo equipment or to convince a subordinate employee of the need to maintain high work
Hand-sign a memo by writ- standards, the writer tries to “sell” the reader a particular point of view. The document
ing your initials in ink at is more likely to achieve the writer’s goal if it is brief and to the point without seeming
abrupt or incomplete.
the end of the FROM line.
As shown in Exhibit 9.2, the organization of the body of such a memo should be
based on these three elements: (1) a statement of purpose, (2) a message, and (3) a
statement of future action. This memo uses the direct approach.
MEMO TO: Beth A. Miles, Advertising and Display

↓ 2x
FROM: Lam Van Le, Men’s Department
↓ 2x
DATE: July 1, 20—
↓ 2x
SUBJECT: August Newspaper Advertisements
↓ 2x
Our semiannual men’s suit clearance sale is planned for August 9
through September 18. We will need to run ads in the local news- Purpose
papers to announce the sale.
↓ 2x
Let’s meet on July 6 to discuss copy preparation and photography Message
for the advertisements.
↓ 2x
Would you let me know when it is convenient for you to meet to
plan these ads. Future Action
↓ 2x
ak
Exhibit 9.2
Organizational Elements
This memo is printed on plain paper using a standard memo format. Thinking
Critically: What are the three organizational elements in the body of this
memo? Ans 9.2 The body of this memo contains these three organizational elements:
purpose, message, and future action.

Statement of Purpose
The subject line tells the reader what the memo is about without stating the writer’s
reasons for writing. The writer usually can make the purpose clear by referring to an ear-
lier memo or to a previous meeting or telephone conversation. Here are two examples
of how a writer can state the purpose in the first paragraph:
• At the advertising meeting on October 15, you asked me to inves-
tigate and report on the comparative costs of print and broadcast
advertisements in the Northeast. Here is a summary of my findings.
• Attached is the independent review of our admissions procedures from
KEY POINT
Dr. O’Choa. We will meet on May 2 from 9 to 11 a.m. in the Laura Lee Con-
ference Room to discuss his recommendations. The body of a message
should contain:
Message
1. A statement of
After making the statement of purpose, the writer should go directly to the main points
of the message. The object is to help the reader grasp the main points as easily as pos- purpose
sible, as in these two examples: 2. A message
3. A statement of
• We could admit patients more quickly and efficiently if we gave them a
checklist to complete. The checklist would take the place of the long- future action
answer forms now being used.
• A new form has been designed to simplify taking telephone orders. A
copy of that form is attached.
Statement of Future Action oops!

The body of the message usually should end with a statement of action to be taken or
with a request for further instructions, as illustrated in the following two examples: One Word
• If you would like additional information on the benefits of this proposed I like to read the company
checklist, call me at extension 6254. If you wish, I can investigate the news letter online.
amount of time such a checklist would save. (newsletter)
• Please notify me of your decision by February 16 so I can either put this
procedure into effect or develop a new plan.
Advantages of Written Documents

Written correspondence includes memos, letters, and electronic mail; it is an effective
way to make requests and deliver specific information. Written communication has sev-
eral advantages over verbal communication: Employability
1. Unlike a face-to-face conversation or a telephone conversation, written
Skills
correspondence provides the sender and receiver with a legal contract that
is dated and can support a claim in court.
Solving Problems
Good problem-solving
2. People seem to attach more importance to a written document than to a
skills are valuable to em-
phone call.
ployers. First you need
3. Business letters are confidential and are usually read in privacy when the to recognize a problem,
reader is able to concentrate on the message without interruption.
create a plan of action,
4. Statistical or technical data, charts, graphs, diagrams, and so on, can be sent and implement your ideas.
as enclosures with the letter or memo or as attachments to an e-mail. Learning to relay both
5. Written communication is a fast method of sending the same information to a good and bad news in a
number of people and ensuring that all are given identical information. sensitive and professional
6. With written messages, you can take the time to write and revise the content manner helps alleviate ad-
and word your messages in the most advantageous way to maintain and build ditional problems.
goodwill.

Choosing the Correct Written Document
Most business letters are prepared on letterhead stationery and sent to people outside
your organization. Memos or memorandums are written to people inside your organiza-
tion. The formats of letters and memos differ (see Section 9.2 for e-mails and memos
and Section 9.3 for letters).
An e-mail can be a document when the message is typed directly in the body of the
e-mail. E-mail messages are usually brief, more informal messages and are limited to one
topic. An e-mail can be sent any time and, unlike a phone call or a FAX, is received at
the recipient’s discretion.
Letters can be sent through the U.S. Postal Service and private delivery compa-
nies, or they can be attached to e-mail messages and sent instantly. Memos can be sent
through interoffice mail, which could take as long as a couple of days in a large com-
pany, or they can be attached to e-mails and sent instantly.
E-mailing is a method of sending a document instantly through the Internet via the
modem in the sender’s computer and the modem in the recipient’s computer. As a gen-
eral rule, confidential information should not be sent through e-mail because (1) a mes-
sage, even though it has been deleted, can be retrieved from an organization’s server,
and (2) it is very easy to forward an e-mail to one or more people who should not have
access to the information. A small typo in the e-mail address could send confidential
information to the wrong person.

Review of Key Terms
1. Under what circumstances would a writer use the persuasive approach?
What components are required for the persuasive approach? A writer should
use the persuasive approach when the reader has little or no interest and the writer
must sell the reader on the message. The memo should begin with an attention-
getter, present benefits that are interesting, generate a desire on the reader’s part,
and close by asking for action.
2. How is the direct approach in a message different from the indirect

approach? The direct approach in a message is used for a receptive audience, and
the indirect approach is used when the reader will be displeased with the information.
Editing Practice
Using Language! Revise the following underlined expressions to use clearer, more
up-to-date wording.
3. Please be advised that your dividend will be $6,000, not $600.
Your May 11 dividend will be $6,000, not $600.
4. Due to the fact that property sales are down this quarter . . .
Since property sales are down this quarter . . .
5. In regard to your letter of the 17th of March . . . In your March 17 letter . . .
6. At the present writing, we still have not received . . .

As of June 2, we still have not received . . .

Writing Messages
7. Using some of the special formatting techniques, write the body of a mes-
sage based on the following information:
Your supervisor, Rosa Hernandez, wrote you a memo on April 15. She
asked that you give her a list of the sales by region for January, Febru-
ary, and March. The sales figures are, respectively, Region 1— $23,494,
$22,577, $19,482; Region 2—$33,458, $32,722, $25,863; Region
3—$21,589, $21,887, $20,485. Responses will vary.
Sample Solution
As you requested, I have analyzed sales by region for January, February, and
March. The results follow:
Region January February March
1 $23,494 $22,577 $19,482
2 33,458 32,722 25,863
3 21,589 21,887 20,485
8. Your team has been put in charge of arranging a continuing education class,
and you need to know how many co-workers will attend.
Using the information in this section, write the body of a
memo to co-workers in which you provide all the necessary
information about the class. Responses will vary. Student memos
should include a statement of purpose that names the continuing
education class; a message that provides information about the course—date, time,
location, and any special information that may be relevant; and a statement of future
action that would request input regarding attendance.
Discussion Point
Interpreting Information
9. Name and describe the three elements of the body of a message.
The three elements of the body of a message are a statement of purpose, which tells
the reader what the message is about; a message, which is the main point of the
memo or letter; and a statement of future action, which could be a request for further
instructions.
10. What kinds of formatting and mechanical techniques can improve the organi-
zation of a memo or letter? Why should writers be careful when using these
techniques? Numbered lists; bullets; bold, underline, italics, capitals, or centering
for emphasis; columns with headings; underlined or bold side headings; color coding.
Overuse of these techniques can reduce their effectiveness.

Section 9.2
SECTION LEARNING
OUTCOMES
Writing E-Mails and
Memos
• Explain the differences between an
e-mail and a memo.
• Describe differences and similari-
Letters are printed on letterhead and sent to people outside your orga-
ties between each part of a memo nization by mail or courier services. The format of a letter (see Section
and e-mail. 9.3) is much more formal than the format for a memo or an e-mail.
• List guidelines for writing a In today’s business world, memos and e-mail messages are vir-
tually the same thing. They both include the same heading infor-
professional e-mail message.
mation: TO, FROM, DATE, and SUBJECT. Memos are perceived
• Name four advantages of using as more formal than e-mails, however. Confidential information
memos. should be sent as a memo rather than an e-mail because privacy
cannot be ensured with an e-mail.
• Describe three types of printed Electronic mail, more commonly referred to as e-mail, is writ-
memo forms and the circum- ten communication just like memos and letters. The primary differ-
stances in which each should be ence is the method of transmitting the message. E-mail messages
used. are sent instantly through the Internet via the modem in the send-
er’s computer and the modem in the recipient’s computer. E-mail
• List six purposes of memos and can be sent 24/7, that is, “24 hours a day, 7 days a week.”
e-mails. Memos are printed and sent to people within your organization
• Describe how to tailor the tone of through an interoffice mail delivery system. Memos may be sent
within a department, among departments, and among company
a memo or e-mail to the recipient.
branches at different geographic locations. Even though memos are
internal documents, they are a vital link in achieving an organiza-
tion’s objectives. In addition, successful internal communication is
W H Y I T ’ S I M P O R TA N T important in achieving your career objectives.
E-mail messages are sent to people both outside and inside your
E-mails and memos represent more
organization. E-mail can be stored on your computer, or a hard, or
than half of written communications paper, copy can be printed for later reference. The hard copy auto-
in businesses today. matically includes the date and time the message was sent.
E-mails, memos, and letters are essential to business communi-
cation because it is helpful to put important or complicated matters
KEY TERMS in writing.
• letters Format for E-Mails and Memos

• electronic mail The content and format of e-mails and memos have many simi-
• 24/7 larities. Memos are internal documents, while e-mails can be sent
to people inside and/or outside your organization. Traditionally,
• memos memos were printed and sent through interoffice company mail,
• guide words but today it’s common for a memo to be prepared, saved, and at-
tached to an e-mail so that it is sent immediately.
• auto signature feature E-mails and memos have two basic parts: the heading and the
• emoticons body.
• message memos The Heading
• routing slips Memo Heading. The heading of a memo contains the guide
words MEMO TO, FROM, DATE, and SUBJECT. Guide words may
be typed in all-capital letters or in initial-capital letters. Never mix
342
the all-capital letter format and the initial-capital format within the same memo. Guide
words call attention to specific information. Use a simple, familiar heading on all your oops!
memos. Using the words MEMO TO eliminates the need to type the word MEMORAN-
DUM at the top of the page. People who receive memos from you regularly will know Wrong Recipient
exactly where to look for specific information. Some companies use a standardized Many e-mail programs
template for memos, which is provided with most software programs, for ease in com-
will anticipate the e-mail
posing memos.
address you want and
E-Mail Heading. The e-mail program you use has a preprogrammed heading. The date will complete the address
and time and the name of the sender automatically appear when the e-mail is sent. You key after you type the first
the e-mail address of the person the e-mail is going to and the subject of the e-mail. few letters. This feature
The MEMO TO or TO Line. is called auto-complete.
Memo. The MEMO TO or TO line contains the first and last name of the person or The sender started to type
persons who are to receive the original copy of the memo. Courtesy titles are usually the e-mail address of the
omitted on e-mails and memos. recipient Marilyn Mihm,
MEMO TO: Rodolpho Gonzalez but after he keyed the
Stephanie Grimaldi first four letters, the e-mail
Carl Martin program filled in Marilyn
Hunter. The message
The writer should include an addressee’s job title in the following situations:
went to the wrong person.
1. When the writer wishes to show respect: Always check the e-mail
MEMO TO: Rodolpho Gonzalez, Chief Executive Officer address in the TO line
2. When the addressee has more than one job title, but the writer’s message con- before you click send.
cerns the duties that pertain to only one of the titles.
TO: Stephanie Grimaldi, Chair, Committee on Community Relations (Ms.
Grimaldi is also the human resource director.)
3. When the addressee has the same name as another employee, or a very simi-
lar name, so that the writer must clarify which person should receive the
memo.
TO: Mike Boose, Assistant Chief Engineer (Another employee, also named
Mike Boose, is the production manager.)
In large companies, it helps to include address information in the MEMO TO or TO
line of an interoffice memo. For example:
• MEMO TO: Antonio Pappas, Room 3301, Benefits Office
• TO: Michelle Gold, Laboratory 3, Research Department
If the memo is being sent to more than a few people, type “See Distribution” or
“Distribution Below” on the TO line and place the list of recipients at the end of the
memo under the heading Distribution. Type “Distribution” on the third line below the
reference initials, file notation, or enclosure notation, whichever appears last. Begin typ-
ing the list of names on the second line below Distribution.
Placing the distribution list at the end gives the memo a more balanced appear-
ance and allows readers to focus on the message and not the list of recipients. List the
names of recipients in alphabetic order; this is an objective way to determine the order
of names. The memo in Exhibit 9.3 shows a distribution list for individuals who are all
branch managers.
E-Mail. Using the correct e-mail address is critical. One typographic error in the ad-
dress means your e-mail message will not be delivered. E-mail addresses have a user
name followed by the @ symbol and the host’s domain name. For example, the e-mail
addresses yourname@eiu.edu and mcmillan@glencoe.com follow this pattern. Always
check the accuracy of an e-mail address.
Section 9.2 Writing E-Mails and Memos 343

TO: Branch Managers—Distribution Below
↓ 2x
FROM: Michael Ireland, General Manager
↓ 2x
DATE: August 18, 20—
↓ 2x
SUBJECT: Meeting for Branch Managers
↓ 2x
The Human Resource Department has announced improvements
in the employee benefits plan.
↓ 2x
A meeting to explain our new benefits package will be held on
Tuesday, August 28, at 9 a.m., in Conference Room A adjoining
my office.
↓ 2x
Please read the enclosed booklet about the package before the
meeting and let me know if you have any questions about it.
↓ 2x
dk emp-benf
Enclosure
↓ 3x
Distribution:
Carlos Alvarado
Joe Danford
Sally Dillon
Carroll Henderson
Tyler Jones
Paulette Meyers √
Harry Potter
Camille Weise
Exhibit 9.3
Ans 9.3 Distribution List
The distribution list is This memo is a template from a word processing program and shows
typed in alphabetic order how a distribution list is typed. Thinking Critically: How are the names
according to last name. on the distribution list ordered?
If you frequently send an e-mail to a group of people, make a “distribution list” or

“contact group” that includes everyone’s name and e-mail address. Give the distribution
list a name. For example, the group might be DACC Board or AAUW Program Committee
or IBEA Site Selection Task Force. To include all the names in your e-mail, just key in the
KEY POINT name of your distribution list.
A distribution list is used The FROM Line. Courtesy titles are not included in the FROM line of a memo or
when a memo or an e-mail.
e-mail is addressed to
Memo. The writer may include a job title, department affiliation, room number, and
more than a few people. telephone extension in the FROM line.
• FROM: Edith L. Fitzpatrick, Researcher, Investment Department,
Room 2403, Ext. 988

E-Mail. The e-mail system automatically includes your e-mail address and usually in-
cludes your name in the FROM line.
The DATE Line.

Memo. Write the date in full rather than using abbreviations or all numerals.
• Business style: December 19, 20—
• European style: 19 December 20—
E-Mail. The e-mail system automatically includes the date and time that the e-mail
message was sent.
The SUBJECT Line. Always compose a brief but appropriate subject line for both
memos and e-mails. Subject lines should identify the topic, not give all the details. For
example:
• SUBJECT: Updated Personal Leave Policy
• SUBJECT: Revised Salgada Contract
Memo. The writer should state the subject of a memo clearly and briefly. To give a
memo a more professional appearance, do not abbreviate the word SUBJECT. Only
in exceptional cases should the subject require more than a single line. The following
examples say all that is necessary; the rest should be left to the body of the memo.
• SUBJECT: Request for Additional Personnel
• SUBJECT: Submitting Time Sheets
E-Mail. E-mail messages with nothing in the subject line or something vague, such
as “message” or “information,” are read last, if at all. Subject lines should be concise
phrases that clearly identify the content of the message. If your message is urgent, use
the word URGENT in all caps as the first word in your subject line, followed by the
topic. If your message is a request, use the word REQUEST in all caps as the first word
in the subject line. If your message is an announcement or information that requires no
response, use the abbreviation FYI (“for your information”) in all caps as the first word
in the subject line.
• Subject: URGENT: Need Safety Mask
• Subject: REQUEST: Return First Aid Kit by Noon
• Subject: FYI: Free Ticket to Tonight’s Hockey Game
Don’t mark a message “urgent” unless it really is. You wouldn’t call 911 if a col-
league had a paper cut on his or her finger. Businesspeople today do not like to be
tricked into reading an e-mail message.
Also, don’t assume the recipient read your message just because you marked it “ur-
gent.” The recipient may be away and unable to read e-mail for several hours or days. If
you do not get a reply quickly to an urgent e-mail, follow up with a phone call.
The Body
The Greeting.
Memo. A memo, unlike a letter, does not include a salutation such as Dear Sandy.
Instead, begin with the first paragraph of the message.
E-Mail. When you meet someone or call someone on the phone, you greet that per-
son with “Hi,” “Hello,” or something similar. Use a greeting to personalize the e-mail
message. Dear Sandy usually is too formal for e-mail. Instead, just use the person’s first
name, Sandy, or Hi Sandy, as the greeting. Address the person in a more formal way if
the person is your employer, your instructor, or someone significantly older than you
are. Always wait for such people to ask you to call them by their first names.

The Message or Body. The terms message and body are used interchangeably when
writing e-mails and memos.
Memo and E-Mail. The body of both a memo and an e-mail contains the message that
is to be sent. Leave one blank line (a double-space) between the last line of the heading
and the body of the memo or e-mail. Single-space the body with one blank line (a dou-
ble-space) between paragraphs. The block paragraph style is most often used because
it requires fewer keystrokes to type; paragraphs may be indented, but they usually are
not. Many organizations have a style of their own; thus, new employees should find out
whether there is a “house” style for memos and e-mails.
The Closing.
Memo and E-Mail. A complimentary closing such as Sincerely is not necessary on a
memo or an e-mail.
The Reference Lines.

Memo. Two lines below the body of the memo and at the left margin, the typist should
key his or her reference initials and any notations—for example, enclosure notations and
copy notations—that may be needed. If the writer is the person who typed the memo, no
reference initials are needed.
The trend today is to add the document name and location on the same line as, or
on the line below, the reference initials. The notation may include the name of the docu-
ment file or the location where the document is stored, such as:
• mls\winword\10\proposal
• Enclosure
• c: John W. Palmer
E-Mail. Reference initials, attachments (enclosure notations), and copy notations are
part of the heading of an e-mail, so there’s no need to add them at the end of the e-mail
message. The reader will assume the person the message is from is the person who
keyed the message.
The Signature.
Memo. The writer should sign each memo with a blue or black pen by writing his or
her initials after the name on the FROM line. Typing or signing your full name at the end
of a memo is unnecessary because the full name appears after the guide word FROM.
E-Mail. Some e-mail addresses do not use the name of the sender, so the signature may
be the only clue to who the sender is. Type your name at the end of your message—just
your first, or first and last, name. Many e-mail programs have an auto signature feature
that appears at the end of all of your e-mails. The auto signature can include your name,
e-mail address, phone number, and mailing address in case the recipient needs to get in
touch with you by some way other than e-mail.
E-Mail
The use of e-mail today is so quick, easy, and inexpensive that it is increasing at a phe-
nomenal rate. Today’s middle and high school students learn to use e-mail at school and
through friends, so it will be second nature to them when they are employed.
Because e-mail messages are so easy to send, people tend to be careless about their
spelling, grammar, and tone. Follow the guidelines that follow to ensure that your e-mail
messages convey a professional image of you and your company.
Limit the Length, Topics, and Recipients

Limit your e-mail message to one topic, which makes writing a subject line much easier.
E-mail messages are supposed to be brief and should be a maximum of about 25 lines of

text. Use the default single-spacing with word wrap, and keep the paragraphs short for
easier reading. Leave a blank line between the paragraphs.
Send the e-mail only to those who need the information. Information overload and Digital
e-mail overload have a negative effect on productivity. Data
Watch the Tone of Your E-Mail Convenience
Avoid Sarcasm. When you talk with someone in person, you have additional means of E-Mail
of communicating besides the words. The tone of your voice also conveys the intended
E-mail can be a conve-
meaning of the words. Your e-mail recipient may have trouble telling if you are joking
or serious. Sarcasm is dangerous in any form of written communication because it is nient way of sending
often misinterpreted. memos to groups of
people without making
Don’t Use All-Capital Letters. Using all-capital letters in your e-mail is hard to read
separate copies for each
and is considered the same as shouting at your reader. Also, do not use all lowercase let-
ters or very small type. This is interpreted as speaking so softly that people have trouble recipient. If a paper copy
hearing you. The rules for proper language and capitalization apply to e-mail as well as is needed, the recipient
other forms of communication. can print a hard copy of
the document. Keeping
Avoid Emoticons or Smileys. Don’t use emoticons, or smileys, in business e-mails.
Many businesspeople consider them juvenile and unprofessional. Reserve them for the message in your in-
e-mail with friends or family. They are a way of visually expressing your emotions in box or in an electronic
e-mail. Some common examples are: folder helps conserve
:-) a smile paper and avoids adding
to the landfills, thus mak-
:-( a frown
ing a positive contribution
;-) a wink and a smile
to the “green” initiative.
Remember that not all e-mail software, especially in other countries, can display spe-
cial characters, so your recipient may not see the emoticon as you sent it. What you see on
your screen may be different from what your recipient sees on his or her screen.
KEY POINT
Check Spelling and Grammar
Some people use
Always read and proofread your e-mail before you send it. If your message contains er-
rors, people may assume you are uneducated. Some e-mail programs will automatically emoticons—a group of
check your spelling or grammar before sending the e-mail. This feature does not take the characters arranged to
place of proofreading. Automatic spelling and grammar checks do not detect a variety look like a face—to per-
of errors, including a word used in the wrong context. Misspelled words are a turnoff sonalize texts and e-mail
and do not convey a professional image of you or your company. messages. These symbols
Do Not Send Confidential Information should be reserved for
e-mails to family and
E-mail is not private or confidential. Here is a good rule to follow: Do not send anything
by e-mail that you wouldn’t be willing to have published in the USA Today newspaper. friends.
Think of your e-mail as a postcard. Many people have the opportunity to read a postcard :-( I’m sad
after it is sent and before it gets into the hands of the recipient. Remember, e-mail can :-D I’m happy
also easily be forwarded to others.
:-+ I’m tired
Know Your Company Policy :-O I’m surprised
Find out what your company’s policy on e-mail is and follow it. If you violate the policy,
you could be terminated. Some companies are very strict about not allowing employees
to use the Internet or e-mail for personal use—either during or after working hours.
Your company owns the e-mail system, and courts have subpoenaed e-mail messages as
evidence. Even though you deleted the e-mail, it is probably still on the server’s backup
system and can be retrieved.
Avoid Spamming
Spamming is sending unsolicited e-mail, particularly advertisements, to others. It is
the electronic version of junk mail. Spammers get your e-mail address the same way

companies get your mailing address for junk mail—they buy lists. Send unsolicited e-mail
only when you believe the recipient will want to receive it.
Reply to E-Mails
Employability Check your e-mail at least twice a day. Respond to urgent e-mails as soon as you read
Skills them, and respond to nonurgent e-mails that require an answer by the end of the day.
It is common courtesy to respond to, and unprofessional to ignore, an e-mail that asks
Serving Customers for a response.
When you reply to an e-mail, key your answer above the original message. This saves
To establish credibility the recipient from having to scroll through the original message to see your reply. You
with your customers, your may wish to delete parts of the original message and leave only the question(s) you are
e-mail messages must answering. If you choose to compose a new message for your reply, be sure to include
be grammatically correct. enough information for your recipient to know which e-mail message you are answering
Mastering the rules of and what you are talking about.
writing is an important • Avoid: “I sure am.”
employability skill. • Instead: “I am planning to attend the seminar this Friday in the Copper
Penny Room.”
A common error when replying to an e-mail sent to a group of people is to click on
“Reply All,” causing your answer to go to everyone, instead of clicking “Reply” so that
your answer only goes to the sender. Another common error is using a previous e-mail
from the person you intend to write and clicking “Reply,” instead of creating a new e-
mail. The previous e-mail will have an old subject line. Taking this shortcut makes the
writer look lazy and unprofessional.
Teaching Tip A quick way to reply to an e-mail is to click “Reply” and key your answers or com-
Doesn't Work with All ments directly in the original e-mail using a different font color. Reserve this quick
iPads—The technique response technique for informal responses. Following is an example of this technique.
shown in this example The original e-mail, from Sue, is in black font. Marilyn’s response is in green.
may not work if the
message was created on
some iPads.
From: suecamp [mailto:suecamp@carolina.rr.com]

Sent: Friday, February 23, 20— 4:17 PM
To: marilynsatterwhite@comcast.net
Subject: Safety Meeting
Sue, my responses are in green. Marilyn
KEY POINT
Hi Marilyn,
Reply vs. Forward
Our safety committee is meeting Friday, August 23, from 9 a.m.
Reply is quicker. Click
until 11 a.m. in the conference room. Can you be there? Yes, I plan
Reply and type your to attend.
answer. The recipient’s
If you are planning to attend, will you introduce our safety
e-mail address is already consultants to the group? I know that you have met them
there. If you forward an previously. Yes, I will be glad to introduce them.
e-mail, you have to key in Have you finished updating the online continuing education pro-
the e-mail address of the gram on hazardous office waste and recycling? Will you show the
person you are forward- program to the group? Yes. The online completion of these tasks
has certainly made continuing education more accessible to our
ing the e-mail to. If you employees. The online program will be completed by the meet-
reply, attachments are not ing time. Every employee completed the program that we made
included. If you forward, available to them last year.
attachments are included. Sue

Identify Attachments
A document prepared in a word processing, spreadsheet, or graphics software pro- oops!
gram can be attached to an e-mail so that it can be saved and printed by the recipi- Whose Instructions
ent in its original form. Because of the increase in computer viruses, it is best to let
your recipient know that you are attaching a file to an e-mail and what the attach- They’re instructions were
ment is. You should also identify the attachment in the body of the e-mail. It is also so general that I couldn’t
common courtesy to ask permission before sending a large attachment. complete the request.
(Their, the pronoun,
Be Wary of Viruses is correct, not the
A virus is a self-replicating code planted illegally in a computer program for the purpose contraction they’re.)
of damaging or shutting down a system or network. Unfortunately, it is through attach-
ments to e-mail that many computer viruses are spread to other computers. If you do not
know the sender or you are not expecting an attachment, be cautious opening it. Keep Teaching Tip
your virus protection program up to date. Company Memos—
Stress that memos are
important, even though
Memos they do not go outside the
organization.
Even though you will send most memos to people you know, you should not take short-
cuts. Memos should sound professional. A memo should cover only one main topic.
When too many topics are covered, a main thought may go unnoticed or may not re-
ceive the attention it deserves. Strive to make memos clear, complete, concise, consis- KEY POINT
tent, correct, and courteous. Memos are quick, inex-
pensive, and convenient.
Advantages of Memos Also, they serve as
Memos fill the need for both effective internal communication and written documenta- documentation for future
tion of messages. Organizations are often large and diversified, with branches or divi- reference.
sions of a company located in different states or even countries. Memos are a logical
way to coordinate the efforts of many people within an organization—especially those
who do not have access to e-mail.
Memos Are Quick. Using technology can reduce the time needed to write and send
memos. Many software programs include memo templates that make it easy to compose Going Global
a memo. By using e-mail and fax machines, a writer can quickly transmit memos to
recipients. E-Mailing Business
Accounts
Memos Are Inexpensive. Compared with telephone calls and meetings, memos are When sending e-mail to
a cost-effective way to transmit messages within an organization because all recipients business accounts, keep
receive the same information. Using plain paper instead of letterhead or preprinted
your message concise
memo forms also reduces the cost of memos.
and relevant. Use proper
capitalization, grammar,
Memos Are Convenient. Memos offer access to people who are not seen on a regular
basis. Memos also minimize interruptions for the receiver. In addition, reading a memo and spelling, and treat the
requires less time than making a phone call or a personal visit. e-mail as a formal letter.
Avoid using smiley faces
Memos Are a Written Record. Memos serve as a written record for both the reader that create an unprofes-
and the writer. Memos can, for example, clarify instructions or information given orally. sional image.
In many situations, a well-written memo can help prevent misunderstandings.
Types of Memos
Memos may be printed on plain paper using a standard format (see Exhibit 9.2) or
a template (see Exhibit 9.3) available with your word processing software. Memos

Teaching Tip may also be written on preprinted forms. Memos are often typed and attached to an
Preprinted Memo Forms— e-mail.
Ask students to bring in Using printed forms for specific purposes is a time-saver when one type of infor-
examples of preprinted mation is frequently communicated. Three examples of printed forms are the standard
memo forms—scratch memo, the message memo, and the routing slip.
pads, memo pads,
message memos, and so
Standard Memos. Printed interoffice memo forms, which are usually 81⁄2 by 11 inches,
on. Discuss some of the
make it easy to both write and read memos. These printed forms often list the writer’s
benefits of using these
forms. Place them in plastic name and telephone number. The writer simply writes in the appropriate information
sleeves and pass them and forwards the memo.
around for students to The heading of a printed memo form usually contains (1) the name of the company,
see. Scan them for online (2) the title Interoffice Memorandum or Interoffice Memo, and (3) the guide words TO,
classes. FROM, DATE, and SUBJECT. In some organizations, the preferred sequence is DATE,
TO, FROM, and SUBJECT. In a large organization, the heading may also contain Depart-
ment, Location, Telephone Extension, Fax Number, and E-Mail Address.
For information about other memo formats, consult a comprehensive reference
manual.
Message Memos. Message memos are used to record phone messages and messages
from visitors. These forms consist of lines for the caller’s name and telephone number
and for a brief message. Many organizations today use a voice mail message system that
allows the caller to leave his or her own message. Even cell phones have a voice mail
and/or text message feature.
Routing Slips. Routing slips are used to channel messages to specific people. If a
routing slip is not used often, the spaces following the guide words for names and office
telephone numbers can be left blank. If a routing slip is used often, the names and office
telephone numbers should be printed on the form.
Teaching Tip Purposes of E-Mails and Memos

Purpose of Memos—Ask Memos and e-mails are used for a variety of purposes. The main purposes are to request,
students to identify the
to inform, to report, to remind, to transmit, and to promote goodwill.
purpose of various memos;
for example, a memo to
classmates asking for To Request
names and addresses for a Use memos or e-mails to ask for information, action, or reactions. Messages written for
class directory (to request),
this purpose take the direct approach, as in the following examples from three different
a memo to classmates
e-mails:
who have not submitted
information (to remind), • We need revised sales figures from you before the cost estimates for the
and a memo to classmates Bryant project can be completed.
accompanied by a copy
of the class directory (to
• Please make arrangements for a one-day seminar for all trainees.
transmit). • Please review this proposal and give me your opinion of it.
To Inform
Use memos or e-mails to communicate procedures, company policies, and instructions.
If the message contains good news, use the direct approach; if the message contains bad
news, use the indirect approach. Here are three examples:
• Our safety procedures require a 15-minute break for every 4 hours
of work.
• Company policy permits escorted visitors 16 years old and older to tour
our plant.
• Use your key card to enter the Third Avenue gate.

To Report
Use memos or e-mails to convey organized data such as schedules, sales figures, and
names of clients or patients, as in these two examples: Going Global
• Below is our schedule for the completion of Lincoln Hall.
• Here is a list of the donors who will attend the fund-raiser. Eliminating All
Barriers
Electronic business
To Remind
meetings have removed
Use memos or e-mails as reminders about deadlines, important meetings, and so on.
Such reminders should be brief and should use the direct approach. Here are two distance barriers, but
examples: communication barriers
may still exist. It’s impor-
• Please send me your travel itinerary by May 6.
tant to arrange for trans-
• Our appointment with the Southern Telcom representatives should
lators or interpreters to
be on your calendar for Monday, April 3, at 2 p.m. in the main
conference room. help with such a meeting
and to do this before the
To Transmit meeting takes place.
Use memos or e-mails to tell readers about an accompanying message. The memo or e-
mail could describe, explain, or simply identify the attachment or enclosure. The direct
approach works best for such memos. Here are two examples:
• Attached are the time sheets to be distributed to all hourly employees.
• Enclosed is a printout listing the names and home addresses of all
regional managers.
To Promote Goodwill
KEY POINT
Use memos or e-mails to establish, improve, and maintain goodwill. These messages can
congratulate, welcome, or convey appreciation, such as in these examples: The tone of a memo is
• Congratulations on your promotion! determined by:
• Welcome to Howard Industries. 1. T he position of the
• Renee, your advertising designs got us the Wright Corporation account. writer in relation to
Thanks for a great job! the recipient.
2. The subject matter
of the memo.
Tone of the Memo and E-Mail
The tone of a memo or e-mail depends largely on the position of, and the writer’s
relation to, the recipient. In most instances, use a personal, pleasant, and somewhat
informal tone. Use a more formal tone when addressing top management and a more
informal tone when writing to a peer or a subordinate.
If you are not certain which tone to use in a memo or e-mail, choose a balanced
one—neither too formal nor too casual. Avoid using contractions like you’ll and here’s,
but do not use stilted language either. Stick to business. Note the balanced tone in the
following example:
Attached (or enclosed) is the report on last month’s digital camera sales with
the changes you requested yesterday. The figures on Model A26 are now
broken down to show the number of these digital cameras sold in each sales
region. In addition, the appropriate tables now have an added line showing
Model A26 sales by region for the same period last year.
Subject matter also determines the choice of tone for a memo or e-mail. A message
announcing the schedule of the company’s bowling team would obviously have a lighter
tone than a message justifying costs that ran over budget or a message reprimanding an

employee. The more serious the topic, the more serious the tone should be. Here are
some words that convey a positive tone.
able great outstanding
absolutely guarantee particular
advantage happy patronage
appreciation helpful perfect
approval honest permanent
assist important pleasure
assure initiative productive
bargain invaluable progress
benefit kind promise
complimentary lasting recommended
comprehensive long-lasting revolutionary
congratulations major reward
delighted markedly satisfactory
determine marvelous save
easy modern security
effective monumental superior
efficient motivation terrific
enhanced multifaceted thank you
enriched necessary timely
expanded notable total
favorable offer unique
free often unlimited
genuine opportunity valued
grateful original wonderful

Review of Key Terms
1. What advantages does e-mail have over a letter? An e-mail message is sent
instantly, the recipient can read it at his or her convenience, the message can be
forwarded to others, and it is inexpensive.
2. What are the six purposes of memos and e-mails discussed in this section?
To request, to inform, to report, to remind, to transmit, and to promote goodwill.
Editing Practice
Call an Editor!
3. Mark the errors in the following paragraph.
Aaron Singer of Caralia Draperies will be here tomorrow morning at 10:30 a.m.
to show us his line window treatments. His best-selling draperies are bow and

ribbon swags and eyelet tiebacks. Our our competitors are doing quite with
these two styles of, and we have lost business because do not carry these
items. Aaron Singer of Caralia Draperies will be here tomorrow at 10:30 a.m.
to show us his line of window treatments. His best-selling draperies are bow and
ribbon swags and eyelet tiebacks. Our competitors are doing quite well with these
two styles of draperies, and we have lost business because we do not carry these
items.
Writing Memos and E-Mail
4. Write an interoffice memo notifying staff that new insurance coverage will
take effect at the beginning of next month. Representatives from Prudential,
the new company, will be in Conference Room A to provide information and
to answer any questions regarding the new policy. Remember to include the
time and date. Student memos will vary. Student memos should include TO, FROM,
DATE, and SUBJECT lines. The message should include the date, time, and location
of the meeting. The tone should be formal.
5. You are the manager of your department. You have just hired a summer
intern. As a team, write an e-mail to your staff introducing the intern. Create
any necessary background that you think your staff would find
helpful. Student e-mails will vary. The e-mail should have TO and
SUBJECT lines. The message should be a brief introduction that may
include the intern’s name, educational background, and relevant
experience. The tone should be informal and friendly.
Discussion Point
Evaluating Concepts
6. Describe three specific situations in which you would use e-mail on the
job. Is it appropriate to use e-mail for personal use on the job? Why or
why not? E-mail would be convenient for setting up a meeting, notifying department
members of a new policy, and distributing an agenda for a meeting. Student opinions
will vary. Policies regarding the use of e-mail will vary from company to company.
7. When writing a business e-mail to someone you have never met, explain
what adjustments you must make in style and tone. When you write to
someone you have never met, you must observe professional courtesies. A formal
tone is more appropriate. Avoid using emoticons. Grammar and spelling should be
impeccable.
8. Explain the function of each of the guide words in the heading of a

memo. The MEMO TO or TO line contains the first and last name of the person or
persons who will receive the memo. Courtesy titles should not be included. The
FROM line contains the writer’s name, which may include a job title. On the DATE line,
the date should be written in full. The SUBJECT line should state the subject of the
memo clearly and briefly, using initial-capital case.

Section 9.3
SECTION LEARNING
OUTCOMES
Formatting Business
Letters
• Identify both the standard parts and
the optional parts of business letters. Letter Parts, Formats, Stationery,
• List the order in which letter parts
appear.
and Envelopes
Think about the people you have seen within the past 24 hours.
• Explain the difference between a Were any two people dressed exactly alike? Did any two people say
block-style and modified-block-style precisely the same thing?
letter. Chances are, except for uniformed workers such as police
• Explain the difference between officers, firefighters, and restaurant employees, no two people
whom you have seen recently were dressed alike. The appearance
standard and open punctuation.
of each person was different. Moreover, the content of the conversa-
• Explain the correct format and tions you had with various people was probably different.
spacing for addressing an envelope. These two style factors—appearance and content—can also be
used to describe a business letter. How does the letter look, and
• Demonstrate the correct way to
what does the letter say? The appearance and content of a business
fold a letter for a No. 63⁄4 and a letter make up the style of the letter, just as a person’s manner of
No. 10 envelope. dress and the content of his or her conversation contributes to that
person’s style.
Letters are used to communicate with
The style of a business letter contributes as much to the success of
people outside your organization. They that letter as a person’s style contributes to his or her success. If
are occasionally used within a company your business letters are to achieve your goals, you must first learn
if the writer wants a more formal way to how to control the appearance of a letter, which will be discussed
communicate. For example, employees in this section.
would write a resignation letter—not A writer conveys a professional appearance by using standard
an e-mail or a memo. Letters not only letter parts and arranging these parts according to accepted letter
formats, ensuring that the letter is arranged attractively on the page.
provide a written record but also can
make a positive professional impression Letters
for you and your organization.
Business Letter Parts
Business letters often contain many parts. All the standard letter
KEY TERMS parts, plus some optional ones, are illustrated in Exhibit 9.4.
• style • modified-block
• letterhead format Letterhead. The word letterhead refers to either (1) the printed
• inside address • personal-business information at the top of business stationery or (2) the actual sheet
letter of paper.
• salutation The printed information in a letterhead always includes the
• standard • ream
company’s name, address, telephone number, and/or fax number.
punctuation • 20-pound paper The company’s slogan, a listing of its divisions, names of key per-
• open • watermark sonnel, and/or the company’s logo may be included. Companies
punctuation • executive-size may also include their website and e-mail addresses. See the letter in
stationery Exhibit 9.4 for a sample letterhead. A company’s letterhead may appear
• reference initials
at the top, at the bottom, or in the side margin of business stationery.
• copy notation • mailing notations Letters that do not make a good first impression are not taken
• block letter format seriously by busy professionals.
354
c c Custom Consulting, Inc.
6112 Speedway Boulevard
Indianapolis, IN 46211-1612
Telephone: 317-555-0440 FAX: 317-555-1656
December 7, 20—
↓ 4x
Date Line
Mr. George K. Cooper

Reservations Manager
Palmer Convention Center Inside Address
6500 Youka Street
Covington, IN 47932
↓ 2x
Dear Mr. Cooper: Salutation
↓ 2x
This letter is prepared in the block style format. All of the lines begin at
the left margin.
↓ 2x
The block format is the most streamlined letter style because it
eliminates the need to set tab stops or to indent paragraphs.
↓ 2x
When typing a complimentary closing, remember that only the first word Body
is capitalized.
↓ 2x
Enclosed is the booklet, Today’s Letter Styles, which has additional infor-
mation on letter styles. Please call me at 1-800-555-8268 if you have any
questions about the block style format.
↓ 2x
Sincerely yours, Complimentary Closing
↓ 2x
CUSTOM CONSULTING, INC.
↓ 4x
Signature (typed and
handwritten)
Charlotte B. Gayles
National Sales Manager Reference Initials
↓ 2x
lw
Enclosure Enclosure Notation
c: Bud Ehrlick
Copy Notation
Exhibit 9.4
Ans 9.4
Block Letter Format
Every letter part begins at
The block format is very streamlined. This letter shows all the standard parts,
the left margin, making this
as well as some optional ones. Thinking Critically: Where should each part
format easy to type.
begin in a block format?
KEY POINT
When a letterhead is typed rather than printed, the information should be attrac-
tively arranged, starting 1 inch from the top of the page (on line 7). Word processing Letters that do not make
software simplifies typing a letterhead such as the following: a good first impression
Electronic Designs Unlimited are not taken seriously by
575 Harborview Drive busy professionals.
Chelsea, MA 02150
Teaching Tip
800-555-0123
Letter Parts and Formats—
Advise students to consult
Date Line. Most companies use a business-style date line with the month spelled in a reference manual for
full, the day of the month written in numerals and followed by a comma, and all four detailed information on
digits of the year. The European or military-style date line starts with the day of the letter parts and formats.
Section 9.3 Formatting Business Letters 355

month followed by the month, no comma, and all four digits of the year. Here are ex-
amples of each:
• Business style: July 10, 20—
• European style: 10 July 20—
Inside Address. The inside address should match the name and address shown on the
envelope. For example:
Ms. Camille R. Barry Mr. Orris Patterson
Director President
Habitat for Humanity Patterson Consulting
85 East Perth Road P.O. Box 1473
Conway, AR 72032 Golden, CO 80403-1473
The inside address includes the name of the addressee, the person’s title, and his or
her company’s name, street or post office box number, city, state, and ZIP Code. If the
address has a post office box number, type it on the line immediately preceding the city,
state, and ZIP Code. The U.S. Postal Service will deliver the mail to the location on the
line preceding the city, state, and ZIP Code.
If you are sending a letter by a carrier other than the U.S. Postal Service, such as
Federal Express or United Parcel Service, you must use a street address; these carriers
cannot deliver to a post office box.
For an international address, type the name of the country in all-capital letters
on a separate line at the end of the address. Do not abbreviate the name of the
country.
Mr. Ferdinand Villa Ms. Akiko Kagami
San Fernando, 2 The Togin Building
41004 Sevilla 4-1-20 Toranomon, Chuo-Ku
SPAIN Tokyo 105
JAPAN
Attention Line (Optional). The attention line is an optional part of a letter. When
used, it appears as the first or second line of the inside address or on the second line
below the inside address. Type the attention line in all-capital letters or capital and low-
ercase letters. Use a colon after the word Attention.
• ATTENTION: TRAINING DIRECTOR
• Attention: Office Manager
Use an attention line when you want to stress that the letter is technically intended
for the company, not the person. Also use an attention line when you do not know and
cannot find out the name of the person to whom your letter should be directed. In this
situation, the attention line should indicate the person’s job title, such as Sales Manager
or Customer Service Representative.
Salutation. The salutation, or greeting, immediately precedes the body of the letter.
Type the salutation on the second line below the inside address. Include a courtesy
title, such as Mr. or Ms., if it is known. If you do not know the courtesy title, use the
recipient’s first and last name, for example, Dear Tracy Connor. If you do not know the
person’s name, use the job title.
• Dear Ms. Metzen: (woman whose marital status is unknown or the receiv-
er’s preference)
• Dear Mrs. Evans (married woman)
• Dear Miss Harris (unmarried woman)
• Dear Marion Smith: (Use first and last name when the courtesy title is not
known.)

• Dear Mr. Tweedy:
• Dear Reservations Manager: (Use the appropriate job title if the name is
unknown.)
If the letter is intended to be less formal and more friendly, use just the addressee’s first
name.
• Dear Bob:
• Dear Annette:
A general salutation, such as Ladies and Gentlemen, is used to show that the com-
pany is being addressed. When you are writing to an individual whose name and gender
you do not know, use a generic salutation, such as Dear Customer, Dear Sales Manager,
and so forth.
Traditionally, the salutation ends with a colon; this is known as standard punctua-
tion and is the style most often used by business writers. In open punctuation, no punc-
tuation is used after the salutation and complimentary closing. Open punctuation is
used by only a small percentage of business writers.
Subject Line (Optional). Another optional part of a letter is the subject line, which
is used to quickly identify the topic of the letter. Type the subject line in capital and
lowercase letters below the salutation, leaving one blank line above and below. See the
subject line in Exhibit 9.5.
Exhibit 9.5
Modified-Block Letter
841 LIBERTY AVENUE • SUITE 76 •
Format
PHILADELPHIA, PA 19122-6254 • The modified-block
TELEPHONE: 215-555-1796 • FAX: 215-555-1920
WWW.HORIZONCOMMUNICATION format with block
paragraphs. Thinking
September 12, 20—
↓ 4x
Critically: Where should
the subject line be
Ms. Rose Galloway
placed, and should
Media One it be in capital or
1736 Martin Luther King Jr. Blvd. lowercase letters?
Pittsburgh, PA 15219-2054
↓ 2x Ans 9.5
Dear Ms. Galloway:
↓ 2x The optional subject line
Subject: Modified-Block Format—With Block Paragraphs may be typed in capital and
↓ 2x lowercase letters below the
This letter illustrates the modified-block format—with block paragraphs, an
salutation as shown.
attractive format for business letters.
↓ 2x
The date line, as well as the complimentary closing and printed signature
lines, starts at the center of the page. Remember to start these parts at the
center—do not center them. All other lines start at the left margin. Indented
paragraphs are also correct, but indenting rquires more keystrokes. A sub-
ject line may be used, as shown above.
KEY POINT
↓ 2x
Standard punctuation, including a colon after the salutation and a comma after Sign in Ink
the complimentary closing, should be used with this letter. Before mailing, a letter
↓ 2x
The body of the letter is single-spaced. One blank line is used between should be hand-signed in
each paragraph, making the letter easier to read.
↓ 2x ink just above the typed
Please call me at 555-3967 if you would like additional information about signature.
letter formats and styles.
↓ 2x
Sincerely,
↓ 4x
Melissa Bregenzer
mb modltr ↓ 2x

Body. The body, or the main part of the letter, is typed single-spaced, with one double-
KEY POINT spaced blank line between paragraphs. A good rule of thumb is to make the first and last
paragraphs of the letter a maximum of four or five lines in length. Other paragraphs should
Correct Spacing
be a maximum of eight lines in length, depending on the complexity of the message.
A letter should be single-
spaced with one blank line Complimentary Closing. The “good-bye” of the letter, or the complimentary closing,
between letter parts and appears on the second line below the last line in the body of the letter. Some sample
paragraphs. Default left and complimentary closings are:
right margins (1" or 1.25") • Cordially, • Cordially yours,
are used by most writers. • Sincerely, • Sincerely yours,
See Exhibit 9.4. Capitalize only the first word in a complimentary closing, and place a comma after
the last word if you are using standard punctuation. If you are using open punctuation,
do not use a comma.
Company Name (Optional). Some writers and companies use a company name; oth-
ers do not. When used, the company name is typed in all-capital letters below the com-
plimentary closing, with a blank line above and three blank lines below. See Exhibit 9.4
for an example of a company name.
Writer’s Identification. The writer’s identification consists of the writer’s typed name
and job title. Key the writer’s name on the fourth line below the complimentary closing or
the company name, whichever is last. If the name and title are on the same line, separate
them with a comma; if they are keyed on two separate lines, no comma is needed. Always
hand-sign a letter in ink just above the typed signature.
Reference Initials. Reference initials are the typist’s initials—the initials of the person
who keyed the letter. Key the reference initials in lowercase letters on the second line
below the writer’s identification. If the writer’s initials are also used, they should appear
preceding the typist’s initials. If the writer is also the person who typed the letter, no
reference initials are needed.
• JHK/prm • RSZ/bar
File Name Notation (Optional). A growing trend with business letters is to include
the file name of a document that is created with word processing software, as in the
following examples:
• proposal.131 • csmith.let • cjibudget08
Type the file name notation on the same line as, or on the line below, the reference
initials.
Enclosure Notation (Optional). When an item or items are sent with the letter, the word
Enclosure or Enclosures is typed on the line below the reference initials or the file name
notation, whichever is last. The enclosure should be mentioned in the body of the letter.
Memory Hook
KEY POINT Remember the difference between standard and open punctuation:
Acceptable business letter Standard punctuation Open punctuation
formats are:
Colon after salutation No punctuation after salutation
1. Block Comma after complimentary No punctuation after complimentary
2. Modified-block closing closing

Exhibit 9.6
Personal-Business Letter
What format should
a personal-business
letter use?
August 3, 20— Ans 9.6
↓ 4x
A personal-business letter
uses a modified-block
Sales Manager format and is printed on
DCS Electronics Company plain paper.
11456 Buena Vista Way—Suite 38
Orlando, FL 32800
↓ 2x
Dear Sales Manager:
↓ 2x
On July 15 I purchased your new book, Business Letter Formats
for the Twenty-First Century. I’ve enclosed a copy of your Invoice
254 for $21.99, which I paid in full.
↓ 2x
When I received the book this morning, I discovered that the cover
was badly damaged and the corners bent.
↓ 2x
Please send me a new book to replace the damaged one.
If you would like me to return the damaged book, call me at
278-555-9748.
↓ 2x Sincerely,
↓ 4x
Tyler Swider
378 Westwood Avenue
Dalton, MO 65246
Enclosure ↓ 2x
By Certified Mail
Transmittal Notation (Optional). A transmittal notation is used to indicate that a let-

ter and an enclosure or enclosures are to be sent by some means other than first-class
mail. Type the transmittal notation on the line below the enclosure notation, reference
initials, or file name notation, whichever is last. (See Exhibit 9.6 for a sample transmit-
tal notation.)
• By Certified Mail • By Federal Express • By Fax
Copy Notation (Optional). When a copy of a letter is to be sent to a person or persons

other than the addressee, the writer includes a copy notation—for example, c: David
Fischer—on the line below the reference initials, the enclosure notation, or the transmit-
tal notation, whichever is last. The abbreviation c: or c means “copy to.”
• c: Jerry Habanero
• c Melissa Temple
Postscript (Optional). The postscript is positioned at the end of a letter—deliberately or

as an afterthought. Because it is part of the body of the letter, it is typed in the same

way as the paragraphs in the body of the letter. Type the postscript on the second line
below the last notation in the letter. Postscripts may be indicated by typing the abbreviation
PS: or PS. before the message.
• PS: Be sure to bring a copy of your report with you.
Business Letter Formats

There are various acceptable formats for letters. Note that the sequence of the letter
parts, including the optional parts, does not vary from one letter format to another.
The differences in formats primarily involve whether a particular part is aligned left,
indented, or centered.
Block Format. In the block letter format, all letter parts begin at the left margin except
tables and other setoff material. Because there are no indentions, the block style is easy
to set up and, therefore, is very popular. (See Exhibit 9.4 for an example of a letter in
block format.)
Teaching Tip Modified-Block Format. Long popular, the modified-block format differs some-
At Center vs. Centered— what from the basic block style—namely, the date line, the complimentary closing,
Be sure students and the writer’s identification, that is, name and job title, begin at the center of the
understand to start these page (see Exhibit 9.5). One variation of the standard modified-block format involves
lines at the center—do not indenting the first line of each paragraph one-half inch rather than starting it at the
center the lines.
left margin.
Other Letter Formats

In addition to the formats just discussed, you will find the personal-business and the
social-business letter formats useful.
Personal-Business Letter Format. Personal-business letters generally are not typed

on letterhead stationery; instead, plain paper is used. The writer’s return address is
typed directly beneath the writer’s typed signature at the end of the letter. As shown in
Exhibit 9.6, begin the writer’s name and address on the fourth line below the compli-
mentary closing.
Social-Business Letter Format. A special format, the social-business format (see Sec-
tion 10.4), is sometimes preferred for letters written to business associates when the
subject matter is more social than business.
oops!
Remember to Formatting Guidelines
Proofread Whichever letter style is used, the letter must be formatted correctly. The top, bottom,
and side margins must be adequate, and the spacing between parts should adhere to
When a meeting is certain standards.
scheduled weeks in Generally, 1-inch top and bottom margins and 1-inch side margins allow you to
advance, a remainder maximize the amount of copy on a page. Word processing software applications, such
notice a couple of days as Microsoft Word, have default margins that make formatting easier.
before is a good way to The letters illustrated in Exhibits 9.4 to 9.6 have notations that show the number
of lines of space generally left between letter parts. Use these notations to guide you in
inform people.
the vertical spacing of letter parts. Once you have used the proper spacing for all letter
(Reminder is the correct parts, use the Center Page command in your word processing software to vertically
word, not remainder.) center the letter on the page. An important point to remember is that the letter should
look balanced on the page.

Stationery
The first impression of a letter will be determined by its physical appearance. The
stationery used, the way the letter is folded, and the envelope used all influence that
impression.
Paper
The paper used for letterhead contributes to the first impression of the letter. Paper is
available in many different weights and finishes. For letterhead, 16-pound, 20-pound,
KEY POINT
or 24-pound paper is usually selected. The higher the number, the heavier the paper is. Good-quality paper is a
The pound designations correspond to the weight of four reams of 81⁄2 × 11-inch paper. minimum of 20-pound
A ream is 500 sheets of paper. Therefore, if 2,000 sheets of paper weigh 20 pounds, the
paper with at least 25 per-
paper is called 20-pound paper.
Paper quality is determined by the cotton fiber content, as well as by weight. Letter- cent cotton fiber content.
head should have at least 25 percent cotton fiber content. The higher the percentage of
cotton fiber content, the better the quality of the paper. Any document that needs to last
ten years or longer should be prepared on paper that is 100 percent cotton fiber content.
Better-quality paper also contains a watermark, which is the signature of the paper
manufacturer. You can see the watermark by holding the stationery up to the light. If
you can read the watermark from left to right, you are looking at the front side of the
paper.
Color
Today, many colors of paper are used for letterhead. White is the most popular and is al-
ways correct. Studies have shown that colors send a message of their own. Most people
react to certain colors in a predictable way. Here are some examples of colors and what
they suggest to people:
Color What It Suggests to the Reader
blue sincere, harmonious
green cool, restful
buff dignified, conservative
gray wise, confident
yellow cheerful, vigorous
brown strong, useful
Remember, people read more than the words in your message.
Size
In the United States, 81⁄2 × 11-inch paper is the standard size most commonly used for
correspondence. Occasionally, a high-ranking employee will send a message of a per-
sonal nature—congratulations, thanks, condolence—on executive-size stationery. A sheet
of executive stationery measures 71⁄4 × 101⁄2 inches.
Correspondence in many foreign countries is often formatted on metric-size paper.
The most popular size is called A4 paper, and it measures 210 × 297 millimeters—
approximately 81⁄4 × 113⁄4 inches.
Letterhead
Most organizations have a letterhead designed to create the image and impression they
wish to convey. All letterheads should include the name of the company, the mailing
address, telephone and fax numbers, and possibly Internet and e-mail addresses. Most
letterheads also include a company logo.
The first page of a letter is prepared on letterhead. Continuation pages are prepared
on plain paper of the same color, weight, and finish as the letterhead. The continuation
page should have a heading that includes the following information: name of recipient,

page number, and the same date that appears on the first page of the letter, as shown in
the following examples:
• Ms. Molly Sullivan
Page 2
June 1, 20—
• Ms. Molly Sullivan 2 June 1, 20—
Envelopes
Envelopes should be the same color and quality as the letterhead stationery. The
KEY POINT envelope should be large enough to hold the letter and enclosures without excessive
folding.
Envelopes should be the
In the United States, business envelopes come in a variety of sizes, but the two most
same color and quality as common are the No. 10 envelope, which measures 91⁄2 × 41⁄8 inches, and the No. 63⁄4
the letterhead stationery. envelope, which measures 35⁄8 × 61⁄2 inches. In foreign countries, a business envelope for
metric-size paper is called DL, and it measures 110 × 220 millimeters—approximately 41⁄3
× 82⁄3 inches. The metric envelope is not as deep as a No. 10 envelope, but it is slightly
wider. An envelope has three printed or typed parts, as follows.
The Return Address

The return address goes in the upper-left corner of the envelope. Special instruc-
tions to be followed after the letter is delivered are indented three or four spaces
from the left edge of the envelope and placed two to three lines below the return
address.
Examples of special instructions are Reply Requested and Personal and Confidential.
Mailing Notations
Mailing notations are instructions for the post office, such as Certified, Registered, and
First-Class Mail International. They go on the upper-right side of the envelope, three
lines below the stamp or postage meter insignia.
The Mailing Address

The mailing address should be typed on the envelope so that there is at least a 1⁄2-inch
margin on the left and right and at least a 5⁄8-inch margin on the bottom. These mar-
gins are needed by the U.S. Postal Service (USPS) so that its scanning equipment will
operate properly. See Exhibit 9.7.
To prepare standard business envelopes (No. 10 envelopes), follow these guidelines:
1. Begin typing the mailing address about 21⁄4 inches from the top of the enve-
lope (on line 14) and about 4 inches from the left edge of the envelope.
2. Avoid italics and script fonts.
oops! 3. Use a block style, starting all lines of the mailing address at the same point.
Error in Judgment 4. Use single-spacing for the address.
My colleagues sometimes 5. Type the name and address in capital and lowercase letters or in all-capital
delete their voice mail letters with no punctuation. The USPS’s optical character readers are
programmed to read both styles of address. (See Exhibit 9.7.)
messages without
listening to them when 6. When using two-letter state abbreviations, capitalize both letters. Do not use a
they are overwhelmed period after a two-letter state abbreviation.
with work. 7. Always include the ZIP Code, leaving one space between the state and the
ZIP Code.

Exhibit 9.7
CERTIFIED Addressing Envelopes
c
Correctly
c Custom Consulting, Inc. The name and address
6112 Speedway Boulevard line 13
Indianapolis, IN 46211-1612
(approximately 2 1/4 inches) on an envelope should
Telephone: 317-555-0440 FAX: 317-555-1656
match the inside
address of the letter.
4 inches
The USPS’s scanning
Mr. Harvey Lederer equipment can read
Reservations Manager addresses keyed in
Maywood Convention Center either all-capital letters
6874 Maywood Drive
Covington, IN 47932
with no punctuation or
capital and lowercase
letters. Thinking
Critically: Why might
the scanners misread
punctuation marks?
841 LIBERTY AVENUE • SUITE 76 •

PHILADELPHIA, PA 19122-6254 •
line 13 Ans 9.7
(approximately 2 1/4 inches)
TELEPHONE: 215-555-1796 • FAX: 215-555-1920
Scanners might misread
1 inch
punctuation marks as extra
CONFIDENTIAL
letters or numerals.
4 inches
MS MANUELA CAMPOS
ENGINEERING BY DESIGN
1736 SHERMAN ST
PITTSBURGH PA 15219-2054
8. The last line of a U.S. address should contain the city, state, and ZIP
Code. Do not type anything below the city, state, and ZIP Code. The
area below the city, state, and ZIP Code is for a bar code that can be
scanned by the post office. Many word processing programs can be set Street Address [street
to automatically print the bar code below the address. For international number followed by
addresses, type the name of the country in all-capital letters on the last line street name]
of the address.
With today’s global economy, international addresses require modifications to the City/Province/Postal
address lines, including the addition of special codes, abbreviations, and capitalization. Code [1 space between
Here are four examples: first 3 and last 3
characters]
Canada ountry Name [in all

C
8367 Hayes Road capitals]
Brampton, ON L6T 5P6 Street Address [street name

followed by street number]
CANADA
Postal Code/City [postal code
Mexico and city name; “MEXICO D.F.”
AV. Chapultepec 28 denotes Mexico City or Distrito
Federal]
06724 MEXICO D.F.
Country Name [typed in all

MEXICO capitals]

Germany
Street Address [street name
An der Hasenquelle 18
followed by street number]
55120 Mainz
Postal Code/City
[postal code and city name]
GERMANY
Additional Division of Japan Country Name [typed

the City, plus the City 10-1, TORANOMON 2-CHOME in all capitals]
Name and Postal Code
MINATO-KU TOKYO 105-8436

Country Name [typed Division of the City
in all capitals] JAPAN
If you need specific formatting instructions for envelopes, refer to a reference man-
ual or business writing handbook.
Folding Letters for Envelopes

Letters should be folded so that the thickness of the paper is evenly distributed in the
envelope. Exhibit 9.8 shows the proper way to fold a business letter for No. 63⁄4 and No.
10 envelopes.
1. 2. 3.
Employability
Skills
Improving or
Designing Systems
To fold a letter for a large envelope:
Many businesses that use 1. Place the letter face-up and fold up the bottom third.
charts and graphs in their 2. Fold the top third down to 0.5 inches from the bottom edge.
reports follow a standard 3. Insert the last crease into the envelope first, with the flap facing up.
format. Depending on
projects, visual formats can 1. 2. 3. 4.
be improved or redesigned
to communicate ideas bet-
ter. Taking the initiative to
improve them and present
them is a valuable and im-
portant skill. To fold a letter for a small envelope:
1. Place the letter face-up and fold up the bottom half to 0.5 inches from the top.
2. Fold the right third over to the left.
3. Fold the left third over to 0.5 inches from the right edge.
Ans 9.8 4. Insert the last crease into the envelope first, with the flap facing up.
Each method aims to
present a thin, neatly Exhibit 9.8
folded letter. The paper and Sample Envelopes
envelope sizes are different. How to fold and insert a letter into No. 63⁄4 and No. 10 envelopes. Thinking
Overfolding a letter creates Critically: Why are there two methods of letter folding according to paper and
a sloppy appearance. envelope size?

Review of Key Terms
1. What is the difference between open and standard punctuation in a
letter? Standard punctuation requires a colon after the salutation and a comma
after the complimentary closing. Open punctuation requires no punctuation after the
salutation and the complimentary closing.
2. What is the difference between the block format and the modified-block
format? In block format, all letter parts begin at the left margin. In the modified-
block format, the date line, complimentary closing, company name, and writer’s
identification start at the center of the page.
Editing Practice
Mail Call!
3. Correct the following excerpt from a business letter.
September 12 20—
Kimberly Johnston
2443 Southpark Dr
Tampa, Flo. 33678
Dear Ms Johnston
Last week I received a shipment of 60 crystal glasses from your company.
To my dismay, half of the glasses were broken. I have returned the damaged
goods. Please send me 30 more crystal glasses and credit my account for
the return postage. 12, Ms. Kimberly Johnston Drive FL 33678
Ms. Johnston:
Writing Letters and Envelopes
4. Type the following information on an envelope.
The sender is Margaret English. She lives at 3568 Walnut Street in Rossville,
Illinois, 60963. The recipient is Gary Blackmon, the president of Vintage Air-
craft Owners on 396 Airline Boulevard in El Paso, Texas, 79925. This letter
will be sent by registered mail.
Registered
Margaret English
3568 Walnut Street
Rossville, IL 60963
Mr. Gary Blackmon, President
Vintage Aircraft Owners
396 Airline Boulevard
El Paso, TX 79925

5. Write a letter to your local Chamber of Commerce and request information
about special events sponsored by the community. You may want someone on
your team to type the letter. Then, identify the letter parts listed
in Exhibit 9.4 on page 355. Student letters will vary. Verify that all
questions are asked to get a list of special events sponsored by the
community. Key the letter in a correct letter style and identify all letter
parts.
Discussion Point
Thinking Critically
6. The letter parts are listed below in alphabetic order. Arrange the list in the
order the parts appear in a letter, and explain the function of each part.
Body or message Letterhead
Complimentary closing Date line
Copy notations Inside address
Date line Salutation
Enclosure notation Subject line
Inside address Body or message
Letterhead Complimentary closing
Reference initials Typed signature
Salutation Typed job title
Subject line Reference initials
Typed job title Enclosure notation(s)
Typed signature Copy notations
7. How does the appearance and the content of a business letter affect the
reader? What are some of the standard parts used in a business letter that
improve its appearance? The appearance and content of a business letter make
an impression on the reader. If the letter does not convey a professional look,
it will immediately detract from the content. Some standard letter parts include
letterhead, date line, inside address, salutation, body, complimentary closing, and
enclosures.

Section 9.4
Informing and Requesting SECTION LEARNING

OUTCOMES
• Identify several types of
Some of the most routine business tasks involve making requests; informative messages.
for example, asking for appointments, reserving conference rooms,
obtaining price lists and catalogs, asking for copies of reports and • Apply the completeness test to all
studies, seeking technical information about goods and services, informative messages.
and asking favors.
• Write request letters that are
complete, precise, reasonable, and
Giving Instructions courteous.
As a business writer, you will have opportunities to provide written
instructions, or informative messages, on how to complete a task or
how to carry out a procedure. Follow these guidelines when writing
step-by-step instructions: W H Y I T ’ S I M P O R TA N T
1. Number the steps to make them easy to follow, and use As a business communicator, you will
phrases rather than complete sentences.
be called upon to write messages to
2. Include only necessary information. Avoid giving all give information to others. Informative
the “what ifs” so that your instructions won’t seem too messages include giving instructions;
complex.
giving directions; and making
3. List the steps in the order they are to be completed. announcements about events, people,
4. Write the instructions with the user in mind—define unfa- meetings, procedures, and so on.
miliar terms and explain complicated items.
5. Avoid unnecessary cross-references to information in
another document. Instead, provide all the necessary in-
formation in the set of instructions. KEY TERMS
6. Use white space, headings, and indentions to make the • informative messages
instructions visually clear. Start each new instruction on
a separate line. • procedures book
7. Test your instructions by having someone read them
to see if they are clear and complete. The best test is to
have someone who does not know the procedure try your
instructions.
Giving Directions oops!

As you give directions for getting from one location to another— Specify Addressee
whether to a different location in the building or to a different
state—remember that some people learn visually and others learn Sending a fax addressed
verbally. Keep the following guidelines in mind as you prepare your “To Whom It May
directions: Concern” will certainly
• For visual learners, draw a map from the point of reduce the likelihood of a
departure to the point of destination, or, if possible, print positive response—or of
or photocopy a map and use a light-color highlighter to any response.
mark the route.
367
• For verbal learners, write the directions so that each part of the directions
appears on a separate line.
• Differentiate between stop signs and stoplights, indicate turns as right or left,
and give specific compass directions as in “Drive north for 2 miles” or indi-
cate landmarks.
KEY POINT
Written requests should
be: Writing Requests
1. Complete Although written requests are common, you should not treat them routinely. Moreover,
extraordinary requests require extraordinary planning and writing skills. Whether you
2. Precise
are asking for a company catalog or asking a busy executive to speak at your conference,
3. Reasonable your requests should be:
4. Courteous
• Complete • Precise
• Reasonable • Courteous
Be Complete
When writing a request, ask yourself, “What can I provide the reader to make sure that
he or she has all the information needed to grant the request?” Also, “Would any more
information be helpful?” Consider the following two situations:
• You are requesting information from Lenova about technical support
options and costs for business users for a report that you are preparing.
Tell the reader at Lenova the purpose of your request. He or she might have
additional materials or ideas to share with you.
• You send a letter to a company asking the reader to send you the office
supplies that you and the reader discussed yesterday during a telephone
conversation. You are assuming the reader will remember facts from the
conversation. Don’t assume! Repeat the model or type, the catalog number,
the price, the preferred shipping method, and any other facts that will help
your reader.
KEY POINT
Put yourself in the reader’s place so that you can better understand how the
An error can be reader might feel and what information he or she might need to know. Note how
embarrassing, the requests in Exhibit 9.9 and Exhibit 9.10 successfully answer the questions Who?
troublesome, costly, What? Where? When? Why? and How? or How much?
and time-consuming. In your effort to be complete, however, do not give the reader an excessively
detailed description or needless information. For example, decide whether it will
help the reader to know that you are planning to write a detailed report about
the subject. If it will help, include this fact in your request; if this information is
not relevant to the reader, omit it. Likewise, decide whether you must include the
Teaching Tip model or type, the catalog number, and so on. If all this information is already
State It Clearly—Stress included in the enclosed purchase order, then there may be no need to repeat it in
that although the person the letter.
making a request knows
what he or she wants,
when it is needed, why Be Precise
he or she wants it, and so
on, the reader does not. To ensure that your written requests are precise, you should present material in a format
Just because the reasons that makes it easy to comprehend. Using a table is a precise way to present facts and
are obvious to the writer figures. Proofreading carefully is another way to make your written requests precise, and
doesn’t mean they will be it also helps you eliminate errors that may be embarrassing, costly, and time-consuming.
obvious to the reader. See the example that follows:

Swider Computer Connections
2357 Vermilion Street
Cumberland, MD 21502
Attention: Order Department
Please send by Federal Express the following computer supplies to us. Teaching Tip
I have enclosed our company check for $389.40. Business Etiquette—
Emphasize to students
Quantity that being reasonable
Item (Catalog No.) (Units) Unit Price Total Price and courteous are part
of standard business
Mouse Pad (42063) 6 $ 5.00 $ 30.00 etiquette. This standard
Wrist Pad (42068) 6 $11.90 $ 71.40 applies in communicating
Copy Stand (42035) 6 $ 8.50 $ 51.00 face-to-face, on the
Computer Lamp (42092) 6 $39.50 $237.00 telephone, or in writing.
TOTAL $389.40 Inexperienced workers
may not realize that a
We would appreciate receiving the entire order by May 15. written request may be
unreasonable or impolite.
Exhibit 9.9
Memo With a Request
Whether a request is
routine or complicated,
MEMO TO: Maria Espinosa, Office Manager
what are the four
things the message
FROM: Jamie Martin, Copy Center Supervisor should aim to achieve?
DATE: December 9, 20—
Ans 9.9
SUBJECT: Request for Another Photocopy Machine Be complete, precise,
The use of our large photocopy machines in the Copy Center reasonable, and courteous.
has more than doubled in the past year. The number of cop-
ies per day has risen from 12,000 on June 7 to about 26,000
in December. As a result, the length of our turnaround time to
duplicate materials has increased from one day to three days.
To meet this increase in demand, I propose purchasing a small
photocopy machine to use for simple, quick jobs.
This new photocopier would be used for jobs that take less
than ten minutes to complete, thus freeing the Copy Center to Employability
handle larger duplication efforts. The new photocopy machine Skills
would handle duplexing, collating, and stapling—the most used
features. Jobs requiring special features such as special-size
paper, enlargement, reduction, and color can be submitted to Reasoning
Copy Center personnel for copying. Reasoning skills are
Attached is a comparison of price quotes from two vendors necessary and important
for comparable photocopy machines. I would appreciate your in business. When deal-
feedback on this request by December 14 so that we can take ing with different types
advantage of the vendor’s discount offer that is in effect until
December 15. of business correspon-
dence, the ability to use
st
Attachment the appropriate forms
of communication can
make a difference in the
outcome.
Section 9.4 Informing and Requesting 369

Exhibit 9.10
A Request Letter
Thinking Critically: What
kinds of questions
should a request letter
answer?
September 23, 20—
Ans 9.10 Ms. Jerry Gasche
A request letter should Training Director
answer the questions State Farm Companies
38 Alexandria Drive
Who? What? Why? When?
Painesville, OH 44077
Where? and How? or How
Much? Dear Ms. Gasche:
One of your insurance representatives, Ivan Chansuvan, told me that State

Farm Companies has produced a research report about the frequency and
types of claims filed by policyholders. I would like to obtain this report.
Our company is interested in receiving information for claims relating

to both homes and automobiles. We would like to incorporate this
information into update sessions for our agents and to disseminate it
to agents we may hire in the future.
oops!
Ivan did not know the answers to these questions:
• Is the report free, or would there be a charge?
• What would the charge be?
Respond With • Would I need to buy multiple copies, or could I duplicate portions for our
Respect employees?
We want to make applicable portions of the research report immediately

Responding to a request: available to our personnel. Please give me a call at 501-555-6245 so
“You are the only person I can clarify the order, costs, and duplication issues. We are certainly
willing to pay duplication costs and costs for mailing the materials by
who found our shampoo Federal Express two-day delivery service.
product unsatisfactory.”
Sincerely yours,
(Use pleasant-sounding
language when Lance Sheskey
responding to requests.) President
tr
Be Reasonable
Many people make unreasonable requests when they are faced with job pres-
sures or do not understand how difficult, time-consuming, or complicated their
requests are.
Consider your request from the reader’s perspective. Are you requesting too much
of someone’s time? Are you asking for a character reference from someone who hardly
knows you? Can you reasonably expect this person to spend much effort on your re-
quest? Consider these factors before making a request.
Be Courteous
Courtesy is a must in business communications. Whether you are requesting some-
thing that is legally or morally owed to you, something that you have paid or will pay
for, something that is yours and should be returned, or something that the reader
should be delighted to send to you—you should always be courteous in writing
your request. Just as you deserve common courtesy, you must show common
courtesy.

Although few people intentionally write discourteous requests, people do some-
times write impolite requests. Read this request for a free copy of your landscaping
software:
Send me the free landscaping software advertised in the spring issue of
Landscaping Tips.
The company did advertise a free copy of its landscaping software, in the hopes of
selling landscape plants and trees. Does this mean, however, that the recipient of the KEY POINT
request letter does not deserve common courtesy? Of course not! The writer should
have shown more thoughtfulness and more respect for the reader by writing the request Show courtesy in making
along these lines: requests of others.
Please send me the free landscaping software advertised in Landscaping
Tips. I enjoy working in the yard and am interested in plants and trees that
will look nice but require minimal care.
Please mail the software and any other information about plants and trees
to me at the address in the letterhead. I look forward to hearing from you KEY POINT
and getting started on landscaping my yard.
Test every announce-
The writer might have reaped additional benefits from this revised, more courteous ment for completeness by
request. The recipient will gladly send not only the free software advertised in the maga- asking:
zine but also any information about plants and trees that are low maintenance since the
writer took the time to state specific needs and did so courteously. 1. Who?
2. What?
3. Where?
Making Announcements 4. When?
A great deal of information is communicated through various forms of announcements. 5. Why?
Announcements can be made through news releases, flyers, and formal cards, as well as 6. How or how much?
by e-mails, memos, and letters. Every announcement should be tested against the com-
pleteness test. Does the announcement include answers to the questions Who? What?
Where? When? Why? and How? or How much? Anticipate the questions your receiver
may have, and answer them in the announcement.
Events
Events such as open houses, anniversary celebrations, special programs, commem-
orative events, holiday celebrations, ribbon-cutting ceremonies for new buildings Going Global
or additions to existing buildings, and so on, are frequently communicated through
announcements. Making a Meeting
Significant
People In some countries, such
Occasions for announcements about people include when a new employee is hired, as Nigeria, business
when someone is promoted, when a person retires, when someone is elected or ap- conducted by phone or
pointed to a position, when a person receives an award or another recognition, and so mail is considered trivial.
on. An announcement about someone’s accomplishments is an excellent way to recog- For a business transac-
nize the person and to let others know about the person’s achievements. tion to be considered
important or significant,
Meetings personal meetings are
When meetings are needed, a meeting notice is the most efficient way to get the informa- required. Personal meet-
tion to everyone, whether it is sent as a memo, an e-mail, a flyer, or an e-mail program
ings help develop under-
such as Calendar Invite. When meetings are scheduled weeks in advance, a reminder
notice close to the date of the actual meeting will ensure better attendance. Some soft- standing and respect in
ware will automatically add the meeting to your electronic calendar and send you an relationships.
electronic reminder of the meeting.

Teaching Tip Procedures
Conference Planning—
Many organizations have a procedures book, a written, step-by-step guide that con-
Have students search for
“Conference Planning
tains copies of all the procedures the organization follows. It is important to date
Checklist” or “Planning a each procedure, especially when a new procedure is implemented or an existing pro-
Conference Checklist” to cedure is revised, so that employees can easily identify the most recent version. These
see numerous examples procedures may also be posted on an organization’s website for easy access by users
that can be modified for who have been given passwords. A similar document, an event planning checklist,
any event. is prepared to plan an event or a conference. This checklist is a timeline that lists
the tasks in chronological order and includes the date by which each item should be
completed.
Other Occasions
Additional examples of occasions for informing others include announcing new office
hours, a new toll-free telephone number, a new e-mail address, a new website, a new de-
livery service, a new product, a new address, the opening of a branch office, and so on.

Review of Key Terms
1. What are some examples of situations in which you would need to use
a procedures book? You would use a procedures book if you wanted to find out
how to process a claim, how to handle a personnel situation, or when to consult a
company lawyer on a particular topic.
2. What types of informative messages do business writers make?

Informative messages include giving instructions, giving directions, and making
announcements.
Editing Practice
Using Language! Rewrite these excerpts from letters, underline the dated expressions,
and write a replacement for each.
3. I have before me your letter of October 10 requesting our Healthy Eating
brochure. I have received your letter of October 10. . . . or Thank you for your
October 10 letter requesting. . . . or Enclosed is the Healthy Eating brochure that you
requested in your October 10 letter.
4. In the event you will be unable to meet the deadline, please advise.
If you are unable to meet the deadline, please let us know.
5. The information on your application has been duly noted. We have noted the
information on your application.
6. We wish to extend our thanks to you for taking the time to complete
the questionnaire. Thank you for taking the time to complete the
questionnaire.

Writing Letters
7. Write a letter to Gonzales Office Furniture, 1199 Memorial Boulevard, Des
Plaines, Illinois 46043, to order a desk. Before writing the letter, a
nswer each
of the questions below.
• Whom should the desk be shipped to?
• What kind of desk are you ordering?
• Where do you want the desk to be shipped?
• When do you want the desk?
• Why are you writing?
• How do you want to pay for and receive the desk?
Student letters will vary. The body of each student’s letter should recount the order,
including dates. The letter should reflect a positive attitude and provide answers to
each of the questions in No. 7.
8. Write a news release that announces a new company. Your team will
decide the name of the company and the nature of its
business. Remember to answer the questions Who? What?
Where? When? Why? and How? or How much? You may
want to preview news releases in The Wall Street Journal or
similar news reports. Responses will vary.
9. Write a memo to one of your classmates giving directions from his/her

address to your address. Remember to start with your classmate’s address,
put each part of the directions on a separate line, and end with
your address.
Discussion Point
10. Discuss ways in which a writer can present clear written instructions or
directions. Instructions should include numbered steps that are in order. Phrases are
better than sentences. Unfamiliar terms should be defined. The writer should make
use of white space and use headings, if helpful.
11. Why is it essential that business requests be precise, reasonable, and

courteous? If business requests are not precise, they could be troublesome or
costly. Being reasonable and courteous is part of standard business etiquette.

Section 9.5
SECTION LEARNING
OUTCOMES
Responding to Requests
• Answer requests promptly and use a
Writing and answering requests are common business tasks. In this
positive approach.
section, you will learn how to effectively answer requests and how
• Be helpful in answering requests. to use techniques for both granting and denying requests.
• Apply general sales techniques in
responding to requests. Answering Requests
Common courtesy dictates that a prompt reply be sent to request
letters. Also, the writer should try to help the reader as much as
possible, even if the request must be refused.
W H Y I T ’ S I M P O R TA N T Writing a response—whether the reply is positive or negative—
presents an opportunity to promote goodwill and to make a sale.
Writing and answering requests are Thus, the response should be sales-minded. In addition, the re-
common business tasks. You need to sponse, like the request, should be specific and complete.
learn how to effectively answer requests
and how to use techniques for both Be Prompt
granting and denying requests. Many companies have policies requiring their employees to respond
to letters within 48 hours—some, within 24 hours. Why? These com-
panies realize that being prompt in replying is simply good business.
Even when an inquiry cannot be answered in detail, common
KEY TERMS business courtesy demands that a reply—at a minimum, an acknowl-
• tickler file edgment of the request—be sent promptly.
• preprinted reply card Dear Mr. Miller:
Your recent request for a price quotation for two cases
• problem requests of glossy photo paper (HP C6039A) is being handled by
Michelle Cornell. Our supplier, Shick Office Supplies, now
has this paper on back order. Ms. Cornell is checking with
Shick Office Supplies to determine how soon this paper
KEY POINT will be available and what the price change, if any, will be.
Ms. Cornell expects to have this information for you by
A tickler file is a follow-up May 4. In any case, she will contact you before then to give
file or a remember to you an update on your request.
do file to help a person
Sincerely,
stay organized. It can be
a paper file or an elec- This prompt response (1) acknowledges the request, (2) tells
the potential customer who is taking care of the request, and
tronic file. Many e-mail
(3) tells the customer when to expect an answer. The writer in this
programs (e.g., Microsoft situation would send a copy to Michelle Cornell and place another
Outlook) have a calendar copy in a tickler file—“a reminder file”—for May 4.
function that can serve as Because promptness is both a courtesy and a sign of good busi-
both a follow-up file and a ness, your reader will be impressed by your quick response. Note
reminder system. how one writer capitalized on a quick response:
When I received your request by fax this morning, I checked
immediately to make sure that we could make 58,000
tassels for the programs for the presidential inauguration you
requested by January 10. I am pleased to tell you that we can
make and deliver the tassels by. . . .
374
Exhibit 9.11
Printed Form Letter
Dear Subscriber:
MANY THANKS . . . does this printed form
letter aim to achieve?
for renewing your subscription to Time. Your check for $23—half
our usual subscription price—indicates that this publication meets Ans 9.11
your high standards and expectations because you chose to in-
This printed form letter
vest your money in this product.
helps a company
We believe Time presents a variety of issues and perspectives in acknowledge all its
a different way from any other media. Our magazine attempts to transactions with
bring the facts to you with many points of view and in an objec- customers promptly.
tive, rational way. Our short, easily readable stories allow you to
have current information.
By renewing Time, you have indicated that we are doing our job in
providing the information you need about national and international
politics. However, we know it is always possible to improve a prod-
Digital
uct. Therefore, please take a few moments to jot us a note and tell Data
us how we can improve any aspect of your magazine. Simply return
your comments in the enclosed, postage-paid envelope. Just the Fax
Sincerely, Many computers today
are equipped with built-in
fax capabilities. The fax
is stored as a file on your
Another way for writers to achieve promptness when faced with a large volume of hard drive and you can
responses is to use a preprinted reply card. The card may have blanks that the writer can conveniently send the fax
quickly fill in, or it may simply give a printed message with no blanks. Despite their lack via your computer to save
of personalization, preprinted responses allow a company to respond to hundreds or time. You can pay monthly
thousands of requests promptly. See Exhibit 9.11.
to use a fax service. This
Be Helpful lets you send to a fax
A customer, or a potential customer, who asks for information expects to receive machine without having a
assistance, whether he or she is asking in person, on the telephone, or in writing. fax machine and without
When responding to a request, try to understand why the person is asking for help, using a telephone line.
and remember why your company wants you to help. Remember, too, that you are the Faxes provide the hard
expert. Whether or not you can grant the request, consider whether there is something copy that is necessary for
additional you can do to help the person. Do you know of a store where the person can
documentation.
find the product he or she needs? Do you know of a company that makes the product
he or she is looking for? Do you know of a book that covers the very topic the person
wants to research? Do you know of a service organization that can assist the person?
Note how the writer of the following letter did more than fill the request—the writer KEY POINT
anticipated Mrs. Golseth’s interest in a closely related product. Good sales expertise?
Good business? Both! Common courtesy dictates
that a prompt reply be
Dear Mrs. Golseth:
sent in response to a
It’s good to know that you are considering the ImageMaker, our telephone
facsimile transmitting system. One of our most popular items, the ImageMaker request letter.
will enable you to send any graphic design 24 × 24 inches or smaller to
any office in the world equipped with an ImageMaker and a telephone. The
ImageMaker should be particularly valuable to you and your architects in KEY POINT
other cities. Now you won’t have to wait days to react to one another’s latest
In responding to a
sketches.
A wonderful complement to the ImageMaker is our reducing, high- request, provide addi-
resolution photocopier, the ImageReducer. With no discernible loss in tional help or information
precision, the ImageReducer will reduce graphic designs as large as whenever possible.
48 × 48 inches to 24 × 24 inches—small enough to be transmitted by the
Section 9.5 Responding to Requests 375

ImageMaker. The combination of the ImageMaker and ImageReducer will save
not only the transit time of regular mail or an express mail service but also the
cost.
We very much appreciate your interest in our products and would be happy
to demonstrate them for you soon.
Sincerely,
Although it is rather easy to be helpful when you are granting a request, you can
also be helpful many times when you cannot grant the request, as the writer of the
following letter proves.
Dear Mr. Meechem:
Thank you for your recent order for the 15-millimeter, f/2.8 Canon
underwater lens. Although we generally carry this superb lens, we are
currently out of stock, and Canon will not be shipping more until September or
October.
Because you mentioned that you wanted the lens for your upcoming
scuba-diving trip, I called another supplier to find this lens. Good news: The
Shutter Shop, a photography specialty store, has the lens that you want. You
may call the Shutter Shop toll-free at 800-555-6763.
Good luck! And please be sure to try us again next time.
Sincerely,
This letter writer has certainly won a friend for his or her company—just by being
helpful. The letter writer correctly used the indirect approach and did not start the letter
with the bad news.
KEY POINT
Be Sales-Minded
When responding to a
Whenever you respond to a request letter, you should look for possible ways to make a
request letter, look for
sale. After all, whether you work in the sales department or not, your company depends
ways to sell or resell your on sales to make a profit and to pay your salary.
products or services. The hard-sell approach is rarely effective; you will not make much progress by
bluntly saying “Buy this product!” Yet you can help sell your company’s products or
services by responding promptly to requests and by being helpful. Both responses will
Teaching Tip
make your readers appreciate the quality customer service that your company provides
The Writer’s Job—Stress
and will convince them to deal with your firm.
how the writer helps sell
In addition to these indirect sales techniques, there are several direct ways to help
the company’s products.
The writer: sell your company’s goods and services when you are responding to requests. For ex-
ample, if you are sending a potential customer a catalog, include both an order blank
1. Provides a booklet that and an addressed envelope to make it easy for the customer to place an order. If a cus-
gives all the details tomer complains about having had to wait a long time to receive a previous order, take
of Gorden’s service
a few minutes to write an apology and an explanation. Better yet, tell the customer to
contract.
write directly to you next time so that you can personally track the order. Such extras
2. Subtly challenges
the reader to visit the are selling techniques.
Gorden service center Can you uncover the indirect selling methods the writer of this letter used?
nearest his home (a Dear Mr. Neumann:
see-for-yourself test).
Thank you for asking about the service contract for Gorden’s Model-X
3. Adds a personal touch
camcorder. We are pleased to share some information with you.
by providing him with
the name of the local The enclosed booklet includes a list of all the specific items that are
service center manager. covered by our service contract. In fact, Mr. Neumann, it also lists, in equally
4. Gives the reader a toll- large print, the few items that are not covered in the contract so that there
free number and asks will be no surprises if something should happen to the product; you will
him to call if he has any know exactly what is covered. By doing so, we avoid the unfortunate
questions. experience that you described in your letter.

Because service is such an important factor in your buying decision,
I recommend that you ask your local Gorden dealers how they rate the
service of two or three of the brand names that they sell. (A list of dealers
in your area is enclosed.) Further, I invite you to visit Peter Cleary of Cleary
& Sons in Woodmere, which I believe is near you. Mr. Cleary has operated
an authorized Gorden service center for more than 20 years. Not only will
visiting Peter be informative, but it will also give you a chance to meet the
person who would service any Gorden product that you own.
Please review the enclosed booklet; then let me know of any way that
we can help. You may call me toll-free at 800-555-9250 whenever you have
any questions for us. We would be delighted to be of service.
Sincerely,
Throughout the letter the writer stresses what is most important to the reader—
service.
Be Specific
The need to be specific is a general rule; it applies to any letter or memo, whether the mes-
sage is a request, a response to someone’s request, or any other type of communication.
When acknowledging receipt of money, cite the exact amount, form of payment,
and purpose of the payment.
Thank you for your Check 3689 for $1,250 in payment of Invoice 17290.
When discussing dates, times, airline flight numbers, or other specific statistics, cite
them clearly.
I am delighted to accept your invitation to discuss my career in graphic
design with your students. It has been a long time since I visited the Art and
Design Institute, and I look forward to our discussion on April 28 at 3 p.m. As
you suggested, I will bring samples of my newest designs to share with your
students.
My Delta Airlines flight 741 arrives at John Wayne International Airport at
2:30 p.m. on Monday, July 8. . . .
When you receive something of value, acknowledge its receipt, including any
specific information that is appropriate. Remember that your letter will become part of
the sender’s files—proof that you received the important mailing.
Your portfolio of industrial photographs arrived this morning. When
Kim Luttrell, our art director, returns from vacation next week, she will call
you to discuss the prints she has selected for the April issue of Modern
Manufacturing.
When acknowledging receipt of an order, include the date of the order and the
purchase order number. Although the reader already knows this information, it is re-
peated because the letter will be filed for future reference. In addition, mention how the
materials will be shipped, when the reader can expect to receive the merchandise, and
so on.
We are delighted that you are taking advantage of our annual stock- Team Activity
reduction sale. Your order No. 3598, dated July 14, will be shipped by UPS Complete Responses—
this afternoon. As you requested, the merchandise will be delivered to your Discuss ways to make sure
Warrington Avenue store. your responses to requests
are complete.
Be Complete
Although many writers try to be complete, important information is often omitted due
to carelessness.

Exhibit 9.12
Annotated Request Letter
do the annotations October 27, 20—
help the reader
respond to the letter? Ms. Judy Anderson
Sales Manager
Ans 9.12 Majestic Fireplaces
4929 Lincoln Avenue
Writing comments in the
Galveston, TX 77513
margin of a request letter
helps the recipient to be Dear Ms. Anderson:
thorough in responding.
I am interested in installing a gas log in my fireplace. I have
studied your brochure but have some additional questions
before deciding whether to invest in this product. Middle of fireplace on floor
1. How would the unit be mounted in the fireplace?
2. What special electrical hookup would be required? None
3. How much installation time would be required by your
technicians? 2 hours
4. How would a gas log affect my gas consumption? Minimally
5. What would be the total cost of the unit, including
installation? $259
6. What type of warranty exists for this product? Full 10-year
I am thinking about having the gas log installed before December
25. Please answer these questions in time for me to make my
decision.
Very truly yours,
KEY POINT
Daniel Lutje
To give a complete 245 South Hill Street
response to a request, Houston, TX 77034
outline the specific points
mentioned by the person
making the request.
One way to make sure that your responses are complete is to underline the specific
points in the request letter. Another way is to note in the margin each answer to a specific
point in the request letter. The underlined points or marginal notes serve as an outline
in writing the reply. For example, when Judy Anderson received the letter of inquiry
illustrated in Exhibit 9.12, she made marginal notes to make sure that her response,
illustrated in Exhibit 9.13, would be complete.
oops! One technique that fosters completeness is listing, either with numbers or bullets,
major points in your response. The great advantage of bullets is that readers can see that
Singular Mistake important points are coming long before they get to them. Use bullets only when the
order of the items is not important. Use numbers when priority or sequence matters.
Your order will be not Note how the writer of the follow-up letter in Exhibit 9.13 lists the major points the
guaranted to arrive on customer mentioned in his letter, as illustrated in Exhibit 9.12. In the follow-up letter,
time for the holiday. the writer enumerates each point and discusses the points in the same order as in the
customer’s letter.
(Guaranteed is the correct
word, not guaranted.) Be Positive
(Transposition—not and The need to be positive is especially important when handling problem requests. Saying
be are transposed.) no to people who have applied for credit, who do not qualify for discounts, whose war-
ranties have expired, who have asked for confidential information, who have requested

Exhibit 9.13
Response to a Request
should the writer
answer the reader’s
questions to reply
effectively?
November 1, 20— Ans 9.13
Mr. Daniel Lutje To make a response to a
245 South Hill Street request more effective, the
Houston, TX 77034 writer should answer the
Dear Mr. Lutje: reader’s questions in the
same order as they appear
Thank you for inquiring about our fireplace gas logs. I’ll be glad to an- in the original request.
swer the questions you asked in your October 27 letter.
1. The gas log would be mounted in the middle of the fireplace
on the floor.
2. The catalytic igniter does not require electricity so no special KEY POINT
electrical hookup would be required.
3. Assuming no complicating factors, our technicians can install Written responses that
the gas log in about two hours. deny a request require
4. Your gas log has three settings of flame; the lowest setting
would use as much gas as a gas stove burner. tact and diplomacy.
5. The total cost of the gas log and the installation would
be $259.
6. Our gas log units carry a full, 10-year warranty.
Enclosed is a brochure that describes the gas log in which you are in-
terested. I am sure you will find that this unit is an outstanding product
for the money.
Please call me at 1-800-555-4793 if you have further questions and to
set up an installation date.
Sincerely,
Ms. Judy Anderson

Sales Manager
lam
Enclosure
contributions that must be turned down—these situations require tact and diplomacy
from the writer. Never start your message with bad news; use the indirect approach. Employability
Remember: Whatever the cause of the problem, the writer’s goal is to retain the reader’s Skills
goodwill.
To begin, consider the contrast between the statements listed below. Note how the
Reading
positive statements say no without greatly hurting the reader’s ego.
When you are respond-
Negative Positive
ing to requests that were
• Your product does not meet • Our engineers believe that the
our specifications. brand we selected is closest to submitted in writing, it’s
our specifications. important to read care-
• You do not meet our standards • Although your qualifications fully, interpret information
for this particular job. are excellent, we feel that correctly, and respond
we must continue to search for accordingly. Reading and
someone who meets all the writing skills are essential
unique qualifications for this employability skills.
job.

Note how the negative comments stress you, while the positive comments stress we.
Always avoid saying “because of your mistake” or “you failed to.” Placing blame on the
reader will accomplish nothing. Remember, preserving goodwill toward your company
should be your goal in all business writing.
• In view of your poor payment • We shall be glad to evaluate
record, we are unable to grant your credit record after you
you credit. have settled some of your
obligations.
• We must say no. • Unfortunately, we cannot say
yes at this time.
• Your prices are too high. • While your quality is indeed top-
notch, we cannot afford to make
a purchase at this time.
Although it is important to phrase comments positively and to avoid placing blame,
you should not make false statements in refusing a request. If possible, share with the
reader some of the genuine reasons why the request is being rejected.
• As much as we would like to help you with your research project, gath-
ering the information you requested is beyond our present resources.
As you can imagine, Ms. Granger, we simply cannot take that much time
away from our usual duties.
Perhaps the most positive aspect of such refusals is to offer the possibility of future
cooperation.
• Perhaps next year we will be able to . . .
When you consider your reply from your reader’s perspective, remember to put
yourself in your reader’s place.

Review of Key Terms
1. What is a tickler file, and why should it be used? A tickler file is a reminder file. It
is used to remind the user to check on a particular action.
2. What are the advantages and disadvantages of using a preprinted reply

card? The advantage of using a preprinted reply card is that it is a time-saver when
many responses need to be made. The disadvantages are that the preprinted
responses are impersonal and they may not apply to all situations.
Editing Practice
Public Relations Alert! Rewrite each of the following sentences so that it promotes
goodwill.
3. We will repair the microwave that you claim was damaged in transit.
We will be glad to repair the microwave that was damaged in transit.
4. You made a mistake of $23 on our October 15 invoice. We find a difference of

$23 in the total on our October 15 invoice.

