Training presentation on business communication


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Training presentation on business communication

  1. 2. <ul><li>Your test scores were rated on a scale called Council of Europe level of </li></ul><ul><li>knowledge of English for a non-English native. And the highest grade was </li></ul><ul><li>B1. What does it mean? </li></ul>Listening/Speaking Reading Writing Can take part in a routine meeting or seminar on familiar topics, exchanging factual information through question and answer or through receiving instructions. Can understand the general meaning of reports dealing with, for example, conditions and advice. Can write a non-routine letter where this is restricted to matters of fact. Can express his/her own opinion, and present arguments to a limited extent. Can understand instructions, procedures etc, within own job area. Can draft straightforward instructions, regulations etc.
  2. 3. As per common corporate standards, a good Business executive should be at level of C1 of the Council of Europe standards. What does it mean? Listening/Speaking Reading Writing Can ask questions outside own immediate area of work Can understand most articles likely to be encountered during the course of her/his work including complex ideas expressed in complex language Can handle a wide range of routine and non-routine situations in which professional services are requested from others. Can argue his/her case effectively, justifying, if necessary, a need for a service and specifying needs precisely Can write any type of letter necessary in the course of her/his work.
  3. 4. <ul><li>We communicate and build interpersonal relationships through: </li></ul><ul><ul><li>Speech </li></ul></ul><ul><ul><li>Writing </li></ul></ul><ul><ul><li>Listening </li></ul></ul><ul><ul><li>Non-verbal language </li></ul></ul>
  4. 5. <ul><li>Depending upon the situation, one method of communication may be better than another. </li></ul><ul><ul><li>In person: one-to-one </li></ul></ul><ul><ul><li>In person: meetings, small groups </li></ul></ul><ul><ul><li>In person: presentations, large groups </li></ul></ul><ul><ul><li>Phone </li></ul></ul><ul><ul><li>SMS </li></ul></ul><ul><ul><li>Note </li></ul></ul><ul><ul><li>Email </li></ul></ul><ul><ul><li>Chat </li></ul></ul>
  5. 6. <ul><li>How would you communicate… </li></ul><ul><ul><li>a structural or procedural change in your unit </li></ul></ul><ul><ul><li>the introduction of a new employee </li></ul></ul><ul><ul><li>a change in someone’s job duties </li></ul></ul><ul><ul><li>a reprimand </li></ul></ul><ul><ul><li>notice of a meeting </li></ul></ul><ul><ul><li>A complaint to your manager </li></ul></ul><ul><li>Take a few moments to write down some of your thoughts… </li></ul>
  6. 7. <ul><li>To determine the best medium for your message determine: </li></ul><ul><ul><li>What you as the sender need to achieve </li></ul></ul><ul><ul><li>What the receiver needs to know. What the receiver wants to know </li></ul></ul><ul><ul><li>How detailed, important, and or personal the i nformation in the message is </li></ul></ul><ul><ul><li>Which behavior you want to influence and how </li></ul></ul>
  7. 8. <ul><li>S tate the main point of your message </li></ul><ul><li>H ighlight other important points </li></ul><ul><li>A ssure the receiver’s understanding </li></ul><ul><li>R eact to how the receiver responds </li></ul><ul><li>E mphasize/summarize your main ideas </li></ul>
  8. 9. <ul><li>S tate the main point of your message </li></ul><ul><ul><li>“ I’d like to talk to you about the Yellow Belt Training at Skillplus”. </li></ul></ul><ul><li>H ighlight other important points </li></ul><ul><ul><li>“ We need to discuss the new schedule, location, and presenters”. </li></ul></ul><ul><li>A ssure the receiver’s understanding </li></ul><ul><ul><li>“ Do you need me to further clarify how we are making invitations”? </li></ul></ul><ul><li>R eact to how the receiver responds </li></ul><ul><ul><li>“ I understand your concern about parking”. </li></ul></ul><ul><li>E mphasize/summarize your main ideas </li></ul><ul><ul><li>“ To wrap-up, I’ll develop the schedule and make the room reservations, if you can line up the participants”. </li></ul></ul>
