Module 25 for June 27th

Module 25 is all about using visuals.  When forming a rough draft of your document, you should use visuals to see if your ideas are presented completely, to see their relationships, to make points vivid, to emphasize, to prevent repetition, and to focus on information decision makers need.  According to the text, each visual tells a story.  Good stories support your ideas.  To find stories in your visuals you can focus on a topic, simplify the data, and look for relationships and changes.  There are many types of visuals and they are: tables, pie chart, line graph or bar chart.  It's important to note that you should only use tables when you want the audience to focus on specific numbers.  Pie charts are used to force the audience to measure area.  Also, bar charts are easy because they ask people to compare distance along a common scale.  There are also grouped bar charts, which allows you to measure different aspects of each item.  On the other hand, you could have segmented, subdivided, or stacked bars, deviation bar charts, paired bar charts, and even histograms or pictograms.  Lastly, we have line graphs, which are convenient to use when needing to compare two variables.  So, should you use color and clip art?  It does grab attention, but it also causes two issues.  The first issue is that the reader may try to interpret colors and their meanings when there may not be an intended interpretation for the colors used.  Secondly, color may have different meanings if interpretation is intended.  So basically, colors are complicated!  Clip art can be good, but you have to make sure you don't have chartjunk, which is when the clip art doesn't relate to the information in your document.  When using visuals you need to make sure you always double check all intended meanings and make sure your information is accurate.  I think it's important that you make sure that each visual is appealing, while also making sure that it is very user friendly, otherwise it would be pointless!!  And FYI, you can use the same visual more than once in your document, if the visual is simple.

Module 20 for June 24th

This is a great Module because it gives us insight on making oral presentations.  There are three types of presentations.  Informative presentations inform or teach the audience.  Persuasive presentations obviously persuade the audience.  Goodwill presentations entertain the audience.  The first thing you have to do is choose which presentation you're doing.  You could do a monologue, which consists of a speaker with no interpretation and then questions after the presentation.  You could do a guided discussion, which consists of helping to audience find a solution.  Or you could do a sales presentation, which consists of a conversation between seller and group or person.  Secondly, you will adapt your ideas to the audience.  This means preparing the message for the audience.  Thirdly, you will plan any visuals or others devices used to involve the audience.  You need to make sure you follow any guidelines we've already covered in the other modules that tells you how to format and make visuals appealing to an audience.  You also want to make sure that you create a strong opener and closing statement.  This is very important, and I want to stress this because it is the attention grabber and it's what makes the message stick. There are also several different ways you can organize your work.  These include: chronological, problem-causes-solution, excluding alternatives, pro-con, and 1-2-3.  An effective presentation is composed of transforming fear, using eye contact, standing and gesturing, and using notes and visuals.  With any presentation you are mostly likely going to encounter questions from the audience.  Before you presentation you may want to anticipate any questions that may be asked and prepare for these.  You may also have to give a group presentation.  When you have a divided pres. you want to make sure you have transitions between person to person so that your pres. flows.  You will also have to include time limits, and make sure you create main points and visuals together. 

Module 3 for June 22nd

Module 3 is important knowledge that we need because it deals with communicating across cultures.  When communicating, we have to consider the diversity that exists in the workplace.  There are also two different kinds of cultures.  High-context cultures use the context of a message, nothing is spelled-out.  Low-context cultures is when context is less important and most all information is spelled-out.  In the workplace there is a mixture of national culture, organizational culture, and personal culture.  There are many aspects of culture that affect business communication.  These include our values, beliefs, and practices, our nonverbal communication, our body language, our space, our time, our oral communication, and our writing abilities to international audiences.  Personal space can affect the way we communicate in business.  This can create distance between the you and the audience.  Also, monochronic cultures believe that time is a resource, and polychronic cultures emphasize relationships.  Also, when we write to international audiences in the United States we tend to be less formal.  Other countires are usually more formal than the U.S.  The most important point when writing to different cultures, is you have to be open to new ideas!  You need to be culturally aware, and sensitive to other peoples values.  Not only is culture affecting the workplace, but generations are.  To inhance your communication, you need to read often and be as thourough as possible when writing and editing.  Also, most importantly, you need to write bias-free!  You want to make language nonsexist, nonracist, nonagist, and don't discriminate against people with disabilities and diseases.  Also, choose bias-free photos and illustrations.  There are great examples on pages 53-57!