5. You must be too lazy to open your mail because we have already written
to you about this matter. Perhaps you may have mislaid our letter of June 16.
6. Your May 6 letter fails to explain satisfactorily your delay in paying.
Your May 6 letter does not clearly explain the reason for your delay in paying.
Writing Letters
7. You work at Allword Publishing Inc. Stefan Crowell at 23 Saltway Drive,
Saltway, Florida 33596, requested a copy of your new magazine, Video
Visions. Demand has exceeded expectations, and the first issue has sold
out. Write an appropriate letter in response to Mr. Crowell’s October 1
letter. Sample replies will vary. The indirect approach should be used (do not start
the message with the bad news).
8. You are the manager of Los Comales, a Mexican restaurant located at 655
Lamar Street, Austin, Texas 78654. Today you received a new, heavy-duty
Power Prep 40 commercial food processor, but your chef shows you that it
does not slice food as advertised. As a team, write the manufacturer, Whirl-
ing Wonder Kitchen Co., One Bluegrass Way, Lexington,
Kentucky 40506, requesting replacement of the food
processor. Sample replies will vary. Be sure to include all the
background information about the purchase, tell what the problem is,
and ask for a replacement of the food processor.
9. Mr. Owen Weinard, 3200 Pickett, Durham, NC 27705 has ordered a pair
of brown Ecco shoes from your company. He did not include the size or
width, but he did send a $75 check for the shoes, which included tax and
shipping. Write a letter to him requesting the shoe size so that you can fill
the order. Sample replies will vary. Remember to ask for the shoe size without
telling him he forgot to include it. Thank him for the order, and promote further sales
by reinforcing his selection of a quality shoe.
Discussion Point
Thinking Critically
10. If you just received a request letter, what steps would you take to answer the
request? A prompt reply should be sent in response to a request letter. The letter
should provide additional information and offer the possibility of a sale with the
company. The letter should be specific, tactful, and diplomatic.
Tech Quest
Search on the Internet to learn (1) what an online or e-fax is and (2) what an online fax
service is. Get a cost estimate and list the advantages of an online fax service. Answers will vary.
©

Chapter 10
Writing Specific Communications
Section 10.1
Persuasive
Communications
Section 10.2
Claim and Adjustment
Messages
Section 10.3
Public Relations Letters
Section 10.4
Social-Business
Communications
Section 10.5
Form Paragraphs, Form
Letters, and Templates
©Digital Vision

Workplace • Explain the objectives of sales letters.
• Write claim letters and adjustment letters.
Connection
• Identify special public relations writing opportunities.
It’s important to be able to
write effective letters to sell • Use the social-business format when writing goodwill letters.
your products, ideas, and • Describe the advantages and disadvantages of using form letters.
services and to persuade your
reader to pay for these items.
When you purchase a product
that is defective, you need to
be able to write a claim letter
to get an adjustment. Writing
public relations and goodwill
messages improves your
working relations with others.
382
Section 10.1
Persuasive SECTION LEARNING

OUTCOMES
Communications When you have completed Section 10.1,
• Explain why sales letters can
be more effective than radio or
Writing Sales Letters television commercials.
Businesses spend millions of dollars on sales letters every year
because letters have two major advantages over radio and tele- • Explain the value of knowing the
vision advertisements. First, letters give recipients something target audience when writing sales
they can touch and see or read more than once. Second, let- letters.
ters sent to a carefully selected audience can be more direct
• List the five objectives of sales
and personal than commercials, which are produced for a
mass audience. letters.
• Write persuasive request letters.
Targeting Audiences • Describe the various approaches
Think about the sales letters you receive. They range from maga- needed for writing collection letters.
zines to insurance offers to invitations to join a travel club. Do
you think that everyone on your street or in your town gets the
same sales letters that you do? You might be surprised to learn W H Y I T ’ S I M P O R TA N T
that marketing specialists make a living by choosing very select Next to the face-to-face visit of a
target audiences for different products and services. A target
audience is a group of potential customers chosen on the basis of sales representative, sales and other
certain characteristics, such as age, geographic location, income, persuasive letters represent the most
or lifestyle. effective direct contact a business can
If the new product is exercise equipment, for example, the tar- have with a customer. You should know
get audience will be fitness trainers or athletes who might be able the guidelines for writing sales letters
to use such equipment. If the product is a new line of children’s because most business letters are really
clothing, the target audience will be families with young children.
Of course, finding the target audience is not always as easy as in the sales letters written to promote the
two preceding examples. Companies that want to sell a new digi- sale of goods or services. You should
tal camera or color laser printer to prospective business custom- also know the guidelines for writing
ers may have to do extensive research to determine the best target persuasive messages to get people to
audience. donate time and/or money as well as to
When the target audience for a product is the general public, get people to pay their bills.
the challenge facing writers of sales letters is to determine which
buying motives are most likely to appeal to the readers.
KEY TERMS
Understanding Buying Motives • target audience
Identifying buyers’ needs and wants, and then satisfying those
needs and wants, is the key to understanding buying motives.
• people’s needs
• people’s wants
Identifying Needs and Wants. In general, people buy products
and services to satisfy specific needs and wants. People’s needs
• familiar tone
are vital, of course, but relatively few: food, shelter, clothing, and • sales appeals
perhaps transportation. People’s wants, by contrast, are endless.
People want not just any food, but delicious food; not just any shel-
• rhetorical question
ter, but a comfortable apartment or house; not just any clothes, • persuasive request
but the latest fashions. As you learned in Chapter 1, most people
also want security, status, the approval of others, health, personal
• collection letter
• follow-up series
383
Teaching Tip attractiveness, conveniences—microwave ovens, remote controls, home security sys-
Sales letters are sometimes tems, for example—and various forms of recreation and entertainment.
called marketing letters or While people are usually aware of their wants in a general way, they may not know
direct mail advertising. how a new product or service would fulfill any of those wants. The job of a sales letter
writer, therefore, is to convince people that a specific product or service will satisfy one
or more of their wants.
Satisfying Needs and Wants. To get readers interested in a product or service, a sales
KEY POINT letter writer must show how purchasing the item will provide the reader with prestige,
Sales letters have two good health, fun, beauty, savings, romance, freedom from drudgery, and so on. For
example, the following list indicates the kinds of personal wants and needs that can be
major advantages over
satisfied by the products and services shown:
radio and television
advertisements: Product or Service Want or Need
Pillow-top mattress Comfort
1. L etters can be read
Ready-to-serve salad in a bag Convenience
and reread.
Toothpaste Health and attractiveness
2. Letters can be more
direct and personal Home swimming pool Recreation, status, or prestige
than mass-media Outdoor lighting Security
commercials. Charitable contribution Self-esteem
Objectives of Sales Letters

Teaching Tip After identifying the target audience’s motives for buying a particular product or ser-
The Target Audience— vice, the writer proceeds to write the sales letter. Keep in mind, however, that there
Ask students to bring in is no standard formula for all sales letters. They can vary in length, organization, and
sales letters or promotional content. Nevertheless, an effective sales letter generally accomplishes the following five
literature they have objectives:
received. Have them
identify the target audience 1. Attract the reader’s attention.
for each piece. 2. Establish a close relationship with the reader.
3. Appeal to one or more specific buying motives.
Teaching Tip
4. Persuade the reader to act.
Needs vs. Wants—Help
students distinguish 5. Provide the reader with an opportunity to act.
between needs and wants.
Attracting Attention
A sales letter must immediately attract favorable attention. The appearance of a sales
letter often determines whether the letter is read or tossed into the wastebasket. Because
KEY POINT appearance starts with the envelope, sales letters often come in envelopes that prom-
ise big prizes, valuable certificates, and great savings inside. Creative advertisement
The goal of a sales letter writers take advantage of computers to add personalized attention-getting questions to
is to persuade the reader envelopes.
to buy a specific product • Would you like your next vacation to be FREE, Mrs. Anderson?
or service.
Many readers would react by opening the envelope to see what they will have to do to
get a free vacation.
Once a reader opens the envelope, other factors come into play. For example,
heavy-stock stationery and an engraved letterhead give an appearance of importance, or
Teaching Tip
the facsimile of a telegram gives the appearance of urgency. An enclosed free sample is
another good way to get a reader’s attention.
Attention-Getting
Techniques—Ask students
to bring in sales letters that
Establishing Familiarity
demonstrate attention- To keep the sales prospect reading, the writer needs to establish a familiar tone with
getting techniques. the reader. One way to achieve this goal is to refer to the reader as you as often as
384 Chapter Ten Writing Specific Communications

possible. You can also use the reader’s name in the letter. Use the reader’s name a
maximum of two times, because using it more than twice in the same letter is too oops!
repetitive and seems insincere. Another good device for establishing a mood of fa-
miliarity is to start the letter with a question that will result in a yes answer. If you Public Image
combine these two techniques, you might develop an opening sentence such as the When you represent
following:
your company at a
• Isn’t it time you took a really good photograph? public meeting, your
• Would you like to lose 5 pounds this week? communication skills can
affect the company’s
You can also establish a familiar tone with the reader in the first paragraph
by (1) using imperative sentences; (2) using informal punctuation such as dashes, public imagery.
exclamation points, underscores, ellipses, and parentheses; (3) using contractions; (Image is the correct
(4) using short, informal sentences; (5) using the reader’s name; and (6) compli- word, not imagery.)
menting the reader. The sentences that follow are opening lines that illustrate these
techniques:
Opening Product or Service

• Protect your family with Intruder Alert. Security system
• Do it now! Don’t wait a minute longer. Fitness club
Health—happiness—fitness: they’re all
yours at Exercise World!
• Mr. and Mrs. Shemesh, don’t you want Online encyclopedias
your child to get better-than-average
grades?
• You can’t let this opportunity pass—lowest Automobile
prices of the year. Come test-drive a car of
your choice today!
Appealing to Buying Motives

The writer uses market research and other knowledge about the target audience of the
sales letter to make a connection between the features of the product or service and the
presumed buying motives of the reader. The goal is to induce the reader to buy. “Incen-
tives to buy” are called sales appeals, and they are the main act of the sales letter. Keep
in mind, therefore, that the envelope, the stationery, and the opening line only set the
stage. Notice how the following excerpts use sales appeals to stimulate the reader’s buy-
ing motives:
Sales Appeal Buying Motive

• Your family will ask for more each Family approval
time you serve Barilla Pasta.
• You can get twice the work done in Convenience and
half the time if your employees use economy
Dell computers.
• You can relive all your happy moments Enjoyment; nostalgia
time and time again if you record them
with a Sony camcorder.
• Don’t drive just any car. Drive a car Personal status
that people will notice. Drive an
elegant Mercedes!
The sales appeal brings the reader to the point of wanting to buy a product. The
writer must then nudge the reader just a little further by persuading that person to act
on his or her desire to buy.
Section 10.1 Persuasive Communications 385

Persuading Someone to Act
KEY POINT
To increase the pressure on the reader to say, “Yes, I want to buy this!” the writer often
The rhetorical question uses techniques that help develop a close relationship between writer and reader. The
is the most effective most effective of these techniques is the rhetorical question. A rhetorical question is a
technique for develop- question that is posed solely for effect, with no expectation of a reply or a clear yes or
no. Rhetorical questions are asked to stimulate thought about a specific topic. Although
ing a close relationship
a sales letter may contain several rhetorical questions at various points, a question can
between the writer and be used most effectively after the sales appeal. For example, after the virtues of the
the reader. product have been described and the sales appeal has been made, imagine how effective
questions such as the following could be:
• Do pressures, deadlines, and difficult people leave you feeling frazzled?
Teaching Tip • Are your fuel bills too high?
Sales Campaigns—Ask
• Would you like to be free from back pain?
students if they have
ever received a series After subconsciously answering yes to rhetorical questions like these, readers are as
of sales letters, such as ready to act as they will ever be. However, the writer’s job is still not over.
offers to obtain a credit
card. Emphasize that such
sales campaigns include Providing the Opportunity to Act
a series of short follow-up What happens if the reader has no opportunity to act on an urge to buy? Writers of sales
letters. Each letter uses a letters include at least one of the following opportunities for immediate reaction:
slightly different appeal in
the hopes of persuading • A postage-paid reply card
the receiver to take the • An order form
desired action.
• Coupons
• A toll-free, 24-hour telephone number
• A website address
• Store locations
• Product samples
oops! • Fax number
Word Watch The sample sales letter in Exhibit 10.1 gives the reader simple instructions.
Big corporations
have public related Writing Persuasive Request Letters
departments. In addition to selling products and services, you will have occasions to “sell” ideas.
(Relations is the correct You may need to persuade your reader to spend time, donate money, or do something
word, not related.) extra. This type of request for cooperation, donations, or volunteer time is a persuasive
request. A routine request would use a direct approach and make the request at the
beginning of the message. A persuasive request uses a different approach in which
you make your case before asking for a response. The persuasive approach uses this
formula:
1. Attention
2. Interest
3. Desire
4. Action
Attention
Begin your persuasive request with something that will get the reader’s favorable
attention and make the recipient want to keep reading. You can get your reader’s atten-
tion by making an unexpected thought-provoking statement, by stating a relevant fact,
by asking a stimulating question, or by giving a sincere compliment.

Exhibit 10.1
Sales Letter With a Return
Card
www.calendars.com
1-800-555-0001
How does the return
calendars@skandke.com
card make it easier for
the reader to respond?
August 11, 20—

Ans 10.1
All the reader needs to
do is write a reply on the
Mr. Bill Brandenberger postage-paid return card.
531 Chester Avenue
Danville, VA 24540
Dear Mr. Brandenberger:
Studies show that . . .
. . . the successful people in business control time and do not let time control
them.
. . . remembering important events strengthens friendships and relationships.
. . . being organized and getting things done result in advancement
opportunities.
We know these statements describe you, Mr. Brandenberger, because you
purchased one of our convenient Day Planners last year for just $122. You
and the many other individuals who use our day planning products are better
organized and get more accomplished than those who do not use them.
Now we offer you a special, three-year subscription to calendar refills for
2019, 2020, and 2021 for an incredible $92.86. The price includes shipping
and handling for all three years. Your 2019 calendar will ship immediately.
To reserve your Day Planner fillers and have them shipped at the appropriate
times, just check the “Yes” option on our enclosed postage-paid return card,
and mail it to us. We will bill you later.
Your time is valuable, Mr. Brandenberger. Let our Day Planner continue to
help you make the most of it by acting now on this special offer.
Sincerely,
Mason Hicks
President
Enclosure
When you are asking for a gift or favor, emphasize the advantage to the reader. One of
the following appeals is often used in a persuasive request:
• The humanitarian appeal puts the emphasis on the benefit to others.
You can save a child from starving. Your generous donation of canned
food or cash will help keep a child from going to bed with an empty
stomach.
• The reader-benefit appeal emphasizes the benefit to the reader.
When you take pride in your work, your clients feel that you also take
pride in what you do for them.

• The individual responsibility appeal makes the reader feel an obligation to do
something to help others.
You can help improve the environment for everyone by taking a

few minutes to complete and return the brief questionnaire that is
enclosed. Your answers will help us develop a plan of action to improve
the environment for years to come.
Interest
Tell how your request will benefit others, tell how the reader will benefit, or include a
brief human-interest story to keep the reader interested.
Desire
Continue your persuasive request with reasons and an explanation of why the reader
will want to grant your request.
Action
Close your letter by making your request for action. Tell the reader exactly what you
want, and make it easy for the reader to respond.
Dear Friend,
Can you imagine being a child and having no winter coat to wear (to school
or school-related activities) when it is freezing outside? You could literally
freeze to death.
Many of our children at the Boys and Girls Club find themselves in
this dangerous situation as winter weather arrives. It’s easy to be a Good
Samaritan and help these children keep warm with a winter coat. You’ll feel
good about providing a basic necessity for these children.
Please help us help them. How? Look in your closet and donate any coats,
scarves, and mittens that your family no longer uses. You can also help by
sending a tax-deductible donation in the enclosed envelope or making a
contribution online at our website.
Your donation will not only keep our children warm but also give you a
warm feeling for helping our boys and girls.
Writing Credit and Collection Letters

Another type of persuasive letter is the collection letter, a letter in which a company re-
minds a customer that he or she has not paid a bill. Collecting an overdue account is not
an easy task because no one likes to ask for money. Yet businesses must ask—or they lose
money. Consequently, the goal is to get customers to pay without losing their goodwill.
KEY POINT
The goal of credit and Making Sure Customers Understand Credit Terms
collection letters is to get The terms of credit should always be explained to the customer at the time credit is
customers to pay their granted. Laws vary from state to state. In fact, in certain states the law requires such an
explanation. In commercial credit—that is, credit between a wholesaler and a retailer—it
bills without damaging the
is also advisable to review credit terms pleasantly, but firmly, when acknowledging a
goodwill relationship be- customer’s first order. If the terms are 30 days net, expect your money in 30 days and
tween the customer and do not hedge with weak statements like, “We hope you will send your check within
the company. 30 days.” Instead, say, “Our terms are 2 percent discount if you pay within 10 days; the
net amount is due in 30 days.”
Assuming Customers Will Pay

When a customer first fails to pay a bill on time, it is wise to assume that this failure
is an oversight. Therefore, if the usual monthly statement does not produce results,

Exhibit 10.2
Overdue Reminder Form
An impersonal printed
form provides a gentle
reminder that an
312 North Spring Street account is overdue.
Mattoon, IL 61938 Thinking Critically:
327-555-7853 Why is it important to
Website: www.A+rentals.com
have an impersonal
approach to overdue
collections?
Reminder
Ans 10.2
April 7, 20—
Most customers will
respond to gentle,
impersonal hints that their
Have you forgotten? accounts are overdue.
Your rent payment that was due on April 1 has not arrived yet. If customers view the
To avoid a late fee, send your payment postmarked by April 15. reminder as an attack, they
are less likely to respond
Rent due now: $500.00 positively.
Late fee: $35.00
Rent due after April 15 $535.00
If you have already mailed the payment, please disregard this
reminder.
KEY POINT
Many invoices are sent by
e-mail today, and many
customers pay online with
a credit or debit card.
companies often send the customer a second statement a week or ten days later.
Sometimes this second statement is stamped “First Reminder” or “Please Remit.”
Some credit departments use printed reminder forms such as the one shown in
Exhibit 10.2.
Most customers will respond to gentle hints that their accounts are overdue. Re-
member, the first reminder should never be an attack. Rather, it should be a highly
impersonal nudge.
Sending Additional Reminders and Follow-Up Letters Employability

If there is still no payment after a second statement has been sent, most companies will
Skills
send a series of three to five follow-up letters before turning the account over to a lawyer
or a collection agency. Thinking Creatively
In a typical five-letter follow-up series, all letters should include the amount owed Persuasive communication
and the date due. involves the ability to think
1. First follow-up letter—though clear and firm, should still give the customer the creatively. Creative thinking
benefit of the doubt. entails thinking quickly as
2. Second letter—which should be mailed no later than 15 days after the first well as generating new and
letter, should remain friendly and courteous but should be firmer and more credible ideas.
insistent than the first.

3. Third letter—should be even more insistent and forceful than the second letter.
4. Fourth letter—should demand payment.
5. Fifth letter—should state what legal action will be taken if the delinquent cus-
tomer fails to take advantage of this last opportunity to pay.
The goal of the last letter is to urge the reader to pay the bill in order to avoid legal
action.
The five-letter follow-up series provides a business with an effective and efficient
plan for collecting payment before taking legal action. It provides the customer with
plenty of time to remit the payment. The follow-up letters also allow the business to
document its efforts in collecting the truant customer’s payment, which is important if
legal action becomes necessary.

Review of Key Terms
1. What advantages do sales letters have over radio and television
commercials? Recipients can reread sales letters, which can be more direct and
personal than ads.
2. What is a persuasive request? Give one or two examples. A persuasive
request
asks for a favor, cooperation, money, time, etc. (selling an idea rather than a
product
or service). Examples: asking for donations of money, for someone to serve
on a committee, for someone to join an organization.
3. What procedure do businesses follow when writing collection letters?
Businesses
first assume that failure to pay a bill is an oversight; consequently, they
send a friendly reminder. If no payment is received, additional reminders are sent,
each
one becoming firmer in tone.
Editing Practice
Proofreading Alert! Rewrite the following excerpts so that they are more diplomatic.
4. You didn’t include your warranty number; therefore, we won’t repair your
iPod. As soon as we receive your warranty number, we will repair your iPod.
5. If you don’t have the coupon, you can’t get the discount. If you send us your
coupon, we can apply a discount to your purchase.
6. You claim that your DVD was not tested after it was repaired. We apologize for not
testing
your DVD after it was repaired.
7. You have never purchased anything from us previously, so why would

we deliver the refrigerator free? There is a charge for delivering your refrigerator.


Thinking Critically
8. Look through magazines, catalogs, and sales letters you have received. List
at least ten different types of sales appeals you find. Prepare the list under
the following headings: (1) Type of Product, (2) Trade Name, and (3) Sales
Appeal. Responses will vary.

9. As a team, write a persuasive request for a donation of food and/or money
to the Salvation Army Food Pantry to feed destitute families who do not have
the money to buy food. Student letters will vary. The letters should follow the
persuasive
outline—attention, interest, desire, action. Be sure the ending asks for a
donation
and tells the recipient how to make the donation.
10. As a team, write a sales letter—including an attention-getting envelope—that

asks young married couples to buy a new home in a new housing development.
Be sure to attract the readers’ attention, set up a close rela-
tionship, appeal to a specific buying motive, persuade the
readers to act, and give them an opportunity to act.

Student letters will vary. The letters should follow the guidelines on
pages
383–388 of the text regarding sales letters.
Discussion Point
Analyzing Details
11. How do businesses find their target audiences? Target audiences are found by
collecting
such information as age, geographic location, income, and lifestyle about
potential
customers.

12. What is the goal of a sales letter? Discuss examples of sales letters you
have received in the mail. Were they effective? Why or why not?
The
goal of a sales letter is to attract readers’ attention, appeal to their buying
motives,
persuade them to act, and give them an opportunity to act. Responses will
vary.
Encourage students to discuss how sales letters they have received correlate
with
the concept of a target audience. Discuss what makes a sales letter effective,
and
evaluate unsuccessful appeals.


Section 10.2
SECTION LEARNING
OUTCOMES
Claim and Adjustment
Messages
• Gather the appropriate facts
needed to write a claim letter that
is complete and accurate.
Writing Claim Letters
A claim letter is a type of request letter written when there is a prob-
• Evaluate claim letters received and lem with a product or service.
make an appropriate adjustment. The person who writes a claim letter believes, of course, that
• Write effective adjustment letters. he or she has been wronged. Indeed, the claim is justified if, for
example, the writer:
• Ordered Model R-75 but received Model R-57.
• Requested 150 booklets but received only 100.
• Requested size 10 but received size 14.
W H Y I T ’ S I M P O R TA N T • Enclosed full payment but was billed anyway.
One way customers let businesses • Specified brand Q but received brand T.
know they are unhappy is through Sometimes, however, the writer intended to order brand Q but
a claim letter. Businesses allowing forgot to specify this particular brand. Or the writer neglected to
claims respond with adjustment letters. proofread the order letter or purchase order and did not correct
Knowing how to write both effectively the “100” booklets to “150.” Or the writer wrote the check for
helps make you a more competent the full amount but did not enclose it. The first step in making a
communicator. claim, therefore, is to get the facts—before you write your claim
letter.
Get the Facts

KEY TERMS Before you make a claim, try to find out what happened and why.
• claim letter • If part of the order is missing, is there a packing slip

that clearly says the rest of the order will be shipped
• adjustment separately? Check your original order to be sure that the
• equitable adjustment “missing” merchandise was ordered.
• If merchandise was damaged, should you write your
• claimant claim to the supplier, or should you write it to the ship-
ping company? You will be embarrassed if you write a
strong letter to the supplier and later discover that the
shipping company was at fault.
• If the wrong merchandise was delivered, check the
original order first. Before you write your claim letter, try
to find out if anyone phoned in a change in the
order.
When you write a claim letter, you should rely on facts as the
basis of your claim. Until you have sufficient facts, do not write
the letter. When you do have all the facts, use them to describe the
claim completely and accurately.
392
Describe the Claim Completely and Accurately
KEY POINT
It is especially important to be complete and accurate when you are writing a claim
letter because you are, in effect, making an accusation. Both to make a convincing argu- When writing a claim
ment and to be fair to the reader, you should present all the facts, and you should do so letter, be complete and
accurately. accurate in presenting
Read the following letter. As you do so, note how the writer cites all the necessary
your claim.
details—weights, quantities, times, descriptions, and so on.
Dear Mr. Barnett:
We have received your invoice for 25 100-pound bags of polypropylene Teaching Tip
resin for injection molding. When we placed this order 17 days ago, we What’s Important—Stress
stressed the need for speedy delivery of the resin and were promised that completeness,
delivery within 10 days. Your invoice for 25 bags arrived on the tenth day, accuracy, and a positive
but none of the resin was delivered until the fifteenth day, when we received attitude are critical when
only 5 bags. writing any important letter.
We would appreciate that you check your records to make sure that all the
resin has been shipped. If it has, please notify our shipping company at once.
Our customer desperately needs the items to be made from this resin and is
understandably upset that we have not delivered them as promised. We are
counting on you to help us make up for lost time.
Please telephone me at 614-555-8214 by June 5 to let us know the
status of this vital shipment of resin. We will hold your invoice until we
receive all 25 bags of resin. Then, of course, we will be happy to send
payment.
Sincerely yours,
The writer not only tells the reader everything that happened concerning the
aterials that were ordered but also does so in chronological order. By giving com-
m
plete information and delivering it accurately, the writer makes an honest, believ-
able claim. Let’s look at another example of a claim letter that is both complete and
accurate:
Dear Ms. Draper:
I was distressed to receive your notice of March 1 indicating that you have
canceled my homeowner’s insurance policy No. AZ1843687 for failure to pay
the premium of $350 due on January 15.
On January 4, I mailed Check 186 for $350. On January 17, the check,
endorsed by your company and stamped “Paid,” was returned to me.
I reported this information to you on the back of a notice of cancellation
mailed to me January 30. Since I received no further word from you,
I assumed that the matter had been resolved.
Enclosed is a photocopy of the front and back of my canceled
check. Would you please send me a notice of the reinstatement of my
insurance?
Very truly yours,
The letter gives all the details—completely and accurately—so that the insurance
company can quickly correct its error. Note, however, that, even though the preceding
letter presents facts, the writer does not accuse, threaten, or demand.
KEY POINT
The goal of a claim
Avoid Accusations, Threats, and Demands letter is to get results,
The goal of the claim letter is to get the missing merchandise, to correct the billing not to accuse, threaten, or
error, or to return the damaged goods—in other words, to get results, not to accuse, to demand.
lay blame, to threaten, or to demand. For example, assume that the preceding letter
Section 10.2 Claim and Adjustment Messages 393

to the insurance company was not answered in a reasonable time. What would you
do? Write a threatening letter? Demand that the company send you a formal apology?
These are reactions, not solutions. Writing a letter that begins “You know very well
that I paid my premium,” or “You failed to reply,” or “I will sue you” would be a waste
of time.
Instead, write a reasonable letter, this time addressed to someone with more au-
thority. For example, a letter to the president of the agency that handles your insurance
would probably get results:
Dear Mr. Kovacs:
Enclosed is a photocopy of my March 5 letter to Marie Draper at your
main office. My letter has not yet been acknowledged, and I am
concerned about whether my homeowner’s insurance is in
force.
I would very much appreciate your looking into this matter for me and
providing written notification regarding the status of my homeowner’s
insurance policy.
Very sincerely yours,
Without accusing, threatening, or demanding, the letter will get results. After all,
if you were the president of the agency, would you overlook this letter? The president
would understand that the next step is legal action.
Suggest Reasonable Solutions

The opposite of accusing, threatening, or demanding is suggesting reasonable solu-
tions. Remember: Except in rare circumstances, you are dealing with honest business-
people who have made a mistake and realize it. By suggesting reasonable solutions, you
strengthen your chance of getting a just settlement quickly. For example, if you placed
an order and received only part of it, one solution might be to indicate that you will
accept the missing portion if it arrives by a specific date, as shown by the following
statement:
• We will gladly accept the 25 camping tents if they reach us by May 15, the
first day of our Great Outdoors Savings Spectacular.
Or suppose that you were overbilled $100 on an order. In this case, you might say:
• We were billed $650 for the merchandise on our Purchase Order
3290, dated July 7. The figure should have been $550. Therefore,
please credit our account for $100 and send us a credit memorandum
for this amount.
KEY POINT
It is usually best to suggest the kind of solution that you consider acceptable. If
Suggesting a reasonable you received defective merchandise, for example, you might request replacement of the
solution improves your merchandise, cancellation of the order and a credit of the amount to your account, or
chances of getting a just substitution of a similar item. Suggesting a solution tells the company what kind of ac-
settlement quickly. tion you want taken. When your suggestion is reasonable, there is a good chance that
the company will follow it.
Fairly Evaluating Claims and Making Adjustments

Whether a business is a multinational corporation or a small family store, it will have
customers who claim that they received fewer items than they ordered; damaged goods;
the incorrect size, color, or model; unsatisfactory merchandise; and so on. Each cus-
tomer’s claim must be answered, and each situation must be studied. The business must
(1) determine whether the claim has any merit and (2) examine how the merchandise
was damaged or why the wrong item was shipped so that the same mistake will not hap-
pen again.

In many cases, an adjustment will be made—the customer will receive a full or
a partial credit, will be allowed to exchange the merchandise, or will be granted a
refund.
Several qualities are required to evaluate a claim, determine a fair adjustment, and Going Global
approve the adjustment: (1) business experience; (2) company authority; (3) familiarity
with company policy, industry standards, and consumer laws; and (4) common sense. European Dates
You are essentially playing the role of judge; but since you have a vested interest in the When writing dates,
case, being impartial is difficult. Yet an equitable adjustment requires you to be reason-
many European countries
able, fair, honest, and impartial in making your decision.
Making the right decision is, therefore, a difficult task. The sources of evidence that write the day before the
you must weigh are the company; the claimant, that is, the person making the claim; month—24 July 2016.
the transaction; and, in some cases, the law. Let’s look at each source to see how it This style is also com-
influences or affects the final decision. monly used in military
correspondence.
The Company
As an ethical business, your company will want to examine its responsibility in light of
a claim. Ask yourself the following questions to determine the extent of your company’s
responsibility in causing the situation.
• Do you know, without a doubt, that the company is not at fault?
Teaching Tip
• Could anyone in the company have made a misleading statement? Adjustment Letters—
• Could the advertising be misinterpreted? Skill in evaluating claims
• Could your records be at fault? fairly goes beyond the
scope of this text. Use
• Is it possible that someone in the company made a mistake? this discussion to provide
If such questioning reveals an element of blame on the part of the company, you, students with an overview
of the kinds of factors that
the adjuster, will probably decide to honor the claim, at least in part.
should be considered
before writing the
The Claimant adjustment letter.
To help you evaluate the claimant’s share in causing the claim, ask questions like these:
• Could the claimant be mistaken?
• Is the claim, if true, a reasonable one to make?
• Has the claimant provided all the information you need to check the claim
and place responsibility for it?
• Does the claimant have a record of fair dealings with your company?
Even if you find that the claimant is wrong beyond any doubt, good business sense
tells you that perhaps the claim should be honored anyway.
KEY POINT
The Transaction To evaluate a claim, the
The answers to the following questions will help you arrive at an equitable decision employee must con-
about the transaction. sider these sources of
• Did your company carry out all its obligations—both stated and implied—to evidence:
the customer?
1. The company
• Has your company made any claims with reference to this product, such as,
2. The claimant
“Double your money back if you are not absolutely satisfied”?
3. The transaction
• Were any misleading statements made to the customer by your sales personnel?
4. The law
• Is there evidence of faulty materials or workmanship in the product?
• Were the instructions for use of the product clear and complete?
If you find a defect, either in the product or in the handling of the transaction, you
should decide in favor of the claimant. This correction is just one more application of
the commonly practiced business rule of trying to please the customer.

Sometimes you will have to seek further information before you can answer the
previous questions. You may need to question some of your co-workers or to write to the
claimant before you have all the facts. The following letter is an example of an inquiry
addressed to a claimant:
Dear Mrs. Lane:
Thank you for your October 17 letter about your StairTrainer treadmill. We
are sorry that you are having problems with the treadmill, a product that is
usually quite reliable.
We cannot locate a copy of your warranty agreement, which should be on
file here. The period of the warranty is normally one year. If you could send
us the transaction number from the top right corner of your receipt, we could
confirm the purchase. If you do not have the receipt, then please give us the
name of the dealer from whom you made the purchase and the approximate
date of purchase.
As soon as we receive the information, we will be happy to make an
adjustment.
Sincerely yours,
When you receive the necessary information, you will be able to make an equitable deci-
sion on the claim.
The Law
In some cases, laws will determine what you must decide regarding a claim. Laws in-
KEY POINT tended to protect consumers, for example, allow a consumer to cancel certain contracts
Be sure you have all the within three days “without penalty or obligation.” State or local laws may apply in spe-
information you need cial situations in your industry.
In any case, you should realize that there are potential legal problems in some situ-
before handling a claim.
ations. Although you have learned that you should not threaten when making a claim,
many writers will threaten you with legal action in their first claim letters just because
they believe that making such threats will get results. Does your company have a policy
that requires all employees to notify the legal department any time there is the pos-
sibility of a lawsuit? Whether or not it has such a policy, you should notify someone in
oops! authority, perhaps your supervisor and the legal department, whenever legal action is
even remotely possible.
Misstating the Case
You may also want to Writing Adjustment Letters
make souvenirs for your
After probing all the sources of evidence and reviewing all the facts in a claim, you may
guests to take home as
determine that (1) the claim is indeed allowable, (2) the claim is only partially allow-
memorandums. able, or (3) the claim is not allowable. Now comes the task of using your writing skills
(Mementos is the correct to respond to a claim letter with an adjustment letter.
word, not memorandums.)
An Allowable Claim
Mistakes occur in every business. What separates a well-run business from a poorly run
business is not whether the company makes mistakes but how it handles its mistakes.
Question: What do you do when the error is yours? Answer: Use the direct ap-
proach and grant the adjustment in the opening sentence. Admit that it was your fault,
without arguing or trying to avoid responsibility. Note how effectively this is done in
Exhibit 10.3.
The writer also strives to keep the customer’s goodwill throughout the letter. In an
effort to maintain goodwill, some companies will even grant doubtful claims if the costs
are not excessive. In this way, they develop an excellent reputation among their custom-
ers and gain new business.

9376 West Century Boulevard
Los Angeles, California 90045
213-555-4678 • FAX: 213-555-4699 Employability
www.turbakinstruments.com Skills
November 5, 20— Negotiating
When you are working
Dr. Carlos A. Gotardo with claim and adjustment
Anderson Manufacturing Corporation communications, negotia-
3976 State Street tion skills are essential.
Prestonburg, Kentucky 41653
The ability to communicate
Dear Dr. Gotardo: ideas that are agreeable
A new barometer has been shipped to you by air freight. and satisfactory for both
From your description in your November 2 letter, we believe that parties is a valuable
your aneroid barometer was mistakenly calibrated for use as an employability skill.
altimeter. We manufacture altimeters and aneroid barometers using
the same mechanism—only the calibrations are different.
Somehow the wrong model number and nameplate were placed on
the barometer you received. Please accept our sincere apology. We
are reviewing our procedures in an effort to prevent this kind of mix-
up from happening again.
When we can be of further assistance to you, Dr. Gotardo, please
write or call. Going Global
Sincerely yours,
A Feel for the Foreign
Before doing business in
Art Dale, Supervisor
Customer Service Department
a foreign country, learn
some basic information
yr
to help you avoid embar-
rassing mistakes. Find
out the location, currency,
climate, units of measure-
Exhibit 10.3
ment, and recent history
Letter Granting an Adjustment
Thinking Critically: Why should a letter granting an adjustment start to give you insight into
with the good news? Ans 10.3 By starting with the good news, such as the business. Knowing
granting the adjustment, the company keeps the customer’s goodwill. such information will show
respect to the people you
are visiting.
A Partially Allowable Claim

Allowing a claim is rather easy. Slightly more difficult is reaching a compromise with
a claimant. For instance, if the transaction involves a heavy piece of equipment worth
$9,000, the manufacturer will probably be reluctant to exchange the equipment and
pay for double shipping charges besides. Yet, that may be what the claimant asks for.
Suppose, for example, the director of the Community Food Pantry recently pur-
chased a commercial walk-in cooler for the food pantry. The customer states that
the walk-in cooler is unsatisfactory because the cooler does not stay at a constant
temperature. She now wants to exchange the cooler for a new one. You feel certain
that the problem is caused by a malfunction of the thermostat. Replacement of the

thermostat will take one of your technicians about 15 minutes and cost you about
KEY POINT $100. Exchanging the entire walk-in cooler, which weighs 2,000 pounds and is valued
at $8,300, will be expensive because of shipping costs. Moreover, the customer will
Strive to keep a custom-
have to wait at least two weeks for a new walk-in cooler. You decide to seek a compro-
er’s goodwill when writing mise adjustment.
an adjustment letter. How much of an adjustment a company makes in a case like this depends on
company policy. You believe that the customer will be satisfied with the walk-in
cooler after the thermostat is replaced. You are also willing to send the customer a
$100 donation to the Community Food Pantry for the inconvenience caused by the
failure of the thermostat. Your letter describing this proposed adjustment might read
as follows:
Dear Mrs. Patterson:
Teaching Tip Thank you for your letter about the problem you are having with your
Legal Consequences— new Thermal Products 2000 Series Walk-in Cooler. Your description of the
Stress the need to get the problem sounds like a defective thermostat unit in the cooler. Although
required approvals for we thoroughly test each walk-in cooler and its thermostat before it leaves
making adjustments. Once
our plant, the coolers are sometimes damaged by rough handling in
on the job, students will
transit.
need to be very careful
about what they say in all Mrs. Patterson, we want you to be satisfied with our products and
letters and will need to service. We realize that the thermostat’s failure has inconvenienced your
develop a sense for what community food pantry operation. We can send a service technician with a
may be legally dangerous new thermostat unit to your location. Replacing the unit will only take about
to the company. 15 minutes, and the technician can test it immediately to make sure it is
working properly. Please call our service center at 317-555-2243 to make an
appointment for our service technician to visit your food pantry. In addition,
we have enclosed a $100 check for your food pantry for the inconvenience
caused by the failure of the thermostat.
We are confident that your Thermal Products 2000 Series Walk-in Cooler
will provide good service for years to come.
Sincerely yours,
Teaching Tip
The writer is trying to reach a fair settlement with the customer. Nonetheless, Mrs.
Never Defensive—Point
out that, in an effective
Patterson may reply by asking to be compensated for the additional food that had to be
letter, the writer is never purchased to replace all the food that had to be discarded.
defensive.
A Nonallowable Claim
Although a business may strive to satisfy its customers and may have the most
lenient claim policy in its industry, it will encounter situations in which claims
simply cannot be allowed. For example, one customer may try to return a per-
fectly good lamp that he ordered simply because he no longer wants that style.
Another customer may wrongly insist that she ordered merchandise before a price
increase. If the business granted such claims once, it would set a questionable
precedent. Besides, granting such a claim would be poor business. Whatever the
reason, the company is faced with the uncomfortable but necessary task of saying
no to a customer.
Assume, for example, that you are employed by Essex Distribution Company, a
computer products wholesaler. Last month, you featured a special offer on the complete
Epic Model KL computer system. In your mailer to dealers, you specifically stated that
you are discounting your current inventory of the KL model by 30 percent “to make
room for new inventory.” Many dealers took advantage of the superb discount offer. You
specifically stated in the mailer that this sale was a “clearance sale” and that no returns
would be permitted.
Toni Gleisner, manager of the Inacom Computer Center, purchased 50 of the dis-
counted Epic KL systems, sold 20, and then asked permission to return the remaining

30 systems. Because Inacom is a good customer, you have “bent the rules” in the past to Teaching Tip
allow Ms. Gleisner special return privileges for unsold merchandise. This time, however, The You-Attitude—Point
you simply cannot accept the 30 Model KL systems. You must write to Ms. Gleisner to out how the letter writer
tell her this, but you must also try to retain her goodwill—and her future business. To do maintains the you-attitude.
so, perhaps you would send the following letter: The letter:
1. Has a positive tone
Dear Ms. Gleisner: throughout.
2. Acknowledges Ms.
Thank you for complimenting us on our special offers of the top brand
Gleisner’s claim
names in computers. We at Essex pride ourselves on being the number one courteously.
computer distributor in the state, and we sincerely appreciate having the 3. Gives specific reasons
opportunity to do business with the number one computer store in the state, why the claim cannot be
Inacom Computer Center. granted.
As you know, Ms. Gleisner, no other distributor has offered such a drastic 4. Suggests a possible
discount on Epic computers as our recent 30 percent discount. We did solution for clearing
so, frankly, because we were forced to make room for new inventory. We Inacom Computer
simply had to clear our stock at the time of the special sale. That’s why we Center’s excess stock.
specifically stated that the sale was on a no-return basis. I’m sure that you, 5. Maintains the
customer’s goodwill
too, have been faced with similar situations.
by giving her advance
As much as we would like to help you, we really cannot accept a return
notice of an upcoming
of 30 Epic KL systems. For one reason, we now have on order more than sale and by showing
500 of the new Epic XP systems. As you can imagine, these 500 systems appreciation for her
will take up a lot of warehouse space and eat up many inventory dollars. business.
We are also increasing our inventory of other major brands so that we can
continue to deliver to dealers like Inacom all computer merchandise in the
minimum amount of time. By serving you better, of course, we help you
serve your customers better.
May I make a suggestion? A few days ago Bill Kline of Computer World,
located in the Warren Mall, was eager to get more Epic Model KL systems.
Perhaps you can arrange to sell your stock to Mr. Kline. Of course, if I should
hear of any other dealers who are looking for Epic KLs, I will be sure to call
you.
By the way, let me give you some “advance notice” of a special sale we are
planning for next month. We will be offering the popular Speedex ZIP disk drive
for only $75 and the Lark DSL modem for only $95!
Sincerely yours,
Although the reply is clearly no, the letter has a positive tone and maintains the cus-
tomer’s goodwill. The writer used the indirect approach; start with a buffer, which gives
the reasons before the refusal, and then end with another buffer.

Review of Key Terms
1. What guidelines should a writer follow when writing a claim letter?
Before
writing a claim letter, the writer should find out all the facts: what happened,
and
why. The letter should be complete and accurate in presenting the claim, avoiding
accusations and threats. In addition, the writer should suggest a reasonable solution.


2. What kind of claim adjustments do customers receive from businesses? How
does a business determine how to make an equitable adjustment?
Customers may receive full or partial credit, an exchange of merchandise, or a refund.
To
make an equitable adjustment, a company will evaluate its business experience;
examine
company policy, industry standards, and consumer laws; and apply common
sense in reviewing the claim.

Editing Practice
Call an Editor! Underline the errors. Then, edit and rewrite the following paragraph.
3. Send me the compleat two-volume set of Marketing and Distribution. I
understand I will also recieve a one-year subscription to American Business
Today, along with a calender for business executives. Please-refrane from
placing my name on any mailing lists. Enclosed is my check for $53.99.
Answers
will vary. Student responses should include positive language. Start the
letter
with please.

Writing Letters
4. Review the adjustment letter addressed to Mrs. Patterson (page 398).
Assume that in addition to the replacement thermostat, she also wants full
compensation for all the food that could no longer be distributed as a result
of the defective thermostat. Write a letter to Mrs. Patterson asking her to
send an itemized list, including the cost, of the food that had to be replaced.
You are not committing yourself at this point to reimburse her for all the lost
food. Letters will vary. Student letters should reveal a positive attitude.

5. You ordered a Model DPS-8 Sony Blu-ray player from Orion Inc. on
December 5 as a gift. Orion promised shipment by December 20. The Model
DPS-8 Sony Blu-ray player didn’t arrive until December 27,
however, and without the necessary hardware to connect it to
an amplifier! The catalog stated that all necessary hardware
would be included. As a team, write the body of the claim
letter that explains what happened and suggest a solution.
Responses
will vary. The body of students’ letters should provide a recount of the
order, including dates.


Discussion Point
Thinking Critically
6. Why are claim letters that use a negative, threatening tone a waste of time?
What approach would ensure the claimant a quick and reasonable
settlement? If a claimant wants results, he or she should let the company know what a
reasonable solution is. In this manner, both parties know what action is expected.

7. How do the company, the claimant, the transaction, and the law determine
the outcome of a claim? Provide current examples. The company should first
determine whether it is in any way responsible for the claim; this includes looking
at the claimant, the transaction, and the law. The company needs to make sure
the transaction lived up to its obligations, including any company claims, such as
“complete satisfaction guaranteed.” Finally, the company needs to adhere to state
and local laws.


Section 10.3
SECTION LEARNING
OUTCOMES
• Write a letter effectively promoting
Major corporations have public relations departments that special-
a new business.
ize in creating favorable images of their firms and minimizing the
• Write a letter encouraging credit negative impact when their firms get unfavorable news coverage in
account use. the media. Although you may not work in the public relations de-
partment, as an employee you will certainly affect your company’s
• Apply general public relations public image. Public relations is the business of influencing the pub-
techniques to the writing of routine lic to have understanding for and goodwill toward a person, firm,
business letters. or institution.
Whenever you communicate with the public as a representative
of your company—when you talk with or write to anyone outside
the company—you have an opportunity to influence the public’s at-
titude toward your firm. Your communication skills can definitely
contribute to your firm’s favorable public image.
Favorable public relations with a
business mean that the public has Special Public Relations Opportunities
a positive opinion of the company You have seen advertisements that say, for example, “Working Hard
or organization; unfavorable public to Keep You and Your Family Safe . . . FIRST-ALERT SMOKE
relations mean a negative opinion. DETECTORS.” This ad is not designed specifically to sell First-
Alert’s Model 911-E smoke detector or to sell First-Alert’s line of
products but instead is designed to promote the First-Alert Com-
pany in general. The purpose of the ad is to convince you that the
First-Alert Company has your safety in mind. Why? So that, when
KEY TERMS you do shop for smoke detectors, you will—either unconsciously or
• public relations otherwise—select First-Alert—a name you can trust.
The public relations specialist looks for opportunities to show
• public relations specialist
the company in the best possible light. When an employee receives
• public relations campaign a commendation from his or her community for civic work, the
company might send a news release to various newspapers to share
this good news with the public. The good civic work of one of its
employees helps to enhance the firm’s image. On the other hand,
the public relations specialist tries to minimize anything the public
could interpret in a negative way.
Unfavorable public opinion can ruin a firm. For example, if
a newspaper report states or implies that the All-Natural Breads
Company uses chemical preservatives and artificial coloring de-
spite claims that its breads contain only natural ingredients, public
opinion of that company will certainly drop—even if the report is
KEY POINT later proved false. Consumers who remember the negative report
Public relations is the may start buying another brand if they doubt the integrity of the
business of positively company.
With the capability of today’s social media, negative news trav-
influencing the public’s
els almost instantly to millions of people around the world. It’s
feeling or attitude to- almost impossible to stop even if the news is later proved false.
ward a company or an Organizations are very concerned about their public image. A com-
organization. pany can go from being a successful, thriving business to being
bankrupt in a day or two.
402
Knowing the benefits of good public relations, all businesses strive to create—and to Teaching Tip
maintain—a favorable image of their organizations in the eyes of the public. An oil com- Public Relations Ploys—
pany may televise a short film showing the public that the company works to protect the Help students see that
environment wherever it drills for oil. A well-known, reputable person may narrate the public relations letters
film to lend it additional credibility. At no time does the narrator say, “Buy your oil and and advertisements
gas from Enviro-Go.” Instead, the narrator points out all the benefits the company offers are intended to help
sales without specifying
the public.
particular products.
The public relations specialist tries to win friends and customers when faced with Thus, there is an ulterior
the opportunity to: motive to public relations
• Promote a new business. advertisements and letters
because they attempt
• Announce a special privilege or service to preferred customers. to sell indirectly. Ask
• Offer special incentives to encourage charge customers to use their credit students to cite examples
cards. of popular public relations
advertisements.
• Welcome new residents—who are potential customers—to the community.
• Congratulate someone for a special achievement.
• Invite someone to a lecture, art show, demonstration, or film.
• Thank someone for his or her business.
Promoting a New Business

To promote a new business, the first step toward establishing good public opinion is to
announce the grand opening—for example, in a letter such as this one:
May we introduce you to—Pièrre Maigrete, chef and managing partner of
Chicago’s premier and most exciting restaurant:
Entre Nous
Chef Maigrete, a graduate of the American Culinary Arts Institute and
the author of two best-selling cookbooks, has practiced his culinary
magic in several fine restaurants in New York and Boston. Good Food
magazine has hailed Pièrre Maigrete as “one of America’s most creative KEY POINT
young chefs.”
Come to Entre Nous for the ultimate dining experience. Surrounded by Astute businesspeople
understated elegance, you and your guests will be attended by a well-trained look for opportunities to
staff who will describe in detail the tempting appetizers, entrées, and desserts improve public relations.
that Chef Maigrete and his staff will prepare for you.
Reservations are necessary, and all major credit cards are accepted. As a
courtesy to all guests and for your personal dining pleasure, all dining rooms
are designated as nonsmoking.
Join us at Entre Nous for a relaxed evening of fine dining.
Cordially,
This letter alone is simply one step in a public relations campaign, though. To
e ffectively promote this grand opening requires newspaper ads, spot announcements on oops!
local radio stations, circulars, and news releases, all focused on the general theme and
tone of this letter. Together, these messages make up a public relations campaign that Unappealing Error
will surely reach the potential diners who live or work in the Chicago area.
Sales letters or
Through these public relations communications, Entre Nous seizes every opportu-
nity to put its name before potential customers in a favorable light. promotional letters are
written to appeel to a
Handling Special Opportunities specific audience.
The sharp businessperson has an eye for opportunities to improve public relations—and (Appeal is the correct
takes every advantage of those opportunities. For examples of letters created for special spelling, not appeel.)
occasions, see Exhibits 10.4 and 10.5.
Section 10.3 Public Relations Letters 403

Exhibit 10.4
Sales Letter With a
Special Offer
How do companies 449 North Leisure Boulevard, Louisville, KY 40205
use sales letters to Phone: 520-555-8728, Fax: 520-555-8728
attract interest in a E-mail: traveldesign@cactusnet.com
product or service? www.traveldesign.com
Ans 10.4 April 21, 20—

Companies often use
special promotions to
Ms. Inge Colby
attract interest in a product
23849 Lucas Street
or service.
Louisville, KY 40205
Dear Ms. Colby:
Do you need a vacation? Like many people, you probably enjoyed your
last few days away from the office during the holidays. That seems
so long ago as you wade through the endless piles of paper on your
desk, as you sort through endless requests, and as you hurry from one
meeting to another.
We invite you to visit our summer getaway representative at the Travel
Center. We can offer you many alternatives for the weekend, week,
or month vacation you deserve. We can offer suggestions that fit your
preferences. We have the networking capability to make all arrange-
ments so you don’t have to worry about any details. All you have to do
is think about a glorious vacation that lies ahead for you beyond that
oops! stack of papers on your desk!
Right now, you can take advantage of many airline and tour
Important Facts discounts. Give yourself something to look forward to. Come in and
talk to one of our representatives today.
Please check all names
Sincerely yours,
and dates when preparing
the press release. The
factuals are very important. Angela Williams
Travel Manager
(Facts is the correct word,
not factuals.)
KEY POINT Everyday Public Relations Opportunities

Unless your job is in the public relations department, you may not have all the spe-
Common, everyday busi- cial opportunities that have been discussed so far. But the techniques will be useful
ness transactions provide because you will have everyday opportunities to improve public relations for your
opportunities for public company.
relations. In Exhibit 10.4, note how the writer of the letter uses a rhetorical question to catch
the reader’s interest. The writer continues the letter by stating how the company can
assist the reader.
Note in the following letter that the writer “sells” the company. In other words,
the writer employs good public relations techniques in replying to a routine request for
information.
Dear Mr. Foster:
All of us here appreciate your thinking of the Raccoon Lake Inn as the
place to hold your annual sales conventions. Thank you for the compliment!

For several years now, you have used our facilities to host your
special dinners, to demonstrate products to customers, to train your new
representatives, and to lodge your employees and guests whenever they are
in our area. We do, indeed, make a special effort to make all your meetings
successful because your appreciation of our efforts always shows. Employability
Mr. Foster, we sincerely enjoy serving you, your employees, and your Skills
customers. Thank you for doing business with us.
Cordially yours, Organizing
In Exhibit 10.5, the writer contacts a former customer to pave the way for future Information
business. Public relations letters
As you see, public relations is part of every letter you write for your company. When present an image of the
you write your letters, even routine letters, look for ways to incorporate good public rela- company. By preparing
tions techniques.
a well-organized letter
that is factually correct
and states information
clearly, the company is
represented well and the
public sees an image of a
positive company.
October 8, 20—
Mrs. Lynn Dubea Digital

9376 Valley View Parkway Data
Pasadena, CA 91116
Dear Mrs. Dubea: Templates
Congratulations! You now own the big screen television you Many word processing
purchased one year ago. Our enclosed canceled note is your record programs contain tem-
that all payments have been made on this product.
plates for creating news
We are sorry to lose you as a customer because you have always made releases. Depending on
all your payments on time. We hope you will consider us again to
finance your purchase of additional major household items.
the template used, the
placement of the company
Please file our enclosed certificate that will entitle you to our lowest
possible finance rates when you seek loans from us for indoor and name, date, title, and any
outdoor household items as well as new vehicles. Present the cer- pertinent information will
tificate to a representative at any one of our conveniently located vary. Choose the template
offices for service on your loan requests. We will be most pleased
to work with you again. that best fits your com-
pany’s needs or use exist-
Cordially yours, ing templates to generate
your own personalized
Sofia Martinez document.
Vice President
ms/note3689
Enclosure Ans 10.5
While thanking her for
her business, the writer
reminds the customer that
Exhibit 10.5 she has credit privileges
Public Relations Letter with the company the next
The writer makes an opportunity to contact a former customer. Thinking time she considers making
Critically: What are the objectives of this public relations letter? a purchase.

Review of Key Terms
1. Why are public relations important to business? Public relations can make or
break a business. If public relations are favorable, the consumer has a positive
attitude toward the company. Unfavorable public opinion can ruin a firm.

2. How can a public relations campaign promote a business? A public relations
campaign draws potential customers to new and established businesses. Letters,
newspaper ads, radio announcements, circulars, and news releases provide the
opportunity to put the business name in a favorable light, increasing the number of
prospective customers.
Editing Practice
Call an Editor! Rewrite the following sentences to improve any poor writing techniques.
3. Sue borrowed the iPad which was on my desk. Sue borrowed the iPad that was
on my desk.
4. You can use either of these four spreadsheets as a model for your training
course. You can use any of these four spreadsheets as a model for your training
course.
5. Arriving to pick up the package, I asked the messenger to wait while the
cover letter was signed by Ms. Downing. I asked the messenger, who arrived
to pick up the package, to wait while Ms. Downing signed the cover letter.

6. Employees must now submit their health insurance claim to Tom Ingram in
the Human Resource Office. Employees must now submit their health insurance
claims to Tom Ingram in the Human Resource Office.
7. You are the manager at Beckley’s Hardware Store, located near the city
limits. Traditionally, most of your customers have come from the city, but with
new neighborhoods springing up beyond the city limits, you are looking for
a way to develop business with the new residents. Write a letter, enclosing a
$5 coupon, that invites each resident of the new area to visit your store.
Student letters will vary. Letters should welcome new residents to the area, mention
the coupon, use the hardware store name once or twice, mention what products the
store carries and any special services it provides. Include store hours, location, and
website for ordering online.

8. You work for Newlook Decorators. You want to encourage prior customers
with good credit to make another purchase of your new line of furniture. As
a team, write a letter that invites your charge customers to a special preview
showing of the new line. Admission will be by ticket only, and
you are enclosing a ticket with each invitation. The general
public will not see the new line until after the special showing.
Student letters will vary. Letters should emphasize that the preview
is special, by invitation only, and should mention the date, time,
place, and the enclosed ticket.

Discussion Point
9. How do companies promote public relations through their business letters?
Student answers will vary. Business letters can promote public relations by
announcing special services to preferred customers, offering special incentives to
charge customers, welcoming new residents to the community, congratulating those
with special achievements, and thanking customers for their business. These letters
also serve to make an indirect sale.

10. What effect can one negative incident have on public opinion? Discuss some
examples of unfavorable public opinion and their effects. People tend to
remember negative publicity. Even if a company’s name has been cleared of any
unfavorable publicity, customers will doubt its integrity. Student examples will vary.
Examples could include a recall of food items for safety issues, airlines mistreating
customers, etc.


Section 10.4
SECTION LEARNING
OUTCOMES
Social-Business
Communications
• Use the correct social-business
letter format both on plain statio-
nery and on printed stationery.
Common courtesy and tradition demand that workers send
• Write effective congratulatory social-business communications to congratulate co-workers on a
letters, thank-you letters, and special occasion, to express condolences when a business associ-
condolence letters. ate suffers the loss of a loved one, to reply properly to a formal
invitation, to thank someone for a special favor or a gift, and so
• Correctly write—and reply
on. Just as you would appreciate hearing from your co-workers and
to—formal invitations. business associates in these situations, you should let them hear
from you whenever appropriate.
Social-Business Letter Format

W H Y I T ’ S I M P O R TA N T As you learned in Section 9.3, the format of a letter is the arrange-
ment of letter parts on the page.
Common courtesy and tradition
require people to communicate their On Company Letterhead
congratulations or sorrow. For a social-business letter typed on company letterhead, use the
social-business letter format illustrated in Exhibit 10.6. As you see,
in this social-business letter format, the letter parts are in the usual
position except that the inside address is placed last, positioned at
KEY TERMS the bottom left of the page. In addition, there is a change in the
• social-business communications usual punctuation pattern for business letters: The salutation ends
with a comma rather than with a colon. Reference initials, copy
• format notations, and so on, are not included.
• executive letterhead The three most commonly used sizes of stationery for busi-
nesses are:
Letter (also called standard) 81⁄2″ × 11″

Executive (also called monarch) 71⁄4″ × 101⁄2″
Half letter (also called baronial) 51⁄2″ × 81⁄2″
Most correspondence is sent on standard-size stationery,

but some companies provide executive letterhead for social-
business and goodwill letters. Many people consider monarch-
and baronial-size stationery especially fitting for executive
correspondence. All three sizes should follow the format de-
scribed in this section. When using executive and half-letter sizes,
be sure that your envelopes match this stationery in color, tex-
ture, and size.
On Plain Stationery
When a social-business letter is typed on stationery with no printed
letterhead, include the return address as you would in personal
business letters. See the letter illustrated in Exhibit 10.7.
408
Teaching Tip
Social-Business Letters—
Ask students to identify
different ways in which
Lakeside Community College One Towne Centre
Lee’s Sumitt, MO 64063 their friends or relatives
Department of Computer Science
Telephone: 573-555-3576 might congratulate them
Fax: 573-555-7413
E-Mail: lungren@lcc.edu on special occasions.
Then, make the point
October 14, 20— that, in business, the
way to communicate
congratulations,
appreciation, or sympathy
Dear Ms. Childs, is through a well-written
Congratulations on your recent promotion to Executive Editor. As social-business letter.
an author who has worked with you for two years, I know the
promotion is well deserved.
You have played an important part in developing the concept for
my computer applications text. You have also secured approved
funding, completed and implemented input from reviewers, and
kept me on track in terms of meeting manuscript and production
deadlines.
As a result of your efforts, my text is now being used in community
colleges around the country. Not only do you have superb editorial
skills but also you have the people skills to pull everyone together KEY POINT
as a team to complete this project.
The inside address is
I hope your promotion will not affect our working relationship
placed at the bottom left
when the text revision begins. I look forward to working with you
again. I do wish you continued success in your new position and of the letter in the social-
with all projects for which you have increased responsibility. business letter format.
Sincerely,
Merle Buss
Associate Professor Ans 10.6
Ms. Lynn Childs Prepared in modified-block
Beacon Publishers style, this letter illustrates
321 National Boulevard the two unique features
Brechenridge, MO 64625 of social-business letters:
(1) the inside address is
positioned at the bottom
left of the letter and (2) the
salutation ends with a
comma, not a colon.
Exhibit 10.6
Congratulatory Letter on Standard Letterhead
Thinking Critically: What are the two unique features of social-business
letters?
KEY POINT
Congratulations Letters
Goodwill messages should
Special honors and special events provide ideal public relations opportunities. They pres-
ent you with an appropriate occasion to say “Congratulations!” Your reader will appreci- be sincere. Avoid humor
ate your thoughtfulness, and you will certainly win favor both for yourself and for your because humor may be
company. Remember: Everyone wants to be respected and admired, and a congratulatory perceived as sarcasm.
message shows your respect and admiration for someone’s accomplishment or recognition.
Section 10.4 Social-Business Communications 409

Going Global 1003 Bridge Street
West Lafayette, IN 47906
The 24-Hour Clock April 7, 20—
In many countries, times Dear Ms. Liu,

are expressed according My best wishes to you upon your election as national president
to the 24-hour clock. For of the National Reading Literary Council. You have shown your
dedication to the goals of this organization at both the local and
example, 3 p.m. would be
state levels.
the same as 15:00 hours.
With your experience, you will continue to work hard and be
influential in helping everyone learn to read. By doing so, you will
improve the quality of life of many people nationwide.
I know you will have a productive and successful term in this very
important leadership position.
Cordially yours,
H. Michael Finkle
Ms. Luci Liu
334 Emerson Street
Chicago, IL 60606
Ans 10.7
This social-business letter,
prepared on plain, 81⁄2 × 11- Exhibit 10.7
inch stationery, follows the Congratulatory Letter on Plain Stationery
modified-block style with Thinking Critically: What style does this congratulatory letter follow?
block paragraphs.
For Promotions
The degree of friendliness or informality of your congratulatory note will depend on the
KEY POINT specific relationship you have with the reader. For two examples of similar congratulatory
notes, one more formal and the other more casual, see the letters in Exhibits 10.6 and
Congratulatory letters
10.7, respectively.
can be an effective public Congratulatory letters often are written to employees of the same company. In fact,
relations tool. it is virtually mandatory for executives to acknowledge promotions of employees in their
company. The following letter is written to a valued employee:
Dear Arthur,
Congratulations to you on your promotion to Regional Sales Manager! You
certainly are “the right person for the right job.”
Maria Velazquez has been talking about promoting you to this position since
she became Marketing Manager six months ago. All of us in management are
equally convinced that you will be able to continue to turn in the high sales
volume for which the Southern Region is well known.
In any case, Arthur, I certainly am happy to welcome you to the sales
management team for our Consumer Division, and I wish you success in your
new position.
Sincerely,

For Anniversaries
A co-worker’s anniversary also calls for written congratulations. Note the friendliness
and informality—and the sincerity—of this letter:
Dear Monte, Employability
Congratulations on your tenth year with Apelern Inc.! I remember your first day Skills
with the company, when Jim Gieseke introduced you to me and my staff. When
Jim retired one year later, I knew that you were the right person to replace him— Individual
and you’ve continued to prove that for the past nine years. Responsibility
Monte, I think you know just how pleased I’ve been to have the opportunity
to work with you during your time here. Thanks to your manufacturing Individual responsibility
expertise and management leadership, our production department is the best is necessary in the work-
in the industry. My staff and I appreciate your fine work. You certainly help place. When you are com-
make things easier for the rest of us! municating in social or
Cordially yours, business settings, it’s im-
portant to be respectable
For Retirements and act with integrity.
The retirement of a co-worker or of a business associate also deserves recognition. Re-
tirement letters deserve extra care; if you are not sure that the person welcomes retiring,
be especially sensitive to the retiree’s feelings in writing the note.
Dear Alice Marie,
What will Pilár Publishing be like without you? Our clients, our suppliers,
and all our co-workers have come to depend on your smiling face, your
cheerful voice, and your friendly attitude whenever we bring work for you and
other graphic arts department staff to do. It seemed as if you were always
there to help a lost visitor, to reroute a messenger, and to answer the phone
when no one else was around. I know that you were always there to help me.
Thank you, Alice Marie, for all you have done to help me since the first day
I joined the company. All my best wishes to you in your retirement. I hope that
you will enjoy many years of health and happiness with your family and your
good friends. I hope, too, that you will visit us from time to time.
Sincerely,
For Individual Honors

When a business friend or associate has been named, appointed, or elected to a spe-
cial position, show your congratulations with a message such as the one illustrated in KEY POINT
Exhibit 10.6. In many cases, a written
thank you is expected.
Thank-You Letters A timely thank-you letter
A special occasion requires a written thank you—for example, when you receive a special demonstrates to employ-
courtesy from a business associate. ers that you are a thought-
ful person who knows
For Gifts business etiquette.
Business executives may receive gifts from suppliers and vendors. When they do, cour-
tesy demands that they write a thank-you note to the giver.
Dear Reese,
Thank you for your thoughtfulness in sending me such a beautifully bound
edition of Modern Art in America. You certainly selected a book of special
interest to me, as you very well know. Since I received your package late
Friday afternoon, I have done little else but read, read, read. Admittedly, I
spent lots of time on the photographs too!

Reese, please accept my sincere appreciation for your kindness. You may
be sure that I will enjoy this book again and again.
Cordially yours,
Some companies have policies prohibiting employees from accepting such gifts
under any circumstances. If your firm has such a policy, you will obviously adhere to it.
oops! Your thank-you letter, then, will require a different approach.
Dental Dilemma Dear Reese,
All our employees Thank you for your thoughtfulness in sending me Modern
Art in America. You certainly selected a book of special interest
participate in the dentist
to me.
insurance program. I wish that the company permitted me to keep this thoughtful gift, but
(Dental is the correct we have a specific policy that prohibits my doing so. Therefore, when I
word, not dentist.) have completed reading the book, I will give it to the company library, with
this inscription: “Donated to the Monsanto–St. Louis Library by Interstate
Publishers Inc.”
Reese, please accept my sincere appreciation for your kindness.
Cordially yours,
For Hospitality
A business associate’s hospitality is not to be taken for granted. Even if the person is
also an employee of your company, he or she still deserves a thank-you letter for special
hospitality.
Dear Mrs. Fridy,
Thank you for the many courtesies extended to me on my recent visit to
KEY POINT Evanston. My stay was certainly most pleasant because of your thoughtfulness
Thank-you letters build in arranging for my comfort.
The high spot of the entire visit was the evening spent in your beautiful
business relationships
home. You and Mr. Fridy are gracious hosts. The food was excellent; the
with co-workers and conversation stimulating; the people delightful.
colleagues at other Enclosed is a small token of my appreciation for the many kindnesses
companies. shown me. I shall not soon forget my visit to Evanston.
Sincerely yours,
For Recommendations
Many businesses flourish almost solely on the basis of the recommendations of clients,
friends, suppliers, and other business associates. When someone recommends you or your
firm, he or she is doing you a special favor—a favor that deserves a thank-you letter.
Dear Ms. Marrs:
This morning we visited John Lodge of Lodge’s Discount Store.
Mr. Lodge mentioned your recommendation when he placed an order for
display and storage equipment for the chain of new stores that he will
open this fall.
We thank you, Ms. Marrs, for recommending us to Mr. Lodge. We appreciate
the order immensely, but not one bit more than we appreciate your confidence
in us. Please accept our thanks for this favor. I hope we will be able to repay
your kindness at the earliest opportunity.
Cordially yours,

Condolence Letters
When business associates and friends suffer tragedies or misfortunes, common courtesy
requires you to communicate your sympathy with a condolence letter or, depending on KEY POINT
your specific relationship, a printed sympathy card.
Condolence letters present difficulties simply because it is not easy to console and Common courtesy
comfort someone who has recently suffered a tragic loss. For the same reason, however, requires you to send a
condolence letters are always very much appreciated. The important element is to let condolence message
your business associate or friend know that you are thinking of him or her. You may when business associates
type a condolence letter, but if you really wish to give your communication a personal and friends suffer trag-
touch, write a legible handwritten note.
edies or misfortunes.
Dear Sarah,
The news of your brother’s untimely death yesterday has stunned and
saddened me. I know that you have suffered a great loss. Please accept my
sincere sympathy.
When my mother died last year, a friend sent me a copy of Dylan
Thomas’s poem “And Death Shall Have No Dominion.” I found the poem, a
copy of which is enclosed, a source of consolation again and again. I hope the
poem will serve you as well as it did me. My heart goes out to you and your
family in your time of grief.
Sincerely yours,
Formal Invitations and Replies

From time to time, businesspeople receive formal invitations to events such as an open
house, a special reception to honor a distinguished person, a special anniversary, or a
formal social gathering. KEY POINT
Formal invitations usually follow the traditional format of centering each line and
spelling out all numbers. Business-style formal invitations do use digits for dates, times, RSVP is an abbreviation
and addresses. Always check an up-to-date etiquette book or reference manual for cor- for the French phrase
rect wording and format. Such invitations are usually engraved or printed and are writ- Répondez s’il vous plaît,
ten in the third person.
which means “Please
The example in Exhibit 10.8 is a formal printed invitation. Handwritten invita-
tions and replies are written on personal stationery, special note-size stationery, or plain reply.”
white notepaper. Historically, an acceptance or a refusal was handwritten; today, if a
phone number is provided on the invitation, a telephone response is acceptable.
Exhibit 10.8
Printed Formal Invitation
Which voice is a formal
invitation written in:
requests the pleasure of your company first, second, or third?
at its presentation of expanded health facilities Ans 10.8
Friday, the sixth of February A formal printed invitation
at six o’clock in the evening is usually written in the
third person.
3170 South Hamilton Road in Muncie.
Our health bar will be serving refreshments.
R.S.V.P.
317-555-6786

Review of Key Terms
1. How is executive letterhead different from standard stationery, and when should
it be used? Executive letterhead measures 71⁄4 × 101⁄2 inches or 51⁄2 × 81⁄2 inches;
standard stationery measures 81⁄2 × 11 inches. Executive letterhead should be used for
social-business letters.
2. How does social-business communication improve a company’s public
relations? Social-business communication promotes a company’s goodwill. It
humanizes the company.
Editing Practice
Mail Call!
3. Rewrite the following wordy e-mail message.
One of the nation’s outstanding experts on stress is Dr. Alice Burns of New
York. We are fortunate to have Dr. Burns as a speaker for two presentations
that she will give here in our company auditorium next month.
The title of her talk is “Stress on the Job.” The first presentation will be
at 10 a.m. on April 18; the second presentation will be at the same time on
the next day, April 19. If you are interested in hearing this noted author
and lecturer, you are welcome to attend either one of the scheduled
sessions. Responses
will vary. Example: At 10 a.m. on April 18 and 19,
Dr. Alice Burns will give a one-hour presentation titled “Stress on the Job” in our
company auditorium. We invite you to hear this noted author and lecturer.

Writing Social-Business Letters
4. You read in the local newspaper that BreeAnn Kelley, a fellow classmate in
college, has been chosen Outstanding eLearning Professional at Brown
University. After just three years at Brown she has been promoted to Assis-
tant Director of the eLearning Center. Write a letter of congratulations
to BreeAnn on her achievements. Student
letters will vary. Letters should include
good wishes and congratulations and should mention the specific award and
promotion.
5. Your team just returned from a business trip in New Orleans. During your
three-day stay, employees from your sister company, Brandon
Inc., personally drove you to business appointments, took you
to restaurants, and planned a night on Bourbon Street. Write a
note of thanks to the team at Brandon. (You have also ordered

a gift to be sent to them as a small token of your appreciation.) Student letters
vary. Letters should thank the New Orleans team for its hospitality. A special
will

mention of good food or a particular restaurant would add a nice touch. The team
may
consider inviting the New Orleans team for a visit to its town. A mention of a
forthcoming
gift should also be included.

6. Prepare the text for a formal invitation for Paulette Eaton’s Retirement
Reception on Thursday, May 8, at 6 p.m. at the Bremer Conference Center at
2000 East Main Street, Danville, Illinois. Refreshments (cake and punch) will
be served. Paulette is retiring after 30 years of teaching in the Technology
Department at Danville Area Community College.
The Danville Area Community College Technology Department
requests the pleasure of your company
at Paulette Eaton’s retirement reception
Thursday, the eighth of May
Six o’clock in the evening
Bremer Conference Center
2000 East Main Street
Refreshments will be served
R.S.V.P.
217-555-3222

Discussion Point
7. Discuss the appropriate business situations that call for congratulations let-
ters, thank-you letters, and condolence letters. Congratulations
are appropriate
for
promotions, work-related anniversaries, and retirements. A timely thank-you letter
should
be written if you have received a gift, hospitality, or special courtesy from a
business
associate. Condolence letters can be written to business associates who
have
suffered a tragedy or misfortune.

8. How should you reply to a formal business invitation? Many formal business
invitations
request a response—either oral or written. Find out what is expected and
reply
in a timely fashion.


Section 10.5
SECTION LEARNING
OUTCOMES
Form Paragraphs, Form
Letters, and Templates
• Explain the advantages and
disadvantages of using form letters.
• Name and describe the three
You have learned that writing quality business communications
categories of form letters. takes much time and effort. Because time and effort cost money,
• Create and use a form letter with many companies look for acceptable ways to reduce the amount
variables. spent. One very good way to reduce writing costs is to use form
letters. Form letters are letters in which the same message is sent
• Create form paragraphs and use to many addressees. Sometimes, details of the message, called
them to develop form letters. variables, change from letter to letter. Sometimes, form letters are
composed by combining various prewritten paragraphs, called boil-
• Create a form letter.
erplate, into a particular communication.
Advantages of Using Form Letters

Here are the major advantages of using form letters:
• Using form letters saves time in planning, dictating or
Form letters can help save time and writing, transcribing, and proofreading.
money, and, in some cases, they are • Company representatives can respond more quickly to
more accurate than letters developed routine writing situations, and thus, the person requesting
for individually created communications. information gets an answer sooner.
• The content quality will be better. Much time and
thought can go into writing form letters.
• Fewer errors will result because the spelling, punctuation,
KEY TERMS and grammar have to be approved only once.
• form letters • Form letters and paragraphs do not have to be retyped.
• variables They are simply selected and printed.
• boilerplate Disadvantages of Using Form Letters

• data file As with most good ideas, there are some disadvantages of using
• form file form letters. Here are three:
• template • Some of the “personal touch” can be lost in mass-produced
letters. Attempts should be made to make letters more per-
sonal. You could, for example, include the person’s name
oops! within a sentence. “I look forward to seeing you, Ms. Tate,
on Friday at 2 p.m.”
Cartridge • If readers find out that they have received a form letter,
Catastrophe they may feel somewhat disappointed. For example, a
manager wrote you a congratulatory message when your
The printer cartriage is out son finished college. You felt good about the letter until
of ink, so we cannot print your co-worker showed you one exactly like it that he
the letter. had received when his daughter graduated from college.
(Cartridge is the correct The purpose of the letter was goodwill, and the goodwill
was lost. For this reason, form letters should be revised
spelling, not cartriage.)
and updated at least once a year. Do not knowingly send
416
personal form letters to people who would have the opportunity to compare
content. KEY POINT
• Form letters and boilerplate can be abused. Some business writers use them Form letters are used
when they do not quite fit the situation and are, thus, inappropriate.
to respond to identical
situations.
Types of Form Letters
Executives often find that they are repeatedly writing the same content in response
to frequently occurring—almost identical—writing situations. When this happens, they
should invest some time and effort in developing general responses that can be used and
Teaching Tip
reused. These general responses fall into the following three main categories:
Take the Personal
• Form letters Approach—Stress to
• Form letters with variables students that form letters
should not be readily
• Letters with form paragraphs identifiable as form
letters but should appear
Form Letters personal and directed to
the reader—not an easy
Form letters are used when you must respond to identical situations. The letter shown in
task to accomplish.
Exhibit 10.9 would be used to respond to any general inquiries about cruises in Alaska.
Exhibit 10.9
Sample Form Letter
Current Date Thinking Critically:
How is the reader
Name guided by this form
Address letter?
City, State ZIP Code
Ans 10.9
Salutation:
In this form letter, the items
Thank you for inquiring about our fantastic cruises to our 49th state, to be filled in for each
Alaska. For the past several years, our six cruise packages to this recipient are highlighted.
great and beautiful area of our country have continued to
become increasingly popular.
I am enclosing a brochure that summarizes the dates and costs of
the various cruise packages. You can readily see the differences
among the packages and determine the one that best fits your
preferences.
When you are ready, please complete our enclosed reservation
form and return it to me at your earliest possible convenience. Since
these cruises are so popular, they tend to fill up quickly. KEY POINT
If you have other questions, please call me at my number in the Some e-mail programs
letterhead. Let me help you make the details for your memorable
have merge features that
vacation.
allow you to merge e-mail
Sincerely,
addresses and other vari-
DESTINATIONS UNLIMITED ables with a form e-mail
message.
Lisa Miller
Manager
??
Enclosure
Section 10.5 Form Paragraphs, Form Letters, and Templates 417

344 East Canyon Place, Tucson, AZ 85704
Telephone: 520-555-8728, Fax: 520-555-8728
E-mail: destunl@cactusnet.com www.destinationsunlimited.com
February 10, 20—

Ms. Tina Monfredini
5 Fenster Way
Fargo, ND 58103
Dear Ms. Monfredini:
Thank you for inquiring about our fantastic cruises to our 49th state,
Alaska. For the past several years, our six cruise packages to this
great and beautiful area of our country have continued to become
increasingly popular.
I am enclosing a brochure that summarizes the dates and costs of
the various cruise packages. You can readily see the differences
among the packages and determine the one that best fits your
preferences.
Digital When you are ready, please complete our enclosed reservation
Data form and return it to me at your earliest possible convenience. Since
these cruises are so popular, they tend to fill up quickly.
Large Mailings If you have other questions, please call me at my number shown
By learning and using above. Let me help you make the details for your memorable
the mail merge feature vacation.
of a word processing Sincerely,
program, you can prepare DESTINATIONS UNLIMITED
a large number of form
letters that are individually
Lisa Miller
addressed to clients and
Manager
customers.
dp
Enclosure
Ans 10.10
The date line, inside Exhibit 10.10
address, salutation, and Form Letter Filled In
reference initials are filled Thinking Critically: How does this form letter differ from the one in
in on this form letter. Exhibit 10.9?
The entire body of the letter remains the same; the date, inside address, salutation, and
reference initials are the only changes. These letter parts are highlighted in the example.
Exhibit 10.10 shows the form letter with the highlighted information filled in.
Form Letters With Variables

Form letters with variables are used when similar, but not identical, responses are
needed. In addition to the date, inside address, and salutation, other details are changed
throughout the body of the letter. These changes are called variables. Exhibit 10.11
shows a form letter with the variables highlighted. The letter in Exhibit 10.12 is in
finished form, with specific information supplied for each variable.

oops!
Letters and Memos
Many word processing
software programs
provide helpful templates
Current Date to create letters and
Name mementos.
Address (Memos is the correct
City, State ZIP Code
word, not mementos.)
Salutation:
Your reservations for # tickets to see show have been made, and
your tickets are enclosed. You should be pleased with the seats you
have been assigned location of seats.
A total amount of total $, including taxes and service fees, has
been charged to your name of credit card. These tickets cannot
be exchanged, and no refunds can be given.
We thank you for ordering tickets from us, and we know you will
enjoy this fabulous Broadway musical. Seeing this show will
certainly enhance your trip to New York City.
Sincerely,
Nanette Mellon
Reservation Agent
Exhibit 10.11
Form Letter With Variables Ans 10.11
Thinking Critically: How is the reader’s attention directed to the Variables in the body of
variables in this form letter? this letter are highlighted.
Letters With Form Paragraphs

For similar writing situations that occur frequently but vary in content, experi- oops!
enced business communicators use form, or boilerplate, paragraphs. Paragraphs Proper Form
dealing with most common situations are written. Each paragraph has a number.
Instead of dictating or keying each letter, the originator gives the office assistant Formal letters are used
the date, inside address, salutation, and a list of paragraphs by number. A letter to respond to the same
that uses form paragraphs and sample boilerplate for those paragraphs is shown content but to different
in Exhibit 10.13.
people.
Using the word processing program on a computer makes writing letters with form
paragraphs even easier. Boilerplate paragraphs and complete letters can be stored on (Form is the correct word,
disk and retrieved and altered as necessary. Only the variables need to be typed. As a not formal.)
result, routine letters can be prepared quickly and efficiently.

Employability
Skills 449 North Leisure Boulevard, Louisville, KY 40205
Phone: 520-555-8728, Fax: 520-555-8728
E-mail: traveldesign@cactusnet.com
www.traveldesign.com
Knowing How
to Learn
One valuable employability
skill is the willingness to
learn new things. If you do August 15, 20—
not know how to create
business letters or how to Mr. Rick Rotramel
format them, your willing- 247 Magnolia Drive
ness to learn and your Huntington, WV 25701
positive attitude are es- Dear Mr. Rotramel:
sential. Once you acquire Your reservations for two tickets to see The Sound of Music
new techniques, it’s im- have been made, and your tickets are enclosed. You should
portant to apply the new be pleased with the seats you have been assigned. Two
individuals will sit in Row 4, center.
knowledge and skills.
A total amount of $160, including taxes and service fees, has been
charged to your MasterCard credit card. These tickets cannot be
Teaching Tip exchanged, and no refunds can be given.
Microsoft Word calls the
We thank you for ordering tickets from us, and we know you
two files that you merge
will enjoy this fabulous Broadway musical. Seeing this show will
the (1) data source file and
certainly enhance your trip to New York City.
(2) main document. The
main document contains Sincerely,
(1) the text of your document
and (2) fields where
the variable text will be Nanette Mellon
inserted during the merge. Reservation Agent
The data source file (the
database) contains the
information that will be in
each field. All the fields
(variable information) for
each person make up the
record for that person. All Exhibit 10.12
the records make up the Form Letter With Variables Filled In
database, which is the Thinking Critically: How does this form letter differ from the one in Exhibit
data source. 10.11? Ans 10.12 The highlighted items change from letter to letter, depending on the client.
Merged Letters
Merged letters save time when you need to send the same letter to a group of people.
KEY POINT Merging requires a data file (such as Excel or Access), which contains the names and
addresses of people on your mailing list, and a form file (or main document), which
Merged letters save time contains the form letter and the codes for merging the information with the data file.
when sending the same Merging the two files allows you to print letters that appear to be individually typed and
letter to a group of people. addressed. Then, the next time you wish to send a letter to the same group of people, you
need to change only the body of the letter.

April 5, 20—
Ms. Mellisa Ronto

401 Veterans Parkway
St. Petersburg, FL 33712
Dear Ms. Ronto:
Thank you for expressing an interest in employment with our firm. We
feel complimented that you want to discuss your career plans with us.
Before we consider you for any position, your application file must
be complete. Please send us the name, company name (if appro-
priate), address, and phone number of three references.
As soon as we receive the information requested, we will call you
to arrange an interview with our human resource manager.
Thank you for your interest in Doyle Legal Services. We look
forward to hearing from you.
Sincerely,
Wesley Rush
Senior Partner
eb
Exhibit 10.13
Form Letter With Form Paragraphs Ans 10.13
Thinking Critically: What changes would you make if you were sending The recipient’s name,
the above form letter to a business instead of an individual? address, and greeting.
Teaching Tip
Suggest to students to
Templates check a current reference
manual such as The Gregg
Many word processing programs today come with templates of letters. A template con- Reference Manual for
tains the format for a letter and can include the letterhead in addition to the skeleton correct formats.
of a letter. To use a template, you either insert it into your blank document or you open
a copy of it, add the text in the places indicated, and print. This saves time and helps KEY POINT
the user who is unsure of the correct letter format. Unfortunately, not all templates in
all software applications are set up according to the correct formats you learned about Templates help save time.
in Chapter 9.

Review of Key Terms
1. What is a form letter, and why do businesses use form letters? A form letter is
one in which the same message is sent to many people. Using form letters is a way
to reduce writing costs.
2. What are boilerplate paragraphs? Why are they used in business letters?
Boilerplate paragraphs are form paragraphs that can be used in form letters when
needed. Like form letters, the boilerplate paragraphs contain better content, have
fewer mistakes, and save time.
Editing Practice
Proofreading Alert! A word has been left out of each of the following sentences. Select
a word that will correctly complete each sentence.
3. Newspaper articles magazine articles aroused our interest.
V and
4. Our sales in your area is Carla White.

V representative
5. A helpful highway gave us directions to your plant.

V patrol officer
6. Most of the employees have decided participate in the dental insurance

V
program. to
Using Form Letters
7. Use the form letter in Exhibit 10.11 (page 419) to model a letter to Denis Prior,
P.O. Box 2849, Birmingham, AZ 85643. You made reservations for Mr. Prior
for four tickets in row 8, center, to see Bells Are Ringing. The total came to
$400, which has been charged to Mr. Prior’s Visa credit card. Variables for the
form letter in Exhibit 10.11 (page 419) are:
Mr. Denis Prior
P.O. Box 2849
Birmingham, AZ 85643
Four individuals will sit in row 8, center.
$400, Visa
8. You work for a restaurant supply company. As a team, create three boiler-
plate paragraphs: one to list and describe some of the products you sell; a
second to reply to restaurants that request a catalog; and a
third to thank potential customers for their interest in your
company. Responses will vary. Students should make sure the
tone for all paragraphs is friendly and the letter is free of grammatical
and mechanical errors.

Discussion Point
Thinking Critically
9. What are some of the advantages and disadvantages of using form letters?
Advantages:
They save time in planning, dictating, and transcribing. They do not have to be
retyped. Company response time is quicker. The content is better, and fewer
grammatical and mechanical mistakes are made.

Disadvantages:
They lack a personal touch, which may affect the response of the reader. They can
be overused so much that they don’t even fit the situation.

10. Explain how variables in form letters provide a personal touch. Variables, or
details that are changed in a form letter, can provide specific information. The reader
feels as though the letter was written specifically for him or her.

Tech Quest
Search on the Internet to find out what rules and regulations collection agencies have to
follow when trying to collect from a customer.
1. List at least three things a collection agency can do to collect the debt.
Student answers will vary.

2. List at least three things a collection agency cannot do to collect the debt.

3. What is the name of the act that spells out the rights of a collection
agency and the rights of the person it is trying to collect from?
Fair Debt Collection Practice Act (FDCPA).

©

Chapter 11
Preparing and Writing Reports
Section 11.1
Technology and
Reports
Section 11.2
Writing Informal
Reports
Section 11.3
Writing Formal Reports
Section 11.4
Keeping Meeting
Records
Section 11.5 ©Purestock/Getty Images
Preparing News
Releases CHAPTER LEARNING OUTCOMES
• Use technology to research a report topic.
• Write an informal or a formal report.
• Keep meeting records.
Workplace
• Prepare a news release.
Connection
Many careers rely on
various kinds of reports to
assist in decision making.
Competent office person-
nel should understand
the basics of report writ-
ing. They should also be
able to use the Internet
and the World Wide Web
to access information.
424
Section 11.1
Technology and Reports SECTION LEARNING

OUTCOMES
Types and Purposes of Reports
• Identify the two basic types of re-
Before writing a report, you need to determine its purpose and ports and give examples of each.
analyze your audience. This will determine the type of report you
prepare. The two basic kinds of reports are informative reports and • Identify primary and secondary
analytical reports. sources of information and give
examples of each.
Informative Report • List the most used documentation
An informative report gives facts and other information on some as- styles.
pect of an organization’s operations. Examples of informative reports
include reports on company policies and procedures; sales reports • Define plagiarism.
of company products or services; and reports on patient admissions, • Use the Internet and the World
clients served, cases processed, bids submitted, customer-service re- Wide Web to do research.
quests, and so on. An informative report usually identifies a problem
or gives background information but does not make recommenda-
tions or persuade. Informative reports are divided into three report
types: periodic, progress, and unsolicited.
Periodic Report. A periodic report is prepared at regular intervals, Developing reports is an important part
for example, weekly, monthly, or quarterly. Any report prepared at of many occupations.
specified intervals is considered a periodic report. A quarterly sales
report is an example. It is prepared four times per year at the end of
each calendar quarter. A calendar quarter is three months, making
the end of the first quarter March 31 if a business uses the begin-
ning of the calendar year as its fiscal start.
KEY TERMS
• informative report • online services
Progress Report. A progress report gives the current status of • periodic report • browser
a project, tells what has been completed since the last progress • progress report • listservs
report, and states when the project will be completed. Progress
reports usually are done for projects that require an extended pe- • unsolicited • podcast
riod of time, such as three months or longer. They are often done report • wiki
informally in memorandum format but can include details of the • analytical report • blog
progress in separate documents created in project-management • justification
software (such as Microsoft Project). Progress reports may also • internal blog
report
include supporting documents to show the progress of the entire • external blog
project or specific parts of the project. For example, a progress • feasibility study
• search engines
report describing the progress of a new product release that your • proposal
company is developing with another company may include e-mail • working
• secondary source bibliography
messages from the other company describing its progress on the
project. • periodicals • plagiarism
• primary source • paraphrasing
Unsolicited Report. An unsolicited report is, quite simply, one • pilot test • bibliography
that you make on your own initiative rather than one you are asked
to prepare or a periodic report that you are expected to prepare at
• Internet • references
regular intervals. In business, any idea for increasing efficiency, sav- • World Wide
ing money, increasing productivity, or increasing profits will usually Web (WWW)
be welcome. It’s advisable to put your idea in writing so that you
can present it in the most complete, logical, and generally effective
425
manner. Unsolicited reports can be done formally or informally and can present specific
KEY POINT intended results, proposed new products, or proposed new procedures to accomplish an
existing task. If an unsolicited report includes a great deal of detail about a new idea, the
The purpose of your
report can turn into an analytical report, which is covered below. Unsolicited reports
report determines usually also include a request to meet with the intended recipient to discuss any new
the type of report you ideas or products presented in the report.
prepare.
Analytical Report
An analytical report examines a situation or problem, draws conclusions, and makes
Teaching Tip recommendations, in addition to providing information and data. This type of report
Report Style—Remind may explore the feasibility of taking possible actions by looking at several alternatives,
students that many systematically analyzing each alternative, and then making recommendations.
different types and styles Examples of analytical reports are justification reports, feasibility studies, and pro-
of reports are used and posals. These three types of reports are somewhat similar.
that those in this text
are only examples. Each Justification Report. A justification report is usually prepared for someone at a higher
business may have its own level of management; it gives the rationale for a recommendation or a decision. Sample
report style, which must subjects would include making a major expenditure for new equipment, expanding fa-
be learned by those who cilities, and hiring additional personnel.
prepare reports. If possible,
If you wanted to update the computer infrastructure companywide, for example,
have available some real
business reports to show
you would probably be asked for the reason. You would then write a justification report,
the variety of report styles. justifying the cost involved by reporting reasons such as “The system is outdated and
causing problems.” You would give positive reasons for the update, such as reduced
maintenance on the new system and increased speed in performing operations.
Feasibility Study. A feasibility study describes the pros and cons of proceeding with
oops! a project and includes the costs and a time frame for the project. This type of report
would also include recommendations on whether to go ahead with the project.
Surveying
Misspellings Proposal. A proposal is a report that may be prepared for someone inside or outside
your company. It is designed to persuade the reader to purchase your products or ser-
The surveis will give us vices, to adopt your idea or plan, or to provide or donate money or services for a worth-
valuable data for our while project. The proposal may offer a solution to a problem and usually states the cost
report. of the plan. Proposals usually include a plan of action, in which the author proposes the
initial step or set of steps to be taken to get the proposed result.
(Surveys is the correct
spelling, not surveis.)
Gathering Information
The value of any report depends on the quality of the material going into it. A term
used by computer specialists—GIGO (pronounced “guy-go”), which means “garbage-in,
garbage-out”—expresses this idea vividly. With reliable facts behind it, a reliable report
KEY POINT can be written; with questionable data, only a questionable report can result.
Information for reports can be obtained through two types of sources—primary
Obtain information for sources of data and secondary sources of data. Your first step should be to see what
reports by consulting secondary data already exist to save you the time and trouble of gathering data that
primary and secondary may already be available. Also, you want to include information in your report that is
sources of data. common knowledge. Primary and secondary sources of information are explained in
the pages that follow.
Secondary Sources of Information

A secondary source is a document or other material that contains information gathered
by someone else. This information is published in books and periodicals, but today
much of this information is available online, or it may be found in company records
and reports. Periodicals are journals, magazines, pamphlets, newsletters, and so on, that
are published on a regular basis. Indexes of periodicals include the Readers’ Guide to
Periodical Literature. An index includes only information relating to where a resource
426 Chapter Eleven Preparing and Writing Reports

originally appeared. Indexes do not include the full text or abstracts of articles unless
specifically indicated.
Today, secondary information is widely available through electronic databases and
World Wide Web sites. In gathering secondary information, you should be familiar
with the authoritative references in your field. There are, in addition, many general
references that are invaluable to help every writer, some of which are mentioned in
this chapter.
Databases. In library usage, a database is usually an electronic version of a print

index. Most such databases allow you to do a computerized search for your topic. A
database may include (1) citations or references to where the article appeared originally
or (2) the citations as well as the full text of the article in an electronic form. Popular
databases that libraries use include ABI/Inform, Academic Search, Business Source, and
LexisNexis Academic.
Almanacs and Yearbooks. These sources are not used as much today for research.
They contain concise information on important events that occurred during a given KEY POINT
year. A popular example is The World Almanac and Book of Facts. Most almanacs and
yearbooks are available as a print edition or online through databases or, in some cases, A secondary source is a
for free on the Web. document or other material
that contains information
Encyclopedias. An encyclopedia is a comprehensive reference source that contains gathered by someone else.
articles on numerous subjects arranged in alphabetic order. Traditionally, an ency-
clopedia was a book or set of books, but today most encyclopedias have an online
version. Wikipedia, created in 2001, is known as the “free encyclopedia.” Within ten
years, Wikipedia was attracting 400 million users a month. It is a large, user-created
online encyclopedia that can be updated and edited by users who wish to improve
the information. It is not a source you would cite, but it is a good starting point for
finding out about a topic you are not familiar with, and it has links to other sources of
information. While most entries deal with information technology and pop culture,
Wikipedia is a great resource for learning about anything, including current events,
in a condensed version. Other encyclopedias to use are The World Book Encyclopedia
and Encyclopedia Britannica. Both of these encyclopedias have online versions. The
2010 edition of Encyclopedia Britannica was the last print edition. Future editions will
be online only.
Special subject-specific encyclopedias are more widely accepted as appropriate
sources for basic information in a field. Every field has some, such as the International
Directory of Company Histories or the Encyclopedia of Business and Finance.
Periodicals. Periodicals that are of general interest to report writers include maga-
zines such as Time and Bloomberg Businessweek. Newspapers such as The Wall Street
Journal, The Washington Post, and The New York Times are reliable secondary sources of
information. Today many newspapers have an online edition you can subscribe to that
contains everything in the print edition plus more.
Many professional journals are published in every field, and the applicable ones
should also be reviewed frequently by report writers. Popular publications also have
online editions, but readers should realize that online content is often different
from and less permanent than the content of the print version. Also, many publica-
tions’ websites charge for access to articles that can be obtained for free from the
library. KEY POINT
Naturally, anyone doing research must first learn how to find and use books,
Remember, just because
periodicals, and databases, as well as the many sources available through the Inter-
net. After you know the topic of your report, make a list of keywords and key phrases information appears in
that might give you information on your topic. Also make a list of the sources (books, print doesn’t necessarily
periodicals, magazines, and so on) that you plan to search for additional information make it true.
on your topic.
Section 11.1 Technology and Reports 427

A word of caution about secondary data: Always check the date of publication
and the source. You don’t want to use outdated information, and you want the in-
formation to be from a credible (reputable and unbiased) source. For example, an
article on the benefits of a certain medication for allergies published by a drug com-
pany that manufactures and sells the medicine may present a slanted view. Remem-
ber, just because information appears in print or on the Internet doesn’t necessarily
make it true.
Use the following checklist to help you determine the reliability of a secondary
source of information:
• Does the source provide current information on the topic?
• Is the source reliable?
• Is the information pertinent to your topic?
• Is the author an authority on the subject?
• Does the author identify his or her opinions?
• Does the author provide the sources of his or her information?
When the information you need is not available from secondary sources, you have
to gather the information and collect the data for your report from primary sources.
Primary Sources of Information

A primary source is a source from which information or data are obtained firsthand for
KEY POINT your particular need. Primary source data may be obtained through surveys (such as
questionnaires), in-person interviews, or telephone interviews, as well as through obser-
A primary source is vation or experimentation. Eyewitness accounts, given by someone who experienced
a source from which the event firsthand, are also considered primary data.
information or data are One problem with many primary sources is the accuracy of the information you
obtained firsthand. receive. For example, many people will not bother to complete and return a question-
naire, so you may not get a representative sampling. Other people may not answer the
questions truthfully, so your results are not accurate. Eyewitness accounts also can lead
to unpredictable or even inaccurate data. Be sure, when possible, to interview multiple
eyewitnesses to corroborate the data provided by each of them.
Teaching Tip Surveys are done to identify customer likes and dislikes, to identify customer
Researching the Report— wants and needs, to poll patients on the care they received, to learn the level of
Point out that gathering customer or client satisfaction, to determine public opinion on a controversial topic
information is critical in or project, and so on. Well-constructed surveys require much time and effort. Even
preparing a report and after you think that your survey is as good as it can be, you should conduct a pilot
that research often takes test of the survey. When you conduct a pilot test for a survey, you survey a small
a considerable amount
group to check the quality of your survey. Analyzing the results from this small test
of time. The report writer
should identify the various
group will help you find survey questions that could be misunderstood, incomplete,
options for gathering or confusing. You should perform the same statistical analyses on the piloted test
information: library responses as you plan to use on the actual survey. The statistical analyses will help
research, interviews, you determine whether you will get the information that you need from the statisti-
testing, experimentation, cal methods selected. Now is the time to revise your survey and adjust your statisti-
and questionnaires. cal methods if such changes are indicated. Then, you are ready to administer your
survey.
Surveys can be conducted by using a variety of methods. These methods include
Internet surveys, telephone surveys, questionnaires, interviews, and observations.
Internet Surveys. Due to the popularity of the Internet, you can reach many people
with an online survey. In most cases, the surveys are brief and have only two or three
survey items. Most people have seen customer satisfaction surveys when visiting an
online vender’s website. A brief survey might pop up asking if the website was easy
to navigate, if you would use their website again, and if you would recommend their
website to a friend.