  9. 10. <ul><li>Close end questions limit the answer to yes or no </li></ul><ul><li>Open end questions allow the responder total freedom in answering </li></ul><ul><li>Direct questions ask for specific information; limit answers to brief fact statements </li></ul><ul><li>Probing questions follow up other questions to solicit additional information </li></ul><ul><li>Hypothetical questions present a theoretical situation to which receiver responds </li></ul><ul><ul><li>See examples of each on the next slide… </li></ul></ul>
  10. 11. <ul><li>Close end question </li></ul><ul><ul><li>“ Did you attend the Business Communication training yesterday”? </li></ul></ul><ul><li>Open end question </li></ul><ul><ul><li>“ What was discussed at the training”? </li></ul></ul><ul><li>Direct question </li></ul><ul><ul><li>“ Which topics were listed on the training agenda”? </li></ul></ul><ul><li>Probing question </li></ul><ul><ul><li>“ Can you tell me more about the first agenda topic”?. </li></ul></ul><ul><li>Hypothetical question </li></ul><ul><ul><li>“ What would you have done, if you had the chance to conduct the training”? </li></ul></ul>
  11. 12. <ul><li>F ocus the discussion on the specific information you need </li></ul><ul><li>O pen-end question to expand the discussion </li></ul><ul><li>C lose-end question to get specifics </li></ul><ul><li>U se active listening skills to understand what you are hearing </li></ul><ul><li>S ummarize and close the discussion </li></ul>
  12. 13. <ul><li>F ocus the discussion on the specific information you need </li></ul><ul><ul><li>“ I need to ask you about the NICE meeting you attended yesterday”. </li></ul></ul><ul><li>O pen-end question to expand the discussion </li></ul><ul><ul><li>“ What kinds of decisions were made regarding Upgrading the NICE version”? </li></ul></ul><ul><li>C lose-end question to get specifics </li></ul><ul><ul><li>“ Did the committee decide to Upgrade to Version 3”? </li></ul></ul><ul><li>U se active listening skills to understand what you are hearing </li></ul><ul><ul><li>“ What I think I heard you say was that the decision was made”? </li></ul></ul><ul><li>S ummarize and close the discussion </li></ul><ul><ul><li>“ So to wrap up, the system will upgrade and we will be using V3. Thanks for keeping me up to date”. </li></ul></ul>
  13. 14. <ul><li>S tate the constructive purpose of your feedback </li></ul><ul><li>T ell specifically what you have observed </li></ul><ul><li>A ddress and describe your reactions </li></ul><ul><li>T ender specific suggestions for improvement </li></ul><ul><li>E xpress your support and respect for the person </li></ul>
  14. 15. <ul><li>State the constructive purpose of your feedback </li></ul><ul><ul><li>“ I’d like to give you some feedback about your training style so that your evaluations will be more positive and you will enjoy it more”. </li></ul></ul><ul><li>Tell specifically what you have observed </li></ul><ul><ul><li>“ I notice that you rely heavily on your notes”. </li></ul></ul><ul><li>Address and describe your reactions </li></ul><ul><ul><li>“ I feel as though you are unsure of yourself when you read”. </li></ul></ul><ul><li>Tender specific suggestions for improvement </li></ul><ul><ul><li>“ I can help you develop a PowerPoint presentation so that you can use the screens as a cue instead of being tied to your notes”. </li></ul></ul><ul><li>Express your support for the person </li></ul><ul><ul><li>“ You know a lot about the subject. With practice you can become a good trainer”. </li></ul></ul>
  15. 16. <ul><li>POSTURE </li></ul><ul><li>GESTURES </li></ul><ul><li>FACIAL EXPRESSIONS </li></ul><ul><li>EYE MOVEMENT </li></ul><ul><li>CLOTHES / GROOMING </li></ul>
  16. 17. <ul><li>       TONE </li></ul><ul><li>      WORD EMPHASIS </li></ul><ul><li>      PACE & PAUSING </li></ul><ul><li>      VOLUME </li></ul><ul><li>      PRONUNCIATION </li></ul>
  17. 18. <ul><ul><li>Grammar </li></ul></ul><ul><ul><li>Wording </li></ul></ul><ul><ul><li>Word patterns (positive vs negative) </li></ul></ul>
  18. 19. Face-to-face Telephone Visual 55% Vocal 38% 80% Verbal 7% 20%
  19. 20. <ul><li>Be aware of Non-Verbal Communication </li></ul><ul><li>Up to 90% of your communications can be non-verbal. </li></ul><ul><li>Mostly body language prevails over words, especially </li></ul><ul><li>when there is conflict. </li></ul>
  20. 21. <ul><li>Clarification – </li></ul><ul><li>Ask questions and clarification on anything you don’t understand and remember questions must be </li></ul><ul><ul><li>direct, </li></ul></ul><ul><ul><li>relevant, </li></ul></ul><ul><ul><li>timely </li></ul></ul><ul><ul><li>necessary. </li></ul></ul>
