Business Communication Guide

PPTPPT
Module 1Module 1
Business
Communication,
Management, and
Success
Business
Communication,
Management, and
Success
McGraw-Hill/Irwin Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.

1-2
Business Communication,Business Communication,
Management, and SuccessManagement, and Success
♦To learn how toTo learn how to
 Begin to develop effectiveBegin to develop effective
messages.messages.
 Think creatively.Think creatively.

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Start by answering these questions:Start by answering these questions:
 Will I really have to write?Will I really have to write?
 Don’t I know enough aboutDon’t I know enough about
communication?communication?
 What do I need to know about myWhat do I need to know about my
audience(s)?audience(s)?

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 Now that I have my analysis, whatNow that I have my analysis, what
do I do with it?do I do with it?
 What if my audiences have differentWhat if my audiences have different
needs?needs?
 How do I reach my audience(s)?How do I reach my audience(s)?

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Workplace CommunicationWorkplace Communication
ChallengesChallenges
ChallengesChallenges
♦ 40 million people in the U.S. alone have
limited literacy skills, including some
college graduates.
♦ States spend more than $220 million
annually on remedial writing programs for
employees.
♦ Corporations may spend $3.1 billion
annually to fix problems from writing
deficiencies.
♦ The cost is $22.13 per page for a typical
letter.

1-6
ChallengesChallenges continuedcontinued
ChallengesChallenges continuedcontinued
♦Globalization is helping increase
employee recruitment from beyond
the local labor pool.
♦Millions of Americans are becoming
eligible to retire. Some of the
millions to replace them have very
different workplace expectations.

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Verbal and NonverbalVerbal and Nonverbal
CommunicationCommunication
Verbal and NonverbalVerbal and Nonverbal
♦Verbal Communication
 Face-to-Face/Phone Conversations/Meetings
 E-mail/Voice-Mail Messages
 Letters, Memos, and Reports
♦Nonverbal Communication
 Pictures/Company Logos
 Gestures/Body Language
 Who Sits Where/How Long a Visitor is Kept
Waiting

1-8
Myths About Workplace WritingMyths About Workplace WritingMyths About Workplace WritingMyths About Workplace Writing
♦Secretaries will do all my writing.Secretaries will do all my writing.
♦I’ll use form letters or templatesI’ll use form letters or templates
when I need to write.when I need to write.
♦I’m being hired as an accountant,I’m being hired as an accountant,
not a writer.not a writer.
♦I’ll just pick up the phone.I’ll just pick up the phone.

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Business and School WritingBusiness and School WritingBusiness and School WritingBusiness and School Writing
Differ based onDiffer based on
 Purpose.Purpose.
 Audience.Audience.
 Information.Information.
 Organization.Organization.
 Style.Style.
 Document design.Document design.
 Visuals.Visuals.

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Internal and External AudiencesInternal and External AudiencesInternal and External AudiencesInternal and External Audiences
♦InternalInternal
 SubordinatesSubordinates
 SupervisorsSupervisors
 PeersPeers
♦ExternalExternal
 Customers/StockholdersCustomers/Stockholders
 Unions/Government AgenciesUnions/Government Agencies
 Press/General PublicPress/General Public

1-11
Basic PurposesBasic PurposesBasic PurposesBasic Purposes
♦Workplace writing can have oneWorkplace writing can have one
or more of these basic purposes:or more of these basic purposes:
 To inform.To inform.
 To request or to persuade.To request or to persuade.
 To build goodwill.To build goodwill.

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Good Business WritingGood Business WritingGood Business WritingGood Business Writing
♦Is clear.Is clear.
♦Is complete.Is complete.
♦Is correct.Is correct.
♦Builds goodwill.Builds goodwill.
♦Saves the reader’s time.Saves the reader’s time.

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PAIBOCPAIBOCPAIBOCPAIBOC
PP What are yourWhat are your purposespurposes inin
writing?writing?
AA Who is (are) yourWho is (are) your audiencesaudiences??
II WhatWhat informationinformation must yourmust your
message include?message include?

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PAIBOCPAIBOC continuedcontinuedPAIBOCPAIBOC continuedcontinued
BB What reasons or readerWhat reasons or reader
benefitsbenefits can you use to supportcan you use to support
your position?your position?
OO WhatWhat objectionsobjections can youcan you
expect your reader(s) to have?expect your reader(s) to have?
CC How will theHow will the contextcontext affectaffect
reader response?reader response?

