Business writing ESL

Writing
Thanh-Ha Bargas (thanh.le@univ-lyon2.fr)
Ryan King (ryan@spyns.com)

Sources for this course
• Articles from the press.
• Websites specialized in business writing.
• MLA Guidelines.
• Plagiarism test:
https://www.indiana.edu/~academy/firstPrinciples/
certificationTests/index.html
2

Class Objectives
• Communicate effectively in writing. Write correctly,
grammatically, and precisely.
• Be operational and professional in English in the
business world.
 Build up a stellar image of yourself.
Source: https://yourstory.com/2016/06/rules-professional-success/4

Syllabus
1. Some Writing Basics
a. Sentence structure
b. Pronouns
c. Formal vs. informal writing
2. Persuasive writing
3. Emails
4. Cover letters
5. Plagiarism and referencing sources
6. Summary of documents (information reports)
7. Sales proposals
5

Grading Scheme
• All homework assignments are mandatory.
However, NONE will graded under normal
circumstances.
If you hand in the homework, completed in an
appropriate and timely manner, then you will not be
given a grade.
If you do not hand in the assignment on time, or if it
shows a lack of investment, you will obtain anything
between a 0-9/20, which will count for 10% of your
grade, per assignment.
• For any given assignment, you may ask to be
corrected individually.
6

Grading Scheme
• 3 class grades (60 – 100 percent of your grade)
1. In-class mid-term exam in Week 5, the week of October
15th.
2. Summary of documents to hand in on Compilatio by
Week 9: http://www.compilatio.net/dossier/ekstx
3. Final project to hand in on Compilatio by
Week 11: http://www.compilatio.net/dossier/lptw4
• Additionally, you will be asked to hand in 4 assignments on
the Moodle. They will count for maximum 40 percent of your
grade if you do NOT hand them in.
1. Basic writing exercises
2. Email exercise
3. Cover letter exercise
4. Plagiarism test
7

Assignments
1. Some writing basics (Individual homework)
2. Emails (Individual homework)
3. Cover letters (Individual homework)
4. Plagiarism and referencing (Individual homework)
5. Summary of documents (Group project)
6. Sales proposals (Group project)
8

Practical Information
• Do not come late to class. It penalizes everyone. For the in-
class exams, the door will be closed after the exams begin.
You will not be let in afterwards, but you may write an email
to your teacher to try to come to another exam on the same
day.
• You are entitled to one non-justified absence for the 11 TDs.
• There is no need for smartphones, computers, etc. in class.
All materials you need for the class will be provided.
• If you have a problem, do not hesitate to come talk to your
teacher. Make an appointment through email if you need to.
9

Sentence Structure
• A complete sentence (independent clause) must :
 Have a subject
 Have a verb
 Express a complete thought
• What is a sentence fragment?
 A group of words that does NOT express a complete though
• What is a run-on sentence
 A group of independent clauses that have been run together
without punctuation or conjunctions.
 A comma splice is a special type of run-on sentence in which
a comma is used to join two or more independent clauses
without a conjunction
12

Examples
• Sentence fragments:
 If I leave an hour earlier than usual.
 Whenever our colleague tried to explain his position.
 As if we didn’t already know.
• Run-on sentences:
 Lynn moved from Paris her job was transferred.
 The concert seemed unending it lasted almost until midnight.
 We got some gas then we headed off to London.
• Comma slices:
 Henry lives across the street, he has been there for 20 years.
 She heads the marketing team, John is her assistant.
 Sid usually travels all month, he unexpectedly returned last week.
13

How to correct these
sentences ?
• Solution for sentence fragments: no subordinate
clauses - complete the thought !
If I leave an hour earlier than usual, I may be on time
for the concert.
Whenever our colleague tried to explain his position,
the client interrupted him.
He re-explained the emergency procedures as if we
didn’t already know.
14

How to correct run-on
sentences?
• Lynn moved to Paris her job was transferred.
 Solution 1: Break the sentence by punctuating with periods or
semi-colons. Add a transitional adverb if necessary.
Lynn moved to Paris. Her job was transferred.
Lynn moved to Paris; her job was transferred.
Lynn’s job was transferred; consequently, she moved to Paris.
 Solution 2: Add a coordinating conjunction and at times, a comma
Lynn moved to Paris because her job was transferred.
 Solution 3: Turn an independent clause into a subordinate clause
by adding a subordinate conjunction.
As her job was transferred, Lynn moved to Paris.
 Solution 4: Use a relative pronoun.
Lynn’s job, which was transferred, required her to move to Paris.15

How to correct comma
splices ?
• She is hungry, she will eat pizza.
 Solution 1: Put a semicolon in place of the comma.
She is hungry; she will eat pizza.
 Solution 2: Add a conjunction and sometimes a comma.
She is hungry, so she will eat pizza.
She will eat pizza because she is hungry.
 Solution 3: Turn an independent clause into a subordinate clause
by adding a subordinate conjunction.
Since she is hungry, she will eat pizza.
 Solution 3: Use a relative pronoun.
She, who is hungry, will eat pizza.
16

Practice
Which one is the incorrect structure?
a. He moved to Switzerland in 1869; he planned to teach classical philology
there.
b. He moved to Switzerland in 1869, he planned to teach classical philology there.
c. He moved to Switzerland in 1869. He planned to teach classical philology
there.
d. He planned to teach classical philology; therefore, he moved to Switzerland in
1869.
e. He moved to Switzerland in 1869, and he planned to teach classical philology
there.
f. Since he planned to teach classical philology, he moved to Switzerland in 1869.
g. Nietzsche, who planned to teach classical philology, moved to Switzerland in
1869.
17

Practice
Which one(s) is/are incorrect?
a. While most people, who have worked hard for many years,
have not managed to save any money, although they are
trying to be more frugal now.
b. Most people, who have worked hard for many years, have
not managed to save any money, although they are trying
to be more frugal now.
c. While most people, who have worked hard for many years,
have not managed to save any money, they are trying to be
more frugal now.
18

