978-1285094069 Chapter 4 Lecture Note

Unlock access to all the studying documents.

View Full Document

Chapter 4 LECTURE NOTES

Planning Business Messages

CHAPTER SYNOPSIS

Chapter 4 explains the communication process and the factors that influence the successful

transmission of meaning from sender to receiver. After exploring the barriers to communication,

this chapter goes on to describe the unique characteristics of business writing and the prevalent

use of digital messages, such as Facebook posts, e-mail, and tweets, in today’s digital workplace.

The 3-x-3 writing process, introduced early in the chapter and illustrated in Figure 4.2, describes

three steps in the writing process: prewriting, drafting, and revising. Chapter 4 describes and

illustrates the first step of the writing process (prewriting) with special attention focused on

analyzing, anticipating, and adapting to audiences. While some students may resist the planning

steps because they seem too time-consuming and unnecessary, you will want to stress the

importance of empathizing with their audiences and moving from sender-focused (“I/we”) to

receiver-focused messages (“you”). Poor planning often results in sender-focused messages that

alienate readers with insensitivity, bias, or negative attitudes.

Remind students that innovative companies use teams to achieve their objectives; therefore, it is

important to learn the strategies for preparing team-written documents and become familiar with

cutting-edge technology used by teams to share information and responsibilities. Chapter 4

thoroughly covers both of these topics.

LEARNING OBJECTIVES

1. Understand the nature of communication and its barriers in the digital age.

2. Summarize the 3-x-3 writing process and explain how it guides a writer.

3. Analyze the purpose of a message, anticipate its audience, and select the best communication

channel.

4. Employ expert writing techniques such as incorporating audience benefits, the “you” view,

conversational but professional language, a positive and courteous tone, bias-free language,

plain language, and vigorous words.

5. Understand how teams approach collaborative writing projects and what collaboration tools

support team writing.

WHAT’S NEW IN THIS CHAPTER

Created a new opening scenario featuring campus favorite Blake Mycoskie and his TOMS

shoes to grab students’ attention and engage them in chapter content.

Moved the communication process to this chapter so that the nature of communication relates

more closely to the writing process.

Created a new writing process graphic to better illustrate the functions of Guffey’s signature

3-x-3 writing process.

Emphasized digital messages and channels throughout the chapter to reflect the current

digital revolution.

Created a new list of communication channels with updated and streamlined content ranging

from rich to lean options.

Updated the discussion of digital collaboration tools and added a new graphic illustrating

how wikis work.

Added a new section devoted to practical advice on how to edit team writing without making

enemies of fellow team members.

Created nearly 100 percent new end-of-chapter exercises and activities so that students have

fresh opportunities to apply the skills taught in this chapter.

LECTURE OUTLINE

I. Understanding the Nature of Communication (p. 121)

Definitions:

Communication is the transmission of information and meaning from one individual or

group to another.

The sender is the person with whom the message originates.

Encoding involves converting an idea into words or gestures that convey meaning.

Bypassing occurs when misunderstandings result from missed meanings.

A channel is the medium over which the message travels.

Noise is anything that interrupts the transmission of a message in the communication

process.

The receiver is the person for whom the message is intended.

Decoding means translating the message from its symbol form into meaning.

A. The Process of Communication

Sender has idea.

Sender encodes idea in message.

Sender selects channel and transmits message.

Receiver decodes message.

Feedback returns to sender.

Figure 4.1 The Communication Process

PowerPoint slides 1-4

B. Barriers That Create Misunderstanding

Bypassing

Differing frames of reference

Lack of language skill

Distractions

PowerPoint slide 5

C. Overcoming Communication Obstacles

Realize that communication is susceptible to breakdown.

Anticipate problems in the communication process.

Focus on the receiver’s environment and frame of reference.

Improve your listening skills.

Encourage feedback.

PowerPoint slide 6

II. Using the 3-x-3 Writing Process as a Guide (p. 126)

A. Defining Your Business Writing Goals

Purposeful. You will be writing to solve problems and convey information.

Economical. You will try to present ideas clearly but concisely.

Audience oriented. You will concentrate on looking at a problem from the reader’s

perspective instead of seeing it from your own.

PowerPoint slides 7, 8

B. Introducing the 3-x-3 Writing Process

Prewriting: Analyzing, Anticipating, Adapting

Drafting: Researching, Organizing, Drafting

Revising: Editing, Proofreading, Evaluating

Figure 4.2 The 3-x-3 Writing Process

C. Pacing the Writing Process

Phase 1 (Prewriting): About 25% of the time

Phase 2 (Drafting): About 25% of the time

Phase 3 (Revising): About 50% of the time

Figure 4.3 Scheduling the Writing Process

PowerPoint slides 9, 10

III. Analyzing and Anticipating the Audience (p. 129)

A. Determining Your Purpose

Why am I sending this message?

