Oumh1203 English for Written Communicatio2

8/13/2019 Oumh1203 English for Written Communicatio2

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OUMH1203 ENGLISH for WRITTEN COMMUNICATION

TUTOR: MISS ONG GEK SIEW

NAME: ZAMALUDIN B. TAHA

REVISION

TOPIC 1

1. What is the purpose of communication?

The purpose of communication is to get our message across to others.

2. Define Communication and draw the process.

Communication is defined as giving, receiving or exchanging information, opinions or ideas

so that the message is compete! understood "! ever!"od! invoved.

#ender $essage %eceiver

&nderstand and &nderstand and

interpreting the interpreting the

feed"ac' message

%eceiver (eed"ac' #ender

). Wh! is it important to get !our message across?

*etting our message across is important to progressing+ we can conve!

our thought and ideas effective!.

. -dentif! stages of communication process that might minimi/e "arriers in communication.

a0 #tatus

"0 Cutura differences

c0 Choice of communication Channes

d0 ength of communication

e0 &se of anguage

f0 Disa"iities

g0 nown or un'nown receiver

h0 -ndividua 3erceptions45ttitudes43ersonaities

i0 5tmosphere46oise4Distraction70 Carit! of message

'0 ac' of feed"ac'

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8. Communicators need to heed what 9give 8 main factors0 in order to essen pro"ems in

communication?

! "##$" % ro&'

(! )$$r& *+ff'r',)'"

)! )-o+)' of )o$,+)#+o, )-,,'&"*! &',/#- of )o$,+)#+o,

'! $"' of &,/$/'

f0 disa"iities

g0 'nown or un'nown receiver

h0 individua perception 4 attitudes 4 personaities

i0 atmosphere 4 noise 4 distraction

70 carit! of message

'0 ac' of feed"ac'

. What is written communication?

Written communication is communication "! means of written s!m"os and it

communicated "! or to or "etween peope or groups. -t provides records for future

reference.

:. ;ow can !ou improve !our written communication s'is?


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@. 6ame the component which is the minimum accepta"e standard in short memorandum

report.

a0 %eaderAs name

"0 WriterAs name

c0 Date

d0 #u"7ect ine or titee0 Bod!

1. What must "e documented?

5n! idea, ogic or argument or phraseoog! derived from an outside source must "e

documented.

11. What are the factors that affect the choice of methods of communication?

a0 cost

"0 timec0 confidentiait!

d0 convention

e0 urgenc!

f0 whether written records are reuired

12. Wh! peope are apprehensive of writing?

3eope are apprehensive of writing due to

a0 oneAs wea'nesses as a writer 9for exampe, anguage deficiencies0

"0 too much information in the text

c0 wrong choice of channe or format deiverance

d0 "arriers "etween the sender and the receiver 9 for exampe cutura, status, roe0

e0 too man! process

1). What do !ou need to ensure that !our document is eas! to read for peope at a organi/ation

eve?

a0 a cear indication of !our purpose

"0 accurate and o"7ective information

c0 suita"e headings

d0 a suita"e order of information

1. ;ow does communication in groups ta'e pace?

Communication in groups ma! "e forma or informa. -n forma setting, peope meet to

discuss su"7ects stated in the agendas and the! ma'e ever! attempt to sette matters at their

disposa. -n an informa setting, matters discussed are of minor importance and this does

not mean that serious matters are not discussed at a.

18. The EnoiseA in the message ma! ead to?

a0 unnecessar! response from the receiver."0 message is not understood due to anguage "arrier

c0 message ma! "e wrong! interpreted

)


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1. *ive short definition 4 expanation of the foowing

a0 C-,,'&refers to the ine of communication used in the communication process.

"0 '+&"refer to eectronic mai which aows the user to send and receive messages.

We can communicate with others around the word and participate in the discussion

groups.

To+) 2

1. Wh! do we write etters?

We write etters to communicate with other peope.

2. Wh! is it that !ou need to give date and reference num"ers to forma etters?

We need to give date reference num"er to forma etters so that we have a permanent

record.