Negative structures
Add
negation
to a
sentence
Add the
term “not”
Use
negative
words
19

Verb negation: NOT
• If the sentence has an auxiliary verb or modal,
add NOT after the auxiliary.
He is working hard. He is not working hard.
He can work hard. He cannot work hard.
• If the sentence does not have an auxiliary verb or
modal, use DO, then add NOT after the auxiliary.
Do not conjugate the base verb.
He works hard. He does not work hard.
He worked hard. He did not work hard.
20

Negative words
• Examples of negative verbs and adverbs (do not use NOT):
 Fail to
 Scarcely
 Hardly
 Barely
• Examples of negative words (make subjects, and not verbs,
negative – avoid double negations by excluding NOT):
 No, nothing, nowhere
 No one, nobody
 None
 Neither, nor
 Never
21

Practice: Find the errors.
• I have not any time.
• He knows not many people.
• They went not very far.
• I do not have finished.
• He doesn’t can swim.
• I didn’t be able to call.
• She don’t have nothing.
22

Question structures
If there is an auxiliary verb (be, have,
can, will, etc.), put it before the
subject (he, she, I, etc).
Is anybody in the office?
Have you ever visited London?
What time will they be here?
If there is no auxiliary verb, add do,
does or did before the subject.
Do you know my older brother? Did
he come in time?
Put wh- words (when, where, why,
who, how, etc.) at the beginning of
the question.
How long have you been waiting for
me?
Where is their office?
Which colour do you like best?
Do not use do, does or did when
using what, which, who or whose as
the subject.
What happened to you?
What did happen?
Who told you about it?
Who did tell you?
23

Questions: Common
Errors
Common mistakes Correct version Why?
What meant you by that?
You like this film?
What did you mean by that?
Do you like this film?
If there is no auxiliary verb, put do,
does or did before the subject.
Where you are going this
afternoon?
You did read the letter?
Where are you going this
afternoon?
Did you read the letter?
Put an auxiliary verb (is, are, did,
does, etc) before the subject.
Who did give you the information? Who gave you the information?
Do not use do, does or did when we
use what, which, who or whose as
the subject.
Does he knows your sister?
Where will she studies?
Does he know your sister?
Where will she study?
When there is an auxiliary verb, the
main verb is in the infinitive form.
Can you tell me where can I buy a
good camera?
Can you tell me where I can buy a
good camera?
Word order in indirect question is
the same as in a normal sentence:
subject + verb
24

Practice
1. His dog became sick because it ate some candy.
2. I am wearing John’s glasses.
3. He is a representative from Homeland Security.
4. My sister played the piano very well last year.
5. Yes, Peter enjoys horseback riding.
6. Her friends are coming to your party tonight.
25

Practice
7. The red one is my favorite.
8. I lent her my blue dress. (vs. I lent her my blue dress.)
9. He gave the flowers to his mother.
10.We have many bicycles to lend you.
11.No, it is not raining today.
12.I will go to the doctor’s office tomorrow.
26

Subject-Verb Agreement
• Compound subjects
If two nouns/pronouns are joined by and, they require a
plural verb.
He and she want to buy a new house.
If two singular nouns/pronouns are joined by or or nor,
they require a singular verb.
Jack or Jill wants to buy a new house.
Singular and plural subjects joined by (either…) or or
(neither…) nor require a verb that agrees with the subject
closest to the verb.
Neither the family nor the friends like the new house.
Neither the friends nor the family likes the new house.
28

Agreement between Noun
Subjects and Verbs
• Clauses: Learn to recognize groups of words that may
come between the subject and verb!
Relative clauses
John Clare, who during the mid-19th century wrote many
poems on rural themes, was confined for decades to an
insane asylum.
Appositives
Prince Charles, an avid proponent of sustainable farming
practices and restoring native animal and plant breeds, has
converted his own land to organic agriculture.
Prepositional phrases
Wild animals in jungles all over the world are endangered.
29

Pronoun Subjects and Verbs
• Singular pronouns
Each, either, neither, anybody, anyone, everybody,
everyone, no one, nobody, one, somebody, someone
• Plural pronouns
 Both, few, many, several
• Singular/Plural pronouns
 All, any, most, none, some
 Words or prepositional phrases following these
pronouns determine if they are singular or plural
All the work is finished. All of the jobs are finished.
Some of the fruit was spoiled. Some of the apples were
spoiled.
30

Practice
1. Each of the soccer players (to receive) a new uniform.
2. All of the pieces of art (to be) original.
3. (To be) any of the parts missing?
4. (To do) some of the employees get bonuses?
5. The student, whose friends are all abroad, (to prefer) to
work for his father’s company.
6. Both of the applicants (to seem) qualified.
7. My professor’s passion (to be) economics.
31

Practice
8. None of our resources (to go) to outside consultants.
9. Many students from the school’s band (to perform) in the
Thanksgiving parade.
10. All of the recommendations (to have) been made.
11. Either of these software programs (to be) suitable.
12. You or your brother (to go) to the supermarket everyday.
13. Neither the employees nor management (to support) the
product launch.
14. Either the manager or the associates (to order) the
merchandise. 32

General Rules
• A pronoun must match its antecedent and is assumed to refer to the
nearest reasonable antecedent.
Each of the men brought his favorite snack to the picnic.
Everyone who is in the green room must take his bag upstairs.
Many students forget to bring their books to class.
All of the students ran to their cars.
• Avoid ambiguous pronoun reference
When Eric spoke to his girlfriend’s father, he was very polite.
Remove the door from the frame and paint it.
Pat told Craig he had been granted an interview.
• Do not use possessives for antecedents.
≠The cat’s tail is its soft fur.
• Never mix one/you in the same sentence.
≠A person should leave a light on in any empty house if one wants to give the
impression that someone is home.
33