Module 24 for June 21st

This module covers long reports.  When writing documents that are really long, you have to organize your time.  You will plan, write, and revise, like always, but you will most likely require alot more time.  When writing a formal report you need a title page (ex. pg. 417), a letter to the main audience (ex. pg. 418), a table of contents (ex. pg. 419), a executive summary (ex. pg. 420), and then you can follow the format on pages 421-430.  On the title page you need to contain the title of the report, who you are preparing the report for, who the report is prepared by, and the release date.  Some title pages can contain a summary of the report.  The letter must contain who authorized the report and why the report was written.  You must also summarize conclusions and recommendations, and indicate if there were any issues that were incountered during your investigation and how you overcame them, also thank the people who helped you.  If there was addition research that you realized you needed to do you should also indicate this in the letter.  Lastly, thank the reader!  In the table of contents, you should list all the headings that appear in the report.  In the list of illustrations, on the table of contents page, you will include tables and graphs used in your report.  In the executive summary you will tell the reader what the entire report is about.  The executive summary is there so the the executives needing to know the report don't have to read the entire report to figure it out.  In the introduction you need to include the purpose, scope, limitations, assumptions, and methods.  The backgroud or history section needs to include the need to know information that may make it easier to understand the ideas in the report.  Finally, the conclusions and recommendations section includes a summary of the main points made and what we suggest to be done after the report.  I think in this module it is important to point out this section as most important because without it, the report would be pointless.  If action isn't taken after the report and recommendations are not implemented, then what was the point?     

Modules 27 and 28 for June 15th

Module 27 covers resumes.  Just like any other piece of writing, you have to plan, write, and revise when making your resume.  So what makes an employer pay attention to your resume?  You have to make sure that your qualifications fit the job and company.  You need to list everything you’ve done and more, emphasize your achievements, show that you know the industry you’re applying to, and also make it appealing to the eye.  Also, you have to decide which resume you need to use.  There are chronological and reverse chronological resumes, which summarize what you did in a timeline, and a reverse one goes backwards.  There is a skills resume, which obviously lists your skills and experience.  There are some very handy examples on page 478-481 and 484-485.  You should look at these!  It’s also important to choose the right words for your resume, especially since you only have a brief length to say everything in.  No matter which resume you chose to use, you have to have a career objective, summary of qualifications, education, honors and awards, and references.  Career objectives should be very brief and be like the job description.  I think it’s very important for me to say that in your resume you should list everything you have ever achieved!  Also, don’t think you have to follow these basic categories.  You can add your own.  Also, your resume doesn’t have to be one page either, because some have tons of qualifications.  FYI, if you need a resume to scan, you just take out all the formatting.  There’s an example on page 491.  If a resume is requested online, you just follow the employer’s instructions on how to submit it on their website.  Video resumes are only appropriate when asked to give one.  Moving on with Module 28, the main purpose is to write a job application letter to get the interview.  In the letter you need to focus on separating yourself from any other applicant.  You also need to express your professionalism.  You can use a solicited letter, which is when you know the company is hiring.  You can use a prospecting letter, which is when you want to work for the company.  When the company is hiring, use a summary sentence or paragraph stating your interest.  When the company is not hiring, do not ask for the job in the first paragraph.  These letters are the same when it comes to having to list your qualifications in the body of the letter.  Remember to show your knowledge and separate yourself!  You can use T-letters if an employer prefers them (ex. page 509).  Always remember to just use a full page.  Most importantly, use you-attitude and positive emphasis!  An obviously, if a company wants it by e-mail, e-mail it. 

Module 22 for June 14th

In Module 22 we learned that keywords are KEY to performing searches.  However, I think it's more important to discuss how to write surveys and interviews.  A survey questions a large group of respondents or subjects.  On the other hand, an interview is a conversation with someone who may give you useful information.  It's also important to note the difference between closed questions and open questions.  Closed questions can ususally only be answered with "yes" or "no".  Open questions do not make the subject have to respond in a certain way.  Then, we need to decide if we should use a survey or an interview.  You will need to pick a sample from the population first.  There is a random sample, where each person has a chance of being chosen.  There is a convenience sample, where the group of people is easy to reach (students).  There is a judgement sample, where you chose people whose views seem useful.  Once you've found your sample and whether you'll do an interview or survey, you can analyze the information you've collected.  You may need to understand the source, analyze the numbers, analyze words, and check for logic.  Analyzing numbers means finding the average or mean, median, and range.  Checking for logic means not confusing correlation with causation.  Correlation is when two things happen at the same time.  Causation is when one thing causes another.  Once you're done analyzing, you document your sources.  You can format them using MLA or APA.  I think it's very important to learn between citations and documentation.  Citations are taking pieces of the text and tying it to its source.  Documentation is providing a bibliography for the reader so they can view the sources if desired.   