After you have completed your online purchase and received your order, you may
get an e-mail asking you to participate in a brief survey. Survey items might include
a rating scale. For example, on a scale from one to five with five being the most satis-
fied and one being the least satisfied, how would you rate your shopping experience
with us?
There are online survey companies that will administer surveys for you. You will
create survey items, and the survey company will contact the list of people that you
want to survey and provide a link and a password to the survey. The survey com-
pany can give you the statistical results without revealing the identity and specific
responses of the persons participating in your survey. Some people, especially your
employees, will not answer surveys honestly that do not provide confidentiality for fear
of retribution.
Telephone Surveys. Telephone surveys seek responses to your prepared survey by di-
rect vocal contact. To conduct an effective telephone survey, you should have a printed
copy of the survey in front of you; this ensures that you ask the same question of each
person you call. Identify yourself and your organization, and state the purpose of the
survey at the beginning of each telephone interview. Ask questions that elicit data that
can be compared or measured. For example, if you are conducting a survey about how
good the service was during a recent visit to the hospital, ask each person to rank the
service using a scale from 1 to 10, with 1 being the worst ever and 10 being the best ever.
(See Exhibit 11.1.)
Today, many organizations use automated telephone surveys, in which participants
press a number on their phone to indicate their answer or respond with one- or two-
word verbal answers.
Finally, keep the number of questions manageable to avoid boring or angering the
person being surveyed. Record the responses accurately, and thank the person at the
end of the survey.
Questionnaires. Questionnaires are printed surveys, which can be delivered per-

sonally, by mail, or by e-mail. As with any type of survey, you should determine
the types of questions that will yield the most helpful answers and result in the
data needed. The most effective types of questions for yielding measurable data are
yes-or-no questions, multiple-choice questions, and questions that involve ranking
Exhibit 11.1
Telephone Survey
What is the most
efficient way for a
customer-service
representative to
complete a telephone
survey?
Ans 11.1
Being prepared is essential
to completing a meaningful
telephone survey. The
responses are entered on
the computer while the
survey is being conducted.
Entering the responses
during the telephone call
saves time and makes it
©LDprod/Shutterstock easier to tally the results.

according to preference or rating in order of importance. For example, for a survey
on a new product line, you could send a questionnaire to current and potential cus-
tomers that asks the respondent to rank the new products in the order in which they
would be purchased.
Interviews. Interviews are surveys that use the face-to-face method to get the needed
responses. To gather information by interviewing, you should first familiarize yourself
oops! with the topic and terminology of your subject and then create your survey using this
Breaking the Law information. After constructing the printed survey, you should identify the people
you will survey. For example, to gather information about starting a child care facility
In some places, it is a at your company, you might interview human resource managers at companies that
crime to record someone have child care facilities and companies that do not have child care facilities. Your
without his or her questions could cover topics such as how in-house child care facilities affect hiring
policies, employee absenteeism, turnover rates, and employee morale.
permission.
Schedule an appointment for each interview, and give an estimate of how much
time you need. Begin the interview by explaining its purpose and, if you plan to record
the interview, asking for permission to do so. Today you can record audio and/or video
through some cell phones or through the Internet by using a program called Skype or
FaceTime. The laws governing recording of conversations vary widely, so be sure to se-
Digital cure the interview subject’s permission before you make a recording.
Data Continue the interview by asking your questions in an objective manner. Always ask
at the end of the interview if the interviewee has anything he or she would like to add;
Customizing Your there may be relevant information that you did not ask about in your interview. Be sure
Spreadsheet to take copious notes and ask if the interviewee can be quoted and identified in your
report. Thank the person for his or her time at the conclusion of the interview. (See
Spreadsheets are often
Exhibit 11.2.)
used in both informal
and formal reports. They Observations. Observations provide data by having someone physically watch a prac-
are useful for present- tice or procedure. The survey in this case would give details on which practice or pro-
ing statistical data and cedure is to be observed and which specific information is to be recorded from each
organizing information. observation. This method can help you determine whether the procedure or practice
could be improved. Use facts and statistics, not opinions, to present your observations.
Use templates that are
For example, you might record the number of telephone calls received in a doctor’s
provided in the software, office during the lunch hour. If you observe a significant number of calls during the
or create your own cus- lunch hour, your observations may help you conclude that the office telephone should
tomized spreadsheet. be answered during lunch. Your recommendation may be to have a receptionist work at
this time to better serve the patients.
Exhibit 11.2
Interview
How is interviewing
similar to surveying?
Ans 11.2
Interviewing is another
method of conducting a
survey. The interviewer is
recording the responses
on a portable recorder. The
results will be tallied later.
©Steve Mason/Getty Images

Technology
Technology has opened a whole new world of electronic resources to help the researcher
and report writer. These sources are available in public and university libraries and can
also be accessed from many commercial enterprises. In addition, some large organiza-
tions, as well as some medical facilities, have libraries of their own. Individuals can ac-
cess these sources from their offices or homes through the Internet.
Computerized Library Listings

Today, almost all libraries have online library catalogs that tell you not only what books
are in a library but also what books are in other library systems. These online library
catalogs enable researchers in remote locations, as well as those physically located in
the library, to have access to the library’s list of holdings. Many colleges, universities,
and municipal libraries often offer interlibrary loan opportunities, giving researchers
access to books and periodicals housed in different locales. Remember, if you require
a book or article that is not located in your library, it may take days or weeks for the
item to arrive so that you can use it. This will add time to your research and delay the
completion of your report.
Searching Library Listings. Online library catalogs can be searched by author, by

title, and by subject headings assigned by the library. You can also search for keywords
and get a listing of all the books that may have information about the keywords. When
you are learning to use the computerized catalog, ask the librarian for help or use the
help menu on the screen. Reference librarians are specially trained to help you locate
information on just about any topic.
The Internet
The Internet is an electronic communications network that connects computer networks
and organizational computer facilities around the world. The Internet is the fastest- KEY POINT
growing electronic source of access to information. People from all over the world and
in all professions, including government and education professionals, can exchange and The Internet is the fastest-
retrieve information through the Internet. Internet tools that can be used to find infor- growing electronic source
mation include the World Wide Web, online services, and social media services such as of access to information.
Facebook and Twitter. The way to access this information is through the use of Internet
software, including web browsers, e-mail software, podcasts, wikis, and blogs.
World Wide Web. The World Wide Web (WWW) is a segment of the Internet that
contains electronic documents. Information on the web is in the form of web pages that Teaching Tip
contain text, graphics, video, audio, and hypertext links to other pages. Almost all compa- Let’s Share—Ask students
nies, government organizations, and educational institutions have their own web pages. In to share the names of
some local companies
recent years, social media services such as Facebook are being used by companies as a web
or organizations that
presence in addition to or sometimes instead of a traditional web presence.1 have home pages on the
Internet.
Online Services. Online services are services that provide either independent con-
tent (sometimes fee-based, sometimes free) or tools and utilities to their users. Online
services make extensive use of content providers. A couple of useful business-oriented
online services include Lexis-Nexis and Hoovers Online. These services are highly reli-
able; businesses and libraries pay fees to access them.
Internet Software. To access resources on the Internet, you must use special Internet
software. Software you need includes the following:
• Web browser. A web browser enables you to navigate on the World Wide
Web and displays web pages. Popular browsers include Microsoft’s Internet
Explorer, Mozilla’s Firefox, Google’s Chrome, and Apple’s Safari.
1
https://www.lyfemarketing.com/blog/importance-social-media-business/.

Teaching Tip • E-mail software. E-mail software allows you to create, send, receive, and read
Students tend to use the electronic mail and listserv messages. Unlike web-based e-mail programs,
terms wiki and Wikipedia Microsoft’s Outlook is a client-based e-mail software application that must be
interchangeably. Be sure installed on a physical computer. Listservs are automated services that send
they understand the out electronic messages on a given topic to a list of recipients who have sub-
difference. scribed to the listserv. Members of the listserv can send or reply to a listserv
message.
oops!
Podcasts. Podcasts are audio and video broadcasts that can be downloaded to your
Wiki or Wikipedia? computer or cell phone allowing for listening and viewing at your convenience without
an Internet connection. Professional organizations as well as amateurs use podcasts to
Tina said she was looking
share content. Many podcasts are free, but some do charge a fee.2
up information in the wiki.
(Wikipedia is the correct Wikis. A wiki is a special type of website, similar to a standard website, that allows
term. Wikipedia is an people in different roles to contribute new content and update existing information.
Wikipedia, a free encyclopedia that can be edited and updated by users, is a popular
example of a wiki.)
large wiki.3
Blogs. A blog, sometimes referred to as a web log, is a website at which you main-
tain your own journal or log, writing and updating entries at any time. Each entry
in a blog is called a post. As with the entries in a personal diary, you can write posts
that express your thoughts and opinions or contain information. In addition, you can
include graphics and links to other websites, and usually you can allow readers to
Employability comment on your posts. Blogs enable millions of people to speak about all kinds of
Skills topics and connect with others who have related opinions and ideas. Blogs are like
conversations, and the latest posts (entries) are on top so the latest information is
Seeing Things in the seen first.4
Mind’s Eye Corporate blogs are another way for businesses to communicate with their em-
ployees, customers, or the public. Corporate blogs are either internal blogs or exter-
When you are preparing nal blogs. Internal blogs are available to employees only and can be used instead of
business reports, use tech- a meeting or an e-mail discussion. They are especially useful when employees are
nology resources to create in different locations or have conflicting schedules. External blogs are available to
visuals such as graphs and the public and are useful for such things as announcing new products and services,
symbols to communicate explaining and clarifying policies, and reacting to public criticism. A corporate blog
represents your company, and it can be a powerful communication tool and public
difficult concepts. Many
relations tool.5
people are visual learners,
and your ability to see things Searching the Internet for Information for a Report
in your mind and creatively When you are ready to start your search on the Internet, you must visit special websites
utilize visuals to communi- that provide searching capabilities. These sites are called search engines. Two popular
cate your thoughts will help search engines today are Google and Bing.
get the message across.
Search Better by Searching Smarter. You must give some thought to how you will
approach your search on the Internet. Develop a plan to make the best use of the search
engines. Such a plan might include the following steps:
oops!
1. Identify the topic you want to research.
Of Primary
2. Determine keywords to use for your search. For example, if you are searching
Importance for job listings, you might use keywords such as job listings, employment oppor-
You should include both tunities, and job postings.
primarily and secondary
sources in your report. 2
www.techterms.com/definition/podcast.
(Primary is the correct 3
www.techterms.com/definition/wiki.
word, not primarily.) 4
www.dailyblogtips.com/27-definitions-for-blog/ and www.blogger.com/tour_start.g.
5
Ibid.

3. Choose one or more search engines to assist in your search. If necessary,
do some research on the search engine and how it works to identify the
appropriate web pages for your search. Look at the advanced search fea-
tures on the search engine you are using to see how to narrow your search.
For instance, you can narrow your search to items updated since a certain
date (e.g., within the last month) or those from a certain type of domain
(e.g., .gov).
4. Be certain that the information is the quality that you need. Not every
article on the Internet is research-based; an article may just be someone’s
opinion. However, just because something is an opinion doesn’t mean it
isn’t research-based. Well-founded opinions are based on good research.
Poorly founded ones are based on poor or no research. The contributor
controls the quality of the information on the Internet. Thus, there is some
excellent research, and there is some research that is questionable, if not
inaccurate.
5. Develop a plan for using the keywords and the search engines to search for
the information you need.
6. Begin searching using your first keyword and first choice for a search engine.
7. Examine the information you receive initially and adjust your plan, perhaps
using a different search engine if necessary to obtain the information you
seek.
8. Repeat the procedure in step 7 for each keyword that you have identified.
The sample screens shown in Exhibits 11.3 and 11.4 illustrate some of the steps in
a keyword search on the Internet.
Exhibit 11.3 Ans 11.3

Internet Browser Search A browser allows you to
Thinking Critically: Explain how a browser allows you to search explore the Internet. Use a
for information. What browser do you use in your business communications? search engine to look for
information that matches
Source: www.bing.com your keyword(s).

Ans 11.4
The window on a search Exhibit 11.4
engine displays the results Internet Browser Keyword Search
of a keyword search of the Thinking Critically: Where are the results of a keyword search displayed
World Wide Web. within the browser?
Source: Google, Inc.
Documenting Sources
Once you have identified the sources of information for your report, you need to read
and review the articles and take notes.
Working Bibliography. As you consult the various reference works pertinent to the
KEY POINT topic of your report, you should make a list of the books, periodicals, reports, and
other sources to be used as references in the report. This preliminary list of sources is
A working bibliography
called the working bibliography. If you write each entry of the working bibliography on
is a preliminary list of a separate card (3 × 5 or 4 × 6 inches), the final bibliography of sources actually used
sources. This list can be will be easy to assemble because you can simply arrange the cards in the appropriate
made by preparing one order. You will also find the bibliography cards useful when footnoting material in the
card for each source or by report.
keying each source on a Some researchers prefer taking a laptop computer (or tablet) with them to the
library and entering the bibliographic information directly, bypassing the 3- × 5-card
computer.
step. The laptop or tablet method is efficient because the researcher can use the word
processing program to automatically sequence the bibliography entries each time a new
one is entered. If you decide to use a laptop computer or tablet, set up your working
bibliography the same way as you would on index cards.
Create a document in a word processor, such as Microsoft Word, and list each
resource on a separate page or in a table so that you can quickly locate the resource
when you get to the point of putting together your report.
A bibliography or source card for a book or reference should contain all the infor-
mation shown in Exhibit 11.5. In addition, it is helpful to include for your own use the
library’s call number for the reference.
When consulting a magazine, newspaper, or other periodical, prepare a bibliogra-
phy card like the one illustrated in Exhibit 11.6.
There are several electronic note-card tools that help with the development of bib-
liographies, outlines, and notes. Most word processing programs include one; Zotero is

Ans 11.5
This bibliography card for
a book lists the author’s
full name (last name
first); complete book title
(underlined, or italicized
if printed) and edition, if
applicable; publisher’s
Exhibit 11.5 name and location; and
Book Bibliography Card publication date (latest
Thinking Critically: What are the elements listed on this bibliography card? copyright date).
Ans 11.6
A bibliography card for an
article should include the
full name of the author
(last name first); title of the
article (in quotation marks);
name of the publication
(underlined, or italics if
printed) and location, if
it is a newspaper; date,
Exhibit 11.6 volume, and issue number
Article Bibliography Card of the publication; and
Thinking Critically: How do the elements on a bibliography card for an page number on which the
article differ from those on a card for a book? article appears.
a free Firefox add-on that makes gathering and citing both hard-copy and web informa-
tion easy; and Noodletools is an inexpensive citation tool with a lot of flexibility. Other
relatively inexpensive options are EasyBib and Citation Machine. Your library may sub-
scribe to one of these tools and provide free access to its users.6
6
Personal conversation with Dr. Ruth Burridge Lindemann, Reference and Instructional Services Librarian,
Danville Area Community College, Danville, Illinois.

Highlighting. Many times you will have a photocopy of the article or a printout from
the computer. (Be sure you have the bibliographic information for the article listed on
the article itself or on your working bibliography matched to the article name and au-
thor.) Start by reading the article. As you read, underline or highlight the information
you might need. Highlighting will make note taking easier.
Many electronic resources provided by libraries let you create individual accounts
whereby you can keep personal copies of resources and highlight them electronically.
Others let users download a copy and highlight it electronically on their own computer.
These services typically include note-taking features as well so that users can record
their comments within their copy of the document.
Teaching Tip Note Taking. Taking notes from your sources helps you select, organize, and retain
Help students review the information you can use. You should use note cards for taking notes because they
the information about are sturdy and can be sorted and re-sorted easily. Notes also can be taken on a computer
note taking in Chapter 2, or tablet by creating separate documents for each source or for each topic. Then, you
pages 50–51 and 50–57. can print the notes and sort them easily or use electronic note cards and sort them on
the screen before printing.
Taking detailed notes as you read makes it easier for you to organize and write a re-
port. This practice gives you a great deal of information, which you can use as the basis
for your report. You can take notes on note cards, but it is easier to take notes on your
computer or tablet. Typing your notes avoids the problem of not being able to read your
handwriting when you are ready to write your report.
When you take notes from your reading, follow these tips:
• Identify each source, including the name of the writer, the title of the work,
the resource name (such as the periodical name), the name of the publisher,
and the date published.
• Use a new card or document page for each new source or topic. Normally,
summary statements or phrases with page references are sufficient for note
cards or documents.
• Copy quotations word for word, exactly as they appear in the source. Enclose
each quotation in quotation marks, and list the page number from which the
quotation was taken.
As you organize your research, include a brief subject reference at the top of each
note card; for example, if you are tracing the development of a product, you might iden-
tify each card by subject references like “year,” “developer,” or “site of development.”
Writing Your Report

Documenting your sources, reading and reviewing articles, and highlighting and/or tak-
ing notes from the materials you are researching will make writing your report easier.
Most likely you will want to use information and ideas from the materials you read. To
avoid plagiarism, you must give proper credit to the original authors when you use their
ideas. Plagiarism is the use of someone else’s ideas or material without giving credit to
the original author. There are three ways to use another person’s material: summariz-
ing, quoting, or paraphrasing the original material. Credit must be given to the original
author in all three cases.
Summarize. One method of using material you’ve read in your report is to summarize
it. Identify the main points in the original material, and restate only these ideas in your
own words. Summaries are similar to abstracts because they present a brief overview of
the original text and are much shorter than the original. It is necessary to give credit for
the idea(s) to the original source.7
7
http://owl.english.purdue.edu/owl/resource/563/1/.

Direct Quote. Sometimes you may wish to use the exact words of a small segment of
the original source. Your direct quote must be exactly the same as the original, and you KEY POINT
should use quotation marks around the quote. A direct quote must be attributed to the
Paraphrasing is taking
original source.8
someone else’s words
Paraphrase. A common method of using short passages from other sources in and restating the idea in
your report is to paraphrase the original passage. Paraphrasing is taking someone different words in your writ-
else’s words and restating the idea in different words in your writing style without ing style without changing
changing the meaning. In paraphrasing, you usually condense the original passage the meaning. Paraphrased
by focusing on its core meaning. A paraphrase must be attributed to the original text must be attributed to
author.9
the original author.
Plagiarism
Careful note taking will help you to avoid plagiarizing material. Plagiarism, as mentioned
earlier, is the use of someone else’s words—exact or paraphrased—or ideas as your own; Teaching Tip
that is, without giving credit to the original author. Stress to students that
Credit for exact written words (quotes) and paraphrases can be given to the plagiarism is like stealing—
you are stealing someone
originator by doing the following:
else’s words or ideas
• Mention the source in your text. unless you give that person
credit. You give credit by
• Use quotation marks for direct quotes.
citing the original source or
• Present long quotations (four lines or more of text) as separate paragraphs author. As a student, if you
indented from the margins. Follow the rules for long quotations in the style are guilty of plagiarism, you
guide you are using to prepare your report. could be suspended.
• Document the source according to the documentation format you are using.
Documentation formatting is discussed later in this section.
Avoid plagiarism by following a simple rule: When taking notes from published Teaching Tip
sources, use quotation marks around any material that you copy word for word. When Many educational
writing your report, either quote and acknowledge the source or summarize the material institutions have software
available that checks a
in your own words and acknowledge the source.
report for plagiarism.
Plagiarism is a serious offense and can result in criminal prosecution. It is usually One example is a software
grounds for expulsion at many educational institutions. Consult your school’s code program called TurnItIn
of conduct for information on how plagiarism is handled at your institution. Some (turnitin.com).
schools use or require the use of software that identifies material that has been previ-
ously used.
Protecting Your Report. Technology has made keyboarding reports much easier and
faster. However, much caution should be exercised to prevent loss of text, as well as KEY POINT
typed notes and other documents to be used in a report. Most students know someone Ideas taken from some-
who has worked hours on a report only to lose it because of technical difficulties or sud-
den power outages. Losing important documents, however, is preventable. Tips that will one else or from another
help you protect your documents are on page 438. source should be cited
even if you are not quoting
Documentation Formats the material word for word.
Many academic disciplines have preferred citation styles for documentation sources. Taking credit for an idea
Be sure to verify the correct style to use for the report you are researching and writing. presented by someone
Many organizations have even adopted their own formats for documentation. Some else is a form of plagiarism,
of the more widely used formats appear in The Publication Manual of the American in the same way that using
Psychological Association, The MLA Style Manual, and The Chicago Manual of Style. the words of someone else
Most style manuals have accompanying websites. without enclosing those
words in quotation marks is
8
Ibid. plagiarism.
9
Ibid.

KEY POINT Protecting Your Document
Several methods of docu-
menting sources are used • Save your document frequently—every 5 to 10 minutes.
in the business world today. • Save your document in at least three locations—in case a USB flash
drive, etc., becomes defective.
• If you have your own computer, save your document on your
Digital hard drive and on two external storage devices such as a USB
Data flash drive.
Citation Limitation • Cloud storage (Google provides it for free) lets you save your docu-
Many software packages ment remotely so that it will be available to you at home, at school,
such as Microsoft Word have or wherever you are.
built-in features for creat-
ing references, footnotes,
• If you use a classroom computer, save your document on your own
storage devices. Documents left on a classroom computer are usually
tables of contents, etc. The
accuracy of these resources
not secure.
is not 100 percent, however. • Print your document at various intervals. It is much easier to reenter
Citation is typically not the the document from a printout than to have to compose it again and
primary “product” of soft- verify all your information and sources.
ware companies’ business,
but a tacked-on addition, so
• Keep your backup storage devices in separate locations. The reason
the accuracy with which the
is logical: If all your backups are in your backpack and it is lost,
software handles c itation, your storage devices containing your document will probably not be
especially of complicated found in time to submit the document by the deadline.
online resources, can be • Keep your storage devices in a location that is dry and is not
spotty. extremely hot or cold.
• Always complete your document and print it at least one day before
the deadline to allow for delays caused by technical difficulties, such
Digital as printer problems.
Data
Credible
Documentation
Sources APA Style. The American Psychological Association (APA) style is heavily used in
Two very reliable and cred- the psychology, education, and social science fields. APA style emphasizes the date
ible sources for more infor- of publication because it is important that information be current in these fields. In
APA style, brief reference information is presented immediately after the quote or para-
mation on documentation
phrased material in the body of your report. The author’s name, the year of publication,
formats are Purdue’s OWL and the page numbers, separated by commas, are enclosed in parentheses in the text. If
(Online Writing Lab) site, the author’s name is given as part of the quote or paraphrased material, it does not need
http://owl.english.purdue to be included again in the parentheses.
.edu/, and the Arizona . . . most recent information (Masters, 2005, p. 148).
State University website,
In APA style, the brief text citation serves as a guide to the complete reference in-
http://libguides.asu
formation that appears in a references section at the end of the report. The references
.edu/content.php?pid= section serves the same purpose as a bibliography. A bibliography is an alphabetic listing
122697&sid=1054427.

of all the sources used in your report. The reference section entries are arranged in al-
phabetic order by the author’s last name, and a hanging indention style is used for ease oops!
of locating information quickly.
For additional information on APA style, see the most recent edition of the Publica- TLI (Too Little
tion Manual of the American Psychological Association. Information)
Mark used several Internet
MLA Style. The Modern Language Association (MLA) style was developed by the sources for his research
association and is heavily used in the liberal arts and humanities areas, especially arts,
paper. He documented
language, and literature. MLA style emphasizes the page number to facilitate locating
the exact information. It is similar to APA style in many ways. The author’s last name those sources by cutting
and the page number appear in parentheses immediately following the quoted or para- and pasting the URLs
phrased material. One difference is that no comma is used to separate the author’s of the sites at which he
name and the page number. found the information.
Using only URLs as
. . . most recent information (Masters 148).
documentation will
The complete list of sources used in an MLA paper is given at the end of the paper. not provide enough
This list is titled “Works Cited” and is similar to the bibliography used in The Chicago information to allow
Manual of Style approach and the references section used in APA style. The entries are
another person to locate
double-spaced and arranged in alphabetic order by the author’s last name. A hanging
indention style makes it easy to locate a specific source quickly. the source.
For detailed information on MLA style, see the most recent edition of the MLA
Handbook for Writers of Research Papers.
CMS Style. The Chicago Manual of Style (CMS) is well established and has been used
for years. Today, the CMS documentation format is used primarily in the discipline of
history and in actual publishing. CMS is also still used in the humanities and social sci-
ences disciplines. This style uses consecutive raised (superscript) numbers to identify
quoted or paraphrased ideas throughout the report. For example:
. . . most recent information.1 Digital

Data
Complete information on the source for each number is given either as a foot-
note at the bottom of the page or in an endnote page, usually titled “Notes,” at the Probably Not a
end of the report. In addition to the “Notes” page, you will also need, after the body Good Source
of the report, a bibliography—an alphabetic listing, by author’s last name, of all the
sources used in your report. If a source has no author, it is alphabetized by the Be careful using Facebook
first important word in the title of the work. A hanging indention style (first line of as a source because
each entry located at the left margin with the second and succeeding lines indented Facebook sources may not
1
⁄2 inch) with a blank line between entries makes it easy to quickly locate a particular be available to Facebook
reference. nonmembers. Depending
See the most recent edition of The Chicago Manual of Style for more detailed
on the privacy setting of
information.
Facebook accounts, infor-
mation may not be available
Documenting Electronic Sources. When you cite material taken from an electronic
source, such as an online database or a web page, you need to provide enough infor- to all Facebook members.
mation so that someone reading your report can access the source. It is important to
provide the date you accessed the material because of the fact that electronic content
changes so frequently; the date provides a frame of reference. Teaching Tip
For detailed information on citing electronic sources, consult The Chicago Manual
APA documentation
of Style, the Publication Manual of the American Psychological Association, or the MLA style recommends
Handbook for Writers of Research Papers. Style guides do change so be sure to check treating Facebook
the most recent edition for the latest information on citing electronic resources for the citations as “personal
documentation format that you are using. communications.” (Source:
http://blog.apastyle.org/
apastyle/social-media/.)

Review of Key Terms
1. How is an informative report different from an analytical report? Provide
examples of each type of report. An informative report provides facts and
information; it does not make recommendations or persuade. An analytical report
draws conclusions or makes recommendations in addition to providing data. Examples
will vary. Examples of informative reports: periodic, progress, unsolicited. Examples of
analytical reports: justification, feasibility, proposal.
2. Why is a working bibliography an important part of preparing a

report? What information should be included in a bibliographic entry?
A working bibliography allows the writer to keep track of the sources used in a
report. A bibliographic entry should include the following: the author’s full name (last
name first); complete title (underlined) and edition, if applicable; publisher’s name and
location; and copyright date.
3. Define blog and podcast. Blog—a website you can update on a regular basis.
Many people can post entries about all kinds of topics.
Podcast—an audio or video broadcast that can be downloaded to your computer and
viewed at a later time without an Internet connection.
Editing Practice
Proofreading Alert!
4. Check the following paragraph for errors.
he 1st 20 seconds in a job interview our the most important. The first
T
impression at a job intervew is a mayor factor in weather or not your
will be hired. You should make eye contact, smile, and give a firm hanshake
as soon as you met the interviewer’s. first, are, interview, major, whether, you,
handshake, meet, interviewers
Preparing for a Report
5. Choose a topic of interest, and find three different types of sources of infor-
mation. Photocopy the pertinent pages; make source cards for each one.
Then, take notes on what you read, paraphrasing the information you might
use in a report. Responses will vary.

6. Your team will conduct an Internet search on purchasing new computers.
Make a list of keywords you might use. Print out several reports, includ-
ing some whose reliability may be questionable. Highlight important
information. Once your team has read the articles and discussed the
merits of each computer, write a brief memo to your instructor, propos-
ing the computer that would best serve the needs of the company. Con-
sider the computer’s capability, performance record, and cost. Turn in all
notes, keywords used, and highlighted articles along with
your memo. Responses will vary. Teams should turn in lists of
keywords they used to conduct the Internet search.
Discussion Point
7. What is the difference between primary and secondary sources? What are
some methods to use for gathering primary data? How can you be sure a
secondary source is reliable? A primary source is a source from which information
is obtained firsthand. A secondary source is one from which information is gathered
by someone else. Methods used for gathering primary data include telephone
surveys, questionnaires, interviews, and observations. To confirm the reliability of a
secondary source, you should make sure the author is reputable and unbiased and is
an authority on the subject.
8. If you incorporated someone else’s ideas into your report, are you
required to provide the source of that information? What are the
consequences of plagiarizing information in business? How can you avoid
plagiarism? Ideas, like words, require proper documentation. To avoid plagiarism,
acknowledge the source of the material and use quotation marks around any
material copied word for word.

Section 11.2
SECTION LEARNING
OUTCOMES
Writing Informal Reports
• Write an informal report in correct
memorandum form. In the business world, the report is probably the primary method
for providing information. Report information is vital in improv-
• Use a variety of written report ing the effectiveness of decision making. This information is in-
formats for an informal report. tended to help executives, supervisors, managers, department
heads, and others understand their roles and perform their du-
ties more effectively. Therefore, anyone who wishes to succeed
in today’s business world must be able to gather information and
prepare reports.
W H Y I T ’ S I M P O R TA N T A report may be given orally, in writing, or both. Important
Informal reports flow through business information in an oral report may be quickly forgotten, whereas a
offices daily and are key to effective written report can be referred to again and again. A written report
that is also delivered orally will have increased impact.
business communications. One way to classify reports is according to the length of the
report—informal reports are usually shorter, and formal reports are
usually longer. Because formal reports usually require extensive
research, documentation, investigation, and analysis, the style of
KEY TERMS the presentation is usually different from the style used for a short
report.
• memo report
• paragraph form
Style of Informal Reports
• outline form
In Chapter 9, you learned how to use a memo as a means of cor-
• table form responding with other employees within an organization. The same
memo form is used for writing informal reports, hence the name
memo report.
The memo report begins with the same heading information as
KEY POINT that used in the memo format that you learned to use for interoffice
The memorandum form correspondence:
is used for writing infor- MEMO TO:
mal reports. Usually the FROM:
standard memo heading DATE:
(Memo To, From, Date, SUBJECT:
and Subject) is used. How-
ever, this heading can be Whether you use this format exactly as it is or adapt it will de-
pend upon the report style preferred by the company for which you
adjusted to fit individual or
work.
company preferences.
File Copies
Whenever you write an informal report, even if you think it is not
important, be sure to make a copy for your own files. Anything
important enough to be put in writing is important enough to
be retained. You may never need to refer to your file copy, but
someone else in the company may need some of the information
contained in the report sometime in the future. Many file systems
now are electronic, and companies have scanned important paper
442
copies from years past. Retrieval of documents stored electronically is usually easier
and quicker.
Planning and Writing Informal Reports

Many people think that writing involves merely sitting down and dashing off a few
words, a simple task anyone can do with little or no effort. Partly as a result of this
widespread but false notion, good business writers are scarce and, therefore, very much
in demand.
Indeed, first-class writing of any kind involves hard work and results from much
thought, careful planning, many drafts with revisions, and excellent training. Before you
can write informal reports of the highest quality, you need to study, think about, and
apply the following principles.
Be Clear, Complete, Correct, and Concise Going Global

As you know, concise writing should also be complete writing. To be concise, you
must say everything that needs to be said, but you must say it in the fewest possible The Dating Game
words.
You are also well aware that your writing must be clear and complete. You would Be careful when writing
not write a fuzzy sentence like this: dates using numerals. In
some countries, the dates
• Zach Mendoza told Mr. Ruiz about the construction delays at the industrial
park, and he said he would have the report to Mr. Ruiz by Monday. are written listing the day
of the month first, then
Instead, you would write a clear, complete message, such as this one:
the month, and finally the
• Zach Mendoza told Mr. Ruiz that he would have the report on the construc- year—March 8, 2015, would
tion delays at the industrial park on Mr. Ruiz’s desk on Monday, April 25, 20—. be written as 8-3-2015. If
All reports must be correct in every detail. Perhaps we should use the stronger term you wrote, 3-8-2015, the
accurate, because any information important enough to be reported must be more than date could be interpreted
substantially correct; it must be completely accurate. For example, if you are asked to as August 3.
report the number of free-sample requests that come in on a given day, you had better
be sure that you give an exact, not an approximate, count.
Wording
The wording of reports differs from that of letters. A letter is designed to do more than
convey a message, for its accompanying purpose is to win new customers or clients for KEY POINT
the company and retain old ones. Therefore, the tone of a letter is warm and friendly.
The tones of a letter and
A report, on the other hand, is a straightforward, factual presentation—and it should be
worded as such. report differ. Most letters
For an illustration, read the following opening paragraph of a letter answering a should use a warm and
request for information about your company’s free tuition program for employees. friendly tone. Most reports
In response to your May 30 request, we are pleased to tell you that we use a straightforward, fac-
do provide free tuition for employees taking work-related courses in local tual tone.
schools under the following circumstances: [At this point, you would itemize
and explain the circumstances under which your company pays the tuition for
its employees.]
KEY POINT
Now, note how the wording changes when the same information is given in a report:
Preparing reports requires
Employees taking work-related courses in local schools will be reimbursed for
tuition when the following requirements have been met: high-quality writing.
Reports should be clear,
1. The course has been approved in advance by the employee’s supervisor.
complete, correct, and
2. The employee earns a grade of B or better. concise.
3. The employee has been with the company for one year or more.
Section 11.2 Writing Informal Reports 443

oops! Formats of Written Reports
How brief or how detailed should your informal report be? Should you give the requested
Mailing Mishap information in a single paragraph? Should you present the information in outline form?
Should you tabulate the information? Should you show the information in a graph?
A preaddressed, stamped
Because you are preparing the report, you are the one who must answer these ques-
envelope enclosed for tions. Only you are close enough to the situation to know why the report was requested,
your convenience. to project the probable uses of the information, and so on. To make a wise decision
(envelope is enclosed) about the form your report should take, though, you must be familiar with the different
types of presentations and their uses.
Paragraph Form
The paragraph form is often used for the presentation of simple facts. For example, if
your supervisor has requested that you report how many hours of overtime were paid
the previous month—and you are certain that the only statistic of interest is the total
number of hours—you might write the following in a memo-style report:
In the month of February 20—, the total number of hours of overtime in the
Printing Department was 25 hours.
Or, if you want to give a little extra information, you might add the following to the
above statement:
There are 50 employees in the department, and 10 employees (20percent)
accounted for the 25 hours of overtime.
Outline Form
KEY POINT If, however, you know that your supervisor has a personal interest in the staff, you might
correctly believe that you should list the names of the people who worked overtime. You
Three basic forms of
could present all the information necessary in outline form. The outline form uses the
presentation are used in format of an outline to list information.
reports: paragraph form,
Information regarding overtime in the Accounting Department during
outline form, and table
March 20— is as follows:
form.
1. Total employees in department: 50
2. Total hours of overtime: 25
3. Employees working overtime: 10 (20 percent)
Alice Burns, 1 hour
William Carter, 3 hours
Reba Evans, 2 hours
Estévan Gomez, 3 hours
Elyse Levy, 3 hours
Nancy Murphy, 3 hours
oops! Habib Odish, 4 hours

Sabeeha Sedik, 3 hours
Know When to Say Chen Sui-Ling, 2 hours
Know Ping Yu, 1 hour
Please let me no if you are
interested in purchasing
Table Form
the software.
In some cases, a table is the most effective way to present information. The table form
uses a systematic arrangement of data, usually in rows and columns for ready reference.
(Know is the correct word, The advantage of a tabulated presentation is that the reader can easily see the total situ-
not no.) ation at a glance without wading through a great many words. The decision to tabulate
should be influenced by the amount and the kind of information to be included as well

as by the uses to which the information is likely to be put. In table form, the sample
overtime report would look like this:
ACCOUNTING DEPARTMENT OVERTIME

Month of March 20—
Employee Hours Reason

Burns, Alice 1 To interview new accountant
Carter, William 3 To complete January billing
Evans, Reba 2 To prepare expense statement
Gomez, Estévan 3 To prepare cost analysis
Levy, Elyse 3 To work on computer program
Murphy, Nancy 3 To update all client information
Odish, Habib 4 To analyze travel expenses
Sedik, Sabeeha 3 To design a company brochure
Sui-Ling, Chen 2 To prepare for business trip
Yu, Ping 1 To complete checking cost estimates
Total employees: 50
Overtime hours: 25
Total employees working overtime: 10
Percentage of employees working overtime: 20
Most office suites providing word processing software also have a table feature that
makes tables easier to set up. This table feature will make the information neat and
more readable. Spreadsheets and database software programs are frequently used in
report preparation because they allow manipulation of the data after the data has been
entered. Reports can often be generated automatically.

Review of Key Terms
1. How is a memo report similar to a standard memo? A memorandum report
and a standard memo are similar in that they both use a standard heading (MEMO
TO, FROM, DATE, and SUBJECT). They are also both primarily used to transmit
information within an organization.
2. What are the different formats of a written report? Paragraph form, outline form,
and table form.
Editing Practice
Spelling Alert! Underline and correct any spelling or homonym errors in the following
sentences.
3. Our magazine sales acceded 1.5 million copies in the month of December.
Our magazine sales acceded 1.5 million copies in the month of December.
(exceeded)
Section 11.2 Writing Informal Reports 445

4. We expect sales of our February addition to reach 1.6 million copies.
We expect sales of our February addition to reach 1.6 million copies. (edition)
5. The managing editor was formally a schoolteacher. The managing editor was
formally a schoolteacher. (formerly)
6. Several sports editors took a coarse in interviewing. Several sports editors took
a coarse in interviewing. (course)
Writing Informal Reports
7. Select two or three stocks or bonds that are listed in your local newspa
per’s stock market report. From the information that is provided in the
newspaper, write an informal report about the status of these securities
during the past five days. Address the report to your instructor.
Responses will vary.
8. As a team, prepare a table-form report, similar to the one on page 445.

The table will be a report on students in your class. Use the following in-
formation in your table: Student, Number of College Hours
ompleted, Number of College Hours This Semester, Pro-
C
posed Major. Provide figures for total students and working
students. Responses will vary.
Discussion Point
Thinking Critically
9. What principles should be followed to write a quality report? First, writers
need to think about what they are going to write. The information presented must be
complete and accurate. The wording should be presented in a straightforward, factual
manner. The organization of the material should be logical.
10. When would a writer use the paragraph form in an informal report? When
would a writer use an outline or a table in an informal report?
Paragraph form should be used to present simple facts, a brief summary, or a
short description. Outlines and tables are used to provide the reader with a quick
overview of information, usually statistical. Numbers, dates, and figures are easier to
comprehend and compare in table form.

Section 11.3
Writing Formal Reports SECTION LEARNING

OUTCOMES
• List and describe the main sections
How do formal reports differ from the memorandum reports that
of a formal report.
you learned to write in the previous section? Formal business re-
ports, in addition to being longer than informal memorandum • Explain how to plan and write a
reports, are usually concerned with more complex problems or formal report.
questions necessitating more investigation, analysis, research, and
documentation. Some typical formal report subjects might be an • Explain how to write progress
analysis of the methods of marketing a company’s products, a study reports.
to determine which type of computer accounting and billing system • Describe the mechanics of report
to install, or an experiment to determine how to improve the quality
writing.
control of a product.
Writing a formal business report may require weeks or even
months of extensive research and reading related to the report
topic. The completed report could be several pages to more than
a hundred pages long. Regardless of its length, however, a formal
report must be accurately documented and well written, because
companies often decide whether to spend many thousands of dol- Writing effective formal reports takes
lars on the basis of such reports. preparation. Some reports take weeks
Not everyone can write an effective formal report. Even though or months of research. Learning to
an executive, an engineer, or a technician may conduct the research
prepare a variety of reports will put you
that is the basis for the report, often an administrative assistant will
be closely involved in the report preparation. ahead of the game in your career.
Preparing to Write Formal Reports

Not all reports look alike. There are some variations in the style
and form used in formal reports. These variations are usually deter- KEY TERMS
mined by the nature of the subject being investigated. For example, • formal business reports
a technical report that specifies the requirements for manufacturing
computer components may be organized in outline form with very • purpose
little text. Similarly, the reports of chemists, engineers, and other • scope
scientists are likely to include many tables, charts, and graphs, with
a relatively small amount of narrative interpretation. On the other • procedures
hand, many business reports are mainly narrative, possibly with • summary
some tabular material. Despite this variation in the style and form,
most formal reports include these main sections: • body of the report
• conclusions
Introduction
• recommendations
Summary (often called an Executive Summary in business
reports) • supplementary material
Body of the report • appendix
Conclusions and recommendations • bibliography
Supplementary material • letter or memo of transmittal
Before beginning to write a formal report, the writer-

investigator must first determine the purpose and the scope of the
report. To make this determination, the investigator must gather
447
reliable facts; assemble and analyze those facts; draw conclusions from the factual analy-
KEY POINT sis; and, finally, make recommendations that are reasonable in view of company needs.
Formal reports often cover
Defining the Purpose and Scope
complex problems and
The purpose of the report is the reason it is being written. Why is the report being writ-
questions that frequently ten? The answer to this question should appear in the introduction of the report. For
require extensive study example, in a study to determine whether a company should buy laptop computers for
or investigation. each sales representative to use in submitting orders from the field, communicating with
the home office, and maintaining current inventory figures and prices, the purpose of
the report might be stated as follows:
1. To determine the benefits of providing laptop computers to sales
representatives.
2. To determine the cost of providing laptop computers to sales
representatives.
3. To determine whether the benefits will justify the costs.
The scope of a report determines the extensiveness of the research; that is, the
scope specifies boundaries that keep the research within reason. A report writer must
avoid selecting a topic that is too large in scope to be handled effectively. The experi-
enced report writer, therefore, clearly defines the scope of the problem and sets reason-
able boundaries. For example, think how difficult it would be to do research for a report
entitled “Computer Uses by Office Personnel.” This topic is much too broad in scope to
be treated in one report, if it could be treated at all. The topic needs to be limited to a
more specific group. A revised title that would be more practical might read “Computer
Uses by Accountants at Cassidy Sales and Service, Inc.”
Organizing the Report

After all the material related to the topic has been collected and studied, the writer can
begin to organize the report. At this time, the paper or electronic note cards should be
revised, sorted by topic, and tentatively organized into a logical sequence for the report.
Outline
Using organized paper or electronic note cards as a guide, the writer creates an outline
to serve as the structure, or framework, of the report. The outline should be kept as
simple as possible. While determining the outline, the writer should keep in mind the
kinds of topic headings the report requires. If outline entries are carefully thought out,
many of them can be used as topic headings in the final report.
Headings
KEY POINT Most books, articles, and business reports use headings to indicate the organiza-
tion of the material. Headings of equivalent weight should be formatted alike. For
Using a consistent style example, the main divisions of an article, a report, or a chapter in a book may be
for headings helps the centered, and the subdivisions of each main heading may be keyed as paragraph
reader better understand headings. When there are more than two divisions, however, the following arrange-
the organization and ment of headings (excluding the report title) should be used:
content of a report. CENTERED FIRST-ORDER HEADING
Side Second-Order Heading [on a line by itself]
Run-In Third-Order Heading. [Text follows on the same line.]
If the report writer is consistent in the use of headings, the reader will better under-
stand the content because the organization will be easy to follow. Consistency should be
observed in the wording as well as in the style of the headings. In general, topic form is
preferred to sentence form. For example, “How to Write Reports” is preferable to “This
Is How to Write Reports.”

Writing the Report
There are considerable differences between the informal writing style of business letters
and memorandums and the writing style commonly found in formal reports.
Writing Style
Long business reports are important documents upon which management bases many
of its high-level decisions. Consequently, such reports tend to be written in a serious,
formal style, usually in the third person. The impersonal style helps the writer avoid
interjecting a personal tone that might weaken a report by making it seem merely a
statement of one person’s opinions and beliefs. The more the writer can de-emphasize
the I and cite facts to back the evaluation, the more objective and more persuasive the
report will be.
In the following example, the writer carefully avoids any expressions that may imply
that the evaluations are based on personal opinions rather than sound reasons and facts.
The evidence revealed by this survey indicates that the modified-block
letter style takes 10 percent more typing time than the block style.
Use of the block letter style would be appropriate for Action Team News,
Inc., because the style has the modern look of simplicity and is also faster and
easier to type.
Three of the five departments studied use standard punctuation;
however, adoption of open punctuation would have the following advantages:
[Explanation of these advantages would follow.]
The same impersonal writing style illustrated above should characterize every oops!
section of the report. Remember: Making it possible for the reader to draw a conclusion
from the facts presented is an important factor in the success of any business report. Edition/Addition
The fourth addition of the
Title Page book will be published
The title page usually includes the complete title of the report, the name and title of the this year.
author, the name and title of the person for whom the report is prepared, and the date
the report is submitted. These items should be attractively arranged on the page. A typi- (Edition is the correct
cal title page is shown in Exhibit 11.7. word, not addition.)
Table of Contents
This section is prepared after the report has been completed. It should start at the
top of a new page and list in sequence each separate part of the report. For the
main part of the report (the body), the table of contents should list the side head-
ings and possibly the paragraph headings. The side and paragraph headings should
be indented to indicate that they are lower-level headings. Use dot leaders to align
the elements of the report with the page numbers they start on, as illustrated in
oops!
Exhibit 11.8. Not Acceptable
She wood not accept our
Introduction
sincere apology.
The introduction section tells the reader why the report was written, what the scope of
the report is, and how the data were gathered. (Would is the correct
Suppose that Lynn Vernon, president of Southern Regional University, has assigned word, not wood.)
Douglas Ling, the director of administrative services, to investigate the feasibility of es-
tablishing an international business center as a way to improve the university’s service
to the corporate business world. In the introduction to such a report, Mr. Ling would
include the purpose and scope of the report, as well as a description of the procedures
followed to collect and analyze the data presented in the report.
Statement of Purpose. First, the writer should state the problem that the report
addresses—the need to improve the university’s service to the corporate business
Section 11.3 Writing Formal Reports 449

Exhibit 11.7
Title Page of a Report
What are the elements
listed on this title page
of a report?
Ans 11.7
This title page shows the THE FEASIBILITY OF ESTABLISHING
complete title of the report,
AN INTERNATIONAL BUSINESS CENTER
the name and title of the
author, the name and title AT
of the person for whom SOUTHERN REGIONAL UNIVERSITY
the report is prepared,
and the date the report is Prepared by
submitted.
Douglas Ling
Director of Administrative Services
Submitted to
Lynn Vernon
President
August 25, 20—
world. Next, the writer should list the objectives of the report as in the following
example:
This report was prepared at the request of Lynn Vernon, president of
Southern Regional University. The report addresses the need to improve the
university’s service to the corporate business world. The purposes of the
report are:
1. To determine the need for an international business center.
2. To determine the functions of an international business center.
3. To determine the resources involved in the initial start-up of the center.
4. To determine the proposed budget of the center.
5. To determine a potential list of corporations that would benefit from the
services provided.
Scope or Limitations. A brief statement of the investigation’s scope may be included

in the introduction, including limitations.
This investigation is limited to the corporate community within a
50-mile radius of the Southern Regional University campus in Atlanta,
Georgia.

Exhibit 11.8
Table of Contents Page
of a Report
Name the elements on
CONTENTS this table of contents.
INTRODUCTION............................................................................................................ 1 What are the dot
leaders used for?
Statement of Purpose.................................................................................................. 1
Scope or Limitations................................................................................................... 2 Ans 11.8
Procedures.................................................................................................................... 3 This table of contents
page lists the contents of
SUMMARY....................................................................................................................... 5 the report. Note the dot
leaders between each
BODY OF REPORT [list actual title]............................................................................. 6 report part. They are used
List Side Heading........................................................................................................ 6 to guide the eye from each
report part title to the page
List Side Heading........................................................................................................ 7
number on which it starts.
List Paragraph Heading......................................................................................... 7
List Paragraph Heading......................................................................................... 8
List Side Heading........................................................................................................ 9
CONCLUSIONS AND RECOMMENDATIONS.......................................................10
APPENDIX..................................................................................................................... 12
BIBLIOGRAPHY............................................................................................................14
Procedures. The introductory section of the report should describe the research pro-
cedures. Procedures are the methods that were used to collect and analyze the data.
Here is an example:
Information for this report was collected through telephone interviews with
corporate CEOs of companies within a 50-mile radius of Atlanta, Georgia. The
interview questions are in Appendix B of this report.
A survey was mailed to each Chamber of Commerce located within the 50-
mile radius of Atlanta, Georgia. The survey instrument appears in the report as
Appendix C.
The consulting firm of Friedman, Stedham, and Kline prepared a budget
that includes start-up costs.
Summary
The summary, often called executive summary in business reports, is a brief review of the KEY POINT
report. It is placed early in the report, usually following the introduction. The summary
may range from one paragraph to several pages, depending on the amount of material A summary contains the
covered. The following example is the opening paragraph of the summary of the study most significant informa-
to determine the feasibility of establishing an international business center as a way to tion in capsule form,
improve the university’s service to the corporate business world. which helps the reader
This study recommends that an international business center be who cannot take time to
established at the Atlanta, Georgia, campus of Southern Regional University read the entire report.
and demonstrates that such a center would serve the corporate community

Teaching Tip within a 50-mile radius of the campus. The specific data gathered during this
Don’t Rush to investigation resulted in the following conclusions that led to the mentioned
Conclusions—Stress that recommendation:
the writer should explore
all sides of an issue or 1.
A distinctive need for an international business center exists in the
problem before drawing a geographic area studied.
conclusion. A conclusion 2.
Three major functions of an international business center were
should be based on solid determined.
information that can be
documented. 3.
The major resources involved in the initial start-up of the center
were identified.
4.
A proposed budget for the center has been projected for a five-year time
period.
5.
A potential list of corporations that would benefit from the services
provided has been identified.
Body of the Report

The body of the report is the actual text of the report. In this section, the writer tells what
research was done, how it was done, and what the writer found. For example, in the
report on the international business center at Southern Regional University, the body
Going Global of the report would include the following:
International Time • An analysis of responses to the telephone interviews with corporate officers.
Differences • The results of the surveys mailed to each Chamber of Commerce.
Be knowledgeable about • A list of the major resources involved in the start-up of the center.
the differences between • A justification for the five-year proposed budget.
time zones when making • A discussion of the categories of businesses that would benefit from the
an international phone services provided.
call. When scheduling a Writing the body of the report should present few difficulties if the writer follows a
phone conference, make carefully prepared outline and has detailed notes. The writer should stick to accurate,
sure that all parties are verifiable facts and present them in a clear, concise manner. The suggestions given in
comfortable with the time. Chapter 8 for forceful, clear writing apply also to writing reports.
For example, if it is 7 a.m. Conclusions and Recommendations
in New York City, in Tokyo
This section can easily be the most important one in any report, for it is here that the
it is 9 p.m. the same day. real results of the report appear. The writer’s conclusions tell the busy executive, on the
basis of the most reliable data available, “Here is what the report tells us.”
Personal observations should be kept to a minimum—conclusions should be drawn
only from the facts. In light of the conclusions and from experience with the company,
the writer can make recommendations. For a guide to making worthwhile recommenda-
tions, the writer should refer to the listed purposes of the report. As a rule, there should
be at least one recommendation for each stated purpose.
By referring to the purposes stated in the introduction of the report on the feasibil-
ity of a telecommunications center at Southern Regional University, the writer might
include the following conclusions and recommendations:
From an analysis of the data gathered in this study, the following
conclusions are drawn:
1. An international business center would be an asset to the specified
business community.
2. The major function would be to facilitate business transactions between
the specified business community and international markets.
3. The resources involved in the initial start-up include office space
with utilities, computer equipment with Internet access, typical
office expenses, and a three-person staff.

4. The proposed budget is accurate and comprehensive.
5. Corporate personnel in the identified geographic area are eager to use
the international business center.
With these conclusions in mind, the following actions are recommended: Employability
1. Establish an international business center to be operational by January 1, Skills
which will require approval of the university’s Board of Trustees.
2. Employ staff members as soon as feasible to begin establishing contacts Allocating Human
with the corporations and contacts in the international markets. Resources
3. Initiate expenditure approvals to acquire and equip an office for the Creating a lengthy and
international business center. formal report entails many
4. Adopt the proposed budget and establish financial liaisons and the hours. Before finalizing
necessary bank accounts. any document, it’s impor-
5. Establish a board of directors for the international business center with tant to ask for valuable
representatives from the corporate community. input from colleagues and
teammates. Whether re-
Supplementary Material
searching, writing, editing,
Supplementary material, which is given after the conclusions and recommendations,
provides substantiating data for the report. One or all of the features discussed below or proofreading, allocating
may be included. these jobs to the appropri-
ate people is a good idea.
Illustrations. A formal report can often be enhanced by the use of graphics or
illustrations. Consider using graphics when any or all of the following situations occur:
1. The information—ideas, facts, or figures—being presented is complex and illus-
trations will help simplify it.
2. Visuals can reinforce the logic of your conclusions and recommendations.
3. You are comparing or contrasting two sets of data, or you are analyzing trends.
4. Statements need to be documented, and tables and other displays will provide
the necessary information.
Tables can be prepared in spreadsheet software programs (such as Excel) that can
convert the data to a visual representation such as a line, bar, or pie chart.
What kinds of graphic or visual displays should be included? It depends on the
information you are presenting and your purpose in presenting this information. The
possibilities include:
• Tables to provide a visible comparison of two or more sets of data and ready
access to information.
• Bar graphs to depict relationships between fixed groups of data or to compare
or contrast two sets of data.
• Line graphs to illustrate trends or show how sets of data have changed over a
period of time.
• Pie charts to show the relationships between parts and a whole.
• Diagrams, flowcharts, or organizational charts to simplify complex
relationships or operations.
• Photographs to document information or statements.
Refer to Exhibits 11.9 and 11.10 for examples of graphics used to present data in
a report.
How graphic displays are prepared varies from company to company. Using color
in graphic displays is usually acceptable in reports prepared for industry. Unless you
are a business writer with artistic ability, you may wish to have visuals prepared by your
corporate art department or by an independent artist or agency. Another alternative is

Exhibit 11.9
Bar Graphs
FIRST-QUARTER SALES Thinking Critically:
What function do
Number of Units
20,000 bar graphs serve in
15,000 reports?
10,000 Series 1 Ans 11.9
5,000 Bar graphs show
0 relationships between
East South North West fixed groups of data.
Region
Exhibit 11.10
COMMUNICATION OPTIONS Pie Charts
function do pie charts serve in
reports?
Electronic Mail
Fax Ans 11.10
Voice Mail Pie charts show the relationship
between parts and a whole.
Regular Mail
Teaching Tip to use a graphics software program to prepare visuals. Several excellent programs that
Positive First produce sophisticated, professional-looking graphic displays are available, and they are
Impressions—Stress the easy to learn. These graphic displays may be used as visual aids if the report is presented
importance of making a orally to the management team.
good first impression with
the appearance of a report.
Content is important;
Appendix. The appendix is a report section that consists mainly of supporting in-
however, the content may formation to back up the material in the body of the report. Long tables, charts, pho-
not be read as thoroughly tographs, questionnaires, letters, and drawings are usually placed in this section. By
if the reader forms a including such material at the end of the report, you keep the body of the report free of
negative first impression. the kind of detail that makes reading difficult.
Bibliography. The bibliography section is an alphabetic listing of all the references

used in the report. Bibliographic entries are listed in alphabetic order by author. Forms
for book and periodical entries are shown in the following examples:
Books
Brown, Frieda F., International Markets, Bently Publishing Company, New York,
20—.
Lane, S. C., Exporting for Profit, Harrison Book Company, New York, 20—.
Periodicals
Stevens, Zachery, “International Banking and Exporting,” Export
Entrepreneur Vol. 5, No. 2 (20—), pp. 69–84.
Wong, A. K., “Cutting International Red Tape,” The Exporter Vol. 4,
No. 2 (20—), pp. 24–38.

E-Mail, Memo, or Letter of Transmittal
A short e-mail or letter or memo of transmittal, composed after the report has been
completed, is a document that states you have completed the report and are submitting
it to the person or persons addressed in the e-mail, letter, or memo. The transmittal
document accompanies the report. If the report is to be sent to someone outside the
organization, compose a transmittal letter. If the report is to be sent to someone within
the organization, you can use a transmittal e-mail, memo, or letter. The transmittal
document usually contains information such as:
• A reference to the person who authorized the report.
• A brief statement of the general purpose of the report.
• Appropriate statements of appreciation or acknowledgment.
Mechanics of Report Writing

An immaculate physical appearance, expert placement, and careful attention to the me-
chanics of English, spelling, and punctuation emphasize the importance of the finished
report. For this reason, mechanics, as well as organization and writing style, are impor-
tant in preparing the report.
All the mechanics of English, spelling, and punctuation discussed in earlier chap-
ters apply to report writing. Additionally, you should apply the six Cs of editing and
the revision, proofreading, and editing skills learned in Chapter 8. Some suggestions
for setting up a report are also necessary, and they are presented in the following
paragraphs.
Paragraphs
Use common sense and show variety in paragraphing. Try to avoid too many long and
too many short paragraphs. Keep in mind that the topic sentence, which tells what the
paragraph is about, frequently comes first. Also, the closing sentence is often used to
summarize the meaning of the paragraph.
Headings
Be generous in using headings. Take care to leave plenty of white space around major
headings, tables, and other display elements. Be sure that all headings of the same value
within a section are parallel in wording. For example:
Nonparallel Parallel
The Introduction Writing the Introduction
The Body Writing the Body
How to Write the Closing Writing the Closing
Notes
Use footnotes or endnotes to give credit when citing the ideas of others, either verbatim
or modified. A footnote is placed at the bottom of the page containing the footnoted
item; endnotes are grouped together and listed at the end of the report. Number notes
consecutively, whether they appear at the bottom of the footnoted page or are grouped
at the end of the report. Since note styles vary, it is advisable to consult the company’s
reference manual or a standard reference manual.
Graphics
Select carefully any tables, charts, diagrams, photographs, drawings, and other illus-
trated materials used to supplement the writing. To promote better understanding of
the contents, choose the items that contribute most to the report. Eliminate any items
that are not pertinent.

Be sure to proofread carefully any graphics created by you, your corporate art de-
partment, or an independent artist or agency. You are ultimately responsible for the
facts and figures contained in graphics.
Typing Format
Observe these rules of good manuscript form:
1. Keyboard and print all reports on standard 81⁄2- × 11-inch paper. Legal-size
paper will not fit standard office files.
2. Use double-spacing except for long quotations (usually four or more lines),
for which single-spacing is preferred. Print on only one side of each sheet.
3. Leave ample margins. Commonly accepted margins are:
Left margin: 11⁄2 inches to provide for side binding.
Other margins: 1 inch.
First page only: 2-inch top margin when the page contains the title.
4. Traditionally, the first page does not show a page number when the page con-
tains the title. All other pages, beginning with 2, should be numbered in the
upper-right corner.
5. Follow this pattern for any material presented in outline form:
I.
A.
1.
a.
(1)
(a)
Preservation and Binding

Protect and preserve your report by following the guidelines in the “Protecting Your Docu-
ment” box in Section 11.1 (page 438). Always print and keep a hard copy of your report.
Bind the report attractively. Many types of binding, from the single staple to an
elaborate sewn binding, can be used. Reports that are subject to frequent, rigorous
use should be placed inside a special hardback report folder for protection. Do not
rely on a paper clip to bind the report; the chances of losing part of the report are
very high.

Review of Key Terms
1. How do you determine the purpose and scope of a formal report? The purpose
of the report is the reason it is being written. The scope sets the boundaries for the
report.
2. What kind of information goes in an appendix of a formal report? What would

you put in a bibliography of a formal report? The appendix may contain long
tables, charts, photographs, questionnaires, letters, and drawings that support
information in the body of the report. A bibliography is an alphabetic listing of all the
references used in the report.

Editing Practice
Call an Editor! Edit or rewrite the following sentences to improve clarity and conciseness.
3. Ms. Andrews is the new administrative assistant, and she is very proficient in
computer operations. Ms. Andrews, the new administrative assistant, is very
proficient in computer operations.
4. Spend an afternoon at the job fair, and there you can learn about job oppor-
tunities for recent college graduates. Spend an afternoon at the job fair to learn
about job opportunities for recent college graduates.
5. Not having been able to obtain any information about loans, and not know-
ing the procedures for making such loans, the new manager decided we
must deal on a cash basis. The new manager decided we must pay cash because
(a) he was not able to obtain any information about loans and (b) he did not know the
procedures for making such loans.
6. I liked the graphics in your report. They were readable. They contained accu-
rate and complete information. I liked the graphics in your report because they
were readable and contained accurate and complete information.
7. The appearance of a formal report must be impeccable. Write a summary for
your instructor in which you address issues of appearance, mechanics, and
the use of graphics. Responses will vary.
8. Have each member in your team interview someone who is in business or

works for a state or government agency. Ask what kinds of
reports the person reads or writes. Ask for a copy of one, if
possible, and bring it to class. Compare the formats of the
samples your team has obtained with the format presented in
this section. Prepare a short oral report to give to the class.
Responses will vary. Encourage students to prepare interview questions before their
appointments. Stress the importance of the bibliography and documentation of sources.
Discussion Point
Thinking Critically
9. What kind of writing tone and style are appropriate for a formal report?
The report should be written in the third person in an impersonal tone. The goal of
the report is to allow the reader to draw conclusions from the facts
10. Discuss the content and function of each of the following parts of a
report: introduction, summary, body of the report, and conclusions and
recommendations. Responses will vary.

Section 11.4
SECTION LEARNING
OUTCOME
Keeping Meeting Records
• Record and prepare for distribution
a set of minutes from a meeting. Every organization, business or social, has meetings and must keep
a record of what happens at these meetings. These records of the
proceedings of meetings, called minutes, are another type of report
used in business. The minutes serve as a permanent record of the
decisions reached and the actions that are to be taken. The minutes
W H Y I T ’ S I M P O R TA N T can also be used to inform those who were not at the meeting of
Meetings are an important part of life what took place. At one time or another, most business employees
serve as a recorder in a group or committee and are responsible for
as a business communicator. Recording keeping an accurate set of minutes.
notes or minutes from business
meetings is also important. Recording the Minutes
The minutes of a meeting are the record of the proceedings of that
specific meeting. Accurately recording the business conducted at a
meeting is important, because the minutes usually serve as the only
KEY TERMS historical record of a meeting. Minutes are taken, prepared in an ac-
• minutes ceptable format, and distributed to meeting participants and others
who have reason to see them. (See Exhibit 11.11.)
• agenda There is probably no one best way to record what happens at
• quorum a meeting. If an agenda of the meeting has been prepared before-
hand, the recording secretary or recorder (the person taking the min-
• verbatim utes) should receive a copy. As you will learn in Chapter 14, an
agenda is a brief chronological list of the business to be transacted
Teaching Tip at the meeting, and it serves as a guide to the person presiding
Have students look at at the meeting. The agenda also helps the recorder check that all
the sample agenda in scheduled items are accounted for in the minutes. Any recorder
Chapter 14—Exhibit 14.2 on preparing to record the proceedings of a meeting should find the
page 536. following general guidelines helpful:
1. List the name of the group, committee, or team and
whether the meeting is a regular or special one.
KEY POINT
2. Record the day, date, time, and place of the meeting.
Minutes are the written
3. For a small group, list the persons attending and those
record of a meeting. absent. One way to do this is to list all the group mem-
bers and place an asterisk beside the names of mem-
bers in attendance. (Be sure to explain the asterisk as
Teaching Tip follows: “*Denotes members present.”) For a large group,
Keeping Minutes—Explain
however, either state the number of people present, as
that minutes for a social in “Forty-five members were present,” or list the names
group are similar to of the absentees only. Some minutes simply note that a
minutes that would be kept quorum was present. A quorum is the number of group
for a meeting conducted members required by the group’s bylaws (or other
in a business setting. Ask document) to conduct business.
if any students have kept
minutes for a social group. 4. In the opening section of the minutes, mention that
Also point out that the the minutes for the previous meeting were read and
format used for minutes either approved, amended, approved as printed, or not
varies. approved.
458
oops!
It’s a Date!
Be sure to check the
calender to confirm dates
before finalizing meetings
or conferences.
(Calendar is the correct
word, not calender.)
©Nick White/Getty Images Digital

Exhibit 11.11 Data
Thinking Critically: What purpose does the recording of minutes serve
in a meeting? Ans 11.11 The minutes serve as the written history of the meeting’s Make a Note of It
proceedings and can be extremely important in the subsequent functions of the
organization involved. When keeping records of
meetings or researching
information, it’s important
5. Record the important points in the discussion of each item on the agenda.
to take good notes. Many
Presenting supporting facts helps those who were present recall the discus-
sion and informs those who were not present. Reports or papers read during software programs have
the meeting are often attached to the final minutes. note-taking or outline fea-
tures that allow you to
6. Record verbatim (exact quotation) all resolutions and motions, as well as the
names of the people who introduced and seconded the motions. Also indicate arrange and rearrange
whether the motion passed or failed. If you were unable to record the infor- notes on the page. Some
mation, request that the motion be repeated or even put in writing so that the programs even allow you to
exact words of the motion are recorded. expand notes into narrative
7. Keyboard, edit, and prepare the minutes in final form. Sometimes the copy without retyping the
recorder may want to get another person’s approval (e.g., the president or ex- information from the notes.
ecutive director) before issuing the minutes in final form.
8. File one copy of the minutes in the folder, notebook, or binder used for this pur-
pose. Usually minutes are duplicated and sent to each member of the group and
to designated officers who would be interested in the business of the meeting.
oops!
Parliamentary
Format of Minutes Procedure
Various formats are used for meeting minutes. Regardless of the format used, all essential John made a motion to
information should appear in a neat, well-arranged form. Some organizations prefer to
contribute $50 to the
emphasize the main points on the agenda by using a standardized format with headings.
If the group is small and attendance is recorded, list all the expected attendees in Relay for Life Fund-Raiser.
alphabetical order and put an asterisk (along with an explanatory footnote) next to the The chairperson asked if
name of anyone who was absent. Here’s an example: there was any discussion
John Doe on the motion.
Sally Fraley* [A motion must be
Rita Howard seconded by another
Kelly Smith person before discussion
can begin (according to
Tom Stevens
parliamentary procedure).]
*Members absent.
Section 11.4 Keeping Meeting Records 459

KEY POINT
Companies or organiza-
KINGSTON HOMEOWNERS ASSOCIATION
tions may specify a par-
MINUTES OF MEETING OF APRIL 1, 20—
ticular format for minutes.
Time, Place, The quarterly meeting of the Kingston Homeowners
New employees or new Attendance Association was held in the Recreation Room at
members of an organiza- 7:30 p.m. President Betty Talbert presided and noted
tion who are asked to that a quorum was present.
take minutes should ask Minutes The minutes of the last meeting on January 3, 20—,
were read and approved.
to see copies of the most
Treasurer’s The treasurer distributed a printed report reporting
recent minutes.
Report receipts of $10,500 and disbursements of $5,200, leav-
ing a cumulative balance of $24,300 as of March 15.
The Treasurer’s report was placed on file for audit.
Nominating
Nominating Committee Chairperson William Ferris
Committee
presented the report of the nominating committee.
Report
The nominees for the year beginning July 1 are:
President: Mitchell Perry
Vice President: Hannah Cortez
Secretary: Lisa Anthony
Treasurer: Luis Prado
Rosa Sanchez moved that nominations be closed
and that a unanimous ballot be cast for the slate of
officers presented by the committee. Yamen Abdulah
seconded the motion. The motion carried.
Employability Unfinished Plans for the Annual Neighborhood Street Party to
Skills Business be held July 4 were finalized. Entertainment contracts
were extended to Tony’s Fireworks, Inc., The Beach
Bums Band, and Party Rides, Inc. The president will
Self-Management report to the group by e-mail when these contracts
are signed and returned.
A part of self-management
is the ability to be orga- New The president reported that the Board of Directors
Business is considering a policy change concerning pool and
nized and keep your goals tennis court hours. A survey was distributed and
and priorities intact. Be collected at the meeting to determine the preferred
responsible in keeping hours. The results of the survey will be e-mailed to
the association members. The Board will recommend
records of your work to the hours of operation based on the survey results.
help monitor progress and Adjournment he next quarterly meeting will be held on July 2,
T
growth in your career. 20—, at 7:30 p.m. in the Recreation Room. The meet-
ing adjourned at 8:45 p.m.
Ron Paige, Secretary

The headings cover the Minutes of a Meeting
items on the agenda. Thinking Critically: What kind of information is contained within the left
column headings?
The minutes shown in Exhibit 11.12 illustrate an acceptable format. Notice the
standard pattern and the topical headings that are used for all meetings of this group
and the way in which the motions and the discussion are summarized. When asked to
take minutes, you should request to see a copy of the last minutes so that you can con-
tinue the customary format.

When the minutes are approved, the word Approved, the recording secretary or re-
corder’s initials, and the date they were approved are written below the typed signature.
Some organizations ask the president /chairperson to make an approval notation in ad-
dition to the approval notation of the secretary or recorder.

Review of Key Terms
1. Why are minutes an important part of business communication?
Minutes are important because they are a written record of what decisions were
reached and what actions are to be taken. If someone was unable to attend the
meeting, he or she can stay informed by reading the minutes.
2. What is the purpose of an agenda? The agenda helps guide the person
conducting the meeting; it helps the recorder to check that all items are accounted
for in the minutes; and it helps those attending the meeting—they will know what
areas will be covered in the meeting.
Editing Practice
Spelling Alert!
3. Correct any spelling errors in the following paragraph.
Harrison, who dislikes meetings, thought the comittee meeting was a
waist of time. Everyone else, of corse, disagreed. Alice Croft chairred
the meeting and encouraged the members to particpat fully. Clark
recorded the minuets—a task that he enjoys and takes seriusly. Accept
for Harrison, we all left the meeting convinced that a productive
meeting had been adjorned. Harrison, who dislikes meetings, thought the
committee meeting was a waste of time. Everyone else, of course, disagreed. Alice
Croft chaired the meeting and encouraged the members to participate fully. Clark
recorded the minutes—a task that he enjoys and takes seriously. Except for Harrison,
we all left the meeting convinced that a productive meeting had been adjourned.
Section 11.4 Keeping Meeting Records 461

Evaluating Concepts
4. Attend a meeting, such as a homeowners association meeting, a club
meeting, or a public university meeting. Take minutes of the first half-hour
of the meeting. Remember to include the name of the organization, the
date, and the location of the meeting. You may want to follow the model on
page 460. Responses will vary.
5. With your team, research how meetings are conducted in your local
government. Which local government meeting did you research? Find out
which rules and guidelines apply to a meeting. Is there a quo-
rum requirement? How are the minutes taken? Is the meeting
recorded? Do meeting attendees receive an agenda before-
hand? Write a brief summary that includes the information
specified above. Research reports will vary.
Discussion Point
Thinking Critically
6. Discuss how listening skills and note-taking skills are important for the per-
son recording minutes at a meeting. By being a good listener, the recorder will
be alert for important ideas and significant details. The recorder should not try to
write every word down verbatim. An efficient recorder listens to key ideas and takes
notes accordingly.
7. If you were asked to record minutes at a meeting, what steps would you take
to prepare yourself? Responses will vary.

Section 11.5
Preparing News Releases SECTION LEARNING

OUTCOMES
The Function of the News Release
• Explain the purpose of a news
An important means of getting the planned publicity of a busi-
release.
ness into the hands of the public is the news release. Whenever
a business plans an announcement or an event that it considers • Write a news release, using the
newsworthy or capable of enhancing its public image, its public correct form.
relations personnel prepare and submit a news release to various
news outlets for publication or broadcasting. Such a news an-
nouncement may publicize the introduction of a new line or new
product, or it may concern the awarding of some honor to a mem- W H Y I T ’ S I M P O R TA N T
ber of the organization. Any item that will interest the public and
create goodwill for the organization is an appropriate subject for Knowing how to prepare news releases
a news release. is another way of making yourself
Any news story sent by a company must be approved for re- valuable to your employer.
lease. In large companies, the director of public relations would
have this responsibility. In small companies, individual department
heads might handle their own news and distribute it in keeping with
company policy, or releases might be issued from the office of the KEY TERM
president or of one particular executive. • news release
To be printed or broadcast and thereby serve its purpose, the
release must be newsworthy; that is, the contents of the release must Teaching Tip
be of interest to the public. Naturally, the writing style of the news
Tell students that a news
release, as well as the form in which it appears, will have a strong release may also be called
effect on the news editor, who decides whether the story is worth a press release.
printing or broadcasting.
The Format of the News Release oops!

With hundreds of releases coming to their desks each week, news
editors will select for publication or broadcast the items that re- What a Waste!
quire the least amount of rewriting, everything else being equal. Do not waist time in doing
Therefore, the news release must give complete, accurate informa-
tion in a news style of writing that presents the facts in a clear and silly things when you have
interesting way. a deadline.
Many organizations use a special form for issuing news re- (Waste is the correct
leases. These forms are arranged so that editors can get to the heart word, not waist.)
of the story without wasting time. Like a letterhead, a news release
form usually contains the name and address of the company or
organization and the name, address, and telephone number of the
person responsible for issuing the release to the public, as shown in KEY POINT
Exhibit 11.13.
The following list presents some standards for preparing news A news release does not
releases: have a single prescribed
1. Double-space the news release, and leave room in the format. However, following
margins for editing by the news editor. certain rules in preparing a
2. Include a tentative headline in all-capital letters to news release will provide
identify the story. An editor may change this title to fit greater assurance that the
the space requirements and style of the publication or story will be published.
broadcast.
463
oops!
Discussion Leader
My husband charred the
meeting and encouraged
everyone to participate in
the discussion. NEWS RELEASE
Gloria Linquist
(Chaired is the correct Director of Public Relations
word, not charred.)
Loren Williams, Manager

Knoxville Daily Star
865-555-7500
For Immediate Release
Employability June 1, 20—
Skills
JOHN J. MAXWELL NAMED MANAGER
OF RIVER DEVELOPMENT CORPORATION
Integrity
When preparing company Knoxville, June 1, 20—. John J. Maxwell has been named manager of
news releases, it’s crucial River Development Corporation by its president, Sybil Cannon.
Mr. Maxwell succeeds David Gomez, who retired from River
to double-check the facts
Development on May 15 after serving for 30 years.
and events with your The new manager joined River Development Corporation over two
communications depart- years ago as assistant manager in the Chattanooga office. Before that,
ment before releasing the he was in the management training program at Foxworthy Construction
Company, also in Chattanooga.
information to employees,
Mr. Maxwell is a graduate of the University of Tennessee and a
to the media, and to the member of the Rotary Club. He enjoys mountain hiking and volunteering
public. Errors or mistakes at the hospital and children’s homes.
diminish the integrity of ###

your work as well as harm
your company’s image.
Exhibit 11.13
Ans 11.13 News Release
A news release must Thinking Critically: What kind of information is contained within a news
give complete, accurate release?
information in the news
style of writing. Note
that this company uses a
special preprinted form for
its news releases.
3. Indicate the time when the story may be published. In the example in
KEY POINT Exhibit 11.13, note the prominence of the phrase For Immediate Release.
A release may be sent to the media before an event occurs so that the news
The opening paragraph will reach the public at almost the same time that the event takes place.
of a news release should For example, if a company plans to announce a million-dollar gift to a local
summarize the story and hospital at a banquet on Saturday, April 20, the release might read For release
after 6 p.m., Saturday, April 20.
present the most news-
worthy information first, in- 4. In a long release, insert subheadings between parts of the release to guide an
cluding who, what, where, editor who wants to scan the story.
when, why, and how.

5. If there is more than one page to the release, type the word MORE in paren-
theses at the end of each page but the last one. At the end of the last page,
type the symbol XXX, ###, or o0o, or type END to indicate the end of the Digital
release. Data
Writing the News Release Quick Updates on
Regardless of the form you use for your news release, the subject and the words deter- Facebook
mine whether the release will be read and used. In writing a news release—just as in writ- Some organizations post
ing letters, memorandums, and reports—certain guides will help the writer develop an news releases on Face-
effective writing style and will improve the chances of getting the release printed, posted
book so that “friends”
on a website, or broadcast. Especially important is the arrangement of paragraphs in
the news release. of the organization can
The opening paragraph of a news release should summarize the entire story and see the information
present the most newsworthy information first. In this opening section, the writer immediately.
should give the who, what, where, when, why, and how of the news story in such a form
that this paragraph can stand by itself, as in the following example:
Ms. Linda Starr has been named international marketing director of Miller
Aviation, Inc., by its president, Natalie Patrilla.
Each succeeding paragraph should supply background facts in the order of
ecreasing importance. In this way, editors who need to shorten the release because
d
of space or time limitations can easily cut the story from the bottom up. For example,
notice that the first two paragraphs in the news release in Exhibit 11.13 make a complete
news story by themselves. The remainder of the copy provides additional details. A
common practice is to include quotations from an official or another important person
commenting on the news in the release.

Review of Key Terms
1. What is the purpose of a news release? The purpose is to enhance a company’s
image.
Editing Practice
Vocabulary Alert! Underline any words with negative connotations and replace those
words with a more positive word.
2. Your problem can be dealt with in customer relations. Your question can be
dealt with in customer relations.
3. The Shoe Shop has cheap shoes. The Shoe Shop has inexpensive shoes.
4. If this brochure does not give you the information you demand, please write
us again. If this brochure does not give you the information you require, please write
us again.
5. Replacing the cover is not a hassle. Replacing the cover is not an inconvenience.
Section 11.5 Preparing News Releases 465

6. As vice president of Northwest Paper Company, you have been asked
to write a news release announcing the retirement of the company
president, Philip Suarez. Mr. Suarez has worked with the company for
25 years, serving as president for the last ten years. He started his career
with Northwest Paper as a shop supervisor and became manager within
two years. Following his retirement, Mr. Suarez will serve as chairper
son of the board of directors. Supply any additional information that
should be included, using the news release on page 464 as a model.
NEWS from . . .
Jane Doe, Vice President
Northwest Paper Company
City, State
SUAREZ TO RETIRE FROM NORTHWEST PAPER
The retirement of Philip Suarez, president of Northwest Paper Company for the
past ten years, was announced today. Suarez, who has been with the company for
25 years, will retire at the end of the year.
Suarez started his career with Northwest Paper as a shop supervisor and became
manager within two years.
Following his retirement, Mr. Suarez will serve as chairperson of the board of
directors.
7. Each member of the team should find examples of news releases in busi-
ness magazines or newspapers. (If possible, photocopy or cut
them out to submit with your report.) Prepare a short analysis
of each news release, citing common themes and stories.
Decide which news release presented its company in the
best light. Analyses will vary.
Discussion Point
8. What effect does a business-related news release have on the public?
The public can see a company in a more personal light. If the company is
advertising a new product, the release can help set the stage for its introduction.
9. Can a news release ever provide information that may interfere with a
company’s business? Explain. If a company releases information about an
employee and the company did not verify facts, the company’s credibility could be
damaged.

Tech Quest
There are several programs on the Internet that will create your footnotes and Answers will vary.
bibliography. You put in the needed information, and the program creates the
documentation. Teaching Tip
Search for two different programs and ask each of them to create a footnote and Remind students that there
bibliography entry for three books. Use this textbook and two other books. Compare may be some errors in the
the results from the two programs. created notes.
Section 11.5 Preparing News Releases 467

Unit 5
Communicating in a Business
Environment
©Andrey_Popov/Shutterstock
Unit Overview
In this unit, you will learn the various ways that people communicate in business.
Chapter 12
Working With Technology
Chapter 13
Communicating With Customers
Chapter 14
Developing Presentation Skills
468
John and Sarah rushed to the emergency room of a large metropolitan medical cen-
ter after being awakened at 11:30 p.m. by a telephone call delivering the alarming news
that Sarah’s father apparently had had a heart attack. John and Sarah entered a bus-
tling reception room and hurried to the receptionist’s desk.
John and Sarah heard one side of the receptionist’s phone conversation. “I’ll be late
getting off from work tonight. We have several critical patients who have just arrived.
Can you pick up something for dinner?”
John waited patiently and then interrupted the receptionist: “Please, can you help
me?”
“Sir,” the receptionist responded, her expression showing her annoyance at being
interrupted, “I’ll be with you just as soon as I finish this call.”
Sarah interjected, “Please, we just received a telephone call that my father was
brought here and . . .”
“Ma’am,” the receptionist impatiently interrupted, “I said that I will be with you
just as soon as I finish this call. What’s his name?” Then the receptionist finished her
telephone conversation and hung up.
“Now, what is it you want?” the receptionist scowled.
Sarah, who was very upset, asked the receptionist about her father. After getting
Sarah’s father’s name, the receptionist gave Sarah a clipboard with a questionnaire.
“Fill this out. We need his insurance information.”
Sarah completed the insurance questionnaire and returned it to the receptionist,
who was talking on the telephone again. The receptionist took the clipboard from
Sarah and motioned for her to take a seat. The receptionist continued to chat on the
phone.
Fifteen minutes later, John and Sarah again approached the receptionist’s desk.
The night shift receptionist was now on duty. Sarah emphatically said, “I want to know
how my father is.”
The night shift receptionist asked for the patient’s name and immediately
telephoned to find out his status. A moment later the receptionist reported that the
emergency room physician was transferring Sarah’s father to a room for overnight ob-
servation. “If you and your husband will go to Room 385, Dr. Feldman will talk with
you. He has been waiting for you for a half hour. He has some good news. Your father
did not have a heart attack.”
John and Sarah thanked the receptionist and hurried to see Sarah’s father. Several
days later, they began to think about the treatment they had received from the first
receptionist.
Thinking Critically
Make a list of good communication strategies used in
the above story.
Make a list of poor communication strategies.
469
Chapter 12
Working With Technology
Section 12.1
The Role of Technology
in Communication
Section 12.2
Using Technology to
Communicate
Section 12.3
Communicating With
the World
Section 12.4
Communication
Technology at Work
©Syda Productions/Shutterstock

Workplace • List four technological factors that affect productivity and give examples
of these technologies.
Connection • List and describe technological devices that aid in communication.
Because we live in an
• Describe ways in which technology networks allow worldwide
advanced society, each
communication.
of us must understand
modern technology and • Show ways in which telecommuting has influenced and will influence the
its implications for com- marketplace.
munication. To be suc-
cessful in the workplace
of the future, we must
be proficient in using
technology.
470
Section 12.1
The Role of Technology SECTION LEARNING

OUTCOMES
in Communication When you have completed Section 12.1,
• Describe how being connected
can play a role in your everyday
Essential Principles communication.
A key aspect of any job is communicating with others. New and
constantly changing technology makes communicating with co- • Describe methods of communica-
workers, customers, and suppliers easier and more efficient. You tion that rely on being online and
will use technology to communicate with people regardless of your ones that do not.
location. Your customers, co-workers, or employer may be thou-
sands of miles away but only a few seconds from you electronically.
Whatever job you hold—accountant or computer programmer,
paralegal or sales representative, teacher or technician—you W H Y I T ’ S I M P O R TA N T
need to know how to use technology to be an effective global
communicator. Communication technology is
Technological advances constantly change the way we work. constantly changing. In order to be
As a result, we have become deeply dependent on the Internet and your professional best, you must be
other technology and have become accustomed to certain aspects up to date with current and emerging
related to communication. Our expectations can include: technologies.
• Real-time communication.
• Immediate access to information.
• Interactivity, not just consumption, of resources on the
World Wide Web.
KEY TERMS
• Powerful computers and mobile devices. • adaptability
When it comes to the workplace, you should keep these expecta- • Internet
tions in mind as they relate to how you communicate with others. • cloud computing
You also need to be open to using new technologies as they evolve.
Adaptability, the ability to quickly learn and change, is a key factor • e-mail
for being able to fully take advantage of the benefits that technology • instant messaging (IM)
can provide for your communications in the workplace.
Along with offering added conveniences, however, the latest • voice and video communications
set of technology tools can also make it increasingly difficult to • mobile devices
stay on task. As technology continues to change, it is important to
remain focused on effective business communications no matter • near field communication (NFC)
what tool you choose to use for the job.
Technologies for Staying Connected

The Internet is a system of computer networks that links comput- KEY POINT
ers from around the world in one large network. Internet users can
send e-mail (or electronic messages), chat with one another, col- It is important to remain
laborate as a group, and gain access to databases, applications, and focused on effective
websites almost anywhere in the world. business communica-
The role of the Internet in today’s business environment is
more prevalent than ever. It functions as a major source of information regardless of which
tion and communication services in the workplace. Nearly every- technology tools you use.
one today is connected online during much of their time at work,
as well as at home and in many other places.
471
Exhibit 12.1
Visual Representation
of Cloud Computing
The central storage
and processing
associated with the
cloud allows easy
sharing among all
devices.
What is the advantage
of cloud computing?
Ans 12.1
Being able to store and
retrieve your files from any
location.
One of the newest advances of the Internet is cloud computing, sometimes re-
oops! ferred to simply as “the cloud.” In general terms, cloud computing refers to online
services, resources, and applications that are delivered over the Internet and ac-
Unwanted Instant cessed through an array of Internet-connected devices, such as tablets, laptops, and
Messages smartphones. Cloud computing provides a way to house or store documents, ap-
plications, e-mail, databases, and other information without the need to run and
Tools like IM use status
maintain local servers. Cloud computing allows a business’s employees, customers,
indicators. If your vendors, and other contacts to stay connected and informed as it provides useful
indicators aren’t set tools and data wherever they have an Internet connection. Cloud computing also
properly, you may get reduces some of the overhead for businesses that was formerly associated with main-
unexpected messages taining comparable technologies on their own servers. Exhibit 12.1 illustrates how
at inappropriate times. the cloud is able to serve as a central repository, which is connected to a variety of
devices and technologies. As an example, if you store a spreadsheet “in the cloud”
Imagine making a
you can access it from your computer, as well as your smartphone. You can also
presentation to a group share that spreadsheet with someone else’s computer or device, too, thanks to cloud
of people when an instant computing.
message pops up for
everyone to see. Be sure Today’s Internet Technologies Can:
you set your status to • Reduce the time it takes to complete tasks and projects.
“busy” or “away” when • Make the way we work more convenient.
necessary. • Enhance the quality of our communications.
• Make our work environment more pleasant.
By Providing the Ability to:

• Communicate around the world.
• Share messages, documents, and multimedia with anyone.
• Engage in real-time conversations online.
• Collaborate and manage projects using cloud computing.
• Increase productivity with many tools and applications found online.
Current Communication Methods

New and existing technologies offer a wide range of communication methods, many of
which are discussed on the following pages.
472 Chapter Twelve Working With Technology

Electronic Mail (E-Mail) Teaching Tip
Which is Better?—Is face-
E-mail provides a way to send messages instantly over the Internet to anyone else who
to-face communication or
also has an Internet connection. E-mail has become the standard form of correspon-
electronic communication
dence in business settings today. better? It depends on the
Examples: Gmail, Yahoo Mail, Microsoft Exchange situation. Think and decide
before you communicate.
Instant Messaging
Instant messaging (IM) is a text-based, chatlike messaging system that allows quick, real-
time conversations across the world or just across the office.
Examples: Yahoo Messenger, Google Chat; also Pidgin and Adium, which
handle multiple IM accounts
Text Messaging
Text messaging, also known as texting or short message service (SMS) messaging, is a
form of communication used to send brief text messages over a wireless or cellular
network. Typically, text messages are sent person to person from some type of mobile
device to another mobile device, although some devices do permit person-to-group text
messages.
Businesses use text messages to remind a client of an appointment; tell a customer
that a prescription is ready for pickup; notify a colleague of a delay and set a later time
for a meeting; send a phone number, address, or stock number; and so on. A text could
be used when it would be inappropriate for the receiver to answer a phone call. A text
can often be read and answered without interrupting others. Exhibit 12.2 shows a text
message about a business lunch meeting.
Texts in the business world should be professional—brief without using shortcuts
or improper grammar. Personal texts to friends and family may contain shortcuts. The
same message about lunch sent to a good friend could be written as “R u available
4 lunch 2day?” Business writers who grew up learning Internet and social media slang
tend to use the slang in academic and business writing. This usage is inappropriate
because the message may be misunderstood and would probably be judged as unpro-
fessional. Professionals need to learn the slang but avoid it in professional writing and
speaking.
Today, most schools and emergency services have the ability to send a group-text
alert to students and/or their family members about severe weather conditions, school
Exhibit 12.2 Ans 12.2

Send a Text When sending texts to
Business texts should be professional—don’t use shortcuts or improper friends or family.
grammar. Thinking Critically: When are shortcuts and abbreviations
acceptable in text messages?
Section 12.1 The Role of Technology in Communication 473

closings, event cancellations, and dangerous or life-threatening situations. To receive the
messages, individuals must sign up for the service.
Social Networking
Social networking is online communication through social media websites, blogs, and
applications that create a sense of community among the users, as they are the ones
providing, sharing, and disseminating content. Users can share information, opinions,
personal experiences, multimedia material, and other types of content. Social media
technology allows a person to connect with many people online and share similar
interests in a way that hasn’t existed before.
Businesses use social media to monitor what is being said about their companies
or brands; respond to upset customers in an effort to address problems and concerns
directly; promote new products by distributing information; provide updates about exist-
ing products; and so on. Social media provide a great way of connecting with customers
on a regular basis.
Examples: Facebook, Instagram, LinkedIn, Snapchat, and Yammer.
Real-Time Voice and Video Communications

Much like instant messaging services, voice and video communication technolo-
gies are available for real-time conversations using images, video, or voice in
addition to simple text-based messages. Many different voice and video options
are available, most of which operate through Voice over Internet Protocol (VoIP),
or Voice over IP, technology. VoIP provides a way to communicate in a man-
ner that emulates a real conversation with one or more people using an Internet
connection.
Businesses can use video communications as a tool to connect with stakehold-
ers regardless of their location. Video communication is also used for conferenc-
ing, meetings, and collaboration with team members. Video communications allow
employers to conduct preliminary job interviews with applicants who live in other
parts of the country or even the world. They also enable businesses to explain a
new product in real time so that the customer is able to ask questions during the
demonstration.
Examples: Skype, FaceTime, GoToMeeting, and Zoom Video Conferencing.
Speech Recognition
Speech recognition software enables a computing device to translate a human’s voice
into text-based input. The technology is becoming significantly more accurate than it
was in the past, allowing people to use their voices as an input device instead of relying
solely on a keyboard or mouse.
Speech recognition software on computers and mobile devices offers business users
with physical disabilities a means of being more connected. Users who have trouble
typing on a keyboard can use speech recognition as a daily part of their work lives.
Because many people speak faster than they type, speech recognition can actually be a
productivity booster, too.
Examples: Google’s mobile apps on Android, Siri on iPhone, Nuance’s line of
Dragon software for multiple devices
Additionally, technology can be used to read e-mails and other texts aloud
to the visually impaired. Technology makes it easier to communicate with the
hearing impaired because tweets or other messages can be typed and transmitted
immediately.

Mobile Devices
Mobile devices, such as smartphones and tablets, are generally any type of handheld
computer that can be used to connect to the Internet and perform various computing
tasks. Adults in the United States are going mobile. Here are some facts based on stud-
ies conducted in 2016 by Pew Research Center.1
• Although cell phones vary in sophistication, approximately 95 percent of U.S.
adults own a cellphone.
• Almost eight in ten U.S. adults now own either a desktop or laptop computer.
• Approximately half of U.S. adults own tablet computers.
• About one in five own e-reader devices.
Mobile devices let professionals keep track of business appointments, respond
quickly to e-mails, and both send and receive text messages. Professionals can keep an
eye on social media outlets and organize their calendars and thoughts while away from
the office. They can be better informed and respond quickly to stakeholders. Mobile
devices provide a convenient way for professionals to catch up on work and stay in close
contact with customers between appointments or when traveling.
Examples: iPhone, Android, BlackBerry (phones); iPad, Android phones,
Samsung Galaxy Tab (tablets)
Near Field Communication

Near field communication (NFC) is a relatively new technology that allows transmission
of data between different types of mobile devices. NFC uses radio technology to com-
municate between devices that are within close proximity of each other, either touching
or within a few centimeters. This technology has a wide range of potential uses, such as
data exchange, electronic payments, wireless connections, and photo sharing.
Unified Communications
The term unified communications refers not to one tool but to a combination of multiple
communication tools and methods that acts as one large integrated system. Unified com-
munications usually involve two or more of the methods that have been discussed earlier,
such as e-mail, IM, voice, and video. Through unified communications, these tools and
methods are combined, using a variety of computing devices, to create one cohesive com-
munications system. The system can include, for example, phone communications via com-
puters tied to status indicators in IM and electronic voice mail sent to your e-mail in-box.
Paper-Based Communications in the Office

Paper still has an important role in the office, even with many communications mov-
ing to electronic form. Documents such as memos and formal letters have a promi-
nent place in workplace communication and should not be discounted. Letters and
memos are usually prepared on a computer with word processing software and saved
in an electronic format; they can then be easily attached to e-mails, printed, or shared
on Google Drive as needed.
The range of communication technologies available today can seem somewhat over-
whelming. With a bit of time, experience, and adaptability, businesses and employees will
learn to utilize these technologies in the workplace. Keeping current with the latest trends
in technology is an important part of work life. As technology continues to develop, the
way we do business will keep changing. Learning about and using new technology will
ultimately improve our communications with one another and with the world.
1
www.pewinternet.org/fact--sheet/mobile.
Section 12.1 The Role of Technology in Communication 475

Review of Key Terms
1. What is the role of the Internet in today’s workplace? The Internet functions as
a major source of communication services in the workplace.
2. How does cloud computing help save businesses money? Cloud computing
reduces the overhead costs formerly associated with maintaining a variety of
technologies on the businesses’ own servers.
Editing Practice
Proofreading Alert! Revise the following telecommunications so that neither exceeds
15 words. Aim for brevity, clarity, and completeness.
3. Jason Gott expects to arrive in Chicago on Skybird Flight 15 on Friday
morning at 8 a.m. Please arrange to pick him up at the airport and
brief him on the Tracy-Phelps contract en route to the board meeting.
(39 words) Jason Gott’s Skybird Flight 15 arrives Friday, 8 a.m. Brief him en route to
the meeting.
4. The computer printout of the March sales forecast was lost and never
reached us. Please fax two copies of the March forecast immediately.
(23 words) Please fax two copies of the March sales forecast immediately.
Evaluating Concepts
5. As a team, discuss each team member’s future career goals and the
types of technology that will be most used in each member’s career.
Type a one-page paper discussing your team’s findings. Answers will vary
depending on the team’s discussion. If time permits, allow team members to share
their thoughts with the class.
6. Write a short report listing three current communication methods and how
they can be used in the business world. Be sure to include
some specific examples. Answers will vary.
Discussion Point
Determining Cause and Effect
7. How has the communication revolution changed business? The communication
revolution has linked the world electronically. Access to information is almost
instantaneous. The speed with which information can be obtained has made many
businesses operate more efficiently.