Personal pronouns
Refer to people, places, things, ideas
I, we yo
u
he, she, it, they me, us yo
u
him, her, it, them
34

Pronoun Usage: Subject-
Object
• Nominative case pronouns (I, we, you, he/she, they, it)
 Used as subjects
They left early today.
 Used as complements following linking verbs
It was I who ate the cookies.
• Objective case pronouns (me, us, you, him/her, them, it)
 Used as objects following an action verb
Of all these samples, I prefer them.
 Used as objects of a preposition
We don’t know if the package is for them or for us.
We don’t know to whom the package is sent.
• Possessive case pronouns (my, your, his/her, their, its)
 Used to show ownership
 Cannot be made reflexive
≠ Mark wanted to arrange the meeting hisself.
35

Practice
1. (Them/They) and (I/me) (to make) an effort to try to agree
on the terms.
2. Betty and (he/him) (to go) to the movies with Amy and
(I/me).
3. Neither my cousins nor my uncle (to know) what (he/they)
will do tomorrow.
4. Why must it always be (I/me) who (to clean) up the room?
5. The pilot let (he/him) and (I/me) look in the cockpit.
6. Lauren and (her/she) went to our friend Kim’s house to visit
(them/they).
7. My friend and (I/me) both (to want) to move to Paris.
36

Formal and Informal
Language
37

Some main differences
• Informal language
 Simple grammatical structure (loosely connected sentences or
phrases)
 Personal evaluation
 Colloquial or slang vocabulary
 Simple, vague vocabulary
 Use of contractions, etc.
• Formal language
 Complete sentences
 Impersonality
 Avoidance of colloquial or slang vocabulary
 Consistent preference for more complex and precise terms
 Avoidance of contractions, etc.
38

Some basic rules
• Avoid contractions in formal language.
I can’t go to the meeting today.
I cannot go to the meeting today.
• Use relative pronouns relative pronouns in formal
language.
The woman you are talking about is my boss.
The woman about whom you are talking is my boss.
• Do not separate prepositions from relative pronouns.
Who are you writing to?
To whom are you writing?
39

Some basic rules
• Use linking words – avoid conjunctions.
The order did not arrive, but there is one in stock.
The order did not arrive. However, there is one in
stock.
• Use modal language.
If you need help, give us a call.
Should you require assistance, please contact us.
• Use the passive voice to show objectivity.
His boss promoted him yesterday.
He was promoted yesterday.
40

Some basic rules
• Avoid using common colloquial words and expressions
 Colloquial words and phrases are called "colloquialisms.” (eg.
slang)
 Avoid solecisms, such as "ain’t," which are grammatical errors.
 Avoid non words, combinations of letters and characters that do not
form real words, such as ”alot,” “kinda,” “sorta”
• Avoid the first and second person.
 Formal writing often tries to be objective, and the pronouns "I" and
"you" tend to imply subjectivity.
 In the most formal writing, "we" replaces "I," and "one" replaces
"you.”
• Do not start sentences with a coordinating conjunction.
 Avoid “and,” “but,” “or,” “also”…
 Prefer “additionally,” “moreover,” “however,” “alternatively,”
“nevertheless”…
41

Common informal/formal
equivalents
1. A bit
2. A lot, lots
3. About
4. Ask for
5. But
6. Buy
7. Find
8. Get
9. Help
10. Promise
11. Send back
12. Pretty, kind of
1. A little
2. Much, many, a great quantity
3. Concerning, regarding
4. Request, enquire about
5. However
6. Purchase
7. Locate
8. Obtain
9. Assist
10. Assure
11. Return
12. Relatively, fairly, quite
42

Practice: Write in formal
language.
1. I’m sorry I forgot to go to the meeting.
2. He has lots of brochures in the back.
3. Call me when you’re free.
4. Can you send me the train times?
5. Thanks a bundle for your help.
6. I think that’s a great idea.
7. They are like the last brochures.
8. We want more information before we can answer your question.
43
I apologize for having missed the meeting.
He stocks an inventory of brochures in the backroom.
Please contact me when you are available.
Would you mind transferring me the train timetable?
Thank you very much for your assistance.
This is an innovative/creative/entrepreneurial, etc. idea.
They are similar to the previous brochures.
To respond to your query, we require additional information.

Writing to Persuade
• Persuasive texts use complex language to
express and justify an opinion. The writer is trying
to persuade/convince/influence the reader to
adopt his point of view.
• Examples of purpose: stir up sympathy, support a
cause, urge people to action, make a change,
prove something right/wrong, create interest…

Audience Awareness
• Knowing your audience.
• To persuade, provide information an audience
may need to adopt your point of view.
Connect with the ideas, knowledge, or beliefs of the
person or group.
What information to include.
What arguments will persuade him/her.
How informal or formal the language should be.

Clear Position
• Your audience must know exactly what you want.
The writer must clearly state or imply his/her position
and stay with that position.
Generally, the position is stated in the opening
paragraph or introduction.
Sometimes the position can be revealed later in the
writing, which could be effective as well.

Example of Establishing
Position
As a student, I am writing this letter to persuade you to vote for a rule
that penalizes students for turning in late homework assignments. At
first that sounds unbearable for us students, but when you consider it,
you can see that having a “no late homework” is efficient. Being
obliged to turn in our homework on time prepares us for the hurdles of
life. It prepares us to be professional and punctual.
For teachers, late homework means that it is difficult to organize time.
Late homework will require teachers to put in extra grading hours on
days that they did not plan to grade. They feel that this is unfair, so
they procrastinate and sometimes papers are not graded until the end
of the semester, so students do not get the timely feedback that they
need to progress.