Modules 17 and 18 for June 10th

Module 17 is about listening.  I think that listening is extremely important.  I think listening is important because by listening to other people, and not just hearing them, you're exposed to many new ideas.  Good listening I think also improves your writing.  Good listeners pay attention, focus on other speakers in a generous way, avoid making assumptions, and listen for feelings as well as facts.  You can hear something someone says and maybe even comprehend it, but good listening allows to to make a connection with the person you're listening to.  Active listening means that you are actively demonstrating that you've heard the message and you give feedback.  To show you are an active listener you can give feedback by paraphrasing the content, mirroring the speaker's feelings, state your own feelings, ask for information or clarification, and offer to help solve the problem.  You can let people know you're listening to them through non-verbal communication and actions.  "Nods" and "uh huhs" are good!  When we really disagree with someone our listening can often be hampered by our emotional frustration.  If you can listen to someone you disagree with then you are a good listener!  In Module 18 we learned about working and writing in teams.  I think this module is also very important.  In this class, especially, it is important to learn about teams because we are always in them.  The types of messages that groups should discuss are informational, procedural, and interpersonal.  During a teams orientation, members of the team form social cohesiveness.  During formation, conflicts may arise and a leader usually stands out.  In coordination, which is the longest phase, the group work is done.  And lastly, formalization deals with the group seeking consensus.  There are many roles that group members may play, but I want to talk about some.  There are some negative roles that we should avoid like blocking, dominating, clowning, and withdrawing.  There are also different types of leaders in groups.  Informational leaders generate and evaluate text.  Interpersonal leaders monitor the group's feelings and resolve conflicts.  Procedural leaders set the agenda.  Do you wonder if you are a successful student group? There are characteristics, so see if you match them!  The leader will set regular meetings and lay all the plans out, that way everyone knows what's going on.  The group memebers listen to criticism and make changes accordingly, and the group works together as a whole.  Also, most of the members should work on the project.  Peer pressure and group think are bad! This deals with having a majority influence, and what certain members think is okay with everyone else.  Also, there are steps to handle conflict.  These include making sure there is a disagreement, check if information is correct, discover needs of person's involved, search for alternatives, and repair bad feelings.  There are also ways in which we can respond to criticism.  We can paraphrase, check for feelings, check for interferences, and buying time with a limited agreement.  Also, not only in writing is it good to use you-attitude, but it is also useful when dealing with situations within a group.  Also, and most importantly, how can we create great documents with our group?  Firstly, we have to plan the work.  Then, together as a group we work on the document while allowing everyone an opinion.  Thirdly, we revise the document collectively.  Fourthly, edit and proofread.  Lastly, we make the group process work.  It's easy to form a document all on your own by following these steps, but when other people are involved you have to respect others in your group.  Group work may have its negatives, but it can make for a diverse and creative document. 

Modules 15 and 16 for June 9th

Module 15 talks about choosing the right word.  It focuses on what you can do to get the meaning in your message across when writing.  Denotation is a word's literal meaning and bypassing is when two people use the same word to denote two different things.  The text stressing that using accurate denotation can make it easier when solving problems in the writing process.  Also, it is important to get the response you want.  Connotation refers to the associations that come with a given word.  Positive and negative connotation can be made to give off different meanings.  This effects the response that you may recieve from the reader.  The text also states that how words are used can change their meanings.  The use of jargon in writing is only appropriate when it is essential to the message.  There is also such thing as business jargon also known as businessese.  Examples are as per your request, enclosed please find, please do not hesitate.  There are also many words that may confuse writers: accede /exceed, accept/except, access/excess, and you get the point.  The books lists a bunch more!  In Module 16 the main idea is revising sentences and paragraphs.  The text defines what is "good" style.  It states that educational writing is ususally more formal than business writing.  It says to use friendly, informal style.  It also says to avoid slang and contractions.  Abbreviations are okay in emails.  Also, pay attention to style when writing uncomfortable messages like negative.  I think an important point in this module is that "good business style allows for individual variation".  Depending on the audience and situation each writing style may vary.  Humor may also be acceptable in certain situations.  When we revise sentences we need to make sure we use action verbs, use verbs, tighten your writing, vary sentence length and structure, use parallel structure, and put your readers first.  When we revise paragraphs we need to make sure we begin paragraphs with topic sentences  and use transitions to link ideas.  I want to talk mostly about what I think is one of the most important points in Module 16 and that is what style to use for your organizational culture.  No matter what we learn in this class that's useful, every boss is going to have a different idea of what they think constitutes as good business writing.  This is important to keep in mind.  The things we learn about business writing are not exactly rules, but guidelines.