Section 12.2
Using Technology to SECTION LEARNING

OBJECTIVES
Communicate When you have completed Section 12.2,
• Discuss the importance of
proper e-mail usage in business
Essential Principles communications.
Today, many computers and handheld devices are able to connect
to the Internet, an online global communication network, allowing • Discuss the asynchronous and syn-
access to information from a multitude of worldwide sources. The chronous (real-time) communica-
Internet started a communication transformation. Communication tion technologies available today.
has never been easier, quicker, or more accessible than it is now.
Today’s world is connected in a revolutionary way.
Along with the Internet, the devices connecting to this online
world are important. With so many handheld mobile devices avail- W H Y I T ’ S I M P O R TA N T
able, people can easily connect no matter where they go. As a business communicator, making
Given the current connectivity of the world, there are more
tools than ever to allow for almost infinite ways to communicate.
technology work for you is important.
In this section, we will look at how specific technologies allow us Developing competencies in
to communicate. These technologies are divided into three main technologies that help you communicate
areas of discussion—e-mail, asynchronous tools, and synchronous can make you more efficient, effective,
tools. Knowing which technologies fit the job can make you a more and productive.
effective communicator.
E-Mail as an Effective
Communication Tool KEY TERMS
E-mail has become ingrained in every aspect of today’s business en- • e-mail etiquette
vironment as the main form of communication between colleagues, • asynchronous communication
clients, vendors, and others. As mentioned in Section 12.1, e-mail
provides a way to send messages instantly over the Internet to any- • synchronous communication
one else who has an Internet connection. Sending e-mail is quick • teleconference
and easy, which has led to its being the standard form of correspon-
dence in the business world.
Simply knowing that e-mail exists is not enough to make it a
successful communication tool. As with any form of communica-
tion, there are many things to consider when sending and handling
e-mail messages.
Composing E-Mails
Even though e-mail is quick to write and send, the process of com-
posing e-mail messages should be done mindfully as shown in
Exhibit 12.3. Consider what you are sending and to whom before
shooting off an e-mail. Does the e-mail relay information to the
intended audience appropriately? Is it serving as an effective com-
munication tool for the given situation?
Keep the following tips in mind when composing an e-mail.
E-Mail Tips.
Subject Line. The subject of an e-mail is important. The subject
line should convey the purpose of the e-mail without being overly
lengthy, providing a quick grasp of the e-mail’s purpose.
477
Received Your Package
Exhibit 12.3
Communicating by E-Mail
E-mail is a quick way to let someone know that a document is on its way.
Thinking Critically: How many topics should typically be covered in an
e-mail? Ans 12.3 One. The subject line should identify the topic.
Body. The body of an e-mail needs to be thoughtfully written and evaluated before the
e-mail is sent. Messages that are short and direct tend to be better received and lead to
KEY POINT less redundant communication; however, it can be tricky to make the body of an e-mail
as concise as possible while still delivering the message. The content of an e-mail should
The key to composing
be limited to one topic, if possible. Be sure to clearly indicate which items require a
e-mails is to keep them response and which require an action.
concise and focused.
Signature. The signature line is an opportunity for providing more information about
yourself, especially contact information. It should be kept clean, without cluttered
graphics or too much information.
Formatting. Most e-mail messages do not require any fancy formatting, which can
oops! take away from the message or cause problems when viewed by others. Use plain text,
and avoid decorative fonts, colors, and images.
Where Is the
Attachment? Additional E-Mail Tips.
No Tone or Physical Indicators. Since e-mail is text-based, it lacks a way to convey
When sending an tone and typical physical communication signs. Body language and facial expressions
attachment, be sure play a significant role in face-to-face communications, but they are lost in e-mail. To try
to attach the file and to avoid any miscommunication, consider the lack of tone or physical indicators when
mention it in your writing a message. Be sure not to use humor or sarcasm to try to relay your message, as
their meaning may not be clearly conveyed and may be misinterpreted.
message. A common
mistake is sending e-mails Attachments. Sometimes it is necessary to attach different kinds of files to an e‑mail
without including the message for various reasons. Avoid sending a very large file or too many files at one
appropriate attachments. time. Also, be aware of your file formats to ensure that all recipients are able to open
them. Mention the attachment and your intentions for the attachment in the message
itself, and be sure to actually attach the file before sending the e-mail.
Teaching Tip Reply All. Replying to e-mails is easy, which is one of the reasons the reply feature is
Attach the file to the e-mail such a useful tool. However, consider who will be receiving your message. If you acciden-
before you compose the tally hit “Reply All” on a message that was sent to many recipients when you intended to
message. That way, you reply only to select people, you will inadvertently send your message to some unintended
will not forget to attach it. recipients. This mistake is common yet easily avoidable with some precaution.

Checklist and Template. Creating a checklist and/or a standard template may be
helpful for composing e-mails to ensure all criteria have been met before you hit the KEY POINT
send button.
Don’t miss important mes-
Privacy. Remember that e-mail is not a private form of communication. This fact sages. Check your junk
is important when dealing with personal matters as well as sensitive company data or mail or spam folder regu-
information. Avoid putting any sensitive subject matter in e-mails, since in most cases larly, or set the program
there is no guarantee of privacy.
so that it does not filter
E-Mail Etiquette out any spam.
The nature of e-mail messages, being easy and quick to send, can lead to a lack of eti-
quette and/or professionalism. E-mail is like any other form of communication in the
business world, and you should treat it as such when dealing with co-workers, bosses,
clients, vendors, or any other recipients of your messages.
Keep the following in mind to improve your e-mail etiquette:
• Timing expectations. When viewing an e-mail, look for any time-sensitive in-
formation or expected deadlines. If no deadlines exist, then a maximum reply
time of 24 to 48 hours is usually considered acceptable.
• Grammar. Proper grammar should be used in any form of business communi-
cation. It is especially important in e-mail messages due to their brevity and
frequency of use.
• Replies. When responding to e-mails, be sure to clearly address all issues that
were raised and answer any questions that require your response.
• Reply All. Use this feature only when everyone who received the e-mail needs
to see your response. Limiting the use of this feature will keep you from clut-
tering in-boxes unnecessarily.
• Greetings. Include a greeting with the proper level of formality. When writing to
your boss, a potential customer, a person significantly older than you, or someone
you do not know, you should use a more formal greeting such as “Mr. Jones” or
“Ms. Parks.” A greeting such as “Hi Jane” or “Jane” helps personalize an e-mail,
but you should use such informal greetings only when you know the recipient well.
• Appropriate recipients. Do not overload people with messages if the topic doesn’t
directly relate to them. Consider who really needs to receive your message. Of
course, always be sure to include those who are relevant to the conversation.
• Junk mail and inappropriate material. Do not send inappropriate messages, forward
jokes, or send any other unprofessional communication through e-mail. Quotes,
clip-art, emojis, or other illustrations should not be used in business e-mails. E-mail
in a business or workplace environment should be treated professionally.
• Capital letters. Use upper- and lowercase letters; typing in all-capital letters is
considered shouting and is rude.
• Blind courtesy copies. If a mass mailing is necessary, take the time to include
all the recipients in the blind courtesy copy (bcc) list so that the e-mail does
not reveal everyone’s e-mail address to the other recipients.
• Clear the clutter. If you are replying to a long chain of messages, delete excess
content from the message thread so that recipients do not waste time wading
through additional, unnecessary content.
Clear e-mails lead to fewer questions or misunderstandings and to communication
that is more effective, which is good for everyone involved in your e-mail communications.
Maintaining Control of Your In-Box

Composing and sending e-mails should be carefully considered. A poorly crafted
message can lead to confusion and more work for the recipient. Composing a clear,
complete e-mail takes thought and time, especially for the novice business writer. When
Section 12.2 Using Technology to Communicate 479

Teaching Tip you are on the receiving end of e-mail messages, you need to spend time thinking about
Consider Confidentiality— and handling the content of those messages.
Caution students that Your in-box can easily become unwieldy, and this can exponentially increase the
e-mail and other online amount of time you spend on e-mail as the message list continually grows in size. Or-
communications do not ganization is necessary to maintain a clean in-box and to save time and energy when
offer the confidentiality of dealing with incoming e-mail. Develop a game plan or a course of action to handle and
a written document mailed
maintain your in-box. Creating a system for organization and constantly evaluating and
directly to the recipient.
tweaking that system will lead to a more efficient e-mail experience and overall better
productivity.
Create your own rules for quick responses. One approach is to ask yourself ques-
tions such as the following as you initially read each e-mail: Can it be deleted? Is it in-
Teaching Tip
formational, or does it require action? Can it be answered in five minutes or less? If not,
Quality Over Speed—
then mark it or move it to a to-do or action folder to be addressed during a scheduled
Remind students that while
speed is an increasingly
e-mail time.
important factor in sending Here are some tips for maintaining control of your in-box:
messages, they should not • Schedule a time for uninterrupted e-mail processing.
sacrifice quality for speed.
• Read the e-mail twice at most; either answer it right away or answer it during
your designated e-mail time. Do not keep rereading the same message.
• If you do not have time to answer e-mails, then don’t check your e-mail.
• Many organization methods exist, including incorporating a to-do list.
Research these methods further to find the best one for you. Some mail
clients, such as Gmail, allow you to transfer an e-mail from the in-box and
turn it into a to-do item or note.
• Explore virtual personal assistants if your job requires that level of support.
• E-mail clients such as Outlook can help with filtering, grouping, organizing,
and searching. Exploring your e-mail tools and their features can be useful
when thinking about your organization methods.
Communication Tools
The computer tools used to facilitate communication and learning can be divided into
two categories: asynchronous and synchronous.
Asynchronous Communication Tools

Asynchronous means “not synchronized.” Thus, asynchronous communication involves
sending a message that the receivers retrieve or access at their convenience. This type
of communication does not require all participants to be present at the same time. It is
useful for people who need to communicate at different times, especially when they may
be in different time zones.
Examples of Asynchronous Communication Tools
• E-mail
• Voice mail
• Text (SMS) messaging
KEY POINT • Social media (Facebook, LinkedIn, Twitter, etc.)
• Websites, blogs, wikis
When immediate
responses are required,
Learning by Means of Asynchronous Communication. Schools provide asynchro-
consider real-time
nous teaching through online courses. Businesses use asynchronous training for employ-
synchronous tools to help ees. The teacher or trainer puts the documents, tests, video clips, or other multimedia
provide conversation-like content online, and the learners can access the information 24 hours a day and use it
communication. when it is convenient. There are many sources available for online training courses, such
as Lynda.com.

Synchronous Communication Tools
Synchronous means “at the same time.” Synchronous communication occurs in real time.
In synchronous distance education, teachers and learners are connected at the same time
and communicate in real time. This approach is much like the traditional classroom situ-
ation, in which the teacher and the students are physically present together.
Examples of Synchronous Communication Tools
• Telephone. This traditional means of communication is personal, effective,
and immediate.
• Instant messaging. This tool enables quick, easy-to-understand, to-the-
point real-time conversations.
• Voice over IP. VoIP works like a telephone conversation over the Internet.
• Video messaging. Services like Skype allow face-to-face conversations
through video over the Internet; the conversations are usually one-on-one.
• Web conferencing, webinars, webcasts. These are all similar to video
messaging but involve many participants and usually some type of pre-
sentation or screen sharing. Videoconferences and web conferencing are
becoming increasingly more prevalent in workplaces. Note: These online
sessions are sometimes recorded for later viewing on one’s own time;
this eliminates live conversation or participation during the sessions and
therefore turns them into an asynchronous form of communication.
Teleconferencing. A teleconference, also known as a web conference, is a meeting in

which the participants are at two or more locations and take part without traveling; it is KEY POINT
a form of synchronous communication. A teleconference can be an audio conference or
Through services like
a videoconference. In addition to businesses, medical facilities are using teleconferenc-
ing. For example, a surgeon can conduct a teleconference consultation with a patient Twitter, marketers,
before surgery. The surgeon is in the main hospital, and the patient and a nurse may be businesses, celebrities,
at a remote site. This procedure saves the patient, who may be in fragile health, from politicians, and everyday
traveling a great distance to consult with the surgeon. In the business world, many people all have an equal
boardrooms are being outfitted with videoconferencing equipment to effortlessly reach opportunity to send mes-
out to stakeholders around the world and employees who are working from home. Go to
sages that will be read
Meeting and Zoom Video Conference are two frequently used tools that are frequently
used to facilitate web conferences. by individuals all over the
world.
Blended Asynchronous and Synchronous Communication
Some asynchronous technologies can behave somewhat synchronously. One example is
Twitter, which is an incredibly popular microblogging site. (See Exhibit 12.4.) People
send brief messages to their followers. Twitter initially had a 140-character limit per
message, but the limit has been increased to 280 characters. People follow other Twitter
users of interest to read their messages. Digital
The messages, called tweets, are by definition asynchronous, but the conversation
they form could be considered somewhat synchronous. Some of the power of Twitter
Data
comes when everyone is discussing a similar topic at the same time, creating what ap-
pears to be a conversation about the topic. A topic trends when it is one of the most Popular Twitter
talked about issues currently on Twitter. Users
Many media outlets use this type of conversation to their advantage. They use a Justin Bieber and Lady
hashtag to hold conversations about a single topic, event, or product. For example, Gaga are the most popu-
“#Oscars” could be used to discuss the Oscar awards show. People all over the world
lar Twitter users today.
would use that hashtag in their message to indicate that they are actively participating
in the Oscars conversation. Anyone can create a hashtag, and it can be used for virtu- He currently has over
ally anything. If you go to a concert or a local event, many times you will see the event 41.2 million followers;
hashtag on promotional materials. You can send a tweet including this hashtag. Then, she has over 39 million.
anyone interested can view your tweet in a large conversation about the same event.

Exhibit 12.4
Tweet Using Twitter
Exhibit 12.4 shows a list of tweets in
the mobile version of Twitter.
Thinking Critically: What are
messages called on Twitter and
how long can the message be?
Source: Twitter, Inc.
Ans 12.4
Messages are called Tweets and they are
brief—280 characters or less.
Twitter is one of the most predominant messaging services today. News media use
Twitter as a source of data in news broadcasts and publications. Celebrity use has greatly
contributed to the skyrocketing popularity of Twitter. Politicians use Twitter as a way to
communicate with the public. Businesses in every industry have found ample ways to
utilize Twitter’s functionality for customer service, marketing, and so on. Using Twitter,
you can communicate with a person whom it was never possible to contact before. You
can easily send messages to celebrities, politicians, businesses, and friends with Twitter.

Review of Key Terms
1. How is e-mail an effective communication tool? E-mail provides a quick and
easy way to send messages to others in a timely manner.
2. What is the difference between asynchronous and synchronous

communications? Asynchronous communications can be retrieved at any time
and do not require all participants to be present at the same time. Synchronous
communication happens in real time.
Editing Practice
Spelling Alert!
3. Circle any errors and rewrite the following paragraph, correcting p
roblems
with numbers and spelling errors.
oo administrative assistants wanted two share the use of a computer work-
T
station equiped with a fax machine an a modem. Both assistants felt this
arrangment would work because each assistant types only for hours per
ate-hour day. Each assistants works with three executives. The six executives
agree two the trade. Two, to, equipped, and, arrangement, four, eight, assistant,
agreed to

4. Compose an “out of office” e-mail indicating that you will be away from
March 14 to March 18. Let e-mailers know when you will be responding
to their e-mails, and tell them that they can contact Seth Throneburg at
throneburg@ttt.com if they need immediate assistance. Make sure that
your message is brief but that it contains all the necessary information.
Your e-mail has reached [student name]. I will be out of the office from March 14 to
March 18. I will respond to e-mails when I return to the office on March 19. If you need
immediate assistance, please e-mail Seth Throneburg at throneburg@ttt.com.
Evaluating Concepts
5. You work with a consulting company that has been hired by a local real
estate company to investigate and make recommendations on how
technology can be used to communicate with potential
customers. What types of information would be communi-
cated between the real estate company and its customers?
What types of technology would work best to communicate
the information you identified to the real estate company’s
customers? Answers will vary but should include examples of using both
synchronous and asynchronous technologies, such as telephone, e-mail, websites,
and social media, to communicate.
Discussion Point
Making Inferences
6. How has technology enabled people with disabilities to join the
workforce? Provide specific examples. With voice recognition software, a
person who is visually impaired can input text into a computer. Software that corrects
spelling errors and checks for grammar can be quite helpful. E-mail and other text
can be read aloud for visually impaired employees and customers. E-mail and text
messaging have been especially helpful when communicating with hearing-impaired
individuals.
7. What effect has advanced technology had on business communication?

Technology gives businesspeople options for communicating both locally and
globally. As technology advances, the quality of audio, voice, and images improves,
thus, allowing businesses to present their products through superior mediums.

Section 12.3
SECTION LEARNING
OBJECTIVES
Communicating With
the World
• Describe how the Internet has
changed the way we shop and
connect with the outside world.
Communicating by means of technology is an issue you should be
• Understand how social networking familiar with by now. However, one area of communication that
can be applied in business. may not yet be common is that of getting your information to the
• Explain what crowdsourcing is and world. With the pervasiveness of the Internet, it is now possible to
how it can be used online. communicate your message almost instantaneously to anyone con-
nected online. This section will look at some of the technologies
that make this communication possible.
W H Y I T ’ S I M P O R TA N T Websites
Being familiar with Internet technologies Websites are collections of web pages on the World Wide Web.
is essential for disseminating important They are viewed using a browser, such as Google Chrome, Safari,
information and developing an online Firefox, or Internet Explorer. Search engines such as Google or
reputation. Bing are specific websites that allow people to find websites quickly
and easily. A key factor for any business is to have a web presence
to compete in today’s market. Businesses rely on their websites to
be the face of their company to the world, as well as to provide vital
KEY TERMS information and services to all stakeholders.
With the constant evolution of technology, websites are
• websites becoming more important in the business world and in many cases
• e-commerce essential to the business for survival. They are no longer simply
static places where information is found; they now provide exten-
• social media sive services directly on the site, such as online banking, messaging
• RSS feeds services, and document creation. Websites can potentially touch
every facet of a business.
• wiki
• blogs
• QR codes
E-Commerce
One way that technology is transforming how we communicate
• crowdsourcing with one another around the world is electronic commerce,
or e-commerce. E-commerce is the process of buying and
selling merchandise and services over the Internet. The vol-
ume of e-commerce worldwide is growing astronomically. You
can buy almost anything over the Internet, from ink pens to
automobiles.
Most retail establishments use websites and/or mobile
applications to advertise their goods and services and to allow con-
sumers to order these items over a computer when they are at home
or over a smartphone or tablet when they are anywhere else. For
example, Walmart, the largest U.S. retailer, operates Walmart.com,
a web-based retail outlet, where you can buy most products that are
in Walmart stores. After you place an order, you can track it to find
out when it will be delivered or choose to pick it up in a Walmart
brick-and-mortar store.
484
New Market Arena
E-commerce has opened a new market arena that allows everyone to take advantage of Digital
worldwide commerce via the web and/or mobile applications. Everyone has an opportu-
nity to buy and sell goods in this easily accessible global market. Services like Amazon
Data
Marketplace help by giving small businesses and individuals the opportunity to sell their
goods using Amazon’s website and mobile applications. Search Engine
or Browser?
Social Media as a Communication Tool Browsers are used to
In addition to traditional websites and e-commerce sites, there is an ever-growing bevy of view web pages. Search
online tools that help distribute information, multimedia content, and so on. A specific engines are used to
classification of some of these tools is called social media. As mentioned in Section 12.1, search for information
social media are websites, blogs, and applications that help create a sense of community online. Google Chrome is
among their users. In this way, social media enable a form of online communication
a browser; Google.com is
known as social networking.
Social media allow users to receive bite-size pieces of information periodically and a search engine. Google
to share those information bits with friends, family, and acquaintances. Social media provides many services; it
sites have become so popular that they are ingrained in the daily lives of many people. is easy to confuse them.
Use of social media by organizations and businesses has increased as companies and
groups expand ways to reach their customers and clients. Many businesses devote nu-
merous resources to social media to promote products, increase marketing efforts, sup-
port customers, and gather feedback.
Information Sharing
Social media and the Internet have transformed how we share information with one
another. A variety of online tools and services that enable instant communication and
easy feedback in a cost-effective, informal way are already familiar to most people. Busi-
nesses can utilize these online tools to relay important information in a variety of for-
mats with all of their stakeholders.
Really Simple Syndication (RSS)

Example: Yahoo News and Headlines feed—http://news.yahoo.com/rss/
• RSS services are usually called web “feeds” or RSS feeds.
• An RSS feed usually takes the form of a file or URL address that contains ar-
ticles of information distributed in a feedlike format which can be read using
a computer application.
• A special application is used to subscribe to and read feeds, which are
automatically updated with new articles.
• RSS is an easy way to distribute content to a wide array of people.
• Information can be found in one spot, which is updated regularly.
• Businesses using RSS are not dependent on e-mail for relaying information
and do not have to rely on the fact that people will visit their sites.
Wikis
Example: Wikipedia.org
• A wiki is similar to a standard website in appearance, but the content is
contributed by multiple people.
• Wikis allow several people in different roles to contribute new content and
edit existing content; sometimes even guests or visitors can play a role.
• There is no need to learn hypertext markup language (HTML) or specialize
in web development.
Section 12.3 Communicating With the World 485

Blogs
Examples: Tumblr, Blogger, Wordpress, Mashable
• Blogs are sometimes referred to as web-logs.
• A blog is similar to a wiki in that it does not require any special web
development knowledge or skills.
• A blog, like a journal, contains articles, links, opinions, and other content,
but the postings are usually presented in reverse chronological order.
• Blogs encourage interaction by allowing reader comments and providing a
place for input and discussions.
• An offshoot of text-based blogging is called video blogging, in which the blog
concept is used for video content instead of just text-based content.
Presentations
Examples: PowerPoint, Keynote, Prezi
• Traditional slideshow presentations can now be created, stored, and shared
online.
• Through services like prezi.com, interactive presentations can be created with
ease.
• Many slide-sharing services allow sharing of presentations with one person or
groups of people online.
Podcasts
Example: Soundcloud.com (an audio distribution platform that hosts many
podcasts)
• A podcast is a prerecorded digital audio file that can be downloaded.
• People can listen to podcasts on almost any multimedia player at their
convenience.
• Files are downloaded to the person’s computer or mobile device, allowing for
listening with or without an Internet connection.
• Some software is available that allows the user to subscribe to specific podcasts,
ensuring that the latest updates are automatically downloaded and available.
Quick Response (QR) Codes

• A QR code is a special type of bar code: a small square filled with a pattern of
different-sized black squares and rectangles and white spaces.
• QR codes are read with a special type of application or software in addition
to a camera.
• They are most often used with mobile devices and QR scanner applications to
quickly scan the code.
• These bar codes can contain a variety of information, such as a URL, phone
number, e-mail address, street address, or digital files.
• QR codes can be found on many different types of media, including maga-
zines, flyers, business cards, signs, posters, T-shirts, or any form of media with
a flat surface.
• They differ from standard bar codes because they can store more data, can be
read from any direction, and are two-dimensional (a matrix), not just horizontal.
• Initially used in the vehicle manufacturing industry, QR codes are now widely
used by individuals, schools, organizations, and businesses to disseminate in-
formation in marketing campaigns and many other situations.
The picture illustrates how a QR code is converted into information.

Decoding
Point your camera Snap a picture. The QR Code will You’ll be brought to
phone at the QR Code. decode instantly. the web page.
Infographics KEY POINT

• An infographic presents information in a combination of words and graphics.
• Data or information is represented in a graphic or visual format. Wikis, websites, blogs,
podcasts, and similar
• Infographics help audiences understand text-based content in a visual way.
technologies can contain
• Formats include charts, diagrams, maps, signs, and so on.
a “feed” that allows you to
• You do not need to be a graphic designer to portray information in a visual way.
subscribe to the contents
• Infographics are not a new technology, but they have become increasingly
and get updates regularly.
popular because of the Internet and social media, which make it easier than
ever to distribute this form of communication.
• Infographics can be found anywhere online and off-line.
Online Video Sharing KEY POINT

Example: YouTube, Vimeo (video hosting services)
Translation services are
• Through online video sharing, user-generated videos can be shared with the available online that can
public or with a private group of specific people. help bridge the gap when
• Users (or businesses) can create accounts to upload and share video-based you are working with
information. people from different
• Some services provide a way to share videos with internal staff or employees, countries.
as well as a means of distributing marketing materials or industry-specific
content to customers.
• Annotations and notes can be added in some video-sharing services.
• Some services enable businesses to have a “channel” for their information,
which facilitates branding and other concepts.
• Online video sharing can be a powerful means of distributing important
business-related information, such as:
General presentations and slideshows.
Interviews, testimonials, expert advice, and valuable tips about products
and services.
Marketing, promotional, and advertising materials and commercials.
Tours.
Business information and staff introductions.
Walk-through and instructional videos.
Common questions and solutions.
Crowdsourcing in Today’s Online World

The concept of crowdsourcing is not a new one. However, the rise of user-generated con-
tent online, which is currently shaping the Web, has put this idea back in the spotlight.
Crowdsourcing refers to using resources and people outside the business itself to convey

a message, complete a task, and achieve other goals. The power comes from tapping
into a source of collective knowledge to perform business-related tasks that are usually
conducted by the business alone. Online environments make it easy to allow people
in different facets to join forces in conveying your business’s message and building its
reputation.
Creative crowdsourcing, sometimes known as viral marketing, appears throughout
the Web in many ways. For example, people create Web and video “mashups” by blend-
ing together existing content from different sources. Some of the mashups become viral
(spread across the Internet), creating more conversations and media coverage for the
original content holders.
Disadvantage of Crowdsourcing
Since crowdsourcing involves giving up some control to the outside world, it can some-
times have a negative impact. Not all mashups, discussions, or reviews are from well-
meaning individuals. An unflattering representation of your brand or company can be
turned into an Internet meme (a concept that spreads across the Internet). The price for
the free expression that currently exists on the Web is that individuals and companies
have little control over most things mentioned online about them.
Use of Crowdsourcing Online

Wikis and Blogs. As mentioned earlier in this chapter, wikis and blogs are types of
websites that feature easy delivery of information. Both wikis and blogs allow collabora-
tion, which makes them good prospects for crowdsourcing.
People may be able to log in and contribute either to the site’s content or to com-
ments and discussions related to the content. This gives readers the ability to actively
engage with your information, take ownership of their own information, and connect
with your business in new ways.
User-Review Sites. The type of reader connection that is possible through blogs and
wikis can also be achieved using tools other than traditional websites, blogs, and wikis.
Every day a new tool pops up that allows users to rate, evaluate, and share opinions
based on their experiences. Foursquare, Yelp, TripAdvisor, Google Places, Epinions,
and any other social-networking sites that reach large audiences, such as Twitter and
Facebook, are examples of user-review sites.
User-review sites allow real people to leave informal reviews, opinions, comments,
and suggestions in regard to a variety of topics and products. These reviews are shared
with the world.
Tools like those listed above are determining businesses’ reputations, good and bad.
Since most of these tools are mobile applications and sites, they can be used anywhere
at any time, allowing the consumer to quickly decide whether to utilize the service,
product, or location.
People are generally happy to share their experiences with others. This fact is
important for a business or brand to keep in mind. Businesses need to be aware of
their online presence, which is not totally in their control. Due to the increasing popu-
larity of user-review sites, a search for your company or product will sometimes bring
up links to these review sites before the link to your business’s official website, blog,
or wiki.
Providing quality goods and services will ultimately earn your business a good
standing in the online community. Online communication is similar to the concept of
word of mouth but on a viral, global scale.
Responsible Online Communication

Online communication, especially through social media, has become a large part of
our everyday lives. It is simple to share thoughts and opinions, even personal ones. The
public nature of online communications can sometimes blur the line between personal,
private, and professional communications.

Be Careful What You Say. When communicating anything online, regardless of
the technology used, consider it written in ink, not pencil. There is no way to re-
move all traces once it has been shared. It can be easy to say something regrettable
online about work, your boss, or your co-workers. However, once something has
been said online, it is out there for the world to see. Even when you share something
within your private social-networking world or in an e-mail message, you have no
control over what your friends and other recipients will do with your information.
You are ultimately responsible for any conversations you have, whether online or
off-line.
Remember, You’re on Company Time. To deal with the growing pervasiveness

of online communications and social media, companies are developing or updat-
ing policies and regulations for their employees. It is important to research your
organization’s policies on using social media for personal use on company time.
Some employers block certain sites completely on their networks. Some may use the
honor system and rely on the employee to use the organization’s resources for work
purposes only.
As discussed earlier, leveraging technology for online communications can be
quite beneficial to organizations. When a business is deciding which technologies to
use, it is important to consider the purpose and goal. Once they are established, it
is essential to decide who is responsible for the content and interactions. This may
lead to developing regulations associated with using social media on behalf of the
organization. As with any communication, there may be ethical and legal issues that
should be addressed.

Review of Key Terms
1. How can a website improve communication between a business and its
customers? Answers will vary but should include information about how information
and services should be made available by a business to its customers.
2. How is social media being used by businesses today? Answers will vary based
on the social-networking technology the student chooses to discuss.
Editing Practice
Grammar Alert!
3. Circle any usage errors and rewrite the following e-mail, correcting the
errors.
All employee in maintenance will be required to attend a safety work
shop. Workshops is scheduled for the following day and times: Monday
from 9 a.m. to 10 a.m., Wednesday from 1:30 p.m. to 2:30 p.m., and
Thursday from 3 p.m. to 4 p.m. If there are topics you will like to have
covered, please submit your requests to Human Resources before noon
this Friday. A sign-up sheet for the workshops are posted in the break
room. Personnel who does not sign up by Friday will be assigned.
employees, are, days, would, is, do

Evaluating Concepts
4. You need to make travel arrangements for your supervisor. She will
be traveling to Dallas for a sales convention. Using the Internet, find
at least three options for air travel, hotel reservations, and car rental.
Remember, you want to be frugal but not cheap. Prepare the information
in a chart. Responses will vary. Be sure students include different sources of online
travel information.
5. As a team, use the Internet to research the topic of how QR codes are
being used by businesses. Document each of your sources
with the URL, the date, and other pertinent information.
Prepare a one-page memo for your instructor that presents
your team’s findings. Team results will vary. Teams should follow the
documentation guidelines covered in Chapter 9.
Discussion Point
6. What effect has e-commerce had on business? What are some advantages
that e-commerce provides for small businesses and individuals?
E-commerce is gaining in popularity, including among tried-and-true brick-and-mortar
companies. For newer companies, small businesses, and individuals, e-commerce
provides more opportunities for them to sell their services and products to a global
market.
7. Discuss the various ways that a business can share information online.
Determine some advantages and disadvantages of the technologies
involved. Answers will vary depending on which technologies are chosen. Example:
Blogs. Advantages: easy to start, and easy to add content. Disadvantage: can be
hard to find time to maintain.

Section 12.4
Communication SECTION LEARING

OBJECTIVES
Technology at Work When you have completed Section 12.4,
• Describe how technology will
affect your work life.
Essential Principles • Describe four main areas in which
So far in this chapter, we have defined several communication tech- productivity is enhanced by using
nologies and how they apply to business. But how do you, as an em- technology.
ployee, take advantage of all the communication technology tools
available today?
We live in a time when the prevalence of communication tools W H Y I T ’ S I M P O R TA N T
can help employees in every industry make strides in productivity.
Advances in computers and mobile technology allow workers to be Learning to utilize technology tools
productive anywhere anytime. Interactive online applications help efficiently can make a positive
employees organize, collaborate, and get things done. difference in your work life.
Productivity Tools
There are so many different kinds of online tools that it can be KEY TERMS
hard to choose which ones to incorporate into your work life. In • speech recognition
this section, we will take a look at some productivity tools and
ideas. • smartphones
• tablets
Getting Things Done
• e-reader
One specific methodology for improving productivity, developed by
David Allen, is known as Getting Things Done or GTD. GTD focuses • mobile applications
not on the tools but on the ideas associated with task organization, • telecommuting
time management, and so on. You do not have to fully adopt GTD
to utilize some of the ideas associated with it. There are different
types of online applications that can be used individually or to- oops!
gether to help you stay organized.
Speech or Voice
Speech Recognition Recognition?
As mentioned in Section 12.1, speech recognition is the process The terms speech
used by a computer or mobile device to translate a human voice recognition and voice
into input. That input can be used for a variety of tasks, from dic- recognition are sometimes
tating a letter to sending a text message from your phone. It can used interchangeably.
increase productivity by allowing quicker note taking, while also There is a difference
synchronizing notes or other documents in the cloud. Speech rec-
between the two terms.
ognition or voice control as a tool is especially useful for people
who may be unable to use a keyboard, mouse, or other standard Voice recognition refers
input device. It lets them use their voices as a guide through the to a computer system’s
system. With advances in technology, speech recognition is even recognizing of an
possible on the go with many mobile devices. individual’s voice, while
speech recognition refers
Dragon
to the system’s recognizing
Nuance has created a line of speech recognition software called
of general speech as an
Dragon NaturallySpeaking. It can be used on a variety of plat-
forms (Mac, PC, tablet, smartphone). Dragon NaturallySpeaking input.
491
provides dictation services for all of your devices. You can speak, and Dragon will turn
KEY POINT your spoken words into text input. The software is available in a variety of versions,
including specialized ones for medical transcription.
Along with using your
voice as input, you can Google Mobile Apps
also have voice output Google provides speech as input for its mobile applications and operating system.
from a computer. Many Google offers voice-activated applications such as search and e-mail, and voice com-
systems have built-in mands are built into its Android mobile operating system. Many tasks can be done with
mechanisms that can read your voice alone, such as sending text messages, playing music, getting directions, or
content to you. This is an dialing phone numbers.
advantage for people who
Siri
are unable to view the
Apple has included technology called Siri (Speech Interpretation and Recognition
screen, such as those who
Interface) with the iPhone. Siri has brought a conversational style to speech recogni-
are driving or who have tion, allowing you to speak as you would to another person, without the need for specific
vision impairments. syntax or commands. It is built into many parts of the iPhone system, allowing you to
speak to Siri to carry out many common tasks, such as setting reminders or sending
messages. For example:
KEY POINT You: “Siri, should I grab an umbrella today?”

Siri: “Yes, there is a 70 percent chance of rain today.”
Bluetooth headsets are
Due to the ease of use, Siri has become popular quickly. We will likely see more
one means of implement-
conversational-type voice and speech recognition systems over time.
ing hands-free com-
munication. You can use
Bluetooth technology to Cloud Computing in Your Daily Routine
talk on your cell phone As stated in Section 12.1, cloud computing is a general concept that involves storing and
hands-free. Many new utilizing services online.
cars are equipped with Cloud computing provides mechanisms for file, task, and time management, along
with a wide range of other organizational tasks. One of the biggest benefits of using
Bluetooth, allowing you to
cloud computing is the ability to access your materials anywhere you have an Internet
use the car’s stereo sys- connection.
tem to talk on your phone. A variety of services are available now that use cloud computing. Due to the in-
creasing value of the cloud, the list of tools will continue to grow. Integrating them
into your daily routine can help you save time and money and can provide a safety net
through data backup for various tasks.
The advantage of organizing your thoughts, files, and tasks online (in the cloud)
is that you get them out of your head but always have them close by for reference.
Some of the applications can have overlapping amenities. It is up to you to decide
which application to use for which task, such as note taking, document sharing,
and calendaring. Sometimes only one is necessary to complete all your needed
functions.
Cloud Task Management: To-Do Lists

Many of us use standard paper and pen to keep track of our to-do items each day. This
is a tried-and-true method to be sure, but what happens when you leave your paper at
home or, worse, lose it? This is where the cloud can help.
Imagine having a to-do list that is easy to maintain and can be read anywhere. To-do
(or task management) applications in the cloud do just that. They allow you to access
and update your list on your computer, tablet, or mobile phone, and they always stay
in sync (synchronized). Many popular, user-friendly to-do list applications are available
today. Some of the most popular are Remember the Milk, WunderList, and Evernote—
all of which are cross-platform tools, meaning they can be accessed on a variety of
platforms, such as Windows, Mac, Android, and iOS while maintaining the same list
or lists.

Cloud Storage for Documents and Files
Now that we know the power of cloud computing in maintaining to-do lists, let’s cover
how this can apply to files and documents. Cloud storage, such as Google Drive, Drop-
box, or Box.com, allows documents and files to be stored online and synchronized
across multiple devices and computers.
Backups. Cloud storage services can provide automatic backup of your data to help
prevent any data loss. If your hard drive crashes and you lose all of your local files, there
is less need to worry, as those files are still in the cloud and can be easily retrieved with
little or no loss.
Cost. Some online storage services provide a limited amount of space at no charge
and offer upgrades for additional fees. Since the cloud reduces a company’s need to
maintain servers and storage of its own, the cost savings for the company can be large.
Security. While online file storage has many advantages, there are security issues that
you need to consider: How secure are the files you are storing on the cloud servers?
Does the company need to worry about sensitive data ending up in the wrong hands?
Sometimes businesses buy enterprisewide versions of cloud services, which give them
more control of security and content for an additional fee.
Stability and Performance. Most reputable services guarantee the stability and per-
formance of their online storage systems, but it is important to research this before
agreeing to use a service. A bad Internet connection can lead to poor performance.
Some systems provide more flexibility by allowing off-line editing of files and then syn-
chronizing the files when the user goes back online.
Cloud Note-Taking Services

The cloud is a convenient place to store and organize notes. You can use your iPad to
make a note in a meeting and then access it later on your desktop computer. As with
the to-do lists and file storage system, there are services that are specifically designed for
note taking. Services such as Evernote provide a means of making notes, tagging them,
adding links, and accessing the notes on all of your devices.
Off-Line Reading Resources and the Cloud

Some resources are available that enable you to store articles for reading later, either
off-line or online. Many of these services, such as Pocket or Instapaper, provide mecha-
nisms for saving articles on your mobile device or computer for reading at a later, more
convenient time. Since the cloud relies on an Internet connection, these services help
bring needed materials out of the cloud and onto your device for times when you don’t
have an active Internet connection.
Cloud Bookmark Services

Maintaining lists of bookmarks, or shortcuts to your favorite online locations, can some-
times be cumbersome. With Cloud services such as Xmarks and Delicious, and even
services built into the browser Google Chrome, you can maintain one list of all of your
bookmarks for easy access. Some of these services also offer social bookmarking, which
allows you to share your bookmarks with others.
Group Collaboration via the Cloud

Not only is cloud computing useful for your own personal organization, but it is also an
invaluable tool for collaborating within a group. The same benefits it provides for individu-
als can also be beneficial for a group: task lists, document and file sharing, meeting notes,
and so on. With tools like Google Drive and Zoho, group members have the ability to
collaborate from separate locations as though they were in the same room.
Section 12.4 Communication Technology at Work 493

Working Together Online. Utilizing resources in the cloud can lead to a better
oops! collaborative experience. Groups can take advantage of many technologies and tasks:
Dead Battery • Documents sharing. The cloud serves as a central repository of all files needed
by all members of the group.
Mobile devices are
• Versioning. Group members can see who is working on what, and when others
handy and easy to carry are working, while not overwriting the changes of other members.
with you. Unfortunately, • Wikis. Multiple people can easily edit and add content.
the battery life of most
• Video/IM/chat. Members can communicate together in real-time
devices is not ideal. Be conversations.
sure to keep your device • Task lists. Groups can assign tasks to individuals, and members can see who
charged as needed and is responsible for what.
have a power cable
available for charging on Technologies for Keeping Current
the go.
Sometimes it may seem that staying abreast of current trends in your field takes more time
than you have. That does not need to be true. Sorting through the amount of information
online does not need to consume your day. With some of the technologies we have already
discussed in this chapter, you can quickly take advantage of what the Web has to offer.
KEY POINT • RSS feeds. Find sites with articles and content related to what you are inter-
ested in, and subscribe to their feeds. Many publications have free RSS feeds.
Using Google Alerts is an
• Podcasts. Find podcast shows or broadcasts that interest you, subscribe to the
easy way to keep up to
service, and download podcasts for listening when you have free time, are
date on specific topics in working in the garden, or are commuting.
the news. You can set up
• Blogs and wikis. Many blogs and wikis are dedicated to specific topics or
Google Alerts to search on- fields. You can either subscribe to specific ones or check them out from time
line for specific content and to time. Bookmark their links for each access.
deliver the results to your • Twitter and Facebook. Social media provide another way to keep up with cur-
in-box on a regular basis. rent events and trends. If you are friends with (or follow) people who are in
your field, share your interests, or represent an industry, you can see their
posts and read the most popular articles on Twitter and Facebook.
KEY POINT
Mobile Productivity
Today, being productive on the go is easier than ever. Many mobile devices are available
As technology develops, that feature powerful computer capabilities.
more workers will have
the opportunity to work, at Types of Mobile Devices
least part of the time, from • Smartphone. (Apple iPhone, Google Android Phone, BlackBerry) This por-
home. table all-in-one device is a combination of personal digital assistant (PDA),
phone, GPS unit, camera, media player, general computing device, and other
elements.
• Tablet. (Apple iPad, Android Tablet) A tablet is much like a smartphone, but
it has a larger screen for better viewing and typing capabilities. One of the
fastest-growing devices on the market is the Apple iPad, which is increasingly
used in classrooms, offices, and many other settings.
• E-Reader. (Kindle, Nook) This device is similar in shape and size to a tablet,
but it is lighter and slightly more portable. It has a distinct purpose, reading
e-books, and thus, is usually cheaper than a tablet.
Mobile Sites and Mobile Apps

Mobile sites are versions of websites that have been optimized so that the limited space
and functionality of mobile devices can provide the needed information. They can be
viewed by means of the browser on the mobile device.

Mobile applications are applications, created for specific devices, that are Teaching Tip
installed on the device itself and perform functions specifically related to being Protecting Your Devices—
mobile. Mobile apps can be incredibly powerful and are usually task-specific, Let students know there
meaning that each app’s focus is usually on one or a few sets of tasks that can be are many ways to protect
done. More than half a million apps are available today, focusing on online devices from the elements.
banking, shopping lists, games, voice recognition, videoconferencing, and many other Custom-size cases are
available that help protect
tasks.
a mobile phone, tablet,
or e-reader. Many people
Mobile Devices and the Cloud find that even a ziplock
Almost every tool we have discussed that interacts with the cloud has either a mobile- bag is a good means of
version website or a dedicated mobile application. This makes it easy to access all your enclosing their devices
while outdoors.
materials and information regardless of your location.
Working Outside the Office

We are witnessing another transformation of the workplace. In the preindustrial era,
workers lived mostly in isolation on farms and had limited contact with one another.
The industrial era brought people together in cities and factories to work in a struc-
tured environment. The information age is returning workers to their homes, where
they are physically isolated yet are connected via modern technology to the virtual
office.
Telecommuting is a work arrangement in which employees spend at least part of
their time working online, away from the office. Telecommuting saves time, space, and
travel costs. Some people telecommute full-time, but more people telecommute one to
three days per week.
Ideally, telecommuters must be suited to the new work environment and must share
the work ethic and values of their employers. They should possess time management
skills, be self-motivated and trustworthy, and have the ability to work independently.
In addition, they must have the trust and support of their employers so that they will
conduct their work from a remote site and be as productive off-site as they would be
working in the company’s office.
Types of Telecommuting Jobs

Telecommuting is best suited to information-based, portable, and predictable jobs or
ones that demand a high degree of privacy and concentration. Some typical telework
jobs are:
• Information processing
• Sales
• Customer service
• Research consulting
• E-commerce management
• Design engineering
• Graphic design
• Web development
• Medical transcription
• Writing
• Editing
• Teaching (online classes)
Jobs that require face-to-face contact with co-workers or customers, however, can be
somewhat difficult to perform as telework. Such jobs include those of some managers,
retail sales staff, construction workers, and the like.

Connection Technologies
oops! Connecting to your job from outside the office is relatively easy using some of the tech-
Telecommuting nologies available today.
and Good Internet • Broadband. With broadband connections, the speed of the Internet has reached
Connection an all-time high. This type of connection can usually be found in city homes, in
hotels, and in many other places. Many rural and remote areas are not fortunate
If you decide to work enough to have this fast-connection technology, and this could have a severe
from home, be sure you impact on the ability of people in those areas to work outside the office.
have access to a reliable • Cellular data connections. Some mobile data providers (such as Verizon and
Internet connection if AT&T) provide services for cellular data connection. You pay a monthly fee
that is necessary for your and have a portable device that can connect you to the Internet wherever you
job. It would not do much can get a signal from the provider’s cell towers.
good to work from home • WiFi (wireless) hotspots. Many common places like coffee shops, restaurants,
if you were unable to and public libraries provide WiFi hotspots for connecting to the Internet. In
addition to publicly provided WiFi hotspots, there are ways to turn mobile
connect properly.
devices into portable WiFi hotspots. WiFi is more convenient, but far less se-
cure or reliable, than other types of connections.
• Virtual private network (VPN). With a VPN connection, employers can allow
KEY POINT employees to connect anywhere over the Internet yet can ensure that the traf-
fic and data being transferred remain private on the company’s local network.
Always keep security in A VPN is used in addition to a standard Internet connection, such as a broad-
mind when you are work- band, WiFi, or cellular data connection.
ing with company data or
on a company computer.
Devices and Hardware
Try to keep as much sepa- We have already discussed the range of mobile devices you can use to connect while
on the go. These devices are also used for telecommuting. This enables the employee
ration between business
to work virtually anywhere. In addition to mobile devices, standard laptop and desktop
and home as possible. computers can be included as telecommuting devices. With a desktop or laptop com-
Using separate log-ins can puter, you can connect to a virtual machine in your employer’s office, as if you were
help you do that. sitting in that office.
Laptop Docks. Since laptop computers are becoming more powerful, desktop com-
puters are becoming less necessary. Since laptops are portable, robust, and easy to use,
you can take a laptop to wherever you want to work. When working at a home office or
at your company’s office, you can use a laptop dock to help turn your portable laptop
computer into a full-fledged workstation, with connections to external keyboards, moni-
tors, and mice. Some people like to have a dock at the company’s office, giving them a
comfortable, ergonomic workstation, but then pop the laptop off the dock for use when
they are on the go. Many people like to use a monitor that is larger than the laptop
monitor.
Security Considerations
When you are working away from the office, there are some security issues to keep in
mind. First, working with sensitive data may be tricky. For the most secure connection,
it is best to always use a company-provided VPN connection. Be sure to thoroughly
review your company’s policies on working with sensitive data and connecting away
from the office.
Second, take precautions to protect your mobile devices from theft and from
accidental damage caused by dropping a device or spilling liquids on it. Use the pass-
code feature equipped on many mobile devices to help keep your information safe. If
a device has been lost or stolen, there are options for locking down the data that are
within the computer or mobile device. You must protect the integrity of your pass-
words; for example, they should not be kept in your office desk drawer or listed on your
computer. If a criminal has your passwords, it is much easier to steal your identity.

Other Hardware Input/Output Devices
We have covered a wide variety of technologies so far, including many software tools
as well as hardware input/output (I/O) devices. There are a few more to think about in
regard to working and productivity. The following consumer-level technologies allow
everyday people to create images and videos and communicate in new ways without
having to be a digital media expert.
• Scanner/fax/multifunction printer. Not only does this equipment provide stan-
dard printing capabilities, but it also allows documents to be scanned and
saved to a computer, copies of papers to be made, and faxes to be sent from
your computer.
• Receipt/business card scanner. This type of scanner is specifically designed to
scan important documents and consolidate them for you. Scanners such as
the NeatDesk or NeatPortable scanner include software that helps keep your
important documents organized and easily accessible.
• Camera. Digital cameras are playing a significant role in the world today.
They are relatively inexpensive to own, and the picture-taking quality has
vastly improved over the last few years. You can take pictures of almost
anything, especially when using the cameras that are built into your mobile
devices.
• Video camera. Similar to digital cameras, video cameras are easy to use and
easy to own, allowing anyone to create amateur videos to share.
• Webcam. A webcam is a camera connected to a computer or built
into a laptop. With a webcam, you can have online video or audio
conversations with other people. Webcams provide a way of commu-
nicating in real time that is comparable to an in-person, face-to-face
discussion.
The Future of Communication Technology

The devices and technologies available today can accomplish so much, but new tools
are constantly being developed. Technology keeps improving and becoming a more in-
tegral part of our lives.
Portability
As devices continue to become more powerful, they also become more portable. New
models of computers, tablets, and smartphones offer not only more functions but also
smaller size. A current trend in laptops is to make them as thin and lightweight as pos-
sible. Many of these laptops, sometimes called ultrabooks, are less than 5 pounds and
have the processing power of a stand-alone computer.
Responsiveness
Computers are moving beyond the standard concept of a desktop or laptop machine.
Touch screens have made a huge impact. Many people’s primary devices feature touch
screens. Using touch screens is incredibly intuitive; even people with no computer ex-
perience can immediately use a smartphone with a touch screen. Touch screens are
making their way into more devices and even merging with standard laptops, providing
the best of both worlds.
Innovations
As technology evolves and research advances, smarter technology will make its way to
the market. Developments in artificial intelligence and speech recognition can lead to
more interactive devices. Wearable devices, such as Google Glass, will provide even
more ways to connect with the world.

Connections Beyond the Computer
The computer is the primary piece of technology for both the home and the office. How-
ever, this is changing. Someday, there could be something like “ubiquitous computing,”
which means that no matter where you are, technology is there to connect you. On the
same note, eventually the Internet will be everywhere. It is already available in many
public locations, but ultimately it will be available no matter where you are.

Review of Key Terms
1. How has technology allowed workers to telecommute? People who have a
good Internet connection and proper equipment can complete much of their work at
home.
2. List some possible benefits of using technology for group collaboration.

Answers will vary but might include easy ways to share documents and information,
communication in real time with no limits on location, the creation of online task lists,
and the assignment of tasks to group members.
Editing Practice
Using Tact! Each of the following items lacks sensitivity to the reader. Rewrite each
one to correct the problem.
3. You forgot to tell us what color towels you want (catalog no. 0r114).
If you want to get your towels, send us the color ASAP! Thank you for your
recent order for towels (catalog no. 0r114). However, we did not know which color
you prefer. As soon as we receive your color selection, we will ship your order
immediately. [Note: Wording may vary. Avoid telling the customer that he or she
made a mistake. Just ask for the information you need to fill the order.]
4. We recently sold over 6,000 MP3 songs in our latest promotion. You are
the only one having issues. Although you seem to be the only one, we
will allow you to redownload your music. Here at MP3’s Unlimited, our
goal is to satisfy all customers. You will be receiving detailed instructions and a
new download code, which will allow you to download your music again at your
convenience. If you experience any troubles at all, please contact our technical
support team.
5. The terms of our contract were crystal clear. We offered a discount if

we received payment within 10 days. You took a total of 30 days to
pay. Now you owe us the $50 balance. The advertised discount offer applied
only if payment was received within 10 days. Please remit the balance of $50.
Evaluating Concepts
6. Your company is considering using cloud-computing document storage to
store backups of some of its documents, and your team has been appointed to

gather information about cloud-computing service options. Using the Internet,
research at least three different cloud-computing services, and then prepare a
comparison chart of the three services. In your research, look for these items:
a. Name of the cloud-computing service
b. URL address at which information was found
c. Cost per month or year
d. Storage space provided
e. Other relevant information about the service
Answers will vary.
7. How can to-do lists and note-taking applications improve your

productivity? Write a short report on the benefits of
these technologies in your work life and on how they
could increase productivity in your home life.
Answers will vary.
Discussion Point
8. What are the advantages and disadvantages of teleworking? What jobs
are more suitable for this? Advantages: money saved by not commuting to and
from work, a flexible schedule, no interruptions such as unscheduled meetings and
visits from co-workers, and, usually, ability to do work more quickly. Disadvantages:
lack of social interaction, the tendency to overwork, home distractions, and costs of
buying and repairing necessary equipment. Jobs suitable: almost any job that does
not require the employee to be on-site to get the work done.
9. How does teleworking or telecommuting benefit the employer?

Teleworking benefits the employer in terms of productivity, employee morale,
and cost. Companies with teleworkers can cut costs on office equipment and
maintenance. With flexible hours, teleworkers are available to work on special
projects for their companies. Employers can choose the best employees when they
are not restricted to the available workers in a given local area.
Tech Quest
Do an Internet search to find some companies that have a corporate blog, and list at Answers will vary.
least five. Select two of the five corporate blogs you found, and read several posts. Write
a memo to your instructor evaluating the effectiveness of the blogs, and list which one
you believe does a better job of creating a positive impression of the company.

Chapter 13
Communicating With Customers
Section 13.1
The Importance of
Good Customer Service
Section 13.2
Maintaining Good
Customer Service
Section 13.3
Improving Contact
With Customers
Section 13.4
Responding to
Customer-Service Needs
©londoneye/Vetta/Getty Images

Connection
• Explain the importance of good customer service.
In the last two decades,
we have seen “mom- • List ways that technology is involved with customer service.
and-pop” grocery stores, • List some strategies for maintaining good customer service.
corner drugstores, and tra- • Discuss ways to improve contacts with customers.
ditional downtown shop-
ping districts approach • Suggest ways to respond to customer-service needs.
extinction. However, keep-
ing customers satisfied, no
matter where or how the
goods and services are
purchased, is key to busi-
ness profits and longevity.
Inexpensive social media
advertising can help mar-
ket small businesses.
500
Section 13.1
The Importance of Good SECTION LEARNING

OUTCOMES
Customer Service When you have completed Section 13.1,
• Explain the concept of customer
service.
• Understand the importance of
Customer service is the consistent performance of activities or ser-
vices for the purpose of ensuring customer satisfaction. Customer customer service.
satisfaction occurs when the customer’s wants and needs are met • Discuss the “going mobile” concept
and when the customer feels valued by the organization. Goods and how it relates to customer
and services must be provided to the customer when and where service.
they are wanted and needed and at a competitive price.
Companies should provide goods and services as advertised
and be willing to repair, replace, or satisfy customer claims in other
acceptable ways. Companies must be willing to respond quickly to
customer concerns about their products. Otherwise, future sales
will be decreased, and the company will have a negative reputation No matter what job you choose in
from its customers. Making customers feel valued instills the feel- the future, you will have to deal with
ing that their business is appreciated, that they will be treated with customers. Learning the basics of
respect, and that their business will receive conscientious attention.
Customer service is a proactive function that should exist and
effective customer service will help
be practiced throughout every business organization. The require- you interact with internal and external
ment that customer-service procedures be implemented throughout clients.
an organization must come from top management. Without top
management’s support and specific directives to key employees,
customer service will not receive the attention it deserves.
You should establish a customer-service culture that instills a KEY TERMS
courteous, helpful, professional attitude at all levels of your organi- • customer service
zation. Employees should convey this attitude to customers, letting
them know that they are eager to help them. Communication is • referrals
vital to any effective customer-service program. If customer-service • going mobile
policies appear only in the company handbook and are not effec-
tively conveyed throughout the organization and to customers, the
customer-service culture mentioned above does not exist.
An excellent customer-service reputation can become the fea-
ture that gives your company a competitive edge in the marketplace.
Always remember that if you do not take care of your customers,
your competitors will.
Going Mobile—New Opportunities

for Customer Service
Providing the best in goods and services will help you find your
market niche. Providing the best in customer service will help you
maintain and increase that niche. Excellent customer service is not
debatable. It is essential. KEY POINT
Our society is going mobile, which means that customers are
using computers and smartphones to conduct much of their busi- Companies and their
ness. Customers want to conduct business when and where they websites must become
are without being restricted to land lines. Companies and their “mobile friendly.”
websites must become “mobile friendly.” If a customer is having
501
trouble ordering through your website, the customer will decide that another website
KEY POINT with the same product is just a click away. Websites must be customer friendly for the
computer genius and for the person who is just learning to conduct business with a
The basics of customer
digital device.
service have not changed In the last few years, there has been a dramatic increase in the use of technology to
much over the years; provide excellent customer service by delivering quality products in a timely manner,
however, the method and offering product assistance, or making business transactions easier. The basics of cus-
speed of access to customer service have not changed much over the years; however, the method and speed
tomer service are chang- of access to customer service are changing almost daily. Customers expect business
transactions to be completed immediately. We are definitely becoming a digital society.
ing almost daily.
Here are some examples of customer service provided in our digital society.
• A teen driver pulled up to a service station, filled his gas tank, and
tried to put his car in gear to leave. The gear stick in his second-hand
“clunker” refused to move from park to drive. What does an intelli-
gent driver with a smartphone do? He goes on line to see if this gear-
changing problem had happened to others. Fortunately for him, the car
company knew about the issue and quickly provided instructions for a
temporary repair, allowing the teen driver to be on his way before his
parents arrived to help.
• Another inexperienced driver was almost out of gas and was getting anx-
ious about having enough gas to get to the next pump. The driver was un-
familiar with his location and asked his passenger to search online for gas
stations. The closest one was 3.5 miles away just off the next interstate
exit. He made it to the gas station, but then asked his passenger to search
again for the closest Chick-Filet restaurant, which was his favorite place
to eat. This restaurant was 7 miles away on the route he was taking to his
destination. The passenger was using his phone’s GPS (Global Positioning
System) to locate the two businesses.
• A small, mom-and-pop butcher shop wanted to boost sales during the last
weekend of the month, which was always their slowest time. Traditional
advertising helped very little, but one of the butcher’s customers put a
picture of his grill, loaded with appetizing steaks and colorful vegetables,
on Facebook along with the name of the butcher shop. This inexpensive
advertising method boosted sales so much that the butcher shop owner
had to hire off-duty police officers to help with traffic and parking at his
shop. This butcher now routinely uses Facebook to promote weekly spe-
cials and has a system that lets customers reserve their meats online for
later pick-up.
• A restaurant that frequently provides a venue for catered dining func-
tions seemed to always have food left after most events. To avoid waste
and maximize profits, the restaurant owner began posting “left-overs”
on Facebook as soon as the meal function had ended. Customers would
check the restaurant’s website and reserve the desired number of plates
and immediately go to the restaurant and get a reduced-price dinner. Cus-
tomers got a bargain on top-of-the-line “left-overs,” allowing the restaurant
owner to increase his revenue and avoid waste.
• Farmers who were vendors at a local farmer’s market quickly learned the
value of social media to advertise. Farmers posted pictures of the veg-
etables, fruit, and other locally grown items along with a price list. Post-
ings were usually made the night before the scheduled market and again
the morning of the market. These postings caused a significant upswing
in customer traffic with increased sales for most market vendors. Both res-
taurants and individual customers called to reserve market items to make
sure they would be available for market-day pick-up.
502 Chapter Thirteen Communicating With Customers

• Companies use YouTube videos for training their employees and for help-
ing customers with problems such as minor product repair or assembly.
A customer’s dishwasher had a small broken part that prohibited the
dishes from being washed. The customer removed the small part, ordered
a replacement, and searched for a YouTube video on how to install the
part. The part was $11 including shipping, and the customer installed the
part. The repair charge from an appliance dealer would have been $100.
The video saved the customer $89. YouTube is also used for fun and
entertainment.
• Car dealership websites often provide live chats with a sales person about
the details of a vehicle. The chat information can help customers make a
decision on purchases.
• You can order a pizza or other food items from your phone or from your
laptop to be delivered to your home or business. This ordering feature
saves customer time in ordering, which means that the food will arrive
more quickly. Some restaurants have phone applications for ordering
menu items and have reserved parking places for customers picking up
their orders. In some cases, restaurant personnel bring the orders directly
to the customer’s car.
• Some companies are offering ways to sign official documents online.
DocuSign is one such company. This online electronic signing service
saves the time and expense of overnight delivery service when the peo-
ple signing the documents are separated by distance.
• Many products can be ordered online, which saves time and money. The
vendor often has products shipped directly from the supplier to the cus-
tomer, which saves time and money. The customer has a broad product
selection, and the selected item is received quickly.
• Real estate agents use Face Time for the initial showing of property when
the buyer and the property are separated by distance. Showing various
properties through Face Time will help the customer narrow the choices,
saving time when he or she actually comes to visit the property.
• Drone delivery of small items is being tested in some states. Packages
are shipped to a major distribution location by traditional means and then
delivered by drone to an individual home or business. Another interesting
use of drones is checking the ocean surf for sharks so that beach patrons
can be warned immediately of impending danger.
• Use of online banking services continues to expand. Many customers
prefer to complete mortgage applications from the comfort of their liv-
ing rooms by scanning documents and uploading them to the lender’s
website. Additionally, money can be moved from one account to an-
other using a smartphone. Some banks let customers deposit their
checks by submitting a cell picture of the check electronically. A grow-
ing number of employees use direct deposit for their paychecks, which
means that the employer transfers the paycheck amount directly to the
bank. Payroll stubs are then posted to a private account for employees
to view.
• Cell phone applications are available that will let customers lock or unlock
doors, adjust thermostats, open or close garage doors, turn lights off or
on, etc., from home or a remote location.
• Uber is a car service similar to a taxi service that you can call for a ride.
There is a phone app that will let you pay for your ride, show a picture
of your driver, let you track the driver’s approach, and note the expected
time of arrival.
Section 13.1 The Importance of Good Customer Service 503

This is not an exhaustive list of ways we have improved customer service through
digital communication, but the list does demonstrate the magnitude of technological
innovation and the speed at which it is being integrated into business transactions. Tech-
nology is changing the way we satisfy the wants and needs of customers in an acceptable
timeframe. Today’s customers want an immediate response.
With all of the technology mentioned above, will companies still need to provide
customer service? The next section discusses this need.
Need for Customer Service

KEY POINT
Why should your organization implement customer-service procedures? Sam Walton,
Society is going mobile, founder of Walmart, said, “There is only one boss—the customer. And he can fire ev-
and customers want to erybody in the company, from the chairman on down, simply by spending his money
conduct business from somewhere else.”
In a highly competitive world, outstanding customer service helps you retain
any location.
your current customers and attract new ones. Technology provides the tools to de-
liver prompt, reliable responses to customer concerns. Outstanding customer service
also helps develop a reputation that encourages people to do business with you.
Satisfied customers become loyal customers who continue to use your product or ser-
vice, resulting in repeat business. Chief executive officers (CEOs) say it is easier to
keep a customer than to attract a new one. In addition, organizations derive much of
their new business through referrals. Referrals are recommendations from satisfied
customers.
Courtesy, tact, and patience are critical elements of good customer service. You
cannot say whatever you want to a customer; you must respond in a professional, courte-
ous, and tactful manner in order to keep the customer’s goodwill.
Exceptional customer service is not optional—it is essential.

Review of Key Terms
1. Why are referrals an important business tool? Many businesses depend on
referrals from their customers. If a customer is pleased, he or she will spread the
word, which will help attract new customers
2. What is customer service? Customer service is the consistent performance of

activities or services for the purpose of ensuring customer satisfaction.
Editing Practice
Spelling Alert!
3. Underline the spelling errors and write the words correctly in the space
provided.
Chris, a disatisfied customer, wanted to speak with the store manager. He
said that if the manager did not speak with him immediatly, he would make
a scine. The manager spoke with Chris, who critecized the quality of work
he recently had done on his car. Their were oil stains on the upholstery
and cigarette butts left in the ashtray. The condition of the car was not

acceptible. Chris announced he would go elsewhere if the car was not re-
stored satisfactorly.
dissatisfied
immediately
scene
criticized
There
acceptable
satisfactorily
4. Role-play a customer-service situation involving a face-to-face conversa-
tion, a telephone call, or e-mails. Team members will write scenarios to
show both the “wrong” way and the “right” way to handle a
particular situation. Volunteers will role-play the scenes for the
class or display the e-mails on a screen. Encourage students to
be creative and professional in this endeavor. Critique students’ role
playing based on their use of tact and courtesy.
5. Interview a customer-service representative at a local business, such as

a retail store or government agency. Are staff members trained to handle
customer inquiries? Write a brief essay describing the customer-service
policy and practices of the organization. Responses will vary depending on the
person interviewed and the nature of the organization.
Discussion Point
Making Comparisons
6. Find an example of how businesses use technology to communicate with
customers. Do not use the examples in this book. Answers will vary.
7. How can good customer service enhance a business? How does bad
customer service hurt a business? Give examples of both good and bad
customer service that you have received. How did these encounters affect
your opinion of the business? A positive customer-service policy helps businesses
retain their customers and attract new ones. Dissatisfied customers usually will not
return for business. Student examples will vary.
Section 13.1 The Importance of Good Customer Service 505

Section 13.2
SECTION LEARNING
OUTCOMES
Maintaining Good
Customer Service
• Define customer-focused organization.
• Understand the importance of Customer Service as an Ongoing Function
positive customer contact.
Customer service is a complex function that has many facets. Some
• Discuss customer-service guidelines. people view customer service as a problem-solving function that comes
• Discuss the usefulness of smart- into play only when there has been a complaint. In fact, customer ser-
phones, tablet PCs, and laptop vice should be an ongoing function that allows employees to anticipate
and prevent problems. Customer service can be provided by phone,
computers. e-mail, in person, and through company website chats.
• Explain how organizations can be Employees at all levels should be trained to communicate with cus-
accessible to their customers. tomers. They should be committed to being part of a customer-focused
organization. A customer-focused organization makes customer ser-
• Understand the importance of knowl- vice an ongoing function. Its approach is proactive in anticipating
edgeable responses to customers. problems. If an organization satisfies its customers and is managed
• Explain the role of continual efficiently, increased profits should naturally follow. Employees should
contact with customers. be taught the following good customer-service guidelines:
• Customer-service representatives should be accessible
and knowledgeable.
• Good customer service is an attitude that should be
Developing a customer-focused attitude demonstrated by all employees.
not only helps the “bottom line” of an • Customers are important to business and should never be
organization but can also help you as an considered a nuisance.
individual. Your colleagues and clients • Treat customers with respect and courtesy.
will be more likely to deal with you in • Customers do not depend on us nearly as much as we
a fair manner if you adopt a customer- depend on them.
focused attitude. • In addition to helping solve customer problems, another
element of good customer service is creating a positive
business atmosphere in which customers can do business.
KEY TERMS
• Evaluate customer service and use the results to improve
• customer-focused organization customer service.
• smartphones • Satisfied customers continue doing business with us and
• tablet PCs recommend us to their friends.
• laptop computers Customer Contact

Any employee who comes in contact with a customer, directly or
KEY POINT indirectly, can influence that customer’s perception of the organiza-
Any employee who comes tion. You are the company to the customer. Advertisements, phone
in contact with a customer, calls, e-mails, letters, face-to-face conversations, and website chats
and messages can increase or diminish the likelihood that a cus-
directly or indirectly, can
tomer or potential customer will do business with your firm.
influence that customer’s
perception of the orga- Accessibility
nization and its products A company is accessible if business can be conducted in an easy
and services. manner and at a convenient time. Here are a few examples of
accessible services:
506
Digital
Data
Convenient
Shopping and
Flying
Many airlines and retail
clothing stores have
online services to help
customers. Using your
©Arlene Sandler/Purestock/Superstock home computer, you can
Exhibit 13.1
Guest Room With Internet Access reserve and book airline
Many hotels offer guests a variety of business services. Thinking Critically: tickets that meet your
How might hotel personnel assist business travelers during their stay Ans 13.1 requirements, and you
Courteous, competent personnel assist busy business travelers by helping them with many can conveniently shop
office tasks, such as faxing and messaging services, administrative services, and online
connections in each meeting room or conference center. for clothing and other
products without having
• Websites allow customers to conduct business at any time from a com- to leave your home.
puter or smartphone.
• Banks provide automated teller machines, or ATMs, and 24-hour banking
via computers.
Teaching Tip
• Some companies have toll-free telephone numbers that are answered
24/7 (24 hours per day, 7 days per week). Guest Speakers—Invite a
customer-service person to
• A school district encourages parents to pay for school lunches online. speak to your class.
• Hotels that cater to business travelers have rooms wired for Internet and
fax connections. (See Exhibit 13.1.)
• Some organizations offer e-mail addresses in a “Contact Us” section on
their websites to receive customer questions and respond quickly. KEY POINT
• Many drugstores and mail-order pharmacies offer 24-hour, automated Your company is acces-
prescription refills by telephone or online. sible to customers if you
• Pacemakers for heart patients can now be checked remotely to ensure make it easy for them
proper operation. to conduct business at
• Some dentists and doctors schedule evening and Saturday appointments. convenient times.
• Las Vegas has drive-through wedding chapels.
Toll-free phone numbers are often established to assist customers. Many of these toll-
free numbers operate around the clock—not just from 9 a.m. to 5 p.m., Monday through Fri-
day. Customer-service representatives are often available on the company website 24 hours
a day through live chats. When a problem occurs, the customer wants an immediate answer. oops!
Consumers place calls to furniture manufacturers when they have trouble assem-
bling an item, to beauty product companies when their hair dye is wrong, and to poultry Know Your
companies when their Thanksgiving turkey is not cooked right. Company websites with Representative
live chats may soon replace phone calls when seeking customer service. Customers
As a sales representation,
want what they want when they want it. The astute executive makes his or her com-
pany’s products and services available when customers need them. you should get to know
your customers.
Knowledgeable Responses (Representative is
Employees who come into contact with customers in any way should be knowledgeable the correct word, not
about their organization’s products and services, as well as its policies. When custom- representation.)
ers ask questions, give them a timely answer. If you don’t know the answer, tell the
Section 13.2 Maintaining Good Customer Service 507

customer that you will find out and call back with the answer. Don’t let that promise be
oops! “lip service.” If you say that you will get information for a customer, do it as soon as it
is feasible to do so.
Is That a Threat? Here are some ways you can give knowledgeable responses to customers and
The key to maintaining clients:
good customer service • Familiarize yourself with the products and services your organization offers.
is to be considerate and • Know the functions of key departments and personnel to whom you can refer
threat customers with a customer or client.
respect. • Have copies of pertinent organization information, such as brochures, fliers,
(Treat is the correct word, and catalogs, available for your reference.
not threat.) • Familiarize yourself with your organization’s website and the links that give
information that would be helpful to a customer or client.
• Provide specific information such as dates and costs.
Limited Customer Contact

First impressions are important in establishing a good rapport between customers and
Employability employees. Employees should exhibit positive attitudes and perform their jobs in such
Skills a way that they build trust.
There are many opportunities to cultivate a positive customer-service image. Use
Maintaining and the guidelines listed below when working in a business environment in which only lim-
Troubleshooting ited customer contact with external customers takes place. A few examples of such
jobs are bank teller, fast-food worker, receptionist, and call center customer-service
Equipment
representative.
Equipment, such as cash
registers or computers, • Maintain a clear, uncluttered business environment.
can fail during working • Greet the customer with a smile and an appropriate friendly greeting.
hours. When you are deal- • Address the customer by name.
ing with customers, the • Be attentive to the customer, and treat him or her with respect.
ability to troubleshoot is • Assist the customer in conducting his or her business.
important in maintaining • Thank the customer, and say good-bye with a smile.
good service. One way to
Pay attention and listen when customers speak. Get to know them and what is
improve customer service important to them without being intrusive. Make notes each time you visit a cus-
is to inspect equipment tomer or talk with him or her. Include pertinent information about the contact and
from time to time to pre- the customer’s personal interests. You might write: “Susan’s daughter will graduate
vent mishaps. from college next week. Send her a card.” Another entry might be: “Ivan and his wife
are expecting a baby in July.” Or “Alice will be competing in the local marathon in
March.” Keep the information current, and read your file on each customer before
making your next call or visit to this customer. Your customers will be impressed
by your seemingly impeccable memory, but you are really just being organized and
doing your homework. This tactic communicates that you respect and value the cus-
tomer and that you value the business the customer conducts with you. Taking notes
can be as simple as writing on an index card. However, technology has provided us
with electronic devices that are extremely helpful tools for note taking and other
functions.
Smartphones and tablet PCs are small portable devices that are available with many
different functions, such as an address book, a calendar, a calculator, and a note func-
tion. Most of these portable devices offer Internet capabilities, including e-mail and
KEY POINT access to the World Wide Web. Most devices allow data entry by keying or by voice
recognition.
When a customer speaks, These devices provide convenience for employees who are frequently away from
listen attentively. their desks or for anyone else who has complex responsibilities. One benefit of a
smartphone or tablet PC is that you can synchronize your data with the data on

Exhibit 13.2
The Laptop
Laptop computers are
standard equipment for
business professionals
who are frequently
away from their offices.
have laptop computers
changed the way we
work?
Ans 13.2
Laptop computers allow us
to work while traveling by
plane, by train, or by car.
They allow us to work from
home, in the office, or at
clients’ workplaces.
Going Global
©Image Source/Christopher Robbins Friendly Greetings
Greeting a customer in
his or her native language
demonstrates an effort to
your desktop or laptop computer. In other words, when you are away from your
desk, you can enter new appointments, notes, and other information into your be friendly. Here are some
portable device. When you return to your office, you can then use software to up- frequently used English
date both your portable device and the desktop computer simultaneously. (See words and their Spanish
Exhibit 13.2.) equivalents:
Laptop computers also are convenient tools for executives. A laptop computer
English Spanish
functions like a desktop computer but is small enough to be portable and may be
battery-operated. Laptop computers are standard equipment for sales representa- Hello Hola
tives and others who often work away from the office. (See Exhibit 13.2.) Laptops Good-bye Adiós
can be connected by telephone or wireless modem through the Internet to the home Thank you Gracias
office. Laptop users can immediately enter and transmit information to the main
office, thus improving work efficiency. Sales representatives use laptops to retrieve
updated price lists, inventory figures, delivery information, graphics of specific
products, and a multitude of other data. With this kind of readily available informa-
tion, the employee can serve the customer more efficiently. For example, laptops KEY POINT
and small portable devices can be operated on major airlines at times specified by
the flight crew. Maintain frequent con-
tact with customers to
Frequent Customer Contact reinforce the relationship
After you have sold a product or provided a service, keep the customer informed. Let between your company
the customer know if merchandise will be delayed or if there is a shipping problem. If and the customer.
there are changes in the service that your organization has provided, such as a change

in a policy or a warranty, notify the customer in writing or with a telephone call. Let the
customer know what to expect.
Even after the sale has been made and the customer has paid for the
Going Global merchandise, you should follow through and reinforce the relationship between
the organization and the customer. For example, an Internet provider e-mailed a
Presenting Business customer to make sure that the connection was working correctly. A dermatolo-
Cards gist called a surgery patient several days after the procedure to find out if she was
When you are exchang- experiencing any difficulties. A computer sales representative called clients who
had recently bought computers and software to ask if he could provide additional
ing business cards with
technical assistance.
people from Africa or the In any situation in which employees are in direct contact with the public, that
Middle East, present the contact becomes the basis for the customer’s judgment about the services or products
card with your right hand provided by the organization. If the contact situation is pleasant and rewarding, the
since it is considered rude customer will likely view the organization positively; any unpleasantness will create
to use the left hand. Use negative impressions and discourage the customer from doing business with the organi-
zation in the future.
both hands when you
present a card in Japan.

Review of Key Terms
1. How can laptop computers increase business productivity? With a laptop
computer, client needs can be addressed even when a representative is away from
the office.
2. What is a customer-focused organization? A customer-focused organization is

one whose goal is to provide customer service as an ongoing function. Its approach
is proactive in anticipating problems.
Editing Practice
Proofreading Alert! Proofread the following sentences, eliminating all unnecessary
repetitions. In the space provided, write the word or words that are repetitious and
could be deleted.
3. We are planning to revert back to personal contacts as our main sales
strategy. back
4. These forms confuse me because they are both alike. both
5. Please repeat the instructions again so that everyone understands

them. again
6. What files are stored inside of this cabinet? of
7. Past experience shows that Michael is reliable. Past
8. In addition, other evidence indicates that the volcano erupted within the
past 200 years. In addition

Drawing Conclusions
9. Divide the team into two or three groups. Each group will visit and
observe the customer-service techniques at three local busi-
nesses, such as restaurants, supermarkets, or video stores.
Meet as a team and compare the positive and negative
actions that you observed. Write a summary of your findings.
Responses will vary. Have students respond to each of the customer-
service guidelines for limited-contact situations.
10. Explain the importance of making knowledgeable responses and

maintaining continual contact in customer-service situations. Making
knowledgeable responses gives the customer confidence in you and your
organization. Maintaining continual contact with customers ensures that the customer
holds a favorable view of you and your company.
Discussion Point
Evaluating Concepts
11. What are guidelines to use when you have limited contact with a
customer? Employees should (1) use an appropriate greeting, (2) address the
customer by name, (3) be attentive, (4) assist the customer with his or her business,
(5) thank the customer, and (6) say good-bye with a smile.
12. Give examples of technologies that customer-service organizations use

to be accessible to customers. How do policies affect these media? To be
accessible to customers 24 hours a day, companies use automated teller machines,
customer hot lines, e-mail systems, and Internet sites. To keep customers satisfied,
businesses must make sure these technologies function properly. E-mail addresses
should be kept current, and websites should be updated and user-friendly.
13. Discuss ways to establish continual contact with a customer. Under

which circumstances is continual contact important? Answers will vary.

Section 13.3
SECTION LEARNING
OUTCOMES
Improving Contact
With Customers
• Describe the importance of initial
and continuing customer contacts.
• Discuss procedures for receiving
Both initial and continuing customer contacts are important in es-
the public. tablishing and maintaining good customer relations. Every employee
• List guidelines for effective tele- can influence a customer’s image of your organization. The assistant
phone communication with who greets visitors and answers telephone calls can have a significant
impact on a customer’s perception of your firm. A sales representative
customers.
who has product knowledge instills confidence in the organization.
• Identify the expectations of A friendly and helpful assistant who directs a visitor or caller to the
customers when they call an person who can best offer assistance creates customer goodwill.
organization. Customer service deals with customers’ needs, complaints, and inqui-
ries. Good customer-service skills are critical, not just for the sales
representative and the assistant but for everyone in the organization.
Good communication plays a vital role in customer service.
Providing a client with prompt attention
Receiving the Public
is an important aspect of customer Some organizations designate an employee, such as a receptionist, to
service. Developing—and maintaining— greet visitors. However, almost all employees come in contact with cus-
tomers. Chances are, no matter which field you choose, you will have
clients comes not only by providing interaction with customers. You should, therefore, be familiar with the
a good product but also by providing basic procedures for meeting the public. Exhibit 13.3 illustrates a profes-
exceptional customer service. sional yet friendly approach to greeting a client.
Give Prompt Attention to Visitors

KEY TERMS Recognize a visitor’s presence immediately. Even if you are busy,
interrupt your work for a moment to smile and say to the new ar-
• customer service rival, “I’ll be with you in a moment. Would you like to sit down?”
• discretion At the very least, make eye contact and smile to let the visitor know
you are aware of his or her presence.
Be Courteous to All Visitors

KEY POINT Every visitor should receive friendly and courteous treatment,
The initial and continuing regardless of the purpose of the visit. Even if the visitor is upset about
something and acts accordingly, you must overlook any discourtesy
contacts you have with a
and show that you are concerned. It may be that your visitor is an-
customer are important noyed about what he or she believes is unfair treatment from your
in establishing and main- company. There may be some justification for this belief, but you
taining good customer have an opportunity to mend it. Even if you can do nothing about the
relations. situation, you can listen in an understanding way to the complaint.
Treating an annoyed customer discourteously will only make the situ-
ation worse. Your courteous attitude is likely to help calm the visitor
and give your company a chance to make amends.
Apologize for Delays

If someone cannot keep an appointment, you should explain the
delay. For example, “I’m sorry, Ms. Welch, Mr. Farber has been
512
oops!
Don’t Throw
Stones
The supervisor told the
new office assistant to
always use a respectful
stone when answering
calls from clients.
(Tone is the correct word,
not stone.)
©Comstock/PunchStock
Exhibit 13.3
Welcoming a Visitor Employability
The way you welcome a visitor to your organization can make a good Skills
impression on the visitor and create a positive mind-set for the business that
will be conducted. Thinking Critically: How might this receptionist make a Organizing Ideas
good impression on the visitor? Ans 13.3 The receptionist could display a warm
smile, give a friendly greeting, and inform the visitor that he or she will be assisted shortly. Organizing ideas is a key
component of commu-
nicating with co-workers
delayed at a meeting.” Or “I apologize, Mr. Szott, Dr. Wendell has been detained in sur- and customers. Business
gery.” If you know how long the delay will be, you should tell the visitor the approximate documents that present in-
wait time: “Mr. Farber should be back in about 20 minutes.” Make the visitor comfort- formation in an organized
able. A selection of current magazines and the day’s newspaper should be available, and
you should offer a cup of coffee if it is convenient to do so. manner help prevent
miscommunication.
Find Out the Purpose of the Visit
Almost every visitor will have an appointment with a staff member of the organization.
For example, a visitor may say to you, “I’m Michael Werner. I have a 10 a.m. appoint-
ment with Susan Mangum.” You will escort Mr. Werner to the appropriate office or
telephone Ms. Mangum, letting her know that her visitor has arrived.
oops!
If you do not know whether the visitor has an appointment, you must ask, “May I Falling Into Place
help you?” or “Whom do you wish to see?” If the visitor has no appointment, request
the person’s name, the name of the company he or she represents (if any), and the pur- Script for voice mail
pose of the visit. Relay this information to the person who you think can be of most help greeting: “Hello, you
to the visitor. After getting permission to show the visitor in, invite him or her to follow have reached the voice
you to the appropriate office. Then, present the visitor like this: “Mr. Morgan [host], mail of Melanie Spiegel
this is Mary O’Neill [visitor].” at The Evening Herald. If
you would like to pace a
Be Discreet and Tactful
classified ad . . .”
Discretion is cautious reserve in speech. Protect the privacy of both your manager and
your organization by being discreet in your comments to visitors. For example, if your (Place is the correct word,
employer is late arriving at the office in the morning or returning from lunch, it is not not pace.)
appropriate to supply these details to the visitor. Also, avoid making conversation about
your organization’s business or personnel.
Be discreet in giving any opinions solicited by the visitor. For example, the visitor
may want to show you certain products and ask whether you think your organization
Section 13.3 Improving Contact With Customers 513

might be interested in buying them. Unless you are responsible for purchases, however,
you should not give an opinion about the organization’s possible interest in buying the
products. Simply reply that you can’t make decisions about purchases and that you will
contact someone who can.
Employability
Skills Communicating by Telephone
Many transactions are handled by telephone. All telephone relationships—regardless
Monitoring of the initial contact system your organization uses—require special consideration. In
and Correcting almost all cases, the customer expects speed, knowledge, courtesy, and action.
Performance Speed
Maintaining customer Since the customer has called rather than visited, he or she is interested in saving time.
service is important, but Although the customer’s expectation of a speedy response is frequently unrealistic, your
improving it is more im- demeanor will affect the customer’s attitude. Here are some professional guidelines to
portant. Predicting trends, use when answering the telephone:
correcting performance 1. Answer the telephone within three rings, if possible.
failures, and monitoring 2. Start with a greeting such as “Thank you for calling” or “Good morning.”
operations are essential to
3. Identify your organization or department: “Danville Symphony Orchestra” or
improving and maintaining “Reservation Department.”
a successful business.
4. Identify yourself last: “This is Jennifer.” The caller is more apt to remember
your name if you give it last.
Teaching Tip Knowledge

Slow Down—Remind If you have answered the call, it is important to find out quickly what is being requested.
students to speak more Always be prepared to take a detailed message; have a pen or pencil and notepad near
slowly when talking with the phone. Write down the caller’s name, and use it once or twice during the conversa-
a person whose first tion. Using the caller’s name personalizes the call and sends the message that you are
language is not English.
sincere about giving good customer service.
Do not assume that the first statement or request is the customer’s primary motive
for calling; getting to the main reason may take a while. Respond in those areas in which
you are qualified, and quickly redirect the customer to other staff members if necessary.
If the caller asks a question you can’t answer, do not respond with the negative “I
don’t know.” Instead say, “That’s a good question. Let me find out” or “Let me connect
you to someone who can answer that question.”
Putting a Caller on Hold. Being put on hold is the number one cause of customer
complaints because of the way most customers are put on hold. If you need to call
someone else to get an answer for your caller, follow these guidelines:
1. Tell the caller why you are putting him or her on hold.
2. Ask the caller, “Will you please hold?”
3. Wait for a response before putting the caller on hold.
Transferring a Caller. If you need to transfer a call to someone else, tell the caller:
1. Why you are transferring the call.
2. The name of the person and/or department you are transferring the call to.
3. The phone number of the person you are transferring the call to.
This information will help the caller get to the correct person or department in case the
transfer doesn’t go through.
If possible, after making the transfer, check to find out whether the transfer occurred.
There is nothing more frustrating to a customer who has called long distance than to be
transferred to another extension and get a busy signal or to be accidentally disconnected.

Courtesy
KEY POINT
Always use a respectful tone when answering calls from customers. Remember to use
the three Ps—be pleasant, be professional, be positive. An easy way to do this is to smile When answering calls,
before you answer the phone; the caller can “hear” your smile. You want your voice to remember to use the
sound personal and friendly—not like a recorded message. When you are talking on the three Ps—be pleasant, be
phone, any noise will be amplified and sound louder to the other person than it does to
professional, be positive.
you. Avoid chewing or popping gum, eating food, slurping a drink, blowing your nose,
drumming with a pencil on your desk, jingling a set of keys, and so on. These noises are
distracting and make it more difficult for the caller to hear and understand you.
Maintaining a courteous tone can be difficult, especially when the day grows long
or the customer becomes hostile. However impatient and frustrated you become, re-
member that each call is a new situation to the caller. No matter how far up or down the
chain of command you are, a customer remembers discourtesy—and often the name of
the person who was discourteous. Employability
Action Skills
When you make a commitment to a customer, make sure that you keep it. If you prom-
ised to replace a defective product, do so as soon as possible. Broken commitments Listening
foster distrust, and you lose the goodwill of your caller-customer. To establish credibility with
Close your call on a positive note—make a good last impression. You want the caller your customers, carefully
to feel that you showed a genuine interest in him or her. Depending on the circumstances, listen to their requests and
use a phrase such as one of these to end your call: “Thanks for your call,” “We appreciate
your call,” “Good talking with you,” or “We appreciate your business.” End your call with take appropriate actions.
“Good-bye” or “Bye”; those closings sound more professional than “Bye-bye.” Listening is an important
employability skill when
Evaluation you are working with
Evaluate customer service. Companies often use e-mail to survey recent customers customers.
about the quality of products and services as well as the way they were treated during
the transactions. These evaluations should be used to improve customer service.

Review of Key Terms
1. What are the three Ps to remember when answering the phone?
Be pleasant, be professional, be positive.
2. What is discretion, and in which business situations should it be used?

Discretion is cautious reserve in speech. Protect the privacy of both your manager
and your company by being discreet in your comments to visitors.
3. Which employees in an organization should have good customer-

service skills? Good customer-service skills are critical not only for the sales
representative and the assistant but also for everyone in the organization.
Editing Practice
Public Relations Alert!
4. Rewrite any sentences from the following telephone conversation that do
not display tact and courtesy.
Shawna: Hello. Whom do you want to speak with?
Customer: My name is Ruby Devane. I am trying to contact Megan Diaz.
Section 13.3 Improving Contact With Customers 515

Shawna: Do you know what department she’s in?
Customer: No. Do I need that information?
Shawna: What do you want to talk to her about? Responses will vary. An
example follows. (Note: * = original sentence ok.)
Shawna: Shady Hollow Industries, Shawna speaking. How may I direct your call?
*Customer: My name is Ruby Devane. I am trying to contact Megan Diaz.
Shawna: Would you happen to know what department she’s in?
*Customer: No. Do I need that information?
Shawna: No, that’s all right. Are you able to hold while I find her extension?
[The customer replies yes.] One moment, please.
5. With your team, develop and role-play the following situations and the ap-
propriate responses:
• A customer walks into the reception area and looks confused.
• A customer standing in line with a small infant is becoming
agitated about the long wait.
• An annoyed customer approaches you about a problem and

begins yelling.
• You must put a caller on hold; when you do, you accidentally disconnect
the person and that person calls back.
• You clearly know that the organization is at fault for nonperformance
of a product; a customer is calling about a matter indirectly related
to your organization’s services or products. Responses will vary. Students
should list specific features of the product or service they would like to ask about,
such as availability or cost.
6. How should you put a caller on hold?

1. Tell why you are putting the caller on hold.
2. Ask the caller if he or she can hold.
3. Wait for an answer.
Discussion Point
7. How does telephone etiquette affect customer relations? Do you think
that communicating with customers over the phone is easier or more
difficult than talking face-to-face with a customer? Sometimes, talking with
an employee on the phone is the only communication the customer has with the
business; therefore, it is vital for employees working the phone to remain courteous,
professional, and patient.
8. What is the appropriate way to let a customer know that his or her
appointment will be delayed because your employer is late? Discuss other
situations in which you must be tactful with customers. Begin by apologizing for
the delay. If possible, let the customer know how long the delay will be, and offer the
visitor a magazine, newspaper, or coffee. Do not tell the customer that your employer
is late. State that your employer should be available shortly.

Section 13.4
Responding to Customer- SECTION LEARNING

OUTCOMES
Service Needs When you have completed Section 13.4,
• Discuss ways to respond to
customer-service needs.
• Specify ways that website
The best way to curb customer complaints is to prevent them. A
visitor to the Scottsdale Princess Hotel in Arizona was impressed operators are making their sites
with the exceptional service she received from all levels of the hotel customer-focused.
staff. When the visitor commented on the exceptional service, a • Explain why telephone technology
human resource spokesperson at the hotel told her that all employ-
can be a detriment to customer
ees receive customer-service training. The spokesperson said that
employees are encouraged to help make memories for the guests satisfaction.
and to cater to the “internal guest” (like an “internal customer”) • Identify the advantages and
by becoming a “team player.” The spokesperson showed the guest disadvantages of customer-service
a card that is given to all associates to remind them of the level of
policies or procedures.
service that guests should receive. The following quotes are from
that card:
“We provide our guests with a unique and luxurious
resort experience through attentive and professional W H Y I T ’ S I M P O R TA N T
service.” Even if you give the best customer
“By anticipating needs and exceeding expectations, we service and provide the best product,
provide our guests with sincere, personalized service, en-
sometimes customers will still
suring a memorable stay.”
have complaints. Learning how to
Top management must set the standard for good customer ser- handle customer rants will help you
vice throughout the organization. No matter how hard a company
defuse sometimes difficult situations
tries, however, there will be some dissatisfied customers. The goal
then is to minimize dissatisfaction and take corrective action when before they escalate.
it does occur.
Technology and Customer Satisfaction KEY TERMS

Some customers communicate by e-mail. E-mail, just like telephone • auto responder
calls and correspondence, should be answered promptly. E-mail • Frequently Asked Questions
transmissions happen so quickly that the sender expects a fast re-
(FAQs)
sponse. If companies use e-mail for correspondence, they should
ensure that employees respond quickly. • Contact Us
Some employees use their e-mail program’s auto-responder
• order confirmation function
function when they receive messages and are unavailable to answer
them. The auto responder is a message-response system that auto-
matically replies to e-mails in the employee’s absence. A sample
auto-responder message follows:
Gordon Lang is attending an engineering show and will be
back in his office Monday, May 5. Please e-mail his assis-
tant, Robert Baker, at rbaker@city.com if you need immedi-
ate help with your computer system.
Such a message conveys that Gordon Lang is not simply ignoring
the sender’s message and that he will be available on May 5 to reply
517
Exhibit 13.4
Frequently Asked
Questions
This website has a
FAQs section and a
Contact Us section.
What does the FAQs
section give customers?
What does the Contact
Us section give
customers?
Ans 13.4
The FAQs section gives
customers questions
along with appropriate
responses. The Contact Us
section gives customers
a preaddressed e-mail for
ease in communicating
with the organization.
©McGraw-Hill Education
Digital
to the message. His automated e-mail also tells the reader who could be of assistance in
Data Mr. Lang’s absence.
Many organizations actually solicit customer or client feedback on their websites,
Instant Information on social media (e.g., Facebook) pages, and through surveys, e-mails, and/or phone
Services calls so that they can catch problems early and resolve them to prevent a negative feeling
Services are available about their products or services.
among many retail firms Organizations improve customer service by hosting websites. A website allows a
customer to conduct business with the company 24 hours per day, 7 days per week.
that allow for instant
Websites should make it easy for customers to do business. If the customer finds the
communication or updates website difficult to use, the customer can find another organization’s website just a
about specific products, quick click away. See Exhibit 13.4.
discounts, and promo- Here are some common website features:
tional offers. Customers • A Frequently Asked Questions (FAQs) section. Clicking the link to this section
can request information takes you to a list of common questions and the answers to them. This often
or promotional items on lets customers solve their problems without further assistance.
selected websites. The • A Contact Us section. Clicking the link to this section takes you to a screen
company’s response is with a preaddressed e-mail. This makes e-mailing the company easier.
then relayed through • An order confirmation function. When you place an order electronically, you
e-mail or a text message. will receive an e-mail confirmation within about 15 minutes. This confirmation
assures you that the products have been purchased. The confirmation also lists
the tracking number, which enables you to follow your shipment as it makes
its way to your office.
KEY POINT
Sometimes technology increases customer frustration. Imagine how you would feel
Sometimes technology that if you called a company about a defective product and were connected to the following
is intended to simplify cus- message:
tomer service can increase “Hello! This is Low Country Communications. If you want to subscribe to our
customer frustration. services, press 1 now. If you want information about your bill, press 2 now. If
you want Customer Service, press. . . .”

If your organization uses such technology, your “live” voice or presence becomes
especially important. When your personal contact with a customer occurs, his or her
stress or frustration level probably is already high. Your recognition of the customer’s
state of mind is crucial. Greet the customer by making a positive statement: “Hi. I’m
Maxine in Customer Service. May I help you?” Or “Thank you for calling the customer
service department. My name is Maxine. How can I help you?”
When formal greetings are required, express genuine interest in helping the caller:
“Hello. This is Shawn Vandenberg at City Electronics. Thanks for calling. How may I
help you?” Or “Thank you for calling City Electronics. My name is Shawn. How can
I help you?” Control your speed of delivery and tone of voice to sound fresh. It helps
to vary your responses to avoid the impression of a worn-out greeting. Communicating
boredom or impatience in the delivery of a “warm” greeting is worse than bland imper-
sonality. Here are some suggestions for responding to customer concerns:
• Answer the telephone call promptly in a courteous, enthusiastic tone.
• Listen carefully and take notes on important details.
• If a customer is irritated, let him or her vent about the problem.
• If a customer becomes hostile, maintain self-control. Don’t take the hostil-
ity personally—the customer isn’t angry with you; the customer is angry with
your organization or something your organization did. To the customer, you
represent your company. Nothing is gained by becoming angry. Don’t hang
up on the customer; apologize that the problem occurred, tell the caller you
understand his or her feelings, and then prepare to help with the problem.
• Talk with the customer—not at the customer.
• Express interest in and an understanding of the caller’s problem.
• Remember that all customers are different, and they will come to the situa-
tion with different levels of negotiating skills.
• Clarify any misunderstandings that may have occurred.
• Don’t blame someone else for the problem. To the caller, you are the
organization.
• Take enough time to help the customer. If the customer senses that you are
rushed, he or she will think that you consider the call unimportant.
• Tell the caller what action you will take. If the customer has experienced a
problem, offer a repair or exchange cheerfully. Provide whatever relief is avail-
able through warranties and organization policy. Be honest and fair, yet firm.
• If you cannot make the adjustment yourself, refer the caller to someone who
can. Don’t make the caller repeat the entire story to someone else.
• Take the action that you promised the customer as soon as possible.
• Follow up within three to five days to make sure that the customer is now Going Global
satisfied.
Maintaining your air of helpfulness decreases a customer’s resistance and establishes
When Are Gifts
a basis for success. Never respond to a customer’s demand for speed with frustration.
Acceptable?
Simply tell the customer when you can do something. If the complexity of the request In business settings, gift
clearly requires a face-to-face exchange, suggest that a visit would be more productive giving is expected in some
and arrange for the customer to meet with you. Here are some suggestions for dealing cultures like Japan. In
with customers who have a complaint or need to exchange an item: other cultures, it is not an
• Always keep the customer’s expectations in mind when you are trying to re- acceptable practice. Many
solve the complaint. U.S. organizations enforce
• Be creative, but stay within the limits of your customer-service policies when strict guidelines about the
suggesting solutions to the customer’s concerns. kind of gift an employee
Customers who do not receive a satisfactory remedy often will communicate their may accept or give.
dissatisfaction to others through social media. Aim to provide the best customer service
Section 13.4 Responding to Customer-Service Needs 519

available to avoid this kind of publicity. Negative comments about your company can
KEY POINT cause a significant decrease in business.
Be sure to follow your
Customer-Service Policies and Procedures
organization’s customer-
service policies. Most organizations have customer-service policies and procedures. Policies and proce-
dures set up by an organization determine the boundaries of your behavior as an em-
ployee. For example, some organizations do not allow personal e-mails, personal phone
calls, or personal use of the Internet during working hours. Many organizations prohibit
the use of profanity when employees are dealing with customers or callers and impose
oops! penalties ranging all the way up to termination.
They Are, Are They? Do not assume, however, that the organization’s recommended procedures antici-
pate every situation. Also, do not assume that organization procedures are infallible.
Sam and Arlene is Of course, you cannot make policy by yourself or make arbitrary changes that do not
the hardest-working conform to the spirit of the policy. Be especially careful of personal interpretation in
customer-service agents situations with legal repercussions.
Every contact situation requires your alertness, sensitivity, and judgment in han-
in our company.
dling customers in the best interest of a positive relationship. Let managers know if you
(Are is the correct word, have suggestions for improving your organization’s customer-service policy.
not is.) Organizations often hang up fancy posters and banners touting such claims as “The
customer is always right,” “The customer is No. 1,” or “We’re here to serve YOU!”
But at the moment of truth, when customers come in contact with employees, they
frequently hear, “Please take a number so we can better serve you,” “I can’t do that,” or
(on the phone), “ABC Company, please hold—[CLICK].” Clearly, when these things
occur, the organization is not customer-focused and a service has broken down. The
important question is, “How do we fix our system?” The answer: Make a commitment
to the customer, and establish an environment that will support that commitment. This
is where you come in as a customer-service professional. Through conscientious and
concerned assistance to customers, you and the organization can form a solid relation-
ship with the consumer.