  21. 22. <ul><li>Be as natural as possible.   </li></ul><ul><li>Take time to think of what you are going to say.   </li></ul><ul><li>If you have any doubts, ask for clarification. </li></ul><ul><li>Don't start speaking until you have clearly understood and analyzed the subject.   </li></ul><ul><li>Stay focused on the topic.   </li></ul><ul><li>Listen, Listen, Listen.   </li></ul><ul><li>Only one person should talk at any time  </li></ul><ul><li>Be assertive not dominating. </li></ul><ul><li>Be patient.  </li></ul><ul><li>Always be polite </li></ul>
  22. 23. <ul><li>Deviating from subject </li></ul><ul><li>Treating the discussion as a forum to air your own views. </li></ul><ul><li>Losing objectivity and making personal attacks. </li></ul><ul><li>Inability to gel with the group </li></ul><ul><li>Your contribution to the discussion must be relevant. </li></ul><ul><li>Using knowledge to show off </li></ul><ul><li>Not listening and understanding the topic before you air your opinions. </li></ul><ul><li>Not Talking </li></ul>
  23. 24. <ul><li>Face </li></ul><ul><li>Figure </li></ul><ul><li>Focus </li></ul><ul><li>Territory </li></ul><ul><li>Time </li></ul><ul><li>Each of these is described in the following slides… </li></ul>
  24. 25. <ul><li>Face includes: </li></ul><ul><ul><li>Your expressions </li></ul></ul><ul><ul><li>Your smile or lack thereof </li></ul></ul><ul><ul><li>Tilt of the head; e.g., if your head is tilted to one side, it usually indicates you are interested in what someone is saying </li></ul></ul><ul><ul><li>What message are you sending if someone is presenting a new idea and you are frowning? </li></ul></ul>
  25. 26. <ul><li>Figure includes: </li></ul><ul><ul><li>Your posture </li></ul></ul><ul><ul><li>Your demeanor and gestures </li></ul></ul><ul><ul><li>Your clothes and accessories such as jewelry </li></ul></ul><ul><ul><li>What message are you sending if you are dressed casually at an important meeting? </li></ul></ul>
  26. 27. <ul><li>Focus is your eye contact with others </li></ul><ul><li>The perception of eye contact differs by culture. For most Americans… </li></ul><ul><ul><li>Staring makes other people uncomfortable </li></ul></ul><ul><ul><li>Lack of eye contact can make you appear weak or not trustworthy </li></ul></ul><ul><ul><li>Glasses may interfere or enhance eye contact </li></ul></ul><ul><ul><li>What message are you sending if you are looking at other things and people in a room when someone is speaking to you? </li></ul></ul>
  27. 28. <ul><li>Territory focuses on how you use space. It is also called proxemics. </li></ul><ul><li>The perception of territory differs by culture. Most Americans are comfortable with an individual space that is about an arm’s length in diameter </li></ul><ul><ul><li>What message are you sending if you keep moving closer to a person who is backing away from you? </li></ul></ul>
  28. 29. <ul><li>Tone is a factor of your voice </li></ul><ul><ul><li>Pitch is the highness or lowness of voice </li></ul></ul><ul><ul><li>Volume is how loud your voice is </li></ul></ul><ul><ul><li>Emphasis is your inflection </li></ul></ul><ul><ul><li>What message are you sending if during a disagreement you start speaking very loudly? </li></ul></ul>
  29. 30. <ul><li>Time focuses on how you use time. It is also called chronemics. </li></ul><ul><ul><li>Pace is how quickly you speak </li></ul></ul><ul><ul><li>Response is how quickly you move </li></ul></ul><ul><ul><li>Punctuality is your timeliness </li></ul></ul><ul><ul><li>What message are you sending if you are consistently late for meetings? </li></ul></ul>
  30. 31. <ul><li>An effective business communication should …. </li></ul><ul><ul><li>·  Be Clear. </li></ul></ul><ul><ul><li>·  Be Complete. </li></ul></ul><ul><ul><li>·  Be Correct. </li></ul></ul><ul><ul><li>·  Build goodwill. </li></ul></ul>
  31. 32. <ul><li>Pre-writing. </li></ul><ul><li>Writing. </li></ul><ul><li>Post Writing. </li></ul>
  32. 33. <ul><li>Reading Comprehension. </li></ul><ul><li>Finding the Solution (Technical). </li></ul><ul><li>Planning the content. </li></ul>
  33. 34. <ul><li>A few factors that affect it: </li></ul><ul><li>Reading speed – word by word reading. </li></ul><ul><li>Vocabulary. </li></ul><ul><li>Perception. </li></ul>