). Brief! expain the different parts of a etter. Do !ou thin' each part is important? Wh!?

The different parts of a etter are as foow

a0 T-' L'##'r-'* or R'#$r, **r'""


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. =xpain "rief! on how to concude !our etter?

This section is to drive our message through. We express our gratitude to our recipient even

if we do not 'now if he or she wi respond positive! to our message.

:. What is a forma etter?

5 forma etter is etters send "! someone in an organisation to someone outside the

organisation as to ma'e their communication forma.

>. What are the reasons of writing foow up etters?

a0 To show that we understand what our cient reuires

"0 Whether we can fufi their reuests

c0 To express our pan or ideas in cear, precise and easi! understood anguage.

To+) 3

1. Draw &ric 6eisserAs $ode of communication.

8

*uide

5ffect

=xporatio

n

6ew

-nformatio

n

6eeds-deas

-mages of the word

etc


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2. What are the differences "etween the modes of communication "! Caude #hannon,

%oman Ha'o"son, &ric 6eisser and $ichea 3oan!i?

Caude #hannon %oman Ha'o"son &ric 6eisser $ichea 3oan!i

ineer %ussian inguist 3s!choogist of cognition 3hiosopher

ed his informationor! on mathematica

orems.

-ntended his mode forspo'en communication.

;e presents perception asexporator! and

recursiveness. ;e appies

it to the writing processes.

Beieves in the Tacitdimension

rce channe

receiver

Context

Writer contact reader

Code

message

This does not account for

the motive and such

factors.

*uide 6ew

-nformation

I6eeds

I -deas

I-mages of

the word

=xporation 5ffect

5 person discovers

meaning in an experience.

The person writes

something i'es poems,

essa!s, etc.

Writer texts reader

or a

tota

stranger

encoding and

oding of information is

ortant to "e transferred

The writer and the readers

use the same code in order

to ma'e the

communication simper.

We write guided "! our

ideas, "eiefs and

motivation. 5s we write,

we expore, discover and

earn. -nformation

produced starts us withnew ideas, then new ideas

infuence our "eiefs and

exporation "egins again

and again.

The text does not conve!

the origina experience to

the reader instead meaning.

mode ignores the

on peope compose

sages. The message

f is not awa!s the

on peope

mmunicate. #ometimes

communication is notea! information "ut to

d and maintain

tionship

;e fais to ta'e into

account the earning that

goes into neither

communicating nor the

recursiveness in writing

and reading.

Writing process as

motivated, exporator! and

recursive.

The mode highights on

the importance of

interpretation.

). Discuss %oman Ha'o"sonAs mode in detai.

;e is a %ussian inguist and he intended his communication mode for spo'en

communication. #ome argues that his mode does not app! to written communication at

a, athough this is de"ata"e.

;is mode ta'es into account the writer, reader, context, message, contact, and code.-t does not account for the motive and such factors.


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The )o,#)#is our medium, can "e simpe as a poster on a wa. The )o*'is the

anguage !ou 5r+#'in. -f the 5r+#'rand the r'*'r"use the same code then

communication is much simper. The code aso incudes the apha"et !ou use, the discourse

conventions !ou use and such things.

%oman Ha'o"sonAs mode "orrows from Caude #hannonAs mode transmission via

channe. ;e fais to ta'e into account the earning that goes into neither communicating nor

the recursiveness in writing and reading.

. Discuss $ichea 3oan!iAs mode in detai.

;e is a phiosopher. ;is wor' contri"utes to our understanding of communication.

;e "eieves in the tacit dimension+ the fact that we 'now more than we can sa! and than

we often sa! more than we reai/e.

-n this mode, a person discovers meaning in an experience. #omeone who read the

text discovers meaning in it. The reader ma! "e the writer himsef or a compete stranger.

The important impication of this mode is that the text does not conve! the origina

experience to the reader instead it conve!s meaning. The meaning the readers discover in

the text ma! not "e the meaning intended "! the writer. $an! texts do not conve! a singe,uneuivoca meaning to a readers.