Review of Key Terms
1. How can a FAQs section of a website help customers? FAQs (Frequently Asked
Questions) is a section that provides quick answers to typical customer questions.
2. Explain how an auto responder aids in customer service. An auto responder

automatically replies to e-mail during an employee’s absence. As most customers
expect immediate replies to their e-mails, this feature lets the customer know that he
or she is not being ignored.
Editing Practice
Grammar Alert! Circle the agreement errors in the following sentences. Write each cor-
rection in the space provided.
3. The security officer who sits next to the elevators have been receiving
multiple complaints. has
4. One of the copying machines are not working properly. is
5. Chris or the new interns is answering the phone today. are

6. The faculty are meeting to create a procedure to handle parental
complaints. is
7. One of the visitors left their coat in the lobby. his or her
8. Describe a situation in which an employee at a company, organization,
or business frustrated you. Identify the factors that produced the frustra-
tion, and explain how, in the role of the employee, you would have handled
the situation better. Do not mention the name of the company or real names
of the people involved. Students should try to identify positive ways to handle the
situation.
9. Assume that your team works in a bank. Write a customer-service policy

for the employees in your branch office. Present your policy
to the class, and discuss the differences and similarities in
each team’s policies. Responses will vary. Students may discover
more similarities than differences in their policies.
Discussion Point
Evaluating Concepts
10. If you are in a situation that you cannot handle and tempers are beginning
to flare, what should you do? If you begin to lose your temper, it is time to bring
in another employee. You or the organization stands to lose goodwill if you become
angry. Explain the situation to a supervisor or manager, without the customer being
present. Then, introduce the customer to your supervisor, and stay to observe how
the situation is resolved.
11. What are some appropriate ways to deal with irate customers or
customers who need to exchange an item? Employees should maintain
control when dealing with irate customers. It is usually better to listen in these
situations than to speak. Sometimes the customer just needs someone to listen to
the complaint. Be understanding about the situation, and don’t blame others. If a
customer needs to exchange an item, do not question his or her motives. Find an
appropriate replacement, and make the exchange in a friendly manner.
Tech Quest
Search for “How to complain about a company [or service or product] on the Internet.”
You should find several sites. List two websites and compare the similarities and
differences between them. Sites include your own social pages, company websites, and
_______________________________________________
other online sites, such as the Consumer Reports website. Comparisons will vary.
______________________________________________________________________
Section 13.4 Responding to Customer-Service Needs 521

Chapter 14
Developing Presentation Skills
Section 14.1
Basics of Oral
Communication
Section 14.2
Communicating in
Groups, Teams, and
Meetings
Section 14.3
Formal and Informal
Presentations
Section 14.4
Using Visual Aids and
Technology
©Digital Vision/Punchstock

Workplace • Discuss the basics of oral communication.
Connection • Plan and conduct a meeting.
Good oral communica-
• Deliver both formal and informal presentations.
tion encourages a flow
of information and ideas • List and apply the qualities of good visual aids.
between management • Discuss how technology can facilitate the use of visual aids.
and employees. Spoken
communication from
every employee should
contribute to effective
public relations. Expertise
in producing and using
visual aids can improve an
employee’s promotability
status.
522
Section 14.1
Basics of Oral SECTION LEARNING

OUTCOMES
• Explain the importance of oral
communication in business.
• Describe the various forms of oral
Some business positions require the extensive use of oral commu-
nication. The people who fill these jobs are hired on the strength communication.
of an ability to speak well. Sales associates, administrative assis- • List guidelines for effective
tants, customer-service representatives, paralegals, and medical as- one-on-one communication.
sistants must be highly skilled in oral communication. These and
other business professionals use oral communication extensively in • Discuss basic procedures for
carrying out their job responsibilities. meeting the public.
Your ability to speak clearly, correctly, and convincingly will
• Describe proper techniques for
play a vital role in helping you achieve success in the business and
professional arena. The manner in which you use your oral com- originating and receiving telephone
munication skills at work can either help or hinder your daily per- calls.
formance on routine tasks as well as on special projects. In many
work-related situations, you will do much of the talking. You will
try to solve problems; you will be assigned to project teams; you
will participate in and conduct meetings and small-group discus- W H Y I T ’ S I M P O R TA N T
sions; and you will speak to supervisors and colleagues, to the pub-
lic, and to business and professional groups. In your daily contacts Although written communication is
with those inside and outside your organization, you will use oral important during business transactions,
communication to make requests, provide instructions, and give oral communication is used more often
information. and by more people. The success of
any business organization depends, to
The Role of Oral Communication a very large degree, upon the success
in Business of its members in making themselves
Business professionals use oral communication in a variety of ways understood and in persuading others to
and settings. Professionals depend upon oral communication when accept their ideas.
engaged in activities such as those described below:
• Explaining or reporting to supervisors, subordinates, and
associates on the same level. Examples: Report to a super-
visor about the status of a project. Direct a subordinate to
KEY TERMS
complete a task. Work with peers as part of a team. • voice recognition software
• Giving information to customers and potential customers. • volume
Examples: Answer face-to-face or telephone inquiries
about items or services offered by your company. Give • pitch
presentations describing the products and services • intonation
provided.
• tone
• Acquiring information necessary to conduct the everyday
affairs of business. Examples: Speak with vendors and sup- • tempo
pliers to request information about products or to order
• enunciation
supplies. Speak with outside consultants, such as accoun-
tants, attorneys, and computer specialists. • pronunciation
523
Teaching Tip • Participating in meetings. Examples: Meet with all personnel levels to
Identifying Uses of Oral iscuss current and future projects. Meet with consultants or customers
d
Communication—Ask to discuss products and services. Meet with teams to complete an as-
students to give examples signed project.
of each use of oral
• Participating in informal discussion with fellow employees. Examples: Ask co-
communication.
workers to contribute for flowers for a hospitalized colleague. Plan rec-
reational functions for employees. Attend an informal social event for
employees at someone’s home.
• Giving instruction to an individual or a group. Examples: Train new employees.
Instruct customers in the use of newly purchased products. Instruct patients
in caring for themselves.
• Interviewing employees and prospective employees. Examples: Interview job ap-
plicants. Participate in performance appraisals.
• Participating in social-business conversations. Examples: Engage in
conversations with representatives from civic and professional organi-
zations. Congratulate associates and business acquaintances on their
accomplishments.
• Giving formal speeches before groups. Examples: Give a speech before a civic
group. Talk to students (elementary, high school, or college level) about your
work experience.
These are just a few examples of oral communication activities that take place every
day in professional settings—activities that rely heavily on effective oral communication
for their success.
Forms of Oral Communication

Oral communication occurs in many different forms; some are used more frequently
than others. Among the most commonly used methods of oral communication are the
following:
• Face-to-face conversations—interviews, sales, social-business situations, infor-
mal discussions with co-workers.
• Group discussions or meetings—employee group discussions, team meetings,
meetings of business and professional organizations.
• Cell and landline conversations—discussions with a colleague, a supervisor, a
customer, or a supplier.
• Voice mail messages—phone messages recorded for someone to hear
later.
• Formal speeches—debates; panels; addresses to employees, the public,
KEY POINT customers, professional groups, and the like.
Business professionals • Instruction—training sessions for new employees, such as sales representatives
use oral communication and users of information processing systems.
extensively in their job • Voice recognition—the use of voice recognition software to enter text or data
responsibilities. into the computer orally, thus bypassing the traditional keyboard method of
entry.
• Audio conferences and videoconferences—discussions with participants in
varied locations.
Each of these forms of oral communication requires a slightly different tech-
nique. The difference may be (1) the amount and kind of preparation, (2) the man-
ner in which the voice is projected, or (3) the style in which the speaker makes the
presentation. For example, speaking over the telephone requires knowledge of how
far to hold the telephone mouthpiece from the lips and how much the speaker’s
voice should be projected. Leading a meeting requires knowledge of parliamentary
524 Chapter Fourteen Developing Presentation Skills

procedure. Speaking to a large group requires experience with a microphone. Teach-
ing a class requires knowing how to ask questions properly. Participating in a team
meeting requires the ability to think quickly and to put thoughts into understandable
language without hesitation.
The Role of Nonverbal Communication KEY POINT

In most business situations, oral communication is probably used more frequently A speaker’s physical
than written communication. Furthermore, both obtaining a good position and suc- appearance and speech
ceeding in it depend heavily upon persuasive oral skills. For these reasons, it is impor-
tant that you pay attention to two major factors that determine a person’s effectiveness qualities affect the listen-
in communicating orally—physical appearance and speech qualities. At this point, it er’s acceptance or nonac-
would be helpful to refresh your memory of nonverbal communication by review- ceptance of the speaker’s
ing Chapter 2, Section 2.1. Nonverbal communication contributes significantly to words.
the effectiveness of oral communication, especially in meetings, job interviews, and
presentations.
Appearance Team Activity

Except for situations involving the telephone or voice mail, the speaker is visible to the Judging a Book by Its
listener and creates an impression that influences the acceptability of his or her words. Cover—Discuss the
This impression is based primarily on the speaker’s posture, facial expressions, gestures, importance of personal
eye contact with the listener, body and head movements, and overall personal appear- appearance in face-to-
ance—dress, grooming, and so on. face communication.
In both casual and formal speaking situations, a speaker’s physical appearance Ask students to give
examples of situations
strongly influences the acceptance or nonacceptance of the speaker’s words. A per-
in which a person’s
son who makes a good physical impression quickly gains the interest of listeners. Of appearance affected their
course, a speaker must have something interesting and worthwhile to say—and must first impressions of an
say it in an effective manner—to hold the attention of the listeners for any length individual.
of time. An experienced speaker has good posture, is dressed appropriately, is well
groomed, and uses eye contact to make each listener feel that he or she is being spo-
ken to directly.
Posture. Many people underestimate the importance of good posture to over-

oops!
all physical appearance. Good posture also makes you appear more confident and Eye Contact Is
gives your listeners the impression that you know your topic and that your message is Essential
important.
Of course, no speaker should appear stiff or pompous. Instead, a speaker should When giving a
develop a natural posture. The speaker should stand erect to convey self-confidence. presentation, it’s esential
to make eye contact with
Gestures. While you are talking, limit movements that will distract your listeners. your audience.
Examples are pulling at your clothing; putting your hands to your face or hair; and
toying with an object such as a paper clip, a rubber band, or your eyeglasses. Listen- (Essential is the correct
ers will become distracted by your physical maneuvers and will lose track of what you word, not esential.)
are saying.
If you are standing, place your arms and hands in a relaxed position at your sides,
rather than behind your back or folded in front of you. From time to time, make natural
gestures. If you are delivering a speech and there is a lectern in front of you, you may
Teaching Tip
wish to place your hands on either side of it. However, remember never to lean on the
Express Yourself—Ask
lectern! students to demonstrate
When you are talking from a sitting position, you will be heard better if you sit the facial expressions
slightly forward in your chair. Rest your arms and hands in your lap, on the arms of the they would use to convey
chair in which you are sitting, or partially on the edge of the table or desk in front of you. surprise, happiness,
However, never rest your elbows on the desk or table. Lazy-looking speakers encourage seriousness, and
apathy on the part of their listeners. disapproval.
Section 14.1 Basics of Oral Communication 525

Facial Expressions. A speaker’s facial expression influences the listeners’ impres-
KEY POINT sions. A relaxed, pleasant, interested expression will create a better atmosphere for
communicating than a wrinkled brow and turned-down mouth. Evaluate a videotape
Establish eye contact with
of yourself rehearsing a presentation. Try to be objective as you look at the tape and
your listeners. Everyone answer the following questions:
likes to feel individually
• Are your facial muscles relaxed?
addressed by the speaker.
• Is your smile natural, pleasant, and genuine?
• Does your facial expression convey interest and enthusiasm?
• Does your facial expression help convey your message or contradict it?
Practice developing animation and showing enthusiasm in your facial expression.
Employability
Eye Contact. One of the best ways to show interest is to look at your audience,
Skills whether that audience includes just one person or more than a hundred people. Ev-
eryone likes to feel directly addressed by the speaker. Therefore, your eyes should
Speaking never leave your listeners for any extended period of time; it’s hard for them to stay
Speaking skills are core interested when you are looking constantly at your notes, at the ceiling, at your own
skills employers look for in visual aids, or out the window. When talking to one or two people, look them squarely
in the face without staring at them. When speaking to a large group, move your eyes
employees who frequently
over the entire audience; look into the faces of your listeners and not over the tops
make presentations to cli- of their heads.
ents. When speaking to an
audience, use appropriate Body Movement. Body movement also contributes a great deal to the physical
language and avoid mak- effect a speaker creates. When walking to the podium to speak, you should choose
ing cultural jokes. Always a confident, purposeful gait. After you begin speaking, you should balance on
have someone review both feet and not pace back and forth, because excessive movement will dis-
tract listeners. You may turn from side to side or move forward to add emphasis
your speech to get an ob-
to a remark. Occasionally, you may even want to take a step toward your listeners
jective second opinion. to emphasize an important point or a step sideways to signal a transition in what
you are discussing. If you are using a chart or other visual aid, move to it from time
to time.
KEY POINT
When speaking, face your Nervousness. When you are talking to a group, pretend that you are carrying on
listeners as much as pos- a face-to-face conversation with just one person in the group. Remember that the
audience is just as eager for you to perform well as you are to do so. Try to relax and
sible and avoid excessive
convert your nervousness to energy and enthusiasm—even experienced speakers are
movement. apprehensive. Feeling nervous is a result of anxiety about doing a good job, and most
authorities believe that a little stage fright provides needed tension that makes you
Teaching Tip mentally alert.
Appropriate Business
Attire—Invite a speaker
Grooming and Dress. Personal appearance—grooming, cleanliness, and attire—
from a local department
store to talk about
is an important factor in effective oral communication. Feeling good about your
appropriate business attire. appearance boosts your self-confidence. How you look and dress expresses your
Ask the speaker to bring personality just as much as your speech and conduct do. You should avoid ex-
samples of clothing that tremes in hairstyles, clothing, accessories, or anything related to your appearance.
would be appropriate for Your appearance should send the nonverbal message that you are professional and
the workplace. knowledgeable.
Teaching Tip
Speaking Like the Pros—
Ask students to identify Speech Qualities
television personalities or
news broadcasters who Although a speaker’s physical appearance creates the first impression on listeners, the
have good speech qualities. quality of speech may have an even greater influence on them. The quality of speech
What factors make their is determined by these voice attributes: volume, pitch, tone, tempo, enunciation, and
speech effective? pronunciation.

Volume Teaching Tip
Pitch a Sentence to the
For oral communication to be effective, your voice must be heard clearly. Sufficient
Audience—Ask students to
volume, achieved through good breath control, is important. If your voice is too soft read the first two bulleted
and you have trouble being heard, practice breathing deeply and controlling your breath sentences under “Pitch
with your diaphragm and abdominal muscles, just as a singer does. The large abdominal (Voice Level).” Students
cavity should be used to store a supply of air that can be released evenly to produce a should use a different
clear, sustained tone. How much force you must use is determined by the acoustics in pitch each time they read a
the room in which you are talking and the size of your audience, as well as by whether sentence aloud.
or not you are using a microphone to amplify your voice.
Pitch (Voice Level)

A speaker’s voice should have a pleasing pitch. Pitch refers to the level of a sound on KEY POINT
a musical scale. Practice can help correct the shrillness of a voice that is pitched too An effective speaker uses
high or the excessive resonance of a voice that is pitched too low. Another pitch-related
variation in pitch to hold
problem is the constant pitch that results in monotone speech. An effective speaker var-
ies the pitch of his or her voice to help communicate the message. Intonation, the rising the listeners’ attention
and falling of voice pitch, can indicate that a statement is being made, that a question is and to convey meaning.
being asked, or that a speaker is pausing.
A drop in pitch usually signals finality or determination and is, therefore, used at
the end of a declarative sentence. For example, in reading the following sentence, you Teaching Tip
should close with a drop in pitch: Ask students to read the
last five bulleted sentences
• I cannot possibly finish responding to all the e-mails by 5 p.m. (Emphasize under “Pitch (Voice Level)”
the word possibly.) and to emphasize the
italicized words. Note
A rise in pitch can signal a question or an expression of suspense, doubt, or the different meaning
hesitation. Read the following sentence, closing with a rise in pitch: that emerges when the
• What more do you expect? (Emphasize more.) emphasis is placed on
different words.
Gliding the pitch up and down or down and up usually expresses sarcasm or con-
tempt, as in the slang expression “Oh, yeah?”
The most important aspect of pitch is variation. Variation of pitch not only helps
hold listeners’ attention but also helps listeners know the exact meaning intended by
the speaker. A rise in pitch can stress important words. Using the same pitch for each Going Global
element can stress comparisons; pitching the first element high and the second low, on
the other hand, can denote contrasts. Interpreting Tones
Notice the different shades of meaning that emerge as you read the following sen- of Voice
tences and emphasize the italicized words:
When individuals are
• Lydia gave him the special project. (Lydia did, not someone else.) speaking or making
• Lydia gave him the special project. (He did not earn it.) presentations in another
• Lydia gave him the special project. (Only he was given the special country, the tone of voice
project.) can cause confusion.
• Lydia gave him the special project. (She gave him the particular, or spe- For example, while Rus-
cial, project, not a routine one.) sians speak in flat, level
• Lydia gave him the special project. (She gave him the special project, not tones, Middle Easterners
something else special.)
speak in loud tones, and
the Japanese speak in
Tone
soft tones as a sign of
The tone of your voice often reveals your attitudes and feelings. A pleasant and cheerful
courtesy. It’s important for
tone is desirable because it will have a good effect on your listeners. On the telephone,
the tone of your voice must substitute for your facial expression. In addition, you can speakers to understand
use variation in tone, as well as in volume and pitch, to add interest to your speaking cultural differences to
voice. The kind of tone you use should be appropriate for the words and ideas you are avoid misunderstandings.
expressing.

Tempo
KEY POINT
Tempo, the rate at which you speak, should be varied to avoid extremes in either direc-
Changing the speaking tion. Most people tend to speak too rapidly. Although you should not speak so rapidly
rate contributes to variety that your words are not understood, neither should you speak so slowly that your listen-
and clarity. Important ers lose track of what you are saying. Regulate your rate of speaking so that you can say
each word clearly. The listener should hear each word without difficulty.
words and ideas should
A good speaking rate is 125 words a minute; oral reading rates tend to run slightly
be spoken slowly; unim- faster—about 150 words a minute. To determine what a rate of 125 words a minute
portant words or phrases, sounds like, read aloud the paragraph below in a half minute. Reread the paragraph as
more rapidly. many times as necessary until you achieve the desired rate. At the end of 15 seconds,
you should be at the diagonal line. Use this line as a guide to increase or decrease your
speaking rate.
A good speaker talks slowly enough to be understood by the listeners
Digital and speaks in a pleasant voice, articulating and pronouncing each word
Data correctly and distinctly. To develop a good / speaking voice, you must spend
sufficient time practicing the elements of good speech. An effective speaker
Presentation Video is a definite asset to a business and will usually find more opportunities for
advancing in the job. (64 words)
Star
Some meetings and con- Changing the rate contributes to variety, as well as clarity. Important words and
ideas should be spoken slowly, while unimportant words or phrases should be spoken
ferences allow visitors to
more rapidly.
make audio or video re- Try to speak in thought units so that you can assist the listener in interpreting your
cordings of presentations. words. If the sentence is short, the thought unit can be the entire sentence, as in “My job
Reviewing and critiquing is very exciting.” When there are several thought units within a sentence, pause slightly
others’ presentations are after each thought group.
good ways to learn, evalu- • My job is very exciting; / but I must admit, / some days are almost too
ate, and improve your exciting.
own presentation and Use pauses to stress major points. By pausing between major points or after impor-
speaking skills. tant statements, you add variety and emphasis to the points you want your listeners to
remember.
Teaching Tip
Enunciation and Pronunciation
Comfort With Public In business—and even in social situations—it is important for those who have face-to-
Speaking—Reading face or telephone contact with customers and vendors to speak clearly and correctly.
out loud before the Speaking clearly and correctly conveys that you are an intelligent, well-educated person.
class can help students Two terms relate to speech quality: enunciation and pronunciation. Even though they are
become more at ease closely related, they do have slightly different meanings. Understanding the difference
when they speak before between the two terms and practicing problem words or difficult words will help you
groups. Students should
improve your speech.
use appropriate facial
expressions and gestures
and make eye contact with
Enunciation
classmates. Enunciation refers to the distinctness or clarity with which you articulate or sound
each part of a word. For instance, saying “gonna” for going to is an example of careless
enunciation. Careless enunciation often occurs in ing words, such as “willin” for will-
KEY POINT ing and “askin” for asking. Also, when we speak rapidly, most of us have a tendency to
run our words together, dropping some of the sounds. Saying “dijago” for did you go
Enunciation refers to the and saying “meetcha” for meet you are examples. A person who slurs too many words
distinctness or clarity with is likely to be misunderstood, particularly over the telephone, on transcribing equip-
which a speaker sounds ment, or when using voice recognition software. It is annoying for both the listener
each part of a word. and the speaker if the listener must ask the speaker to repeat something several times.
When the speaker is using voice recognition software, an incorrect word or words will
be entered. Such difficulties can often be avoided if we simply speak more slowly and
distinctly.

Pronunciation
KEY POINT
Pronunciation refers either to the sound that a speaker gives to the letters or letter com-
binations that make up a word or to the way in which the speaker accents the word. Pronunciation refers
Note the following examples of mispronunciation and correct pronunciation: either to the sound that
Incorrect Pronunciation Correct Pronunciation a speaker gives to the let-
pro•noun•ci•a•tion pro•nun•ci•a•tion ters or letter combinations
li•ba•ry li•bra•ry that make up a word or
com•par’•able com’•par•able to the way in which the
Of course, there are regional differences in pronunciation; and, in addition, a num- speaker accents the word.
ber of words have more than one acceptable pronunciation. In the latter case, the dic-
tionary lists the preferred pronunciation first.
Many difficulties in pronunciation arise because some letters or combinations of
letters are pronounced one way in some words and another way in others. For example, oops!
the combination ow has an “oh” sound in know but an “ow” sound in power and in
now. Other difficulties in pronunciation arise because a letter may be sounded in some Costly Enunciation
words but silent in other words. For example, k is sounded in the word kite, but it is not
Because of her manager’s
sounded in words such as know and knee. Consult the dictionary whenever you are in
doubt about the pronunciation of a word. poor enunciation, Mona
Pronunciation errors are most likely to occur with (1) unfamiliar words, (2) words transcribed a statement
of foreign origin, (3) names, and (4) multisyllable words. Such errors tend to distract from his dictation as “forty
the listener and may give the impression that the speaker is careless or uneducated. The wall units for $14,000”
business associate who is eager to succeed does not wish to be marked with either of instead of “fourteen wall
these labels.
units for $14,000.” If her
supervisor hadn’t spotted
One-on-One Communication the discrepancy in the
High on the list of communication activities for most business employees is commu- letter, the mistake could
nicating orally on a one-on-one basis. Business employees talk with colleagues in their have been costly.
own departments, with their supervisors, with top management, and with service per-
sonnel many times during the workday.
In addition, many employees talk either on the telephone or in person with individ-
uals outside the company—customers, clients, patients, sales representatives, suppliers,
visitors, and various people soliciting or giving information. Many business employ-
ees depend heavily on their oral communication skills to earn their living—sales repre-
sentatives, personnel interviewers, and customer-service representatives are just a few
examples.
Use the following suggestions as guidelines for communicating effectively on a one-
on-one basis.
Establish the Best Atmosphere

One way to establish good relations with colleagues and customers is to create a relaxed,
conversational atmosphere. You can accomplish this in one-on-one conversations by
sitting or standing so that there are no physical barriers between you and the listener.
Focus on the conversation instead of doing other tasks, such as working at the computer.
Giving the other person your undivided attention shows courtesy and respect.
Listen Attentively
Listening attentively and showing interest in the other person are just two attributes of
a good communicator. In a one-on-one conversation, you alternate between the roles of
speaker and listener. When you are a speaker, part of your responsibility is to listen to
what the other person says, to be courteous, and to get the necessary information. For
example, a sales associate should listen to a customer’s inquiry in order to know how to
answer the customer. A medical assistant needs to ask questions and then listen to the
patient’s responses to find out about the patient’s illness.

Use the Person’s Name
KEY POINT
Be certain that you hear and remember the name of a person whom you have met or talked
Guidelines for one-on-one with for the first time. Repeat the name right after it is given to you: “I’m happy to meet you,
communication: Ms. Blasczynski.” If you aren’t absolutely sure of the person’s name, ask that it be repeated;
you can say, “I didn’t hear your name clearly” or “How do you pronounce, or spell, your
1. E stablish the best name?” Then, after hearing the name, pronounce it aloud in order to fix it in your mind.
atmosphere Whenever it is appropriate, use the name once or twice during the conversation: “Yes, I
2. Listen attentively understand, Ms. Blasczynski.” Finally, always be sure that you say the person’s name in your
3. Use the person’s good-bye: “Good-bye, Ms. Blasczynski. I enjoyed talking with you.”
name
Permit Others to Talk
4. Permit others to talk
Do not do all of the talking. Give the other person an opportunity to talk while you
5. Compliment when listen attentively. Watch for signs that the other person wants to say something or is
suitable becoming bored and is not listening carefully. No matter how interesting you think the
6. Keep conversations conversation is or how well informed or articulate you think you are, you must give
concise your listener a chance to speak. Otherwise, you will lose your listener’s attention and
respect. For example, you might ask questions to let the listener know you are interested
in receiving feedback.
KEY POINT Compliment When Appropriate

Compliments are always welcome, so compliment someone whenever the occasion is
Listen attentively and give appropriate. Paying a compliment is especially effective during tense situations. If a val-
the other person an op- ued employee or a customer has a complaint that you cannot justify or remedy, you can
portunity to talk. put that person in a better frame of mind for a “no” answer by paying a compliment. For
example, compliment the employee for work well done, and compliment the customer
for paying promptly. However, never pay a compliment unless you can do so honestly
Teaching Tip and convincingly. Insincerity is easily detected.
What’s in a Name?—
Caution students that the
Keep Conversations Concise
good intentions of giving a Since time is valuable, you should keep your conversations to the point. If you are asked
speaker a compliment can for opinions, give them clearly and concisely. Being concise, however, does not mean
be undone if they address you must be brusque. Try to sense the amount of information the situation warrants
the speaker by the wrong and act accordingly. Most people do not want to hear unnecessary details or to listen to
name. prolonged excuses for your inability to do something they have requested. Give enough
information to satisfy the listener. If you are in doubt, the best policy is to keep your
conversation short.
KEY POINT
Compliment only when it
Communicating by Telephone
is appropriate. Insincerity Communicating by telephone requires techniques that are somewhat different from
is easily detected. those used in one-on-one conversations. Since the speaker and the listener in a tele-
phone conversation are unable to see each other, they must depend entirely upon their
voices to communicate friendliness, interest, and a willingness to be helpful. Some cell
phones, however, offer video calls.
The manner in which a customer is treated on the telephone is just as important
as effective written communication is in developing goodwill—sometimes even more
important. All employees—technicians, salespersons, administrative assistants, accoun-
tants, paralegals, medical assistants, receptionists—create a public image of the company
they represent by the manner in which they speak to current and potential customers.
A curt or rude employee can cause a business to lose potential customers—and even to
lose long-standing customers. In a telephone conversation, the associate must, through
the words and tone used, make listeners feel that their interests are important and that
the company wants them to be satisfied.
The telephone is one of the most important communication media in business. You
must use it with great skill, whether you are speaking to callers from inside or outside
the organization.

Although you are familiar with using the telephone, you may not be using it prop-
erly. Some of the following suggestions may seem obvious. Nevertheless, you should
read them carefully and follow them whenever you use the telephone for either personal
or business use.
• Talk directly into the mouthpiece.
• Remember that cell phone connections can break up or be accidentally lost.
• Talk slowly and naturally. Exaggerate your enunciation slightly. Do not shout.
• If you must transfer a caller to someone else in the company, say, “If you
are able to hold, I will transfer your call.” Give the caller the name and
phone number of the person to whom you are transferring the call, in
case the transfer does not go through. Stay on the line to announce the
transfer.
• If, while talking, you must put down the receiver, either put the caller on
hold or place the receiver on a book or magazine rather than on a hard
surface.
• Keep background noise, such as music, to a minimum.
Courtesy is the key to effective telephone communication. Greet all callers pleas-
antly. Pleasantness is achieved both by the words you use and by the tone of your
voice. If you know who the caller is, use a greeting such as “Good morning, Mr.
Ackley” or “Hello, Abigail.” If you do not know who the caller is, identify yourself
first: “Ms. Cheney speaking” or “Phyllis Cheney.” When answering the telephone for
a department, identify both the department and yourself: “Engineering Department,
Ms. Cheney.”
Smile as you speak on the telephone. The smile will relax your facial muscles
and vocal cords, making your voice sound relaxed and pleasant. Your voice should be
friendly and your manner courteous, regardless of who is calling. This manner is espe-
cially important when you are talking to outside callers. Remember that the impression
created by your voice should be that of a friendly smile. Show the caller that you want
KEY POINT
to be helpful: Always listen attentively and don’t interrupt. Make an occasional com- Smile as you speak on the
ment, such as “Yes” or “I understand,” to let the caller know you are listening. Use the telephone. The smile will
caller’s name at least once before hanging up, and conclude the call with a remark like
relax your facial muscles
“Thank you for calling, Ms. Donohue” or “We will look into the matter for you right
away, Mr. Hill.” and vocal cords, making
your voice sound relaxed
Originating Calls and pleasant.
To make the best use of your telephone time, follow these suggestions for originating
calls:
1. Plan the conversation before you call. A little preparation will save both time
and money. If your conversation will be somewhat complicated, jot down
notes in advance.
2. Identify yourself promptly and state the purpose of your call. For example,
say, “This is Richard Epstein of Gilmore Industries. I would like to speak to
the person in charge of new accounts.”
3. Be prepared to leave a voice mail message if the person you are calling does
not answer.
4. Get to the point quickly.
5. Listen carefully.
6. Focus on the job at hand; do not surf the Web, and so on, while making a
call.
7. Set an approximate time limit for the call before you begin the call.

Receiving Calls
To ensure efficient use of the telephone when you receive a call, follow these
suggestions:
Teaching Tip
Be prepared—have a pad 1. Answer promptly and identify your company or department and yourself im-
of paper and pen/pencil mediately. You should answer at the first ring, if possible, and definitely by
available to make notes the third ring.
during the call. This helps
you focus on the call and 2. Respond to inquiries graciously; verify important details, such as account
prevents having to ask the numbers, model numbers, dates, and names.
caller to repeat information. 3. Keep a phone log, listing the caller, the company name, and the decisions
made during the call.
4. If the call involves controversial information, confirm in writing the decisions
made.
5. At the close of the conversation, take the required action. Be certain that you
keep all the promises you make to the caller.
6. Allow the caller to hang up first.
7. If you are going to be away from your telephone, leave a voice mail greeting
that directs callers to leave a message or refers them to someone who could
help them in your absence.
8. If you must place the caller on hold, inform him or her about doing so. Ask
whether the caller would prefer to be placed on hold or would prefer that you
return the call later. For example, “Can you hold, please, or would you prefer
that I call you later?”
9. Smile as you speak on the telephone.
10. Relax your facial muscles and vocal cords to make your voice sound relaxed
and pleasant.
11. Do not say “Hold on” or “Hang on.”
12. Give the caller on hold an option to continue waiting every 20 seconds. This
lets the caller know that you have not forgotten that he or she is on hold.
13. Be prepared to take a message. Give appropriate information as requested.

Review of Key Terms
1. How do pitch and intonation affect the quality of speech? Pitch helps a speaker
communicate and hold a listener’s attention by varying his or her level of sound.
Intonation, through the rising and falling of voice pitch, indicates that a statement is
being made, a question is being asked, or a speaker is pausing.
2. What is the difference between enunciation and pronunciation? How do they
affect oral communication? Enunciation is a clear and distinct articulation of
each sound in a word. A person who slurs words together may be misunderstood.
Pronunciation is the sound a speaker gives to letters and letter combinations. Errors
in pronunciation are distracting.

Editing Practice
Call an Editor! Some of the following sentences contain spelling errors or misused
words. Underline each incorrect word and write the correction in the space provided.
Sentences may have more than one error.
3. How will the new policy effect office morale? Replace
effect with affect.
4. Which proceedures apply to this job? Replace proceedures with procedures.

5. The new superviser was formerly introduced to the team today.
Replace superviser and formerly with supervisor and formally.
6. On which sight will the new factory be build? Replace sight and build with site
and built.
Applying Skills
7. Write the following headings on a separate sheet of paper: Home, School,
Work. Then, under each heading, list as many oral communication activi-
ties as you think would be typical in that setting. You may want to choose a
specific position for your “Work” heading. Responses will vary.

8. Without using any gestures or diagrams, each team member should give oral
directions for the following situations:
• How to get to your classroom from the campus library.
• How to get to the administration building of your school
from your classroom.
• How to fold a letter for insertion in a standard-size
envelope.
• How to reboot a computer.
hen, write a brief critique of each member’s directions.
T
Discussion Point
9. How does the physical appearance of a speaker affect his or her oral com-
munication? Provide examples in which you were affected by the physical ap-
pearance of a speaker, either positively or negatively. Do not include names or
other identifying descriptions in your response to this question.
A speaker’s attire and posture set the stage for acceptance or nonacceptance of the
speaker’s words. Student examples will vary.
10. What are some guidelines you should use when communicating one-on-one
in a business situation? Guidelines
include (1) listen attentively (2) use the person’s
name, (3) allow the other person to talk, and (4) make sincere compliments when
appropriate.

Section 14.2
SECTION LEARNING
OUTCOMES
Communicating in
Groups, Teams, and
• Discuss the steps to take to plan
for effective meetings.
Meetings
• Discuss the steps to take to lead
effective meetings. Essential Principles
• Describe the interaction method of Meetings are among the most important ways to exchange ideas
conducting meetings. and report information within businesses. A meeting may involve
• List the six basic rules for effective a supervisor and an employee, several employees at various levels,
participation in meetings. or employees and vendors or customers. With an increase in global
competition, many companies are adopting a team approach to
conducting business. Using the team approach helps involve em-
ployees in all levels of planning and decision making. Rather than
W H Y I T ’ S I M P O R TA N T working independently, employees work in groups where they share
ideas and responsibilities.
Meetings are among the most important As a business communicator, you are likely to have frequent
ways to exchange ideas and report opportunities to participate in a variety of capacities in many types
information within businesses. of meetings. You might be selected as a member of a standing (per-
manent) committee that meets regularly, such as a finance commit-
tee or a nominating committee. You may also serve on an ad hoc
(temporary) committee formed for a particular purpose, such as a
KEY TERMS grievance committee. You may even be selected as chairperson of
• standing committee one of these committees, with the responsibility for planning and
conducting the meetings. After attending meetings during working
• ad hoc committee hours, many business professionals often go to meetings and serve
• traditional meeting on other committees outside the company—participating, for ex-
ample, in professional, cultural, social, religious, political, and civic
• electronic meeting groups.
• webinars
• webcast
Planning Meetings
You should determine the kind of meeting, traditional or electronic,
• minutes that meets your needs. Traditional meetings are face-to-face gather-
• agenda ings with the participants in the same room. Electronic meetings
use the Web to transmit lectures, sales presentations, or similar
• Robert’s Rules of Order events to remote locations. Electronic meetings include web-based
• directives seminars, which are also known as webinars.
Interactive webinars enable real-time conversational exchange
between the lecturer or leader and the audience members. In con-
KEY POINT trast, a conference webcast is an Internet broadcast that involves
one-way transmission of information.
Before the meeting takes There are a variety of vendors that provide Web meeting ser-
place: vices. Electronic meetings should be well planned and executed.
1. Prepare thoroughly
The success or failure of a traditional or an electronic meet-
ing is often determined by preparation. Skillful planning can turn
2. Arrive early an ordinary meeting into an extremely profitable experience for
3. Check the meeting each participant. Without careful advance work, the most prom-
site ising meeting can result in a waste of time for everyone. (See
Exhibit 14.1.) Go-To-Meeting, Skype, Zoom, and other applications
534
Exhibit 14.1
A Meeting
How can meetings be
the most productive?
What responsibility
does the chairperson
have in ensuring
that the meeting is a
success?
Ans 14.1
Meetings can be
productive if everyone—
especially the
chairperson—is prepared.
The chairperson directs
and controls the flow of
communication within the
meeting.
©Cathy Yeulet/123RF
are used for interactive meetings. Participants can see the meeting leader and possibly
others in the room depending on the camera position. Participants can ask questions
and get responses, depending on the meeting format.
Determine the Reason for the Meeting

Meetings should be held when the exchange of ideas will be the basis for decision mak-
ing or when specific information should be dispersed to members of the same group.
Unless a specific group is required to meet on a regular basis, it is up to the meeting
chairperson to decide whether a meeting should be called. Unnecessary meetings waste the oops!
time of all participants. For example, if your sole purpose for the meeting is to distribute
information, an e-mail or memo with attachments might best serve this purpose. Don’t Stay Out
Too Late
Determine the Meeting Participants
Hillary won the Employee
Having a meeting is time-consuming and expensive because it takes the participants
away from their usual tasks and responsibilities. Consequently, you want to include of the Month award for
only those people who have direct input relevant to the causes, results, solutions, February. As she gave her
or impacts of the discussions that will take place at your meeting and the resulting acceptance speech, she
decisions that will be made. And you want to invite those who have the knowledge stood slouching against
of the issues, the creativity to solve them, and the authority to put the decisions the podium because she
made into action.
was tired from staying out
Prepare Thoroughly late the previous night.
A successful meeting or conference requires that the leader or leaders prepare adequately
and make all the necessary arrangements. Preparations should include determining the
Teaching Tip
starting time, the length, and the site of the meeting; the names of those who are to attend;
Compare and Contrast—
the objectives to be accomplished at the meeting; and potential problems.
Ask students to identify
Notification of a meeting is usually done by e-mail or memo. The notification should local businesses or hotels
include the time, date, and location of the meeting. You should attach a copy of the meet- that offer meeting facilities.
ing agenda and a copy of the minutes from the previous meeting, if not already distributed. Ask them to compare and
The minutes of a meeting are the official record of the meeting proceedings. An agenda is contrast the costs, facilities,
a list of the topics to be discussed and the names of the people who are to lead the specific and services offered by the
discussions. It usually specifies the name of the group and the date, time, and place of the different sites.
Section 14.2 Communicating in Groups, Teams, and Meetings 535

Exhibit 14.2
An Agenda
An agenda can help Baxter and Bradshaw, Inc.
all parties present at Agenda
a meeting. Thinking Quarterly Sales Meeting
Critically: How can Tuesday, April 18, 20—
an agenda help all 9 a.m.–10 a.m.
parties present at the
meeting? Conference Room #2
Call to order Tracy Dillard
Ans 14.2
An agenda, which lists the pproval of minutes
A
topics to be discussed of January meeting George Sanders
at a meeting, can help
the chairperson and the Announcements
participants stay focused. Old Business:
a. Report on new incentive
compensation plan Melinda Regan
b. Review of customer-
service survey results Steve Horowitz
New Business:
a. Review of previous
January, February, and
March sales Jared Adams
b. Recommendations

for proposed new
sales territories Teresa Atkins
c. Report on college
intern applications Brooke Kinkaid
Adjournment
meeting. Sometimes the agenda also specifies the anticipated ending time of the meeting.
Refer to Exhibit 14.2 for a sample agenda. Some tips for agendas follow:
• Send the agenda prior to the meeting, allowing sufficient time for the group
members to prepare for participation.
• Ask that the agenda be prepared in Braille for visually impaired participants.
Employability
• List topics in the order in which they will be discussed. You may want to in-
Skills clude the names of the people responsible for each agenda item to alert them
to be especially prepared for that particular topic.
Participating as a • Under “New Business,” list the most important items first in case there is not
Member of a Team enough time to discuss them all. If meeting length is a concern, include a sug-
Contributing to the group gested time limit for the discussion to encourage completion of the agenda.
effort is a key component
to being successful in Arrive Early
working with a team. The leader of the meeting should arrive a few minutes early to check the facilities and
to set an example for the participants. Arriving early also gives the leader a chance
Sharing creative ideas and
to greet the participants and offer them a copy of the agenda. Even though everyone
suggestions can help the should have an advance copy of the agenda, not everyone will remember to bring it to
team efficiently progress the meeting. Extra copies of reports or other papers to be discussed should be available,
toward positive outcomes. even though copies may have been distributed in advance. Meeting participants often
bring electronic copies of these documents on tablets or laptops.

Routine Meeting Checklist
Going Global
• Reserve the meeting room in advance.
• Make sure that the meeting room is clean and ready for use. The Cultural Guide
to Dining
• For small meetings, arrange seating so that participants have eye Dining habits are differ-
contact with one another, such as around a conference table.
ent from one culture to
• Make needed adjustments to the ventilation, room temperature, and another. In the United
lighting. States, it is standard prac-
• Request any special equipment, such as a laptop, screen, loud- tice to conduct business
over a meal. When visit-
speaker, or multimedia projection equipment.
ing another country, find
• Check all equipment to make sure that it is working properly. out the culture’s dining
• Check to see that electrical outlets are accessible for your equip- habits before schedul-
ment. Bring extension cords if they are needed. ing such meetings or
presentations.
• Have handouts at the door ready for distribution when meeting par-
ticipants arrive. If meeting participants will not need their handouts
during your presentation, you should have them distributed as par-
ticipants leave.
• Make sure you have enough handouts for everyone at the meeting,
plus some extra copies.
• Request a meeting recorder to take the minutes. KEY POINT
• Request any special services needed for participants. For example, During the meeting:
you may need an interpreter for a deaf participant or a note taker for 1. E stablish a
a visually impaired participant. businesslike
• Arrange for refreshments if appropriate. 2. D
atmosphere
etermine the
procedural
methodology
3. Guide the discussion
Check the Meeting Site
4. M anage conflicting
Arrangements for the meeting site must be planned so that the room, the furniture,
opinions
and the equipment to be used are set up in time for the meeting. A list of routine
meeting tasks associated with meeting preparations are in the above bulleted list. 5. E ncourage
To start the meeting promptly, check the room at least 45 minutes before the sched- participation
uled time to ensure that everything is ready. By checking in advance, you can take care 6. D iscourage
of any problems before the meeting begins and, thereby, avoid delays. Problems are excessive talkers
more easily solved if they are discovered in a timely fashion. 7. Keep the discussion
pertinent
Managing Meetings 8. S ummarize
Being able to run a meeting smoothly is an important skill to acquire. You can follow the periodically
same guidelines for a small informal meeting as for a large conference.
9. Know when to
Establish a Businesslike Atmosphere conclude
The chairperson or facilitator sets the tone of the meeting. If the leader begins late or 10. C omplete after-
is slow to start the meeting, the participants are likely to lose whatever enthusiasm they meeting tasks
may have had when they came to the meeting. Generally, it is best to start a meeting

precisely at the scheduled time, even though there may be latecomers. Starting at the
oops! appointed time encourages participants to be punctual.
Move Over Determine the Procedural Methodology
Jon motioned that the Some groups meet very informally, with an open discussion. Other groups, however,
conduct their meetings on a formal basis, following parliamentary rules. If you are
policy be approved.
elected to office in such a group, you should read Robert’s Rules of Order, the standard
(Moved is the correct guide to parliamentary procedure.
word, not motioned.)
Guide the Discussion
A good leader talks as little as possible and draws out the opinions and ideas of the par-
ticipants. The leader’s function is not to show how much he or she knows but to steer
the discussion in the proper direction. An experienced leader knows that the greater the
participation—that is, the more minds constructively at work on issues—the better the
chances of accomplishing the meeting objectives.
Manage Conflicting Opinions

oops! Participants should feel free to disagree tactfully with one another. There would be little
Silent Mode, reason to meet if all participants held the same opinions on the topics to be discussed.
Healthy, stimulating discussions can lead to new ideas and solutions. It is up to the
Please! chairperson to ensure that the disagreements are productive and tactful. The chairperson
In the middle of an should monitor all discussions to make sure they do not get out of control.
important meeting, Matt’s
cell phone rang. Even Encourage Participation
though he quickly turned Everyone invited to a meeting should be able to make some contribution to the discus-
it off, the damage had sion. Sometimes, ground rules are needed to encourage the members of the group to
participate. The leader of the meeting should make it clear that individuals are not al-
been done. Matt was
lowed to interrupt the person who is speaking. Speakers should know that they will be
embarrassed, and his able to express their ideas without being criticized or attacked.
supervisor gave him a Some people are shy and will not say anything unless they are encouraged to speak. The
displeased look. leader should make a statement that offers encouragement. For example, “Andrea, you have
had much experience in marketing. What do you think of Emily’s design for the product label?”
A leader can encourage positive participation by complimenting a speaker who has
made a worthwhile contribution; for example, “Thank you, Anna Grace, for that cost-
cutting suggestion.”
Comments of this type are effective when they are obviously sincere. Negative comments,
on the other hand, discourage participation and should, therefore, be kept to a minimum and
be presented so tactfully that they do not discourage others from making suggestions. “If that
idea could be implemented in a cost-effective way, our problem would be solved.” The previ-
ous sentence tactfully says that the idea will not work because it costs too much.
Discourage Excessive Talkers

oops! In any group, there will always be one or two people who want to do all the talking. Un-
less these individuals are listed on the agenda as principal contributors, they should not
Write the Right be permitted to monopolize the discussion. A leader should be firm in preventing a single
Word! person from taking over the meeting. “That’s very interesting, Corey, but I think we ought
to hear what Danielle has to say,” or “Let’s get back to you a little later, Joyce. I think we
When you are speaking to would all be interested in hearing as many points as we can in our brief meeting.”
an audience, you should
use the rite words to Keep the Discussion Pertinent
express your ideas. Meetings sometimes tend to get off track. All too often, a subject comes up that is of genuine
(Right is the correct word, personal interest to all those present at the meeting but has little or no bearing on the main
not rite.) topic. When side issues begin to waste valuable time, they must be cut off tactfully by the
leader and the discussion must be brought back on track. “That certainly was an interesting

experience, Will, but let’s get back to our discussion on safety in the parking deck. Ellen, were
the video cameras that we installed last month a deterrent to theft from employee vehicles?”
Usually you can keep the discussion on track without being rude to anyone, but
bluntness is sometimes necessary as a last resort. “Alex, time is getting away from us,
and we want to avoid having to call another meeting to settle this problem. Do you have
any specific solutions?”
Summarize Periodically
The group leader should always listen attentively but does not need to comment except to
stimulate further discussion. “Excellent—that’s an interesting point. I gather that you think
this plan will be more effective than the one we have been following. Is that a correct as-
sumption?” Above all, the leader should not tear down ideas or argue with participants;
doing so will only discourage others in the group from expressing themselves. The leader of
the meeting is only one member of the group; thus, it is usually poor practice for the leader
to judge every idea expressed instead of letting other members of the group participate.
From time to time, the chairperson should summarize the major points that have
been presented. “We all seem to agree that we should not add more branch stores at
the present time. Instead, you feel we should enlarge the existing branches and increase
our advertising budget. Is that correct? Well, let’s discuss which branches should be
enlarged and how we should make use of an increased advertising budget. Norris, do
you have any suggestions regarding which branch stores should be enlarged?”
Know When to Conclude

If the chairperson has prepared the agenda carefully and has conducted the meeting
efficiently, the meeting should end close to the time scheduled for adjournment. If the
discussion seems likely to extend beyond the closing time and it is important to con-
tinue, get the approval of the group. For example, “It is five minutes of twelve, and it
looks as though we won’t get out of here by noon. Shall we continue the discussion, or
would you rather schedule another meeting for this afternoon?”
Complete After-Meeting Tasks

After the meeting, the recorder should prepare the minutes and distribute them as soon
as is feasible. E-mails or memos should be written to those who were assigned special
responsibilities at the meeting. Directives (formal authorizations for changes) should be
composed, signed, and sent to those responsible for implementing the decisions that Teaching Tip
were made. The chairperson should make notes on his or her calendar as a reminder to Teaching Tip Section 11.4
verify that these special responsibilities have been completed and the decisions made has information about
have been implemented. writing minutes.
Participating in Meetings
Everyone invited to participate in a group discussion has an obligation to contribute his
or her best thinking and suggestions. Here is an opportunity to exhibit your interest in,
and knowledge of, the work you are doing. Too often, time and money are wasted because
employees take meetings for granted and do not contribute their maximum effort to the
discussion. They often come to a meeting unprepared, uninterested, and uninspired.
The six basic rules for participating effectively in a meeting are:
1. Prepare for the meeting.
2. Express opinions tactfully.
3. Make positive contributions.
4. Be courteous.
5. Keep remarks concise and pertinent.
6. Take notes.

Prepare for the Meeting
KEY POINT
The first rule for effective participation in a meeting is to come prepared. Learn all
To prepare for a meeting, that you can about the topics to be discussed at the meeting. If there is an agenda,
read about the topic and study each item carefully and learn more about topics that are unfamiliar to you.
discuss the topic with For example, if the subject of employee absenteeism is to be discussed, be sure
that you know what the current company procedures are for dealing with
knowledgeable people.
absenteeism, as well as the advantages and disadvantages of these procedures.
You may refer to books or articles dealing with this topic or examine company
forms that are currently in use. In addition, you might get the opinions of knowl-
edgeable people who will not be present at the meeting. If there is to be a discussion
of a revision to the evaluation form, study the form thoughtfully, try it out yourself,
and ask various people who use the form to tell you what they like and do not like
about it.
Being prepared also means coming to a meeting with a set of well-founded ideas.
Ideas that are worth listening to in a business meeting are the ones backed up by facts.
People are often opposed to a new idea merely because they don’t know enough about
it. Make certain that you can supply facts that will support your ideas and that will help
convince others of the validity of your position.
Express Opinions Tactfully

When someone asks you for your opinion or when you volunteer an opinion, be tactful
in expressing yourself. Often, opposing points of view can cause strong disagreement.
No matter how strongly you may feel, your chances of winning that person’s support are
better if you are tactful in presenting your views.
For example, don’t say, “You’re wrong, and here’s why.” Instead, you might say,
“Your point of view certainly has merit, Henry, but I have doubts because . . .”
Never tell someone that he or she is wrong—wrong is a strong term, and your right to
use it requires indisputable evidence. In selling your point of view, you will find the “Yes,
but . . .” technique is more effective; in other words, acknowledge the other person’s
point of view and show your respect for it. Then, present your own ideas. For example,
“Yes, I agree that the solution seems simple and that your idea represents one way to
approach the problem, but . . .”
In expressing yourself, separate facts from opinions. Label as facts only those state-
ments for which you have solid evidence. Opinions should be signaled by such phrases
as “It seems to me,” “As I understand it,” or “In my opinion.”
Make Positive Contributions

Most meetings are held for the purpose of solving problems, and problems cannot be
solved in a negative atmosphere. Participants must be willing to approach a problem
with the attitude that the only way to solve it is to present as many ideas as possible.
No one should immediately veto an idea; instead, each person should try to see the
idea’s merits and try to enlarge upon the idea’s possibilities, no matter how weak the
idea may seem at first. To dismiss ideas before they are fully aired is not only rude but
also extremely disheartening to those who are genuinely trying to reach intelligent
decisions.
Be Courteous
The ideal meeting is one in which everyone participates freely. A speaker who monopo-
lizes the discussion will discourage the participation of others. Even though you may be
more knowledgeable about the topic than anyone else in the group, you should never
display your knowledge in an offensive, overbearing manner.
More victories have been won in group discussion by modesty and tact than will
ever be achieved by over-aggressiveness. Don’t jump in while others are speaking;
wait your turn patiently. Show interest in what others are saying. You will win more
support by listening and taking notes on remarks by others than by interrupting their

remarks—regardless of how inane the remarks may seem to you. Acknowledge that
others may have as much information or insight as you have or perhaps even more
than you have.
Courteous group members do not (1) resort to sarcasm when they disagree with
someone, (2) interrupt the person who is talking, (3) fidget, (4) gaze into space, or
(5) carry on side conversations with other members of the group while someone else is
speaking. If someone interrupts you while you are speaking, say something like “Please
let me finish” and continue with the point you are making.
Keep Remarks Concise and Pertinent

Some participants in a meeting take a roundabout route to reach the point they want
to make. They ramble endlessly. If you have something to say, get to your point quickly.
Meetings become boring and unproductive mainly because participants insist on relat-
ing personal preferences, experiences, and opinions that have little or no bearing on the
discussion at hand.
Take Notes
It is a good idea to develop the habit of taking notes at meetings, because the act of tak-
ing careful notes (1) keeps you alert, (2) tells speakers that you consider their remarks
worth remembering, and (3) provides a valuable reference source both during and after
the meeting. Take notes not only on what the speaker is saying but also on what you
want to say when it is your turn to speak. Jot down your key remarks in advance so that
your comments will be well organized and complete.

Review of Key Terms
1. What is the difference between a standing committee and an ad hoc
committee? A standing committee meets regularly. An ad hoc committee is formed
for a particular purpose.
2. Under what circumstances would you use Robert’s Rules of Order?
Robert’s Rules of Order is used in formal meetings in which parliamentary rules are
practiced.
Editing Practice
Service Please! Revise the following letter excerpts to promote good customer service.
3. We fail to understand why you claim that the two lamp bases do not
match. Answers will vary.
4. We are unable to grant you credit because you are a poor payer.
Answers will vary.
5. You claim you sent your check last week, but we have not yet received
it. Answers will vary.
6. You have put us through a great deal of trouble getting the merchandise to
you on the date you requested. Answers will vary.

Thinking Critically
7. Evaluate your ability to conduct a meeting, using your previous experience, if
any, and the qualities you consider necessary in an effective leader of group
discussions. Answers will vary.
8. Each team will select a subject for an ad hoc committee. First, choose a
chairperson for your committee; then, develop a list of topics concerned
with aspects of this subject. Each team member should write
notes about his or her aspect. Create an agenda, using the
sample agenda on page 536. Teams will role-play the meet-
ing, with the chairperson bringing the meeting to order and
leading the meeting. Responses will vary.
Discussion Point
9. Discuss the steps you would take to prepare a meeting room for an all-day
discussion. How would you handle an emergency, such as a power outage
or an unscheduled fire drill?
Steps may include the following: (1) Check to see that there are enough tables
and chairs. (2) Arrange seating so that participants can make eye contact with one
another. (3) Check the ventilation, room temperature, and lighting. (4) Make sure
special equipment is working properly. Responses will vary.

10. How can you establish a businesslike atmosphere at a meeting?
To
create a businesslike atmosphere at a meeting, you should begin on time, set
a
positive tone, adhere to the objectives set in the agenda, and know when to
conclude.


Section 14.3
Formal and Informal SECTION LEARNING

OUTCOMES
Presentations When you have completed Section 14.3,
• Realize the role that presentations
play in the job environment.
• Introduce a speaker.
Most professionals routinely make presentations as part of their jobs.
In some cases, they are asked to introduce speakers to their associ- • Prepare for a presentation.
ates or to their civic clubs. They may be addressing a student group • Explain how to convey a profes-
that is touring their facility, making a formal sales presentation to a
prospective client, or explaining a proposed policy to the regional sional image.
medical center board. Being able to develop and make formal and in- • Relate suggestions for fielding
formal presentations is a competence that you should achieve. Prac- questions.
tice is the best way to improve your presentation skills.
• List ways to manage stage fright.
The Importance of Developing • Evaluate your own presentation.
Presentation Skills
For many business professionals, the ability to speak effectively to
groups is an important requirement of their positions. W H Y I T ’ S I M P O R TA N T
A business executive may be expected to represent the company
before professional organizations or cultural, civic, religious, or edu- Most professionals routinely make
cational groups. These external speaking duties are beyond those du- presentations as part of their jobs. You
ties involved in speaking to members of one’s own organization at should become skilled in making formal
employee meetings, at board meetings, or at stockholders’ meetings. and informal presentations.
However, even those who are not top executives often are called
upon to participate in activities involving speeches before either large
or small groups—instructing subordinates, reporting to an executive
committee, introducing a speaker, explaining a new company policy KEY TERMS
to a group of employees, or greeting a group of visitors.
A presentation can influence an audience either positively or nega- • rhetorical question
tively. It is a reflection not only of the presenter but also of the company
that the speaker represents. An effective speech should convey a mes-
sage clearly and convincingly and, at the same time, should build good-
will. Because nearly everyone is called upon at one time or another to
KEY POINT
“say a few words” to an audience, every business professional should be The ability to speak
prepared to represent his or her company in a way that will reflect favor- effectively to groups is
ably. Whatever your responsibility—introducing the speaker or making
an important requirement
the presentation—you should prepare and do a superb job.
for many business
professionals.
Introducing a Speaker
A brief, informative introduction sets the stage for the speaker
and the presentation. If the introducer does an outstanding job,
the main speaker’s task is greatly simplified. When introducing a
speaker, observe the following points:
1. Use an appropriate, brief introduction.
2. Set the stage for the speaker.
3. Keep your eyes on the audience.
543
Team Activity 4. End with the speaker’s name.
Making Introductions—
5. Make closing remarks brief and appropriate.
Ask students to choose
a partner, interview the
person, and introduce Use an Appropriate, Brief Introduction
the person to the class. The audience has come to hear the speaker, not the person who is introducing the
Encourage the students speaker. Therefore, keep the introduction short—not more than two or three minutes in
to try to find something length. Avoid giving specific information on the topic; the speaker will do that.
unusual or something When you are introducing a speaker, avoid such trite expressions as “The speaker
that makes that particular
for this evening needs no introduction,” “I give you Professor Terricita Gomez,” or
person special. Information
“Without further ado, I present Dr. Andrew Pearson Devane.”
used in the introduction
should be appropriate for a
business-type introduction. Set the Stage for the Speaker
A human-interest story about the speaker’s hobby, family, or generosity will warm the
audience. Although you should have a complete résumé supplied to you itemizing the
speaker’s experience, education, and attainments, you do not need to use them all.
An audience is quickly bored, and sometimes a speaker is embarrassed by a straight
biographical introduction, no matter how impressive the speaker’s background is. Give
only the most significant dates, positions, and accomplishments. You need only to con-
vince the audience that the speaker is qualified to speak on the topic assigned, is worth
Employability knowing, and has something important to say.
Skills
Keep Your Eyes on the Audience
Selecting Do not turn from the audience to face the speaker you are introducing—always keep
Technology your eyes on the audience. After you have made the introduction, wait until the speaker
has reached the lectern before seating yourself.
Preparing for a presentation
is as important as doing it. End With the Speaker’s Name
Choosing the appropriate Some people recommend that you not mention the speaker’s name until the very end of the
tools, such as computers, introduction. During the introduction refer only to “our speaker.” Then, at the end of the
visual aids, software, and introduction, say something like “It is my pleasure to present Dr. Mary Elizabeth Johnson.”
screens, is vital to making a
successful presentation. Be Make Closing Remarks Brief and Appropriate
prepared by selecting the At the end of the speaker’s remarks, someone on the platform or at the speaker’s table
right materials.
should assume the responsibility for closing the meeting. If the speech was a particularly
effective one, you may say with sincerity, “Thank you, Mr. Patel, for your most informa-
tive and insightful message. We are most appreciative. Members of the audience, the
meeting is adjourned.”
On the other hand, if the speech has been average or even disappointing, as
oops! indicated by the audience reaction, you may close by merely saying, “Thank you, Dr.
Danner, for giving us your ideas on how to manage a multinational sales force. Members
Refresh Your of the audience, thank you for coming to our meeting and good night.”
Memory Under no circumstances should you prolong the closing remarks. If the speech was
a good one, there is nothing more you can contribute to its effectiveness. If the speech
Tom is chairperson of the
was a poor one, the audience is probably tired and eager to leave.
refreshing committee for
the seminar. Preparing for a Presentation
(Refreshment is the Preparation is the key to a good presentation. You have an obligation to prepare and to
correct word, not deliver a presentation that will be worthwhile for your audience.
refreshing.) Confucius is credited with the following quotation:
I hear and I forget.
I see and I remember.
I do and I understand.

This statement can be easily related to making a presentation:
The speaker speaks, and I forget much of the content.
(speaking without visual aids)
The speaker uses visual aids, and I remember more of the content.
(using slides or other visual aids to illustrate main points and stimulate interest)
The speaker engages the audience, and I understand and remember more content.
(using various techniques that get the audience involved and thinking about the topic)
Determine the Topic and Purpose of the Presentation

Speakers should first decide the topic and the purpose of their presentation. Here
are some examples of potential purposes:
• Convincing employees to use a new way of performing their jobs
• Explaining a new procedure
• Persuading potential customers to buy your product
• Informing listeners about a topic of interest
• Updating community members on a construction project
After the topic and purpose are decided, the speaker should analyze the audience.
Analyze Your Audience

You should learn everything you can about your audience, including its knowledge of,
and interest in, the topic. Doing so helps you plan what to say. The following tips will
help you analyze your audience:
• Determine the occasion for your presentation. Is it a staff meeting, birthday
dinner, retirement banquet, etc.?
• Tailor every presentation to the specific audience and to the occasion or pur-
pose of the presentation.
• Know the expectations that your audience has for your presentation.
• Respect your audience. This includes remaining within your allotted time.
Using more time than allowed is discourteous. A good speaker knows the re-
quirements of the program and adapts to them.
• Put yourself in the shoes of the people who will be listening to your presenta-
tion and ask, “Would this speech be interesting to me?”
• Determine information such as gender, job titles, education, interests, and
general age range of the audience.
• Find out how many people will attend so that you can prepare enough handouts. KEY POINT
• Determine how much your audience knows about your topic. Your audience
Begin a speech with a
may know much about your topic or very little.
strong introduction that
• Choose the appropriate level of communication. Talking over the heads of
gets the audience’s
your audience or talking down to your audience is considered rude. A good
rule of thumb is to talk just a little below the level of the audience so that attention.
your listeners can understand you easily.
Memory Hook
Don’t wait until the last minute to prepare your presentation. There will
always be last-minute adjustments, but keep these to a minimum.
Section 14.3 Formal and Informal Presentations 545

Develop Your Speech
Digital An important step in preparing a presentation is developing your speech. Sometimes you
are asked to speak about a specific topic; other times, you may choose your own topic.
Data Whatever your topic, you should always have a strong introduction and conclusion. A
brief, but strong, introduction grasps your audience’s attention and clearly identifies
Presentation and your topic. You may choose to use a rhetorical question, a startling fact, impressive
Speaking Skills statistics, or a true story to introduce your topic. A rhetorical question is a question that
Use online resources that is posed—with no expectation of a response—to stimulate thought about a specific topic.
help develop your pre- The body, or “meat,” of your presentation should have substance for your listen-
ers. You should develop your points and support them. Be careful to avoid information
sentation and speaking
overload. Most audiences will remember about five major points. You may want to use
skills. Training courses or a handout to reinforce your major points.
seminars that specifically Your conclusion should be well prepared, and you should end on a positive note.
address presentation skills Remember that your audience, during these last critical minutes, is formulating a last-
are available from profes- ing impression of you and your presentation. A strong conclusion summarizes your
sional speakers. major points and helps the audience remember what you said. Note the chart that fol-
lows. It suggests an amount of time for each major part of your presentation.
Part Purpose Percentage of Time
Introduction Stimulate interest 15%
KEY POINT in the topic
Two-Dollar Words Body Convey the content 70%
Use “nickel” words— short Conclusion Summarize and give 15%
a positive ending
and easy-to-understand
words— instead of “ dollar” Here are some tips to help you develop your speech:
words—long words used in
Content
a futile a ttempt to impress • Make sure that the purpose of your presentation is clear in your mind.
listeners. • Brainstorm ideas about the topic.
• Write your ideas about the topic.
• Think about how your audience will receive your topic.
• Devise ways to overcome any negativity that your audience may have toward
your topic.
• Consider your audience and the time allowed when determining the level of
complexity for your presentation.
• Create an outline that includes an introduction, the body, and a conclusion.
Allot about 15 percent of your time to the introduction, 70 percent to the
Going Global body, and 15 percent to the conclusion.
• Make sure that your outline is well structured and intentionally sequenced for
Accommodating ease in comprehension.
Native Languages
• Stick to your topic. Avoid rambling.
Most international busi-
• Include brief examples to illustrate your main points.
nesspeople speak some
• Prepare the amount of content that an audience member can absorb during
English. However, many
the time allowed.
visitors might be more
• Plan to repeat ideas that you deem as very important for your audience to
comfortable speaking remember.
their native language. If
• Anticipate questions that your audience may have, and prepare answers.
possible, the host com-
• Do whatever research is necessary. A good guideline is to know ten times
pany should try to arrange more about your subject than you are able to say during the allotted time.
for a translation or inter- This extra knowledge will help you field questions and feel self-confident.
preting service.

Memory Hook
Here is a tough challenge: Don’t overestimate or underestimate your
audience’s knowledge on your presentation topic.
Clarity
• Be specific, avoid making too many broad generalizations, and stay on your
subject.
• Don’t try to ad-lib or add material on the spot.
• Use repetition as an effective way to emphasize main points.
• Summarize after each main point.
• Explain difficult points as you go along, and define unfamiliar terms the first
time that you mention them.
• Do not use abbreviations, acronyms, jargon, or technical terms that are unfa-
miliar to the audience.
• Bring the presentation to a deliberate conclusion. Reemphasize the basic mes-
sage, and summarize your main points.
• Even though the audience is not reading your presentation, it is a good idea to
use the readability function in your word processing software to estimate the
grade level of the content. Then, make any necessary adjustments to gear your
presentation to the appropriate level for your audience.
Treatment
• Try to give an overall impression of the subject rather than just facts and
figures. The audience will get bored if all you do is give statistics.
• Use illustrations and examples to help your audience relate to your content.
• Use human-interest stories and phrases that appeal to the senses and tend to
create pictures in the mind of your audience.
Humor and Stories

• Use humor only if you are comfortable with it. Do not tell jokes if you
know that you always forget the punch line or that no one ever laughs at
your jokes.
• Remember that starting with a joke is risky. If the joke bombs, recovering is
almost impossible.
• Use humor only if it pertains to your topic.
• Do not make fun of an individual or group of individuals. If you are question-
ing whether to use a specific joke, the rule of thumb is not to use it.
• Always prepare an extra joke, because the person who speaks before you may
use the joke that you intended to use.
• If there are humorous aspects to your subject, make reference to them.
Humor can be a true story that has a humorous side. A speaker telling how
to give CPR might say, “When you first see a person lying down, check to
see if he or she is breathing. I almost gave CPR to a person who was simply
sleeping.”
• Stories that are related to your topic can stimulate interest and help your audi-
ence stay mentally engaged.

Memory Hook
When trying to decide whether or not a certain anecdote, joke, or story
would be appropriate, use the following rule of thumb: When in doubt,
leave it out!
Teaching Tip Prepare Notes, Rehearse, and Anticipate Problems

Making an Impression—
After you have analyzed your audience and developed your presentation, you should
Ask students to share
their first impressions of
prepare your notes, rehearse, and anticipate problems. Speakers, just like musical per-
speakers they have heard. formers and actors, should practice before the actual presentation. Here are some tips
What factors shaped their to help you get ready for the presentation:
impressions? • Develop speaking notes from the text of your presentation.
• Print your outline or keywords on your note cards. Writing out every word on
note cards will confuse you during the presentation.
• Print your notes on index cards, not full sheets of paper. Sheets of paper look
unprofessional, and even the slightest movement of papers will cause noise,
which will be amplified if you are using a microphone.
• Use large print (14 to 16 point) on your note cards, which will allow you to
see the text easily. The distance from the lectern to your eyes will probably be
slightly greater than your normal reading distance.
• Use a bright-colored highlighter pen to mark important points.
• Don’t put your notes on the podium ahead of time. The speaker before you
may inadvertently remove them.
• Indicate on your note cards any visual aids that should be used at particular
points in the presentation.
• Practice until you feel confident and can coordinate your visual aids with your
presentation.
• Tweak your presentation after each practice to improve all aspects of your
presentation.
• Rehearse for timing. Plan what you can cut if cutting becomes necessary and
what you can add if you finish ahead of schedule.
• If possible, rehearse in the room in which you will be presenting and with the
equipment you will be using.
• Practice with a microphone if you will be using one.
• Videotape your presentation to detect and fine-tune details, such as speaking
too fast, speaking without expression, and using distracting mannerisms.
• Evaluate all aspects of the videotape. Ask a friend to complete an evaluation
and make suggestions for improvement.
• Remember that skipping meals before you speak can take the edge off your
energy level. Overeating can cause you to become sluggish.
• Make sure the audience can hear you. Ask for a microphone if you know that
you have difficulty projecting in a large room.
• Examine the podium lighting to make sure you can read your notes.
• Adjust the room temperature if possible. Set the temperature a few degrees
below the comfort level. The temperature will rise when people assemble in
the room.

• Verify that the available computer and software can read your documents.
Lack of compatibility can be an embarrassing problem.
• Always have a backup. Store presentation documents, including handouts
and slides, on a flash drive, e-mail them to yourself, or use memory cloud
technology.
• Make sure that all equipment is working properly. KEY POINT
• Take an extension cord and a three-prong–two-prong outlet adapter. Be confident, not
• Prepare a brief autobiographical sketch to send to the person introducing you. arrogant.
Take an extra copy with you to the presentation.
Fine-Tuning Your Presentation

Making the best presentation that you can requires tweaking the details. Presenters
should be professional, which includes dealing with stage fright, conveying the appropri-
ate image, and delivering the presentation with composure and confidence, as well as
successfully fielding questions. Some helpful information on these topics follows.
Conveying a Professional Image

Now that you have finished your preparation, you should be concerned with conveying a KEY POINT
professional image during your presentation. You should realize that audience members
start forming their opinions of you as soon as they see you. Use your best manners, and Convey a professional
be sure that you are dressed appropriately and that you demonstrate a confident, profes- image when giving a
sional image as you enter the room and walk to the podium. presentation.
The following tips should help you convey a professional image:
• Decide what you will wear for your presentation in time to have your gar-
ments pressed or cleaned. Allow time to press the clothes again if you packed
them for travel.
• Select clothes and accessories that look professional. Wear comfortable shoes
that are appropriate for the occasion. Always have an extra blouse or shirt in
case your clothes accidentally become soiled.
• Dressing appropriately will boost your confidence and convey credibility
to your audience. Appropriate attire demonstrates that you respect your
audience.
• Be well groomed. Make sure that your hair is neat and your clothes are
fastened.
• Convey confidence and purpose as you walk to the lectern, and stay poised
throughout your presentation.
• After you reach the podium, pause and look at your audience with a smile be-
fore you begin to speak. This will help you relax and feel more confident.
• Be real, be sincere, be yourself, and be confident. Being pompous or arrogant
destroys audience rapport. oops!
• Remember that much of your message is communicated nonverbally through Watch Your Image
your posture, tone of voice, expressions, gestures, attire, and so on.
• Use appropriate facial expressions. Elizabeth was
• Avoid mannerisms that take your listeners’ attention away from your content. chewing gum during
Lean toward your audience, not away from it. a presentation. Her
• Use relaxed, natural movements and appropriate gestures. Moving around supervisor motioned
while you are speaking conveys confidence; a stiff, statuelike posture conveys for her to remove the
apprehension. gum. She was extremely
• Avoid rocking back and forth, standing on one foot, chewing gum, or jingling embarrassed.
keys or coins.

Managing Stage Fright
What are the symptoms of stage fright or speaker’s anxiety? Some speakers report cold
hands, sweaty palms, shaky knees, or a quivering voice. Others sense a pounding heart.
Most experienced and inexperienced speakers have anxiety when addressing a group of
people. Experienced speakers, however, value the benefits produced by speaker’s anxi-
ety and attempt to convert the anxiety into a positive energy that keeps them sharp and
alert during their presentations.
If you experience stage fright, remember that nervousness is normal and that you are
not alone in this emotion. Most people list the fear of public speaking as their number
one fear, above snakes and dying. Experienced speakers do not eliminate stage fright, but
they learn how to manage it. The following are some suggestions for managing anxiety:
• Remind yourself that almost all speakers have some level of apprehension and
that audiences really want you to succeed.
• Prepare adequately. The key to conquering stage fright is preparation.
• Master your content and visual aids to boost your self-confidence.
• Because much of the anxiety comes as you begin your presentation, make
sure that you are especially prepared with a very strong opening.
• Go to the meeting room early, and talk with members of your audience.
Introduce yourself to those whom you do not know, and initiate an informal
conversation with those you already know.
• While in a restroom or other private place, loosen up by bending from the
waist and letting your hands and arms hang limp.
• Just before you go to the podium, take three deep breaths to help you relax.
• When you are speaking, focus on your topic and your audience.
• Don’t apologize for being nervous. An apology attracts attention to your
nervousness, and your audience may not have noticed.
• Develop a positive attitude toward speaking. Speak every time you have the
opportunity, whether at school, work, club meetings, or religious functions.
Delivering Your Presentation

KEY POINT
Now, you are ready to actually deliver your presentation. You should greet your audi-
Audiences expect the ence and convey your pleasure at being asked to speak to your listeners by smiling and
speaker to: using a friendly tone. In greeting your audience, you should observe the courtesies that
are dictated by the formality of your speaking situation. For example, at a committee
1. N ot read the meeting, you might say, “Madam Chair and Committee Members.” A simple “Good
presentation. morning” would be appropriate in casual circumstances.
2. Make substantive Probably the most-mentioned audience expectation is that the speaker not read his
comments. or her presentation. A second expectation is that the speech be substantive. The third
3. End on time. expectation is that the speaker end on time. The smart speaker, when assigned 45 min-
utes, plans on 35 to 40 minutes. If there are 5 to 10 minutes left, the time may be used
to answer questions.
Following are some suggestions for improving your delivery.
Teaching Tip • A strong opening sets the pace and immediately captures your audience’s
Speak Into the attention.
Microphone—If sound
equipment is available,
• Tell your audience what your topic is.
have students practice • Use expression and a conversational tone.
speaking using a • Deliver your first words in a loud voice to gain your audience’s attention.
microphone.
• Let your audience know if you plan to distribute copies of your handouts or
your slides. Some speakers make handouts and slides available on their web-
sites, which lets the audience access them during the presentation from their
own devices.

• Deliver your presentation; don’t read it. Reciting from memory or reading a
presentation makes you seem insincere, apprehensive, and unprepared.
• Use notes, but use them sparingly.
• Radiate energy, be enthusiastic, and be sincere.
• Maintain eye contact. Focus on one person for several seconds, letting the
person sense that you are talking to him or her. Then, focus on someone else
in another segment of the room.
• Adjust your volume to make sure that everyone can hear you. For groups of
45 or more, you will usually need a microphone.
• Speak at a slow, deliberate pace, and pause occasionally. Silence can be an ef-
fective way to get your audience’s attention.
• Concentrate on your words so that you do not slur your speech.
• Properly pronounce words, use correct grammar, and choose appropriate
vocabulary.
• Stay focused and keep ideas moving.
• If it is appropriate to your situation, interact with your audience. Ask ques-
tions and respond to the answers to get audience members involved.
• Repeat important points. Audience members are more likely to remember
details that they hear more than once.
• Avoid fillers, such as uhs and ums, and clichés, such as “to make a long story
short” or “That reminds me of a story. . . .”
• Monitor expressions and nonverbal cues to determine whether your audience
is confused, attentive, displeased, or bored. Respond by adjusting your
presentation accordingly.
• Use appropriate gestures to emphasize major points.
• Move naturally, avoiding a stiff, robotic appearance.
• Coordinate content and visual aids.
• Do not walk between the projector and the screen.
• Do not show a visual aid until you are ready for your audience to see it.
• Use a laser pointer or other pointing device to get your audience to focus on a
certain aspect of a visual aid.
• Use a remote control to advance your slides.
• If you plan to pause for discussion lasting two or more minutes, display a
blank slide of a pleasant color during the discussion. Or you could put a
phrase on the slide; for example “Think About It!”
• Do not use visual aids as a substitute for speaking notes.
• Do not read from your computer screen.
• Speak to your audience, not to your visual aid, which causes you to turn your
back to your audience.
• Start your comments about a slide before showing the slide.
• When using a bulleted slide, introduce one bullet at a time. If you show all
bullets at once, your audience will be reading ahead rather than listening to
you.
• Anticipate potential noise such as sirens or people talking in the halls. When
noise occurs, keep your composure and pause until the noise ends.
• Stay within your assigned time limit.
• Leave time for questions from your audience.
• Conclude with a strong ending that will make your audience remember you
and the content delivered.

Team Activity
Speaking Off-the-Cuff— Memory Hook
Use informal, impromptu
speaking to let students
get the experience of Put prompts or reminders to yourself on your note cards. For example,
speaking before a group you could draw a smiley face to remind you to have a pleasant
without the concern that
expression. You could write “Slow DOWN!” on several cards if you have a
they would have during
a graded presentation. tendency to speak too fast. A clock drawing would remind you to check
Select simple topics, such your time.
as “My Favorite Snack
Food,” “My Favorite
Breakfast Cereal,” “My First
Day in College,” or “My Fielding Questions
Hobby.” You should cultivate a positive attitude about questions from your audience. Good ques-
tions can help clarify important concepts, identify misunderstandings from audience mem-
bers, and recognize specific areas that should be pursued. As mentioned earlier in this
chapter, you should thoroughly research your topic. You should know about ten times more
KEY POINT about your topic than you included in your presentation. Most presentation situations offer
a question-and-answer period. When someone asks you a question, acknowledge the person
Good questions can help and listen closely to the question. Following are some guidelines for fielding questions:
clarify important concepts,
identify misunderstand-
• At the beginning of your presentation, tell your audience your preference for
handling questions—at the end or as they occur throughout the presentation.
ings from audience An inexperienced speaker may prefer handling questions at the end.
members, and recognize
• If you like handling questions throughout the presentation, you may want to
specific areas that should stop at convenient points and ask for questions.
be pursued. • Repeat the questions for the audience members who may not have heard
them. Restating a question gives you time to formulate your response.
• Ask for clarification if a question is unclear to you.
• Give brief, direct answers to questions.
• Try to anticipate possible questions by the audience, and think of answers in
advance.
• If you don’t know the answer to a question, offer to find the answer and for-
ward it to the person who asked the question if he or she leaves a business
card with the question on the reverse side.
KEY POINT • Stay calm and polite if you receive antagonistic questions. Avoid displaying
negative emotions.
Remember that speaker’s • Never permit an antagonistic audience member to take control of your pre-
anxiety is normal and that sentation or to speak from the microphone. Always maintain control of your
you are not alone in this temper and control of the presentation.
emotion. • If the audience member continues to be confrontational, offer to talk with the
person after the session ends.
Engaging the Audience

As mentioned earlier in the chapter, the speaker should engage the audience to help
the listeners understand and remember the content. The presentation situation and the
audience would determine which engagement techniques would be appropriate. Here
are several techniques to get the audience involved with the presentation and thinking
about the topic.
• Using informative handouts that have detailed information that would be too
small to read if projected on a screen. You can ask for reactions to the hand-
out information.
• Using handouts with blanks that will be completed as the speaker covers the topic.

• Asking questions that give audience members an opportunity to verbally
contribute.
• Using polling applications, like Kahoot, that let the speaker pose objective
type questions. The audience responds using a cell phone, and the summa-
rized results are projected on a screen for the audience to view.
• Dividing the audience into small groups and asking them for suggestions re-
lated to the topic.
• Distributing slide miniatures, printed four to six per page, with space pro- KEY POINT
vided for participants to make notes. The presentation situation
• Posting the slides on a website so that the audience can use their own devices and the audience would
to access the slides. determine which engage-
• Letting the audience ask questions. ment techniques would be
Engaging your audience helps you as a speaker and helps your audience focus on the appropriate.
topic and thus remember more of the content.
Memory Hook KEY POINT

Experienced speakers
Good advice for managing stage fright used to appear on the lid of a attempt to convert speak-
popular brand of mayonnaise: “Keep cool, but don’t freeze.” er’s anxiety into a positive
energy that keeps them
sharp and alert during
Evaluating Your Presentation their presentations.
After each presentation, you should evaluate yourself. Also, ask a friend or co-worker if
he or she will constructively criticize your presentation. Be receptive to any suggestions
received. Try to complete the evaluation within two to three days after the presentation,
while you still clearly remember the details. This self-evaluation process will help you
become a better speaker. Here are some evaluation techniques:
• Seek constructive criticism of your presentation from people you respect.
• Maintain a good attitude about negative comments.
• Profit by your mistakes, and convert them into learning experiences.
• Note any segments of the presentation that received several questions. It is
possible that your content was incomplete or unclear in this particular area.
• List any changes you would make if you were presenting the same topic soon.
• You can learn much by comparing your presentation skills to the presenta-
tion skills of other speakers. You can learn new techniques or learn that some
techniques are not effective.
• List your strengths and weaknesses that are related to speaking.
• Accept as many opportunities to present as practical. Each speaking experience
and subsequent evaluation will help you improve your presentation skills.
• Keep a presentation file. The file will be helpful should you be asked to speak
to the same group again or another group on the same or a similar topic. In-
clude your evaluation in this file.
Memory Hook
Number your note cards and your visual aids. If you drop them, the numbers
will make it easy to put them back in the correct order.

Review of Key Terms
1. When you are beginning a speech, how can a rhetorical question help
set the stage? A rhetorical question is posed—with no expectation of a response—
to get the audience thinking about a topic.
Editing Practice
Vocabulary Alert! In each of the following sentences, underline the word that does not
fit the context. Write the correct word in the space provided.
2. Please call the personal office to arrange an interview. Replace
personal with
personnel.
3. We attended to complete the project by Saturday. Replace
attended with
intended.
4. To countenance serious problems, we must make drastic budget cuts.
Replace
countenance with counteract.
5. The threat of a tax audit compiled us to consult with our tax attorney.
Replace
compiled with compelled.
6. His actions did not ward our taking any steps at this time. Replace ward with
warrant.
Applying Skills
7. Prepare and present a three-minute informal presentation to your class on
how to do something. You must use visual aids. Presentations
will vary. Students
should present the steps in their explanations in a logical sequence.
8. Your team has been asked to make a presentation to all employees re-
garding company activities for the upcoming year. Among the activities
are a blood drive in March, a food drive for the local food bank in April, a
company picnic in July, and an adopt-a-family program for the December
holidays.
The team will develop an outline of the presentation it would give to
encourage all employees to participate in these activities. Analyze the audi-
ence, choose appropriate visual aids, prepare a list of ques-
tions that might be asked, and include possible answers.
Role-play the presentation to the class. Include introductions
if appropriate. Presentations will vary.


Discussion Point
Analyzing Details
9. What are some techniques you could use to introduce a speaker? The
introduction should be brief. You should know something about the speaker. Focus
on the audience, not the speaker. Wait until the speaker arrives at the lectern before
seating yourself. End with the speaker’s name.
10. Discuss how audience and content play a role in how a presentation is de-
veloped. How does content dictate the treatment of a topic? Should humor
be used in all speeches? Knowing your audience is critical to guide what you say
and how you say it. The purpose of a speech will shape its content. If the subject you
are presenting is serious, the presentation must also be serious. A lighter subject
allows you to take a more relaxed approach. Humor is not always appropriate,
especially if the subject matter does not warrant humor.

Section 14.4
SECTION LEARNING
OUTCOMES
Using Visual Aids
and Technology
• Discuss the basic guidelines for
visual aids.
• Discuss the use of handouts in a
Creating useful, appropriate visual aids is vital for presentation suc-
presentation. cess. Visual aids should help convey your message, keep your audi-
• Discuss multimedia rooms and ence focused, and improve retention of your subject matter.
projectors. Visual aids can include electronic slide shows, 35-millimeter
slides, handouts, overhead transparencies, videos, traditional pho-
• Discuss the use of presentation tographs, scanned or digital photographs, demonstrations, objects,
software. samples, flip charts, and skits. Some presentations might use a com-
bination of these visual aids. For example, a presentation on CPR
• List the guidelines for using
might include an actual demonstration of CPR techniques and an
presentation software. electronic slide show giving the statistics on the number of lives that
• List most of the checklist items for can be saved using the procedure.
presentation software visual aids.
Basic Guidelines for Visual Aids
Visual aids should support and enhance your presentation and
W H Y I T ’ S I M P O R TA N T reduce the amount of effort that your listener needs to expend to
understand what you are saying. In other words, visual aids should
Creating useful, appropriate visual help convey your message. Suppose, for example, you were doing
aids is vital for presentation success. a presentation on credit card abuse and your visual aids consisted
Visual aids should help convey your of a stack of credit cards and your most recent statement. Would
message, keep your audience focused, the credit cards and the statement help convey your message? No,
and improve retention of your subject everyone has seen credit cards and statements. Neither aid would
help convey the message about the huge amount of credit debt
matter.
accumulated by people who overextend their purchases based
on their current salaries. Facts and figures in an electronic slide
show would be a good choice to convey the details about credit
KEY TERMS card abuse.
Your content, your presentation location, and the equipment
• document camera available will determine the best visual aids to help you get your
• design templates points across. Remember, the quality of your visual aids strongly
influences your audience’s perception of you. When preparing
• clip art gallery your visuals, strive for professional-looking quality. If your pre-
• slide animation sentation is extremely important or is being given before a very
impressive audience, you might consider having an office graph-
• slide transitions ics professional prepare your visuals for you. Most of the time,
however, you or someone in your company can create impressive
visual aids.
KEY POINT One of the basic rules of communication applies to the prepa-
Remember that visual aids ration of visual aids. The KISS rule should be emphasized. KISS
stands for “Keep It Short and Simple.” For example, when prepar-
are not the presentation
ing handouts, slides, and other printed visuals, you should use key
and that good visuals are words instead of complete sentences. In addition to using verbal
not a substitute for good simplicity, you should keep the visuals uncluttered. Suppose there
content. is a book page that has an illustration that you would like to use.
Instead of copying the entire page, extract the illustration from the
556
rest of the page and then make your visual. Using visuals with many words causes audi-
ence members to read the visual instead of listening to the speaker.
Use an appropriate number of visuals in relation to the length of your presentation.
Oversaturating your presentation with visuals loses an audience. One or two visuals per
minute is a good guide. Remember that visual aids are not the presentation and that
good visuals are not a substitute for good content. Impressive visual aids will not dis-
guise poor content that lacks substance. You want your audience to grasp your message.
You do not want them to say, “Sam is a wizard with the visuals, but what was he trying
to get across to us?”
Visual aids should be visible from any location in the room. For that reason, post-
ers are usually ineffective for groups of more than ten people. Passing around samples
is also ineffective for large groups, because the distribution causes a distraction and,
in most instances, the speaker is finished before the samples reach everyone in the
room.
Make sure that you do not stand between your audience and the visual aid. Also,
make sure that you talk not to your visual aid but to your audience. You should, however,
quickly glance at your visual as soon as it is displayed to make sure that it is indeed there
and is the correct visual. When you are projecting transparencies or other documents
onto a screen, try not to project your fingers onto the screen as you are adjusting the
documents.
Integrating the visual aids throughout the presentation—as opposed to clustering
them at the beginning or end of the presentation—helps sustain your audience’s at-
tention. Use a variety of visual aids in long presentations. This tactic helps keep your
presentation moving. KEY POINT
Always practice your presentation with your visuals. Sometimes it is advisable to
use an assistant to handle your visual aids and to adjust the lights as needed throughout Visual aids should support
your presentation. Always number your visuals and indicate on your note cards when and enhance your presen-
each visual should be shown. tation and should reduce
the amount of effort that
Handouts your listeners need to
Experienced speakers recommend that you give your audience at least one handout.
expend to understand
Having something to take away from the presentation helps the audience remember you
and your topic. Always include contact information such as your name, postal address, what you are saying.
e-mail address, and fax and telephone numbers on your handouts.
Handouts are a good choice for visual aids when the information is too complex
or too small to be projected onto a screen. They are also useful when you want audi-
ence members to evaluate the material or react to the content at a later date. Always
prepare extra handouts. Some audience participants will take more than one copy.
If you are going to use your handouts during your presentation, ask someone to dis-
tribute the handouts for you, preferably as audience members enter the room. This saves
Employability
time and avoids the distraction of distributing them during your presentation. If your Skills
handouts will not be used during your presentation, distribute them as your audience is
leaving. You could also choose to have your audience download the handouts from your Applying Technology
website. to Task
Numbering or color-coding handout pages makes it easier for audience members
One effective way of com-
to locate a specific page when you refer to it during your presentation: “Find page 7,”
or “Turn to the blue page in your handouts.” It is helpful to leave generous margins on municating in a business
handouts for additional notes. Many presenters provide miniature slide printouts to meeting is to organize
make note taking easier for listeners. information and create
visuals to help others
Multimedia Rooms and Projectors understand better. Use
Corporations often have multimedia rooms for meetings and presentations. These mul- graphs, pictures, and
timedia rooms are equipped with the latest technology to make presenting easier and other visuals to enhance
more effective. The rooms have attractive, comfortable, yet functional furniture. (See your presentation.
Exhibit 14.3.)
Section 14.4 Using Visual Aids and Technology 557

Exhibit 14.3
Multimedia Room
can multimedia rooms
help the competent,
well-prepared speaker
effectively and efficiently
convey his or her ideas?
Ans 14.3
A speaker may use
professional-looking visuals
to convey ideas to his or her
audience. Multimedia rooms
can provide numerous ways
to display the speaker’s
ideas.
©Rawpixel.com/Shutterstock
Multimedia rooms have a combination of equipment. The presenter stands at

a console that houses a computer and the other needed equipment. Some rooms
have rear-projection capabilities; others have a projector mounted from the ceiling.
The projector can be activated and the screen can be raised or lowered by remote
control.
From the console, the presenter can project transparencies, PowerPoint slides, and
hard-copy documents using the document camera. The document camera projects a pho-
tograph, a drawing, or a printed page onto the screen. The presenter, from the console,
can also play a videotape or access an Internet connection or a cable television show.
Additionally, anything on the computer screen, such as an electronic slide show, can be
projected.
Interactive white boards provide another way to support and enhance the delivery
of information. This technology is easy to use and allows the speaker to project im-
ages, slides, and computer-screen images for the entire audience to see. Sophisticated
equipment has made it possible to provide similar capabilities using a standard white
board and a computer. White board technology is used in the classroom and in meeting
rooms.
The quality of multimedia equipment varies. Several companies make portable
equipment that can be transported in a rolling case to different locations within the firm
or to distant locations. Portable multimedia equipment, including a laptop computer,
which is necessary to operate the multimedia equipment, can be purchased at various
prices. There are many vendors selling sophisticated equipment and software that can
enhance presentations. The equipment selected depends on the organization’s presenta-
tion needs and the amount of money budgeted.
Using Presentation Software

oops! Presentation software, such as PowerPoint, Prezi, and Google Slides (see Exhibit 14.4),
will let you generate electronic slides that can be used as visual aids during a presenta-
Aiding Correctness
tion or as a presentation that will run automatically. Automatic slide show presenta-
Dynamic presentations tions have many uses because they run uninterrupted and can be left unattended. For
include good visual ades example, a college admissions staff developed an automatic slide show to be used when
the staff visits high schools to recruit students. Operated through a laptop computer, the
and sound.
slide show runs continuously on a television monitor at the admissions booth during
(Aids is the correct word, college fairs. Sales representatives use slide shows to emphasize new products. These
not ades.) slide shows can be used when the sales representative visits individual customers or can
be e-mailed to potential customers for viewing at a convenient time.

Exhibit 14.4
Personal Investment Reasons for Investing
for Young Families PowerPoint Slide Show
Education
Family Emergencies
Retirement What are two benefits
of an electronic slide
show?
Ans 14.4
Electronic slide shows can
be created quickly and
easily. This visual aid can
Investment Objective Investment Opportunities help convey your message,
keep your audience
Growth Stocks focused, and improve
Growth and Income Bonds subject matter retention.
Income Mutual Funds
Long-Term Investment Short-Term Investment

Money Certificate of
Mutual Stocks Market Deposit 50%
Funds 25%
70%
10%
Bonds
20%
Savings Account 25%
Additionally, presentation software can be used to write, edit, and print the
speaker’s outline or notes. You can use the software to print miniature copies of your
slides to be used as part of your notes or to distribute as handouts to your audience
to facilitate note taking. One of the major advantages of using presentation software
is that you can update your electronic slides in a few moments. Video clips can eas-
ily be added to presentations to illustrate content and make the presentation more
interesting.
KEY POINT
Presentation software provides design templates to make slide show creation For maximum effective-
easy for the novice. Design templates are preformatted layouts that let you add text ness, visual aids should
while keeping layout, color, fonts, etc., consistent. You can add clip art, animation,
be:
or slide transitions to make your visual aids more interesting. The clip art gallery,
provided with your software, is a collection of simple drawings that can be used to 1. Correct
illustrate your slides. In addition to the clip art that comes with the presentation 2. Up to date
software, there are websites that provide a variety of clip art that can be used in your 3. Readable
electronic slides. Slides can be animated in several ways. Slide animation is a feature
4. Uncluttered
that lets parts of the slide—titles, bulleted items, and clip art—appear on the screen
at different times. For example, the title would appear first, the clip art next, and 5. Visually interesting
then each bulleted item would be added one at a time as the speaker talks about each
one. Slide transitions are another presentation software feature. Slide transitions are
special effects that introduce each slide as it appears on the screen. Examples would
be sounds announcing the next slide or special visual effects like having the slide
fade in or out.
Exhibits 14.5 and 14.6 and the Checklist for Presentation Software will help you
prepare and use an electronic slide show. Most authorities recommend a maximum of
three font sizes per slide.

Which of the following three lines...
is easier to read?
IS EASIER TO READ?
Is Easier to Read?
Exhibit 14.5
Fonts for Visual Aids
Read the text in this exhibit. In the first example, the font is hard to read. The
second example uses solid capitals and takes longer to read than the third
example, which uses initial capitals and lowercase letters. Thinking Critically:
Which example is the best choice for visual aids?
Ans 14.5
The third example is the best choice for visual aids.
36 Point
24 Point
18 Point
Ans 14.6
Limit fonts to three sizes.
This exhibit illustrates three Exhibit 14.6
different sizes: 36, 24, Font Size
and 18. Thinking Critically: How many font sizes should be used per slide?
Memory Hook
Your audience should remember your content—not merely that you had
“spiffy” slides.