Example of Establishing
Position
Have you ever thought to look at it from the point of view of the
students who turn in their homework on time? These students
feel that the academic system is unfair because they made the
effort to turn in the assignments on time. Eventually, they will
stop handing in homework on time and our academic system
will no longer have motivated students. If students are
unmotivated, then they will have more difficulties in learning.
Therefore, allowing students to turn in homework late will
create a general wave of demotivation that can be detrimental
to society in general.
To conclude, having a “no late homework” policy will be in the
interest of everyone – of the students, the teachers, the
academic system and of our society in general. In view of these
advantages, it would seem appropriate that we bring our voices
together and vote for this rule.

Persuasive Language:
Some Rhetorical Devices
• Statistics: One person dies every 6 seconds from a tobacco-related
disease.
 These are the facts …
 Statistics say …
 Experts are of the opinion that …
• Rhetorical question: Have you ever coughed so much that you feel
your lungs are being dragged into your throat?
• Pattern of three: I came, I saw, I conquered.
• Repetition: Location, location, location.
• Emotive language: It will take away your dignity and then it will take
you, leaving your family to grieve your loss.
• Inclusive language/generalizations: includes the reader/audience
• Exaggeration: It is the most atrocious silent killer.

Emotive Language
• Emotive language plays on people’s feelings and
persuades them to agree.
• We care about human traits: loyalty, humility,
generosity, patience, strength, honesty, humour.
• Heavily weigh the persuasive text with abstract
words such as heart, love, sorrow, despair, hate,
destiny, truth or pain.
• Use humour.

Emotive Language Examples
• Negative Emotive Words
liar, cheat, lazy, rude, thoughtless, disgusting, slimy,
sleazy
• Positive Emotive Words
beautiful, friendly, intelligent, talented, athletic, kind,
thoughtful
• Evaluative or Value-laden Words
important, valuable, significant, innocence, guilt,
serious

Inclusive Language
Examples
• Most people think/feel/know …
• Wouldn’t you agree that/ I am sure that you would
agree that
• We all know that …
• What do you think about…
• Use generalization terms such as ‘everybody’,
‘nobody’, ‘everything’, or ‘nothing’, - inclusive words
which leave very little or nothing out

Exaggeration
• When you overstate, or exaggerate, it reinforces
your point and gives it greater importance. Don’t
just like or dislike, but rather love or detest.
• Hyperbole is a figure of speech which is an
exaggeration:
I cried a million tears.
I nearly died from laughing.
I’m so happy I could burst.

Some Persuasion
Techniques
• Don't Let The Pigeon Drive The Bus by Mo Williams
https://www.youtube.com/watch?v=Dljje7L9nIs

Organization of a Persuasive
Argument
1. State your position in your introduction. Grab the
audience’s attention.
2. Provide argument(s) or reasons for your opinion:
make the point + elaborate.
Remember to make a new paragraph for each idea!
Place your strongest argument in the beginning or at the
end.

Argument
3. Use evidence to support your argument.
Examples, anecdotes
Objective evidence: facts, statistics, expert opinions, reports,
case studies, etc.
Citation of an authoritative figure
Analogy: clear comparison
Counterarguments
Be credible
• Demonstrate your knowledge: the reader must be convinced that
you are legitimate, that your information is accurate
• Demonstrate fairness and objectivity
• Seek areas of agreement

Argument
4. Reinforce your statement position in your
conclusion.
Clearly connect the introduction and body of the
paper with insightful comments/analysis.
Wrap up the writing and gives the reader something
to think about
Make a prediction (consequences of action or
inaction), propose a solution, or make a call to action.

Assessment
• Make a checklist. Reread your text.
• Test your text. Have your family and friends read
your letter.
• How convincing are you?

Practice
You are a computer programmer. You have been in
your job for five years. You are very happy with your
job, but the pay is poor. Now that you are getting
married, you are need extra funds to pay for your
honeymoon and for starting a new life. Write a letter
to your boss to ask for a raise.

Why learn to write emails?
• McKinsey Global Consulting: employees spend
on average 2.5 hours/day reading email = 81
working days/year = 25% of their working lives =
2nd most time-consuming activity for workers.
• Radicati Group in technology consulting: in 2013,
average business user sent/received 108
emails/day
 An opportunity to showcase communications
skills, a reflection of your professionalism, an
image of who you are….Masters, David. "Why Writing Email Is a Skill-and Why Learning It Matters." Business Envato Tuts+. Envato Pty Ltd, 5 May
2014. Web. 10 Oct. 2016. <https://business.tutsplus.com>.
63

Business Statistics
Wasserman, Todd. "Email Takes Up 28% of Workers' Time [REPORT]." Mashable. Mashable, 01 Aug. 2012. Web. 10 Oct.
2016. <http://mashable.com>. 64

Common Email Pitfalls
• Absence of salutations such as “Dear …” or
“Sincerely”
• Failure to introduce oneself in the email
• Absence of cues of courtesy such as "please" or a
"thank you" when asking for help
• Lack of clarity
• Spelling and grammatical mistakes
 Sendmail survey: Nearly two-thirds of us (64%) have
sent or received an email that caused unintended
anger or confusion.
Masters, David. "Why Writing Email Is a Skill-and Why Learning It Matters." Business Envato Tuts+. Envato Pty Ltd, 5 May
65

Why emails are important
Katherine Hansen, creative director of Quintessential
Careers:
“E-mail is so heavily and globally used to
communicate in the workplace... that unclear,
garbled, poorly written e-mails waste time, money,
and productivity.”
66

What makes effective
emails?
• Focused on the recipient
• Arouse attention before opened, then get opened, read,
acted upon
• Respectful
• No spelling and grammar mistakes
• Clear and concise, leaving little or no room for interpretation
• Sufficiently lengthy
• (Include a clear call to action.)
67

Some Reminders
• Step 1: Think about the recipient. Use greetings and
courtesy etiquettes.
• Step 2: Get your emails opened. Be specific, relevant and
useful in your subject line. Keep it short and easy-to-read.
• Step 3: Clearly make your purpose known.
• Step 4: Depending on your purpose, include a call to action.
Identify:
 The action
 The actors involved
 A deadline
 Accountability
68