This mode highights on the importance of interpretation as the mode "ased on &ric

6eisserAs wor'.

8. What do !ou thin's signs and s!m"os refer to in the process of communication?

S+/," can "e an!thing that is used to point or stand for something ese.

5s for "(o&", the! are signs we use to refer to compex things.

. ;ow do !ou interpret iterature?

-n iterature the "(o&" are portrait in the form of &&'/or+'"which can "e interpreted to

revea a hidden meaning.

:. What is sign, s!m"os and metaphor? *ive exampes for !our expanation.

a0 S+/,"can "e used to represent an!thing such as ideas, experiences, images, o"7ects,

feeings, concepts and ever!thing ese. Words are signs. The things represented "!

these signs need not "e present when we use the signs. (or exampe, when we use

names to ta' a"out peope, the! need not to "e there when we ta' a"out them.#igns are used in contexts which are in turn pa!ed a ma7or roe in heping us

understand the signs. We understand road signs "ecause the! are paced on

roadsides. 5 simpe and conventiona use of sign is caed itera meaning.

"0 S(o&"have compex meaning in addition to the itera meaning. #ometimes, the

itera meaning of the s!m"o ma! ta'e itte or no sense, so the compex meanings

ta'e precedence. The more significant or important the s!m"o, the more meanings

it em"odies. -n some cases, the meanings ma! even contradict each other.

(or exampe, !eow is the ro!a coour of our countr! "ecause it portrait the

eadership of our


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c0 5 '#-oris aso i'e a s!m"o. -t is a statement, phrase or word that stands for

something ese. The "usiness word has pent! of these, used in ever!da!

communication. (or exampe, !ou receive a etter of compaint sa!ing that the

orange 7uice !ou sent was not up to your standards. Thisphrase can rea! mean

something i'e your delivery was tasteless and we are going to buy our stock from

someone else from now on.

The pro"em with metaphors is that the! can "e usa"e and if !ou do not 'eep upwith changes, !ou can "e easi! misunderstand the message.

To+) 6

1. ;ow do !ou write a good report?

a0 *athering the reevant data of the pro7ect carried out, coecting reevant information

on target topic or deveoping the theor! that wi form the foundation of !our report.

"0 #orting, categori/ing and ana!/ing the pro7ect data, information on target topic or

experiment resuts.

c0 3anning and outining the report in the appropriate st!e and conventions.

d0 Drafting the report.e0 %evising and editing the draft, and preparing the fina draft.

2. ;ow do !ou gather data?

a0 $a'e note on how !ou want !our data presented in the report.

"0 6ote !our opinions and the information reating to !our opinions.

c0 Document !our pan in detai.

d0 eep progress notes.

). Wh! do !ou need to ana!se and sort the data?

5t this stage, we have to decide what actua! we want to te our readers.

. ist the steps of ana!/ing and sorting of data.

a0 Write down a !our resuts and o"servations 9!our data0 in no particuar order.

"0 6ote down a the opinions !ou gained when initia! gathering the data.

c0 6ote down new ones !ou gets as !ou are compiing these oder opinions.

d0 Choose the ones that !ou need.

e0 5rrange a !our data in the order of their importance.

f0 #ort out the data !ou want to put into !our concusion.g0 Turn !our points into iustrations to hep !ou present them.

h0 Futine !our fina report and draft it.

8. -s outining necessar!?

-t is necessar! "ecause it heps us write a cear report which is organised, concise and eas!

to read.

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. What are the differences "etween t!pica report and technica report?

-f !ou are writing a t!pica report, !our headings ma! incude

#ummar!

-ntroduction

#!m"os

Theor!

5na!sis

%esuts and discussion

#ummar! of resuts

Concusions

Concuding remar's

5ppendix

%eferences

-f !ou are writing a technica report, !our outine ma! incude

5pparatus Test specimens

Test procedure

#ampe cacuation

:. Wh! do !ou need to add introductor! and transition paragraphs?