Teaching Tip
Checklist for Slide Presentations Have each student prepare
and present ten slides
about some part of his or
• Make sure all information on the graphics is correct and up to date. her life. Students should
• Use an appropriate number of visuals, usually two or three, per min- follow the Checklist for
Slide Presentations. Limit
ute, in relation to the content and length of your presentation. the presentation to one
• Create slides on the important points that you want your audience minute. Obviously, ten
slides are too many for a
to remember. Use only one point per slide, with supporting bulleted one-minute presentation;
items below. Show bullets one at a time. however, this ungraded
presentation will let
• Include an appropriate title slide to begin your presentation. students practice making
• Include an introductory slide with an overview of your topic. slides, using the projector,
advancing the slides, and
• Make sure that your slide background is not too busy, which would speaking before the class.
detract from slide content.
• Use color effectively to make your visuals interesting and pleasing to
the eye.
• Keep slides simple and uncluttered. Slides that require lengthy
explanations are ineffective.
• Use only one photo or graphic per slide.
• Limit each slide or transparency to three to four lines of text; seven
lines should be the maximum.
• Use keywords and phrases rather than sentences on your slides so
that listeners can quickly grasp your point.
• Use block lettering, not fancy or script type. Limit type sizes to three
per visual. Using more than three sizes complicates the visual.
• The three preferred font sizes are 36, 24, and 18. An 18-point font
should be the smallest font that you use.
• Use uppercase and lowercase letters. Solid capitals are hard to read.
• Use bullets to emphasize important points.
• Vary the visuals. Use a combination of pictures, graphs, text, and cartoons. Teaching Tip
• Insert video or audio clips that illustrate your points. Divide the class into four
teams, and give each
• Depending on the situation, sound effects can be effective, but do not cre- student one 3 x 5 note
ate slides that overwhelm the audience with music or noises that startle. card. Distribute articles or
other material that you feel
• Test visual aids on the equipment that you will be using during the they should know. Give
presentation. Colors may look good on your computer but may not the teams 20 minutes to
prepare a five-minute slide
project well on a screen. show presentation on the
• Place the projector screen in a prominent location. Make sure that it distributed material. Let
each team present. Each
is large enough to be seen from all areas of the room. Large confer- student can use only one
ence rooms often have multiple screens strategically placed for easier note card when presenting.
Rationale: Many business
viewing by the audience.
presentations have to be
• Create concluding slides that emphasize the points you want your prepared quickly, and this
gives students practice in
audience to remember.
this skill.

oops! • Document any information on slides that contain information that
should be attributed to other authors.
Sales Growth
• Include a conclusion slide that summarizes presentation content.
In your next presentation,
be sure to include charts
• Your last slide should be your contact information.
that indicate the grow • Proofread your slides. Ask someone else to proofread your slides.
in sales for the last Errors in slides can not only be embarrassing but can also cause
six months. your audience to doubt your competence.
(Growth is the correct
word, not grow.)
Memory Hook
Your content drives the visual aids—not the other way around.
Teaching Tip
Have students prepare
a formal presentation on
Anticipating Problems
topics approved by the No matter how much you prepare and how well you are organized, situations can de-
instructor. The presentation velop over which you have no control. Anticipate as many of these situations as you can
should require slides with and plan how you will handle the situation.
both text and graphics. One of the most common problems with technology is the incompatibility of soft-
Depending on class size, ware. A slide show that works perfectly on your office computer will not work in the
you may choose three- hotel conference room because two different software applications are involved.
minute presentations or
Prepare backup visuals and all other presentation documents. E-mail your presen-
five-minute presentations.
tation documents to yourself or put them on a jump drive, in the cloud, or in another
secure location in case your original documents are lost or damaged. Also, be able to
give your presentation without visual aids should doing so become necessary. You, your
content, and the manner in which you deliver the content are the presentation. Prepare
and rehearse—these are the keys to successful presenting.

Review of Key Terms
1. How can design templates aid in creating a slide show? The design templates
are
preformatted, which makes it easy for the user to just add text.
2. When would you want to use slide animation in an electronic slide

show? Slide animation lets the parts of a slide appear on the screen at different
times. A presenter can show each part when he or she is ready for it.
Editing Practice
Vocabulary Alert! In each lettered list below, circle the pair of synonyms or pair of ant-
onyms. Tell whether the words are synonyms or antonyms. Use a dictionary if necessary.
3. (a) busy (b) boisterous (c) happy (d) clever (e) quiet
boisterous, quiet (antonyms)
4. (a) faultless (b) modest (c) serious (d) pretentious (e) extraneous
modest,
pretentious (antonyms)

5. (a) demise (b) hope (c) death (d) vision (e) contrive
demise, death (synonyms)
6. (a) excellence (b) disparity (c) slander (d) reference (e) equality
disparity, equality (antonyms)
7. (a) affable (b) garrulous (c) erratic (d) joyous (e) talkative
garrulous,
talkative (synonyms)
8. Interview someone in education, human resources, or staff development,
and find out what kinds of visual aids are used. Find out if more advanced
technological aids are being introduced and what the advantages and disad-
vantages are to using these tools. Write a brief essay about your findings for
your instructor. Essays
will vary.
9. Your team will prepare a three- to five-minute presentation about your

campus. Include some form of visual aid—electronic slides,
35-mm slides, overhead transparencies, videos, handouts,
and so on. Schedule a multimedia room, if available, to make
the presentation. Remember to rehearse the presentation
using the visuals. Presentations
will vary.
Discussion Point
Making Comparisons
10. When should a presenter use visual aids? How does the quality of visual aids
affect the audience and the message? Visual aids should be used to enhance
the presentation. Visuals help convey a message, keep the audience focused, and
provide supplemental explanation.
11. When should a presenter use handouts? What are some guidelines for using
handouts? Handouts
are good when visuals are too complex or too small to put on a
screen. Handouts should be distributed before or after, not during, a presentation. To
provide easy reference, handouts should be numbered or color-coded.
Tech Quest
1. Search the Internet for articles related to recent developments in presenta-
tion technology. Write a summary of the article and be prepared to discuss
the article in class. Answers
may vary.
2. Search the Internet to find information related to audience responsibilities
during a presentation. Create a list of the responsibilities. Use complete sen-
tences. Answers may vary.
©

Unit 6
Communicating
About Employment
©Blend Images/Alamy Stock Photo
Unit Overview
In this unit, you will learn to use your communication skills to secure
employment.
Chapter 15
Searching for Jobs and Writing Résumés
Chapter 16
Interviewing and Employment Issues
564
Harold was one of ten graduates at Centerville Community College to be interviewed
for two positions that would begin June 1 at HiTech Solutions, Inc., a local computer
company. Lonnell Russell, HiTech’s interviewer, met with all ten as a group at the col-
lege to tell them about the company and the two available positions. All had similar
academic programs, each had at least a 3.5 grade point average, and all had work
experience.
Harold arrived late for the group meeting and took a seat near the door. Mr. Russell
was telling the group about HiTech and the two available positions. Harold felt uncom-
fortable as he glanced around the room. Everyone else was wearing business attire.
He had on jeans, a school sweatshirt, and a baseball cap.
After Mr. Russell finished the information session, he asked those students who
were interested to sign up for an appointment at his office the next day. Harold signed
up for the 1:30 slot.
Harold was determined to dress appropriately and to arrive early for the interview—
two tasks that he hadn’t accomplished at the group meeting. On the day of the interview,
Harold was running late. To save time, he ate on the way. Harold noticed that his gas
gauge was on empty. He stopped at a self-service gas station and filled his gas tank. In
his haste, Harold spilled some gas on his shoes. He used the napkins that came with his
meal to wipe his shoes. Soon after, he arrived at the interview site.
In the reception area, Harold sat down beside his classmate, Max Wilson, and
started a conversation. The receptionist asked, “Sir, may I help you?”
From his seat, Harold identified himself and told the receptionist he had an ap-
pointment with Mr. Russell.
Max asked Harold, “What’s that spot on your shirt?”
“Must be catsup from the french fries. Got a Kleenex?”
“And, what’s that smell?” Max queried.
“Must be the gas that sloshed on my shoes. Sorry,” Harold said apologetically.
Mr. Russell’s administrative assistant, Ms. Moreno, walked over to Max and Harold.
Max stood up, while Harold sat and rubbed the stain on his shirt. Ms. Moreno took
Max to Mr. Russell’s office for his interview. Harold finally gave up on the stain.
Thinking Critically
If you were interviewing Harold, what would have
been your first impression of him?
What did Harold do incorrectly?
Would you have hired Harold?
565
Chapter 15
Searching for Jobs
and Writing Résumés
Section 15.1
Job Search Skills
Section 15.2
Résumés—
Chronological,
F unctional, Combination,
and Scannable
Section 15.3
Application Letter and
Application Form
Section 15.4
Employment Portfolio
©Radius Images/Getty Images

Workplace • Discuss job search methods and which ones best suit your needs.
Connection • Compose a résumé that markets your qualifications to prospective
employers.
Every year, thousands of
positions are available • Identify the strategies for preparing a scannable résumé.
to graduating students, • Compose a persuasive application letter.
each of whom is in search • Compose and present an employment portfolio.
of that first big job. The
challenge is to get it. The
job search procedure is
exciting, but it can also
be frustrating if you do
not know what to expect.
Chapters 15 and 16 will
guide you through the job
search process.
566
Section 15.1
Job Search Skills SECTION LEARNING

OUTCOMES
• Analyze yourself and your profes-
Finding the position you want is similar to taking a comprehen-
sional qualifications.
sive final exam at the end of your college career. You are tak-
ing the knowledge you acquired and are applying it to a specific • List the methods for assessing the
situation. job market.
Finding the right job in a strong economy is not always easy;
however, finding the right job in a sluggish economy will definitely • Discuss placement agencies and
be a challenge to many qualified job applicants. Sometimes, you employment contractors.
will need to take a job that is not your ideal job. Taking such a job
can get your foot in the door of a good company and give you the
opportunity to demonstrate your potential value to the company.
You could then apply for a more suitable job when one becomes
available.
The job search process is becoming extremely sophisti- Technology has significantly affected
cated and competitive. Technology makes online job postings the job search process, much as it has
as well as applications possible. Résumés, application letters, affected the rest of our professional and
and other job search–related documents can be transmitted
personal lives. With a click of the mouse,
instantaneously. The information and related assignments in
this chapter will prepare you for a modern-day job search. The you can log on to a company’s website,
process will be easier if you approach it systematically in sepa- learn about positions available, and
rate steps. You need to: apply for the position that you choose.
1. Analyze yourself and your qualifications. Some companies prefer that you apply
through their websites; others prefer
2. Assess the job market using traditional methods, the
the traditional method of mailing your
Internet, and social media.
résumé and application letter.
3. Develop personal packaging information, including
résumés and application letters.
Analyzing Yourself KEY TERMS

and Your Qualifications • hidden job market
The first step in the job search process is to analyze yourself and • internships
your professional qualifications. You need to consider what kind of • placement agencies
work interests you and what qualifications you have that would help
you perform that particular work. • employment contractors
• social media
Career Goals
• personal business card
To determine your career goals, ask yourself these questions:
What professional position, if any, do I have now? What po-
sition do I want when I complete my course of study? What
position do I want two years from now? What position do I want
five years from now? These are the basic questions many people
use to create a five-year plan, a fundamental building block in
career planning.
567
Education
Think about how education affects your career goals by asking yourself these ques-
tions: What courses, degrees, and/or training have prepared me for my career goals?
Can I achieve my career goals with the education I now have? Do I need additional
courses to qualify for the position I want? Will I need additional education and
training for the position I want in the future?
Experience
Analyze your work experience by asking yourself these questions: What work experi-
ence do I have that is related to the position I want? How is this experience related to
my career goals? If I do not have related experience, how can I acquire such experience?
Do I have additional—though unrelated—experience that will demonstrate a successful
work history? Did I complete an internship?
Personal Characteristics
Define your personal characteristics by asking yourself these questions: What are my
major strengths and weaknesses? Do I enjoy working with figures, computers, people, or
a combination of these? Do I like variety? Do I want responsibility? Do I like challenges
and problem solving? Would I accept a position that offers advancement but frequently
KEY POINT requires overtime? What do I like to do?
Look for connections
between your personal
Your Ideal Job
characteristics and work The next step is to become very specific. Begin by describing your ideal potential em-
ployer and the position you would want with that firm. It is okay to dream a little when
experience to identify the
writing this description—your goal is to determine the type of position you want.
type of work you enjoy
doing. Here are some questions to consider when writing the description of your ideal job:
• Which products or services am I interested in providing?
• Which position do I want?
• Am I looking for a career opportunity that offers promotions, transfers,
oops! additional education, and training?
Ideal Situation • Do I want to work in a small community or a large city? Do I want to work in
the United States or abroad?
When searching for a job,
• Would I like to work for a small, medium, or large company?
find out your idea work
• What salary range would be acceptable?
environment and research
companies that meet your
• How important are benefits, such as a flexible schedule, vacation policy,
health insurance, and retirement options?
requirements.
• Am I prepared to travel for my job?
(Ideal is the correct word,
not idea.) Compare your description of your ideal company and position with your analyses
of your goals, education, experience, and personal characteristics to see how the two
sets of information fit. If almost every category is in harmony with the others, proceed
to the next step. If your personal assessment and the description of your ideal position
and company do not agree, however, work through both sets of information again to
KEY POINT decide where you should make changes.
Similarities among your
For example, you may learn that the type of job you want as a computer program-
mer exists, but the available positions are in southern California, and you were hoping
career goals, education, to work in Texas. Should you stick to your original plan or rethink your choices? You
experience, and ideal job must consider your choices and establish your priorities. This leads to the second step
can indicate a potential in the job search: assessing the job market.
career path. Look for connections as you examine your career goals, education, experience,
personal characteristics, and ideal job. Similarities can indicate a potential career path.
568 Chapter Fifteen Searching for Jobs and Writing Résumés

Assessing the Job Market
After you have analyzed yourself and your qualifications and identified the type of em-
ployment you want, begin looking for positions that meet your specifications. Many
convenient sources of information about job opportunities are at your disposal. Tra-
ditionally, listings on college bulletin boards, newspaper classifieds, chambers of com-
merce, and the Internet offer up-to-date information and reliable resources. Depending
on the size and geographic region of your desired location, some sources of information
may be more accessible than others.
The Internet as a Tool to Find Employment

Use Company Websites to Find Potential Employers. Many companies use their
websites to post job opportunities and general information about the company. In most
cases, the job information is placed through the company’s human resource department
and includes the job description and some details about the position. Sometimes the
information is under an appropriate heading such as “Careers” or “Job Opportunities.”
Some companies generate e-mails to prospective employees who have registered on KEY POINT
their websites.
Some company-sponsored websites allow you to complete the job application form Online employment
and submit your résumé and other job search–related documents directly to the website. services offer a variety
Some companies will not accept these documents attached to an e-mail or mailed by of job listings.
traditional means.
Use Job Search Engines to Search for Available Positions. The Internet also has a
number of job search engines that offer listings of openings in numerous fields and loca-
tions. Listed below are some online employment services and their Internet addresses: Teaching Tip
Online Government
CareerBuilder Inc. careerbuilder.com
Employment Sites—Ask
Internet Career Connection iccweb.com students to research
Monster.com monster.com government jobs that are
posted for your state.
NationJob Network nationjob.com
Use Social Media to Search for Available Positions. In addition to posting job op-
portunities on their websites, companies are also posting to social media sites like
Facebook, LinkedIn, and Twitter. At most of these sites, companies can create profiles,
provide information about themselves, and post available jobs. Their use of social media
can be helpful in identifying and recruiting qualified applicants. Be alert for new av-
enues for the job search process that are made available through technology.
An increasing number of recruiters are using social media to attract qualified em-
ployees to fill position vacancies. Social media can be the network that benefits both
the recruiter and the job seeker. Networking is the key to many mutually successful
employment situations.
Through Social Media, Potential Employees Can…
• Learn about a specific company and the products and services it provides.
• Find out which companies may be searching for employees.
• Learn about organizations that are hiring because of seasonal situations or
increased business.
• Identify available jobs that match their qualifications.
• Access people with similar jobs.
• Renew acquaintances from schools attended and previous jobs for networking
purposes.
• Get information on companies in distant locations.
• Identify skills that are needed to work at specific companies.
Section 15.1 Job Search Skills 569

Through Social Media, Recruiters Can…
• Improve their company’s image through online public relations opportunities.
• Begin the recruiting process in a relatively inexpensive way.
Employability • Learn about a potential employee’s activities, community service, interests,
Skills and personality.
• Identify qualified employees who would be compatible with current company
Using Computers personnel.
to Find Jobs • Assess a potential employee’s communication skills.
The Internet has made At this stage of the job search process, it is advisable for you to remove information
job searching easier and such as birth date and Social Security number from any publicly posted documents that
more convenient. You can could be used to steal your identity. If you are already employed, you should be careful
about posting your job search documents publicly, because your current employer may
use your laptop to browse
see the posting and decide to terminate you.
through many sites to ex-
plore jobs that are posted
Your Personal Contact Network
and updated daily. Also,
Your personal contact network of friends, relatives, and college instructors can be an
you can post your résumé
effective source of employment opportunities. Employees of a company often know
on any websites that meet when positions will become available because of transfers, promotions, resignations,
your job search criteria. retirements, and the creation of new positions. Those employees may be part of your
personal contact network. Inform people in your network about the kind of job you
are seeking and the date you will be available to accept a position. Even if your per-
sonal contacts do not know of an available position, they may know others who do.
Your personal contact network also includes people you know through social
media. You could post a message like this: “I will be graduating May 15 from Marion
Community College, and I am looking for a position as an administrative assistant. Any
suggestions?”
KEY POINT Your Professional Contact Network

You can establish your own professional contact network of friends and acquaintances
Personal and professional in the business world using the following tips.
contacts often provide
leads for job opportunities Join the College Affiliate of Civic and Professional Organizations. The Rotary Club
sponsors Rotaract—its collegiate organization—on many campuses, and International
that are not advertised.
Management Accountants (IMA) encourages student participation in its organization.
Use Every Opportunity to Mingle With Professionals in Your Chosen Field.

Teaching Tip
When you hear a guest speaker at a conference, be sure to talk with the speaker
after the presentation. Introduce yourself, express your appreciation for the speaker’s
Career Counseling—Invite
a career counselor from
time and expertise, and comment on some specific point that was made during the
the school’s placement presentation.
center to speak to your
class. Ask the counselor to Arrange to Meet Professionals Who Are Affiliated in Some Way With Your
outline services the center College. Find out whether your major department has an advisory board or a similar
provides and to specify group. You might suggest holding a reception that gives students the opportunity to
procedures students interact with members of this group.
should follow to obtain
assistance. Acquire Work Experience Through Internships, Summer Jobs, and Part-Time
Employment. In addition to the work experience provided by these positions, you
have an opportunity to develop relationships with professionals who can serve as men-
tors and employment references. You can develop links to other employers who might
have positions available that match your qualifications. Internships, summer jobs, and
part-time employment situations give you a chance to see if a career in a particular field
is right for you.

Build Cordial Relationships With the Business Professionals With Whom You
Work. Through your job performance, impress upon the employer your willingness
to accept new assignments and to work as a team member. Many employers use intern- Digital
ships and temporary employment situations to determine the potential that temporary Data
employees possess for permanent employment. Employers particularly look for traits
that are complex to measure, such as the ability to work in teams, a positive attitude, Posting Your
and creativity in solving problems. They also look for a good attendance and punctuality Résumé
record.
Many online job search
services allow you to post
Use a personal business card for networking or for chance meetings with potential
employers. Offer someone your business card when it is inappropriate or inconve- a résumé so that employ-
nient to give someone your résumé. Your personal business card should convey your ers can view it. Some
contact information and some highlights from your résumé and can be used when services allow companies
you are at restaurants, movies, fitness clubs, and other places around town. Here is an who have paid a fee to
example of a personal business card. access résumés, while
other services make them
available to the public.
Make sure you choose the
type of service you desire.
Jane D. Kline It is advisable for you to
Searching for Accounting Position remove information from
B.S. in Accounting your job search documents
Works Well Without Supervision that could be used to steal
Eager to Do a Good Job
Quick Learner your identity. Such informa-
tion includes birth date and
JaneKline@local.com 704-555-2816
Social Security number.
Selecting the appropriate time to offer your card is essential. Be courteous by not inter-
rupting someone’s meal or conversations. Personal business cards are relatively inex-
pensive and can be purchased at office supply stores.
Hidden Job Market

The hidden job market is not really a new concept, but today it seems to be used more
frequently. The hidden job market consists of job opportunities that are not advertised
in the traditional venues, such as newspapers or journals. The hidden job market, which
represents a majority of available jobs in some fields, should not be overlooked. Most
hidden-market job openings are filled through word-of-mouth contacts, online announce-
ments, company websites, and social media. These venues encourage submission of
applications and résumés. Some companies initially post job opportunities internally
to give their current employees the opportunity to apply. Networking online with your
friends and family can give you a slight edge on the competition if these contacts tell
you about an internal posting.
Internships
Many job advertisements specify experience as a prerequisite for employment. The pro-
verbial question is, “How can I get experience, when most of the jobs in my field list ex-
perience as a requirement for employment?” The answer to this question is to complete
an internship.

An internship is a temporary position that lets the intern gain experience and lets
the employer observe the intern as a prospective employee. Internships can be paid or
unpaid and do not carry a commitment from the company or the intern to continue the
work arrangement after the internship is completed. Students, recent graduates, and ap-
plicants seeking a job change often use an internship to get a foot in the door of a good
company. Getting the best internships can be quite competitive.
Here are some benefits of completing an internship:

• Internships can help bridge the gap between college and a student’s first real
job by letting the student apply the theory learned in class to a practical work
situation.
• Internships provide a competitive edge in the job market over those students
who did not complete an internship.
• Some colleges offer academic credit for internships, while others include in-
ternships as part of program requirements.
• Interns can determine whether they like the job or need to move their career
in a different direction.
• Some companies hire only from their internship pool.
• Internships provide the much-needed experience that many companies re-
quire for new employees.
• Interns are often challenged to complete complex tasks that push them to
learn and excel beyond what they learned in the classroom.
• Internships offer networking opportunities and can provide job references to
help the intern get a job.
• Completing an internship is a significant addition to the intern’s résumé.
• Interns do not have an obligation to stay with the company providing the
internship.
Here are some benefits derived by the company offering the internships:
• C
ompanies often use internships as a recruiting tool and can offer a permanent
position if the intern demonstrates that he or she has much to offer the company.
• Interns are trained specifically for the company providing the internship,
which reduces the learning time should the intern subsequently be employed.
• Employers can observe how the intern works under pressure and can evaluate
the intern’s performance and fit within the organization without an obligation
to hire the intern.
• Intern salaries are usually less than the salaries of full-time employees.
• Interns can fill in for vacationing employees.
• Interns were recently in the classroom, which means that they can bring up-
to-date information to the job and possibly innovative solutions to company
problems.
KEY POINT • Providing student internships is one way that employers can give back to their
communities.
College placement cen-
ters offer assistance in: To convert an internship to a full-time job, your performance should be top-notch.
You should let your supervisor know that you are enjoying the job and would like to be
1. Writing résumés considered for available positions. After you complete your internship, you should write
2. R
esearching a letter to your supervisor expressing your appreciation for the supervisor’s assistance
employers in making the internship successful.
3. P reparing for Sometimes there is a time gap between completing your internship and graduation.
interviews In the interim, you should stay in touch with your company contacts and send them an
application letter and your résumé at the appropriate time.

College Placement Centers Team Activity
Job Placement Centers—
Most educational institutions have placement offices or career services offices whose
Ask students to visit
career counselors are eager to assist you in finding a position. Visit your school’s place- the campus placement
ment center or website to see what services are available. Besides listing employment center and identify three
requests from area businesses, career counselors often coordinate job fairs that bring job opportunities in their
potential employers to the campus to interview students. Career counselors arrange for majors. Have students
students to attend regional job fairs. Regional job fairs attract a larger number of em- report their findings to the
ployers and are open to students from many schools. class.
A comprehensive placement center offers workshops on résumé preparation and
interview techniques. Such placement centers can also serve as disbursement centers,
sending employment-related credentials provided by each student to prospective em-
ployers. These credentials include such things as a résumé, a reference list, a portfolio, oops!
and an unofficial transcript. Many career placement centers offer software programs Singular Subject
that help you make career decisions, as well as books, pamphlets, and magazines
related to current employment trends. These centers can also assist in researching The number of women in
employers. management positions
Often, career counselors can help you get a part-time job while you are in school. are increasing.
Many college placement centers offer to help students long after they graduate. If you
want to change positions several years after you graduate, contact your college’s career (Is is the correct word, not
placement center and ask if you can still use its services. are. The verb is agrees
with the word number,
Newspaper Advertisements which is the subject of
The classified advertisement section of newspapers carries announcements of job open- the sentence. The word
ings in many types of business positions. Generally, the Sunday edition of a newspaper positions is the object of
has the most extensive listings. If you want to apply for a position in a distant city, you the preposition in.)
should start checking the classified advertisements several months in advance for job
openings in that location. Your college library, local library, or bookstore may subscribe
to a newspaper from the city you have chosen. If not, you may need to take out a short-
term subscription to selected newspapers.
Specialized Journals Teaching Tip

Another place to look for employment opportunities is in specialized journals, such Employment
as those for accountants, medical personnel, office personnel, teachers, and other Contractors—Invite a
professionals. Published annually, The College Placement Annual offers information guest speaker from a
temporary agency. Use
on a variety of employment opportunities and is available through college placement
electronic conferencing if
centers. This publication lists employers alphabetically and geographically. It also the speaker is unable to
gives general background information about companies and lists anticipated position visit your school.
openings.
Placement Agencies and Employment Contractors

Private employment agencies can be found in most metropolitan areas. Their business is
to fill jobs for companies. Some placement agencies fill job openings in a wide range of
occupations, while others focus on one area of employment, such as management, con-
struction, health care, or office personnel. These agencies charge a fee, which is usually
a percentage of the annual salary for the position. The fee is paid either by the company
seeking to fill a vacancy or by the person who gets the job. Be sure to determine whether
the company will pay the fee or you will be responsible for it. Also, read carefully any
contract that you might consider signing with a placement agency. You need to know all
of the contract stipulations.
Employment contractors, also known as temporary agencies, supply personnel on a
temporary basis for a given company’s specific requests and needs. Temporary workers
gain valuable workplace experience, establish a positive relationship with a company,
and possibly attain permanent employment.

Review of Key Terms
1. How can you find out about employment in a hidden job market?
By
developing a personal contact network and a professional contact network, you
may
find someone who knows about a job opening.
2. What is an internship? An internship is a temporary position that lets the intern
gain
experience and lets the employer observe the intern as a prospective
employee.
Internships can be paid or unpaid and do not carry a commitment from
the
company or the intern to continue the work arrangement after the internship is
completed.

3. What are some disadvantages of using private employment agencies?
Private
employment agencies charge a placement fee—a percentage of the annual
salary. Some people may not be able to afford this fee. In some cases, however, the
fee is paid by the hiring company.
Editing Practice
Call an Editor! Rewrite the following sentences for clarity and correctness.
4. Each of the 3 applicants are qualified. three, is
5. Its company policy to conduct drug screening on all new employees’.

It’s, employees
6. Our team was asked to develope a schedule for the Spring projects.
develop, spring
7. The report is up-to-date and will be distributed tommorow.

up to date, tomorrow
8. Jan wrote a reccomendation letter in march. recommendation, March
9. Describe your ideal position. List five jobs that would fit your
description. Answers will vary.
10. Working as a team, visit your college placement center and local em-
ployment agencies. Find out how these organizations can help you in
your job search. Interview someone in one of these organizations, and
research what the job market is like in your area. What
kinds of openings are most available in your area? What
markets are tight? Write a report of the team’s findings for
your instructor. Team
reports will vary depending on where you
live
and the current economic market.

Discussion Point
11. What are some sources you might consult for information about job open-
ings in your chosen career? Answers should include personal, professional,
and social media contacts; college placement centers; newspaper advertisements;
specialized journals; online employment sites; and placement agencies.

12. Discuss how internships and summer jobs are valuable employment
contacts. Internships and summer jobs provide you with an opportunity to work in
an industry that interests you. You will meet people who may be able to assist you in
your job search when the time is right. If the company is impressed with your work, it
may consider you for employment when you complete your degree. Internships and
summer jobs will also give you the opportunity to decide whether the career is right
for you.

Section 15.2
SECTION LEARING
OUTCOMES
Résumés—Chronological,
Functional, Combination,
• List the essential parts of a résumé
and explain their importance.
and Scannable
• Define chronological, functional,
combination, and scannable résumés. Résumés
• Compose a résumé that best suits The résumé is an outline, or summary, of your background and
your needs. qualifications for the job you want. As you prepare your résumé,
• List the keywords that computers remember that the quality of this document and the information
supplied must justify an interview invitation. Some helpful informa-
look for when scanning résumés.
tion for job seekers is presented in the box on page 577.
• Explain in simple terms how Résumés for your first job after college should be one full page
résumé scanning works. in length. Your résumé should not appear skimpy. If you have signifi-
cant job experience, your résumé may be two pages long. Proofread
and edit your résumé carefully to make sure the spelling, grammar,
and facts are correct and the wording is clear. Ask several people to
W H Y I T ’ S I M P O R TA N T proofread your résumé as well. Creating an error-free résumé will
You should start the application process help make your first impression a favorable one.
Always be honest when listing your qualifications on a résumé.
after matching your qualifications to
Fabricating academic credentials, job titles, or accomplishments
the position you want. You can respond is not worth the risk involved. Falsifying your credentials or ap-
to advertisements, or you can apply plication documents is grounds for immediate termination in many
directly to companies in which you are companies. It is also dishonest and unethical.
interested. Your résumé, application Résumés for different types of jobs can focus on different qualifi-
letter, list of references, and portfolio cations. If you are applying for a summer job as a lifeguard, you would
list the specific certifications you have that qualify you to be a lifeguard.
are items used to market yourself to
If you are applying for a summer job as an administrative assistant,
prospective employers. These four items you would list your computer-related skills. Even though you have both
present your qualifications and value to lifeguard certifications and excellent computer skills, you should em-
a prospective employer. phasize the qualifications that best match the job you want. Be sure to
keep a record of which résumé you send to each potential employer.
Be prepared to submit your résumé and application letter elec-
tronically. If you cannot do this, a prospective employer will perceive
KEY TERMS that you do not have technical skills—a must in today’s professional
• chronological résumés environment. Today, many résumés are sent as attachments to e-mails.
• functional résumés Résumé Sections

• combination résumés Résumés usually have standard sections. This makes it easy for pro-
• scannable résumés spective employers to review a job candidate’s credentials. You can
individualize the information in these standard sections to present
your qualifications positively. When creating your first résumé, it is
KEY POINT okay to look at résumé templates (available in most word processing
programs) to help you get started. However, when preparing a résumé
Job seekers must es-
for actual submission to a potential employer, you should develop
tablish a professional a customized résumé that highlights your individual qualifications.
image with prospective Many applicants may use the same template, and you want your ré-
employers. sumé to look different and be better than other résumés. Using a
template approach to résumé writing is a negative, because you don’t
576
Important Information for Job Seekers
As you are preparing your résumé, you should consider the following:
• All messages, including your résumé and application letter, to
a potential employer must communicate a professional image.
Use a businesslike e-mail address. Addresses like funguy@ . . . or
shoptilidrop@ . . . convey that you are immature and not serious
about the job search process. It is a good idea to use a separate
e-mail account for communications related to the job search process.
• An application letter should be sent with each résumé.
• Your voice mail answering message should be professional. A
potential employer will probably not leave you a message or call back
if he or she hears a message like this: “You’re here. I’m not. You
know what to do at the tone.” One job seeker’s message played
45 seconds of his preferred music before the caller could speak or
leave a message. The potential employer who heard this music hung
up the phone after 15 seconds. This job opportunity was lost.
• You should be careful about what you include in your social media
messages. Do not include material that could be considered offensive
or controversial. Even though social media communications may be
considered private, there is always a possibility that sensitive content
may be released intentionally or unintentionally. Employees have
been terminated for unacceptable public behavior or social media
posts that have become an embarrassment to the company. Potential
employees have not been hired for similar reasons.
• Many employers research social media to learn about applicants and
to decide if they will work well in their company.
• More and more companies are checking references carefully, doing
detailed background checks, requesting driving records, and requir-
ing drug tests. They usually make their job offer contingent on the
information found and the results of the tests.
want a potential employer to think that you have taken a shortcut in preparing this vital Digital
document in the job search process. Include the following major sections in your résumé. Data
Identification. Begin with your name, address, telephone number, cell phone number, Résumé Templates
e-mail address, and fax number, if applicable. Some applicants choose to include social media Create a customized
addresses. If you have a temporary address while you are in college, be sure to include both
your temporary and your permanent address information. You may want to have a heading résumé, and do not
such as the following above your temporary address: “Address Until May 10, 2015.” use a résumé template.
Templates make résumés
Position Objective. Your position objective should express your employment goal. This is too much alike.
useful because an employer may have advertised several positions. If you prepare your résumé
Section 15.2 Résumés—Chronological, Functional, Combination, and Scannable 577

Teaching Tip in response to an advertised position, you should reflect the specifics noted in the ad, such
Some recruiters say that as “A position as a paralegal in the area of probate, trusts, and estates.” If you are preparing a
the position objective is résumé to send to many companies, your objective should be more general, such as “A posi-
not necessary. However, tion as a nursing assistant in a clinic.” You can easily change the position objective with each
companies often advertise résumé that you send, but be sure to keep a file documenting what you sent to each company.
multiple positions. For
example, are you
Education. If you have attended several colleges, list your most recent education
applying for a position as
first. Include your degree, college, and major; also list your grade point average if it
paralegal, accountant, or
administrative assistant? All is 3.2 or higher on the 4.0 scale. If your overall grade point average is less than ideal,
three were advertised. consider limiting your grade point average calculation to your major, but only if this av-
erage is higher than your overall average; for example, “Grade Point Average in Major
3.8.” Be sure to add “in Major” to make it clear that 3.8 is not your overall grade point
average. If you have not yet received a degree, list the date the degree will be awarded;
for example, “Associate of Arts in Accounting to be awarded May 2014 from Catawba
Valley Community College, Hickory, North Carolina.” As a prospective college gradu-
ate, you will find that your education can be your strongest selling point.
If your résumé is too brief, you can expand the education section by listing your
major courses. List the topic of the course (“Managerial Accounting”) rather than the
course number (“Accounting 320”).
Special Skills. Use this optional category to list distinctive competencies, such as
proficiency in another language, ability to interpret for the hearing impaired, experience with
specific software programs, or certification in CPR. Some skills may be position-specific; for
example, a potential teacher may list that he or she is licensed to drive a school bus.
Experience. You have several options in listing work experience. You may choose to
list every job you have had, even though past jobs may be unrelated to the position for
which you are applying. A steady work history demonstrates you are industrious, have
initiative, and are dependable.
List your current or most recent work experience first and continue backward. Give
the months and years of employment, such as “November 2010 to September 2012,” along
with the company name, city, and state. Note that the months are not abbreviated. Include
brief, specific descriptions of your accomplishments and use active verbs. For example:
• Reduced mailing costs by 10 percent.
KEY POINT
• Developed an effective training program for new salespeople.
Listing an objective on your • Increased the sales of electronics equipment by 25 percent.
résumé shows you have • Implemented a live online chat system for the company website.
a career goal and makes
it easier for a recruiter to If you have had many jobs, you may use the heading “Selected Experience” or “Re-
lated Experience” to focus on those most related to the position you seek. Use one of
identify the type of position
these headings to let potential employers know your résumé does not include your entire
you are seeking. employment history.
Using action verbs in your résumé to describe your work responsibilities makes you
seem more competent and qualified. Include the following action words as you compose
your résumé:
achieved expanded presented
arranged implemented programmed
completed improved reduced
coordinated increased researched
created initiated simplified
designed managed solved
developed minimized supervised
evaluated organized trained

To let a potential employer know that you are honest and trustworthy, include
e xperience, as appropriate, that communicates that you had responsibility for money or
property in previous jobs. Here are some examples:
• Balanced the cash drawer at shift change.
• Opened and closed restaurant on weekends.
• Made deposits twice daily.
• Substituted for shift manager.
Activities. List your participation in school and community organizations, sports, and
volunteer activities. Specify any offices you held, such as president, secretary, or trea-
surer. This section demonstrates your leadership abilities and community involvement,
qualities that many employers look for in job candidates. You can expand the section
on activities to include special recognitions such as dean’s list, academic scholarships,
honor societies, and so on. If you expand this list, use a heading such as “Honors and
Activities.”
Volunteer Experience (or Civic Involvement). If you do not yet have volunteer experi-
ence or civic involvement, you should do activities that would qualify. Many employers
are civic-minded and want their employees to give back to their communities in some
way. Colleges often have opportunities for students to get involved with community
improvement projects.
KEY POINT
References. As part of the résumé preparation process, you should create a reference
list. The stationery for the reference list should match the stationery for the application Expand the education
letter and the résumé. Use the statement “References supplied upon request” to indicate section on your résumé
you will provide references when a prospective employer requests them. Use the state- by listing courses in your
ment “References are attached” if you are sure that you want a particular job or if you major, particularly if you
are taking your résumé with you to an interview. See Exhibit 15.1 for an example of a
have little work experi-
reference list.
You should carefully select three individuals who know you well and can communi- ence. List the topic of
cate with prospective employers on your behalf. You could choose an instructor in your the course (“Managerial
major field, a former employer or supervisor, and someone who knows you personally Accounting”) rather than
but is not a relative. Give the name, job title (if applicable), complete address, e-mail the specific course num-
address, and telephone number of each reference. ber (“Accounting 320”).
As a courtesy, you should ask each person if you may list his or her name as a ref-
erence. Although you can request permission by telephone or in person, you may also
make this request in writing, as in the following example:
Would you be willing to serve as a reference for me in my job search?
As you are aware, I will graduate in May 20– from Anderson Piedmont
Community College with an Associate Degree in Computer Science. Enclosed Going Global
is a copy of my résumé for your reference.
Please indicate your answer in the space provided and return this letter to International
me in the enclosed stamped envelope by March 15. Experience
You may also use an e-mail to request permission. Be sure to attach a copy of your When you are seeking a
résumé. When you accept a position, you should let your references know and thank job in a multinational firm,
them for their willingness to be listed as references. Be cordial with your references, remember to highlight your
because they took the time to help you and you may need them again. international experience.
For example, if you speak
Additional Headings. Additional headings such as “Certifications,” “Profile,” and
another language or have
“Qualifications” may be included on your résumé. You should use all the stan-
dard headings and then select others that showcase your attributes to their fullest lived in other countries,
potential. include this sinformation
After you have completed your résumé, be sure to store it in at least two places: on in your résumé.
your hard drive and on a separate flash drive (or other device). You should also have

Exhibit 15.1
Reference List
What kinds of
information did Anne
Parker provide in her
reference list?
238 East Park Circle 704-555-2367 (Cell)
Anne Parker Shelby, North Carolina 28150 anne@community.net
Ans 15.1
On Anne Parker’s
reference list, she
provided three references: Reference List
employment, academic,
and character. Note Employment Reference: r. Steve Davis, Owner
M
Davis Accounting Services
that she used the same
Post Office Box 3389
heading on her reference Charlotte, NC 28202
list and on her résumé (see 704-555-8293
Exhibit 15.4). sdavis@urban.net
Academic Reference:
Dr. Kathryn Wren
Holly Hills Community College
Post Office Drawer 3885
Gastonia, NC 28054
KEY POINT 704-555-7864
kwren@hollyhills.edu
Always ask for permission
before listing someone as
Character Reference: s. Sharon Forester
M
a reference. 5323 East 33rd Street
Gastonia, NC 28054
704-555-2354
sforester@haven.net
several printed copies. Update the résumé to reflect each new accomplishment as it
KEY POINT occurs; for example, “Volunteered at soup kitchen,” “Selected for nursing honor soci-
ety,” “Dean’s list for spring 20— semester,” “Secretary for business club.” Maintaining
Maintain a current
an up-to-date résumé will prepare you for unexpected job interview opportunities. You
résumé, updating it im- can proofread, print, and quickly be ready to interview.
mediately when significant
accomplishments occur. Résumé Types
Résumés are usually written in one of the following formats: chronological, functional,
combination of chronological and functional, or scannable.
Chronological Résumés
Chronological résumés list work experience in reverse chronological order, with the
most recent experience listed first, as shown in Exhibit 15.2.
Chronological résumés are appropriate when you have a steady work history and
work experience in your field of interest. You want to demonstrate that your responsi-
bilities have increased as you have accepted new positions. Most new college graduates
do not use the chronological format.

Andrew Jordan
418 Barton Street
Lansing, Michigan 48914
405-555-2841 (Cell)
405-555-2943 (Fax)
Employability
andrewjordan@lanmich.net Skills
OBJECTIVE To obtain a position as an accountant with opportunities for advancement
based on performance. Individual
EXPERIENCE Accountant
Responsibility
January 2016 Great Brands Outlet Store, Lansing, Michigan In preparing a chronologi-
to present • Implemented inventory system that saved company $100,000
• Wrote company accounting policy manual cal résumé, one of the key
• Developed and maintained website
elements is to describe
• Supervised data entry
• Completed quarterly reports your increasing responsi-
May 2014 Customer-Service Representative bilities in reverse chrono-
to December 2015 Atkins Jewelry Store, Lansing, Michigan
logical order. From one
• Handled billing inquiries from customers
• Obtained customer credit reports job to another, it’s crucial
• Established security procedures for jewelry
to show how you’ve
June 2013 Sales Associate and Management Trainee
improved and grown in
to April 2015 Capers Department Store, Lansing, Michigan
• Simplified inventory procedures for the Children’s Department your position.
• Counted cash receipts and made deposits twice daily
• Trained new sales associates
EDUCATION Bachelor of Science in Accounting Awarded May 2018

Abernathy State College, Lansing, Michigan
• Additional hours in Management Information Systems
oops!
• 3.8 GPA on a 4.0 Scale
Misspelling
SPECIAL Bilingual in English and Spanish
SKILLS Proficient in Microsoft Office—Word, PowerPoint, Access, and Excel Be sure not to mispell
Experience with accounting software
words on a résumé.
HONORS
President, Rotary Club, 2017
(Misspell is the correct
AND CIVIC
Youth Camp Board of Directors 2015–2017
ACTIVITIES
Dean’s List all semesters, Abernathy State spelling, not mispell.)
Golf Team—Won Regional Tournament 2016
Capers Round Table, 2014 and 2015
(Awarded to Top Ten Sales Associates)
Teaching Tip
REFERENCES Provided on request Critiquing Résumés—After
deleting all identifying
information, make
transparencies from your
collection of well-written
résumés. Create some
Exhibit 15.2
résumés that are not
Chronological Résumé very good. Ask students
Thinking Critically: Why did Andrew Jordan choose the chronological to critique the résumés
format? Ans 15.2 Andrew Jordan chose to use a chronological format for his résumé to and choose the ones
emphasize his work experience. that would impress them
if they were prospective
employers.
Functional Résumés
Unlike chronological résumés, functional résumés, which are also called skills résumés,
highlight professional skills and related accomplishments and de-emphasize work his-
tory. A functional résumé, as shown in Exhibit 15.3, is appropriate for recent gradu-
ates who wish to emphasize their education and training over their work experience.
This is especially true when most work experience is part-time and does not relate to
the position that you seek. Note that the functional résumé includes a section titled
“Qualifications.” This section is specific to the functional résumé but may be included,
as appropriate, in other résumé types.

CARLA RODRIQUES
carlarodriques@carolina.net
Permanent Address Campus Address

Post Office Box 3849 Davis College Apartment 223
Charlotte, North Carolina 28102 Cherryville, North Carolina 28021
704-555-3820 704-555-2756 (Cell)
Objective: position as Administrative Assistant that can use my communication skills and
A
computer knowledge.
Education: Davis College, Cherryville, North Carolina

Associate in Applied Science to be Awarded May 2018
Administrative Assistant Curriculum plus 15 Hours in Computer Courses
Qualifications: Computer Skills

Skilled in using social media for business purposes
Competent in latest versions of popular software
Word Meeting Room Manager
Excel Access
PowerPoint Adobe Acrobat
Administrative Skills
General office duties Complex switchboard operations
Typing—75 WPM Calendar/Appointment management
Organizational Skills
Prioritizing tasks Scheduling part-time employees
Meeting deadlines
Working without close supervision
Experience: Davis College Technology Services, Cherryville, North Carolina

May 2016 to Present
Established log for equipment problems
Completed work orders on equipment problems
Assisted in loading new software and in maintaining wireless network
Barnett’s Ice Cream Shop, Belmont, North Carolina

June 2014 to August 2015
Served customers
Opened and closed shop on weekends
Made deposits
Employability
Skills Activities
at Davis College:
Treasurer, Phi Beta Lambda
Vice President, Computer Club
Member, Basketball Team
Member, College Chorus
Volunteer Work: Prepared Meals on Saturdays for Homeless Shelter

Knowing How Mentored for the Cherryville Youth Assistance Program
to Learn Taught Crafts at the Wendall Retirement Home
The key element in References: Available on request

preparing a functional
or skills résumé is to de-
scribe your expertise and Exhibit 15.3
talents in a specific field. Functional Résumé
However, an employer Thinking Critically: Why did Carla Rodriques choose a functional format for
her résumé? Ans 15.3 Carla Rodriques chose the functional format for her résumé to
might look for an appli-
stress her skills and to make up for her limited work experience.
cant who has the willing-
ness to learn new skills Combination Résumés
on the job. Being flexible
Combination résumés use the best features of chronological and functional résumés to
and willing to acquire new present a prospective employee’s strongest qualifications. As shown in Exhibit 15.4, a
skills is a great employ- combination résumé emphasizes education and skills while also mentioning work expe-
ability skill. rience. The “Profile” heading can include both skills and personal characteristics, or a
combination of the two.

238 East Park Circle 704-555-2367 (Cell)
Anne D. Parker Shelby, North Carolina 28150 anne@community.net
Objective: Position as office manager in a growing firm.

Profile: Excellent oral and written communication skills.
• Proficient in word processing.
• Adept at integrating spreadsheets and graphic elements into reports.
• Experienced with Adobe Acrobat.
• Familiar with photography programs.
• Self-starter who enjoys working with customers.
Education: Associate in Applied Science in Office Administration, May 2018. GPA 3.6 in
Major
Holly Hills Community College, Gastonia, North Carolina
Internship: Anderson Dental Associates, Belmont, North Carolina
Rotated through all office functions, including payroll and accounts receivable.
Implemented scheduling procedures that improved efficiency by 10 percent.
Established after-hours appointments in response to patient requests.
Certifications: Notary Public, 2016 CPR, 2017 Automated External
Defibrillator (AED), 2018
Experience: Office Manager, Davis Accounting Services, Charlotte,
North Carolina, June 2016 to present.
• Conduct software training classes for management.
• Arrange domestic and international travel for executives.
• Write company newsletter.
• Coordinate quarterly board meetings.
• Delegate tasks to administrative assistants.
ecretary, Farnsworth and Schmidt, Attorneys at Law,
S
Charlotte, North Carolina, Summers of 2014 and 2015.
• Scheduled appointments and court dates.
• Assisted attorneys in preparing and filing briefs.
• Handled correspondence for three attorneys.
Honors Outstanding Student Award—2017.
and Software Applications Award—2016.
Activities: Dean’s List, all four semesters
Vice President, Phi Beta Lambda
Secretary, Holly Hills Honor Society
Volunteer Habitat for Humanity
Efforts: Community Homeless Shelter
References: References will be furnished on request.
Exhibit 15.4
Combination Résumé
Thinking Critically: Why did Anne Parker choose a combination format for her
résumé? Ans 15.4 Anne Parker chose the combination format to emphasize her blend
of education, skills, and work experience.
oops!
While writing a résumé is not a difficult task, you should devote sufficient time and
effort to doing it well. A sloppy, poorly written, or incomplete résumé is likely to be Threat to Job
tossed aside by a potential employer—and with it, your chance for a job. Security
If you are just beginning your academic career, you should start building your Lagging behind in
résumé by acquiring work experience, doing volunteer work, participating in appro-
technological skills poses
priate campus organizations, and serving your community. Establishing a solid work
history can assist you in the job search by providing sources for recommendations a treat to job security.
based on your job performance. Having a sufficient work background in your field (Threat is the correct
of interest and being involved in a variety of activities certainly makes writing your word, not treat.)
résumé much easier.

Résumé Formatting
Once you have identified the information to include in your résumé, you need to arrange
and format the information for the most attractive, professional, and eye-catching
appearance. Use the following checklist.
Checklist for Formatting a Résumé

• Limit your résumé to one full page, unless you have extensive
work experience. While your résumé should contain all pertinent in-
formation, it should not be crowded.
• Do not use a résumé template because templates limit content and
Teaching Tip sequence. Most employers can quickly identify a generic résumé that
Résumé stationery with was made using a template. Use the information that emphasizes
attractive borders can be
purchased at office supply
your best points.
stores. • Place your résumé attractively on the page. Include an eye-
appealing combination of printed information and white space
to make the résumé easy to read.
• Use 1-inch side, top, and bottom margins. Use up to a 11⁄2-inch top
margin if you have space to do so.
Teaching Tip
• Use headings with bold or capital letters to identify your sections of
experience, education, activities, and so on.
Computer Viruses—
Remind students to scan • Select a readable font in 11- or 12-point type for your text and a
their computers for viruses somewhat larger font, such as 14-point type, for headings. The small-
prior to sending job search
documents electronically est acceptable font is 10-point type. It should be used sparingly; re-
to a potential employer. serve it for less important details.
• Select a good-quality paper with matching envelopes. Ideally, your
matching envelopes should be large enough to accommodate your
résumé and application letter unfolded. Use the same type and color
stationery for your résumé, application letter, and list of references.
White stationery is used most often, but light colors—cream, buff, or
gray—are acceptable.
• Avoid stapling the application letter and résumé because the receiver
must often separate them for photocopying or scanning.
• List your personal information (name, address, telephone, cell
phone, fax, e-mail) at the top.
• Choose sections that are appropriate for representing your
background and qualifications.
• Include a position objective at the beginning.
• List your education in reverse chronological order, most recent first.
Include specific information, such as college name, dates attended,
location, and degree.

• The sentence “References are available on request” or “References
are attached” can be used to finish a résumé. However, you can omit Digital
the sentence saying that references are attached, because the reader Data
can see that the reference list is attached. Make sure that contact in- Résumés—Ready
formation for all your references is up to date. to Go
To take advantage of
all the employment
opportunities available
Scannable Résumé
today, job applicants must
A scannable résumé is one that is written to enhance the writer’s chances of being consider the preparation
selected when computers, using a data tracking system, scan for specific keywords
of a résumé to be stored
and nouns.
Computers are programmed to scan résumés posted on the Internet for specific and viewed electronically.
keywords associated with a particular industry and specific positions within that in- Résumés may be scanned
dustry. If a résumé contains enough keywords to match an advertised job opening, the by a computer, entered in
résumé is selected for further consideration. a database, posted on the
To prepare a scannable résumé, use keywords such as the following to describe your Internet, sent via e-mail,
accomplishments and responsibilities.
or faxed.
ability to delegate detail minded problem solving
ability to implement flexibility public speaking
accurate industrious relocation
adaptable leadership self-starter
analytical ability multitasking team player
communication skills oral communication willing to travel
customer oriented
How Does Scanning Work?

Today’s business organizations are trying to be efficient as they strive to identify
people who can do specific jobs. Computers—not human resource people—screen
résumés to identify potential employees. Corporate tracking systems search data-
bases for keywords like those listed above. In traditional résumés, the emphasis is
on action verbs. In scannable résumés, the emphasis is on keywords and nouns.
Scanned résumés, because they are stored in large databases, remain active longer
than traditional résumés.
Preparing Scannable Résumés

Increasingly, companies review résumés using databases and computer scanners to
reduce the cost and time involved in assessing job applicants. Besides the traditional
method of submitting résumés by mail, job applicants now have the opportunity to
post résumés on the Internet. These postings can be viewed 24 hours a day, 365 days
a year, and they are available to users in the United States and more than 100 other
countries. Many online services offer tips for writing a résumé that can be scanned or
searched for keywords.
Following are guidelines to help you correctly prepare your résumé in a format
compatible with computers, fax machines, photocopiers, and scanners:
• The applicant’s name should be the first line of text on the résumé.
• Place your career objective below the contact information.
• Print in black ink and only on one side of the paper.

• Place keywords within the text of your résumé, or group them in a separate
KEY POINT paragraph at the end.
As a courtesy, you should • Minimize the use of abbreviations.
give your references a • Align the text at the left margin.
copy of your résumé so • Avoid centering the text or using right justification.
that they will be prepared • Avoid columns, tables, graphics, and shading.
to answer questions about • Do not use tabs or indenting.
you. You should also notify • Single-space the text.
your references when you • Use asterisks (*) or hyphens (-) instead of bullets.
accept a position. • Do not enumerate.
• Do not use italics, script, or underlined text.
• Avoid using horizontal or vertical lines, which are difficult for computers to read.
• Do not use two-column text.
• Send an original of your résumé, not a copy.
• Print your résumé on a laser printer for the best quality.
• Do not staple or fold your résumé.
• Use white paper.
• Use the high-resolution mode when faxing your résumé to make it easier to read.
Exhibit 15.5 Exhibit 15.5 is an example of a scannable résumé. It includes the content from
Scannable Résumé Exhibit 15.4 arranged in scannable format.
Why did Anne Parker
choose to prepare a Anne D. Parker
scannable résumé? 238 East Park Circle
Shelby, North Carolina 28150
Ans 15.5 704-555-2367 (Cell)
Anne Parker prepared a anne@community.net
scannable résumé because OBJECTIVE
many employers use Position as office manager in a growing firm where I can use my oral and written business communication
their computers to scan skills.
résumés for specific words PROFILE
that indicate competence Excellent oral and written communication skills.
in the areas needed by the Proficient in word processing.
employer. Adept at integrating spreadsheets and graphic elements into reports.
Familiar with photography programs.
Experienced with Adobe Acrobat.
Self-starter who enjoys working with customers.
Teaching Tip EDUCATION
Building Résumés—If Associate in Applied Science in Office Administration, May 2018
GPA 3.6 in Major
students say that they
Holly Hills Community College, Gastonia, North Carolina
have very little to put on
a résumé, encourage INTERNSHIP
them to start building their Anderson Dental Associates, Belmont, North Carolina
* Rotated through all office functions, including payroll and accounts receivable.
résumés by getting solid
* Implemented scheduling procedures that improved efficiency by 10 percent.
work experience, joining * Established after-hours appointments in response to patient requests.
appropriate clubs, and
volunteering for civic and CERTIFICATIONS
Notary Public, 2016
humane causes.
CPR, 2017
Automated External Defibrillator (AED), 2018
EXPERIENCE
Office Manager, Davis Accounting Services, Charlotte, North Carolina, June 2016 to present.
* Conduct software training classes for management.
* Arrange domestic and international travel for executives.

* Write company newsletter.
* Coordinate quarterly board meetings. oops!
* Delegate tasks to two administrative assistants.
Secretary, Farnsworth and Schmidt, Attorneys at Law, Charlotte, North Carolina, Summers 2014 and 2015.
Multiple Criteria
* Scheduled appointments and court dates.
One of the criterion for
* Assisted attorneys in preparing and filing briefs.
* Handled correspondence for three attorneys. employment in a high-
HONORS AND ACTIVITIES tech company is the ability
Outstanding Student Award 2017 to be flexible. (Criteria
Software Applications Award 2016
Dean’s List, all four semesters is the correct word, not
Vice President of Phi Beta Lambda criterion.)
Secretary of Holly Hills Honor Society
VOLUNTEER EFFORTS
Habitat for Humanity
Community Homeless Shelter
REFERENCES
Furnished on Request
Do I Need Both Types of Résumés?

Even though you prepare and submit a scannable résumé, you still need a traditional ré-
sumé in the standard format. Most prospective employers expect you to bring a printed
copy of a traditional résumé to a job interview. Also, you may need to attach a copy of
a traditional résumé to an e-mail. This traditional résumé should be eye-appealing and
should follow the appropriate format as presented in this chapter.
It is a good idea to follow up an electronically submitted résumé with a printed
résumé, application letter, and list of references for any job you feel is a possible match
for you. When sending a printed résumé to a prospective employer, remember that it
may be scanned electronically; hence, the type font and color of paper you choose can
either help or hinder you in your job quest. Dark or colored stationery and exotic type
fonts may render your document electronically unreadable and unintentionally remove
you from consideration.

Review of Key Terms
1. When should a chronological résumé be used? A chronological résumé is
most appropriate when you have a steady work history and work experience in
your field of interest. Most new college graduates, unless they have extensive work
experience, would not use a chronological résumé.
2. When should a functional (skills) résumé be used? A functional résumé is
appropriate for recent graduates who wish to emphasize their education and training
over their work experience. Most of their jobs have been part-time jobs and probably
unrelated to the job being sought.
3. When should a combination résumé be used? Combination résumés use the
best features of chronological and functional résumés to present the applicant’s
strongest qualifications. A combination résumé emphasizes education and skills but
also includes some work experience.

4. What is a scannable résumé? Why are scannable résumés used?
A scannable résumé can be used for a data tracking system that scans for specific
keywords and nouns. Companies that use the Internet to scan résumés reduce the
cost and time involved in assessing job applicants.
Editing Practice
Vocabulary Alert! Underline the word that correctly completes each of the following
sentences.
5. Adam used the new software program to (excess, access) the database.
access
6. Tomás had to drive through the (dessert, desert) during the hottest part of
the day. desert
7. Severe (weather, whether) delayed his arrival. weather
8. s. Epstein asked the members of her staff for (they’re, their, there) views on
M
the new procedure. their
9. Amy Starnes told the sales manager to (chose, choose) a site for the
upcoming sales meeting. choose
Writing a Résumé
10. Based on your education, work experience, and skills, determine which
résumé style is best for you. Explain your choice. Then, make a list of
people you could use as references. Student
answers will vary. Students should
select
one of the résumé styles.
11. Write your résumé using the style you selected above. Use one of the sample
résumés as a guide. Once your résumé is completed, do peer editing in your
team. Make a checklist, noting use of action words, clarity, organization, spell-
ing, grammar, and mechanics. Make sure the formatting is professional. Then,
print your final résumé on good-quality paper. Also, if requested to do so, sub-
mit the assignment to your instructor as an e-mail attachment.
Résumés should follow the formats covered in this section. They
should not contain spelling or grammar errors, and the wording should
be clear.
Discussion Point
Thinking Critically
12. Why is it better not to staple or fold your résumé? It is easier for the recipient to
photocopy or scan.


13. Some people “pad” their skills and work experience in a résumé. Why is it
important for you to be honest when you list your qualifications in a
résumé? Falsifying your résumé is grounds for immediate termination in many
companies. It is also dishonest and unethical.

14. If you have little work experience, how can you build your résumé?
You can expand your education section. List courses in your major, and list the
topics of the courses. Include your grade point average if it is good. You can acquire
volunteer work experience at various charitable agencies.


Section 15.3
SECTION LEARNING
OUTCOMES
Application Letter
and Application Form
• Compose an application letter.
• Discuss the application form. Essential Principles
The application letter is a companion document to your résumé
and list of references. It should show the connection between your
qualifications and those specified for the available position. It is in-
W H Y I T ’ S I M P O R TA N T tended to highlight your most important qualifications and to per-
After you have prepared your résumé suade the employer to grant you a personal interview. Your résumé
and your reference list, you should will help the employer determine whether you have the education
target prospective employers. You and skills required for the job. A sample application letter appears
in Exhibit 15.6.
are ready to organize and write your When writing an application letter, always address the letter
application letter, often called a cover to a specific recipient. Use the person’s name, if you know it. If
letter. Show that your documents are the person’s name is unavailable, use a job title, such as Human
related by using the same stationery Resource Manager or Office Manager. The impersonal salutation
and font for all documents sent to “To Whom It May Concern” should not be used. Note that applica-
potential employers. tion letters may be sent in several ways: mailed through the postal
system, attached to an e-mail, or uploaded to a company website.
Get to the Point Immediately

In the first paragraph of your application letter, you should:
KEY TERMS
• State your intent to apply for a position with the
• application letter company.
• application form • Describe the position for which you are applying.
• Indicate how you learned about the position.
If you are submitting a résumé to a company that has no
a dvertised openings in your field of interest, identify the type of
position you seek.
There is no one best opening for an application letter. The fol-
lowing opening sentences are suggestions that have been used suc-
cessfully. Adapt them to suit your needs.
For Newspaper Ads

• Please consider me an applicant for the position of man-
agement trainee, as advertised in the August 25 issue of
the Orlando Times. (Note that the names of newspapers
are italicized.)
• The position of paralegal, which you advertised in the
April 1 issue of the Gazette, matches my qualifications
and experience. Please consider me an applicant for this
position.
For Referrals
• A mutual friend, Alice Thomas, suggested I contact you
concerning a position as administrative assistant with
your company.
590
238 East Park Circle
Shelby, North Carolina 28150
anne@community.net
May 2, 20—
Mr. Howard Benton

Asheville Technical Supplies
2388 South Washington Street
Asheville, NC 28801
Dear Mr. Benton:
Please consider me a candidate for the position of office manager with your
company as advertised in the April 30 issue of The Asheville Citizen Times.
As you will see from the enclosed résumé, my experience in a variety of office
settings has prepared me to handle multiple tasks—a must for the position you
advertised. In addition, my familiarity with the latest versions of word processing,
spreadsheet, and presentation software would allow me to handle your office tasks
and record-keeping needs in an organized, efficient manner.
Because of my interest in working with people, I opted to complete courses

in human resources management, psychology, and management principles. The sensi-
tivity to others I developed through this coursework and through my work e xperience
enables me to deal effectively with individuals from a variety of backgrounds and or-
ganizational levels. My experience in conducting software training for all levels of man-
agement and in supervising five associates has prepared me to assume a managerial
role. I thrive on hard work, and I am quick at learning new software and skills.
After you have had an opportunity to review my résumé, I would look forward
to the opportunity to answer any questions you might have. I will call next week to see
if scheduling an interview might be possible. Thank you for your time in r eviewing my
qualifications.
Sincerely,
Anne Parker
Enclosure
Ans 15.6
The job seeker (1) identifies
the position being sought;
(2) gives reasons why
the job seeker should be
Exhibit 15.6 considered; (3) shows a
Application Letter willingness to work and
Thinking Critically: What four things does the job seeker do in this application learn; and (4) makes it easy
letter? to set up an interview.
KEY POINT
• Your company has been recommended to me by Mr. Nathan Queen, the In an application letter:
placement director of Midlands Community College, as one with exceptional
opportunities for accountants. Do you have a position for a self-starter with 1. G et to the point
two years of experience in accounts payable? immediately.
2. Tell why you should
For Applications Submitted Directly to a Company’s Mailing Address or Through the
Company’s Website (Whether or not a Position is Open). be considered.
• I believe my qualifications for a position as insurance sales representative 3. Show a willingness
will interest you. to work and learn.
• I am interested in working for a progressive real estate firm such as 4. Make it easy for the
yours. My enclosed résumé lists my qualifications for the position. employer to ask for
• Here are five reasons why you should consider me for a sales position an interview.
with Chapman, Williams, and McNeilly.
Section 15.3 Application Letter and Application Form 591

Explain Why You Should Be Considered
KEY POINT
In the second paragraph of your application letter, state how your skills and accomplish-
Use the you-attitude in an ments make you a desirable candidate for the position referred to in the first paragraph.
application letter, focusing Your goal is to convince the employer you are the best person for the job. Include spe-
on skills and qualifications cific information about your accomplishments. For example:
you offer the employer. As you can see from the enclosed résumé, my coursework in accounting,
human resource management, and economics has prepared me to assess a
variety of financial and personnel needs. In all my courses, I consistently ranked
in the top 5 percent of my class.
Of course, the nature of the second paragraph will depend on what you have to
offer. If your work experience is limited and unlikely to impress the employer, you
oops! should emphasize your education and training. In such a case, you might follow the
above paragraph with a statement such as this:
Transposed
My accounting courses were of particular interest to me, because I learned
Each time you send out a the effect that accurate and current statements have on reducing costs
résumé, you should also and increasing revenue. Working for a large organization, such as Johnson
send a letter cover along Associates, would allow me to implement my training with spreadsheets and
databases on a wide scale.
with it. (Cover letter—the
words letter cover were The writer of the following paragraph lacks business experience but compensates
transposed.) for this by demonstrating interest and enthusiasm.
I am very interested in working as a paralegal for Brantley and Sharpe. As
a result of conversations with Nancy Kellerman, a paralegal with your firm,
I feel the varied duties and opportunities for advancement fit well with my
legal research background. With my willingness to learn and my attention
to detail, I can become an asset to your company within a short period
of time.
If you have work experience related to the position for which you are applying,
make the most of it, as in the following example:
As an intern with Creedmore, Baxter & Company last summer, I participated
on the total quality management team that drafted information-processing
procedures. This opportunity gave me valuable experience in team problem
solving that I could put to use for your company.
Show a Willingness to Work and Learn

The employer who hires you is taking a risk that you may not be suitable for the posi-
tion. One of the best ways to convince the employer of your suitability is to demonstrate
a willingness to learn and to express genuine interest in the job. The following are ex-
amples of ways you can convey your enthusiasm:
• As a self-starter who absorbs new information quickly, I will be willing to
learn and eager to improve.
• I am not afraid of hard work; in fact, I enjoy it.
• You will find I am a quick learner and am adept at problem solving.
Point Out How Your Qualifications Meet

or Exceed the Employer’s Needs
A position is open because the employer has a need. The employer wants not just any
employee but an employee who can fulfill that need. When an ad specifies particu-
lar qualifications needed for a position, be sure to emphasize how your qualifications

will match that need. Match employer needs to your qualifications in both your cover
letter and your résumé.
Your ad for a senior administrative assistant specified a two-year degree plus
five years of related experience. With a four-year degree and six years of
experience, I exceed both of these requirements.
Make It Easy for the Employer to Ask for an Interview

Write the last paragraph of your application letter with the goal of asking the prospec- Going Global
tive employer for an interview. Make it easy for the employer to contact you by including
your telephone number and the best time to reach you. Bilingual Skills
I look forward to meeting with you to discuss the paralegal position available One way to prepare for
with your firm. You may contact me at 314-555-7613 or at the address at the today’s global market-
top of this letter. I am available to meet with you between 11 a.m. and 3 p.m., place is to study a foreign
Monday through Thursday. language. Being fluent in
Some job seekers prefer to follow up on the letter rather than wait for the employer two languages gives you
to contact them. For example: an advantage over others
If it is convenient for you, I am available for an interview between 9 a.m. when seeking a position
and 5 p.m. on Tuesdays and Thursdays until April 1. After you have had in an international busi-
a chance to review my qualifications, I will contact you to request an ness that requires using
appointment. both languages.
The Application Form

An application form is a form used by potential employers to request specific information Teaching Tip
from someone seeking employment. Most companies require prospective employees to Come Prepared—Tell
complete an application form, shown in Exhibit 15.7 on page 594. Some companies students that many
require it to be completed before the interview; others want it after the interview. You employers require that
may be asked to complete the form online, at the company office, or later at home. If applicants present their
you take the form home with you, you should photocopy it and complete a rough draft Social Security cards.
on the photocopy; then transfer it to the original form. Completing a rough draft helps Photocopies are usually
not acceptable.
you think about your responses and do a better job.
Be Prepared. When applying for a job, take with you the information you will need to Teaching Tip
complete an application form. Most application forms ask for details about your educa- Neatness Counts—
tion, work experience, and references. You should have this detailed information with Emphasize that entries
you, along with a copy of your résumé and a list of your references. These documents on an application form
will help you complete the application form accurately and completely. These tips will should be neat and legible.
help you be prepared: Printing is often easier to
read than cursive writing.
• Read the application form before you start.
• Take two pens, preferably black.
• Write legibly.
• Follow any directions given on the application form. If the instructions say
“print,” don’t use cursive writing.
• Take your Social Security card with you.
The Hidden Questions. A prospective employer can tell a great deal about you by the
way you complete the application form. Your completed application shows:
• How neat or sloppy your work habits are.
• How well you can follow written directions.
• How detail oriented you are.
• How accurately you can complete a task.

Exhibit 15.7
Application Form McGraw-Hill Education
Thinking Critically: Employment Application
Why do companies use
standard application
forms instead of An Equal Opportunity Employer
specific application McGraw-Hill Policy Forbids Discrimination Because of Age, Citizenship Status, Color, Disability,
forms for each Marital Status, National Origin, Race, Religion, Sex, Sexual Orientation, or Veteran Status.
available position? Personal Data Date
Applying for position as Salary required Date Available

Ans 15.7
Most companies use Name
(Last) (First) (Middle)
an application form to
get routine information Address
about you and to see if (Street) (City) (State) (Zip)
you have good written Telephone no. Social Security no.

communication skills. If (Area code)
they were to write a new E-mail Address
application form for each
Are you legally entitled to work in the United States? Yes No
position, this would be
time-consuming. If hired, can you show proof of age? Yes No
Relatives employed by McGraw-Hill:
Name Department
Name Department
Have you previously applied for employment with McGraw-Hill Education? Yes No
If “Yes,” when?
How were you referred to McGraw-Hill Education?
Agency School
Advertisement Direct contact
McGraw-Hill employee
Other
Name of referral source above
I understand that the submission of any false information in connection with this employment applica-
tion may be cause for immediate discharge at any time thereafter should I be employed by McGraw-Hill
Education.
(Signature) (Date)
The Job-Related Questions. Questions on application forms vary from company to

company. Here are some of the basic categories of information that you may find on
oops! application forms:
Accuracy • Your name, mailing address, e-mail address, and phone number (cell or land-
line) so that the employer can contact you.
Be honest about your
• Your educational background, including schools attended, dates attended,
qualifications, and make mailing addresses, and phone numbers.
sure that all information is
• Your work experience, including names and addresses of employers, dates em-
accurait on your résumé. ployed, job duties, reasons for leaving, and—sometimes—beginning and ending
(Accurate is the correct salaries.
spelling, not accurait.) • References, including names, mailing addresses, e-mail addresses, and phone
numbers.

Some application forms include questions you are expected to answer in complete sen-
tences. The purpose of these questions is to test your ability to communicate clearly in writing;
your knowledge of spelling, punctuation, and grammar rules; and your proofreading skills.
Tips for Completing the Application Form

Keep these suggestions in mind the next time you complete an application form:
• Read the entire application before completing it so that you know what
information is requested.
• Use black ink, because it photocopies better than blue ink.
• Type the form, if possible; otherwise, use your neatest printing.
• Double-check your answers to be sure all the dates match the dates on your résumé.
• If the form asks for “Salary Desired” or “Salary Requirement,” never include
a figure; answer “Open” or “Negotiable.” The job interview is the appropriate
time and place to discuss salary.
• Don’t leave anything blank. If the category does not apply, write “N/A” or put
a line in the blank to show that you read the question. The only exception to
this would be if the answer is very negative and you believe it might eliminate
you from consideration for the position. In that case, leave the answer blank
and be prepared to discuss it in the job interview.
• Avoid stating a negative reason for leaving a job. Use reasons such as better
job opportunity, career advancement, return to school, and summer or sea-
sonal job. Obviously, negative reasons will reflect poorly on you.
The Signature
Application forms have a place at the end for your signature. A paragraph above the sig-
nature line often states that the information you have put on the application is true and
accurate to the best of your knowledge. You are expected to sign that statement. If you lie
or significantly misrepresent yourself on an application form and the employer finds out,
the employer has a legal right to terminate you—even if you are doing a good job.
Remember that your application form becomes part of your permanent record at
your company.
Your application letter and résumé have been submitted to potential employers.
What can keep you from getting an interview?
Reasons for Not Getting an Interview

H
ere are some reasons that applicants may not receive a request for a
Teaching Tip
job interview: Résumé stationery with
• The job has already been filled. attractive borders can be
purchased at office supply
• Other job applicants were more qualified or did a better job of pre- stores.
senting themselves to recruiters.
• Recruiters reacted negatively to a generic or template-generated résumé.
• Applicant lacked related work experience or internships.
• Résumé was submitted without an application letter.
• Application letter and résumé lacked eye appeal or were submitted
using a small or fancy font that was hard to read.
• Application letter and résumé were too brief to communicate the rea-
sons the applicant should be moved to the top of the applicant pool.

• Application letter and résumé lacked organization, making them hard
to follow.
• Résumé lacked action words, details, or specific accomplishments in
the job experience section.
• Application letter did not relate significant qualifications mentioned
on the résumé to the position requirements.
• Résumé was too long. Usually, a one-page résumé for a new college
graduate is sufficient unless the person has extensive, position-related
experience.
• Contact information for the applicant or for people listed as refer-
ences was incomplete, incorrect, or not current.
• Résumé experience section listed frequent job changes, possibly indi-
cating that the applicant would not stay long in a new position.
• Misspelled words, grammatical errors, along with poor letter and résumé
formatting caused a negative reaction or rejection from the recruiter.
• Applicant did not respond quickly to the recruiter’s e-mail or phone call,
which could be interpreted as disinterest or a potentially poor work habit.
• Some submitted information has been deemed to be fabricated or
exaggerated.
• Review of social media or publicly available background information
indicated that applicant would not fit the organization.

Review of Key Terms
1. What is the purpose of an application letter? An application letter shows the
connection between your qualifications and those specified for the available position.
It is intended to highlight your most important qualifications and to persuade the
employer to grant you an interview.
2. What are some tips to follow when completing an application form?
Read the entire form first. If possible, complete it at home. Use black ink. Make sure
that what is on the application is consistent with what is on your résumé. Make sure
you have not left anything blank, and check your spelling.
Editing Practice
Grammar Alert! Check the following sentences for any errors in the use of pronouns.
Write OK if the sentence is correct. Strike through any incorrect word and write the
correct word in the space provided.
3. Are you going to give your expense report to Gordon or I?
Replace I with me.

4. With who did you have your appointment? Replace who with whom.
5. Mr. Willis stated that it was the operator and them who made the shipping
error. Replace them with they.
6. The article was written by she last summer. Replace she with her.
7. Lori and him volunteered to work overtime during inventory.
Replace him with he.
Finding Employment
8. From the “Help Wanted” advertisements in your local newspaper or from
websites of local companies, select a position that appeals to you and for
which you are qualified or will be upon graduation. Write an application letter
answering the advertisement, and enclose a résumé targeted specifically for
this job. Student letters will vary. Students should follow the format shown in the
application letter in this section.
9. As a team, complete an Internet search for sites that advertise job openings.
Select two or three companies that interest you. Then, make a
list of current listings and the qualifications needed for those
openings, and find out if the companies accept online applica-
tions. Compose a short presentation for your class, and share
the URLs of these companies. Results will vary.
Discussion Point
10. Interviewers often read the application letter before looking at the résumé.
What can you do to ensure that your application letter and résumé get you
an interview? In the application letter, you should state which position you are
interested in and mention how you found out about the opening. Show how your
skills, experience, and education are a perfect match for the position. If possible,
refer to the résumé to get the interviewer to look at it.
11. In addition to eliciting specific requested information, what does an
application form communicate about you to a prospective employer?
An application form can be used to show that you know how to follow directions and
to show how detail-oriented and neat you are.


Section 15.4
SECTION LEARNING
OUTCOMES
Employment Portfolio
• Determine the appropriate con-
Portfolios are folders or notebooks that contain evidence and ex-
tents for an employment portfolio.
amples of your achievements, skills, and qualifications. A résumé
• Introduce your portfolio during the and a list of references form the basis of the portfolio, but your
job interview. creativity and your prospective employment position determine the
contents of your portfolio. For example, teachers might include les-
son plans and pictures of bulletin-board displays. Sales represen-
tatives might include pictures, scripts, or links to videos of mock
sales presentations they have developed. Administrative assistants
W H Y I T ’ S I M P O R TA N T might include spreadsheets and examples of correspondence they
Portfolios are gaining in popularity and have prepared. Medical personnel might include copies of their li-
acceptance in the job search arena. censes and certificates.
Every item in your portfolio should be of high quality. Use
For many years, artists, models, and color where appropriate. Start with an attractive binder. Docu-
advertising associates have used ments, such as your résumé, transcripts, and certificates, should be
portfolios to display examples of their placed in plastic sheet protectors—never laminate them.
work during job interviews. Prospective The following items could be included in a portfolio, if
employees in other fields have noted applicable:
the value of this method and are using • Title page. You may want to include a picture of your col-
it, too. lege to make the portfolio more attractive.
• Divider pages with labeled tabs.
• Résumé.
• List of references.
KEY TERM • Copies of attendance awards, certificates, and diplomas.
• portfolios • Transcript of grades, if your grades were good.
• Perfect-attendance awards.
• Software examples created in class.
• Document examples (nonconfidential) from a job or
internship.
• Research reports completed in class or on the job.
• Projects completed as part of a team.
• Slide miniatures from a PowerPoint presentation.
• A graded project that has a top grade.
• A list of links to YouTube videos (if appropriate) that
demonstrate your job skills.
• Anything else that will serve as “proof” of your ability.
Presenting Your Portfolio

Your interview time with a potential employer is limited, so man-
age your portfolio presentation well. You may have to narrate the
discussion as you present your portfolio items to the employer. Be
prepared to have only one or two concise comments about each
page you show. Plan what you will say to complement your inter-
view, not monopolize it.
598
It is important for you to tell the employer at the beginning of the interview that Teaching Tip
you have your portfolio with you and will speak about it later in the interview. This Creating a Portfolio—Ask
alerts the interviewer that you are well prepared. The initial stage of the interview students to identify items
is the time for general discussion about the company, your career interests, and the they could place in a
type of position available. Once these topics have been covered, the interviewer will portfolio to demonstrate
get into more specific questions about your experience and your qualifications for their accomplishments
and skills.
the job. This is the time to bring your portfolio forward. Use it to illustrate how you
have already applied the skills you say you have. For example, when you are asked
about your experience and skills, answer first by describing your skills and experience oops!
and saying that you have some examples that demonstrate your accomplishments
and abilities. Application Letter
Find the right time to introduce your portfolio during a job interview. Few inter-
She sent out her
viewers will ask to see your portfolio; they expect you to present it to them. Below are
ways to introduce it. applicator letter and
résumé today.
(Application is the correct
When Discussing Your Educational or Work Background
word, not applicator.)
You might reply: “I learned a great deal at Southern Community College about how to
prepare professional-looking documents in a timely manner. I’ve brought my portfolio
with some samples of what I learned. Would you like to look at it?”
When Answering Specific Questions About Your

Computer Skills
You might say as you open your portfolio to the appropriate section: “Here’s a Employability
PowerPoint presentation I prepared for my supervisor. I enjoy working with presenta- Skills
tion software.”
Writing
When You Have an Opportunity to Ask Questions Often the first two things
If you have not found an opportunity during the interview to present your portfolio, you an employer judges an
can do it as the interviewer asks if you have any questions. After your questions, you applicant by are the cover
could say: “I’m very interested in this position, and I believe I have the qualifications letter and the résumé.
you are looking for. Would you like to look at my portfolio and see the kinds of work Proofread them carefully
I’m capable of doing?”
to make sure you used
correct grammar and
When You Are Asked to Take a Test or Complete spelling. Mistakes in your
Additional Paperwork cover letter or résumé can
If the interviewer asks you to take tests or to complete additional paperwork, say: cost you the job.
“Would you like to look at my portfolio while I’m taking the test?”

Review of Key Terms
1. What is a portfolio? How can portfolios help you in a job interview?
A portfolio is a collection of evidence and examples that highlight your achievements
and skills. Portfolios are helpful because they contain everything you may need for
a job all in one place, they allow the interviewer to see examples of your work, and
they are an expression of your creativity.
Section 15.4 Employment Portfolio 599

Editing Practice
Vocabulary Alert! Choose the word that correctly completes each of the following
sentences.
2. Alicia attended a seminar for patients that helps them improve their (moral/
morale). morale
3. After falling down the stairs, Larry required (minor/miner) surgery on his
ankle. minor
4. I wanted to print my résumé on high-quality (stationary/stationery).

stationery
5. Alex complained that the conference was a (waste/waist) of time.

waste
Starting a Portfolio
6. Make a list of some items you can include in your work portfolio. Then,
begin to collect these items, making sure that everything looks professional.
Write a summary about what you will include in your portfolio, and submit
it to your instructor. Responses
will vary. Encourage students to keep their lists and
their portfolios current.

7. Meet with your team and review your lists of items to include in your individual
portfolios. Team members may have suggestions that have not occurred to you.
Discuss ways in which you can make your portfolio more attractive. Visit
an office supply store and see what is available to help you make a profes-
sional-looking portfolio. If you know someone who already
has a portfolio, ask if he or she would visit your class to share
ideas and provide suggestions. This time should be spent as a
workshop, allowing students to explore different ideas and providing
them with time to begin to build their portfolios.

Discussion Point
8. What are some items that can be placed in a portfolio? What specific
items would you add that are not listed in the text? Résumé,
references,
diplomas or certificates, awards, software examples, document examples,
newspaper articles, photographs. Responses will vary. Write student suggestions
on the board.

9. When should you present your portfolio to the interviewer? Should you let
your portfolio do the talking, or should you provide narration as the
interviewer flips through the pages? You should choose the right moment. It
could be when discussing education or when answering specific questions about
your skills. Some interviewers will want you to provide narration; others will want to
see the portfolio without editorial comment. You will have to decide how to proceed
based on each specific interview situation.

10. Ask students to draft their personal business cards.
Answers will vary.

Tech Quest
Look at the websites of three companies within 100 miles of your college. For each
company, list the following information:
1. Name and location of the company.
2. Up to five available positions.
3. The job that most closely matches your qualifications.
4. Any additional courses you need to take to help you qualify for the position.
5. The availability of internships at the company.
6. The internship arrangement—paid or not paid.
Answers will vary.

©
Section 15.4 Employment Portfolio 601

Chapter 16
Interviewing and
Employment Issues
Section 16.1
Preparing for the
Interview
Section 16.2
Interviews and
Interview Questions
Section 16.3
Communication Skills
During the Interview
Section 16.4
After the Interview
Section 16.5
Requesting a Promotion ©Nich White and Fiona Jackson-Downes/Cultura/Getty Images
or a Compensation
Increase CHAPTER LEARNING OUTCOMES
Section 16.6 When you have completed this chapter, you should be able to:
Keeping and Leaving • Prepare for several types of interviews.
Positions • Use your communication skills effectively during a job interview.
• Write other employment-related communications.
Workplace
Connection
It’s important to know and
practice good interview
skills so that you get a job
that matches your skills
with the requirements of
the job. Because you will
spend many of your wak-
ing hours at work, finding
the right job is a key com-
ponent of your happiness
and well-being.
602
Section 16.1
Preparing for the SECTION LEARNING

OUTCOMES
Interview When you have completed Section 16.1,
• Name two goals of an employment
interview.
• Prepare questions to ask the
An employment interview is a formal conversation to evaluate the
qualifications of a prospective employee. The job interview is a critical interviewer.
factor in determining whether or not a person is hired. For this reason, • Write your elevator speech.
you should be well prepared for each interview in which you partici-
pate. No matter how impressive your background, your résumé, and • Identify the three employment
your application letter, you may not be hired if you cannot “sell” your- interview methods.
self when you meet a prospective employer face-to-face. In Chapter 15,
you learned that résumés, application letters, and personal business
cards are the first phase in marketing yourself to potential employers.
The interview is the second phase of the marketing process.
During an interview, you have an opportunity to sell yourself. Your
responses to questions, your descriptions of experiences and activities,
your explanations of procedures and methods—all contribute to the in- W H Y I T ’ S I M P O R TA N T
terviewer’s impression of you. Therefore, you must prepare thoroughly.
The job interview is always a critical
Remember the Goal of the Interview factor in determining whether or not
a person is hired. For that reason, it is
Remember that your goal is twofold: first, to sell yourself; second,
to find out if the job fits your qualifications and your career plans.
essential for you to be well prepared
for each interview in which you
participate.
Preparation for Interviews
Although you were not aware of it at the time, you began preparing
for a job interview some time ago. You chose the type of work you
wanted to do; then you acquired the education and training neces- KEY TERMS
sary for your chosen career. Subsequently, you targeted prospec-
tive employers, prepared your résumé and list of references, wrote • employment interview
an application letter, purchased your personal business cards, and • salary
seized the opportunity for an interview.
Some interview basics are common to all interviews. Note that • benefits
this preparation does not begin one month before graduation. It • career fair interview
should begin with your freshman year and continue through gradu-
ation. Some basic information follows: • digital interview
• traditional interview
Basic Interview Preparation • elevator speech
Maintain a high academic performance level.
Teaching Tip
• Accept invitations for induction into honor societies.
Preparing for the Job
• Establish yourself as a leader in campus organizations, Search—By now, students
team sports, or other group activities. probably realize the
• Use social media in a responsible way. complexity of the job
search process. Stress that
• Avoid traffic tickets or other actions that could cloud
preparing for an interview
your record. will take much time and
• Be engaged with your community through volunteer work. effort.
603
• Have verifiable work experience or a supervised internship.
KEY POINT • Excel in job performance if you are employed or have an internship.
Elevator speeches • Research potential employers, and be familiar with the information on their
are 45 to 75 word, websites.
memorized statements • Prepare and update your professional résumé, reference list, and portfolio.
about yourself. • Portfolios, often used as ice breakers, highlight academic, personal, and work
achievements.
• Proofread job-search documents, correcting content and mechanical errors.
• Design and purchase personal business cards (see Chapter 15).
• Write, practice, and memorize your elevator speech (discussed later in this chapter).
• Interviews have evolved over time, which makes preparation somewhat differ-
ent. In Chapter 15, you learned about personal business cards. In this chapter,
you will learn about another relatively new concept, elevator speeches.
Elevator Speeches
An elevator speech, somewhat like a commercial, is a brief, memorized description of
yourself. Elevator speeches are usually 45 to 75 words that can be delivered in 30 to 45
seconds. The two main uses of the elevator speeches are when you are introducing your-
self to a potential employer or as a response to this statement by a recruiter: “Tell me about
yourself.” The term elevator speech originated because the length of your speech should
take no longer than a quick ride from the first to the tenth floor. Elevator speeches should
let recruiters know your skills, strengths, and desired position that you want. Your elevator
speech should be prepared and well-rehearsed to enable you to reel off the information
quickly without hesitation or filler words like uh. However, be sure to use expression, a
somewhat conversational tone, and eye contact as you deliver your elevator speech.
Here is an example of an elevator speech.
Hello. My name is Jillian Hart. I am eager to fill the paralegal needs of a modern
law office. I am skilled in legal research and can draft contracts, wills, and
similar documents. I have experience with Microsoft Office and HTML5. These
skills will let me file documents electronically and update your firm’s website.
Elevator speeches and personal business cards demonstrate that you are prepared
for an interview. Think of your personal business card as a mini résumé, listing the most
important information from your résumé. Following is a personal business card that is
coordinated with the elevator speech in the previous paragraph:
Jillian Hart
Searching for Paralegal Position
A.A.S. in Paralegal Technology
North Carolina Certified Paralegal
Certified in Microsoft Word and PowerPoint
Certified Notary
jillhart@carolinacity.com 704-555-2121 (cell)
Box 21323, Shelby, North Carolina 28150
604 Chapter Sixteen Interviewing and Employment Issues

Three Basic Interview Methods Teaching Tip
Always Be Prepared—You
There are three basic interview methods and some basic information for each one: should always have your
personal business cards
Traditional Interviews with you in case there is an
opportunity to leave one
Traditional interviews are usually conducted at your potential place of employment.
with someone you meet
The Basics: Be on time, well rested, dressed appropriately, and prepared. Be cordial with casually.
everyone you meet. Take a copy of your portfolio and an adequate number of résumés,
reference lists, pens, and personal business cards. Be prepared to present your elevator
speech without hesitation.
KEY POINT
Career Fair Interviews Traditional interviews,
Career fair interviews can be on your campus or at a civic meeting room that can pro- career fair interviews,
vide adequate space for students from many schools plus other job-seekers to meet
and digital interviews are
with potential employers. Recruiters may be searching for interns, temporary help, or
permanent employees. For many recruiters, career fairs are used to screen for applicants the three basic interview
with potential. Students should strive to impress, hoping that they will get a traditional methods.
interview later. Career fair interviews sometimes last three minutes or less, depending
on the number of applicants.
The Basics: Secure a list of employer participants for the career fair. Prioritize the com-
panies with positions that match your qualifications. Being early in line will let you get
to your first choice as soon as the doors are opened for interviews. You may use your
“elevator” speech to introduce yourself. Present your business card as you are introducing
yourself or as you are leaving. Your business card will help recruiters remember you and
know how to contact you. Take an adequate number of business cards, résumés, reference
lists, and portfolios in a professional binder. Note that you may not have time to use your
portfolio at a career fair interview.
Digital Interviews
Digital interviews, using some type of meeting software, can be completed from the
potential employee’s home, university, or other location that has Internet access. Some-
times an applicant’s first interview is a digital screening interview with a face-to-face
interview or a second digital interview arranged for a later date. Digital interviews save
the expense of having several candidates travel to the company’s offices.
The Basics: Prevent distractions such as ringing phones and interruptions from family,
friends, and pets. To avoid transmitting a skewed picture of yourself, be sure that you are
sitting at an appropriate height and distance from the computer camera and that you have
direct eye contact with it. Check the camera angle issue before your digital interview, mak-
ing certain that you are projecting the best image of yourself. Make sure that your desk
and the areas around and behind you are uncluttered. Have a pen, pad, and résumé nearby
in case you need them. You should dress professionally.
More Details on Interview Preparation

As you can easily see, the job search process is complex. Several aspects of preparation
need more discussion.
Research the Prospective Employer

Conduct some research on your prospective employer. Find out about the company’s
products, services, and history. Knowing something about the organization will help
you decide whether it is a place where you would like to work.
Having this background knowledge will also help you effectively and convincingly
answer the often-asked question, “Why are you interested in employment with our com-
pany?” Your answer will demonstrate that you know something about the company.
“I have always been interested in investments, and I know that your company is one of
Section 16.1 Preparing for the Interview 605

the leading investment firms in this area.” Or “I am interested in the health care field
KEY POINT and understand that your recent merger with a regional facility will make many new
medical specialties available in this area.”
To prepare mentally for an
Most employers agree that thoroughly researching the employer’s company is one
interview: of the most important things you can do to prepare for an interview. Follow these guide-
1. R emember the goal lines when researching a company:
of the interview • Speak with the person who referred you to the organization or with an
2. R esearch the employee of the organization to find out the information you need.
prospective • Contact the career services center at your school for tips on researching a
employer company.
3. Prepare questions to • Explore the Internet for information about the company or organization.
ask the interviewer Many companies have a website that provides background information about
4. Know your strengths the company, including the type of business and a description of its products
and services.
and weaknesses
5. A nticipate questions • Search print or computerized databases in the library for information about
local, national, or international companies. Some of these databases are
6. B ecome
online.
knowledgeable
Remember that print media may not be current. Always check the date of the
about industry information to see if it is up to date.
trends and current When researching an organization, find answers to as many of the following
events questions as possible:
• How long has the company been in business?
• Is the company publicly or privately owned?
• Is the company a subsidiary or a division?
• What services and products does the company offer?
• How many people does the company employ?
• Who are the company’s competitors in the industry?
• Has the company shown a certain pattern of growth in the past 10 to
20 years?
• What are the company’s annual sales?
Employability • What are the company’s assets and earnings for the previous year?
Skills • Does the firm have divisions and subdivisions?
• Are there offices in more than one state?
Acquiring and • What vision does the company have for new products and services?
Evaluating Data • Are there any international operations? Does the company have plans for
One way to prepare for an expansion into other countries?
interview is by discovering
After researching the company, you can tell the interviewer what you can do to
how the company started, help the company. Also, you are better able to describe how your qualifications match
its goals, and the people company needs. Integrating this information into the interview can help you get a job
involved. Evaluate the com- offer.
pany’s website and see if
its goals align with yours.
Prepare Questions to Ask the Interviewer
Then, be ready to share
During an interview, you will be asked many questions designed to help the em-
how you can be of benefit
ployer find out about your specific skills and qualifications for the job. Remember:
to the company with your The interview is also your opportunity to find out more about the company. Prepare
skills and experience. a printed list of questions you would like to ask, and take the list with you to the
interview.

Research-Related Questions. Researching a company will help you prepare intelli-
gent questions to ask the interviewer. Here are some examples:
Digital
• I read that your company exports products to South America. What Data
percentage of your products are shipped abroad?
• I know that your company has eight branch offices. Which office is Increase Your
experiencing the most growth?
Chances of Getting
Hired
Job-Related Questions. After you are comfortably into the interview, plan to ask Thoroughly research
some questions related to the prospective job. Questions you might ask the interviewer
the company you are
include:
interviewing with before
• What type of person does best in your company? the interview. Review the
• What would my primary duties be? How will these change in the company’s website, read
future?
articles that highlight the
• How will my work in this position fit into the whole operation of your company in business pub-
company?
lications, and be informed
• Do you offer training for your employees?
about its business prac-
• What are the opportunities for advancement? tices. The more prepared
• Would travel be required for this position? and informed you are
• What is your company’s dress code? about the company, the
• What is the most difficult part of the job? better you will perform dur-
• Whom would I be working with, and what does he or she do? ing the interview and the
• How will my work be evaluated, and how often? more you will increase your
• Why was this position created? chances of getting hired.
• Are internal candidates being considered for this position?
• How soon will the decision for this position be made?
KEY POINT
Questions About Salary and Benefits. After you are offered the position, the inter-
viewer will probably begin a discussion on salary and fringe benefits. If not, it is permis- Prepare questions about
sible to ask questions that deal with salary, benefits, vacation, or job security. If you ask the company and the posi-
these questions too early in the interview or before the position is offered to you, an tion based on information
employer may interpret them as self-centered questions that reveal that you are more in the job posting and
concerned about yourself than you are about what you can offer the company. Many
on your research of the
employers do not reveal salary-related information until a job offer is on the table. Sal-
ary is fixed compensation paid regularly for services. Benefits are payments or services company.
provided through an annuity, pension plan, or insurance policy. Holidays, sick leave,
and vacation days are also considered benefits.
Examples of salary and benefit questions follow: Teaching Tip
• Does the company provide training and additional education for The Salary Question—
Tell students that some
mployees who want to develop their skills?
e
employers will not reveal
• What health insurance benefits do you provide for employees? the salary until they make a
• What is the salary for this position? job offer.
Sometimes, a job applicant knows the salary offered for a position before the interview. Teaching Tip
However, if you do not know the salary, you should ask about the salary after you have Oral Interview Practice—
been offered the job. The best time to negotiate for salary and benefits is after you have As part of a class session,
been offered the job. ask students to respond
Listen closely during the job interview and take notes. You do not want to ask a orally to potential interview
question that was answered earlier in the interview. questions.

Teaching Tip Know Your Strengths and Weaknesses
Mock Interviews—Invite
As a job applicant, you are a sales representative, and the product you are selling is you!
professionals to visit your
class and conduct mock
Preparing a résumé gives you an excellent opportunity to communicate what your best
interviews. Videotape the features are—to emphasize your strengths and to present your education, experience,
interviews so that they can special interests, and skills in a way that makes you a strong candidate for the job. You
be critiqued. should know your qualifications so well that you can communicate them orally without
hesitation.
oops! Anticipate Questions

Asking Intelligent Anticipate questions that the interviewer may ask about your education, work experi-
Questions ence, and personal qualities. Interview questions are discussed in the next section. You
should practice answering these questions out loud to prepare for the actual interview.
Researching information Ways to practice include (1) make a video of your questions and answers and then
about a company will evaluate your responses and (2) watch your facial expressions and eye contact by an-
help prepare you to ask swering the questions as you sit in front of a mirror. The best way to practice is to have
inteligent questions during a friend or family member ask you interview questions and video the mock interview.
the interview. The video will help you detect any detracting mannerisms that you may have. Review-
ing a mock interview is easy to do with an iPod, an iPad, or a cell phone that has video
(Intelligent is the correct capabilities.
spelling, not inteligent.)
Become Knowledgeable About Industry Trends

and Current Events
Acquire a working knowledge of trends and issues in the industry in which the company
does business. Also, keep up to date about local and national current events. Read a
Going Global newspaper (online or hard copy) from the town where you are interviewing to learn
about important local issues. You may get a chance to impress your interviewer by being
International Attire aware of local current events. Such knowledge demonstrates interest in the business
and the community plus your thoroughness in preparing for the interview. You can also
How people dress profes- learn about civic, cultural, religious, and entertainment opportunities from the local
sionally varies from culture newspaper.
to culture. When visiting
a foreign country, find
out what everyone else Interview
is wearing and dress ap- Make sure you have the information and materials you need to keep your appointment
propriately. In many coun- for an interview and to do well.
tries, people dress more
formally than the people Confirm Your Appointment
in the United States dress. If your interview is more than a week ahead, call a day or two before the interview, or
Casual attire is not appro- send a brief e-mail a few days beforehand, to confirm the appointment time, date, and
priate in many situations. place.
Generally, conservative at- Thank you for the opportunity to interview for the paralegal position with
tire is appropriate in most Grant and Jennings, Inc. I look forward to meeting with you on Tuesday,
settings. April 19, at 10:30 a.m., in your State Street offices.
Get Directions to the Interview Site

Ask for directions to the interview site. If you are taking public transportation, double-
check the departure and arrival times. If you are unfamiliar with the interview city or
town, get a map of that city and study it. Use a GPS system if available, but do not rely
on it entirely. Sometimes you can find good driving instructions and street maps on the
Internet. If possible, drive to the interview site the day before the interview to determine
the travel time, route, and exact location of the building. Make sure you have enough
gas and money for the trip.