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Adapting Your Message to YourAdapting Your Message to Your
AudienceAudience
AudienceAudience
 Continue to analyze your audiences.Continue to analyze your audiences.
 Begin to adapt your message toBegin to adapt your message to
your audiences.your audiences.
 Begin to understand what yourBegin to understand what your
organization wants.organization wants.

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AudienceAudience
AudienceAudience
 Who is my audience?Who is my audience?
 Why is audience so important?Why is audience so important?
 What do I need to know about myWhat do I need to know about my
audience(s)?audience(s)?

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AudienceAudience
AudienceAudience
 Now that I have my analysis, whatNow that I have my analysis, what
do I do with it?do I do with it?
 What if my audiences have differentWhat if my audiences have different
needs?needs?
 How do I reach my audience(s)?How do I reach my audience(s)?

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Kinds of AudiencesKinds of AudiencesKinds of AudiencesKinds of Audiences
♦Initial AudienceInitial Audience
♦GatekeeperGatekeeper
♦Primary AudiencePrimary Audience
♦Secondary AudienceSecondary Audience
♦Watchdog AudienceWatchdog Audience

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PAIBOCPAIBOCPAIBOCPAIBOC
PP What are yourWhat are your purposespurposes inin
writing?writing?
AA Who is (are) yourWho is (are) your audiencesaudiences??
II WhatWhat informationinformation must yourmust your
message include?message include?

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PAIBOCPAIBOC continuedcontinuedPAIBOCPAIBOC continuedcontinued
BB What reasons or readerWhat reasons or reader
benefitsbenefits can you use to supportcan you use to support
your position?your position?
OO WhatWhat objectionsobjections can youcan you
expect your reader(s) to have?expect your reader(s) to have?
CC How will theHow will the contextcontext affectaffect
reader response?reader response?

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The Communication ProcessThe Communication ProcessThe Communication ProcessThe Communication Process
The Communication ModelThe Communication Model
♦PerceptionPerception
♦InterpretationInterpretation
♦Choice/Choice/
SelectionSelection
♦Encoding/Encoding/
DecodingDecoding
♦ChannelChannel
♦NoiseNoise

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Audience Analysis FactorsAudience Analysis FactorsAudience Analysis FactorsAudience Analysis Factors
♦EmpathyEmpathy
♦KnowledgeKnowledge
♦Demographic FactorsDemographic Factors
♦Values and BeliefsValues and Beliefs
♦PersonalityPersonality
♦Past BehaviorPast Behavior

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Discourse CommunityDiscourse CommunityDiscourse CommunityDiscourse Community
♦A group of people who shareA group of people who share
assumptions aboutassumptions about
 What channels, formats, and stylesWhat channels, formats, and styles
to use.to use.
 What topics to discuss.What topics to discuss.
 How to discuss topics.How to discuss topics.
 What constitutes evidence.What constitutes evidence.

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Organizational (Corporate)Organizational (Corporate)
CultureCulture
Organizational (Corporate)Organizational (Corporate)
CultureCulture
♦Norms of behavior inNorms of behavior in
an organization arean organization are
revealedrevealed
 Verbally through theVerbally through the
organization’s myths,organization’s myths,
stories, and heroes.stories, and heroes.
 Nonverbally through theNonverbally through the
allocation of space,allocation of space,
money, and power.money, and power.

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Adapting Messages to anAdapting Messages to an
AudienceAudience
Adapting Messages to anAdapting Messages to an
AudienceAudience
♦StrategyStrategy
♦OrganizationOrganization
♦Word ChoiceWord Choice
♦Document DesignDocument Design
♦Photographs and VisualsPhotographs and Visuals

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Gatekeepers and PrimaryGatekeepers and Primary
AudienceAudience
Gatekeepers and PrimaryGatekeepers and Primary
AudienceAudience
♦To reach, focus onTo reach, focus on
 Content and choice ofContent and choice of
details.details.
 Level of formality.Level of formality.
 Use of technical termsUse of technical terms
and theory.and theory.

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Written MessagesWritten MessagesWritten MessagesWritten Messages
♦Make it easier toMake it easier to
 Present many specificPresent many specific
details.details.
 Present extensive orPresent extensive or
complex financial data.complex financial data.
 Minimize undesirableMinimize undesirable
emotions.emotions.

