Ebc10e ch03-instructor ppt-final

3

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Instructor PowerPoint

1

Learning Objective

1

©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. © MelisendeVector.com/Fotolia

Ch. 3 / Slide 2

Apply Phase 2 of the 3-x-3

writing process, which

begins with formal and

informal research to

collect background

information.

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Ch. 3 / Slide 3

Informal Research Methods

Search company digital or other files.

Conduct an informal survey.

Talk with the boss.

Interview the target audience.

Brainstorm for ideas.

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Ch. 3 / Slide 4

Formal Research Methods

Investigate primary sources.

Search manually.Access electronically.

Conduct scientific experiments.

Learning Objective

2

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Ch. 3 / Slide 5

Organize information

into strategic

relationships.

Ch. 3 / Slide 6

Organizing Informationto Show Relationships

Group similar

ideas.

Organize into lists or outlines.

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©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 7

Tips for Efficient Outlining

Define the main topic (purpose of message) in the title.

Divide the main topic into 3 to 5 major components.

Break major component into exclusive subpoints (no overlapping).

Use details, illustrations, and evidence subpoints.


Organizing Ideas Into Strategies

Use the Direct Strategy if audience will be

Pleased

Somewhat interested

Neutral


Organizing Ideas Into Strategies

Use the Indirect Strategy if audience will be

Uninterested

Displeased

Disappointed

Hostile

Learning Objective

3


Compose the first draft of a

message using a variety of

sentence types while avoiding

sentence fragments, run-on

sentences, and comma splices.


Achieving Variety With Four Sentence Types

1. Simple sentence

(one independent clause)

2. Compound sentence (two independent clauses)

She needs a job.

She needs a job, and she must expand her skillset.


Achieving Variety With Four Sentence Types

Because she needs a job, she must expand her skillset.

Because she needs a job, she must expand her skillset; however, she also must begin networking.

3. Complex (one independent and one dependent clause)

4. Compound-complex (two independent clauses and one dependent clause)


Three Common Sentence Faults

1. Avoid fragments

(broken-off parts of sentence).

Fragment: E-mail seems boring. When compared with Twitter.

Revision:E-mail seems boring when compared with Twitter.



2. Avoid run-ons (two independent clauses without coordinating conjunction or semicolon)Run-on: He’s addicted to social media he posts updates constantly.

Revision:He’s addicted to social media, and he posts updates constantly.

Revision:He’s addicted to social media; he posts updates constantly.



Comma splice: He prefers a tablet, she prefers her laptop.

Revision:He prefers a tablet; she prefers her laptop.

Revision:He prefers a tablet; however, she prefers her laptop.

Revision:He prefers a tablet, but she prefers her laptop.

3. Avoid comma splices (two clauses joined without proper punctuation)


Prefer Short Sentences

8 words

15 words

19 words

28 words

100%

90%

80%

50%

Sentence

Length

Comprehensi

on Rate

Learning Objective

4

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Ch. 3 / Slide 17

Improve your writing by emphasizing

important ideas, employing the active

and passive voice effectively, using

parallelism, and preventing dangling

and misplaced modifiers.


Developing Emphasis

Emphasize important ideas by using vivid and specific words.

General Vivid, Specific

She has a new gadget. Lisa loves her new iPad.

That skyscraper is tall. The Burj Khalia in Dubai is 2,723 feet tall.

Someone left a message. Michael Lee called this morning and said he would call again at 4 p.m.


Developing Emphasis

Label the main idea.

Unlabeled Labeled

Explore the possibility of leasing a site, but also hire a consultant.

Explore the possibility of leasing a site, but, most importantly, hire a consultant.


Developing Emphasis

Emphasize the most important idea by placing it first or last in a simple sentence and by making it the sentence subject.

Unemphatic Emphatic

Labor lawyers say that companies should review their internship programs because most often they are illegal if interns are not being paid for their work.

Most internship programs are illegal if interns are not paid.


Using Active and Passive Voice Effectively

Use active-voice verbs for clear expression.

We lost money.

Money was lost.

Use passive-voice verbs to de-emphasize the performer or to be tactful.

Congress recently passed the new law.

The new law was recently passed.


Use Active Voice for Directness, Vigor, and Clarity

Indirect and Less

Clear in

Passive Voice

Direct and More

Clear in

Active Voice

A customer service blog was started last year.

Rosario started a customer service blog last year.

The economy is expected to improve.

The government expects the economy to improve.

Performance reviews were completed.

The manager completed performance reviews.


Use Passive Voice to Emphasize the Action, Not the Doer

Less Tactful in

Active Voice

More Tactful in

Passive Voice

We cannot grant you credit. Credit cannot be granted.

The hospital cannot admit patients without insurance.

Patients without insurance cannot be admitted.

Our CEO missed his estimate on this quarter’s profits.

Quarterly profits missed their estimates.


Use Parallelism to Achieve Balance

Lacks Parallelism Illustrates Parallelism

We focus on money –earning it, investing it, and how to spend it.

We focus on money –earning it, investing it, and spending it.

Applicants are interested in work environment and how they can advance their careers.

Applicants are interested in work environment and career advancement.


Use Parallelism to Achieve Balance

Lacks Parallelism Illustrates Parallelism

Our peanut butter spread (a) is all natural, (b) contains no hydrogenated oil, and (c) there’s no need to stir.

Our peanut butter spread (a) is all natural, (b) contains no hydrogenated oil, and (c) requires no stirring.


Avoid Dangling Modifiers

Not This But This

Walking down the street, our sign is easy to see.

Walking down the street, people can easily see our sign.

To enroll, an application must be sent by April 1.

To enroll, you must send an application by April 1.


Avoid Misplaced Modifiers

Not This But This

An autopsy revealed the cause of death to be strangulation by the coroner.

An autopsy by the coroner revealed the cause of death to be strangulation.

Never pet, play with, or give commands to a person using a guide dog without permission.

Without permission, never pet, play with, or give commands to a person’s guide dog.

Learning Objective

5


Draft well-organized paragraphs that

incorporate (a) topic sentences, (b)

support sentences, and (c) transitional

expressions to build coherence.

Support

Sentences


Drafting Effective Paragraphs

Topic Sentence

Tells readers what to expect

Illustrate, explain, and strengthen the topic sentence

Explains central thought

Provide details and evidence


Building Paragraph Coherence

To build paragraph coherence, link ideas with one of these techniques:

Sustain the key idea by repeating a key expression or a similar word throughout a paragraph.

Dovetail sentences by connecting the beginning of each new sentence with a word from the end of the previous sentence.

Use a pronoun in one sentence to refer to a noun in the previous sentence.


Building Coherence With Transitional Expressions

Use transitional expressions to build coherence for special effects:

To Add or Strengthen

To Show Cause and Effect

To Suggest Control

additionally consequently by contrast

again as a result conversely

also for this reason on the contrary

likewise therefore on the other hand


Building Coherence With Transitional Expressions

Use transitional expressions to build coherence for special effects:

To Show Time

or OrderTo Clarify To Contradict

after for example actually

before in other words however

earlier for instance instead

finally I mean rather

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Ch. 3 / Slide 33

Controlling Paragraph Length

Compose short paragraphs.

Paragraphs with eight or fewer printed lines are most readable.

©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©denphumi/ThinkStock

Ch. 3 / Slide 34

Education

Ebc10e ch03-instructor ppt-final