Greetings
• Use Dear Madam, Dear Sir or Dear Mr., Dear Ms.
when you know the last name of the person
• Use a colon instead of a comma for very formal
emails
• To end an email, use Sincerely, Yours faithfully,
Regards, Cordially, Best regards…
• No comma necessary after greeting in British
English
69

Sending emails and
letters
Opening Phrases
• In reply to your letter ... .
• Thank you for your email
of May 14th concerning … .
• Thank you for your email
... .
• Following our phone
conversation ... .
Closing Phrases
• Please contact me again
should you require
additional information.
• If I can be of any further
assistance, please do not
hesitate to contact me
again.
• I look forward to hearing
from you.
70

Business Emails
Reply | Reply to all | Forward | Delete
From: John Doe
To: Dan Kane
cc: Hatem Smith; Patricia Bartlett
Subject: Sales proposal from Speedy Transport
Attachments: Fun Toys proposal.pdf (376KB)
Dear Mr. Kane,
Thank you for your interest in our company. In reference to our telephone
conversation on Tuesday, October 10th, please find enclosed our company’s
proposal for logistics services to manage the transport of your merchandise.
Please do not hesitate to contact us should you require further details. Thank you
again for considering our company. We look forward to hearing from you.
Regards,
John Doe
Project Leader
71
Ensure that your subject line is
precise.
Use appropriate greetings and punctuation.
Clearly state the purpose of your
email.
Use appropriate salutations.
Proofread your email before sending.
Skip a line for new paragraphs. Organize ideas by
paragraphs. Use closing phrases to end the
email.
Verify that your attachment is
attached.
Double check the recipient before sending.

Practice: Rewrite the email to
make it formal.
Dear Sally Blue,
I read online that you’re selling business cards. I was
wondering how much if i only wanted 500?
Is color and a logo extra? Can I see an example
before all are shipped or will that cost extra? You
seem to have a great business so I hope you can
help.
Thanks,
Jess Higgins
72

Practice: Use the following
phrases to write an email.
You are a part of corporate communication team
in your company. The working time period has
temporarily been revised as 8:30 am to 5:00 pm.
Write an email to the employees in your company
informing of this new rule.
by 30 minutes to avoid traffic – effect from next week
- lunch duration – revised working time – free
breakfast – office will start earlier – will be in effect
until the end of December 2018
73

Practice
Imagine that you work for a language teaching company
in London that proposes English classes and that helps
students find accommodations. You have received an
email to request for information about a two-week
intensive English course. Write a response email
informing about the course content, schedule and fees,
about the accommodation possibilities. Do not forget to
promote your company, as the competition for such
language courses is stiff in London.
79

What should a cover letter
do?
• Introduce yourself and your personality
• Explanation why you are applying for the position
at that specific firm and express of your interest
• Highlight your main credentials, experiences and
skills and how they can benefit the company
• Showcase your written communications skills
 A cover letter is a marketing tool to sell
yourself.
81

The Problem with Cover
Letters
• A repetition of your résumé
• A standardized letter you found off the Internet
and used to obtain your last job
• A long description of your qualities
• Too personal, and not sufficiently professional
• Don’t be humorous, as humor is subjective.
82

Efficient Cover Letters
• An extension of your résumé
• A personalized letter
• An understanding of the job position proposed
• A show of knowledge of the company
• A demonstration of how you can add value
• A clean letter, proofread for mistakes
• A one-page, easy-to-read letter
https://www.youtube.com/watch?v=cLle67Y3qFg
83

Step 1: Skills assessment
• What are your main personal experiences? What
transferable skills did you gain from these
experiences?
• What are your main academic experiences?
What transferable skills did you gain from these
experiences?
• What are your main professional experiences?
What transferable skills did you gain from these
experiences?
84

Some skills you may already
have
• Language skills
• Communications
skills
• Negotiation skills
• Debating skills
• Sales skills
• Synthesis skills
• Analytical skills
• Problem-solving skills
• Leadership skills
• Teamwork skills
• Cultural adaptation
skills
• Organizational skills
85

Step 2: Assessment of
personal qualities
• Determined
• Responsible
• Goal-oriented
• Ambitious
• Rigorous
• Self-motivated
• Hard-working
• Energetic
• Enthusiastic
• Sociable
• Curious
• Adaptable
• Creative
• Detail-oriented
86

Step 3: Company
research
• Research the company’s history. What are the key
moments in its history?
• Research mission statements, organizational
vision, organizational culture, organizational
structure, goals, core values, etc.
• Research the company’s geographic scope
• Research the company’s position in the market
• How is the company different from its
competitors?
87

Step 4: Position Research
• Read the ad and identify the explicit tasks and
competences required for the position. Note down
key words.
• Identify the implicit tasks and competencies
associated with the position.
• Does a similar position exist in similar companies?
Are the requirements the same?
88

Step 5: Bring it all
together.
• Match your skills and personality traits to the
requirements of the position and the company.
• Choose a few MAIN skills on which you will focus.
• Think of experiences that illustrate these skills.
Provide concrete examples.
89

Writing the cover letter:
Header
• Your address
• Employer address
• Date
• (Subject)
• Salutation: address to a specific person if possible
90

First paragraph
• Get the reader’s attention.
• State your purpose.
• Make a connection. Explain why you are
interested in working for the organization.
• Summarize your strengths. Explain what you can
do for the organization.
• The first paragraph is a preview the rest of the
letter.
91

Example
After speaking with Emily Richards about her past
summer
in the internship program, I am interested in your Human
Resources Summer Internship position. I worked with
employee benefits this summer and became interested in
the human resources aspect of the position. In addition to
the leadership opportunities I obtained while working as a
Business Writing Consultant Assistant Coordinator for
Purdue’s Writing Lab, I have also developed my
communication skills during my summer internship. I
believe my skills will help your Human Resources
department maintain its excellent track record.
Source: https://owl.english.purdue.edu
92