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Oral MessagesOral MessagesOral MessagesOral Messages
♦Make it easier toMake it easier to
 Answer questions, resolveAnswer questions, resolve
conflicts, and buildconflicts, and build
consensus.consensus.
 Use emotion to persuade.Use emotion to persuade.
 Get immediate action orGet immediate action or
response.response.
 Focus the reader’sFocus the reader’s
attention.attention.
 Modify a proposalModify a proposal
unacceptable in its originalunacceptable in its original
form.form.

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Communication ChannelsCommunication ChannelsCommunication ChannelsCommunication Channels
♦Channels vary according
to
 Speed.
 Accuracy of transmission.
 Cost.
 Number of messages
carried.
 Number of people reached.
 Efficiency.
 Ability to promote goodwill.

1-31
For WrittenFor Written andand Oral MessagesOral MessagesFor WrittenFor Written andand Oral MessagesOral Messages
♦Adapt the message to theAdapt the message to the
audience.audience.
♦Show the audience how it willShow the audience how it will
benefit from the idea, policy,benefit from the idea, policy,
service, or product.service, or product.
♦Overcome any objections theOvercome any objections the
audience may have.audience may have.

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For WrittenFor Written andand Oral MessagesOral Messages
continuedcontinued
For WrittenFor Written andand Oral MessagesOral Messages
continuedcontinued
♦Use you-attitude and positiveUse you-attitude and positive
emphasis.emphasis.
♦Use visuals to clarify orUse visuals to clarify or
emphasize material.emphasize material.
♦Specify what the audience shouldSpecify what the audience should
do.do.

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Communicating AcrossCommunicating Across
CulturesCultures
CulturesCultures
 Consider diversity as part ofConsider diversity as part of
audience analysis.audience analysis.
 Begin to be aware of the values,Begin to be aware of the values,
beliefs, and practices in otherbeliefs, and practices in other
cultures.cultures.
 Become even more sensitive toBecome even more sensitive to
verbal and nonverbal behavior.verbal and nonverbal behavior.

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CulturesCultures
CulturesCultures
 Deal with discrimination.Deal with discrimination.
 Adapt to different expectations in theAdapt to different expectations in the
workplace.workplace.
 Use bias-free language and photos.Use bias-free language and photos.

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CulturesCultures
CulturesCultures
 What is “culture”?What is “culture”?
 How does culture affect businessHow does culture affect business
communication?communication?
 There are so many differentThere are so many different
cultures! How can I know enough tocultures! How can I know enough to
communicate?communicate?

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CulturesCultures
CulturesCultures
 Are differences among generationsAre differences among generations
changing the workplace and how wechanging the workplace and how we
communicate?communicate?
 How can I make my documentsHow can I make my documents
bias-free?bias-free?

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Diversity and Culture BasicsDiversity and Culture BasicsDiversity and Culture BasicsDiversity and Culture Basics
♦Diversity has always been with us—Diversity has always been with us—
even if people didn’t recognize it or itseven if people didn’t recognize it or its
value.value.
♦No “one-size-fits-all” approach toNo “one-size-fits-all” approach to
working with cultural differencesworking with cultural differences
exists.exists.
 Use information here as guidelines.Use information here as guidelines.
 Remember that people are individualsRemember that people are individuals
as well as group members.as well as group members.

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Diversity and Culture BasicsDiversity and Culture Basics
continued
Diversity and Culture BasicsDiversity and Culture Basics
continued
♦Be open to change and difference.Be open to change and difference.
♦Globalization is changing how we doGlobalization is changing how we do
business.business.
 Services performed by non-U.S.Services performed by non-U.S.
workers are increasingly common.workers are increasingly common.
♦Offshoring of jobs will continue.Offshoring of jobs will continue.
 Forrester Research predicts 3.3 millionForrester Research predicts 3.3 million
white-collar jobs to leave in the next 15white-collar jobs to leave in the next 15
years.years.

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Diversity in the WorkplaceDiversity in the WorkplaceDiversity in the WorkplaceDiversity in the Workplace
♦GenderGender
♦Race and ethnicityRace and ethnicity
♦Regional and national originRegional and national origin
♦Social classSocial class
♦ReligionReligion
♦AgeAge
♦Sexual orientationSexual orientation
♦Physical abilityPhysical ability

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Diversity in the WorkplaceDiversity in the Workplace
continuedcontinued
Diversity in the WorkplaceDiversity in the Workplace
continuedcontinued
♦High-Context CulturesHigh-Context Cultures
 Most information isMost information is
inferred from theinferred from the
context of a message.context of a message.
 Little is “spelled out.”Little is “spelled out.”
 Examples: Japanese,Examples: Japanese,
Arabic, and LatinArabic, and Latin
American cultures.American cultures.