Identify Items to Take Teaching Tip
Ask students to find
Take the following items to an interview:
directions from their school
• Two black ballpoint pens. to a business in a city about
90 miles away by using
• A professional-looking binder with a letter-size pad of paper.
Google Maps, Map Quest,
• Three or four copies of your résumé, list of references, and personal business or a similar website. Check
cards, placed in the professional-looking binder. Often, you will interview with the mileage between the
more than one person, and each interviewer may not have a copy of your two points, estimated
résumé. You can also use a copy of your résumé as a reference in completing travel time, and the driving
a job application form. directions. Many times
these websites disagree,
• A portfolio, if appropriate, that contains documents or projects you prepared and this is something that
that demonstrate your knowledge and qualifications. students need to know.
• A list of questions to ask the interviewer. You should not read the list to the Directions on a company
interviewer but have it available to refresh your memory. Review the list while website are usually accurate.
waiting for your appointment.
KEY POINT
Get a Good Night’s Sleep To prepare physically for
Get eight to ten hours of sleep the night before the interview. Being sharp for the inter- an interview:
view will boost your energy level and help you answer questions clearly. 1. Confirm your
appointment.
Read a Local Newspaper 2. Get directions to the
Sometimes an interviewer might mention some interesting community event that had interview site.
been prominent in the news. Just commenting that you saw the article could make you 3. Identify items to take.
look prepared for the interview. Reading the local newspaper can provide information 4. Get a good night’s
about apartments and entertainment, as well as religious and cultural opportunities. sleep.

Review of Key Terms
1. Compose and print your elevator speech, limiting it to 75 words.
Responses
will vary.

2. What may happen if you ask questions about salary too early in an Teaching Tip
interview? Employers may interpret questions asked about salary too early in an After students complete
Question #1, ask them
interview as self-centered questions that reveal that you’re more concerned about
to exchange elevator
yourself than you are about what you can offer the company. speeches with several
different students for
Editing Practice suggestions. After students
have revised their elevator
Call an Editor! Correct any errors in the following sentences. speeches, ask them to
3. The messengers bicycles should not be parked in this area. messengers’ memorize them. At the
beginning and end of
4. Please continue on until you finish. continue until (Omit on.) the next few classes, ask
several students to stand
5. Complete your questionaire and your assingment before you leave. and deliver their elevator
questionnaire, assignment speeches (without notes).
Encourage them to use
6. This months menu was given to Porter and I this week. expression.
month’s menu, Porter and me

Thinking Critically
7. Prepare written answers to each of the following questions, which are likely
to come up during an employment interview.
• What are your job goals for the next five-year period?
• What are your strengths?
• What mistake have you made, and how did you correct it?
• Why do you want to work here?
• If I can remember only one thing about you from today’s interview, what
would you want it to be?
• I just interviewed your friend. Why should I hire you instead of your friend?

8. Make an appointment to interview with someone who gives screening in-
terviews at a business or government agency. As a team, prepare a list of
questions to determine what makes some interviews effective while others
fail. Find out what specific behaviors or answers made an
interview ineffective. Determine which strategies made an
interview positive. Write a summary of your findings for your
instructor. Summaries will vary. Consider discussing each team’s
findings to provide examples of good and bad interviewing skills.
Discussion Point
Evaluating Concepts
9. Why is it important to have some background knowledge of the company
you are interviewing with before the interview? How can you obtain
information about a company? If you know something about the organization,
it will help you determine whether you really want to work there. You can learn
about a company by talking to the person who referred you, exploring the Internet,
researching the company in the library, obtaining an annual report from the company,
or contacting the Chamber of Commerce.

10. How can you prepare for an interview? What are some errors that p eople
make during an interview? To prepare for an interview, you should prepare a
résumé, anticipate questions that you may be asked, plan how you will answer
questions, research the company, make sure you know where the interview will
be held, arrive early, and make sure you are well groomed. Some errors people
make during an interview include selling themselves short, arriving late and without
supplies, not knowing the name of the interviewer, and asking about salary and
benefits early in the interview.


Section 16.2
Interviews and Interview SECTION LEARNING

OUTCOMES
Questions When you have completed Section 16.2,
• Describe several types of
interviews.
• Answer interview questions.
The questions you are asked during a job interview will be deter-
mined by the type of interview that you are given. There are several
types of interviews.
Screening Interview Learning about the different types
A screening interview is conducted to determine whether you have of interviews will help you to better
the skills and qualifications for the job. This type of interview may prepare for your meeting. Remember
be conducted over the telephone and may also serve as a prelimi-
nary screening of your communication skills and interpersonal that an interview is an opportunity for
skills. Keep your responses concise; giving too much information you to showcase your abilities.
in a screening interview can hurt you.
One-on-One Interview KEY TERMS

As the label implies, in a one-on-one interview, you will be inter-
viewed by one person only. The interviewer wants to see if you
• screening interview
will fit in with the company and to determine how your skills will • one-on-one interview
benefit the company.
• panel or committee interview
Panel or Committee Interview • group interview
The panel or committee interview is fairly common today as com- • stress interview
panies look for ways to make better hiring decisions. The interview
• unstructured interview
team members usually take turns asking interview questions. When
answering questions, focus your attention on the person who asked • behavioral interview
the question rather than on the whole group. Some applicants feel
• situational interview
that this kind of interview is more stressful than a one-on-one inter-
view because there are more interviewers and the questions can be • informational interview
asked very quickly.
Group Interview oops!

In a group interview, several applicants meet with one or two in-
terviewers. (See Exhibit 16.1.) This type of interview is designed Preventive
to uncover leadership potential among the applicants and to see Preparation
how you interact with others. Walt Disney World uses this type of “What do you make
interview.
here?” Asking this
question during a job
Stress Interview
interview can prevent you
A stress interview is a deliberate attempt to put you under stress
from being considered
to test how you react under pressure. Some techniques used in
stress interviewing are rapidly firing questions at you, placing you for the position because
on the defensive with irritating questions and sarcastic comments, it makes you look
or being silent for a long time after you answer a question. Remain unprepared.
calm during this type of interview.
611
©Digital Vision
Ans 16.1
You should focus your Exhibit 16.1
attention on the person Group Interview
asking the question. Thinking Critically: When you are being interviewed by a team, whom should
you focus your attention on?
Unstructured Interview
An unstructured interview usually consists of one or two broad questions, such as “Will
you please tell me about yourself?” The purpose is to find out if the applicant is wise
enough to focus on his or her qualifications for the job and to find out how good the
applicant’s communication skills are.
Behavioral Interview
In a behavioral interview, the idea is to see how a candidate handled a situation in the past.
The theory is that past behavior is a good predictor of future behavior. The interviewer
uses questions and statements to get applicants to relate specific examples of how they
Employability have successfully used the skills required in the job. An example of a behavioral interview
Skills question is “Tell me about a conflict you had with a co-worker and how you handled it.”
Interpreting and Situational Interview

Communicating A situational interview is similar to a behavioral interview. Instead of being asked to
Information relate past experiences, the applicant is given a situation—for example, “One of your sub-
ordinates has been late three days this week”—and then asked “How would you handle
During an interview, it’s
this situation?”
critical to interpret the
questions carefully and Informational Interview
communicate your answers An informational interview is usually conducted for a group of prospective employees.
thoughtfully. Remember to This type of interview provides information about the company and jobs available.
maintain eye contact and
speak clearly. Employers Interview Questions
look for good interviewing There are literally hundreds of questions you might be asked during the course of an
skills from applicants. interview. The following are examples of possible interview questions you should be
prepared to answer.

Standard Interview Questions
• Why did you select this particular course of study?
• Which of these courses did you like best? Why? Which course did you like
the least? Why?
• Tell me something about your course in communications [or another
subject].
• I see by your application that you worked as an intern at Austin
Accounting for one semester. Describe the work you did. What did you
like most about your job? What did you like least?
• What hobbies or activities do you enjoy in your spare time?
• Were you active in school organizations? Which ones?
• Do you like to write? How would you rate your English skills?
• Tell me about yourself. (This request will give you a chance to emphasize
your best features. Do not discuss your family, marital status, financial
problems, or health problems. This would be a good opportunity to
present your elevator speech.)
• Summarize your college courses and your work experience. (Emphasize
the college courses or work experience that will best support your
qualifications for this job.)
• What are your strongest points? What are your weakest points?
• Tell me why you think you should be hired for this position.
• Describe a situation in which you were successful.
• What do you know about our company?
• Why do you want to work for this company?
• Why did you leave your last position?
• What job would you like to have five years from now?
• Would you be willing to work overtime if necessary?
• Would you be willing to travel?
• Would you be willing to relocate?
• What are your salary requirements?
• Why did you attend your specific university?
Surprise Interview Questions

• If you could be an animal, which animal would you be, and why?
• Give me three words that would describe you.
• What is the worst mistake you ever made, and how did you correct the
mistake?
• What was the last book you read?
• Why do you think manhole covers are round?
Behavioral Interview Questions

• Describe a situation in which you recognized a potential problem as an
opportunity. What did you do?
• What are the key ingredients in building and maintaining successful
business relationships? Give me examples.
• Tell me about a time when you failed to meet a deadline. What happened?
What did you learn?
• Describe a time when you got co-workers or classmates who dislike each
other to work together. How did you do this?
Section 16.2 Interviews and Interview Questions 613

• Give me an example of a time when you set a goal and were able to meet
or achieve it.
• Tell me about a time when you had to go above and beyond the call of
duty in order to get a job done.
• What is your typical way of dealing with conflict? Give me an example.
• Tell me about a recent situation in which you had to deal with a very upset
customer or co-worker.
Your answers to interview questions will help the interviewer assess your
qualifications for the position, determine how quickly you would adjust to the job, and
gauge your potential for growth.
Interviewing Techniques for International Employment

At times, you may need to recognize cultural differences that exist between different
countries so that you can communicate effectively when interviewing with a prospec-
tive employer. The information provided in Exhibit 16.2 is only a general comparison
of some of the differences that may exist between U.S. and international employers. If
you are applying for work in a specific country, you should study that culture prior to
scheduling an interview.
oops! Cultural Differences in the Interview Process

Always Take
Careful Directions In the United States In Some Other Countries
Be sure to get directives
to the interview site. Self-Promotion • Unless presented as part of a
(Directions is the correct • Assertiveness. group activity, citing accomplish-
• Confidence in openly discussing ments and skills is viewed as
word, not directives.)
goals and accomplishments. boastful, self-serving, and too
• Appropriate dress. individualistic.
• Asking employer directly about
status of application is rude.
Directness in Communication • Appearance of criticism must be

• Open and direct responses to avoided to save face.
questions. • Eye contact, especially with
• Eye contact with interviewer and persons of higher status, is
relaxed posture are appropriate. considered disrespectful.
Self-Disclosure • Personal questions about likes,

• Personal descriptions of dislikes, and so on are considered
experiences, hobbies, strengths, an invasion of privacy, and such
weaknesses. matters are discussed only with
• Answers to questions related to close friends and family.
personality (e.g., leadership style,
problem-solving abilities).

These techniques will International Interviewing Techniques
help you make a good Here are some techniques to use when interviewing for a job outside
impression. the United States. Thinking Critically: Why might these techniques be useful?

Review of Key Terms
1. What is the purpose of a screening interview? The purpose of a screening
interview is to determine whether you have the skills and qualifications for the job.

2. Why does a behavioral interview help determine how a candidate
handled a situation in the past? Past behavior is a good predictor of future
behavior.

Editing Practice
Proofreading Alert!
3. Some companies require a written test as part of the interviewing p
rocess.
Proofread the following paragraph. Underline errors and write the correc-
tions in the space provided.
At Laurel electronics, we make sure our customers come first. We r edeem
any costs the consumer may incur for shipping. Due to the fact that many
of our customers shop online, we want them to feel free to order and
return merchandize without worrying about shipping costs. If we do not
accomodate our customers, they will shop elsewhere. A satisfied customer
is a loyal customer. Electronics, reimburse, Because, merchandise,
accommodate

4. Knowing how to answer a question during an interview will decrease your
anxiety. Prepare written answers to each of the following questions or
statements.
• Tell me about yourself.
• Summarize your college courses.
• Summarize your work experience.
• What is your typical way of dealing with a conflict? Give me an example.
Responses will vary. The main points to emphasize about oneself are interest,
aptitude, and special training. College courses mentioned should be pertinent to
the job. Work experience should focus on skills and responsibilities, especially if
the jobs were semiprofessional. Students should highlight how conflicts can be
resolved.

Section 16.2 Interviews and Interview Questions 615

5. Assume your team members are applying for positions at a major airline.
Your team is scheduled for a group interview. Your instructor will be inter-
viewing your team in front of the class. Dress appropriately on your day,
and bring your résumé. Be prepared to show your leadership skills.
Your classmates will decide on the two best applicants
through a secret ballot. Conduct the mock interviews using
some of the questions listed in the text. As you interview, the
class should make notes. Then, have the class cast their ballots,
listing reasons for their choices.

Discussion Point
Making Comparisons
6. Compare a one-on-one interview with a committee interview.
In a one-on-one interview, there is only one person asking the questions. The
questions deal more directly with how you fit into the company and what skills you
have. In a committee interview, there are several people asking questions, which can
be more stressful.

7. Would you be better prepared to answer standard interview questions
or behavioral interview questions during an interview? Explain your
answer. Student responses will vary. Encourage students to explain why they have
a preference and have students suggest tips for answering the questions they prefer.


Section 16.3
Communication Skills SECTION LEARNING

OUTCOMES
During the Interview When you have completed Section 16.3,
• Describe interviewing from the
Essential Principles interviewer’s perspective.
When you arrive at the interview site, give the receptionist your name,
• Make a positive first impression.
the purpose of your visit, and the name of the person you are to see.
While you wait, review your résumé, check your completed applica-
tion form, and skim any literature about the company that may be
available in the reception area. Always convey a professional image. W H Y I T ’ S I M P O R TA N T
Making a positive first impression is
Interviewing—From the Recruiter’s always important when interviewing.
Perspective
Most interviewers have three standard goals for an interview:
• To give the applicant general information about the
company and specific information about the position.
KEY TERM
Sometimes the interviewer will give the applicant printed in- • rapport
formation about the company and a printed job description.
• To establish a positive rapport (relationship) that makes
the interview comfortable for the applicant. A skilled
interviewer will try to put the applicant at ease to
facilitate the interview process. KEY POINT
• To get enough information from the candidate to make Remind students that
a decision about the person’s suitability for employment
recruiters are looking
with the company.
for the whole package.
Potential employees must remember that recruiters can be very se-
Discuss this concept with
lective in hiring because there are many applicants for the limited
number of available jobs. This should be a cue for all students to be students.
very well prepared for interviews. Your elevator speech, personal
business card, and résumé communicate that you are a serious, pre-
pared, and qualified candidate for open positions.
Looking for the Whole Package

Today’s recruiters want the best candidate available for each open
position. They want the “whole package”:
• Applicants should smile, shake hands with the recruiter,
and be enthusiastic.
• Applicants must be dressed and groomed appropriately
for the job interview. Recruiters expect college students
and other applicants to dress like professionals.
• Applicants must be qualified to do the job as shown on
transcripts, résumés, application letters, and subsequently
documented through reference checks.
• Applicants must be able to talk with the recruiter to
convince the recruiter to hire them. Most positions re-
quire employees to interact with other people. Thus, if
617
applicants can talk with the recruiter, they can probably talk with clients and
others they encounter once they are employed.
• Applicants must show an eagerness to learn. Over time, equipment, methods,
and procedures will change. This means that employees must be willing to
change and to learn updated methods. In some cases, employees must take
additional training to be able to perform their current jobs or to be promoted
to new jobs.
• Applicants should be motivated to be successful in their new positions and
communicate this motivation to the recruiter.
Making a Positive First Impression

Most recruiters decide within the first 15 minutes of an interview if they are going to
Teaching Tip invite you back for a second interview. Some recruiters make that decision in less than
Discuss with students the three minutes. Thus, it is extremely important that you make a top-notch first impres-
old adage that you never sion. More helpful information on successful interviews follows in the next few pages.
get a second chance Your punctuality, appearance, and professionalism contribute to the impression you
to make a good first make when meeting new people. Use the following suggestions to create a positive first
impression. impression.
Teaching Tip Dress in a Businesslike Way

Accessorize It is most important to look your best at an employment interview. (See Exhibit 16.3.)
Conservatively—Stress
You should make sure that your hair, nails, and shoes are neat and clean and that
to students that while
accessories are matters of
your breath is fresh. If you have time, take an extra shower before going to an interview
personal taste, sometimes to make you feel good about yourself. Wear clothes that are conservative in color and
an interviewer may have in style. Colors such as blue, green, gray, and brown are appropriate. It is better not to
a personal bias against wear fragrances because so many people are allergic to them. Many professional offices
certain accessories, prohibit the use of fragrances.
resulting in a negative first It is a good idea to cover body piercings and tattoos, because many employers feel
impression of you. that they do not contribute to a professional image. Chewing gum during an interview
Exhibit 16.3
Interview Attire
Your appearance
creates the first
impression your
interviewer has of you.
Which of these three
applicants do you think
will make the best
first impression on an
interviewer?
Ans 16.3
The applicant in the
business suit will make the
best first impression. The
applicant on the right should
put on her suit jacket.
©Digital Vision

is considered extremely negative. Smoking or being around people who are smoking
prior to your interview will cause your clothes to have an odor that may be offensive to KEY POINT
an interviewer.
Do Not Be Late
Appropriate Dress for Men. Men should wear a dark suit (slacks and jacket match) Give yourself plenty of
and a conservative tie with a collared dress shirt buttoned to the neck. Suits are preferred time to get to the inter-
over slacks and sport coats. Dress shoes (black or brown) and dark socks contribute view site. Being delayed
much to the applicant’s professional image. Hair should be a reasonable length, depend- by traffic or weather or
ing on current styles. Men should be neatly shaved; however, if they have beards or
simply getting lost might
mustaches, these should be neat and well groomed. Men should be conservative with
accessories, cover tattoos, and not wear earrings. cause you to be late.
Arriving late will make you
Appropriate Dress for Women. Women should dress professionally by wearing a nice frustrated and increase
pantsuit (pants and jacket match) or a skirted suit (skirt and jacket match). Wearing a
your stress level before
skirted suit is preferred, especially for your first interview. However, sometimes the deci-
sion between pantsuit and skirted suit depends on where you live and the trends in your the interview.
particular area. It may also depend on the level of position that you are pursuing. You
want the interviewer to perceive you as a professional, and a suit definitely contributes
to that image. Women should avoid carrying a purse and should place car keys, cell
phone, and any other essentials in a briefcase with their résumés. Women should dress
conservatively by wearing long sleeves and a blouse that comes almost to the neck. They
should avoid dangling jewelry and limit their rings to one finger per hand.
KEY POINT
Arrive Early
Allow an extra 30 minutes to arrive at the interview site on time and relaxed. Arriving Turn your cell phone off
early is wise, but do not go into the office until 10 minutes before your scheduled ap- before going into the
pointment. Being delayed by traffic or weather problems or simply getting lost could receptionist’s office.
result in your arriving late.
Last-minute traffic delays can cause you to feel frustrated, apprehensive, and
stressed. Call the interviewer if you have traffic problems that will cause you to be late
for your interview. Arriving late for any reason is not good, but the interviewer may still
see you if his or her schedule permits.
Turn Your Cell Phone Off

Your cell phone should be turned off and placed in your briefcase before you go into the
receptionist’s office. Having a cell phone ring during an interview interrupts the conversa-
tion and definitely could be a deal breaker. The interviewer may think that your cell phone
is more important to you than your interview and that you will be having interrupting cell
phone calls during work.
Employability
Check Your Appearance Skills
Before going into the reception area for the interview, visit the restroom and make sure
that your hair is neat and your clothes are fastened. Women should check their makeup, Organizing
and men should make sure their ties are straight. Information
Demonstrate Your Self-Confidence If you have an organized
portfolio, you can have
The impression you make when you first walk into the room will very likely influence
the interviewer’s attitude toward you throughout the entire interview. Stand up straight, an advantage over an
smile, and project self-confidence. Preparing yourself, as outlined in this chapter, is the applicant who does
key to building self- confidence. Remember to be cordial with everyone you meet. Re- not. Be prepared for an
cruiters often ask receptionists and others who casually meet you for their impressions. interview by having all
your materials in order
Beginning the Interview and ready to show to the
When you are being ushered into the interviewer’s office, try to be relaxed—but interviewer.
not casual or arrogant—and to look pleasant. Greet your interviewer with a firm
Section 16.3 Communication Skills During the Interview 619

handshake, a smile, and good eye contact. Introduce yourself, and express your in-
terest in employment with the company. Seat yourself only when you are invited to
do so.
Keep with you the materials you have brought. Don’t place anything on the inter-
viewer’s desk unless you are invited to do so. When asked about your education and
work experience, say something like this: “Here is my résumé, which summarizes that
information. I also have completed the application form.” Hand both to the interviewer,
and then begin elaborating on your education and work experience.
Follow the interviewer’s lead. You will know at once whether the interviewer is going
to ask most of the questions or whether he or she prefers that you take the initiative.
During the Interview

oops! During the interview, conduct yourself in a professional manner. Follow these
suggestions:
Embarrassing and
• Be attentive and speak clearly. Face the interviewer directly and speak to him
Inappropriate or her. It is fine to shift your gaze occasionally, but don’t stare at the floor or
Darla was in a job out the window while either of you is talking. It is okay to take a few notes
interview, and she forgot on details. However, don’t take so many notes that you are writing more than
listening.
to turn off her cell phone.
She was embarrassed
• Speak slowly and enunciate carefully. Give your answers and statements in a
straightforward manner; show that you have thought them through and that
when it blared its you can speak with precision. For example, if the interviewer states, “I see you
obnoxious ring tone have had one course in accounting; did you like it?” it is not enough simply to
during the interview. say “Yes.” You might add, “I enjoyed the course very much, and I plan to take
more accounting in evening school.”
• Be specific and honest about your qualifications. For example, “One of the
most challenging tasks in my internship was handling customers’ special re-
Teaching Tip quests. It wasn’t always easy to meet their requests because we had so many
Handling Cold or Hot clients, but I was successful and learned much from the experience.”
Hands—If a student’s • When asked about your achievements or experiences, show the interviewer
hands get cold before appropriate items from your portfolio.
interviews, suggest running
• Be objective when you must explain why you left a previous position. If you
warm water over the hands
just prior to going into the
make negative comments about the people or the company policies of former
interview. If clammy hands employers, you may give the impression that you are a complainer. Say some-
are a problem, suggest thing like “I had learned much from working at Donavan’s Hardware Store.
running cold water over With this experience and recent additional coursework, I wanted to seek more
the hands. You can also opportunity and responsibility.”
suggest that the student • When you are asked about your strengths, respond by identifying your
carry a handkerchief in strongest point without bragging about it. “I am very task-oriented and work
a suit pocket to wipe
diligently until the project is completed.”
moisture from the hands.
• When asked about your biggest weakness, answer the question truthfully and
positively. “I’m a perfectionist and always want my work to be the best that
Teaching Tip I can do. I realize that this sometimes results in minor delays; however, I’m
Hasty Salting—Tell working on being more conscious of deadlines. I am now able to complete
students that if their a project on schedule, doing the best job I possibly can within the time and
interview is conducted with the resources I’ve been given.”
over a meal, they should If you are asked about leisure activities, mention interests that involve either physi-
not salt their food
cal energy or mental capabilities. Good answers would include jogging, playing ten-
without tasting it first. An
nis, reading, playing chess, and working on your computer. Avoid giving poor answers
interviewer may interpret
that action to mean the such as watching television, shopping, playing computer games, and sleeping. Develop
applicant is impulsive and constructive leisure activities, because many interviewers ask about leisure activities
makes decisions without to find out if you have initiative. Get involved with volunteer work and service to your
getting the facts. community.

Relax and smile occasionally. Remember: The interviewer needs someone to fill an
open position and is just as eager to make a decision in your favor as you are to get the KEY POINT
job. Avoid nervous habits such as brushing lint off clothing, fussing with hair, toying
Usually, the interviewer
with an object such as a pen or a paper clip, or putting your hand to your face. Give your
full attention to the interviewer. will direct the proceed-
Avoid the temptation to read materials on the interviewer’s desk. He or she would ings. Be relaxed and
likely view you as being nosy and unprofessional. follow his or her lead.
If your interview involves dining, follow the lead of your interviewer. Ask for sug-
gestions on menu items, but do not order the most expensive meal. Avoid foods such as
spaghetti that are messy to eat. Let your interviewer begin eating first. Enjoy your meal,
but remember that you are still under scrutiny. Be sure to thank the interviewer for your
meal.
Ending the Interview Employability

The interviewer generally will let you know when the interview is over. The usual signal Skills
is that he or she stands up. As soon as the interviewer rises, you should do so also. The
exchange that takes place might be something like the following: Exercising
Interviewer (rising): I enjoyed meeting and talking with you. Leadership
Applicant (rising): Thank you, Ms. Alyman. I enjoyed meeting you and Good leadership qualities
appreciate the interview with your company. are important to employ-
Interviewer: We have your contact information, and we will let you ers. During an interview, it
know just as soon as we have reached a decision. is crucial to demonstrate
Applicant: Thank you. I will look forward to hearing from you. your ability to lead oth-
Interviewer: Good-bye. ers, your ability to com-
Applicant: Good-bye. municate ideas, and your
Leave quickly, and thank the receptionist as you depart. exceptional responsibility
After an interview, use the checklist on page 622 to evaluate your progress. When skills.
you go home after an interview, write down all the questions you can remember
and what your responses were. This will help you remember your conversation with
the employer in case any questions arise about what was communicated during the
interview.
Always send a thank-you letter immediately after an interview—in fact, on the same
day if possible. If you are interested in the job, the letter will jog the employer’s mind
about you as an applicant and will relate your interest in the job. If you are not interested
in the job, still send a thank-you letter for the time the employer spent with you. A few
years from now, you may want to work for that employer, and you would not want to
have created a negative first impression of your professionalism.
Reasons for Not Being Invited for a Second Interview

Of course, applicants are always disappointed when they are not invited back for a sec-
ond interview. Here are some reasons that applicants may have not received a second
interview request. Be sure to evaluate each interview and learn from the things that you
could do better next time.
• Applicant did not follow up with a note of appreciation for the first
interview.
• Applicant could not engage in an informational conversation with the
recruiter.
• Applicant was more interested in salary and benefits than he was in finding
out about the job itself.
• Applicant was not dressed appropriately, lacked self-confidence, or was ex-
tremely nervous.

KEY POINT Completing an Interview Checklist
Be Attentive
Don’t take so many notes Before the interview, I . . .
in the interview that you
are writing more than
• arrived slightly early.
listening. • was courteous to the receptionist.
• had my résumé and other necessary items.
• dressed appropriately and was well-groomed.
• turned my cell phone off and placed it in my briefcase.
During the greeting, I . . .
• used the interviewer’s name and gave the interviewer my personal
Employability business card.
Skills • shook hands firmly.
• waited to be invited to sit.
Cross-Cultural Eye During the interview, I . . .
Contact
In the United States and • presented my elevator speech at an appropriate time.
Japan, good eye contact • sat up straight and appeared self-assured.
is considered to be a • maintained eye contact.
sign of respect. However,
in some Latin American
• listened carefully.
countries, establishing • used a pleasant tone of voice.
direct eye contact is con- • answered questions completely and precisely in a straightforward
sidered to be rude. manner.
• showed knowledge of, and interest in, the company.
• explained my work experience briefly and clearly.
• presented my portfolio at an appropriate time.
• asked pertinent questions about the company.
• asked for clarification about the job.
• demonstrated a confident, positive attitude.
Following the interview, I . . .
• left suitable paperwork (résumé, reference list, personal business
card, and/or application form).
• thanked the interviewer and shook hands firmly.
• was courteous to the receptionist.
• Applicant asked questions that were covered on the company’s website.

• Applicant did not have some of the accomplishments that were listed on her
résumé.
• Applicant avoided eye contact with the recruiter.
• Applicant chewed gum.

• Applicant had bad breath.
• Applicant’s cell phone rang during the interview.
• Applicant complained about current employer or expressed a dislike for his
job.
• Applicant was not the best qualified for the available job.
This second interview request often comes by phone or e-mail after the interviewers and
others have had time to narrow down the applicants being considered.

Review of Key Terms
1. Why will an interviewer attempt to establish a positive rapport with an
applicant? Establishing a positive rapport helps the applicant feel comfortable
and facilitates the interview process.

Editing Practice
Spelling Alert! Rewrite the following sentences, correcting all spelling errors. Write OK
if the sentence is correct.
2. Did you provide the human resource office with a list of referances?
references
3. The committee made a unanimus decision to hire an additional security

guard. unanimous
4. Please check my résumé and application letter for any mispelled words.
misspelled
5. In your absense, we asked Jim to take the minutes. absence
6. On your résumé, list memberships in any organizations or asociations.

associations
7. Discuss the reasons that men should wear a suit—not a sport coat and
slacks—to an interview. Discuss the reasons that women should wear a
skirted suit or pantsuit—not sport slacks and a blouse—to an interview.
Responses will vary. Answers should include having a professional appearance and
showing more class than the other applicants.


8. Form pairs and take turns being the interviewer and the applicant. Each
pair should prepare a list of questions to be asked by the interviewer.
Videotape the interview. Then, write an analysis of your
performance as an applicant—address areas of strengths
and weaknesses. Encourage students to make notes of things
they did correctly. Often, they will notice only their faults.

Discussion Point
Evaluating Concepts
9. Discuss the dos and don’ts in dressing for an interview. Answers will vary. Dos:
Hair, nails, and shoes should be clean. Wear conservative colors. Men should wear a
business suit and tie; women, a skirted suit or a pantsuit. Accessories and hairstyle
should be conservative. Wear clothing that will cover tattoos. Don’ts: Do not wear
wildly colored clothing or exhibit an extreme hairstyle. Do not wear risqué clothing
or dangling jewelry.

10. Many interviewers are looking at your body language for clues about
your truthfulness to questions being asked. Discuss some nonverbal
language that may alert the interviewer about your truthfulness.
Answers will vary. The interviewer knows you are nervous, but there are some
guidelines to follow. Maintain eye contact, speak clearly and enunciate your words,
avoid speaking rapidly or speaking in a low voice. Avoid nervous habits, such as
twirling your hair or fussing with your tie, and tell the truth.

11. Discuss reasons that you should not leave your cell phone on during an
interview. Cell phones can be noisy and distract both the applicant and the
interviewer. Receiving or answering a cell phone call during an interview leaves an
extremely negative impression on the interviewer. The interviewer may think that the
applicant believes cell phone calls are more important than the interview.

12. List reasons that applicants are not called back for a second interview.
Include some reasons that are not in this book. Answers will vary.


Section 16.4
After the Interview SECTION LEARNING

OUTCOMES
• Write a thank-you letter after an
As soon as is feasible after the interview, jot down the names and interview.
titles of the people with whom you talked. Later the same day, write
a summary based on your notes and your opinions about what you • Accept or reject a job offer in
learned during the interview regarding the company and the posi- writing.
tion. If you are interviewing for jobs in several different companies,
these written summaries will prove an excellent way to refresh your
memory about an interview when you are trying later to make your W H Y I T ’ S I M P O R TA N T
final job choice.
Since your interviewer will probably
see many interviewees in a day, it is
Sending a Postinterview important to write a thank-you letter
Thank-You Letter after the interview. A thank-you letter
After you have been interviewed, it is a good strategy—not to men- will remind the interviewer about
tion common courtesy—to write the interviewer a thank-you letter. your skills and demonstrate your
Getting the thank-you letter on the interviewer’s desk a day or two thoughtfulness.
after the interview will make an extremely good impression. If a
potential employer receives a letter from you the day after your in-
terview, you may be perceived as having initiative, manners, and KEY TERMS
promptness. This thank-you letter may be the thoughtful act that
moves your résumé to the top of the stack. • thank-you letters
The thank-you letter puts your name before the interviewer • follow-up letters
again, and it gives you a second opportunity to sell yourself by men-
tioning pertinent qualifications.
Dear Ms. Tyson: KEY POINT
Thank you for meeting with me on April 15 to discuss
the medical assistant position at Rose Valley Clinic. Mail the interview thank-
Your description of the position gave me a clear pic- you letter on the same day
ture of the responsibilities that a medical assistant has at as your interview. This act
your facility. The duties you discussed fit well with my train-
may move your résumé to
ing and my internship experience at Belmont Manor.
After visiting your facility, I am convinced I could make the top of the stack.
a positive contribution to your patient-care team. I look
forward to hearing from you soon.
Sincerely,
If you do not hear from the company, call after about one week
KEY POINT
to find out whether a hiring decision has been made or a second A thank-you letter puts
round of interviews has begun. Whatever the response, be careful your name before the in-
to answer graciously and not to get defensive or angry—there will
terviewer again and gives
be other interviews.
you a second chance
to call attention to your
Sending Follow-Up Letters qualifications. A prompt
Follow-up letters get your name before a prospective employer yet thank-you letter makes a
another time. If you have not heard from the company in one to two good impression.
weeks after the interview, write a follow-up letter to each person
625
with whom you interviewed. Express your continued interest in the position and ask
KEY POINT that your application remain on file.
A follow-up letter gets Dear Mr. Abernathy:
your name before a On May 10, I interviewed with you for the position of administrative
prospective employer yet assistant. During the interview, you indicated that you would make a decision
within two to three weeks.
another time.
I am still very interested in the position and would like you to keep my
application current. Please contact me at 216-555-4253 if you need additional
information about my qualifications.
Sincerely,
Accepting a Job Offer

Employability
Suppose that you receive a letter offering you a position for which you applied and
Skills interviewed. You decide to take the job. If you are to start work almost immediately,
or if a reply has been requested by a certain date, you should probably telephone to
Negotiating inform the employer of your decision. Writing a letter is appropriate if your reporting
When accepting a job date is two or more weeks away or if the person offering you the job is out of town.
offer, consider the art Dear Mrs. Williams:
of negotiation. When I am pleased to accept the position as editorial assistant with the catalog
discussing salaries and department of Dynamic Designs. I know that I will enjoy working with you in
benefits, learn to work designing and producing your promotional and sales materials.
As you requested, I shall report to work on Monday, May 28. Thank you
toward agreements
for the confidence you have expressed in me by giving me this opportunity.
that are comfortable
and acceptable for both Sincerely,
parties.
Declining a Job Offer
For various reasons, you may decide not to take a position. Declining a job offer should
be done tactfully because you may be interested in working for that firm later in your
career.
Dear Dr. Tyndall:
Thank you for offering me the position of office manager with
your medical practice. Since we last talked, I have been offered and have
accepted a position as office manager in a real estate office.
Working in a real estate office will help me achieve my long-term goal of
becoming a commercial real estate sales representative. My new employer is
already encouraging me to begin studying for the licensing exam.
Thank you, Dr. Tyndall, for your time and courtesy in interviewing me. I
very much appreciate that you considered me worthy of the position in your
office.
Sincerely,
Declining a Position You Have Accepted

Occasionally, it may be necessary to inform an employer that you will not be taking a
job that you have already accepted. You should avoid this situation if at all possible.
If, however, you find yourself in this awkward position, you need to give the firm that
offered you the job some solid reasons for your change of heart. Here is a sample:
Dear Mr. Arnold:
This morning, I received an offer from another firm that closely matches
my qualifications and career plans. The person who will be my supervisor in

this firm considered my experience and education sufficient to place me well
above entry-level status. In addition, he has arranged for me to take several oops!
advanced training courses in my field of interest.
I feel that I must accept this opportunity, which means declining the Help Yourself to the
position you offered me. I apologize for any inconvenience my decision may Correct Tense
cause you.
After you have accepted a
Sincerely, new job, you should thank
each person who help you
Sending Thank-You Letters to Others get the job.
After you have accepted a job, you should personally thank each person who helped you (Helped is the correct
get the job. You should write a brief note or letter to the people who provided job leads, word, not help.)
introductions to potential employers, or personal references.
Dear Mr. Nelson:
You will be pleased to learn that I have accepted a position as medical
technologist with Rush-Presbyterian St. Luke’s Medical Center in Chicago. I
start work next week, and I am eager to begin my new position. The job fits KEY POINT
well with my qualifications. Deal with rejections in a
Thank you very much for letting me list you as a character reference. I am
positive way by consider-
sure that your recommendation was instrumental in my being hired.
ing each one as a learn-
Sincerely, ing experience. Then,
adjust your strategies
Handling Rejections accordingly.
Be positive, but be realistic. You may get the job for which you interview, but you may
not. Whether you are turned down once or many times, don’t take the rejection per-
sonally. View each interview as a learning experience. Take note of the strategies that
worked well, and use them over and over again. Eliminate or improve the strategies that
were ineffective.

Review of Key Terms
1. When is it appropriate to write a follow-up letter? It is appropriate to write a
follow-up letter one to two weeks after an interview.
Editing Practice
Service Please! The following sentences lack writing polish. Edit and rewrite them.
2. The reason David Kirkpatrick was late is because he had to make a deposit
at another branch. David Kirkpatrick was late because he had to make a deposit at
another branch.
3. I have difficulty in distinguishing one to the other. I have difficulty in
distinguishing one from the other.
4. Nothing should be done to change the procedure. You must see to it that
nothing is changed regarding the procedure. You
should make certain that
nothing is done to change the procedure.
Section 16.4 After the Interview 627

5. The ruling which takes effect today is the one concerning tardiness.
The ruling concerning tardiness takes effect today.
Thinking Critically
6. Assume you just interviewed with Worldwide Telephones, 1400 Springfield Ave-
nue, Lansing, Michigan 48901. Write a thank-you letter to Patricia L. Carmichael,
director of the company. Next, assume that you were offered the job at World-
wide Telephones and accepted the job. However, a week later you were offered
a job with Worldwide’s main competitor. This position has greater potential for
advancement, a higher starting salary, and better fringe benefits. You decide to
accept the better offer. Write another letter to Patricia Carmichael at Worldwide,
explaining why you have changed your mind and must decline the position.
Student letters will vary. See the sample thank-you letter (page 625) and the sample
letter about a change of mind (page 626).
7. Each team of three or four students is the owner of a company of its
choosing. Discuss how the four communication skills—listening, speak-
ing, writing, and reading—are essential to successful employment at your
company. Then, write an e-mail to your instructor that summarizes your
team’s findings. Team memos will vary. Students should mention
how each of the four communication skills is used in interactions
with supervisors, co-workers, and customers. The memos should
follow the guidelines for planning and formatting memos discussed
in Chapter 9.
Discussion Point
8. What is the benefit of sending a postinterview thank-you letter?
Although this courtesy is highly recommended, it is seldom followed. For those
who do send a thank-you letter, it puts their names before the interviewer again
and makes a positive impression. It may give them a competitive edge over other
applicants.
9. If you decide not to accept a position, or if you change your mind about a
position you have accepted, why is it important to send a letter and thank
the organization? A thank-you letter in this situation is an extension of your
goodwill. You may be interested in working for this firm later in your career, or you
even may have to work with this firm in your current position.

Section 16.5
Requesting a Promotion SECTION LEARNING

OUTCOMES
or a Compensation When you have completed Section 16.5,
Increase • Request a pay raise.
• Ask for a promotion.
Ideally, you will receive a periodic performance review or assess- W H Y I T ’ S I M P O R TA N T
ment and an adequate pay increase on a regular and timely basis.
Unfortunately, in many organizations, the routine work tasks totally Asking for a pay raise or promotion
occupy the supervisors, and they simply forget that it is time for a takes tact. Developing your strategies
compensation increase. A compensation increase is an increase in for periodic performance reviews
salary or benefits. Below are some tips for bringing this to your increases your chances for a promotion
supervisor’s attention in a tactful way. or compensation increase.
How to Ask for a Raise

You got the job. You are making great progress and devoting extra
time to making sure things are done correctly. Now, you think you KEY TERMS
deserve a raise but do not know exactly how to go about asking. What • compensation increase
do you do? With a little research, a well-thought-out presentation,
and good timing, you can make a case for a salary increase. • promotion
Find Out What the Competitive Salary Is

Do some research on salary trends for employees with your job re-
sponsibilities. Using job titles for comparison purposes will not get
you the data you need because there is no standard for job titles.
An administrative assistant in one organization may perform only
receptionist duties; whereas, in another organization, this is a lower-
management-level position. Try to find out the salary range at your
company for your job classification and determine where your cur-
rent salary falls within that range. This information may not be avail-
able because the company considers this information confidential.
Use salary surveys that are published nationally, such as the
Occupational Outlook Handbook (published by the U.S. Bureau of
Labor Statistics), which is available on the Internet, at www.bls
.gov, as well as in printed form. Remember to adjust the figures for
oops!
the cost-of-living differences in your area. Local statistics may be Now That’s Quite
available from the Chamber of Commerce, the Economic Develop- an Accomplishment
ment Corporation, the Career Services office at your school, and
private employment firms. Be prepared to show
Another place to gather data is relevant help-wanted ads that your manager all your
list salaries. Or, look for and save magazine and newspaper articles acomplishments when
that contain references and facts about salaries.
requesting a raise.
Prepare a Written Proposal (Accomplishments
Your supervisor will probably have to justify and “sell” the idea of is correct, not
a pay raise for you to his or her supervisor. Prepare a written ratio- acomplishments.)
nale that your supervisor can use when requesting a pay increase
629
for you. List specific examples of your major accomplishments, in addition to the work
you completed that was “above and beyond” what your job description requires. Give
measurable comparisons where possible, such as “increased sales 8 percent over previ-
Going Global ous year” or “handled 5 percent more customer-service calls since January 1.”
List skills that are indispensable to your company, as well as any new technical skills
Weathering Other you have learned—either by attending training sessions or on your own.
Countries Also state what you are doing to help the company meet its corporate goals. Include
When visiting another future goals you plan to achieve on behalf of the company. Review recent performance
evaluations and other progress and periodic reports you have prepared to help you list
country, find out the
these goals.
current weather of your
destination. Selecting Anticipate Objections
the proper clothes will You should anticipate the objections and problems that your supervisor will have with
make a difference in how your request for a raise. Address these objections and problems in your written pro-
comfortable you feel posal, and tell how they can be overcome. Be cautious about listing problems for which
during a meeting. Search you have no solutions. You may be giving your supervisor the reasons he or she needs
for websites that provide to deny your request for a raise.
international weather
Watch Your Timing
information.
The best time to ask for a raise is when your supervisor is in a good mood and right
after you have either completed a major project successfully or taken on an additional
responsibility. You should also be aware of the financial status of your organization. It
is not good timing to ask for a raise when business is down.
You may also want to hold off if your supervisor is new to your department or the
organization. Your supervisor will need to establish his or her own credibility in the job
before seeking raises for subordinates.
Employability
Skills Set a Meeting
After you have done your research and prepared your written proposal, schedule a meet-
ing with your supervisor—do not “drop in.”
Reasoning Plan this meeting to demonstrate that you are organized. Speak respectfully and
When requesting a pro- assertively but avoid any hint of “or else” threats. Review your accomplishments, and
motion, you need to be share any salary comparison information you have gathered. Caution: Do not ask for
ready to discuss with your a raise because of your personal financial situation; raises are given based on your job
supervisor the reasons for performance and the value you bring to your company.
your request. Be prepared Asking for the Raise. Don’t ask for a raise in general; have a specific amount in mind
to show samples of your and ask for it. Also, have some alternatives in mind that you would find acceptable.
work and demonstrate how For instance, if your supervisor can’t approve a 4 percent raise, perhaps you can get a
your skills have improved 2 percent raise now and another 2 percent in six months.
operations. Displaying Be open-minded about taking such perks as more paid vacation days, flexible sched-
uling, telecommuting opportunities, company-paid parking, travel allowance, subsidized
great leadership skills is
child care, new technology training, formal education reimbursement, bonuses, and
essential in reasoning with permission to attend company-paid seminars and workshops in lieu of a salary increase.
your employer. If your supervisor asks for time to think it over, ask for another meeting in two weeks.
Don’t leave the meeting with an open-ended time limit.
Reacting When the Boss Says No. If your supervisor turns down your request for a
raise because “the timing is not right,” ask, “Could we discuss my proposal again at a
more appropriate time?” Then, try to find out what conditions would need to be present
to qualify as a better time to revisit the request. If your supervisor tells you “the request
cannot be justified,” ask, “What can I do to earn an increase in salary?” Make notes of
what the boss suggests, and then start immediately to accomplish those objectives.
Ending the Meeting With a Thank-You. If you get the raise, end the meeting with a ver-
bal thank-you, but be sure to follow up with a written thank-you note or card. If you do not

get the raise, you should still say thank you. Let your supervisor know that you appreciate his
or her honesty and that you appreciate his or her taking the time to meet with you. oops!
How to Ask for a Promotion This Is Quite
Upsetting!
A promotion is an increase in position or rank. Many of the principles discussed in regard
to getting a pay raise also apply when you are seeking a promotion. You should start think- Greg was quiet upset at
ing about a promotion the day you start work. Be sure you develop a reputation for being the news that he did not
dependable by getting your job done on time and doing it correctly—the first time. get the promotion.
Once you learn your job, start taking on additional responsibilities. Take advantage
of any opportunities to cross-train in other related areas, including some of your super- (Quite is the correct word,
visor’s job responsibilities. Volunteer for more difficult and responsible assignments. not quiet.)
Demonstrate a strong work ethic by showing up for work punctually every day. Have
a customer-service attitude toward everyone, both internal and external customers, and
maintain a friendly, cheerful, and enthusiastic manner. Dress for the job you want, not the
job you have. This makes it easier for supervisors to visualize you in a higher-level job.
Following the tips in this section will prepare you to apply for a higher-level posi-
tion when one becomes available. Another option for a promotion is to make a case for
having your job level and job title raised because of the additional responsibilities you’ve
assumed. Prepare a written rationale for promotion using the guidelines that were ex-
plained in the preceding section on justifying a salary increase.
Exhibit 16.4 presents a list of factors that may stand in the way of your getting a
promotion. Can you add to the list?
Exhibit 16.4
Factors That May Stand in the Way of Promotion Undesirable Qualities
Here are some factors
that may stand in the
• Lack of eagerness to excel. way of a promotion.
• Inability to accept criticism. Why would these
• Prejudice. factors stand in the
way of a promotion?
• Low professional standards.
• Lack of interest in company.
• Indecisiveness. Ans 16.4
These factors do not
• Immaturity. make you an asset to your
employer.
• Unwillingness to complete seemingly menial tasks.
• Lack of self-confidence.
• Being inarticulate.
• Tardiness and leaving early.
• Shabby appearance. Teaching Tip
Ask students to add to
• Laziness. the list of factors that
• Bitter sarcasm. may stand in the way of a
promotion.
• Discourtesy.
• Excessive absences.
• Internet surfing.
• Failure to meet deadlines.
• Personal phone and texting interruptions at work.
Section 16.5 Requesting a Promotion or a Compensation Increase 631

Review of Key Terms
1. What are some useful ways to ask your employer for a compensation in-
crease? Before asking for a compensation increase, you should find out what the
competitive salary is and prepare a written proposal.
2. What strategy should you use when seeking a promotion? When seeking a
promotion, you should start thinking about it the day you start work. Be sure you
develop a reputation for being dependable by getting your job done on time and
doing it correctly.
Editing Practice
Grammar Alert!
3. Check the following paragraph for errors in usage. Underline the errors and
write the corrections in the space provided.
t tomorrow’s meeting, we will be discussed the proposed manufacturing
A
of several of our products. Many new issues will be risen that will
be sensitive to some committee members. Please put your personal
feelings aside, and look for the better outcome for the company.
Incidentally, several members will be sitting in from management on our
meeting to get suggestions and answering questions.
discussing
raised
best
members from management will be sitting in, answer
Asking for a Raise
4. Assume you are a manager with The Diamond Grill, a statewide restaurant
chain. You have worked there two years and have not yet received a raise.
Write a list of some of your accomplishments and skills that make you an
exceptional employee. If you are not familiar with what a restaurant
manager does, interview a manager at a local restaurant.
5. Writing a list of accomplishments is easy. Verbalizing your accomplish-

ments is often more difficult. With your list that you created above, take
turns asking for this raise. One team member can be
the supervisor, while the others provide feedback about
your communication skills. Encourage students to dress
appropriately. You may even want to videotape students to analyze
some behaviors to avoid and techniques to practice.

Discussion Point
6. Before asking for a raise, what background work should you do?
You
should find out the salary range at your company for your job classification. Also,
research what others in your area are making. Once you have decided how much of
a raise you will ask for, then you should prepare a written rationale.

7. What are some guidelines you should follow in regard to asking for a
raise? Arrange a meeting with your supervisor—do not just drop in. Try to speak
with your supervisor when he or she is in a good mood. Be willing to negotiate—with
amounts or with other benefits. Follow up with a thank-you note.

Section 16.5 Requesting a Promotion or a Compensation Increase 633

Section 16.6
SECTION LEARNING
OUTCOMES
Keeping and Leaving
Positions
• Use your communication skills to
help you keep your current job.
• Know what to do if you are
Most people change jobs several times in the course of their
downsized. careers. You may leave a position for personal reasons or for an-
• Write a letter of resignation. other job. You may be terminated, or your job may be eliminated
because the company is restructuring, downsizing, or going out of
business.
Unless there are extremely negative situations with your cur-
W H Y I T ’ S I M P O R TA N T rent employment, it is better not to resign from your current posi-
tion until you have secured a new position. If you have a job, you
In today’s economy, it is important avoid having to answer an awkward question from an interviewer:
that you know how to keep the “Why did you leave your last position?” It is hard to believe, but it
job you have when many qualified is easier to get a job if you have a job.
people are being downsized. It is
also important to know what to do
if you have been downsized. Most
Keeping a Position
people will have many jobs during Using Communication Skills to Keep
their careers; thus, knowing how to a Position
tactfully and professionally handle the Using your communication skills effectively can help you keep
end of a job will make the beginning the position that you have. You may be happy in your current job
of the next job easier. and want to do all that you can to increase your job security. On
the other hand, you may be dissatisfied with your current position
and want to keep it until you have acquired a new position. What-
ever the reason, here are some communication strategies that can
KEY TERMS increase the likelihood that you will retain your current position.
Note that most of these strategies are nonverbal.
• resignation
• Show a willingness to learn and grow in your job.
• downsize
• Be able to deliver clear presentations with appropriate
visual aids.
KEY POINT • Exhibit a positive, noncritical attitude.
• Work well as part of a team to complete projects before
It is easier to get a job if
the deadlines.
you have a job.
• Identify problems and successfully implement
solutions.
• Demonstrate the mind-set that your job is providing an
opportunity—not just exchanging time and labor for a
paycheck.
• Know company rules and follow them.
• Refrain from challenging or criticizing management
actions, policies, or controversial positions.
• Do not make negative statements about your job or
management on social media.
• Follow policies on unacceptable public behavior.
634
• Follow company policies on personal use of company cars and
computers.
• Demonstrate that you are reliable by having an exceptionally good attendance
record.
• Do what you say you will do at the time you said you would do it.
• Use company time effectively by staying busy and completing tasks
efficiently.
• Use personal cell phones as permitted by company policy.
• Arrive promptly and do not leave early.
• Do not exceed the time allowed for breaks.
• Develop positive, professional relationships with peers and supervisors.
• Be considerate of others.
• Distance yourself from troublemakers, especially when you notice that a prob-
lem is brewing.
• Get involved with company-sponsored community service projects.
• Demonstrate your value to the company through the quality of your
work.
• Maintain a positive attitude and a pleasant demeanor.
• Avoid listening to rumors and spreading them.
• Eagerly accept any new training offered.
• Take additional coursework to increase your qualifications.
Employees are often evaluated through observation of positive and negative be-
haviors during work hours. Your goal should be to communicate positive behaviors.
Use your communication skills to let your supervisor know that you are valuable to the
organization.
Actions That Could Cause You to Lose Your Job

Good jobs are hard to find. Here are some actions that communicate that you do not
value your job:
• Not performing your job in an acceptable way.
• Not following directions.
• Procrastinating with projects and not meeting deadlines.
• Not responding to e-mails or phone calls in a timely manner.
• Using your cell phone and checking social media throughout the work day.
• Arriving late, leaving early, or staying out of work unnecessarily.
• Watching the clock for quitting time so that you can be the first one out of the
door.
• Criticizing your supervisor, peers, or the company on social media.
• Posting questionable content on social media.
• Displaying temper or distracting others from their jobs.
• Lying and dishonesty.
• Gossiping.
• Being slack or literally sleeping on the job.
• Not following company rules.
• Making too many errors.
• Embarrassing the company through unethical, unprofessional, or illegal
conduct.
Section 16.6 Keeping and Leaving Positions 635

Leaving a Position
Resigning From a Position
Resignation is formal notification of giving up employment. Resigning from a job
requires almost as much tact, diplomacy, and care as applying for a job. You should
leave on good terms with your employer for two key reasons. First, you might want to
work for this company again, and, second, you may need references.
Your resignation letter should contain three elements: the date of your resignation,
a positive explanation for your resignation, and a thank-you for the experience. This let-
ter will become part of your permanent employment file.
Follow these guidelines when you resign from a job:
• Make an appointment with your immediate supervisor, and hand your letter
of resignation to him or her.
• In your letter and in the comments you make during the appointment, indi-
cate that you enjoyed working for the organization. You might mention that
the experience gained with the company has definitely moved you forward in
oops! your career.
• Give a two-week advance notice that you are leaving, unless your company
Time to Resign handbook or employment agreement specifies that you must give longer
notice.
When you redesign from
• If you are leaving due to job dissatisfaction, express your reasons in a positive
a job, leave on good
way. For example, “I feel that Casey & Casper Accounting will offer me some
terms with your employer. new challenges and a greater opportunity for advancement.”
You may want to work
• Make certain that all your work is up to date and that your papers and files
for this company again, are clearly marked and well organized.
or you may need your • Leave a list of instructions or suggestions that may be helpful for your
supervisors as references. successor.
(Resign is the correct Here is a sample letter of resignation:
word, not redesign.)
Dear Matt:
Last week, I received a job offer from Upstate Computer Solutions in
South Carolina. They have offered me a position as senior systems analyst,
which represents a major career advancement for me. I have accepted the
position.
Please accept my resignation effective Friday, November 8. I would be
happy to help you find and train a replacement for my position.
Working with you has been a pleasure, Matt. You hired me directly
Employability after I graduated from college, and you helped me grow and develop
Skills professionally. I have learned a great deal about computer programming and
troubleshooting through working with you and the other programmers in our
Self-Management department. I appreciate DataTrac’s investment in my career development.
Learning to manage your Sincerely,
time, goals, and progress
is part of self-management. Being Downsized
When you are making
To downsize is to reduce in size. The economy has a great deal to do with whether com-
changes in your life, panies need to keep employees or to downsize to survive. Be aware of what’s going on
such as leaving a job, it with the local and national economies. Always keep your résumé up to date. If you lose
is important to evaluate your job, follow these tips:
all the alternatives and • Stay calm. Don’t show your anger or frustration. Negotiate continued health
options before making a insurance for the transition period, a severance payment, outplacement ser-
final decision. vices, and so on. Always remain professional.

• Seek the support of family and friends. Eat right and get adequate rest. Take
advantage of job counseling offered by the company.
• Network. Use social media and other means to let people know that you are
looking for a job. Ask the people you know to suggest others to contact.
• Negotiate a good severance package. When presented with a severance pack-
age, get all the details and ask for time to consider it. Discuss it with a lawyer
or a financial adviser, and when you are calm enough to talk about separation,
point out your many achievements and contributions to negotiate a better
deal.
• Assess your skills; upgrade them; examine your attitude; explore your voca-
tional passions; and decide if you should make a career change.
As you have learned in these last two chapters, communication skills of all types
play a critical role in the job application and interview processes. In other words, the
written and oral communication skills you learn in school form the basis for the skills
you will use throughout your career.

Review of Key Terms
1. When you are giving your resignation, why is it important for you to leave on
good terms with your employer? You should leave on good terms with your
employer because you might want to work for this company again and you may need
references.
2. What should you do if your company is downsized? If your company is
downsized, you should stay calm, seek the support of family and friends, and
network.
Editing Practice
Grammar Alert! Rewrite each of the following sentences, making sure that each word
or phrase is in the right place. You may have to add some words.
3. Looking back at my last job, the people were exceptionally nice. Looking back
at my last job, I realize that the people were exceptionally nice.
4. Dr. Freeman noticed a misplaced chart making his rounds. Making his rounds,
Dr. Freeman noticed a misplaced chart.
5. We noticed several ambulances speeding from our office window.
From our office window, we noticed several speeding ambulances.
6. I was fortunate that I was only working part-time because my salary
was not cut. Fortunately, my salary was not cut because I was working only
part-time.
7. Lynn Wells turned in her resignation with complete self-restraint when she
was asked to take a pay cut. With complete self-restraint, Lynn Wells turned in her
resignation when she was asked to take a pay cut.

Writing a Letter
8. Assume you have worked for Treasured Vacations, a local travel agency,
for five years. You have been offered a job at the specialized travel agency
Cruises Unlimited. Write a resignation letter to your supervisor, André
Garcia, and notify him of the day you are leaving, the reason you are
leaving, and any other pertinent information you think would be
appropriate. Student letters will vary. Students should follow the sample letter on
page 636.
9. Assume your team of classmates is being downsized. Make a list of proactive
steps you should take. Ask friends and family if they know of anyone who is
hiring, and document your findings. Investigate whether your school or local
employment agency offers any counseling to those who have lost their jobs.
Write a summary of the support groups your team discovered.
Submit the summary to your instructor. Team
summaries will vary.
Emphasize that networking, including social networking, and staying
in touch with people in your field is essential. People can let you
know about better opportunities and help you in times of need.
10. The first part of this section discussed strategies for keeping a current job.
List five of these strategies that you think are the most important.

11. In this section, there was a list of actions that can cause you to lose your job.
List the five that you think would be most likely to cause employees to lose
their jobs. Student answers will vary.

Discussion Point
Evaluating Concepts
12. Discuss why it is important to leave on good terms with your employer. Pro-
vide examples of this in your own life. You may want to work for that company
again, or you may need to use supervisors for references.

13. Explain the following statement: “It is easier to get a job if you have
a job.” Answers will vary. A prospective employer might think you are good enough
to hire if you already have a job. Also, you do not have to answer the question “Why
did you leave your last job?”


Tech Quest
1. Search the Internet for tips about what you should not do at a job interview.
Make a list of these tips. With your instructor’s permission, combine your
tips with lists from other students. Be sure to delete the tips that overlap. A
discussion board, if one is set up for your class, would be an ideal place to
share your tips. Be sure that all class members have access to the final list. Student answers will vary.
2. Select a city in which you would like to work. Find the following information
about the city, provide the answers in the space provided, and be prepared
to discuss your findings in class:
a. What are two cultural opportunities in the city?
b. What is the monthly rent amount for a two-bedroom apartment?
c. What are the names of two movie theaters?
d. What kinds of spectator sports are available?
e. What is the name of a hospital in the area?
f. What is the crime rate for the city?
g. Is there a community college or four-year college within 25 miles of the
city?
h. Is there a public golf course?
i. Is there a major airport?
j. Is there a gym for both men and women? Student answers will vary.
©

Appendix
2.1 Self-Assessment 4.1 Self-Assessment A
1. F 8. F 1. Jana (N), our (P), tour (N), we (P), her (P)
2. T 9. F 2. They (P), train (N), Washington (N),
3. T 10. T week (N)
4. F 11. F 3. we (P), ticket (N), play (N), Broadway (N)
5. F 12. T 4. Derrick (N), Dana (N), me (P), they (P),
6. T 13. T texting (N)
7. F 5. You (P), I (P), Monday (N), budget (N)
14. Body language and environment communicate 6. He (P), customers (N), Atlanta (N), Charlotte (N),
messages. For example, wearing the appropriate cloth- office (N)
ing to specific events demonstrates taste and style.
Also, a large desk in a corner office with windows com-
1. has been
municates status within an organization.
2. hired, transferred
2.2 Self-Assessment 3. was planning
1. T 6. F 4. seems
2. T 7. F Answers may vary in 5–8.
3. F 8. T 5. received, completed, finished (action)
4. T 9. T began, started (action)
5. F 10. T 6. plans (action)
11. Answers may vary. Listening, however, involves hear- 7. passed (action)
ing something with thoughtful attention. Hearing, on 8. is (being)
the other hand, is the physical function of detecting 4.1 Self-Assessment C
sound. 1. adjective, adverb
2.3 Self-Assessment 2. adjective, adverb, adjective
1. F 3. adverb, adjective
2. F 4. adjective
3. F 5. adjective, adverb, adjective
4. T 6. adjective, adverb
5. T 4.1 Self-Assessment D
6. F 1. P, P
2. C, P, P, P
2.4 Self-Assessment
3. P, P, C
1.F
4. P, C, P
2. F
5. P, C, P, P
3. T
4. T 4.2 Self-Assessment A
5. T 1. You (2)
6. Answers may vary. Reading should be more than the 2. Hannah Wilson (3)
physical act of looking at words on a page or a com- 3. Budgets (3)
puter screen. When you read a text, you should also 4. We (1)
comprehend, or understand, what it means. You can 5. You (2)
read without comprehending.
7. Find out why you are attending the session and what
1. men and women (compound)
the expected outcomes are; find out the subject
2. athlete (simple)
matter to be covered, and learn something about
3. employee (simple)
it before you attend the session; do not prejudge a
4. Jon or Shelly (compound)
speaker; be comfortable; ask questions; and take
5. depositions (simple)
notes.
8. Notes will remain fresh in your mind within 24 hours 4.2 Self-Assessment C
of taking them; after that, you may remember signifi- 1. are our best computer technicians
cantly less information. 2. received a very high performance appraisal
9. When people take notes, they sometimes just put 3. should be licensed electricians
the information on paper without mentally process- 4. is scheduled for March 15
ing it. When this occurs, little material is actually 5. have responded favorably to our new
learned. website
640 Appendix
4.2 Self-Assessment D 8. has been waiting
1. IMP 9. should have attended
2. D 10. will be inspecting
3. E
4. D
5. INT
1. We will be hiring 34 new employees during the next
4.2 Self-Assessment E three months.
Suggested completions on 2, 4, and 5 will vary. 2. Felice cooked tamales for the office luncheon.
1. sentence 3. Richard and John have painted three rooms in my
2. dependent (, they review each patient’s complete house.
medical history.) 4. I walked to work this morning.
3. sentence 5. Andrew has stopped smoking. Congratulations!
4. dependent (, she will prepare a report that supports 6. Dr. Juel called to give the patient some good
her recommendations.) news.
5. dependent (, he will have to complete the report 7. Warren had planned the program in detail.
himself.) 8. The architects are studying the features requested by
their clients.
4.2 Self-Assessment F 9. We will have adjusted to the time change soon after
1. IP, VP, IP, PP daylight savings time begins.
2. VP, PP 10. Kara will be back in the office on Wednesday.
3. IP, PP, PP
4. IP, PP, VP, PP 4.3 Self-Assessment E
5. VP, PP, PP 1. have
2. saw
4.2 Self-Assessment G 3. OK
Sentence completions will vary. 4. leased
1. fragment (, the case against you will be dropped.) 5. has spoken or spoke
2. sentence 6. had begun
3. sentence 7. has gone
4. fragment (, you need to apply for your passport 8. has seen
now.) 9. knew
5. fragment (, you need to have your financing 10. OK
arranged.)
4.3 Self-Assessment A 1. have been (B) (Been is the main verb; have is a
1. are, want helper.)
2. was, was announced 2. have been sympathizing (B)
3. are 3. is (B)
4. has accepted 4. is (B)
5. seems 5. has been deliberating (B)
6. invited 6. was employed (B)
4.3 Self-Assessment B 4.3 Self-Assessment G
1. parked 1. was
2. marrying 2. were
3. entered 3. were
4. used 4. OK
5. talking 5. was
6. worked 6. were
7. carrying 7. were
8. waited
9. answered
10. raked 1. had been appointed (T)
2. will be (B)
4.3 Self-Assessment C 3. will be televised (T)
1. can arrange 4. has told (T)
2. does want 5. have left (I)
3. have taken 6. has been (B)
4. has been preparing 7. pilot (IO), report (DO)
5. has been recognized 8. Jana, David (IO); awards (DO)
6. will recycle 9. her (IO), contract (DO)
7. will review 10. lawns (DO)
Appendix 641
4.3 Self-Assessment I 4. have
1. set 5. have
2. sits
3. raised
1. dealerships which have
4. laid
2. are now operating
5. rise
3. OK
6. raise
4. vehicles that have
7. lay
5. members who supports
8. set
6. heaters that have
4.4 Self-Assessment A 7. applicants who have
1. charges 8. his or her uniforms
2. wants, his, his 9. who deliberate
3. their, they 10. OK
4. its 11. A compound subject joined by and is plural and must
5. them take a plural verb. However, if the compound subject
6. is, its refers to one person or thing, then the subject takes
a singular verb. Also, if a compound subject joined by
and is modified by each, every, or many a, then the
1. there’s a should be there are predicate is singular.
2. There is should be There are
3. there is should be there are 5.1 Self-Assessment A
4. are to be should be is to be 1. OK
5. OK 2. Marcys
6. are should be is 3. OK
4. salaries
5. sisters-in-law
1. visited has enough 6. companies
2. but he or she must 7. territories
3. should bring his or her donations 8. monkeys
4. OK 9. cherries
5. divisions has submitted 10. OK
6. OK
1. women, companies
1. are
2. VINs
2. has, its, its
3. shelves, pantries
3. were
4. women, Messrs. Krantz and Ryan, Mses. Kramer and
4. does
Sung
5. was
5. geese
6. were
6. CEOs
7. is
7. Misses Smith (or Miss Smiths)
8. is
8. OK
4.4 Self-Assessment E 9. I’s
1. has not have 10. OK
2. were not was 5.1 Self-Assessment C
3. OK
1. potatoes
4. were not was
2. pianos
5. have not has
3. gulfs
6. has not have
4. beliefs
4.4 Self-Assessment F 5. handkerchiefs
1. fries is my 6. echoes
2. OK 7. solos
3. has the responsibility 8. logos
4. has criticized 9. thieves
5. OK 10. loaves
6. are parked
4.4 Self-Assessment G 1. OK
1. knows 2. women
2. is 3. economics
3. are 4. syllabi
642 Appendix
5. auspices 5.3 Self-Assessment D
6. vertebrae or vertebras (preferred English plural) 1. Don himself wanted
7. stadia or stadiums (preferred English plural) 2. and he stated
8. deer were 3. manager himself will
9. crises 4. Davis and I arrived
10. OK 5. OK
5.2 Self-Assessment A 6.1 Self-Assessment A
1. applicants’ 1. S You may purchase your house as soon as your loan
2. Jones’ is approved.
3. auditor’s, company’s 2. S While Mr. Davenport was on vacation, his office
4. boss’s was redecorated.
5. Mary’s 3. CR Have you reserved both the conference room
6. seamstress’s and the banquet hall?
7. mothers’ 4. CO Jill’s plane was late, but she arrived just in time to
8. children’s present her report.
5.2 Self-Assessment B 5. S If you prefer working eight hours per day, please
1. Katrina’s let your supervisor know.
2. Andrew and Jessie’s wedding 6. S Unless you find your wallet immediately, you must
3. OK cancel the credit cards that were in it.
4. Susan’s 7. CR Sarah did not know whether to take a taxi or to
5. OK take the airport shuttle.
6. sister-in-law’s 8. S The manager requested that Juan translate for our
7. officers’ clients from Mexico.
8. OK 9. CR We are expecting either snow or sleet tonight
and tomorrow.
5.2 Self-Assessment C 10. CO You may rent a house, or you may rent a
1. you are (or you’re) working . . . your degree condominium.
2. It’s or It is
3. whose 6.1 Self-Assessment B
4. Who’s or Who is 1. unless Mr. Melton insists.
5. there’s enough (or there is) . . . fill their order 2. unless it is notarized.
6. Who is (or Who’s) 3. as if or as though he is
7. They are (or They’re) 4. pretend that you
8. OK 5. Because (or Since) Mr. Mallory has
6. unless you verify that
5.3 Self-Assessment A 7. but only one of them
1. OK 8. is that gas prices
2. to be me (to be has the pronoun 9. that would be
him before it) 10. OK
3. be she
4. been she 6.1 Self-Assessment C
5. were me 1. but exercising is
2. OK
5.3 Self-Assessment B 3. or by e-mail.
1. Whoever 4. OK
2. who 5. or raw.
3. whom
4. who
5. whoever 1.signed neither the lease nor the
6. whom 2. OK
3. to grill both steak and chicken.
5.3 Self-Assessment C 4. either by using discount coupons or by eating
1. than he. dinner
2. Maria or she 5. is both well designed and colorfully illustrated.
3. OK 6.2 Self-Assessment A
4. you and me
1.on my computer
5. OK
2. in this weather
6. or me
3. to the pharmacy, after his appointment, with his
7. and him.
doctor
8. us students
4. for the delay, in a traffic jam
9. than I.
5. of our patients, with the admission procedures
Appendix 643
6. into the warehouse, with the fire marshal 6. is unique
7. for the mall location, until the property 7. more nearly full
8. After his presentation, by the local press 8. are better, newer, bigger
6.2 Self-Assessment B 6.3 Self-Assessment C
1. part from 1. court-appointed
2. different from 2. OK
3. angry with 3. 20-minute, two-hour
4. plans to open 4. word-of-mouth
5. OK 5. ten-time
6. discrepancy between 6. any other
7. retroactive to 7. either one of them
8. identical with 8. with each other
9. angry at or angry about 6.3 Self-Assessment D
10. in regard to 1. PN
6.2 Self-Assessment C 2. PN
1. OK 3. PA
2. go into 4. PN
3. within working hours 5. PA, PA
4. opposite the 6.4 Self-Assessment A
5. besides Brittany 1. CA
6. could not help cheering 2. SC
7. printer is? 3. SC, SA, SA
8. all these 4. SA, CA, SA
9. Both the 5. SA, SA, CA
10. like him 6. SA, SC
11. ran into a 7. SC, SA
12. all his cars and trucks are? 8. SC
13. off your wrist
14. Ralph behind the 6.4 Self-Assessment B
15. divided among 1. surely
2. bad
6.3 Self-Assessment A 3. somewhat
1. Dr. Cooper’s (P, PR) assistant announced that three (L) 4. really
well-known (C, D) speakers will be featured at the fall 5. OK
(D) conference. 6. OK
2. In six (L) months, his (P) older (D) brother will visit 7. well
this (DM) country and intern in our Atlantic City (PR, C) 8. angry
plant. 9. OK
3. These (D) bonds are tax-free (D, C) investments, ac- 10. really
cording to their (P) new (D) prospectus.
4. The first (L) T-shirt (C, D) outlet we opened has con-
tributed a substantial (D) profit to our (P) struggling (D) 1. Q
company. 2. P
5. A special (D) seminar is being scheduled for new (D) 3. Q
paramedics to learn these (DM) life-saving (C, D) 4. P
procedures. 5. P
6. The Reno (PR) attorney who represents that (DM) 6. P
company asked our (P) associates for their (P) opin- 7. Q
ions on Will’s (P, PR) character. 8. P
7. In Andy’s (P, PR) opinion, we should request a two- 9. P
year (C, L) assignment in scenic (D) Alaska. 7.1 Self-Assessment B
8. One of Lenny’s (P, PR) crucial (D) accounts is a new (D) 1. $500
client who represents an East Coast (C, PR) r etail (D) 2. a.m.
store. 3. OK
6.3 Self-Assessment B 4. $100, $37
5. XVI but . . .
1. OK
6. No periods required
2. was empty
3. uses more energy 7.1 Self-Assessment C
4. is happier 1. reading to (no period)
5. is taller 2. 911. We
644 Appendix
3. class until 7.2 Self-Assessment E
4. called to 1. OK or Harvey Jr. will (Depends on personal
5. card. He preference, if known)
6. day; there (or day. There) 2. August 2010
7. damage, determining (or damage. They were 3. Meyers, were
determining) 4. September 1, 2012, our
8. bee sting; she 5. divisions, Ace Pharmaceuticals, has
9. classes; why (or classes. Why) 6. Colorado, to
7.1 Self-Assessment D 7. Turner, Ph.D.,
1. holiday. 8. OK
2. OK 9. Stevens, will
3. you? 10. Huntsville, Alabama,
4. Congratulations! 7.2 Self-Assessment F
5. OK
1. car, which . . . convertible, is
6. OK
2. to hear that
7. noon.
3. has been one
8. OK
4. North Carolina are
9. door?
5. OK
7.2 Self-Assessment A 6. Books that are . . . online may be
1. OK 7. the park that is
2. 11:30 a.m. but
3. New York, nor 7.2 Self-Assessment G
4. week but 1. delicious, nutritious
5. kitchen, and he 2. solid, high-yielding
6. Phil; and Glenda 3. OK
7. OK 4. OK
8. cooks and 5. creative, talented
6. qualified, resourceful
1. train, or 7.2 Self-Assessment H
2. OK 1. Maryland plant, July 20; and the Virginia plant,
3. alarm, etc. August 25.
4. Mankins & Smith 2. dangerous, dangerous
5. etc., will 3. OK
6. reservations, and 4. Grayson Industries, $15,000; and Ryan Café,
7. airplane; or $17,000.
8. Sam, and 5. truth, absolutely
6. Ms. Kline, thank
1. therefore, she 7.2 Self-Assessment I
2. offices took 1. OK
3. OK 2. Invoice 21581
4. vacation, you 3. 2576 Trent
5. manager, she 4. Pages 1796 through 2017 . . . involved
6. naturally, her $79,000.
7. representative requires 5. lasts 1 hour 15 minutes
8. April 1, you 6. By 2017, 115
9. hospital, you 7. $9,500
10. permit, we 8. 12 feet 2 inches high
1. received, but . . . pledged, will
1. Saturday; he
2. staff who . . . CPA is
2. market; for
3. printer paper if
3. hours; the
4. solution, Linda and I believe, would
4. OK
5. OK
5. play; she
6. technician who . . . software is Thomas
6. weather; therefore,
7. OK
7. shelter; it’s
8. discrepancy, as . . . yesterday, is
8. months; yesterday’s
9. OK
9. duties; for
10. attorney whom . . . consult is
10. food; however,
Appendix 645
7.3 Self-Assessment B 5. Much
1. need tent 6. Affects . . . —A Prediction
2. preference: Vote! 7. “Very
3. follows. Choose one: 8. One, Four, Two
4. forget: Set 9. First, Second, Third
5. departments: food 10. OK
6. station: Winners 7.5 Self-Assessment B
7. chose Andy
1. Japanese
8. Presidents: John
2. turkish towels
9. OK
3. summer
7.3 Self-Assessment C 4. Di Fabio
1. OK 5. College
2. yet—Fred 6. Monday
3. grass—these 7. OK
4. OK 8. Mexican
5. interest—but 7.5 Self-Assessment C
6. Sally—she
1. generals
7. screen—it’s really
2. Coke
7.3 Self-Assessment D 3. President
1. position—it 4. president-elect
2. value—insurance 5. Director, J. Edgar Hoover.
3. planting—tomatoes 6. Kleenex tissues
4. postponed—you 7. seeds
5. work—these (omit comma) 8. OK
6. today—Dr. 7.6 Self-Assessment A
7. scare—someone called 911—
1. Governor
8. Environment”—the
2. Omit D.V.M. and the commas before and after. Or omit
7.4 Self-Assessment A Dr.
1. ‘pulsar,’” 3. OK
2. public service. 4. Drs.
3. “smart pen” 5. M.D.,
4. “blog.” 6. Senator, Representative
5. “Stop the presses!” 7.6 Self-Assessment B
6. “needs no introduction.”
1. IRS
7. that the crime scene program was too graphic and
2. OK
8. “paparazzi,”
3. WBT
7.4 Self-Assessment B 4. 8 a.m.
1. OK 5. Room 821
2. “law-abiding citizen”? 6. Friday, April
3. delivered!” 7. CFO
4. article, “Inexpensive Family Entertainment,” 8. OK
5. success”? 9. PIN
6. “Sold”: 7.7 Self-Assessment A
7. stairs”:
1. has 5.5 or 51⁄2 times
8. Trust.”
2. Seventeen families
7.4 Self-Assessment C 3. few thousand
1. week), 4. about six pages
2. part?) 5. 1920s
3. Handbook.) 6. OK
4. OK 7. a seventeenth-century British
5. (he uses a wheelchair) 8. About one-fifth of
6. (impatiently!) 9. Sixty-eight percent
10. OK
1. Health.” 7.7 Self-Assessment B
2. When his 1. 306 15th Avenue
3. 1) Shoppers; 2) Shoppers; 3) Shoppers 2. 15 passengers.
4. You 3. 3 vans, 6 trucks,
646 Appendix
4. for 75 cents 3. ambitious
5. $.75 4. beneficial
6. $399 5. complexion
7. 162 days
8. from six months to one year
9. between $2 million and $4 million. 1. inventory, stationery
10. OK 2. calendar
3. particles
7.7 Self-Assessment C 4. exceeded
1. 12 feet, 15 feet 5. technical, statistical
2. Friday, May 2, 2012.
3. 3 o’clock
4. By December 15, 82 employees 1. Please give me your check by Monday.
5. 31⁄2 parts, 2 parts 2. Please include your payment with the completed
6. OK order form.
7. OK or 3rd of July (Either is correct.) 3. Material on the Cassidy case is in five large files.
8. OK 4. To be successful, you should try harder.
9. 1 manager, 3 assistants 5. The DVDs you requested in your June 10 e-mail are
10. OK enclosed.
8.2 Self-Assessment A 8.4 Self-Assessment B

1. taping 1. Because our editorial department is understaffed, we
2. transmitted propose hiring three additional editors.
3. wedding 2. Although some additional paintings were presented,
4. OK the Art Gallery manager decided to go with Sarah’s
5. territories collection.
6. scarring 3. Save the files in a new directory on the computer, and
7. believe print a copy of each file.
8. miscellaneous 4. Despite the costs involved, we are committed to in-
vesting in green technology.
8.2 Self-Assessment B 5. Because the report is due October 8, Theresa has
1. defendant been working long hours on the calculations.
2. remittance
3. reversible
4. OK 1. Passive—Mary Chambers praised the interns for their
5. deductible help.
6. Illegible 2. Active
3. Passive—Last week, we sold our new cell phones to
8.2 Self-Assessment C 70 percent of our customers.
1. conscientious 4. Passive—The new chef prepared today’s gourmet
2. anxious meal.
Appendix 647
Glossary
A ap•pos•i•tive a word or group of words that gives more
information about a preceding word or phrase (7.2)
ab•bre•vi•a•tion a shortened form of a word or phrase (3.1, 7.6)
apps see applications
ab•so•lute ad•jec•tives adjectives whose qualities cannot be
compared (6.3) ar•ti•cles the words a, the, and an (6.3)
ac•ro•nym a word usually formed from the first letter or letters asyn•chro•nous com•mu•ni•ca•tion communication that in
of each word in a phrase (3.1, 7.6) volves sending a message that the receiver can retrieve or access
at his or her convenience (12.2)
ac•tive lis•ten•ing using a high level of concentration to listen
for information (2.2) au•to re•spond•er a message-response system that automati
cally replies to e-mails in the employee’s absence (13.4)
a•dapt•a•bil•i•ty the ability to learn quickly and adjust to
change (12.1) au•to sig•na•ture fea•ture in many e-mail programs, a tool
that automatically adds the sender’s name and other information
ad hoc com•mit•tee a temporary committee formed for a par
at the end of all e-mails (9.2)
ticular purpose (14.2)
ad•ja•cent num•bers numbers that are sequenced next to each B
other (7.7)
ba•ro•ni•al let•ter•head company provided half-letter sized
ad•jec•tives words that describe nouns or pronouns by modifying (5½ × 8½ inches) stationery for social-business and goodwill
them (4.1, 6.3) communications for executive correspondence (10.4)
ad•just•ment an action taken by a company in response to a bar•ri•ers factors that block or interfere with communication (1.1)
customer claim of unsatisfactory service or defective product;
be•hav•ior•al in•ter•view an interview in which the applicant
depends on the company’s decision of whether the claim is allow
is asked to relate past experiences in order to see how he or she
able, partially allowable, or not allowable (10.2)
would handle similar situations in the future (16.2)
ad•ver•bi•al claus•es dependent clauses that serve as adverbs mod
be•ing verb a verb that does not describe an action or condition;
ifying an adjective, verb, or another adverb in the main clause (6.4)
is a form of the infinitive to be (4.3)
ad•verbs words that describe verbs, adjectives, or other adverbs
ben•e•fits payments or services provided for employees through
by modifying them (4.1, 6.4)
an annuity, pension plan, insurance policy, etc. (16.1)
a•gen•da a brief chronological list of the business to be trans
bib•li•og•ra•phy an alphabetic listing of all the references used
acted at a meeting (11.4, 14.2)
in a report (11.1, 11.3)
an•a•lyt•i•cal re•port a report that examines a situation or
block let•ter for•mat letter style in which all the letter parts begin
problem, draws conclusions, and makes recommendations, in ad
at the left margin, except for tables and other offset material (9.3)
dition to providing information and data (11.1)
blog a discussion or informational website that presents ongoing
an•te•ced•ent a noun or noun phrase that is referred to by a
entries, called posts, from the author and often includes com
pronoun (5.3, 8.3)
ments from readers; also called web log (11.1, 12.3)
an•to•nyms words that mean exactly the opposite of each
bo•dy lan•guage gestures, movements, and mannerisms used to
other (8.1)
communicate ideas to others; also called kinesics (2.1)
a•pos•tro•phe a punctuation mark used to form possessives,
bo•dy of the re•port the actual text of a report (11.3)
contractions, and some plurals (5.1, 7.4)
boil•er•plate prewritten paragraphs that are combined in different
ap•pen•dix the report section that consists mainly of supporting in
ways to create form letters that fit certain or varied situations (10.5)
formation that backs up the material in the body of the report (11.3)
brib•ery the act of giving or receiving payment as a method of
ap•pli•ca•tion form a form used by potential employers to gather
influence (3.2)
specific information from someone seeking employment (15.3)
brow•ser a device that enables the user to navigate the World
ap•pli•ca•tion let•ter a companion document to a résumé and
Wide Web and displays web pages (11.1)
reference list that highlights important qualifications and persuades
an employer to grant an interview; also called cover letter (15.3) busi•ness ab•bre•vi•a•tions shortened forms of words or
phrases used in business (7.6)
ap•pli•ca•tions specialized software programs that provide
access via mobile devices (e.g., cell phones) to resources such as busi•ness card or per•son•al busi•ness card Similar to usual
books, games, GPS, music, and weather; also called apps (1.1) business card but serves as a mini résumé when unplanned
648 Glossary
interaction with a potential employer presents an opportunity to com•ma splice a comma used by itself to join two independent
communicate your job interests, contact information, and résumé clauses (7.1)
highlights (15.1) com•mis•sion the fee paid to a sales associate as a result of a
busi•ness et•i•quette see professional courtesy sale (3.2)
com•mit•tee in•ter•view an interview conducted by a team of
C people; also called panel interview (16.2)
cap•i•tal•iza•tion the use of capital letters in writing certain
com•mun•i•ca•tion the exchange of information between or
important words (7.5)
among people (1.1)
ca•reer fair in•ter•view employment interview on campus or in
com•par•a•tive de•gree the form of descriptive adjectives that
a public meeting room that provides opportunities for students
compares the qualities of two or more people or things (6.3)
and other potential employees to meet with recruiters (16.1)
com•pen•sa•tion in•crease an increase in salary and/or
case the form of a pronoun: possessive, nominative, or objective
benefits (16.5)
(5.3)
com•plete pred•i•cate the simple predicate plus all the
cell phone see cellular telephones
words that modify it in a sentence (4.2)
cell phone ap•pli•ca•tions (apps) see applications
com•pound ad•jec•tive two or more words used together to
cel•lu•lar tel•e•phones small, wireless, lightweight portable de modify one noun or pronoun (6.3)
vices that allow communication from almost any location that
com•pound noun a noun that consists of two or more words (5.1)
can pick up a satellite signal; also called cell phones (1.1)
com•pound ob•ject two of more objects (nouns or pronouns)
chro•no•log•i•cal ré•su•mé a résumé that emphasizes work
joined by a coordinating conjunction (5.3)
history and experience; lists work experience in reverse order,
with the most recent first (15.2) com•pound sen•tence a sentence that has two or more indepen
dent clauses, each containing a subject and a predicate (7.2)
claim•ant a person who makes a claim of unsatisfactory or dam
aged goods or services (10.2) com•pound sub•ject two or more subjects (nouns or pronouns)
joined by a coordinating conjunction (4.2, 5.3)
claim let•ters letters in which the receiver is asked to provide
something or some service for the sender; also called written com•pre•hen•sion the process of understanding something
requests (10.2) read, heard, seen, or felt (2.4)
clause a group of words containing a subject and a predicate (4.2) con•clu•sions the results of a report, based only on the facts;
presented in a separate section after the body of the report (11.3)
cli•chés overworked expressions that lost their strength long ago
(e.g., crystal clear, needs no introduction, and at a loss for words) con•fi•den•tial in•for•ma•tion spoken or written information
(8.1) that is private or secret (3.2)
clip art gal•ler•y a collection of simple drawings and art used con•junc•tions words that join other words, phrases, or
for illustration purposes and provided with presentation software clauses (4.1, 6.1)
and available at various websites (14.4) con•junc•tive ad•verbs adverbs that join elements within a sen
cloud com•put•ing the use of online applications, resources, tence; also called transitions (6.4)
and services that are delivered over the Internet and accessed con•no•ta•tion the meaning readers associate with a word,
through Internet-connected devices (12.1) based on their experiences and emotions (8.1)
code of eth•ics a statement of the goals of a company regarding con•sec•u•tive ad•jec•tives adjectives that are used together in
how it operates and how it treats customers, competitors, and a sequence but separately modify a noun (7.2)
employees (3.2)
con•so•nants the letters of the alphabet that are not vowels: b, c,
col•lec•tion let•ter a letter in which a company reminds a d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z (8.2)
customer that he or she has not yet paid a bill (10.1)
Con•tact Us a section on a website that provides a screen with a
col•lec•tive noun a noun that refers to a group, or collection, of preaddressed e-mail (13.4)
persons or things (4.4)
co•or•di•nat•ing con•junc•tions words that connect only like
co•lon a punctuation mark used to direct attention to the elements of grammar (6.1)
information that follows (7.3)
co•py no•ta•tion in a letter, the abbreviation c:, c, or cc
com•bi•na•tion ré•su•mé a résumé that combines the best followed by the name of any person other than the addressee
features of chronological and functional résumés (15.2) to whom the letter is being sent; can be used in memos and ap
com•ma a punctuation mark used to separate elements within a pears under the reference initials; appears in the heading of an
sentence (7.2) e-mail as cc (9.3)
Glossary 649
cor•rel•a•tive con•junc•tion a pair of conjunctions used to dis•crim•i•na•to•ry lan•guage offensive terminology based
connect like elements (6.1) on characteristics, beliefs, values, and attitudes (3.3)
cov•er let•ter see application letter dis•tance ed•u•ca•tion see distance learning
cross-cul•tur•al com•mu•ni•ca•tion communication with dis•tance learn•ing a method of delivering training or
people who are from cultures different from your own (3.1) educational coursework for credit, usually through the Internet, in
crowd•sourc•ing uses resources and people outside the busi which the teacher or trainer and the learner are separated by space,
ness itself to convey a message, complete a task, or achieve goals time, or both; also called distance education or e-learning (2.4)
(12.3) doc•u•ment cam•era a camera that projects transparencies,
cul•ture the customs, beliefs, lifestyles, and practices of a group PowerPoint slides, and hard-copy documents onto a screen (14.4)
of people (3.1) do•mes•tic term used in reference to one’s own country or to
cus•tom•er-fo•cused or•gan•i•za•tion an organization that something originating within one’s own country (3.1)
emphasizes customers and their interests and satisfaction (13.2) dou•ble neg•a•tive two negative expressions erroneously used
cus•tom•er ser•vice the consistent performance of activities or together (6.4)
services that ensure customer satisfaction (13.1, 13.3) down•size to reduce in size the staff of a company or
organization (16.6)
D
down•ward com•mu•ni•ca•tion communication with people
dash a punctuation mark used to indicate a break in thought (7.3)
of a rank lower than your rank (1.3)
da•ta file a file that contains the names and addresses of people
and is used for mailing lists (10.5)
E
dec•i•mal num•bers numbers in units of ten (7.7)
e-com•merce the process of buying and selling merchandise and
de•clar•a•tive sen•tence a sentence that makes a statement services over the Internet; also called electronic commerce (12.3)
(4.2, 7.1)
e-learning see distance learning
de•mon•stra•tive ad•jec•tive a demonstrative pronoun that is
e-read•er device similar to a tablet that is the distinct purpose of
used as an adjective to modify one noun or pronoun (6.3)
reading e-books (12.4)
de•no•ta•tion the dictionary meaning of a word (8.1)
ed•it•ing the process of refining a revised draft and adding
de•riv•a•tive a word formed from another word (8.1) polish (8.6)
de•scrip•tive ad•jec•tives words that tell “what kind of” or e•lec•tron•ic com•merce see e-commerce
describe (6.3)
e•lec•tron•ic in•ter•rup•tions events involving technology
de•sign tem•plates preformatted layouts in presentation that disrupts the work flow (1.1)
software (14.4)
e•lec•tron•ic mail see e-mail
dig•i•tal in•ter•view employment interview using meeting
e•lec•tron•ic meet•ing the use of the Web to transmit lectures,
software that facilitates an audio-visual conversation between po
sales presentations, or similar events to recipients at remote
tential employees and recruiters (16.1)
locations; can be interactive (14.2)
di•rect ad•dress the technique of addressing a person directly
el•e•va•tor speech a brief (about 45 to 75 words), memorized
by his or her name or title (7.2)
description of yourself that is used to introduce yourself to a po
di•rect ap•proach in message writing, the technique of tential employer (16.1)
stating the main point of the message in the opening
e-mail an electronic message transmitted and accessed through
sentence (9.1)
the Internet; also called electronic mail (9.2, 12.1)
di•rec•tives formal authorizations for changes (14.2)
e-mail et•i•quette the courtesy that should be applied when
di•rect ob•ject a person or thing that directly receives the action corresponding by e-mail; consists of being professional, applying
of the verb (4.3) standards, and meeting expectations (12.2)
di•rect ques•tions sentences that ask a question (7.1) e•mo•ti•cons groups of keyboard characters arranged to look
di•rect quo•ta•tion the exact words spoken or written by like a face and indicate various emotions; used only in informal
someone else (7.4) communications (9.2)
dis•cre•tion cautious reserve in speech; engaged in to protect em•ploy•ment con•trac•tors agencies that supply personnel on
the privacy of both your manager and your company (13.3) a temporary basis; also called temporary agencies (15.1)
dis•crim•i•na•tion the act of treating or judging someone on em•ploy•ment in•ter•view a formal consultation to evaluate
the basis of age, ethnic group, sex, etc. (3.3) the qualifications of a prospective employee (16.1)
650 Glossary
enun•ci•a•tion the distinctness or clarity with which a speaker form file a file that contains a form letter and the codes for merg
articulates or sounds each part of a word (14.1) ing the information with the data file (10.5)
eq•ui•ta•ble ad•just•ment a customer adjustment based form let•ters letters in which the same message is sent to many
on reasonable, fair, honest, and impartial decision making addressees (10.5)
(10.2) frag•ments incomplete sentences (7.1)
eth•ics the moral principles of right and wrong (3.2) Fre•quen•tly Asked Ques•tions (FAQs) a section on a website
eth•no•cen•trism the belief that your own ethnic group or that lists common questions and the answers to them (13.4)
culture is superior to others (3.3) func•tion•al ré•su•mé a résumé that highlights professional
e-whin•ing electronic complaining; the use of the Internet by skills and related accomplishments and deemphasizes work
unsatisfied customers to communicate their dissatisfaction to oth history; also called skills résumé (15.2)
ers (13.4) fu•ture per•fect tense the form of a verb that tells that an action
ex•change rate the ratio at which the principal unit of two will be completed by a specified time in the future (4.3)
currencies can be traded (3.1) fu•ture pro•gres•sive tense the form of a verb that tells that the
ex•cla•ma•tion point a punctuation mark used at the end of a action will be in progress at a certain time in the future (4.3)
sentence to indicate strong feeling or emotion (7.1) fu•ture tense the form of a verb that tells that the action will
ex•clam•a•to•ry sen•tence a sentence that expresses strong happen in the future (4.3)
feeling (4.2)
ex•ec•u•tive let•ter•head company-provided stationery (71⁄4 G
× 101⁄2 inches) for social-business and goodwill communications; gen•der-bi•as words terms that show favoritism toward a
also called monarch letterhead (10.4) particular gender (3.3)
ex•ec•u•tive-size sta•tion•ery stationery that measures 71⁄4 × gen•der-spe•cif•ic words terms indicating whether a subject is
101⁄2 inches (9.3) male or female (3.3)
ex•ec•u•tive sum•ma•ry see summary ger•und a verb form that ends in ing and is used as a noun (5.2)
ex•plan•a•to•ry el•e•ment additional information that is not ger•und phrase a group of words that contains a gerund (7.2)
essential to the sentence (7.2) go•ing mo•bile conducting business and otherwise communi
ex•ter•nal blog a blog that is available to the public (11.1) cating using wireless technology such as a cell phone, rendering
landlines somewhat obsolete (13.1)
ex•ter•nal com•mu•ni•ca•tion the transfer of information to
and from people outside the company (1.3) Goo•gle Hang•outs a free service used to conduct video calls
over the Internet. Formerly called Google Talk (2.3)
ex•ter•nal noise any sound created externally, or outside the
body, that distracts the listener (2.2) gram•mar-check•er computer software that evaluates grammar
and suggests ways to improve the grammar and wording of a
F document (8.6)
fa•mil•iar tone a writing device for establishing a casual, greet•ing see salutation
friendly mood with the reader (10.1) group in•ter•view an interview in which several applicants meet
FAQs see Frequently Asked Questions with one or two interviewers (16.2)
fea•si•bil•i•ty study an analytical report that describes the guide words used in the heading of a memo; TO, FROM, DATE,
pros and cons of proceeding with a project and includes the costs SUBJECT (9.2)
and time frame for the project (11.1)
feed•back an oral, written, or nonverbal response from a H
receiver (1.1) hear•ing the physical function of detecting sound (2.2)
fol•low-up let•ter a communication to maintain contact about a hid•den job mar•ket the market consisting of job opportunities
previous interaction, such as a job interview (16.4) that are not advertised in traditional venues (15.1)
fol•low-up se•ries a series of three to five follow-up letters that hom•onyms words that look or sound alike but have different
remind a delinquent bill payer to settle his or her account before meanings (8.1)
it is turned over to a lawyer or collection agency (10.1) hor•i•zon•tal com•mu•ni•ca•tion see lateral communication
for•mal busi•ness re•port a long report that usually addresses hu•man re•la•tions skills skills that involve the ability to
complex problems or questions (11.3) understand and relate to people in a way that fosters goodwill;
for•mat the arrangement of letter parts on the page (10.4) also called interpersonal skills (1.1)
Glossary 651
I in•tern•ship a temporary position, paid or unpaid, that lets
the intern (temporary employee) gain experience and lets the
I-at•ti•tude an attitude characterized by putting your own
employer observe the intern as a prospective employee (15.1)
interests before those of your readers or listeners (1.1)
in•ter•per•son•al com•mu•ni•ca•tion communication with
idi•o•mat•ic us•age the long-accepted use of certain
others (1.1)
prepositions with certain words that is considered correct even
though there isn’t a rule or logical reason for such use (6.2) in•ter•per•son•al skills see human relations skills
im•per•a•tive sen•tence a sentence that states a command or in•ter•pret•ing analyzing the sounds you hear and then relating
request (4.2, 7.1) that information to past experiences to determine the meaning of
the sounds (2.2, Exhibit 2.2)
in•di•rect ap•proach in message writing, the technique of using
background information as a buffer to bad or unpleasant informa in•ter•rog•a•tive sen•tence a sentence that asks a question
tion in the message (9.1) (4.2)
in•di•rect ob•ject a person or thing that indirectly receives the in•ter•rupt•ing el•e•ments words that add extra meaning, but
action of the verb (4.3) not essential information, to sentences (7.2)
in•di•rect ques•tion a question restated as a declarative in•ter•view a formal conversation between a job recruiter and a
sentence (7.1) potential employee to determine the applicant’s fit for the open
position from both the recruiter’s and the applicant’s perspective
in•di•rect quo•ta•tion a restatement of a person’s exact
(16.1)
words (7.4)
in•to•na•tion the rising and falling of voice pitch (14.1)
in•fin•i•tive phrase a group of words that includes an infinitive
and any words that are related to it (4.2, 7.2) in•tran•si•tive verb a verb that does not have an object (4.3)
in•flec•tion•al forms the forms of a word that show tense, in•tra•per•son•al com•mu•ni•ca•tion communication with
number, and other meanings (8.1) yourself based on interpretations of previous experiences (1.1)
in•for•ma•tion•al in•ter•view an interview conducted for a ir•reg•u•lar verb a verb that does not follow the regular pattern
group of prospective employees to provide information about the to form its principal parts (4.3)
company and the jobs available (16.2)
in•for•ma•tive mes•sages written instructions on how to com
J
plete a task or carry out a procedure (9.4) jus•ti•fi•ca•tion re•port a report that gives the rationale for a
recommendation or a decision; usually prepared by someone in
in•for•ma•tive re•port a report that gives facts and informa
upper management (11.1)
tion on some aspect of an organization’s operations (11.1)
in•side ad•dress in a letter, the addressee’s name and title K
and his or her company name, street address (or post office box
ki•ne•sics see body language
number), city, state, and ZIP Code, same as the address on the
envelope (9.3)
L
in•stant mes•sag•ing (IM) a text-based system that allows lap•top com•put•er a portable computer that functions like
quick, real-time conversations over the Internet (12.1) a desktop computer but is much smaller and may be battery-
in•ter•jec•tions words used to express extremely strong feelings operated (13.2)
or emotions (4.1) lat•er•al com•mu•ni•ca•tion communication with peo
in•ter•nal blog a blog that is available to employees only and ple who are at the same rank as you; also called horizontal
can be used instead of a meeting or an e-mail discussion (11.1) communication (1.3)
in•ter•nal com•mu•ni•ca•tion the transfer of information let•ter•head (1) the printed information at the top of business
within a company (1.3) stationery; (2) the actual sheet of paper that bears the printed
in•ter•nal noise any feeling or sensation inside the body, such letterhead information (9.3)
as hunger or pain, that distracts the listener (2.2) let•ter, mem•o, or e-mail of trans•mit•tal a brief communica
in•ter•na•tion•al term used in reference to something tion that documents that a report has been completed and is
originating beyond a country’s borders or viewpoints (3.1) being submitted to the person(s) addressed in the memo (11.3)
In•ter•net a system of computer networks that links computers let•ters messages printed on letterhead stationery and sent to
throughout the world in one large network, making communica people outside an organization by mail or by courier service;
tions, information, websites, and applications accessible; also sometimes delivered as e-mail attachments (9.2)
called Net (11.1, 12.1) lim•it•ing ad•jec•tives adjectives that tell “how many,” “how
much,” or “in what order” (6.3)
652 Glossary
lis•ten•ing hearing something through thoughtful attention noun the name of a person, place, thing, idea, concept, or quality
(2.2) (4.1)
lis•ten•ing bar•ri•ers distractions that interfere with num•bers mathematical units used to express amounts, time,
listening (2.2) addresses, etc. (7.7)
lis•ten•ing pri•or•i•ties the listening opportunities that are
most important to you (2.2) O
list•serve an automated service that sends out electronic mes ob•ject the person or thing that receives the action of the
sages on a given topic to a list of subscribed recipients (11.1) verb (5.3)
ob•ject of the prep•o•si•tion the noun or pronoun that follows
M the preposition in a sentence (6.2)
mail•ing no•ta•tions on an envelope, instructions for the one-on-one in•ter•view an interview conducted by one person
post office that are typed in the upper-right corner below the with one potential employee (16.2)
stamp (9.3) on•line ser•vices self-contained, fee-based or free services
mem•o re•port an informal report that is formatted as a on the Web that provide extensive resources to their members
memo (11.2) (11.1)
mem•os messages printed and sent to people within an o•pen punc•tu•a•tion in business letters, the style in which no
organization through an interoffice mail delivery system or as punctuation is used after the salutation and the complimentary
e-mail attachments (9.2) closing (9.3)
mes•sage mem•os printed forms used to record telephone o•ral com•mu•ni•ca•tion the use of spoken words to exchange
messages and messages from visitors (9.2) ideas and information (1.1, 1.2)
min•utes a written record of the proceedings of a meeting (11.4, or•der con•fir•ma•tion func•tion an e-mail confirmation
14.2) that assures the customer that his or her products have been
purchased (13.4)
mo•bile ap•pli•ca•tions applications, created for specific
devices, that are installed on the device itself and perform or•di•nal num•bers numbers designating a place in an ordered
functions specifically related to being mobile (12.4) sequence; first, second, etc. (7.7)
mo•bile de•vices any type of handheld computer that can be out•line form a report format in which an outline is used to list
used to connect to the Internet and perform computing tasks information (11.2)
(12.1)
mod•i•fied-block for•mat a letter format similar to the block
P
format except that the date line, complimentary closing, and pan•el in•ter•view an interview conducted by a team of people;
writer’s identification begin at the center of the page (9.3) also called committee interview (16.2)
mon•arch let•ter•head see executive letterhead par•a•graph form a report format in which paragraphs are used
for the presentation of simple facts (11.2)
mul•ti•na•tion•al com•pa•ny a company that operates in
more than one country (3.1) par•a•graph uni•ty the effect created when all sentences in a
paragraph support the main idea (8.5)
mul•ti•task•ing spreading your attention to cover more than
one activity at the same time (1.1) par•a•lan•guage nonverbal communication through factors
such as tone, pitch, and sighs; used to reinforce verbal messages
N (2.1)
near field com•mu•ni•ca•tion (NFC) NFC allows transmission par•al•lel struc•ture the expression of parallel ideas in gram
between different types of mobile devices by using radio technol matically parallel form (6.1)
ogy between devices that are within close proximity to each other para•phras•ing restating the words or ideas of someone else
(12.1) in your own words and giving credit to the original author
news re•lease an announcement prepared for release to the (11.1)
public that enhances the image of an organization or provides par•en•the•ses punctuation marks that enclose words; used in
information (11.5) pairs to set off amplifying or explanatory words (7.4)
non•dis•clo•sure agree•ment a promise not to divulge par•en•thet•i•cal el•e•ments words, phrases, and clauses
company trade secrets or procedures (3.2) added to sentences to emphasize a contrast, express an opinion,
non•ver•bal com•mu•ni•ca•tion communication without etc. (7.2)
words; the use of actions, expressions, or tone of voice to convey par•ti•ci•pial phrase a group of words used as an adjective
information (1.1, 2.1) that contains a participle and any words that modify it (7.2)
Glossary 653
pas•sive lis•ten•ing concentrating on spoken words at a low pod•casts audio and video broadcasts that can be downloaded to
level of effort (2.2) your computer or mobile device for listening and viewing at your
past per•fect tense the form of a verb that tells which of two past convenience without reconnecting to the Internet (11.1)
actions occurred first (4.3) port•fo•li•o a notebook or folder that contains evidence and ex
past pro•gres•sive tense the form of a verb that tells that an amples of a person’s achievements, skills, and qualifications (15.4)
action was in progress at some time in the past (4.3) pos•i•tive de•gree the descriptive-adjective form of comparison
past tense the form of a verb that tells that the action happened that expresses the quality of one person or thing (6.3)
in the past (4.3) pos•ses•sive ad•jec•tives possessive personal pronouns and
peo•ple’s needs things that are vital to survival: food, shelter, possessive nouns used as adjectives to modify nouns (6.3)
clothing, and perhaps transportation (10.1) pos•ses•sive forms of nouns the form used to show ownership;
peo•ple’s wants things that are not vital to survival: security, created by adding an apostrophe and sometimes an s to nouns (5.2)
status, approval from others, health, personal attractive pos•ses•sive forms of pro•nouns the form used to show
ness, conveniences, and various forms of recreation and ownership; created by using a possessive form of the
entertainment (10.1) pronoun (it vs. its) or a change in spelling (my vs. mine);
pe•ri•od a punctuation mark used to end a sentence (7.1) the possessive form of personal pronouns never has
apostrophes (5.2)
pe•ri•od fault an incomplete thought, or a sentence fragment
(7.1) pred•i•cate the part of a sentence that tells what the subject is
or does or what is done to the subject (4.2)
pe•ri•od•i•cals journals, magazines, pamphlets, newsletters,
and so on that are published on a regular basis (11.1) pred•i•cate ad•jec•tive an adjective that follows a being verb
and modifies or describes the subject of the sentence (6.3)
pe•ri•od•ic re•port a report prepared at regular intervals
(11.1) pred•i•cate agree•ment the principle that a verb and its modifiers
must agree with the simple subject in number and in person (4.4)
per•son•al busi•ness card or busi•ness card similar to usual
business card but serves as a mini résumé when unplanned pred•i•cate nom•i•na•tive a word that follows a being verb
interaction with a potential employer presents an opportunity to and renames the subject (6.3)
communicate your job interests, contact information, and résumé prej•u•dice a negative attitude about an individual, a group, or
highlights (15.1) a race, or about the supposed characteristics of an individual, a
per•son•al-busi•ness let•ter a letter that is not typed on group, or a race (3.3)
letterhead stationery and in which the writer’s address is typed prep•o•si•tion•al phrase a group of words consisting of a prep
beneath the signature at the end (9.3) osition, an object, and any modifiers of the object (4.2, 6.2, 7.2)
per•sua•sive ap•proach in message writing, the technique prep•o•si•tions connecting words that show the relationship be
of getting the reader’s attention in the opening sentence, tween nouns or pronouns and other words in a sentence (4.1, 6.2)
stimulating interest that encourages the reader to continue
pre•print•ed re•ply card a form that allows a company to
reading, creating desire for the intended outcome, and attempting
respond to many requests promptly (9.5)
to get the action that the writer wanted (9.1)
pre•sent per•fect tense the form of a verb that tells that the
per•sua•sive re•quest a request for cooperation, donations, or
action occurred in the past and may still be occurring now (4.3)
volunteer time (10.1)
pre•sent pro•gres•sive tense the form of a verb that tells that an
pho•net•ic spell•ing a dictionary feature that shows how a word
action is currently in progress (4.3)
is broken into syllables, how each syllable is pronounced, and
which syllable or syllables are accented (8.1) pre•sent tense the form of a verb that tells that the action is hap
pening now (4.3)
phrase a group of words with neither a subject nor a
predicate (4.2) pri•ma•ry source a source from which information or data are
obtained firsthand (11.1)
pi•lot test a survey of a small test group to check the quality of a
survey or other instrument (11.1) prin•ci•pal parts of verbs the present, past, past participle, and
present participle forms of verbs (4.3)
pitch the level of a sound on a musical scale (14.1)
prob•lem re•quest a message that requires the writer to say no
place•ment a•gen•cies private employment agencies that
to someone (9.5)
fill permanent job openings for companies in a wide range of
occupations (15.1) pro•ced•ures the methods that are used to collect and analyze
data (11.3)
pla•gia•rism the use of someone else’s ideas or words (exact
or paraphrased) as your own without giving credit to the original pro•ced•ures book a step-by-step guide that contains written
author (11.1) copies of all the procedures an organization follows (9.4)
654 Glossary
pro•fes•sion•al cour•te•sy the use of good manners and re•call•ing using retained and interpreted sounds for
appropriate behavior in professional dealings; also called business comprehension (2.2, Exhibit 2.2)
etiquette (3.2)
rec•om•men•da•tions suggested actions to be taken, drawn
pro•gress re•port a report that gives the current status of a proj from the facts of a report (11.3)
ect (11.1)
ref•er•ence ini•tials in a letter, the typist’s initials (9.3)
pro•mo•tion an increase in position or rank, sometimes
ref•er•ences source entries arranged alphabetically by the
involving an increase in salary and/or benefits as well (16.5)
author’s last name (11.1)
pro•nouns words that take the place of nouns (4.1, 8.3)
re•fer•rals recommendations from satisfied customers (13.1)
pro•nun•ci•a•tion (1) the sound a speaker gives to the letters
re•flec•tive lis•ten•ing the process of attentively listening to
or letter combinations that make up a word; (2) the way in which
the speaker’s actual words and tone of voice and observing the
a speaker accents a word (14.1)
body language and emotions displayed (1.2)
proof•read•ing the process of detecting content, typographic,
reg•u•lar verb a verb that follows the simple pattern to indicate
and grammatical errors (8.6)
time (4.3)
pro•per ad•jec•tives proper nouns and words derived from
rel•a•tive pro•noun a pronoun that relates to another word,
proper nouns that are used as adjectives (6.3, 7.5)
called its antecedent (4.4)
pro•po•sal an analytical report designed to persuade the reader
res•ig•na•tion a formal notification of giving up employment (16.6)
to purchase products, adopt an idea or plan, or provide or donate
money or services to a worthwhile project (11.1) re•su•me job search document that summarizes a person’s
background and qualifications (15.2)
pseudo-hom•onyms words that sound somewhat alike but have
different meanings (8.1) re•tain•ing remembering interpreted sounds for later use (2.2,
Exhibit 2.2)
pub•lic re•la•tions the business of positively influencing the pub
lic’s feeling or attitude toward a company or an organization (10.3) re•ten•tion the process of remembering something read, heard,
seen, or felt (2.4)
pub•lic re•la•tions cam•paign the concentrated effort of
a company to put its name before potential customers in a re•vis•ing the process of improving the content and organiza
favorable light (10.3) tion of writing (8.6)
pub•lic re•la•tions spe•cial•ist a person who looks for rhe•tor•i•cal ques•tion a question that is posed solely for
opportunities to show a company in a favorable light (10.3) effect, to stimulate thought about a specific topic, with no
expectation of a reply or a clear yes or no (10.1, 14.3)
pur•pose the reason a report is being written (11.3)
Ro•bert’s Rules of Or•der a standard guide to parliamentary
Q procedure (14.2)
QR (quick re•sponse) code a square bar code with a unique rout•ing slips printed forms used to channel messages to specific
pattern that users can scan to learn quickly about a business or people (9.2)
service (12.3) RSS (real•ly sim•ple syn•di•ca•tion) feeds systems that deliver
ques•tion mark a punctuation mark used to indicate a direct updated web content that is frequently changing to subscribers
question (7.1) (12.3)
quick re•sponse code see QR (quick response) code RSVP an acronym for the French phrase Répondez s’il vous plaît,
which means “Please reply” (3.2)
quo•rum the number of group members required by the group’s
bylaws to conduct business (11.4)
S
quo•ta•tion marks punctuation marks used in pairs to enclose sal•a•ry fixed compensation paid regularly for services (16.1)
the exact words written or spoken by someone other than the
writer (7.4) sales ap•peal a writing technique that is used to induce the
reader to buy a product or service (10.1)
sal•u•ta•tion in a letter, the line that usually includes a cour
R
tesy title and the recipient’s name and immediately precedes the
rap•port a positive relationship developed to make communica body of the letter; also called greeting (9.3)
tion more comfortable (16.3)
scan•na•ble ré•su•mé a résumé written to enhance the writer’s
read•abil•i•ty the ease with which something can be read (8.5) chance of being selected by a data tracking system, which scans
real•ly sim•ple syn•di•ca•tion feeds see RSS (really simple for specific keywords and nouns (15.2)
syndication) feeds scope the factor that determines the extensiveness of the research
ream 500 sheets of paper (9.3) for a report (11.3)
Glossary 655
screen•ing in•ter•view a preliminary screening, usually by stand•ing com•mit•tee a permanent committee that meets
telephone, to determine whether the applicant has the skills and regularly (14.2)
qualifications for the job (16.2)
ster•e•o•typ•ing applying a simplified and standardized
search en•gine a website that provides searching capabilities image to all members of a group on the basis of a few examples,
(11.1) incidents, or traits (3.3)
sec•ond•ary source a document or other material that contains stress in•ter•view an interview in which the applicant is
information gathered by someone else (11.1) deliberately put under stress to test his or her reaction under pres
semi•co•lon a punctuation mark used (1) to indicate a strong sure (16.2)
break between items in a series, especially when there are style the appearance and content of a letter; includes the features
internal commas within the items; (2) to connect two closely used to emphasize important details—bold, italics, etc. (9.3)
related sentences; and (3) to connect two clauses separated by
sub•ject a word in a sentence that names the person speaking,
a transitional word such as however (7.2, 7.3)
the person spoken to, or the person or thing spoken about (4.2)
sen•tence a group of words that expresses a complete thought
sub•or•di•nat•ing con•junc•tions words that join clauses of
and contains a subject and a predicate (4.2)
unequal rank by introducing dependent adverbial clauses (6.1, 6.4)
sen•tence frag•ment a group of words that does not express
sum•ma•ry a brief review of a report; often called executive sum-
a complete thought and is missing either a subject or a
mary in business reports (11.3)
predicate (4.2)
su•per•la•tive de•gree the descriptive-adjective form of
se•ries three or more words, phrases, or clauses in a sequence (7.2)
comparison that compares the qualities of three or more persons
sim•ple pred•i•cate the main verb plus any helping verbs in a or things (6.3)
sentence (4.2)
sup•ple•men•ta•ry ma•te•ri•al substantiating data for a
sim•ple sen•tence a group of words that contains a subject and report; presented after the conclusions and recommendations
a verb and expresses a complete thought (7.2) (11.3)
sim•ple sub•ject the main word or words in a complete subject; syn•chro•nous com•mun•i•ca•tion communication
the core of the subject (4.2) that involves sending and receiving a message in real time
sit•u•a•tion•al in•ter•view an interview in which the applicant between or among persons in the same location or different
is given a situation and asked how he or she would handle it (16.2) locations (12.2)
skills re•su•me see functional re•su•me syn•o•nyms words that have almost the same meaning (8.1)
Skype a free service used to conduct video calls over the