Middle paragraph(s)
• Begin each middle paragraph with a topic sentence
about yourself and how you would fit into the company.
• Alternatively, explain why you are interested in this
particular company.
• Highlight your key skills that are required for the
position. Show how they can benefit the company. Tie
the skills to specific goals.
• Give concrete examples of your accomplishments.
Show that you have the skills and attributes the
employer is seeking.
• Use bullet points if necessary.
93

Example
As a banking representative at Chase, I provided
quality customer service while promoting the sale of
products to customers. I also handled close to
€20,000 each day and was responsible for balancing
the bank’s ATM machine. My experience with
customer relations and money management can
help your accounting firm expand its Middle East
division located in Dubai.
Source: https://owl.english.purdue.edu
94

Conclusion
• Make a reference to the organization’s reputation, its mission
statement, its culture, etc. to show that you know the company
and want to be a part of it.
• Outline your next steps. Check job listing for preferred contact
method.
• Be assertive, not passive.
• Demonstrate enthusiasm and confidence.
• Use a professional tone.
• Mention enclosures, if any.
• Thank the reader.
95

Examples of closing phrases
• I am very excited to learn more about this opportunity and
share how I will be a great fit for XYZ Corporation.
• I believe this is a position where my passion for this industry will
grow because of the professional opportunities you provide for
your employees.
• I am very excited to learn more about this opportunity and
share how I will be a great fit for XYZ Corporation.
• I would appreciate the opportunity to meet with you to discuss
how my qualifications will be beneficial to your organization’s
success.
• I will call you next Tuesday to follow up on my application and
arrange for an interview.
Source: https://www.glassdoor.com 96

Closing
• Salutation: Best regards, Sincerely
• Signature
• Enclosure(s) : Résumé, Recommendation letters
…
97

To be handed in by Week
6
• List of main requirements of university/internship.
• List of reasons why student wants to attend the
university or apply to the internship.
• Copy of CV
• Cover letter
 Any document missing will be penalized 5 points
per document.
98

4. Plagiarism and
Referencing Sources
99

What is plagiarism?
• Simply put, plagiarism is using someone else's
words or ideas and acting as though they were
your own.
• This includes text but also ideas, pictures, graphs,
etc.
100

Examples of plagiarism
• Obvious examples
Copying someone else's paper
Taking quotations from a source with referencing
• Less obvious
Changing some words from a source and presenting
it as your own
Rearranging the order of ideas and presenting as
your own
Using information from an interview/chat/email
without sourcing
101

How to avoid plagiarism
• https://www.youtube.com/watch?v=2q0NlWcTq1Y
102

Basic Rules to Avoid
Plagiarism
• If the information comes from a source and is not
common knowledge, give credit to the source.
• This includes, interviews, websites, chat room
conversations, radio or television programs,
personal letters, speeches, books, magazines,
etc. – basically, any source of information.
103

Attributing
• Attributing is the process of identifying your
sources.
• It is a two-step process:
Noting the source within the body of your text
Providing a complete source citation at the end
• There are different styles. For this class, we will
use MLA style.
104

Is this source cited properly?
One reporter recently wrote that "The court . . . drew
a parallel between the sentencing system of Arizona
. . . and the sentence-enhancement system that the
high court struck down two years ago in . . . Apprendi
v. New Jersey."
105

How about this?
Richey (2002) recently wrote that "The court . . .
drew a parallel between the sentencing system of
Arizona . . . and the sentence-enhancement system
that the high court struck down two years ago in . . .
Apprendi v. New Jersey."
106

Signal phrases
• Acknowledges
• Argues
• Agrees
• Claims
• Comments
• Concludes
• Implies
• Maintains
• Refutes
• Reports
• Says
• Shows
• Suggests
• Writes
107

When to quote directly
• When the words themselves are important
because they are particularly
precise
clear
powerful
vivid
108

Quoting accurately
• Quote must be accurate
 Copy from original source
http://www.relatably.com/q/img/abraham-lincoln-quotes-
internet/abraham-lincoln-quote-internet-hoax-fake-450x293.jpg
• Quote must accurately
represent the author's
intent
 Read original material
carefully
 Sarcasm
 Taken out of context
109

Ellipses and Brackets
To remove text
• Three periods indicate that
you have removed text:
"The court, in a 7-to-2 decision,
drew a parallel between the
sentencing system of Arizona .
. . and the sentence-
enhancement system that the
high court struck down two
years ago in a landmark case
called Apprendi v. New Jersey."
To add text
• Put brackets around
added text
The [Supreme] [C]ourt . . .
drew a parallel between the
sentencing system of Arizona
110

Paraphrasing
• Paraphrasing is using your own words to restate a
source's words or ideas
Paraphrasing is sometimes preferable to a direct
quotation because you can be more concise or be
more consistent in terms of vocabulary or style.
The same citation rules apply.
111

How to Paraphrase Correctly
• Read the material you want to paraphrase several
times
• Try rewriting the text without looking at the original
• Check your paraphrase against the original source
to make sure that it is not too similar and that it
accurately reflects the original idea
• Make it clear where the paraphrasing begins and
ends
112

Good paraphrasing?
Original
Although the high court declined to extend its Apprendi
reasoning to strike down minimum mandatory sentencing
schemes in a related case also announced Monday, the
court's ruling in the death-penalty case is expected to trigger
a fresh barrage of appeals in state and federal courts
nationwide. (Richey 2002, p. 2)
Paraphrase
Richey (2002, p. 2) reported that the Supreme Court did not
extend the reasoning of Apprendi to strike down the sentencing
laws in another case reported a couple of days ago, but that the
new case will probably result in a number of new appeals in state
and federal courts across the country.
113