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Diversity in the WorkplaceDiversity in the Workplace continuedcontinuedDiversity in the WorkplaceDiversity in the Workplace continuedcontinued
♦Low-Context CulturesLow-Context Cultures
 Context is lessContext is less
important than words.important than words.
 Most information isMost information is
spelled out; words arespelled out; words are
privileged.privileged.
 Examples: German,Examples: German,
Scandinavian, andScandinavian, and
dominant U.S. cultures.dominant U.S. cultures.

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Diversity in the WorkplaceDiversity in the Workplace continuedcontinuedDiversity in the WorkplaceDiversity in the Workplace continuedcontinued
♦RememberRemember
 In nations like the U.S., Canada,In nations like the U.S., Canada,
and Brazil, multiple cultures exist.and Brazil, multiple cultures exist.
While the dominant culture may beWhile the dominant culture may be
privileged, recognize that minorityprivileged, recognize that minority
cultures may have different normscultures may have different norms
with regard to behavior.with regard to behavior.

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Dimensions of CultureDimensions of CultureDimensions of CultureDimensions of Culture
♦ Values, Beliefs, andValues, Beliefs, and
PracticesPractices
♦ NonverbalNonverbal
♦ Body LanguageBody Language
♦ Eye ContactEye Contact
♦ GesturesGestures
♦ SpaceSpace
♦ SpatialSpatial
ArrangementsArrangements
♦ TimeTime
♦ DressDress
♦ ColorsColors
♦ HeightHeight
♦ OralOral
♦ Understatement,Understatement,
Exaggeration, andExaggeration, and
SilenceSilence

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Conversational StyleConversational StyleConversational StyleConversational Style
♦How long a pause tellsHow long a pause tells
you that it’s your turn toyou that it’s your turn to
speak?speak?
♦Do you see interruptionDo you see interruption
as rude?as rude?
♦Do you show interest byDo you show interest by
asking lots ofasking lots of
questions?questions?

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Communicating with DifferentCommunicating with Different
CulturesCultures
Communicating with DifferentCommunicating with Different
CulturesCultures
♦Brenda Arbalaez suggests beingBrenda Arbalaez suggests being
 Aware that values and behaviorsAware that values and behaviors
are influenced by culture.are influenced by culture.
 Flexible.Flexible.
 Sensitive.Sensitive.
 Aware of the others’ values, beliefs,Aware of the others’ values, beliefs,
and practices.and practices.
 Sensitive to differences amongSensitive to differences among
individuals.individuals.

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Generational DifferencesGenerational DifferencesGenerational DifferencesGenerational Differences
♦Different opinions on birth years, butDifferent opinions on birth years, but
in general:in general:
 Baby Boomers (post-WWII to middleBaby Boomers (post-WWII to middle
1960s).1960s).
 Generation X (middle 1960s to earlyGeneration X (middle 1960s to early
1980s).1980s).
 Millennials (Early 1980s to middleMillennials (Early 1980s to middle
1990s).1990s).
♦Some observers see challenges.Some observers see challenges.

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Generational DifferencesGenerational Differences
continuedcontinued
continuedcontinued
♦ Baby Boomers and MillennialsBaby Boomers and Millennials
 Two largest U.S. generations.Two largest U.S. generations.
 MayMay differ in opinion on appropriate workplacediffer in opinion on appropriate workplace
• Dress.Dress.
• Ethics.Ethics.
• Hierarchies.Hierarchies.
• Expectations.Expectations.
• Responsiveness.Responsiveness.
• Autonomy.Autonomy.
• Goals.Goals.
• Technology.Technology.
• Communication.Communication.

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continuedcontinued
continuedcontinued
♦Millennials’ strengths includeMillennials’ strengths include
 Multitasking.Multitasking.
 Optimism.Optimism.
 Confidence.Confidence.
 Enthusiasm.Enthusiasm.
 Goal Orientation.Goal Orientation.
 Technology use.Technology use.

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Ways to Make LanguageWays to Make Language
NonsexistNonsexist
NonsexistNonsexist
♦UseUse
 Words that treat bothWords that treat both
sexes respectfully.sexes respectfully.
 Titles that do not implyTitles that do not imply
one sex “ought” to do aone sex “ought” to do a
certain job.certain job.
 The appropriate genderThe appropriate gender
pronoun when referringpronoun when referring
to a specific person.to a specific person.

