BUS 121 Chapter 3

1. 1

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Ch. 3 / Slide 2
Conduct formal and informal research
as you apply Phase 2 of the 3-x-3
writing process.
Learning Outcome 1

3. Ch. 3 / Slide 3
Informal Research Methods
Search
company digital
or other files.
Interview
the target
audience.
Talk with the
boss.
Conduct an
informal survey.
Brainstorm for ideas.
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4. Ch. 3 / Slide 4
Formal Research Methods
Access
electronically.
Investigate
primary
sources.
Search
manually.
Conduct scientific
experiments.
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5. Ch. 3 / Slide 5
Learning Outcome 2
Organize information
into strategic relationships.
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6. Group similar
ideas.
Organize into
lists or outlines.
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Organizing Information
to Show Relationships

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Ch. 3 / Slide 7
Tips for Efficient Outlining
Define the main topic
(purpose of message) in the title.
Divide the main topic into 3 to 5
major components.
Break major component into
exclusive subpoints (no overlapping).
Use details, illustrations, and
evidence subpoints.

8. Ch. 3 / Slide 8
Organizing Ideas Into Strategies
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Use the Direct Strategy
if audience will be
Pleased
Somewhat interested
Neutral

9. Ch. 3 / Slide 9
Organizing Ideas Into Strategies
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Use the Indirect Strategy
if audience will be
Uninterested
Displeased
Disappointed
Hostile

10. Ch. 3 / Slide 10
Compose the first draft of a message
using a variety of sentence types while
avoiding sentence fragments, run-on
sentences, and comma splices.
Learning Outcome 3
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11. Ch. 3 / Slide 11
Achieve Variety With
Four Sentence Types
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1. Simple Sentence
(one independent clause)
She needs a job.
2. Compound Sentence
She needs a job, and she must
expand her skillset.
(two independent clauses)

12. Ch. 3 / Slide 12
Achieve Variety With
Four Sentence Types
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3. Complex Sentence
(one independent and one dependent clause)
Because she needs a job, she must expand
her skillset.
4. Compound-complex
Because she needs a job, she must expand her
skillset; however, she also must begin networking.
(two independent clauses and
one dependent clause)

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Ch. 3 / Slide 13
Three Common Sentence Faults
1. Avoid fragments (broken-off parts of sentence).
Fragment:
E-mail seems boring. When compared with Twitter.
Revision:
E-mail seems boring when compared with Twitter.

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Ch. 3 / Slide 14
Three Common Sentence Faults
2. Avoid run-ons (two independent clauses
without coordinating conjunction or semicolon)
Run-on:
He’s addicted to social media he posts updates
constantly.
Revision:
He’s addicted to social media, and he posts
updates constantly.
Revision:
He’s addicted to social media; he posts
updates constantly.

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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 3 / Slide 15
Three Common Sentence Faults
3. Avoid comma splices (two clauses joined
without proper punctuation)
Comma splice:
He prefers a tablet, she prefers her laptop.
Revision:
He prefers a tablet; she prefers her laptop.
Alternate revision:
He prefers a tablet; however, she prefers her laptop.
Alternate revision:
He prefers a tablet, but she prefers her laptop.

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Ch. 3 / Slide 16
Favoring Short Sentences
8 words
15 words
19 words
28 words
100%
90%
80%
50%
Sentence Length Comprehension Rate

17. Learning Outcome 4
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Ch. 3 / Slide 17
Emphasize important ideas, employ the
active and passive voice strategically,
build parallelism, and prevent dangling
and misplaced modifiers.

18. Ch. 3 / Slide 18
Developing Emphasis
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Emphasize important ideas by using vivid
and specific words.
GENERAL VIVID, SPECIFIC
She has a new device. Lisa loves her new iPad.
That skyscraper is tall. The Burj Khalia in Dubai is
2,723 feet tall.
Someone left a message. Michael Lee called this
morning and said he
would call again at 4 p.m.

19. Ch. 3 / Slide 19
Developing Emphasis
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Label the main idea.
Unlabeled Labeled
Explore the possibility
of leasing a site, but
also hire a consultant.
Explore the possibility of
leasing a site, but, most
importantly, hire a
consultant.