  34. 35. <ul><li>The PAIBO questions technique: </li></ul><ul><li>To analyze the purpose, audience and situation before composing the message. </li></ul>
  35. 36. <ul><li>What is the purpose of writing? </li></ul><ul><li>What must this message do to solve the problem or clarify an issue? </li></ul><ul><li>What must it do to meet your own needs? </li></ul><ul><li>What do you want your reader to do, to think or feel? </li></ul><ul><li>List all the purposes, major or minor. </li></ul><ul><li>Specify exactly what you want your reader to know, think or do. </li></ul>
  36. 37. <ul><li>Who are your audience (reader)? </li></ul><ul><li>How much does your audience know about your topic? </li></ul><ul><li>How will they respond to the message? </li></ul>
  37. 38. <ul><li>What information must your message include? </li></ul><ul><li>  </li></ul><ul><li>Make a list of the points that must be included. </li></ul>
  38. 39. <ul><li>What reasons or benefits can you use to support your position? </li></ul><ul><li>  </li></ul><ul><li>Give the logic behind your argument or information. </li></ul><ul><li>Give possible benefits to readers if they do as you ask. </li></ul>
  39. 40. <ul><li>What are the objections you can obviate – anticipate & prevent ? </li></ul>
  40. 41. <ul><li>Structure </li></ul><ul><li>Language </li></ul><ul><li>Vocabulary – Choice of Words </li></ul><ul><li>Tone </li></ul><ul><li>Grammar </li></ul><ul><li>Punctuation </li></ul>
  41. 42. <ul><li>Introduction – Tell them what you are going to tell them. </li></ul><ul><li>Body – Tell them. </li></ul><ul><li>Conclusion – Tell them what you told them. </li></ul>
  42. 43. <ul><li>Introduction </li></ul><ul><li>Addressing the reader. </li></ul><ul><li>Acknowledging the mail / issue. </li></ul><ul><li>Body </li></ul><ul><li>Provide solutions. </li></ul><ul><li>Each key thought in a paragraph. </li></ul><ul><li>Use Bullets to list things. </li></ul><ul><li>Conclusion </li></ul><ul><li>Summarize the action point. </li></ul><ul><li>Sign off courteously. </li></ul>
  43. 44. <ul><li>Transitional words and phrases help the reader understand the direction and thoughts. It helps in transition of one thought to the other. Here is a list of &quot;transitional&quot; words and phrases that can connect ideas: </li></ul><ul><li>Addition: also, besides, furthermore, in addition, moreover, again </li></ul><ul><li>Consequence: accordingly, as a result, consequently, hence, otherwise, so then, therefore, thus, thereupon </li></ul><ul><li>Summarizing: after all, all in all, all things considered, briefly, by and large, in any case, in any event, in brief, in conclusion, on the whole, in short, in summary, in the final analysis, in the long run, on balance, to sum up, to summarize, finally </li></ul><ul><li>Generalizing: as a rule, as usual, for the most part, generally, generally speaking, ordinarily, usually </li></ul><ul><li>Restatement: in essence, in other words, namely, that is, that is to say, in short, in brief, to put it differently </li></ul>
  44. 45. <ul><li>Contrast and Comparison: </li></ul><ul><li>contrast, conversely, instead, likewise, on one hand, on the other hand, on the contrary, rather, similarly, yet, but, however, still, nevertheless, in contrast </li></ul><ul><li>Sequence: at first, first of all, to begin with, in the first place, at the same time, for now, for the time being, the next step, in time, in turn, later on, afterward, in conclusion, meanwhile, next, then, soon, the meantime, later, while, earlier, simultaneously </li></ul><ul><li>Diversion: by the way, incidentally </li></ul><ul><li>Illustration: for example, for instance, for one thing </li></ul><ul><li>Similarity: likewise, similar, moreover </li></ul>
  45. 46. <ul><li>Denotation: is a word’s literal or dictionary meaning. </li></ul><ul><li>Connotation: means the emotional colorings or associations that accompany a word. </li></ul><ul><li>For example – Hope, Afraid. </li></ul>
  46. 47. <ul><li>Words used need to be: </li></ul><ul><li>Accurate – should mean what you want to say. </li></ul><ul><li>Appropriate – should convey the attitude you want to convey. </li></ul><ul><li>Familiar – should be easy to understand. </li></ul>
  47. 48. <ul><li>affect/effect </li></ul><ul><li>among/between </li></ul><ul><li>much/many </li></ul>