Modules 8 and 13 for June 8th

My presentation is on Module 8, so I just want to briefly discuss what exactly this chapter talks about.  This Module is all content related and doesn't exactly discuss any format for writing.  It is about putting reader benefits in your writing.  One of the most important points is how reader benfits work because of expectancy theory, which is the idea that most people try to do their best only when they believe they can do something and when they know there are rewards.  If your audience doesn't have a motivation, then what's the point?  So if we need to use reader benefits, how do we find them?  We find them by using Maslow's Hierarchy of Needs and by identifying features of products or policies that we may be writing about and how these features could benefit the audience.  There also may be different subgroups to satisfy with different features.  Another important point is that reader benefits should be as detailed as possible, and use psychological description, which involves contacting the reader's senses.  So once we know the benefits, we have to decide which one to use.  We also talked about intrinsic verses extrinsic benefits, and also to not to forget to use you-attitude!  Module 13 talks about e-mail messages and web writing.  Basically e-mail formats are still evolving and vary.  A basic e-mail format is Eudora and it uses a informal salutation.  The message is not indented and there is usually a signature block at the end.  Also, an e-mail message with a attachment, states that there is an attachment.  Subject lines in e-mail messages should be specific, concise, and catchy.  For informative and positive e-mail messages the subject line should include the positive info.  In negative messages the subject line should contain the negative only when the negative message is serious.  Subject lines for persuasive messages should make it clear that you are asking something.  Finally, e-mail messages can be written the same way as paper messages except negative and persuasive messages will be more direct in e-mails. A catchy thing to remember is that you should "lurk before you leap"!  Also, note that when sending attachments be cautious of viruses.  Attachments should only be sent when needing to send longer documents.  This module also talks about BLOGGING and social networking tools, which we are all familiar with (Twitter and YouTube)!!

Modules 11 and 12 for June 7th

Module 11 discusses negative messages and how to go about relaying them to people.  Bad news letters are used to deliver the bad news, but they are also used to build a good image of the writer and the writer's organization.  Negative subject lines should only be used when you think the reader would otherwise ignore your message.  The text also tells us how to organize negative messages.  Here are a few tips for organization from the text:  people outside your organization should  recieve and indirect letter to build goodwill, writing to superiors should consist of proposing solutions and not just reporting problems, and when you write to peers and subordinates, try to get their input.  Four important terms to remember when organizing negative messages is reason, refusal, alternative, and goodwill ending.  Also, four words to remember when writing a memo to your superiors are shared problem, details, alternatives, and request for action.  Then the text goes on the discuss the most common negative messages.  These include rejections and refusals, disciplinary notices and negative performance appraisals, and layoffs and firings.  Remember, when writing negative messages we must also use PAIBOC.  Module 12 talks about persuasive messages.  One of the primary purposes of a persuasive message is to have the reader act.  I think this is a very important purpose because if you write a persuasive message and the reader doesn't act, then you were unsuccessful in your message.  There are two types of persuasive strategy: direct request pattern and problem-solving pattern.  I think it's vital to any persuasive message to figure out which pattern you need to use.  In a direct request pattern the audience will do anything you ask without resistance.  In a problem-solving pattern the audience may resist, meaning you need to focus more on your strategy.  I think it's interesting an important to note in this module the techniques that can make messages more persuasive.  You can build credibility, build emotional appeal, use the right tone, and offer a reason for the reader to act promptly.  Types of persuasive messages include: orders, collection letters, performance appraisals, and letters of recommendation.  Again, PAIBOC will be used when evaluating your messages.