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NonsexistNonsexist continuedcontinued
♦UseUse
 ““Ms.” As theMs.” As the
courtesy title forcourtesy title for
a woman unlessa woman unless
• The woman has aThe woman has a
professional title.professional title.
• You know that aYou know that a
woman prefers towoman prefers to
be addressed by abe addressed by a
traditional title.traditional title.

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♦When you write about anyone whoWhen you write about anyone who
may be in a job or position, makemay be in a job or position, make
pronouns nonsexist.pronouns nonsexist.
 Use plurals.Use plurals.
 UseUse youyou..
 Revise the sentence to omit theRevise the sentence to omit the
pronounpronoun
 Use pronoun pairs.Use pronoun pairs.

1-53
NonracistNonracist
NonracistNonracist
♦Eliminate adjectives that reinforceEliminate adjectives that reinforce
negative stereotypes.negative stereotypes.
 Biased:Biased: The motivated black studentsThe motivated black students
were assigned to internship positionswere assigned to internship positions
throughout the company.throughout the company.
 Bias-free:Bias-free: The students were assigned toThe students were assigned to
internship positions throughout theinternship positions throughout the
company.company.

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NonracistNonracist continuedcontinued
♦Identify race or ethnic origin only ifIdentify race or ethnic origin only if
it’s relevant.it’s relevant.
 Biased:Biased: Paloma Esteban, a Latino, hasPaloma Esteban, a Latino, has
been appointed Vice-President ofbeen appointed Vice-President of
Finance.Finance.
 Bias-free:Bias-free: Mike Waters, a Sioux,Mike Waters, a Sioux,
translated the governor’s speech into thetranslated the governor’s speech into the
Lakota language.Lakota language.

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♦Eliminate words and phrases withEliminate words and phrases with
negative connotations.negative connotations.
 Biased:Biased: Many of our managers who comeMany of our managers who come
from culturally deprived backgrounds nowfrom culturally deprived backgrounds now
function as role models for young peoplefunction as role models for young people
through our mentoring program.through our mentoring program.

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 Bias-free:Bias-free: Many of our managers whoseMany of our managers whose
family heritage is African, Asian, Spanish,family heritage is African, Asian, Spanish,
or Appalachian now function as roleor Appalachian now function as role
models for young people through ourmodels for young people through our
mentoring program.mentoring program.

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Talking about People withTalking about People with
Diseases or DisabilitiesDiseases or Disabilities
Diseases or DisabilitiesDiseases or Disabilities
♦Use “people first” language andUse “people first” language and
avoid using adjectives as nouns.avoid using adjectives as nouns.
 Biased:
• the alcoholic
• the drug addict
• the handicapped
 Bias-free:
• the woman who is an alcoholic
• the man who abuses drugs
• people with disabilities

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Diseases or DisabilitiesDiseases or Disabilities continuedcontinued
Diseases or DisabilitiesDiseases or Disabilities continuedcontinued
♦Emphasize people’s abilities, notEmphasize people’s abilities, not
their limits or disabilities.their limits or disabilities.
 Biased:Biased: Jenny Ling has done anJenny Ling has done an
outstanding job as ouroutstanding job as our
spokesperson, even though she hasspokesperson, even though she has
diabetes.diabetes.
 Bias-free:Bias-free: Jenny Ling has done anJenny Ling has done an
outstanding job as our spokespersonoutstanding job as our spokesperson
for the past seven years.for the past seven years.

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NonagistNonagist
NonagistNonagist
♦Refer to age only if it’s trulyRefer to age only if it’s truly
relevant.relevant.
 Biased:Biased: Tomoko Watanabe, 67, isTomoko Watanabe, 67, is
president of Competitive Datapresident of Competitive Data
Management.Management.
 Bias-free:Bias-free: Tomoko Watanabe isTomoko Watanabe is
president of Competitive Datapresident of Competitive Data
Management.Management.

1-60
NonagistNonagist continuedcontinued
♦Avoid stereotypes.Avoid stereotypes.
 Biased:Biased: With her grandmotherlyWith her grandmotherly
ways, good old Mary Grace makesways, good old Mary Grace makes
everyone in Unit 2 feel special.everyone in Unit 2 feel special.
 Bias-free:Bias-free: For the past 35 years,For the past 35 years,
Mary Grace has been helping toMary Grace has been helping to
create team spirit in Unit 2.create team spirit in Unit 2.