We need to add introductor! and transition paragraphs to ma'e things fow smooth! in a

report.

>. What do !ou norma! do when !ou edit !our second draft?

Chec' for st!e and oo' at how !ou want to sa! things and are the! easi! understood.

@. -s revising draft important? Wh!?

%evising draft is important, to ma'e sure that our report effective.

1. =xpain stages of revision.

a0 -n #tage Fne, we have to chec' and ma'e sure that we have incuded a the data,statistics, opinions or an! other materias that !ou need to get !our thoughts across

in the report.

"0 -n #tage Two, we have to chec' for organisation, mechanics and conventions to

ma'e sure our o"7ective, su"7ect and method are cear! stated. We aso chec' for

the smoothness of the fow, cear iustration and proper a"eing.

c0 -n #tage Three, we have to chec' our anguage, the speing, and the grammar and

anguage mechanics. Tr! to avoid unnecessar! compicated anguage.

11. What happens to !our report if !ou do not foow the process?


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12. 6ame two st!es in writing reports?

a0 The report st!e

"0 The writing st!e

1). What are the criteria for good reports?

*ood reports are cear, concise, fow smooth! and written from an o"7ective point of view.

1. ;ow do !ou write a report in writing st!e?

a0 *et to !our point uic'!.

"0 5wa!s emphasi/e !our main ideas.

c0 eep !our facts and opinions separate.

d0 %epresent !our data.

18. Wh! do !ou write introduction in a report?

a0 -t prepares the reader to easi! receive what the writer intends to present.

"0 -t aunches !ou immediate! into the tas' of reating !our readers to the su"7ect

matter of the report.

c0 -t ma'es cear the precise su"7ect to "e considered, indicates the reasons for

considering the su"7ect, and a! out the organisation and scope of the report.

d0 -t tes !our reader what !ou pan to te and wh! and how !ou wi te it.

e0 -t focuses !our readersA attention on su"7ect to "e treated. -t shoud "e ena"e them

to approach the "od! of the report natura! and inteigent!.

1. What are the primar! functions of introducing reports?

a0 #tatement of #u"7ect

"0 #tatement of 3urpose

c0 #tatement of Frganisation and #cope

d0 #t!e and ength

1:. ;ow does authorAs chec'ist heps !ou in writing reports?

-t heps us to create a cear, concise and effective report.

1>. What must !ou avoid when !ou are writing for content and st!e?

5void using footnotes, ong and compex sentences, too man! commas, too man!

con7unctions, nouns and ad7ectives.

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To+) 7

1. Wh! does a teephone cannot repace "usiness etters?

K

a0 etters provide a permanent, written record of "usiness transaction.

"0 etters represent a commitment on the part of the writer.c0 etters provide traveing saesperson and "us! executives with a convenient wa! to

receive information and to respond. The! can usua! set time aside to answer their

mai.

d0 etters that are carefu! panned can create goodwi. #ometimes it can stimuate

"usiness even in situations where customers or cients are dissatisfied with a product

or service.

e0 When a message is compicated, and the writer wishes to reduce the possi"iit! of

confusion, a etter can provide cear documentation of his or her position. #imiar!,

a etter is idea when recipient of a message needs time to stud! it.

2. ;ow do !ou thin' "usiness etters differ from other t!pes of etters?

Business etters usua! represent a direct communication "etween one person and another.

We are in a good position to ta'e into account our readerAs need. We gain same insight into

the i'e! needs and feeings of our reader. ater we taior our message to fit those needs

and feeings so to have a chance to "uid goodwi for our "usiness or organisation. 5

thoughtfu etter that seems sincere can great! enhance pu"ic image of an organisation or

"usiness.

). =xpain the process of "usiness etter writing.

a0 =sta"ish our purpose.

"0 3repare an outine.

c0 Write a rough draft.

d0 #et the draft aside for a cooing period.

e0 %evising the rough draft.