www.toms.com

The second website I choose is toms.com and it is designed to sell their product, toms, which is a brand of shoe.  This website, like aveda.com, uses an animation box that changes from time to time.  The first screen loads quickly and there is also a bar at the top with different product segments, like women, men, youth, how we wear them, our movement, and even blog.  By clicking these you can further search the website.  This website also uses white space, but not as much as aveda.com does.  There are many heading and phrases to catch your attention, as well as all capital letters and fonts.  I would say that this web page is busier than Aveda’s web page because there is more to look at and browse.  Also, all the information is boxed in down the center of the web page.  This web page also uses more color and different font styles.  I think that it gives off a more fun tone, while the other web page was calmer.  This leads me to believe that Toms are made for people who enjoy new, creative, and fun products.  Toms are a very different style of shoe.  I would say that the target audience is women and men, as well as youth, considering they all three are listed on the front search bar.  Also, the ages could range anywhere from I’d say 15 to 30.  Mostly young people are attracted to this brand because of its “cool” and different style.  I’d also like to mention that this web page lets it’s audience know that it is helping other countries in need.  For every shoe that you buy, a pair is given to someone in need of shoes.  This company posts its public relations efforts on its web page to send a message to its audience.  I think this adds to the fact that people who buy these shoes are people who are part of the newer generations and are “going green” and also helping out the world around them.  It follows that, people who are like this would buy things that are new and innovative and unlike any other product.  So, I do think that this web page does a good job attracting its’ intended audience.  The evidence starts with the page layout and how there are more fonts and sizes.  The colors scream fun and creative, as well as the actual public relations content.  It all seems to flow together.

www.aveda.com

The first website I choose is aveda.com and it is designed to sell their line of hair, skin, and body care products.  When the first screen loads you are presented with a very appealing, organized layout.  The main screen opens quickly and you don’t have to search around to find what you’re looking for.  At the top of the screen there is a bar with all the possible product segments.  By clicking on one of the segments you can further narrow your search.  To make it even more simple, there is a product search engine on the first screen.  I also feel that the animation and graphics are to a minimum and not overwhelming.  When talking about the use of white space, there is plenty of this on this website.  There is a lot of white space being used on the left and right margins of the screen.  The use of headings is also fluent throughout the first screen and there are no paragraphs, there are just words or phrases.  Sometimes this website uses capital letters.  I’m not sure if it’s too much, but it has never seemed to distract me before.  The font that is used also varies.  However, all the different fonts are clear and easy to read.  There are no crazy looking fonts.  As far as the margins, on the home screen all the information is boxed and going down the center of the page.  Inside the box the information is organized.  Also, there is a little animation box at the top underneath the bar of product segments, which I believe is just enough to add life to the page.  In determining the audience, we first have to consider that this is a company that sells beauty products.   I think that this website is trying to reach mostly women, but some men.  Also, we have to consider the pricing of these products which I believe to be moderate to high.  Most college students may not be able to afford it and most elderly people are not familiar with the brand.  The age segment is probably anywhere from the age 25 to age 55.  So, this website is targeting a middle class female from age 25 to 55.  I think the website catches the audience’s attention.  The web page’s colors and style represent a more mature, calm, and peaceful tone.

Modules 4 and 5 for June 2nd

First I want to talk about Module 4, which involves planning, writing, and revising.  I've learned after reading and from experience that it is true that the actually writing takes the shortest amount of time.  It is the planning and revising that takes about two-thirds of your time.  It is recommended that when you are planning you could try one of the following techniques: brainstorm, freewrite, cluster, or talk to your audiences.  Also, storyboards and planning guides may allow you to see the big picture.  When we use revision we are to revise, edit, and proofread in combination.  I also want to say that in Module 4 on page 68 there are some very helpful checklists for thorough revision and light revision.  I think one of the most important things from Module 4 to remember is that a grammar checker is not good enough for your revision process.  I've noticed that some people just use spell check in Microsoft Word when revising a paper and this is just simply not enough.  I also think another important point made in Module 4 is cycling.  It is very important to proofread, revise, and get FEEDBACK, and then proofread and revise again and again.  Now I'm moving on to Module 5!  I love Module 5 because it's everything except traditional academic writing.  I think it's most important to know the tips when writing on paper, and they include: use white space, use headings, try to limit all caps, use no more than two fonts, and decide on margin style (justified or ragged right).  This isn't the type of layout that you would use for a typical research paper that you have to write with long, lenghty, boring to the eyes paragraphs.  This design described in Module 5 is more appealing to the eyes with less lengthy paragraphs, more indents, bullet marks, headings, and visual appeal.  No one wants to read a bulky paper, and no one probably would have time.  The text also talks about presentation slides and web page designs.  We should keep slides simple, relevant, and interesting!  Be creative with big fonts, bullets, and customization.  Also, when creating web pages they must be interesting to look at and read, and the first screen must contain information on what the visitor is looking for.  Don't make them search! Lastly, and very importantly, we should test our designs and like always use the feedback to make changes.