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♦Avoid negative labels for children,Avoid negative labels for children,
such assuch as “children from broken“children from broken
homes.”homes.”
♦Remember families can be single-Remember families can be single-
parent and diverse.parent and diverse.
♦Use nonsexist descriptions andUse nonsexist descriptions and
images of children.images of children.

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Bias Free Photos andBias Free Photos and
IllustrationsIllustrations
Bias Free Photos andBias Free Photos and
IllustrationsIllustrations
♦Check visuals for
bias.
 Are the people diverse?
 Are power relationships
balanced?
 Can you create your
own visuals rather than
rely on biased clip art?

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Planning, Writing, and RevisingPlanning, Writing, and RevisingPlanning, Writing, and RevisingPlanning, Writing, and Revising
 Increase the number of expertIncrease the number of expert
processes you use.processes you use.
 Use your time effectively.Use your time effectively.
 Revise after feedback.Revise after feedback.

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 Does it matter what process I use?Does it matter what process I use?
 I don’t have much time. How should II don’t have much time. How should I
use it?use it?
 What planning should I do before IWhat planning should I do before I
begin writing or speaking?begin writing or speaking?
 What is revision? How do I do it?What is revision? How do I do it?

1-66
 What is revision? How do I do it?What is revision? How do I do it?
 Can a grammar checker do editingCan a grammar checker do editing
for me?for me?
 I spell check. Do I still need toI spell check. Do I still need to
proofread?proofread?
 How can I overcome writer’s block?How can I overcome writer’s block?
 Can I use form letters?Can I use form letters?
 How can I get better feedback?How can I get better feedback?

1-67
Expert WritersExpert WritersExpert WritersExpert Writers
♦Realize that the first draft can beRealize that the first draft can be
revised.revised.
♦Write regularly.Write regularly.
♦Break big jobs into smallerBreak big jobs into smaller
chunks.chunks.
♦Have clear goals for purpose andHave clear goals for purpose and
audience.audience.

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Expert WritersExpert Writers continuedcontinuedExpert WritersExpert Writers continuedcontinued
♦Have several different strategiesHave several different strategies
to choose from.to choose from.
♦Use rules flexibly.Use rules flexibly.
♦Edit after the draft is complete.Edit after the draft is complete.

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A Formula for Using TimeA Formula for Using TimeA Formula for Using TimeA Formula for Using Time
A Model for WritingA Model for Writing ♦ ONE THIRDONE THIRD
 analyzing,analyzing,
gathering, andgathering, and
organizing.organizing.
♦ ONE THIRDONE THIRD
 drafting/writing.drafting/writing.
♦ ONE THIRDONE THIRD
 evaluating, revising,evaluating, revising,
editing, andediting, and
proofreading.proofreading.
Revising Writing Analyzing

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Activities of WritingActivities of WritingActivities of WritingActivities of Writing
♦PlanningPlanning
♦GatheringGathering
♦WritingWriting
♦EvaluatingEvaluating
♦Getting FeedbackGetting Feedback
♦RevisingRevising
♦EditingEditing
♦ProofreadingProofreading

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Invention TechniquesInvention TechniquesInvention TechniquesInvention Techniques
♦BrainstormBrainstorm
♦FreewriteFreewrite
♦ClusterCluster
♦Talk to Your AudiencesTalk to Your Audiences
♦StoryboardStoryboard

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Post-Writing ActivitiesPost-Writing ActivitiesPost-Writing ActivitiesPost-Writing Activities
♦RevisingRevising
♦EditingEditing
♦ProofreadingProofreading

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Overcoming Writer’s BlockOvercoming Writer’s BlockOvercoming Writer’s BlockOvercoming Writer’s Block
♦Participate actively in theParticipate actively in the
organization and the community.organization and the community.
♦Practice writing regularly and inPractice writing regularly and in
moderation.moderation.
♦Learn as many strategies as youLearn as many strategies as you
can.can.
♦Talk positively to yourself.Talk positively to yourself.
♦Talk about writing to other people.Talk about writing to other people.