  48. 49. <ul><li>The Fog Index is a proven method of analyzing written material to see how easy it is to read and understand. </li></ul><ul><li>The &quot;ideal&quot; Fog Index level is 7 or 8. A level above 12 indicates the writing sample is too hard for most people to read. </li></ul>
  49. 50. <ul><li>The Fog Index is a proven method of analyzing written material to see how easy it is to read and understand . The steps you can use to calculate the Fog Index are outlined below. The numbers in the right column are based on this paragraph . </li></ul><ul><li>When using these steps to analyze your writing, choose a sample that contains at least one hundred words. The &quot;ideal&quot; Fog Index level is 7 or 8. A level above 12 indicates the writing sample is too hard for most people to read. </li></ul><ul><li>1. Count the number of words in the sample...............................88 </li></ul><ul><li>2. Count the number of sentences .........................................…....6 </li></ul><ul><li>3. Count the number of big words (3 or more syllables)...........… ...6 </li></ul><ul><ul><ul><li>4. Divide the number of words by the number of sentences </li></ul></ul></ul><ul><ul><ul><ul><li>......…..88/6 = 15 </li></ul></ul></ul></ul><ul><li>5. Divide the number of big words by the number of words </li></ul><ul><ul><ul><ul><li>...…...6/88=7 (%) </li></ul></ul></ul></ul><ul><li>6. Add the result of step 4 to the result of step 5 ....... </li></ul><ul><ul><ul><ul><li>...........…..7 + 15 = 22 </li></ul></ul></ul></ul><ul><li>7. Multiply by .4.........................................…..............22 x .4 = 8.8 </li></ul><ul><li>Fog Index...................................................8.8 </li></ul><ul><li>(Syllable – the smallest unit of Pronunciation – for example the word fi nal has got two syllables) </li></ul>
  50. 51. <ul><li>Turn in the report by Monday. </li></ul><ul><li>(Lowest order of politeness) </li></ul><ul><li>Please turn in your report by Monday. </li></ul><ul><li>(More polite) </li></ul><ul><li>Reports should be turned in by Monday. </li></ul><ul><li>(Indirect but polite) </li></ul><ul><li>Would you be able to turn in your report by Monday </li></ul><ul><li>(Question, but very polite) </li></ul>
  51. 52. <ul><li>Negative: We have failed in doing the monitoring. </li></ul><ul><li>Better: We haven’t finished doing the monitoring. </li></ul><ul><li>Even Better: We will be finishing the monitorings by Thursday. </li></ul><ul><li>  </li></ul><ul><li>Negative: If you can’t understand my explanation, please call me. </li></ul><ul><li>Better: If you have further questions, please call me. </li></ul><ul><li>  </li></ul><ul><li>Negative: Don’t forget to back up your disks. </li></ul><ul><li>Better: Always back up your disks. </li></ul><ul><li>Still Better: Please ensure your disks are backed up. </li></ul>
  52. 53. <ul><li>   Avoid negative words and words with negative connotations. </li></ul><ul><li>   Focus on what the reader can do than on the limitations. </li></ul><ul><li>   If possible, justify negative information by giving reason or linking it to a reader benefit. </li></ul><ul><li>   If the negative is truly unimportant, omit it. </li></ul><ul><li>   Put the negative information in the middle and present it compactly. </li></ul>
  53. 54. <ul><li>Early, Briefly & Sincerely… </li></ul><ul><li>Apologize only once, early in the message. Let the reader move on to other more positive information.   </li></ul>
  54. 55. <ul><li>Even if major trouble or inconvenience has resulted from your error, don’t go on & on about it. Instead focus on what you have done to correct the situation. </li></ul><ul><li>If you don’t know whether or not any inconvenience has resulted, don’t raise the issue at all.  </li></ul><ul><li>Negative: I’m sorry that I didn’t answer the query sooner. I hope that my delay hasn’t inconvenienced you. </li></ul><ul><li>Better: I’m sorry I didn’t answer your query sooner. </li></ul>
  55. 56. <ul><li>Active & Passive Voice </li></ul><ul><li>Noun & Verb Agreement </li></ul><ul><li>Parallel Structure </li></ul><ul><li>The Past, Present & Future Tense </li></ul><ul><li>Prepositions </li></ul>
  56. 57. <ul><li>Active Voice </li></ul><ul><li>In sentences written in active voice, the subject performs the action expressed in the verb; the subject acts. </li></ul>Can you check the router? Have you configured the printer settings correctly?