Good paraphrasing?
Original
court's ruling in the death-penalty case is expected to
trigger a fresh barrage of appeals in state and federal
courts nationwide. (Richey 2002, p. 2)
Paraphrase
Richey (2002, p. 2) predicts that the current Supreme Court
ruling on a death penalty sentencing case will nonetheless be
likely to encourage widespread state and federal court appeals
to cases involving minimum mandatory "sentencing schemes."
114

Good paraphrasing?
Original
court's ruling in the death-penalty case is expected to
trigger a fresh barrage of appeals in state and federal
courts nationwide. (Richey 2002, p. 2)
Paraphrase
Richey (2002, p. 2) says that the Supreme Court might as well
have applied the Apprendi case to strike down "sentencing
schemes" in other states, since the new case is likely to have
the same effect.
115

Summarizing
Similar to paraphrasing but generally abbreviates
more information—as much as an entire article or
book.
• Main points
• Overviews
• Condensation
116

Summarizing
Original
For a long time I never liked to look a chimpanzee straight in the eye—I
assumed that, as is the case with most primates, this would be interpreted
as a threat or at least as a breach of good manners. Not so. As long as
one looks with gentleness, without arrogance, a chimpanzee will
understand and may even return the look. (Jane Goodall, Through a
Window, 12)
Inaccurate Summary
Goodall learned from her experiences with chimpanzees that they react
positively to direct looks from humans (12).
Accurate Summary
Goodall reports that when humans look directly but gently into
chimpanzees’ eyes, the chimps are not threatened and may even return
the look (12).
117

Quoting
1. Write an introductory sentence followed by a
colon (:).
According to Klein, branding and advertising are
defined as such : «On peut considérer la marque
comme la principale raison d’être de l’entreprise
moderne, et la publicité, comme l’un des véhicules
de cette raison d’être dans le monde!»1
___________________________
1Naomi Klein, No logo : la tyrannie des marques,
Paris, Actes sud ; Montréal, Leméac, 2002, p.32.
118

Quotes
2. Integrate the quote into the sentence.
Advertising was no longer used to «annoncer
l’existence du produit, mais à élaborer une image
autour de la version d’une marque particulière d’un
produit».1
___________________________
1Naomi Klein, No logo : la tyrannie des marques,
Paris, Actes sud ; Montréal, Leméac, 2002, p.32.
119

Format MLA (Modern Language
Association) for Bibliography
• A book:
Mollat, Michel. Les pauvres au Moyen Age : étude sociale. Paris :
Hachette, 1979.
• A printed article from a periodical:
Kohlberg, L. « Early education : a cognitive-development view ». Child
Development, 1968, 39, p. 1013-1062.
• A website:
Smith, John. “Obama inaugurated as President.” CNN.com. Cable News
Network, 21 Jan. 2009. Web. 1 Feb. 2017.
Haute Ecole de Gestion de Genève. Guide de rédaction des références
Bibliographiques [online]. 2005.
<http://www.hesge.ch/heg/infotheque/services_biblio_redaction.asp>
(Consulted on 22 June 2007)
120

Why use
footnotes/endnotes?
• Elaborate at idea that would otherwise take too
much space in the body of the text.
• Express a personal opinion that would otherwise
be inappropriate in the body of the text.
• Cite your sources.
121

MLA footnotes for books
• Referring to a book for the first time in your document
1First name last name (no punctuation between the
two) [comma] title and subtitle in italics [comma] city of
publication [comma] editor [comma] date of publication (if not
first edition, indicate edition in parentheses) [comma] page(s)
referenced [full stop].
• Example:
1Samuel Nadler, The Sharing Economy: What Is It and
Where Is It Going?, New York, McGraw Hill, 2014, 23-24.
122

MLA for footnotes for books
(examples)
• 1 author:
1Perry Anderson, Lineages of the Absolutist State, London,
Verso, 1979 (1974), p.323.
• 2 authors:
1Jean Hamelin and Jean Provencher, Brève histoire du
Québec, Montréal, Boréal Express, 1981, p. 231-235.
• 3 authors:
1Jean-Hervé Lorenzi, Olivier Pastré et Joëlle Teledano, La
crise du XXe siècle, Paris, Economica, 1980, p. 247.
• > 3 authors:
1Kurt Weitzmann, et al., The Icon, New York, Knopf, 1982,
p. 45.
123

MLA footnotes for articles
• Referring to an article in a newspaper, magazine, journal,
book, etc. for the first time in your document
First name Last name [comma] “Title of article” [comma] Title of
journal [comma] Reference to volume, number, date (month
and year) [comma] Page numbers from first to last pages [full
stop].
1Réal Laberge, « Bombardier décroche un contrat à
Houston », Le Soleil, 15 septembre 1988, p. B-1.
124

Remember…
• In general, use quotation marks for quotes. Do not
modify the original quote in any way. Even the
formatting must be exactly the same (bold, italics,
underlining).
• If there is a spelling or grammatical error in the
original quote, you must reproduce the same
quote, followed by [sic] to acknowledge that you
saw the mistake.
• If you decide to truncate certain parts of the quote,
use (...) or [...].
125

Practice
• http://scdaskal.univ-
lyon2.fr/formdoc/Droitauteur/co/module_Droit_aut
eur.html
• https://www.indiana.edu/~istd/examples.html
 Get your certification test (to be handed in
before the last day of class):
https://www.indiana.edu/~academy/firstPrinciples/l
ogin.phtml
126

Summary of
Documents
(Information Reports)
127

1. Identify the topic
a. Use the –WH questions to help establish clear
objectives. What is the main idea that you want to
convey to the reader?
b. Identify the nature of the documents at hand.
 What are the dates of the documents?
 What are their sources?
 What is the tone?
 What is the stance of the author(s)?
128