1-74
Overcoming ProcrastinationOvercoming ProcrastinationOvercoming ProcrastinationOvercoming Procrastination
♦Set a regular time to write.
♦Develop a ritual for writing.
♦Try freewriting.
♦Write down the thoughts and fears
you have as you write.
♦Identify the problem that keeps you
from writing.
♦Set modest goals and reward yourself
for reaching them.

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Designing Documents, Slides,
and Screens
and Screens
 Develop visual literacy.Develop visual literacy.
 Apply design principles to paperApply design principles to paper
pages, presentation slides, and Webpages, presentation slides, and Web
pages.pages.
 Use computers to create headings,Use computers to create headings,
lists, and other features to makelists, and other features to make
documents easy to read.documents easy to read.

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and Screens
and Screens
 How should I design paper pages?How should I design paper pages?
 How should I design presentationHow should I design presentation
slides?slides?
 How should I design Web pages?How should I design Web pages?

1-78
and Screens
and Screens
 How do I know whether my designHow do I know whether my design
works?works?
 When should I think about design?When should I think about design?

1-79
Good Document DesignGood Document DesignGood Document DesignGood Document Design
♦Saves time and money.Saves time and money.
♦Reduces legal problems.Reduces legal problems.
♦Builds goodwill.Builds goodwill.
♦Looks inviting, friendly, andLooks inviting, friendly, and
easy-to-read.easy-to-read.
♦Enhances your credibility.Enhances your credibility.
♦Builds an image of you asBuilds an image of you as
professional andprofessional and
competent.competent.

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To Design Paper PagesTo Design Paper PagesTo Design Paper PagesTo Design Paper Pages
♦Use white space for separationUse white space for separation
and emphasis.and emphasis.
♦Use headings to group points.Use headings to group points.
♦Limit the use of capital letters.Limit the use of capital letters.
♦Use no more than two typefaces.Use no more than two typefaces.
♦Use justification appropriate to theUse justification appropriate to the
audience.audience.

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To Create Effective White SpaceTo Create Effective White SpaceTo Create Effective White SpaceTo Create Effective White Space
♦To create effective white
space, use
 Headings.
 A mix of paragraph lengths.
 Lists by using
• Tabs or indents to align things
vertically.
• Numbered lists when the number
or sequence of items is exact.
• Bullets when the number and
sequence don’t matter.

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Choice of MarginsChoice of MarginsChoice of MarginsChoice of Margins
♦Use justified margins when you
 Can use proportional typefaces.
 Want a more formal look.
 Want to use as few pages as possible.
 Write to skilled readers.
♦Use ragged margins when you
 Do not have proportional typefaces.
 Want a less formal look.
 Want to revise one page without reprinting all.
 Use very short line lengths.

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To Design Presentation SlidesTo Design Presentation SlidesTo Design Presentation SlidesTo Design Presentation Slides
♦ Use a big font.Use a big font.
♦ Use bullet-point phrases.Use bullet-point phrases.
♦ Use clear, concise languageUse clear, concise language
and appropriate clip art.and appropriate clip art.
♦ Make only three to five pointsMake only three to five points
per slide.per slide.
♦ Choose a consistentChoose a consistent
template, customizing slidestemplate, customizing slides
where necessary.where necessary.

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To Design Web PagesTo Design Web PagesTo Design Web PagesTo Design Web Pages
♦Provide an introductory statementProvide an introductory statement
on the first screen.on the first screen.
♦Offer an overview of the content ofOffer an overview of the content of
your page.your page.
♦Put interesting and usefulPut interesting and useful
information up front.information up front.
♦Minimize large graphics andMinimize large graphics and
animation.animation.

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To Design Web PagesTo Design Web Pages continuedcontinuedTo Design Web PagesTo Design Web Pages continuedcontinued
♦Include an “off” button for animationInclude an “off” button for animation
and music on introduction pages.and music on introduction pages.
♦Provide visual variety.Provide visual variety.
♦Unify multiple pages.Unify multiple pages.
♦On each page, provide a link to theOn each page, provide a link to the
home page.home page.

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To Incorporate Good DesignTo Incorporate Good DesignTo Incorporate Good DesignTo Incorporate Good Design
♦Follow These GuidelinesFollow These Guidelines
 As you plan, think about yourAs you plan, think about your
audience.audience.
 As you write, incorporate listsAs you write, incorporate lists
and headings.and headings.
 Get feedback from people whoGet feedback from people who
will be using your document.will be using your document.
 As you revise, check your draftAs you revise, check your draft
against the guidelines in thisagainst the guidelines in this
module.module.

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