What do I hope to achieve?

PowerPoint slide 11

B. Anticipating and Profiling the Audience

What is the reader or listener like?

How will that person react to the message?

Figure 4.4 Asking the Right Questions to Profile Your Audience

PowerPoint slide 12

C. Selecting the Best Channel

How important is the message?

How much feedback is required?

How fast is feedback needed?

Is a permanent record necessary?

How much can be spent?

Will the message be formal or informal?

Is confidentiality important?

What is the receiver’s level of technical expertise?

How rich should the channel be?

Figure 4.5 Comparing Rich and Lean Communication Channels

PowerPoint slides 13-16

IV. Using Expert Writing Techniques to Adapt to Your Audience (p. 132)

Figure 4.6 Applying Expert Writing Techniques to Improve an E-Mail Message

A. Spotlighting Audience Benefits

Emphasize benefits to the audience.

Focus on the needs of your audience and demonstrate empathy.

B. Developing the “You” View

Focus on the receiver.

Emphasize second-person pronouns (you, your). Instead of “We need you to work

on Saturday,” try this: “By working on Saturday during the open house, you may

surpass your sales goals for the quarter.”

Avoid overusing you or your message may appear to place blame and cause ill will.

C. Sounding Conversational but Professional

Strive to be conversational but professional.

Keep your messages professional and do not use texting-style abbreviations,

slang, sentence fragments, and chitchat.

Avoid low-level diction.

Figure 4.7 Levels of Diction

D. Being Positive Rather Than Negative

Find positive ways to express your ideas to avoid angry reactions from your

audience. Avoid words like complaint, criticism, defective, failed, mistake, and

neglected.

E. Expressing Courtesy

Soften the tone of your message by using a courteous tone and words like please

and thank you.

F. Employing Bias-Free Language

1. Avoiding Gender Bias

Use neural, inclusive expressions and avoid sexist language.

firefighter instead of fireman

letter carrier instead of mailman

2. Avoiding Racial or Ethnic Bias

Indicate racial or ethnic identification only if the context demands it.

A sales manager instead of A Korean sales manager

A graphic designer instead of A Hispanic graphic designer

3. Avoiding Age Bias

Specify age only if it is relevant, and avoid expressions that are demeaning or

subjective.

The receptionist retired. instead of The older receptionist retired.

a woman instead of little old lady

4. Avoiding Disability Bias

Unless relevant, do not refer to an individual’s disability.

The applicant instead of the handicapped applicant

G. Preferring Plain Language and Familiar Words

Use strong verbs and concrete nouns to provide more specific information to your

audience.

H. Using Precise, Vigorous Words

Figure 4.7 Improving the Tone in an E-mail Message

I. Checklist for Adapting a Message to Its Audience

Identify the message purpose.

Select the most appropriate channel.

Profile the audience.

Focus on audience benefits.

Avoid gender, racial, age, and disability bias.

Be conversational but professional.

Express ideas positively rather than negatively.

Use short, familiar words.

Search for precise, vigorous words.

PowerPoint slides 17-24

V. Sharing the Writing in Teams (p. 139)

A. When Is Team Writing Necessary? Collaboration on team-written documents is

necessary for projects that are (1) big, (2) have short deadlines, and (3) require the

expertise or consensus of many people.

B. Why Are Team-Written Documents Better? Collaboration improves the quality of

the document, builds camaraderie among team members, enhances understanding of the

organization’s values and procedures, strengthens communication, breaks down

functional barriers, and enhances buy-in.

C. How Are Team-Written Documents Divided? Teams work closely together in

Phase 1 (prewriting) of the writing process. Team members generally work separately in

Phase 2 (drafting), when they conduct research, organize their findings, and compose a

first draft. During Phase 3 (revising) teams may work together to synthesize their drafts

and offer suggestions for revision.

Figure 4.8 Sharing the Writing of Team Documents

PowerPoint slides 25, 26

D. What Digital Collaboration Tools Support Team Writing?

E-mail

Instant messaging and texting

Wikis

Track changes and other tools

Web and telephone conferencing

Google Docs and other collaboration software

Figure 4.9 Team Collaboration Using a Wiki

E. How to Edit Team Writing Without Making Enemies

Begin your remarks with a positive statement.

Do you understand the writer’s purpose?

Is the material logically organized?

What suggestions can you make to improve specific ideas or sections?

Make polite statements (I would suggest; you might consider).

Figure 4.10 Track Changes and Comment Features in Team Documents

PowerPoint slides 27-29