2. Read efficiently.
a. First reading
• Read quickly to pick out key ideas/terms/phrases.
• Summarize documents and main points in a table.
• Choose the documents to use, and the ones to put aside.
• Make a bibliography.
b. Second reading
Explore the main ideas. Go into details.
Look for similarities and differences in the documents.
Paraphrase with synonyms.
Reference all sources appropriately. Anticipate your
footnotes and endnotes.
129

3. Draw up an outline.
a. Organize your notes. Ensure that your ideas
follow each other logically. Make a mind map.
b. Write a thesis statement. What is the point that
these documents want to get across?
c. Draw up an outline to explain your thesis
statement.
d. Reread your outline to verify its coherence.
130

4. Write your summary.
a. Write your introduction. Clearly spell out your thesis
statement. Explain how you will proceed (your outline).
b. Write your conclusion. Restate your thesis statement and
respond to it. If asked, draw your own conclusion.
Otherwise, remain objective.
c. Do not forget transition sentences.
d. Check spelling and grammar. Avoid repetitions. Be concise
and simple.
e. Reference your sources appropriately.
f. Reread with Word, by yourself, with others…
131

Practice: Google Glasses
1. Read the documents proposed. Take notes manually.
2. Draw up a table to summarize the main points in the
documents. Use synonyms.
3. Make a mind map. Identify the similarities and the differences.
4. Write a thesis statement.
5. Make an outline to explain the thesis statement.
6. Write the introduction. Do not forget your thesis statement!
7. Write the conclusion. Restate your thesis statement and draw
a conclusion about it.
132

A table to summarize your
documents
Document
title
Type of
Document
Date of
Document
Author(s) Main points
133

Some common errors:
Oral vs. Written English
• Avoid contractions in writing
• Do not start sentences with “and”, “but”, “or,”
“because”
• Oral language: a lot, lots, have/has to,
really/totally, like
135

Some common errors:
Grammar
• Subject-verb agreement
• Time agreement of verbs
• Write complete sentences with at least one subject and at least one
verb, followed by correct punctuation. NO comma splices or run-on
sentences !
• One of the NOUN-S; every/any/each NOUN + Verb singular/plural
 Modal + Base Verb (no conjugation)
 Questions: Use an auxiliary!
 Pronoun reference: be consistent
 “Who” is for people. Refer to countries and companies as “it” (≠ they,
he, she).
136

Some common errors:
Spelling
 Homonyms: there/their/they’re; buy/by; your/you’re;
its/it’s; whose/who’s; sell/sale
 Some words do no have plurals:
information/advice/data/people/other (adj.)
 French spellings: unconfortable =
uncomfortable/determinated =
determined/passionated=passionate/examinate=exami
ne/considerate vs.
consider/inconveniences=disadvantages/economic vs.
economical
 Successful, useful, helpful, powerful, …
 Cannot, nowadays, already vs. all ready
137

Some common errors:
Expressions
• To make decisions
• Consist of vs. consist in
• To agree is a verb (not “I am agree”)
• This text is about (not “talks” about)
• THE Internet
138

Some common mistakes:
Content
• Write a thesis statement in your introduction.
Repeat it in your conclusion.
• Use transition sentences and/or subtitles
• Follow MLA guidelines for footnoting and
referencing your sources.
• Avoid personal pronouns.
• Remain objective. Do not use subjective
vocabulary.
139

Find the errors.
• What Amazon is?
• Consumers doesn’t worry about the safety of the
website their trust on them.
• Amazon grow up so fast and keeps on experimenting
and innovate.
• It is easy and quickly to buy online when you cant
move to a store but sometime there are inconveniants.
• Amazon tried to open physical pop-up stores. They
started by opening bookstores in the United States.
140

Homework
• Summary of Amazon documents
141

Examples of proposals
• Marriage proposal
• Research proposal
• Business proposal/plan
• Marketing proposal/plan
• Legislation reform
• Policy proposal
143

What is a sales proposal?
• A sales proposal is a written document that offers
a particular product or service to a potential buyer
or client.
• 2 types of sales proposals
- Solicited proposals
- Unsolicited proposals
• A business plan is a “formal statement of a set of
business goals” and how these would be
achieved.
Source: https://blog.bidsketch.com
144

Essential Elements
1. Purpose: Define the problem/issue to be solved. Do your
research. Write a problem statement.
2. Justification: Give reasons why the problem needs to be solved.
3. Background: What has already been done? What solutions are
currently available? Why YOU?
4. Detailed Plan: Introduce your solution, including procedures and
materials. Add costs and time when necessary. Relate the solution
to the problem. Explain potential difficulties/obstacles. Propose
alternatives.
5. Argument: Justify your solution. Show that the plan is workable.
6. Conclusion: Recommend any future action.
145

Some vocabulary: to explain
• This is because/(This is) due to
• The reason for/For this reason,
• S + can be/to be + past participle + by
S + verb (can be/to be) +
determined/measured/calculated + by
• As a result of + N/consequently/therefore/thus
• This means that
146

Some vocabulary:
reporting
• one of the most
important/common/complex/significant + N-s
• is thought/considered to be
• In the case of/in view of/in light of/considering +
N/considering that + nominal phrase
147

Practice
• You work for a 3-star hotel in Lyon, France. You
were recently contacted by a human resources
manager at the Google office in London. The
company is planning an incentive trip for 30
employees to Lyon for a 3-day trip in May.
Activities must include a guided tour of the Louvre
Hotel, a visit to the Eiffel Tower and a Bateaux
Mouches boat ride on the Seine. Send a sales
proposal.
148

Brainstorm!
Activities to see Why your hotel?
149

Format
1. Introduce your hotel. What do you do? What are your
qualities?
2. Problem to be solved
3. Your credentials: why YOU for this specific problem?
4. Your proposal and how it solves the problem
a. Obstacles/limits
b. Alternatives/options
5. Pricing, timing, other administrative details
150

Business writing ESL

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