. Wh! active voice is more preferred in writing "usiness etter?

The active voice creates a friendier, more courteous tone than the passive which tends to

sound impersona and unfriend!. 3oite wording, such as the use of pease, heps to create

goodwi.

8. ;ow do !ou determine the choice of words and tone?

5 good writer awa!s uses active ver"s which are simpe, forma, cear and precise. -t

creates friendier and more courteous tones. 5void using "oth the goodwi and the !ou

viewpoint that can "e overdone and eads to a fawning insincere tone caed pastic

goodwi.

. %ewrite the foowing statement


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The teevision that !ou sod me is not functioning we. - woud i'e to see that !ou refund

m! mone! or - have to ma'e a media statement.

:. ;ow do !ou present good news and "ad news? Which is more effective? *ive exampes.

-t is more effective to present the good news direct! and the "ad news indirect!.$an! readers do finish a etter when "ad news is presented at the outset, "ut the! genera!

continue to read with a predetermined opinion concerning what foows. The! ma! "e

s'eptica a"out an expanation, or the! ma! re7ect a reasona"e aternative presented "! the

writer.

>. What is the pattern of writing "ad news?

a0 Buffer

"0 Bad news

c0 *oodwi

@. What is "uffer?

5 "uffer is something that prevents something ese from "eing harmed or that prevents two

things from harming each other.

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1. , The $edan Bouevard, $iri Cit!Haan Temenggung, @> $iri

#arawa'

9@)088 8@2

eJmaiei/aLmega.com

(e"ruar! 12, 2:

$r. #imon *arfun'e,

282, %oc' %oad,

@21) uching, #arawa'.

Dear $r. #imon *arfun'e,

3ease accept our offer of the position of an 5ssistant $anager at $ega #uria *roup of

Companies.

-f the terms we discussed in the interview are accepta"e to !ou, pease come in at @) a.m.

on (e"ruar! 2. 5t that time we wi as' !ou to compete our personne form, in addition to

the discussion in the interview.

-, as we as the others in the office, oo' forward to wor'ing with !ou. =ver!one was ver!

impressed with !ou during the interview.

#incere!,

=i/a"eth Hohn

;uman %esource $anager

11. What do !ou need to consider when !ou want to "uid goodwi?

The information that either puts the "ad news in perceptive or ma'es the "ad news seem

reasona"e maintains goodwi.

12. ;ow man! ma7or parts woud a etter have? 6ame them.

a0 ;eadings"0 -nside address

c0 #autation

1)


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d0 Bod!

e0 Compimentar! cose

f0 5dditiona information

1). Who is the t!pist?

WT-s!

The t!pist is -s!.

1. =ncosure indicates that the etter writer is sending materia aong with the etter.

18. ist the criteria of good "usiness etters.

a0 Cear

"0 Concise

c0 Correct

d0 Courteouse0 Conversationa

f0 Convincing

g0 Compete

1. What do !ou need to 'eep in mind when writing "usiness etters?

a0 &se active ver"s rather than passive ver"s.

"0 eep !our sentence average ength ow.

c0 &se simpe words rather than compex ones.

d0 =dit word! phrases.

e0 5void 7argon and technica terms.

f0 5void a""reviations.

g0 5void a"stract words and phrases.

1:. Wh! is it readers is our priorit!?

%eaders are our priorit! "ecause the! are our cients. The! wi read our etter "ecause the!

want to get the reevant information which is eas! to understand, cear and precise. The!

want straight answers from us. #o we wi write on! what the! want and we wi adapt our

st!e and content according! to meet their reuests.

1>. When do !ou write a etter of enuir!?

We write a etter of inuir! when we as' for more information concerning a product, a

programme, service or other information a"out a product or service that interests us. This is

awa!s done in response to an advertisement that we have seen in a paper, a maga/ine, a TG

commercia or radio announcement, when we are interested in purchasing a product, in a

programme that we need more information "efore ma'ing a decision.

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Oumh1203 English for Written Communicatio2

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