20. Ch. 3 / Slide 20
Developing Emphasis
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Emphasize the most important idea by
placing it first or last in a simple sentence
and by making it the sentence subject.
Unemphatic Emphatic
Labor lawyers say that
companies should review
their internship programs
because most often they
are illegal if interns are not
being paid for their work.
Most internship programs
are illegal if interns are not
paid.

21. Active or
Passive
Use active-voice verbs for clear expression.
Our team missed its deadline.
The deadline was missed.
Use passive-voice verbs to
de-emphasize the performer
or to be tactful.
Ch. 3 / Slide 21
Using Active and
Passive Voice Effectively
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22. Direct and More Clear
in Active Voice
Rosario started a customer
service blog last year.
The government expects the
economy to improve.
The manager completed
performance reviews.
Ch. 3 / Slide 22
Use Active Voice for
Directness, Vigor, and Clarity
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Indirect and Less Clear in
Passive Voice
A customer service blog was
started last year.
The economy is expected to
improve.
Performance reviews were
completed.

23. Ch. 3 / Slide 23
Use Passive Voice to Emphasize
the Action, Not the Doer
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Less Tactful in
Active Voice
More Tactful in
Passive Voice
We cannot grant you credit. Credit cannot be granted.
The hospital cannot admit
patients without insurance.
Patients without insurance
cannot be admitted.
Our CEO missed his estimate
on this quarter’s profits.
Estimates of profits were
missed this quarter.

24. Ch. 3 / Slide 24
Use Parallelism to Achieve Balance
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Lacks Parallelism Illustrates Parallelism
We focus on money –
earning it, investing it,
and how to spend it.
We focus on money –
earning it, investing it, and
spending it.
Applicants are
interested in work
environment and
how they can
advance their
careers.
Applicants are interested in
work environment and career
advancement.

25. Ch. 3 / Slide 25
Use Parallelism to Achieve Balance
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Lacks Parallelism Illustrates Parallelism
Our peanut butter
spread (a) is all
natural, (b) contains
no hydrogenated oil,
and (c) there’s no
need to stir.
Our peanut butter
spread (a) is all natural,
(b) contains no
hydrogenated oil, and
(c) requires no stirring.

26. Ch. 3 / Slide 26
Avoid Dangling Modifiers
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Not This But This
Walking down the street, our
sign is easy to see.
Walking down the street,
people can easily see our sign.
To enroll, an application must
be sent by April 1.
To enroll, you must send an
application by April 1.

27. Ch. 3 / Slide 27
Avoid Misplaced Modifiers
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Not This But This
An autopsy revealed the cause
of death to be strangulation by
the coroner.
An autopsy by the coroner
revealed the cause of death to
be strangulation.
Never pet, play with, or give
commands to a person using a
guide dog without permission.
Without permission, never pet,
play with, or give commands to
a person’s guide dog.

28. Learning Outcome 5
Ch. 3 / Slide 28
Draft well-organized paragraphs that
incorporate (a) topic sentences,
(b) support sentences, and (c) transitional
expressions to build coherence.
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Ch. 3 / Slide 29
Drafting Effective Paragraphs
Tells readers
what to expect
Topic Sentence
Explains central
thought
Illustrate, explain,
and strengthen
the topic
sentence
Support
Sentences
Provide details
and evidence

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Ch. 3 / Slide 30
Building Paragraph Coherence
To build paragraph coherence,
link ideas with one of these techniques:
Sustain the key idea by repeating a
key expression or a similar word
throughout a paragraph.
Dovetail sentences by connecting
the beginning of each new sentence
with a word from the end of the
previous sentence.
Use a pronoun in one sentence
to refer to a noun in the
previous sentence.

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Ch. 3 / Slide 31
Building Coherence With
Transitional Expressions
Use transitional expressions to build coherence
for special effects:
To Add or
Strengthen
To Show Cause
and Effect
To Suggest Control
additionally consequently by contrast
again as a result conversely
also for this reason on the contrary
likewise therefore on the other hand

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Ch. 3 / Slide 32
Building Coherence With
Transitional Expressions
Use transitional expressions to build coherence
for special effects:
To Show Time
or Order
To Clarify To Contradict
after for example actually
before in other words however
earlier for instance instead
finally I mean rather

33. © 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
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Ch. 3 / Slide 33
Controlling Paragraph Length
Compose short paragraphs.
Paragraphs with eight
or fewer printed lines
are most readable.

34. Ch. 3 / Slide 34