  57. 58. <ul><li>Passive Voice </li></ul><ul><li>In sentences written in passive voice, the subject is acted upon. The agent performing the action may appear in a &quot;by the . . .&quot; phrase or may be omitted </li></ul>Can the router be checked by you? Have the printer settings been configured correctly?
  58. 59. <ul><li>Incorrect – The Accountants who conducted the </li></ul><ul><li>Audit was recommended highly. </li></ul><ul><li>Correct – The Accountants who conducted the Audit </li></ul><ul><li>Were recommended highly. </li></ul>
  59. 60. <ul><li>Items in a series or list must have the same </li></ul><ul><li>grammatical structure: </li></ul><ul><li>For example - </li></ul><ul><li>In the second half of your Internship, you will: </li></ul><ul><li>Learn how to resolve customer complaints. </li></ul><ul><li>Supervision of desk staff. </li></ul><ul><li>(Supervise desk staff) </li></ul><ul><li>3. Interns will help plan store displays. </li></ul><ul><li>(Plan store displays) </li></ul>
  60. 61. <ul><li>I grew up in a neighborhood that surround s a small park. We liv ed on a street that is lin ed with trees and has small, two-storey houses. Many people park their cars on the street, but in the winter there is so much snow that it is difficult to find a space. My parents own ed an old station wagon. Its heater had not worked for years. </li></ul>
  61. 62. <ul><li>Bad at (not in) I’m bad at …. </li></ul><ul><li>Conform to, but Comply with </li></ul><ul><li>Divided into (not in) </li></ul><ul><li>Example of (not for) </li></ul><ul><li>Proof of (not for) </li></ul><ul><li>Reason for (not of) </li></ul>
  62. 63. <ul><li>Evaluating </li></ul><ul><li>Getting Feedback </li></ul><ul><li>Revising </li></ul><ul><li>Proof Reading </li></ul>
  63. 64. <ul><li>Evaluating means reading your work and measuring it against your goals and the requirements of the situation and audience. </li></ul><ul><li>Will your audience understand it? Is it complete, convincing, friendly? </li></ul>
  64. 65. <ul><li>Getting feedback means asking someone else to evaluate your work. Again you could get feedback on every activity – Structure, Information, Tone, Grammar.. </li></ul>
  65. 66. <ul><li>Revising means making changes in the draft suggested by your own evaluation or by feedback from someone else. </li></ul>
  66. 67. <ul><li>Proofreading means checking the final copy to see that it is free from typographical errors. Use any Spell check programme for – US / UK English. </li></ul><ul><li>Do you spot a typo in this page? </li></ul>
  67. 68. <ul><li>These activities do not have to come in this order. </li></ul><ul><li>You don’t have to finish one activity to start another. </li></ul><ul><li>You may do each of these activities several times – not just once. </li></ul><ul><li>You don’t use all these activities for every document you write. </li></ul>
  68. 69. <ul><li>Use a meaningful subject. </li></ul><ul><li>Personalize it . </li></ul><ul><li>Do not attach unnecessary files. </li></ul><ul><li>Check if your recipients can download your attachments. </li></ul><ul><li>M ake sure that every link and every URL works, and that they work in different email clients. </li></ul><ul><li>Be Careful with Punctuation Around URL s. </li></ul>
  69. 70. <ul><li>Do not write in CAPITALS. </li></ul><ul><li>Do not overuse the high priority option. </li></ul><ul><li>Don't leave out the message thread. </li></ul><ul><li>Do not overuse Reply to All.Use cc: field sparingly. </li></ul><ul><li>Take care with abbreviations. </li></ul><ul><li>ASAP, BTW,EOM, TMOT </li></ul><ul><li>As Soon As Possible, By The Way, End Of Message, Trust Me On This. </li></ul><ul><li>Use the spell check option, but be careful. </li></ul><ul><li>definitely definantly defiantly </li></ul><ul><li>surprised surpised surpassed </li></ul><ul><li>a lot alot allot   </li></ul>