T
Internet (2.3)
20-pound pa•per common weight of paper for letterhead; one
slide an•i•ma•tion a presentation software feature that lets ream of paper is 500 sheets; four reams weigh 20 pounds; thus,
parts of a slide appear on the screen at different times (14.4) the name 20-pound paper (9.3)
slide tran•si•tions special effects that introduce each slide as it 24/7 an abbreviated term that means “24 hours a day, 7 days a
appears on screen (14.4) week” (9.2)
smart•phone a wireless cellular telephone that includes com ta•ble form a report format in which data are systematically
puter functions, Internet access, a media player, a camera, and a arranged in rows and columns (11.2)
GPS unit (12.4, 13.2)
tab•let a portable device that has a larger screen than a smart
so•cial-busi•ness com•mu•ni•ca•tions communications phone and includes computer functions, Internet access, media
among co-workers to congratulate, express condolences, reply to player, phone, GPS unit, and camera; also called tablet PC (12.4,
invitations, thank, etc. (10.4) 13.2)
so•cial me•di•a online communities that use technology (web tab•let PC see tablet
sites, blogs, and applications) to facilitate communication among
individuals or group members (1.1, 12.3) tar•get au•di•ence a group of potential customers chosen
on the basis of certain characteristics, such as age, geographic
space the physical distance maintained between two items or location, income, or lifestyle (10.1)
between two people (2.1)
tel•e•com•mut•ing a work arrangement in which employees
speech rec•og•ni•tion the process in which a computing device spend at least part of their time working online, away from the office
translates a human’s voice into text-based input (12.4) (12.4)
stan•dard punc•tu•a•tion in letters, the style in which the tel•e•con•fer•ence a meeting, via advanced telephone or com
salutation ends with a colon and the complimentary closing ends puter technology, in which the participants are at two or more
with a comma; the style most used by business writers (9.3) locations; also called web conference (2.3, 12.2)
656 Glossary
tem•plate a word processing feature that contains the format for ver•ba•tim in the exact words, as in an exact quotation (11.4)
a letter and can include the letterhead in addition to the skeleton
verb phrase a group of two or more verbs working together as
of the letter (10.5)
one verb (4.2, 4.3)
tem•po the rate or speed at which one speaks (14.1)
verbs words that express action, a state of being, or a condition
tem•po•rary agen•cies see employment contractors (4.1, 4.3)
text•ing see text messaging verb tense the verb form that tells when the action occurred (4.3)
text mes•sag•ing sending short typed messages, photos, or voice the property of a transitive verb that shows whether the
videos between mobile devices over a phone network; also called subject acts or is acted upon (8.4)
texting (1.1)
voice and vid•eo com•mu•ni•ca•tions real-time conversations
thank-you let•ter a letter of appreciation for courtesies extended using images, video, or voice in addition to simple text messages
to the letter writer; e.g., a letter expressing appreciation for an (12.1)
employment interview (16.4)
voice rec•og•ni•tion soft•ware software that allows the entry
the•sau•rus a book that lists the synonyms and antonyms of of text and data through voice instead of through traditional
words (8.1) keyboard entry (14.1)
thought u•nit a combination of words that properly belong vol•ume the intensity of a sound (14.1)
together (8.3)
vowels the letters a, e, i, o, u, and sometimes y (8.2)
tick•ler file a dated “reminder file” that reminds the user that
something written earlier must be addressed or responded to by W
the date on the file (9.5) wa•ter•mark the “signature” of a paper manufacturer; found in
tone (1) the general effect a piece of writing creates (8.6); better-quality paper (9.3)
(2) attitudes and feelings revealed in the voice (14.1) Web see World Wide Web (WWW)
touch haptic communication used to communicate intention or web•cast a conference transmitted over the Internet that
emotion (2.1) involves one-way transmission of information (14.2)
tra•di•tion•al in•ter•view a planned, face-to-face employment web con•fer•ence see teleconference
interview that is usually conducted at the potential employer’s
office at a specified appointment time (16.1) web•i•nar an electronic meeting that usually includes
participant interactions, even though participants are at different
tra•di•tion•al meet•ing a face-to-face gathering in which the locations (2.4, 14.2)
participants are in the same room (14.2)
web log see blog
tran•si•tions see conjunctive adverbs
web•sites collections of web pages that can be viewed on the
tran•si•tion•al words and phras•es words and phrases that World Wide Web by using a browser (12.3)
provide connections between sentences and paragraphs (8.5)
which a relative pronoun that refers to another word in the
tran•si•tive verb a verb that has an object or a receiver of the sentence (8.3)
verb’s action (4.3)
wi•ki a type of website that allows users to contribute new con
U tent and update existing information, often resulting in collabora
tive content (11.1, 12.3)
u•nits of mea•sure terminology used to indicate weight, mass,
length, distance, etc. (7.6) work•ing bib•li•og•ra•phy a preliminary list of sources (11.1)
un•so•lic•it•ed re•port a report that is prepared on the writ World Wide Web (WWW) a segment of the Internet that con
er’s own initiative (11.1) tains electronic documents and gives the computer user access to
millions of pages of information; also called the Web (11.1)
un•struc•tured in•ter•view an interview that usually consists of
one or two broad questions (16.2) writ•ten com•mu•ni•ca•tion the use of letters, words, sen
tences, and symbols to exchange ideas and information (1.1, 1.2)
up•ward com•mu•ni•ca•tion communication with people of
higher rank than you (1.3) writ•ten re•quests see claim letters
V Y
you-at•ti•tude an attitude characterized by putting your reader’s
var•i•a•bles form-letter elements that change from letter to let
or listener’s interests before your own (1.1, 8.4)
ter (10.5)
Glossary 657
Index
A adjective confusion with, 193–194
comparison of, 191
Attachments, e-mail, 349, 478
Attention
Bush, George H., 65
Business, public relations letter
Abbreviations, 63 conjunctive, 191 attracting, in sales letters, 384 promoting new, 403
address, 258 double negatives and, 192–193 lapse in, 50 Business abbreviations, 258–260
all-capital, 257 infinitive phrases as, 97 in persuasive request letters, Business accounts, e-mail to, 349
business, 258–260 ly in forming, 88 386–388 Business attire, 526, 618–619
for company names and misplaced, 294–295 to visitors, 512 Business cards
organizations, 257 pitfalls in using, 192–193 Attention line, in business letters, 356 personal, for networking, 571
for days and months, 260 position of, 192 Attire presentation of, 510
essential principles of, 255 prepositional phrases as, 97 business, 526, 618–619 scanners, 497
for expressions of time, 259 usage of, 190 for employment interviews, 618–619 Business communication. See also
miscellaneous, 260 verb phrases and, 98 by gender, 619 Global communication;
for numbers, 259 After-meeting tasks, 539 international, 608 Meetings
for personal names, 255–256 Afterthoughts, dashes with, 233 weather and, 630 ethics in, 70–74
sentences ending in, 202 Agendas, 458, 535–536 Audience good, importance of, 22
for units of measure, 259 Ages, using words for, 264 analysis of, for presentations, 545 introductions in, 73
ABI/Inform, 427 All-capital abbreviations, 257 engagement of, in presentations, invitation acknowledgment in, 73
Absolute adjectives, 183–184 Allen, David, 491 552–553 for keeping positions, 634–635
Abstract terms, replacing, 277 Allowable claims, adjustment letters revising for, 318, 321 messages in, 73–74
Academic degrees, 255–256 and, 396, 397 target, in sales letters, 383 oral communication’s role in, 523–524
Academic Search, 427 Almanacs, 427 words suited to, 279 professional courtesy for, 73–74
Accents a.m., numerals expressing, 268 Audio conferences, 524 reading, 54–57
effect of, on listening, 38 Amazon Marketplace, 485 Auto responder, 517–518 resignations and, 636
foreign, 275 Ambiguous which clauses, 296 Auto signature, 346 RSVPs in, 73
Accepting job offers, 626–627 American Library Association, 73 Auto-complete, 328, 343 six Cs of, 24–25
Accessibility, in customer contact, Analytical reports, 426 Axtell, Roger, 65 technology in, 471–475
506–507 And, predicate agreement with subjects types of, 22–24
Accuracy, in claim letters, 393 joined by, 125–126 at work, technology and, 491–498
Accusations, claim letters avoiding, Android Tablet, 494 B Business etiquette, 73–74
393–394 Anniversaries Business letters, 340, 342
Baldrige, Letitia, 73
Acronyms, 63, 136, 257 congratulatory letter for, 411 attention line in, 356
Banking, online, 503
Action verbs, 86, 101 using words for, 264 block format for, 355, 360
Bar graphs, 453, 454
Actions Announcements, making, 371–372 body of, 358
Barriers
in customer contact by phone, 515 Antecedents, 158, 298 company names in, 358
to effective communication, 9–10
discriminatory, 79 Antonyms, 283 complimentary closing in, 358
eliminating, 351
thoughtful, 73–74 APA style, 438–439 copy notation in, 359
listening, overcoming, 38–44
Active listening, 37–38, 50 Apologizing for delays, 512–513 Date line, 355–356
Bartlett’s Roget’s Thesaurus, 276
Active voice, 305–306, 323 Apostrophes enclosure notation in, 358
Battery life, mobile devices and, 494
Activities, in résumés, 579 for contractions, 244 envelopes for, 362–364
Behavioral interviews, 612–614
Actual message, 7 plurals with, 136 file name notation in, 358
Being verbs, 102, 111–113
Ad hoc committees, 534 for possessive nouns, 144–145 folding, 364
complement of, 153
Adaptability, technology and, 471 Appearance, 525–526 formatting, 354–364
Belgium, 65
Addresses Appendix, in formal business reports, inside address in, 356
Benefits, 607
abbreviations in, 258 454 letterhead for, 354–355, 360–361
Bias
inside, 356 Apple iPad, 494 modified-block format for, 357, 360
avoiding, toward speaker, 39
mailing, 362–364 Apple iPhone, 492, 494 parts of, 354–360
gender, 76
numerals in, 266–267 Application forms personal-business letter format
Bibliography, 438–439
return, 362 hidden questions in, 593 for, 360
in formal business reports, 454
Adjacent numbers, 268–269 job-related questions in, 594–595 postscript in, 359–360
working, 434–435
Adjectives preparation for, 593 proofreading for, 360
Binding, of formal business reports, 456
absolute, 183–184 signature in, 595 reference initials in, 358
Biographical names, in dictionaries, 275
adverb confusion with, 193–194 tips for completing, 595 social-business letter format for, 360
BlackBerry, 494
articles as, 87, 180 Application letters stationery for, 360–361, 408, 410
Blended asynchronous and
for clarity, 184–185 to companies directly, 591 Subject line in, 357
synchronous communication
comparison of, 182–184 employment interviews set up in, transmittal notation in, 359
tools, 481–482
compound, 181, 185–186 593 writer’s identification in, 358
Blind courtesy copy, in e-mail etiquette,
consecutive, commas with, 222–223 essential principles of, 590 Business reports. See Formal business
479
demonstrative, 181 explaining why you should be reports
Block letter format, 355, 360
descriptive, 180 considered in, 592 Business Source, 427
Blogs, 432, 486, 488, 494
double comparisons and, 183 for newspaper advertisements, 590 Buying motives, in sales letters,
Bloomberg Businessweek, 427
infinitive phrases as, 97 qualifications meeting employer’s 383–384
Bluetooth headsets, 492
limiting, 180 needs in, 592–593
Body language, 31
overused, 281 for referrals, 590–591
for polish, 185 willingness to work and learn in, 592
listening and, 47, 48
Body movement, 526
C
possessive, 180 Applications (apps), 5, 494–495
Body of report, 452 Calendar dates, commas with, 220
predicate, 187 Appointment confirmation, for
Boilerplate paragraphs, in form letters, Cameras, 497
prepositional phrases as, 97 employment interviews, 608
416, 419, 421 Capacities, commas in, 225
proper, 181, 250 Appositives, commas with, 218–219
Bold type, 56, 337 Capitalization, 337
Adjustment letters Apps. See Applications
Bookmarks, cloud computing and, 493 all-capital abbreviations and, 257
allowable claims and, 396, 397 Arabic writing, 323
Borrowed plurals, 140 after colons, 231
nonallowable claims and, 398–399 Articles, 87, 180
Bowing, 30, 31 for commercial products, 252
partially allowable claims and, Asynchronous communication tools,
Box.com, 493 in dictionaries, 273
397–398 480
Bribery, ethics and, 72 e-mail avoiding, 347
Adjustments, based on claim letters, Atmosphere
British rule, spelling and, 289 in e-mail etiquette, 479
395 for meetings, 537–538
Broadband, 496 essential principles of, 247
Adverbial clauses, 191–192 for one-on-one oral communication,
Browsers, web, 431, 433, 434, 485 for first words, 247–248
Adverbs 529
Bullets, 337 for main words in titles, 248
658 Index
for names of people, 249 The College Placement Annual, 573 essential principles of, 5–6, 16 Comprehension, improving reading,
for names of places, 249–250 College placement centers, 573 ethical, 71–72 54–56
for names of things, 250 Colons evaluation of, 11–12 Computers
for personal and official titles, 252 capitalization after, 231 external, 24 future of, 497–498
pitfalls of, 251–252 dashes compared to, 232 factors that influence, 8–11 for job search, 570
proofreader’s marks for, 319 for emphasis, 231 flow of, 22 laptop, 509
for proper adjectives, 250 instead of semicolons, 231 future of technologies for, 497–498 library listings on, 431
short forms and, 251 before listed items, 230–231 good listening skills for effective, 39 processing information with, 286
Career fair interviews, 605 with quotation marks, 240 in groups, 534–541 tablet, 494, 508–509
Career goals, in job search, 567 Columns, 337 horizontal, 22 word processing software for, 313,
Careless commas, 222 Combination résumés, 582–583 internal, 23–24 323, 326, 327
Case Comfort, listening and preparations interpersonal, 11 Conciseness
nominative, 152, 153 for, 49 interpersonal skills in, applying, 13–14 in business communication, 24
objective, 152, 154–155 Comma splices, 204 intrapersonal, 11 in communication, 336
Cell phones, 5–6, 12, 19, 51, 73, 95, 168 Commas, 11 language and skills in, 10–11 of conversations, 530
for business, 475 with appositives, 218–219 lateral, 22 in informal reports, 443
Internet connection on, 494 with calendar dates, 220 near field, 475 in meetings, 541
turning off, in employment careless, 222 nonstop, 19 Conclusions
interviews, 619 company names and, 212 online, responsibility in, 488–489 in formal business reports, 452–453
Cellular data connections, 496 in compound sentences, 209–210 oral, 6, 16 transitions indicating, 314
Centering, 337 with consecutive adjectives, paper-based, 475 Condensed expressions, 203
Centuries, using words for, 265 222–223 purposes of, 6–7 Conditions, verbs and, 101
Changes, tracking, 327 with degrees, 219 real-time voice and video, 474 Condolence letters, 413
Chicago Manual of Style, 439 with dependent clause following receiver background influencing, 8 Confidence, for employment
Chronological résumés, 580, 581 main clause, 216 receiver needs in, assessing, 13 interviews, 619
Citation limitation, 438 for direct address, 224 sender’s appearance and, 9 Confidentiality
City names, abbreviations in, 258 essential principles of, 209 six Cs of, 336–337 e-mail and, 347
Claim letters etc. and, 211 team, 23, 534–541 ethics and, 72
adjustments based on, 395 with explanatory elements, 217 types of, 6 maintaining, 14
avoiding accusations, threats, and following introductory clauses, 215 understanding personal needs Conflict management, in meetings, 538
demands in, 393–394 following introductory phrases, 214 for, 12 Conflicting signals, 33
claimants in, 395 following introductory words, unified, 475 Congratulatory letters, 409–411
companies in, 395 213–214 upward, 22 Conjugation, of regular verbs, 108, 109
completeness and accuracy in, 393 after infinitive phrases, 214 value of good, 20 Conjunctions, 89
facts obtained for, 392 with interrupting elements, 217 visual, 432 balancing, 308–309
fair evaluation of, 394–395 in numbers, 224–225 at work, technology and, 491–498 choosing correct, 165–166
law in, 396 for omissions, 223 Communication tools coordinating, 163–164, 303
motives for, 392 with parenthetical elements, 217 asynchronous, 480 parallel structure with, 167–168
reasonable solutions suggested after participial phrases, 214 blended asynchronous and correlative, 164
in, 394 pitfalls with, 221, 225 synchronous, 481–482 parallel structure with, 168
transactions based on, 395–396 after prepositional phrases, 214 social media as, 485 misplaced, parallel structure with,
Claimants, 395 with quotation marks, 240 synchronous, 481 169
Clarity for repeated expressions, 224 Companies pitfalls of using, 165–166
adjectives for, 184–185 semicolons and, 210, 212 application letters to, 591 purposes of, 163
in business communication, 24 serial, 211 in claim letters, 395 repeated, 212
in communication, 336 in a series, 211–212 information on foreign, 397 semicolons in place of, in joining
in informal reports, 443 with state names, 220 Company letterhead, 408, 409 independent clauses, 228
in speeches, 547 with titles, 219 Company names subordinating, 164, 191
Clauses in weights, capacities, and abbreviations for, 257 types of, 163–164
adverbial, 191–192 measurements, 225 in business letters, 358 Conjunctive adverbs, 191
ambiguous which, 296 when not to use, 212 commas and, 212 Connection technologies, 496
balancing, 309 with which and that clauses, 221 Company policy, e-mail and, 347 Connotations, 279
dependent, 96, 216 Commercial products, capitalization Company websites, for job search, 569 Consecutive adjectives, commas with,
he, him in, 155 for, 252 Comparative degree, 182–183 222–223
independent, 96, 228 Commissions, 70 Comparisons Consideration, 14
intervening, 121 Committee interviews, 611 of adjectives, 182–184 Consistency
introductory, commas following, 215 Common nouns, 85 of adverbs, 191 in business communication, 25
joining, 204 with one form, 141–142 balancing, 307 in communication, 336
predicate agreement in, introduced plurals of, 133 transitions for, 314 Contact Us section, 518
by relative pronouns, 127–128 ending in f or fe, 139 Compensation increases, 629–631 Content
in sentences, 96 ending in o, 138 Complete predicates, 94 retention of, 54
subordinate, 303–304 ending in y, 134 Completeness in speeches, 546
in thought units, 295–296 as singular, plural, or both, 140–141 in business communication, 24 Contractions, 149
verb, 166 Common-gender nouns, pronoun in claim letters, 393 apostrophes for, 244
very short, no comma between, 210 agreement with, 122 in communication, 336 Coordinating conjunctions, 163–164,
which and that, commas with, 221 Communication. See also Business in informal reports, 443 303
who, whom in, 155 communication; Global in responding to requests, 377–378 parallel structure with, 167–168
Clichés communication; International in writing requests, 368 Copy notation, in business letters, 359
in advertising, 64 communication; Meetings; Complimentary closing, in business Correctness
avoiding, 63, 282 Nonverbal communication; letters, 358 in business communication, 25
Clip art gallery, 559 Oral communication; Persuasive Compliments, appropriate, 530 in communication, 337
Cloud computing, 472 communications; Social- Compound adjectives, 181, 185–186 in informal reports, 443
bookmarks and, 493 business communications; Compound nouns Correlative conjunctions, 164
for document and file storage, 493 Written communication plurals of, 134 parallel structure with, 168
group collaboration and, 493–494 barriers to effective, 9–10 possessive of, 146 Courtesy, 136
mobile devices and, 495 combining in social, educational and Compound objects, pronouns in, in business communication, 25
note taking and, 493 professional lives, 16–20 156–157 in communication, 337
off-line reading resources and, 493 components of, 7 Compound sentences, commas in, for customer contact by phone, 515
for to-do lists, 492 cross-cultural, 61 209–210 in meetings, 540–541
CMS style, 439 cultural, 102, 186 Compound subjects, 93 professional, 73–74
Code of ethics, 72–73 discrimination in, avoiding, 76–78 joined by and, 125–126 for visitors, 512
Collaboration tools, 139, 493–494 domestic, 61–62 joined by or or nor, 127 in writing requests, 370–371
Collection letters, 388–390 downward, 22 predicate agreement with, 125–127 Creative thinking, 183, 303, 389
Collective nouns, 123 in employment interview, 617–623 pronouns in, 156–157 Creativity, for variety, 283
Index 659
Credible sources, of documentation, Derivatives, 274 Documentation, credible sources of, 438 Emoticons, e-mail avoiding, 347
438 Descriptive adjectives, 180 Documentation formats, 437–439 Emotional distractions, as
Credit and collection letters, 388–390 Descriptive words, 283, 323 Documenting sources, 434–436 communication barrier, 10
Cross-cultural communication, 61 Design templates, 559 Documents Emphasis
Cross-cultural eye contact, 622 Diagrams, 453 cloud computing for, 493 colons for, 231
Crowdsourcing, 487–488 Dictionaries formatting, 202 transitions for, 314
Cultural communication, 102 biographical names in, 275 DocuSign, 503 Employability skills
customs and beliefs in, 186 capitalization in, 273 Dollar amounts, avoiding periods computer processing information,
Cultural differences, as communication definitions in, 273 after, 203 286
barrier, 10 electronic, 277 Domestic communication, 61–62 computers for job search, 570
Culture, 61 geographical names in, 275 Double comparisons, 183 creative thinking, 183, 303, 389
family, 62 handbook of style in, 276 Double negatives, 192–193 cross-cultural eye contact, 622
formality and, 65 hyphenation in, 273–274 Doubling consonants, 286–287 customer service, 96, 146, 348
in international communication, signs and symbols in, 275 Downsizing, 636–637 data acquisition and evaluation, 606
64–65 for spelling, 288–291 Downward communication, 22 decision-making, 24, 225
Currency, in international spelling in, 273, 274 Dragon NaturallySpeaking, 491–492 equipment maintainable and
communication, 66 unabridged, 274 Dress. See Attire troubleshooting, 508
Current event knowledge, for for word information, 273–276 Drones, 503 honesty and integrity, 71
employment interviews, 608 Digital data Dropbox, 493 improving or designing systems,
Customer concerns, responding to, cell phones, 95, 168 314, 364
519–520 citation limitation, 438 individual responsibility, 243, 411, 581
Customer contact
accessibility in, 506–507
credible sources of documentation,
438
E integrity, 464
interpreting and communicating
frequent, 509–510 customizing spreadsheets, 430 Early arrival, for employment information, 612
improving, 512–515 distance learning, 57 interviews, 619 leadership, 260, 621
knowledgeable responses in, document formatting, 202 E-books, 93 listening, 515
507–508 e-books, 93 E-commerce, 484–485 money allocation, 165
limited, 508–509 electronic spell-checker, 287 Editing, 318 monitoring and correcting
receiving the public, 512–514 e-mail convenience, 73, 347 checklist for, 324 performance, 514
by telephone, 514–515 employment interview preparation, proofreader’s marks for, 321 negotiating, 397, 626
Customer satisfaction, technology and, 607 six Cs of, 325–326 organizing information, 191, 405,
517–520 Facebook as source, careful using, Education 513, 619
Customer service, 96, 146, 348 439 in job search, 567 problem solving, 78, 230, 339
essential principles of, 501, 512, 517 Facebook quick updates, 465 in résumé, 578 reading, 57, 379
going mobile opportunities for, faxes, 44, 375 Electronic dictionary and thesaurus, reasoning, 206, 369, 630
501–504 grammar-checking, 154 277 selecting technology, 251
maintaining good, 506–510 information tools, 12 Electronic interruptions, as self-esteem, 32, 172
need for, 504 instant information services, 518 communication barrier, 10 self-management, 460, 636
as ongoing function, 506 large mailings, 418 Electronic mail. See E-mail sociability, 37
policies and procedures for, 520 making notes, 459 Electronic meetings, 534 speaking, 79, 280, 526
referrals driven by, 504 nonstop communication, 19 Electronic sources, documenting, 439 teaching others new skills, 328
responding to needs in, 517–520 posting your résumé, 571 Electronic spell-checker, 287 team member participation, 536
technology and customer presentation video star, 528 Elevator speeches, 604 technology application, 557
satisfaction in, 517–520 résumé templates, 577 Elliptical expressions, 92 technology selection for
Customer-focused organizations, 506 résumés ready to go, 585 E-mail, 340, 471 presentations, 544
Customs, 30 search engines, 485 acknowledgment of, 74 visual communication, 432
shopping and flying, 509 attachments and, 349, 478 willingness to learn, 420, 582
speaking skills courses, 546 auto signature in, 346 working with diversity, 9
D team projects, 139
templates, 405
auto-complete and, 343
body of, 345–346, 478
writing, 19, 140, 295, 599
Employer research, for employment
Dashes tracking changes, 327 to business accounts, 349 interviews, 605–606
with afterthoughts, 233 training resources, 321 for business communication, 473 Employment. See Job search
colons compared to, 232 Twitter, 38 checklist for, 479 Employment contractors, for job
for forceful summarizing and Twitter’s popular users, 481 company policy and, 347 search, 573
forceful repetition, 233 videoconferences, 48 composing, 477–479 Employment interviews
punctuating words set off by, 234 web browsers, 485 confidentiality and, 347 accepting job offers following,
semicolons compared to, 232 webinars, 57 convenience of, 73, 347 626–627
Data acquisition and evaluation, 606 word processing software, 313, 323, Date line in, 345 application letters setting up, 593
Data file, merged letters and, 420 326, 327 etiquette for, 479 appointment confirmation for, 608
Databases, 427 Digital interviews, 605 formal business reports attire for, 618–619
Date line, 345, 355–356 Dining habits, 537 accompanied by, 455 beginning, 619–620
Date styles, international, 443 Direct address, commas for, 224 format for, 342–346, 478 behavior during, 620–621
Dates, numerals expressing, 268 Direct approach, 335, 336 From line in, 345 career fair, 605
Days, abbreviations for, 260 Direct object, 113–114 grammar-checking and, 347 cell phones turned off for, 619
Decades, using words for, 265 Direct questions, question marks after, greeting in, 345 checklist for, 622
Decimal numbers, 268 205 headings in, 343 communication skills during,
Decision-making, 24, 225 Direct quotations, 437 in-box control for, 479–480 617–623
Declarative sentences, 95 quotation marks for, 237–238 limiting length, topics, and confidence for, 619
periods after, 201 Directions recipients of, 346–347 current event knowledge for, 608
Declining job offers, 626–627 to employment interviews, 608 Memo To or To line in, 343 declining job offers following,
Definite articles, 87 giving, 367–368 merge features in, 417 626–627
Definitions Directives, 539 message in, 346 digital, 605
in dictionaries, 273 Discomfort, physical, 49 privacy and, 479 directions to, 608
quotation marks for, 238 Discretion, 513–514 purpose of, 350–351 early arrival for, 619
Degrees, commas with, 219 Discrimination in communication, reference lines in, 346 elevator speeches and, 604
Delays, apologizing for, 512–513 avoiding, 76–78 replying to, 348, 478 employer research for, 605–606
Delicious, 493 Discriminatory actions, 79 signature in, 346, 478 ending, 621
Demands, claim letters avoiding, Discriminatory language, 77 software, 432 essential principles of, 603
393–394 Displeased reactions, 335 spamming and, 347–348 evaluating, 621–623
Demonstrative adjectives, 181 Distance learning, 57 spelling and, 347 first impressions in, 618–619
Denotations, 279 Diversity Subject line in, 345, 477 follow-up letters after, 625–626
Dependent clauses, 96 understanding, 66 template for, 479 goal of, 603
commas with, following main working with, 9 tone of, 347, 351–352, 478 handling rejections after, 627
clause, 216 Document camera, 558 viruses and, 349 industry trend knowledge for, 608
660 Index
international, techniques for, 614 Fairness, treating others with, 70 Gerunds, possessive nouns before, 147 Grooming, 526
items brought to, 609 Familiar tone, establishing, 384–385 Gestures, 30, 31, 525 Group collaboration, cloud computing
local newspapers for, reading, 609 Family culture, 62 in international communication, 65 and, 493–494
preparation for, 603–607 FAQs. See Frequently Asked Questions Gestures (Axtell), 65 Group communication, 534–541
question anticipation for, 608 Faxes, 44, 375, 497 Getting Things Done (GTD), 491 Group interviews, 611, 612
questions in, 612–614 Feasibility studies, 426 Gift giving, 519 GTD. See Getting Things Done
questions to ask interviewer in, Feedback, 7, 12 Gifts, thank-you letters for, 411–412 Guide words, 343
606–607 Feelings, listening for, 47 Global communication, 10
reasons for not getting, 595–596 Fielding questions, in presentations, crowdsourcing in, 487–488
from recruiter’s perspective, 617–618 552 e-commerce in, 484–485 H
sleep prior to, 609 File copies, of informal reports, effective, 65
Handouts, for presentations, 557
strengths and weaknesses for, 608 442–443 information sharing in, 485–487
Hardware input/output devices, 497
thank-you letters following, 625, 627 File name notation, in business letters, responsibility in online
Headings
traditional, 605 358 communication and, 488–489
in e-mails, 343
types of, 611–612 File storage, cloud computing for, 493 social media as communication tool
in formal business reports, 448, 455
Employment portfolios, 598–599 Filters, for noise control, 38 in, 485
in memos, 342–343
Enclosure notation, in business letters, First impressions, in employment websites in, 484
Headings with names or titles, avoiding
358 interviews, 618–619 Global Positioning System (GPS), 502
periods after, 202
Encyclopedia Britannica, 427 Flemings, in Belgium, 65 Going Global
Hearing, 36, 40. See also Listening
Encyclopedia of Business and Finance, 427 Flowcharts, 453 accents affecting listening, 38
Helpfulness, in responding to requests,
Encyclopedias, 427 Flying, shopping and, 509 accommodating native languages,
375–376
English plurals, 140 FOI laws. See Freedom of Information 546
Helping verbs, 98
English translation, 95 laws Arabic writing, 323
Hidden job market, 571
Enumerating words, semicolon Folding, of business letters, 364 barrier elimination, 351
Hierarchy of Needs, Maslow’s, 13
before, 229 Follow-up letters, 389–390, 625–626 bowing, 30
Highlighting, 436
Enunciation, in oral communication, 528 Fonts, for visual aids, 559, 560 British rule, 289
Holidays
Envelopes, for business letters, 362–364 Foreign accents, 275 business card presentation, 510
in domestic communication, 62
Environment, 32 Foreign nouns, plurals of, 139–140 commas in numbers, 225
in international communication, 66
Epinions, 488 Form file, merged letters and, 420 courtesy, 136
Homonyms, 18, 277, 278
Equipment maintainable and Form letters cultural communication, 102
Homophones, 148, 149
troubleshooting, 508 advantages of, 416 cultural customs and beliefs, 186
Honesty, 70, 71
Equitable adjustments, 395 boilerplate paragraphs in, 416, date styles, 443
Horizontal communication, 22
E-readers, 494 419, 421 dining habits, 537
Hospitality, thank-you letters for, 412
Esteem needs, 12, 13 disadvantages of, 416–417 effective global communication, 65
Human interest appeal, 387, 547
Etc., commas and, 211 types of, 417–421 English translation, 95
Human relation skills, 13
Ethics with variables, 416, 418–420 etiquette, 32
Human smile, 32
bribery and, 72 Formal business reports European dates, 395
Humor, in speeches, 547
in business communication, 70–74 body of, 452 foreign accents, 275
Hyphens, 134
code of, 72–73 conclusions in, 452–453 friendly greetings, 509
compound adjectives and, 185–186
in communication, 71–72 e-mail, memo, letter of transmittal gift giving, 519
in dictionaries, 273–274
confidentiality and, 72 following, 455 globally speaking, 10
in titles, 248
essential principles of, 70 essential principles of, 447 greetings, 17
facts compared to opinions for, 70–71 graphics in, 453–456 information on foreign companies,
honesty and fairness for, 70
international, 72
headings in, 448, 455
introduction in, 449–451
397
international attire, 608
I
laws compared to, 70 mechanics of, 455–456 international experience, 579 I-attitude, 13, 301
professional courtesy and, 73–74 notes in, 455 international time zones, 452 Ideal job, considering, 567
in reporting news, 71 organization of, 448 interpreting tones of voice, 527 Ideas
Ethnocentrism, avoiding, 78 outlines of, 448 listening behavior, 17 familiar topics associated with, 44
Etiquette, 32 paragraphs in, 455 making meeting significant, 371 identifying, 43
business, 73–74 preparations for, 447–448 meeting times, 165 listening for, 47
for e-mail, 479 preservation and binding of, 456 name order, 159 proper subordination of, 303–304
European dates, 395 purpose of, 448 nonverbal communication, 30 Identification, in résumé, 577
Events, announcements of, 371 recommendations in, 452–453 personal space, 32 Idiomatic expressions, with
Evernote, 493 scope of, 448, 450 proper address, 257 prepositions, 172–174
Examples, transitions providing, 314 summary in, 451–452 punctuation differences by language, Illustrations, in formal business reports,
Exchange rates, 66 supplementary material in, 453–454 260 453
Exclamation points, 206, 240 table of contents in, 449, 451 sexist language, avoiding, 78 IM. See Instant messages
Exclamatory sentences, 95 title page in, 449, 450 technology advancements, 73 Imperative sentences, 95
Executive stationery, 361 typing format for, 456 24-hour clock, 410 periods after, 201
Executive summary, 451–452 writing style in, 449 weather and attire, 630 In-box control, maintaining e-mail,
Experience, in résumés, 578–579 Formal invitations and replies, 413 yes, no, maybe, 186 479–480
Explanatory elements, commas with, 217 Formality, culture and, 65 Going mobile, customer service Inc. and Ltd., 257
Explanatory words, semicolon before, Foursquare, 488 opportunities with, 501–504 Indefinite articles, 87
229 Fractions, 264 Goodwill, maintaining, 11 Indefinite numbers, 264
Expressions Freedom of Information (FOI) laws, 72 Google Alerts, 494 Indefinite-pronoun subject, 122
elliptical, 92 Frequently Asked Questions (FAQs), Google Android phone, 494 Independent clauses, 96
interrupting, eliminate, 304 518 Google Drive, 139, 493 semicolons in place of conjunctions
External blogs, 432 From line, 344–345 Google Glass, 497 in joining, 228
External communication, 24 Functional résumés, 581, 582 Google Hangouts, 49, 139 Indirect approach, 335, 336
External noise, 38 Future perfect tense, 107 Google mobile apps, 492 Indirect object, 113–114
Eye contact, 31, 47, 64, 525, 526, 622 Future progressive tense, 107–108 Google Places, 488 Indirect questions, periods after, 202
Future tense, 106 Google Slides, 558 Indirect quotations, 238
Go-To-Meeting, 534 Individual honors, congratulatory letter
F GPS. See Global Positioning System for, 411
Facebook, 5, 488, 494, 502 G Grammar-checking, 154

e-mail and, 347
Individual responsibility, 243, 411, 581
Industry trend knowledge, for
quick updates on, 465 Gender, attire by, 619 revising with, 323–324 employment interviews, 608
as source, careful using, 439 Gender-bias words, 76 Graphics, in formal business reports, Infinitive phrases, 97
FaceTime, 503 Gender-neutral words, 76–77 453–456 commas after, 214
Facial expressions, 31, 526 Gender-specific words, 76–77 Greetings, 17, 64, 65 Infinitives
Facts Geographical names, in dictionaries, in e-mail etiquette, 479 pronoun completion of, 153
for claim letters, 392 275 language for friendly, 509 pronouns as objects of, 154
opinions compared to, 70–71 Gerund phrase, 214 voice mail, 513 subjects of, 154
Index 661
Inflammatory language, 77 Introductory phrases, commas Leaving positions, 636–637 notes highlighting, 51
Inflectional forms, 274 following, 214 Letter of transmittal, formal business summarizing, 43
Infographics, 487 Introductory words reports accompanied by, 455 Margin notes, 54, 56
Informal reports commas following, 213–214 Letterhead, 354–355, 360–361 Maslow, Abraham, 12, 13
file copies of, 442–443 semicolons before second clause Letters. See Business letters Material
formats of, 444–445 starting with, 228–229 Letters in parentheses, avoiding periods reading, 55
preparations for, 443 Inverted sentences, 120–121 after, 202–203 rereading and reviewing, 56
style of, 442–443 Invitations, acknowledgment of, 73 LexisNexis Academic, 427 scanning or previewing, 54–55
wording in, 443 Irregular verbs, 108, 110 Library listings, computerized, 431 Measurements
Information Italics, 56, 337 Limitations, of formal business report, abbreviations for units of, 259
computer processing of, 286 for titles, 239 450 commas in, 225
documenting sources of, 434–436 Limiting adjectives, 180 in international communication, 66
gathering, 426–430 Line graphs, 453 numerals for units of, 267
instant information services, 518 J LinkedIn, 569 Meeting records, 458–461
interpreting and communicating, 612 Linking verbs, 86–87, 101 Meeting times, 165
Jargon, avoiding, 63
listening using, 44 Listed items, colons before, 230–231 Meetings
Job interviews. See Employment
organizing, 191, 405, 513, 619 Listening, 5, 28 after-meeting tasks, 539
interviews
parentheses for words that give accents effect on, 38 announcements of, 371
Job offers, accepting and declining,
additional, 242 active, 37–38, 50 atmosphere for, 537–538
626–627
primary sources of, 428–430 attentive, 47 checklist for routine, 537
Job search
for reports, Internet searches for, available time used efficiently for, conciseness in, 541
analyzing yourself and your
432–433 42–44 concluding, 539
qualifications in, 567–568
secondary sources of, 426–428 barriers to, overcoming, 38–44 conflict management in, 538
college placement centers for, 573
sharing, 485–487 behavior, cultural variations in, 17 courtesy in, 540–541
computers for, 570
transitions adding, 314 body language and, 47, 48 early arrival for, 536
employment contractors for, 573
Informational interviews, 612 in casual conversations, 47–48 electronic, 534
essential principles of, 567
Informative messages, 367 checklist for, 41 essential principles of, 534
hidden job market and, 571
Informative reports, 425–426 comfort preparations for, 49 excessive talking in, discouragement
important information for, 577
Initials, 256 effective communication with of, 538
Internet as tool, 569–570
Inside address, 356 good, 39 guiding discussion in, 538
internships and, 570–572
Instagram, 5 as employability skill, 515 making significant, 371
market assessment for, 569–573
Instant information services, 518 essential principles of, 36 managing, 537–539
newspaper advertisements for, 573
Instant messages (IM), 472, 473 eye contact in, 47 note taking in, 541
personal contact network for, 570
Instructions, giving, 367 for feelings, 47 participants in, determining, 535
placement agencies for, 573
Integrity, 71, 464 focus on message in, 39 participation encouragement in, 538
professional contact network for,
Interjections, 90 good, 13 participation rules for, 539–541
570–571
Internal blogs, 432 for ideas, 47 pertinent discussion in, 538–539
specialized journals for, 573
Internal communication, 23–24 ideas and relationships identified planning, 534–537
Job search engines, 569
Internal noise, 38 for, 43 positive attitude for, 540
Joint ownership, possessive nouns for, 147
International attire, 608 ideas associated with familiar topics preparation for, thorough, 535–536,
Jr. and Sr., 256
International communication for, 44 540
Junk mail, in e-mail etiquette, 479
culture in, 64–65 improving skills in, 39–40 procedures for, 538
Justification reports, 426
currency in, 66 information used in, 44 reasons for, determining, 535
essential principles of, 61 main points summarized for, 43 site check for, 537
gestures in, 65 message assessment for, 43–44 summarizing in, 539
holidays in, 66 K model for, 37, 38 tact for, 540
language in, 63–64 Keeping positions, 634–635 as neglected skill, 36 traditional, 534
measurements in, 66 Keying, for notes, 51 note taking for, 44, 50–51 Memo To or To line, 343, 344
time zones in, 66, 67, 452 Kindle, 494 objectives for, 49 Memos, 340
tips for effective, 67 Kinesics, 31 in one-on-one oral communication, advantages of, 349
International Directory of Company KISS rule, 556 529 body of, 345–346
Histories, 427 Knowledgeable responses, in customer overlooking speaker’s personal Date line in, 345
International employment interviews, contact, 507–508 characteristics for, 49 formal business reports
techniques for, 614 passive, 36–37 accompanied by, 455
International ethics, 72 physically and mentally preparing format for, 342–346
International experience, 579
Internet
L for, 40–41
with positive attitude, 39
From line in, 344
greeting in, 345
cloud computing and, 472, 492–494 Language preparation for, 49 headings in, 342–343
crowdsourcing and, 487–488 body, 31, 47, 48 priorities, setting, 42 Memo To or To line in, 343, 344
information sharing and, 485–487 communication skills and, 10–11 question formulation for, 44 message in, 346
as job search tool, 569–570 differences in, as communication questions and, opportunities for, 50 purpose of, 350–351
searching, for information for barrier, 10 reflective, 18 reference lines in, 346
reports, 432–433 discriminatory, 77 resisting talking instead of, 39, 530 signature in, 346
software, 431–432 for friendly greetings, 509 seating strategies for, 49 Subject line in, 345
for staying connected, 471–472 inflammatory, 77 skills, 17, 39–40 tone of, 351–352
surveys on, 428–429 in international communication, 63–64 special needs accommodations types of, 349–350
Internships, 570–572 name order and, 159 for, 42 Merged letters, 420
Interpersonal communication, 11 native, accommodating, 546 strategies to enhance, reinforce, and Merriam-Webster’s Collegiate
Interpersonal skills, applying, 13–14 nondiscriminatory, 76–79 develop, 17 Dictionary, 283
Interrogative sentences, 95 punctuation differences in, 260 in teleconferences, 48–49 Merriam-Webster’s Collegiate
who, whom in, 155 reviewing, in revising, 322–323 types of, 36–38 Thesaurus, 276
Interrupting elements, commas with, sexist, avoiding, 78 weaknesses identified for, 40, 41 Message memos, 350
217 Lapsed attention, 50 Lists, 309, 337 Messages
Interrupting expressions, eliminate, 304 Laptop computers, 509 Listservs, 432 actual, 7
Intervening clauses, 121 Laptop docks, 496 Little-or-no-interest reactions, 335 assessing, 43–44
Intervening phrases, 121 Large mailings, 418 Local newspapers, 609 in business communication, 73–74
Interviews. See Employment interviews Lateral communication, 22 Location, transitions showing, 314 determining reader’s reactions for,
Intimate distance, 32 Laws 335, 336
Intonation, in oral communication, 527 claim letters and, 396 improving content and presentation
Intransitive verbs, 114–116
Intrapersonal communication, 11
ethics compared to, 70
Leadership, 260, 621
M of, 336–338
informative, 367
Introductions, 73 Learning Mailing addresses, 362–364 interpretation of, 7
Introductory clauses, commas distance, 57 Mailing notations, 362 planning and organizing, 335–340
following, 215 willingness for, 420, 582, 592 Main points receiver of, 7
662 Index
sender of, 7 essential principles of, 29 Objects, comma separating verb from, importance of, 306–307
transmission of, 7 importance of, 30 221 with misplaced conjunctions, 169
voice mail, 74 oral communication impact of, Observations, 430 Paraphrasing, 40, 437
in written communication, 339 525–526 O’clock, numerals expressing, 268 Parentheses, 241
Minutes, 535 perception and, 33 Official titles, capitalization for, 252 for complete sentences, 243
format of, 459–461 using, 33 Off-line reading resources, cloud letters in, avoiding periods after,
recording, 458–459 Nook, 494 computing and, 493 202–203
Miscommunication, avoiding, 11 Nor, predicate agreement with subjects Omissions, commas for, 223 numbers in, avoiding periods after,
Misplaced conjunctions, parallel joined by, 127 One-on-one interviews, 611 202–203
structure with, 169 Note taking, 459 One-on-one oral communication, for references, 242
Misunderstandings, 8, 10 cloud computing and, 493 529–530 within sentences, 242–243
MLA Handbook for Writers of Research for documenting sources, 436 Online banking, 503 for words that give additional
Papers, 439 keying for, 51 Online communication, responsibility information, 242
MLA style, 439 for listening, 44, 50–51 in, 488–489 Parenthetical elements, commas with,
Mobile apps, 494–495 in meetings, 541 Online services, 431 217
Mobile devices, 475, 494–495. See also for reading, 55, 56 Online video sharing, 487 Parliamentary procedure, 459
Cell phones technology for, 508–509 Open punctuation, 357 Partially allowable claims, adjustment
customer service opportunities with, tips for, 51, 56–57 Opinions, facts compared to, 70–71 letters and, 397–398
501–504 Notes Or, predicate agreement with subjects Participial phrases, commas after, 214
Mobile sites, 494 in formal business reports, 455 joined by, 127 Part-time employment, 570
Modified-block letter format, 357, 360 highlighting main points in, 51 Oral communication, 6, 16 Passive listening, 36–37
Modifiers. See also Adjectives; Adverbs margin, 54, 56 business communication use of, Passive voice, 305–306
balancing, 307 outlines for, 56 523–524 Past participle, 103, 104
repeated, 185 presentation and preparation of, enunciation in, 528 past tense distinguished from, 105
Money 548–549 essential principles of, 523 Past perfect tense, 107
allocation of, 165 printing, 51 forms of, 524–525 Past progressive tense, 107
currency and international reading, within 24 hours, 50 intonation in, 527 Past tense, 103, 106
communication, 66 underlining, 56 nonverbal communication’s role in, past participle distinguished from,
dollar amounts, avoiding periods Nouns. See also Plural nouns 525–526 105
after, 203 collective, 123 one-on-one, 529–530 People, announcements about, 371
numerals for sums, 266 comma separating preposition pitch (voice level) in, 527 People’s needs and wants, 383–384
Months, abbreviations for, 260 from, 221 pronunciation in, 529 Percentages, numerals for, 267
Multifunctional printers, 497 common, 85 speaker qualities in, 526–528 Perception, nonverbal communication
Multimedia rooms, for presentations, with one form, 141–142 by telephone, 530–532 and, 33
557–558 plurals ending in f or fe, 139 tempo in, 528 Perfect tense, 107
Multinational companies, 63 plurals ending in o, 138 tone in, 47, 527 Performance, monitoring and
Multisyllabic words, 286–287 plurals ending in y, 134 volume in, 527 correcting, 514
Multitasking, 10 plurals of, 133 Order confirmation function, 518 Period faults, 204
as singular, plural, or both, 140–141 Ordinal numbers, 264 Periodic reports, 425
compound, 134 Organization, revising and reviewing, Periodicals, 426–428
N definition of, 85
foreign, plurals of, 139–140
322
Organizational charts, 453
Periods
after declarative and imperative
Names. See also Company names infinitive phrases as, 97 Organizations sentences, 201
abbreviations for personal, 255–256 possessive, 144–147 customer-focused, 506 after indirect questions, 202
biographical, in dictionaries, 275 preceding to be, 154 names of, abbreviations for, 257 pitfalls with, 204
geographical, in dictionaries, 275 prepositional phrases as, 97 Organizing information, 191, 405, with quotation marks, 240
order of, language and, 159 pronoun agreement with common- 513, 619 after requests phrased as questions,
of organizations, abbreviations gender, 122 Outline form, in informal reports, 444 201
for, 257 proper, 85 Outlines when not to use, 202–203
of people, capitalization for, 249 plurals of, 133–134 of formal business reports, 448 Personal contact network, for job
of places, capitalization for, Numbered lists, 337 for notes, 56 search, 570
249–250 Numbers Out-of-date words, 280, 281 Personal distance, 32
plurals of titles with, 136 abbreviations for, 259 Overused words, 280, 323 Personal names, abbreviations for,
of states, 220, 258 adjacent, 268–269 255–256
of things, capitalization for, 250 commas in, 224–225 Personal needs, understanding, 12
using person’s, 530
Native languages, accommodating, 546
decimal, 268
essential principles for, 263
P Personal pronouns, possessive forms of,
147–150
Near field communication (NFC), 475 indefinite, 264 Panel interviews, 611 Personal space, 32
Needs, people’s, 383–384 numerals to express, 265–269 Paper-based communication, 475 Personal titles, capitalization for, 252
Negative words, 280, 302 from one through ten, 264 Paragraph form, in informal reports, Personal-business letter format, 360
Negatives, double, 192–193 ordinal, 264 444 Persuasive approach, 335, 336
Negotiating, 397, 626 in parentheses, avoiding periods Paragraphs Persuasive communications
Nervousness, 526 after, 202–203 boilerplate, letters with, 416, 419, 421 credit and collection letters,
Neutral reactions, 335 predicate agreement and, 125 control of, 311–312 388–390
The New York Times, 427 words to express, 263–265 decisions in, 313 persuasive request letters,
News releases, 463–465 Numerals in formal business reports, 455 386–388
News reporting, ethics in, 71 in addresses, 266–267 length of, 312 sales letters, 383–387
Newspaper advertisements with adjacent numbers, 268–269 one purpose, one thought in, 311 Phonetic spelling, 274
application letters for, 590 with a.m. and p.m., 268 sentence control in, 313, 315–316 Photographs, 453
for job search, 573 in dates, 268 transitional words and phrases in, Phrases
Newspapers, reading local, for with decimals, 268 312–314 definition of, 96
employment interviews, 609 numbers expressed with, 265–269 unity of, 312 gerund, 214
NFC. See Near field communication for numbers higher than ten, Paralanguage, 30–31 infinitive, 97, 214
“No sense, no sentence” rule, 98 265–266 Parallel structure intervening, 121
Noise control, filters for, 38 with o’clock, 268 balancing clauses, 309 introductory, commas following, 214
Nominative case pronouns, 152, 153 for sums of money, 266 balancing comparisons, 307 participial, commas after, 214
Nonallowable claims, adjustment letters with units of measure and balancing conjunctions, 308–309 prepositional, 89, 97, 214
and, 398–399 percentages, 267 balancing lists, 309 pronoun, 157
Nondisclosure agreements, 72 balancing modifiers, 307 in sentences, 96–97
Nondiscriminatory language, 76–79 balancing prepositions, 308 in thought units, 295
Nonstop communication, 19
Nonverbal communication, 6
O balancing verbs, 308
with coordinating conjunctions,
transitional, 312–314
verb, 98
categories of, 30–33 Object of prepositions, 171 167–168 Physical appearance, 31. See also Attire
conflicting signals and, 33 Objective case pronouns, 152, 154–155 with correlative conjunctions, 168 Physical discomfort, 49
Index 663
Physical distractions, as communication
barrier, 9
commonly confused, 175–177
idiomatic expressions with, 172–174
possessive, 147–150
preceding to be, 154 R
Physical needs, 12, 13 object of, 171 reflexive use of, 158 Raises, asking for, 629–631
Pie charts, 453, 454 pitfalls of using, 175–177 relative, predicate agreement Rapport, 617
Pilot test, for surveys, 428 pronouns as objects of, 154 in clauses introduced by, Readability, of sentences, 313
Pitch (voice level), in oral using, 171 127–128 Reader benefit appeal, 387
communication, 527 words requiring specific, 172–174 subject agreement with, 119 Readers, determining reactions of,
Placement agencies, for job search, 573 Preprinted reply card, 375 with than or as, 157 335, 336
Plagiarism, 436, 437 Present participle, 103, 104 Pronunciation, in oral communication, Readers’ Guide to Periodical Literature,
Plain stationery, social-business letter Present perfect tense, 107 529 426–427
on, 408, 410 Present progressive tense, 107 Proofreader’s marks, 318–320 Reading, 5, 28
Pleasant-sounding words, 302 Present tense, 103, 104, 106 Proofreading, 55, 318 for business communication, 54–57
Pleased reactions, 335 Presentation video star, 528 for business letters, 360 as employability skill, 57, 379
Plural nouns Presentations, 486 importance of, 328 improving comprehension in, 54–56
with apostrophes, 136 audience analysis for, 545 responsibility for quality and, 326 local newspapers, for employment
borrowed, 140 audience engagement in, 552–553 steps in, 329 interviews, 609
common, 133 checklist for slide, 561–562 technology and, 327–328 material, 55
ending in f or fe, 139 delivering, 550–551 for yourself and others, 326–327 note taking for, 55, 56
ending in o, 138 essential principles of, 543 Proper address, 257 notes, within 24 hours, 50
ending in y, 134 evaluation of, 553 Proper adjectives, 181 off-line resources for, cloud
with one form, 141–142 fielding questions in, 552 capitalization for, 250 computing and, 493
singular, plural, or both, 140–141 fine-tuning, 549–551 Proper nouns, 85 skills, 19
compound, 134 handouts for, 557 plurals of, 133–134 understanding, 54
English, 140 introduction of speaker in, 543–544 Proposals, 426 Real world stories, 3, 83, 199, 333,
essential principles of, 133 multimedia rooms and projectors Pseudo-homonyms, 277, 278 469, 565
foreign, 139–140 for, 557–558 Public, receiving the, 512–514 Really Simple Syndication (RSS) feeds,
proper, 133–134 note preparation, rehearsal, problem Public distance, 33 485, 494
special, 136–137 anticipation for, 548–549 Public image, 385 Real-time voice and video
of titles with names, 136 preparation for, 544–549 Public relations, 402 communications, 474
p.m., numerals expressing, 268 professional image conveyed in, 549 Public relations campaign, 403 Reams of paper, 361
Podcasts, 432, 486, 494 skills for, importance of, 543 Public relations letters, 402–405 Reasonable solutions, claim letters
Polish, adjectives for, 185 software for, 558–562 Public relations specialists, 402–403 suggesting, 394
Portfolios, employment, 598–599 speech development for, 546–547 Publication Manual of the American Reasonableness, in writing requests,
Position objective, in résumé, 577–578 stage fright management for, 550 Psychological Association, 439 370
Positive attitude technology selection for, 544 Punctuation. See also specific marks Reasoning, 206, 369, 630
demonstrating, 13 Previewing material, 54–55 of punctuation Receipt scanners, 497
listening with, 39 Prezi, 558 language differences in, 260 Receiver, 7
for meetings, 540 Primary sources of information, omission of, 11 background of, 8
in responding to requests, 378–380 428–430 open, 357 needs of, assessing, 13
Positive degree, 182–183 Principle parts with quotation marks, 240 responsibilities of, 11–14
Possessive adjectives, 180 of irregular verbs, 110 standard, 357 Recommendations
Possessive nouns of regular verbs, 102–103 Purpose, of formal business reports, 448 in formal business reports, 452–453
apostrophes for, 144–145 Printing notes, 51 Purpose, revising for, 318, 321 thank-you letters for, 412
compound, 146 Privacy, e-mail and, 479 Recruiter’s perspective, employment
essential principles of, 144 Problem anticipation, for presentations, interviews from, 617–618
before gerunds, 147
for joint ownership, 146
548–549
Problem requests, 378–379
Q Redundancy, 281
Reference initials, in business letters,
for separate ownership, 147 Problem solving, 78, 230, 339 QR code. See Quick Response code 358
Possessive pronouns, 147–150 Procedures Question marks Reference section, 439
Post, 38 announcement of, 372 after direct questions, 205 References
Post office box numbers, abbreviations customer service, 520 with quotation marks, 240 parentheses for, 242
in, 258 in formal business report, 451 after series of questions, 205–206 in résumés, 579, 580
Postscript, in business letters, 359–360 for meetings, 538 Questionnaires, 429–430 Referrals
Posture, 31, 525 Parliamentary, 459 Questions application letters for, 590–591
PowerPoint slides, 558, 559 Procedures book, 372 anticipation of, for employment customer service driving, 504
Preciseness, in writing requests, Productivity tools, 491 interviews, 608 Reflective listening, 18
368–369 Professional contact network, for job direct, question marks after, 205 Regional differences, in domestic
Predicate adjectives, 187 search, 570–571 in employment interviews, 612–614 communication, 62
Predicate agreement Professional courtesy, 73–74 fielding, in presentations, 552 Regular verbs, 102–103, 108, 109
agreement of pronoun with subject, Progress reports, 425 formulating, 44 Rehearsal, for presentations, 548–549
119 Progressive tenses, 107–108 indirect, periods after, 202 Rejections, handling, 627
agreement of subject and verb, 119 Projectors, for presentations, 557–558 for interviewer in employment Relationships, identifying, 43
basic agreement rule of, 119–120 Promotions interviews, 606–607 Relative pronouns, predicate agreement in
in clauses introduced by relative asking for, 631 opportunities for, 50 clauses introduced by, 127–128
pronouns, 127–128 congratulatory letters for, 410 periods after requests phrased as, Repeated conjunctions, 212
with compound subjects, 125–127 Promptness, in responding to requests, 201 Repeated expressions, commas for, 224
essential principles of, 119 374–375 rhetorical, 386, 546 Repeated modifiers, 185
numbers and, 125 Pronoun phrases, 157 series of, question marks after, Repetition, dashes for forceful, 233
simple-subject agreement problems, Pronouns, 86 205–206 Replying to e-mail, 348, 478
120–122 clear antecedents and, 158, 298 Quick Response (QR) code, 486 Reporting, ethics in, 71
with special subjects, 123–125 common-gender nouns agreement Quotation marks Reports
with subjects joined by and, with, 122 for definitions, special expressions, analytical, 426
125–126 in compound subjects or compound unfamiliar terms, documentation formats for, 437–439
with subjects joined by or or nor, 127 objects, 156–157 translations, and slang, 238 formal, 447–456
Predicate nominatives, 187 confusing references to, 298–299 for direct quotations, 237–238 informal, 442–445
Predicates, 94, 101 ending in self, 158 punctuation with, 240 informative, 425–426
comma separating subject from, 221 gender-neutral, 76–77 for quotations within quotations, Internet searches for information
Prejudice, avoiding, 78 infinitives completed by, 153 238 for, 432–433
Prepositional phrases, 89, 171 intensive use of, 158 for titles, 239–240 justification, 426
as adjectives, adverbs, nouns, 97 misplacement of, 158 Quotations periodic, 425
commas after, 214 nominative case, 152, 153 direct, 237–238, 437 progress, 425
Prepositions, 89 objective case, 152, 154–155 indirect, 238 protecting, 437, 438
balancing, 308 as objects of verbs, prepositions, or quotation marks for direct, 237–238 unsolicited, 425–426
comma separating noun from, 221 infinitives, 154 within quotations, 238 writing, 436–437
664 Index
Request letters, persuasive, 386–388 commas and, 210, 212 Sleep, for employment interviews, 609 Statement of future action, in written
Requests dashes instead of, 232 Slide animation, 559 communication, 339
periods after, when phrased as before explanatory or enumerating Slide presentation checklist, 561–562 Statement of purpose
questions, 201 words, 229 Slide transitions, 559 in formal business report, 449–450
problem, 378–379 in place of conjunction to join Smartphones, 494, 508–509 in written communication, 339
responding to, 374–380 independent clauses, 228 Smiles, 32 Stationery, for business letters, 360–
writing, 368–371 before second clause starting with Smileys, e-mail avoiding, 347 361, 408, 410
Rereading material, 56 introductory words, 228–229 Snapchat, 5 Status update, 38
Resignations, 636 Sender, 7 So and and so faults, correcting, 304 Stereotyping, avoiding, 78
Responsibility appearance of, 9 Sociability, 37 Stories, in speeches, 547
individual, 243, 411, 581 responsibilities of, 11–14 Social distance, 32 Street names, abbreviations in, 258
in online communication, 488–489 Sentence enders Social media, 5, 502 Stress interviews, 611
for quality, proofreading and, 326 essential principles for, 201 as communication tool, 485 Style handbook, in dictionaries, 276
Results, transitions indicating, 314 exclamation points as, 206 for job search, 569–570 Subject line, 345, 357, 477
Résumés periods as, 201–204 Social needs, 12, 13 Subjects
activities in, 579 question marks as, 205–206 Social networking, 474, 485 comma separating predicate from, 221
chronological, 580, 581 Sentence fragments, 98–99, 204 Social-business communications compound, 93, 125–127
combination, 582–583 Sentences. See also Parallel structure condolence letters, 413 indefinite-pronoun, 122
education in, 578 clauses in, 96 congratulatory letters, 409–411 of infinitives, 154
experience in, 578–579 compound, commas in, 209–210 essential principles of, 408 a number, the number, 125
formatting, 584–585 control of, in paragraphs, 313, form letters, 416–421 part, portion, or amount, 124
functional, 581, 582 315–316 formal invitations and replies, 413 predicate agreement with and,
identification in, 577 correcting so and and so faults in, 304 letter format, 360, 408–410 125–126
need for both types of, 587 dashes at end of, or within, 234 merged letters, 420 predicate agreement with special,
position objective in, 577–578 declarative, 95, 201 templates, 421 123–125
posting your, 571 ending in abbreviations, 202 thank-you letters, 411–412 pronoun agreement with, 119
ready to go, 585 essential principles for, 92 Sources, documenting, 434–436 in sentences, 92–93
references in, 579, 580 exclamatory, 95 Space, 32–33 simple, 93
scannable, 585–587 imperative, 95, 201 Spamming, e-mail and, 347–348 simple-subject agreement problems,
sections of, 576–580 interrogative, 95, 155 Speakers 120–122
special skills in, 578 interrupting expressions in, bias toward, avoiding, 39 verb agreement with, 119
templates and, 576–577 eliminate, 304 concentrating on message of, 38 of verbs, 153
updating, 580 inverted, 120–121 employability skills and, 79, 280, 526 Subordinate clauses, 303–304
volunteer experience in, 579 “no sense, no sentence” rule and, 98 online resources for, 546 Subordinating conjunctions, 164, 191
Retention of content, 54 parentheses for complete, 243 personal characteristics of, Summarizing, 436
Retirements, congratulatory letter parentheses within, 242–243 overlooking, 49 dashes for forceful, 233
for, 411 phrases in, 96–97 presentations and introduction of, in meetings, 539
Return address, 362 predicates in, 94 543–544 Summary, in formal business report,
Reviewing material, 56 proper subordination of ideas in, qualities of, 526–528 451–452
Revising, 318, 321–324 303–304 skills of, 5, 18, 79 Summer jobs, 570
Rhetorical questions, 386, 546 readability of, 313 Special expressions, quotation marks Superlative degree, 182–183
Robert’s Rules of Order, 538 run-on, 204 for, 238 Supplementary material, in formal
Roget’s International Thesaurus, 276 simple, 209 Special needs, listening business reports, 453–454
Roman numerals with names or titles, subjects in, 92–93 accommodations for, 42 Surveys, 428–429
avoiding periods after, 202 types of, 95 Special opportunities, public relations Syllables, pronunciation and division
Rotaract, 570 variety in length of, 313, 315 letter handling, 403–405 into, 274–275
Rotary Club, 570 variety in structure of, 315–316, 323 Special plurals, 136–137 Symbols, in dictionaries, 275
Routing slips, 350 word order in, 94–95 Special skills, in résumés, 578 Synchronous communication tools, 481
RSS feeds. See Really Simple words to express numbers at Specialized journals, for job search, 573 Synonyms, 274–275, 283
Syndication feeds beginning of, 263 Specificity, in responding to requests, Systems, improving or designing,
RSVPs, 73 writing effective, 301–309 377 314, 364
Run-on sentences, 204 Separate ownership, possessive nouns Speech recognition, 474, 491–492
for, 147 Speeches
T
S Sequences, transitions indicating, 314
Serial commas, 211
clarity in, 547
content in, 546 Table form, in informal reports,
Salary, 607, 629–631 Series, commas in a, 211–212 development of, for presentations, 444–445
Sales appeals, 385 Sexist language, avoiding, 78 546–547 Table of contents, in formal business
Sales letters Shopping, flying and, 509 elevator, 604 report, 449, 451
buying motives in, 383–384 Short forms, capitalization and, 251 humor and stories in, 547 Tables, 453
objectives of, 384–386 Signals, conflicting, 33 Spell-checkers, 286, 287, 327 Tablets, 494, 508–509
sample, 387 Signs, in dictionaries, 275 Spelling Tact, 513–514, 540
target audience in, 383 Simple predicates, 94 British rule and, 289 Talking, listening and resisting, 39, 530
Sales-mindedness, in responding to Simple sentences, 209 in dictionaries, 273, 274 Target audience, in sales letters, 383
requests, 376–377 Simple subjects, 93 dictionaries for, 288–291 Teaching others new skills, 328
Salutation, in business letters, 356–357 Siri, 492 doubling consonants and, 286–287 Team communication, 23, 534–541
Sarcasm, e-mail avoiding, 347 Situational interviews, 612 ei and ie words, 285 Team member participation, 536
Scannable résumés, 585–587 Skills. See also Employability skills; Job e-mail and, 347 Team projects, 139
Scanners, 497 search essential principles for, 285 Technology. See also Cloud computing;
Scanning material, 54–55 communication, language and, 10–11 final y, 285 Computers; E-mail; Internet
Scope, of formal business reports, employment interview ful, ous, ally, and ily endings, adaptability and, 471
448, 450 communication, 617–623 285–286 advancements in, 73
Screening interviews, 611 human relation, 13 improving, 279 application of, as employability
Search engines, 485, 569 interpersonal, applying, 13–14 phonetic, 274 skill, 557
Seating strategies, for listening, 49 listening, 17, 39–40 vocabulary, 291–292 in business communication, 471–475
Secondary sources of information, for presentations, importance of, Spreadsheets, customizing, 430 communication at work and,
426–428 543 Sr. and Jr., 256 491–498
Security, technologies and, 496 reading, 19 Stage fright management, for connection, 496
Security needs, 12, 13 of speakers, 5, 18, 79 presentations, 550 current, 472–475
Self, pronouns ending in, 158 teaching others new, 328 Standard memos, 350 customer satisfaction and, 517–520
Self-actualizing needs, 12, 13 writing, 19–20 Standard punctuation, 357 devices and, 496, 497
Self-esteem, 32, 172 Skype, 49, 534 Standing committees, 534 future of communication, 497–498
Self-management, 460, 636 Slang State names hardware and, 496, 497
Semicolons avoiding, 63 abbreviations in, 258 for keeping current, 494
colons instead of, 231 quotation marks for, 238 commas with, 220 new errors with, 328
Index 665
Technology (Continued)
for note taking, 508–509 U balancing, 308
being, 102, 111–113
for ages, 264
for anniversaries, 264
presentations and selection of, 544 Ubiquitous computing, 498 complement of, 153 antonyms and, 283
proofreading and, 327–328 Ultrabooks, 497 comma separating object from, 221 audience suited, 279
security and, 496 Unabridged dictionaries, 274 conditions and, 101 to avoid, 280–282
selecting, 251 Underlining, 56, 337 conjugating regular, 108, 109 beginnings of, misspelling, 288
for staying connected, 471–472 Unfamiliar terms, quotation marks essential principles of, 101 for centuries and decades, 265
Telecommuting, 495–496 for, 238 helping, 98 choosing wisely, 25
Teleconferences, 48–49, 481 Unified communication, 475 identifying, 101–102 clichés and, 63, 282
Telephone. See also Cell phones Units of measure, abbreviations for, 259 intransitive, 114–116 connotations and, 279
customer contact by, 514–515 Unnecessary words, 280, 323 irregular, 108, 110 denotations and, 279
oral communication by, 530–532 Unsolicited reports, 425–426 linking, 86–87, 101 descriptive, 283, 323
originating calls, 531 Unstructured interviews, 612 principle parts of irregular, 110 dictionaries for information on,
receiving calls, 532 Upward communication, 22 principle parts of regular, 102–103 273–276
Telephone surveys, 429 U.S. time zones, 62 pronouns as objects of, 154 electronic dictionaries and thesaurus
Templates, 405, 421, 479, 559, Usage regular, 102–103, 108, 109 for, 277
576–577 agree with, agree to, 172 subject agreement with, 119 endings of, misspelling, 288–291
Tempo, in oral communication, 528 all, both, 176 subject of, 153 to express numbers, 263–265
Text messaging (texting), 5, 473 angry with, angry at, 174 transitive, 113–114 for fractions, 264
Thank-you letters, 411–412, 625, 627 any, any one, 185 were instead of was, 112–113 homonyms and, 18, 277, 278
Thank-you notes, 73 as, as if, as though, not like, 166 Video cameras, 497 for indefinite numbers, 264
That clauses, commas with, 221 at, to, in, into, 176 Video conferences, 524 multisyllabic, 286–287
Thesaurus, 276–277 bad, badly, 193–194 Video sharing, online, 487 negative, 280, 302
This faults, correcting, 299 badly of in the worst way for very Videoconferences, 48 for numbers from one through
Thought units, 294–296 much, 193 Vimeo, 487 ten, 264
Thoughtful actions, 73–74 beside, besides, 176 Virtual private network (VPN), 496 out-of-date, 280, 281
Threats, claim letters avoiding, 393–394 between, among, 175 Viruses, e-mail and, 349 overused, 280, 323
Tickler file, 374 but or and, 165 Visitors, attention and courtesy for, 512 overusing, avoiding, 276
Time, 427 different from, identical with, plan to, Visits, finding purpose of, 513 planned repetition of, 302
Time zones retroactive to, 174 Visual aids pleasant-sounding, 302
in domestic communication, 62 discrepancy in, discrepancy between, basic guidelines for, 556–557 pseudo-homonyms and, 277, 278
in international communication, discrepancy among, 174 essential principles of, 556 redundancy and, 281
66, 67, 452 each other, one another, 185 fonts for, 559, 560 specific, finding most, 276
Times, abbreviations for expressions either, neither, 185 handouts and, 557 suitable, finding most, 276
of, 259 from, off, 176 problem anticipation for, 562 synonyms and, 274–275, 283
Title page, in formal business report, good, well, 194 software for, 558–562 thesaurus for information on, 276–277
449, 450 help not help from, 177 using, 63 in thought units, 294–295
Titles inside, outside, 176 Visual communication, 432 transitional, 191, 312–314
capitalization for main words its, it’s, 148 Vocabulary, spelling, 291–292 unnecessary, 280, 323
in, 248 like not like for, 177 Voice usage of, 301–303
capitalization for personal and more than any other, more than active, 305–306, 323 Work, communication technology at,
official, 252 anyone else, 184–185 passive, 305–306 491–498
commas with, 219 most, almost, 194 tone of, 47, 527 Working bibliography, 434–435
hyphens in, 248 never or not, 193 Voice and video communications, real- Works Cited, 439
italics for, 239 no one, not any, none, 185 time, 474 The World Book Encyclopedia, 427
plurals of, with names, 136 behind not in back of, 176 Voice level. See Pitch World Wide Web (WWW), 431
quotation marks for, 239–240 opposite not opposite to, 177 Voice mail greetings, 513 Writer’s identification, in business
To-do lists, cloud computing for, 492 part from, part with, 174 Voice mail messages, checking, 74 letters, 358
Tone real, really, 194 Voice over Internet Protocol (VoIP), 474 Writing, 5
of e-mail, 347, 351–352, 478 the reason is that, pretend that, 166 Voice recognition software, 491, 524 Arabic, 323
familiar, establishing, 384–385 in regard to, with regard to, as VoIP. See Voice over Internet Protocol effective sentences, 301–309
internal communication and, 22 regards, 174 Volume, in oral communication, 527 as employability skill, 19, 140, 295,
of memos, 351–352 since or because, 166 Volunteer experience, in résumés, 579 599
in oral communication, 47, 527 some, somewhat, 194 VPN. See Virtual private network reports, 436–437
revising for, 318, 321 sure, surely, 194 requests, 368–371
of voice, 47, 527
Touch, 32
their, there, they’re, 148
theirs, there’s, 149
W skills, 19–20
Written communication, 6, 10–11, 16
Touch screens, 497 unless, not without or except, 165 The Wall Street Journal, 427 advantages of, 339
Traditional interviews, 605 where for that, 193 Walloons, in Belgium, 65 choosing correct, 340
Traditional meetings, 534 where not where… at or where… to, 177 Wants, people’s, 383–384 messages in, 339
Training resources, 321 who, which, or that, 166 The Washington Post, 427 organization of, 338–339
Transactions, based on claim letters, who, whom, whoever, whomever, Watermark, 361 statement of future action in, 339
395–396 154–155 Weather, attire and, 630 statement of purpose in, 339
Transitional phrases, 312–314 whose, who’s, 150 Web browsers, 431, 433, 434, 485 WWW. See World Wide Web
Transitional words, 191, 312–314 your, you’re, 149 Webcams, 497
Transitive verbs, 113–114 User-review sites, 488 Webcast, 534
Translations Webinars, 57, 534 X
problems with, 64
quotation marks for, 238
V Websites, 484
Weights, commas in, 225
Xmarks, 493
Transmittal notation, in business Variables, form letters with, 416, 418–420 Which clauses
letters, 359 Variety, creativity for, 283 ambiguous, 296 Y
TripAdvisor, 488 Verb clauses, 166 commas with, 221
Tweeting, 38 Verb phrases, 98 Who did what?, 296–297 Yearbooks, 427
Tweets, 38, 481, 482 with forms of to be, 111–112 WiFi hotspots, 496 Yelp, 488
20-pound paper, 361 past participle forms, 104 Wikipedia, 427, 432 You-attitude, 13, 301–302
24-hour clock, 410 present participle forms, 104 Wikis, 432, 485, 488, 494 YouTube, 487, 503
Twitter, 5, 38, 481–482, 494, 569 present tense forms, 104 Willingness to learn, 420, 582, 592
Typing
formal business report rules for,
Verb tenses, 106–108
Verbatim, 459
Word processing software, 313, 323,
326, 327
Z
456 Verbs Wording, in informal reports, 443 Zoho, 493
keying compared to, 51 action, 86, 101 Words. See also Spelling Zoom, 534
666 Index

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Annotated Instructor Edition

College English and

Sue C. Camp, Ed.D.

Marilyn L. Satterwhite, Professor of Office Systems

This book is printed on acid-free paper.

Cover Image: ©Nopporn/Shutterstock ©Dokmaihaeng/Shutterstock

cam85341_ise_ii.indd 2 17/03/18 12:17 pm

Chapter 1: Communicating in Everyday Life �������������������������������������������������������������������� 4

UNIT 2 Developing Language Skills ������������������������������������������������������������������������������ 82

Chapter 4: Exploring Language Elements �������������������������������������������������������������������� 84

UNIT 3 Developing Writing Skills �������������������������������������������������������������������������������� 198

Chapter 7: Applying the Mechanics of Style ����������������������������������������������������������������200

UNIT 4 Applying Communication Skills ����������������������������������������������������������������������332

Chapter 9: Writing E-Mails, Memos, and Letters ��������������������������������������������������������334

UNIT 5 Communicating in a Business Environment ��������������������������������������������������468

Chapter 12: Working With Technology ������������������������������������������������������������������������470

UNIT 6 Communicating About Employment ��������������������������������������������������������������564

Chapter 15: Searching for Jobs and Writing Résumés������������������������������������������������566

UNIT 1 Introduction to Communication ���������������������������������������������������������������������������2

Chapter 2: Interpreting Communication ���������������������������������������������������������������������� 28

Chapter 3: Communicating Globally ������������������������������������������������������������������������������ 60

UNIT 2 Developing Language Skills ������������������������������������������������������������������������������ 82

Chapter 5: Mastering Nouns and Pronouns ���������������������������������������������������������������� 132

Chapter 6: Expanding Language Skills ������������������������������������������������������������������������ 162

UNIT 3 Developing Writing Skills �������������������������������������������������������������������������������� 198

Chapter 8: Sharpening Writing Skills �������������������������������������������������������������������������� 272

UNIT 4 Applying Communication Skills ����������������������������������������������������������������������332

Chapter 11: Preparing and Writing Reports ����������������������������������������������������������������424

UNIT 5 Communicating in a Business Environment ��������������������������������������������������468

Chapter 13: Communicating With Customers ������������������������������������������������������������500

Chapter 14: Developing Presentation Skills ����������������������������������������������������������������522

Chapter 16: Interviewing and Employment Issues ����������������������������������������������������602

College English and Business Communication, Eleventh Edition, presents an engaging

Updated End-of-Section Materials. Section assessment materials include Review of

Chapter 2. Newer technology is discussed in the sections about nonverbal commu-

Chapter 6. In this chapter, students learn about how conjunctions, prepositions,

Chapter 15. Chapters 15 and 16 combine to include much needed information on

Employability Skills links information learned in class and through

Special thanks to three professionals who contributed to the technology chapter:

­concepts to learn. Turn the Secti

in Ca friends, thhoem you conﬁ

Key points are noted in the mar-

• Grammar Quizzes within Connect® Business Communication—Students may

Instructor Library. The Connect Business Communication Instructor Library is your

Tegrity Campus: Lectures 24/7

Assurance of Learning Ready

xvi Learning System

McGraw-Hill and Blackboard

Learning System xvii

xviii Learning System

Homework and Adaptive Learning

▪ Connect’s assignments help students

Over 7 billion questions have been

More students earn

Trusted Service and Support

Elements of SECTION LEARNING

6 Chapter One Communicating in Everyday Life

Components of Communication KEY POINT

Section 1.1 Elements of Communication 7

8 Chapter One Communicating in Everyday Life

©Diane Collins and Jordan Hollender/DigitalVision/Getty Images

Section 1.1 Elements of Communication 9

Electronic Interruptions. Electronic interruptions are events involving technology that

Language and Communication Skills

Chapter 1: Communicating in Everyday Life �� 4

UNIT 2 Developing Language Skills �� 82

Chapter 4: Exploring Language Elements �� 84

UNIT 3 Developing Writing Skills �� 198

Chapter 7: Applying the Mechanics of Style ��200

UNIT 4 Applying Communication Skills ��332

Chapter 9: Writing E-Mails, Memos, and Letters ��334

UNIT 5 Communicating in a Business Environment ��468

Chapter 12: Working With Technology ��470

UNIT 6 Communicating About Employment ��564

Chapter 15: Searching for Jobs and Writing Résumés��566

UNIT 1 Introduction to Communication ��2

Chapter 2: Interpreting Communication �� 28

Chapter 3: Communicating Globally �� 60

UNIT 2 Developing Language Skills �� 82

Chapter 5: Mastering Nouns and Pronouns �� 132

Chapter 6: Expanding Language Skills �� 162

UNIT 3 Developing Writing Skills �� 198

Chapter 8: Sharpening Writing Skills �� 272

UNIT 4 Applying Communication Skills ��332

Chapter 11: Preparing and Writing Reports ��424

UNIT 5 Communicating in a Business Environment ��468

Chapter 13: Communicating With Customers ��500

Chapter 14: Developing Presentation Skills ��522

Chapter 16: Interviewing and Employment Issues ��602

concepts to learn. Turn the Secti

▪ Connect’s assignments help students

1. Most people agree that words speak louder than actions. F

3. Paralanguage can help reinforce a verbal message. T

6. Haptic communication is another term for touch communication. T

11. Nonverbal communication does not convey a message. F