The document discusses the writing process and provides tips for planning, composing, and revising documents. It describes various activities in the writing process like planning, brainstorming, writing, revising, editing, and proofreading. These activities do not necessarily occur in a linear order. The document recommends spending one-third of the time planning and gathering information, one-third writing, and one-third revising and editing. It provides tips for overcoming writer's block through techniques like brainstorming, freewriting, and clustering. Effective planning involves understanding the audience and purpose as well as organizing content through outlining or storyboarding.
We need to know how to write any document and how to revise them very efficiently. Pre writing, writing and re-writing process has been describe in the ppt.
This document provides guidance on writing a white paper using structured authoring. It discusses the importance of document design and consistency in enforcing a company's brand. Structured authoring uses software to enforce style rules and organize content into reusable components. Writers must complete a series of steps in the software before a document can be published. The document then provides an example structure for a white paper, outlining sections like introduction, methods, results/discussion, and conclusion. It offers tips for writing each section, including starting the introduction with either the background or purpose, and describing the research methodology and findings according to an organizing framework.
The document outlines the process of technical writing in 5 steps: 1) Identify your purpose, 2) Analyze your reader, 3) Choose your ideas, 4) Collect your data, and 5) Organize your message. It then discusses the steps of writing including drafting, revising, editing, and proofreading. Technical writing requires proper planning and organization as different types of messages require different structures.
A step by step guide to report writing Step 1 Choose your top.docxannetnash8266
A step by step guide to report writing
Step 1 Choose your topic
If you are given a list of topics from which to choose, select the one that interests you the most or that may have relevance to your chosen career.
If you are allowed to create your own report topic choose a subject that you want to learn more about and that interests you or is a current problem in your workplace that you wish to address.
Step 2 Read the instructions relating to your assessments as set down in your Course Guide
Always check your course guide to ensure that you are clear about what you are required to do.
• When is the report due?
• How long is it?
• What is the format?
• What is the structure?
• How does this topic relate to the course?
• How does this topic relate to the current area being studied?
Step 3 Analyse the topic
Break the topic into its component parts to understand what the main issue is that must be addressed.
Report topics can usually be divided into three sections:
• Content What is the issue or problem to be addressed?
• Instruction What have you been asked to do in relation to the topic?
• Scope How has the topic been limited – is there a focus on particular organisations/ countries /year(s)?
Underline key words and draw circles around the action/instruction words.
It is really important that you understand what the instruction words are telling you to do.
Step 4 Brain storm – what do you already know about the issue?
A brainstorm is the beginning of a mind map – these random ideas can be organised into a structured mind map that will provide you with a guide for your research and your writing.
• Using your reading, lectures and your own experiences think about what you already know about the problem/issue.
• On a blank piece of paper, write down all the ideas that you think might be related to the subject under review
• Write down where you think you need to go to get information other than from books, journals websites etc. Think about who you know in business who you might be able to interview.
Step 5 Starting your research
Although you are required to read and research widely, it is better to gain an overview of the topic by firstly reading the recommended texts – don’t go straight online unless instructed to do so by your lecturer or tutor.
The texts will give you a broad understanding of .the main ideas, writers and theories associated with the issue.
By familiarising yourself with the key concepts, the next stage of your investigation will be more targeted.
Step 6 Mind mapping
A mind map is a visual way of gathering your ideas about a particular topic.
Mind maps help you to identify the main ideas and what research needs to be conducted to provide the evidence that supports these ideas.
Your mind map is a good time management resource. It will help you focus your search for information more efficiently and to organise your ideas into a coherent and logical structure when you write your .
Join Business Writing Skills Training and Write clearTonex
Almost all business activities are planned, intentionally, executed and analyzed in written form.
These forms include reports, report summaries, letters, memos and e-mails, and any documents related to business facts. Mutually they are a paper repertoire, recording the proposals, activities and results of numerous business transactions.
4 main types of business writing include:
Description: This writing form provides readers with the information they need to follow the new process at work.
Informational: This type of writing provides readers with reference information and can be used to make decisions in the organization.
Persuasive: Professionals use persuasive writing to attract readers to make specific decisions.
Transactional: Employees use this type of text in daily business communication to share information or get specific responses from colleagues or customers.
Like leadership, most of the people don't have innate writing skills. However, when communicating with others about contracts, recommendations, or other matters involving rock bottom line, having good business writing skills could also be different.
Unfortunately, within the business world, messy emails, incorrectly formatted reports, and rigid, unfriendly content often become the norm.
Writing is a process consisting of several interrelated steps:
Preparation
Research
Organizing
Drafting
Review and Revision
For constructive business writing skills:
Know the audience
Clearly state the purpose
Use concise language
Keeping writing freed from errors
Use active voice
Well organized ideas
State facts rather than opinions
Show confidence
Use simple format
Maintain the ability to adapt to different types of writing
Tonex offers Business Writing Skills Training
Business Writing Skills Training provides you with the simplest practices that business men and ladies got to know so as to write down clear, successful, professional business documents, containing e-mail, memos, letters, and reports. you'll learn a scientific technique of writing that facilitate writing and leads your audience through the content.
Learn About
Styles and formulas to meet different writing requirements
Familiar with powerful opening and closing to attract and maintain attention
Think rationally through obstructive thoughts and build documents through modeling information
Determine the needs and prospects of readers to set goals and priorities
Arrange opinions and generate content .
How to edit and proofread the final version
And More.
Course Outline:
Business Writing Skills Overview
Constructing Your Documents
Writing Reports To Consider Business Issues
Highlighting Benefits to the Audience
How to Persuade Your Readers
Communicating What You Really Mean via E-mail
TONEX Hands-On Workshop Sample
Learn More:
https://www.tonex.com/training-courses/business-writing-skills-training/
This document provides guidance on effective grant writing. It emphasizes that grant applications must clearly explain how a proposed project matches the grantor's mission, priorities, and desired outcomes. A successful application will present specific, measurable plans and have the organizational capacity to complete the project. It also stresses the importance of clear, accessible writing and following all application instructions and requirements.
We need to know how to write any document and how to revise them very efficiently. Pre writing, writing and re-writing process has been describe in the ppt.
This document provides guidance on writing a white paper using structured authoring. It discusses the importance of document design and consistency in enforcing a company's brand. Structured authoring uses software to enforce style rules and organize content into reusable components. Writers must complete a series of steps in the software before a document can be published. The document then provides an example structure for a white paper, outlining sections like introduction, methods, results/discussion, and conclusion. It offers tips for writing each section, including starting the introduction with either the background or purpose, and describing the research methodology and findings according to an organizing framework.
The document outlines the process of technical writing in 5 steps: 1) Identify your purpose, 2) Analyze your reader, 3) Choose your ideas, 4) Collect your data, and 5) Organize your message. It then discusses the steps of writing including drafting, revising, editing, and proofreading. Technical writing requires proper planning and organization as different types of messages require different structures.
A step by step guide to report writing Step 1 Choose your top.docxannetnash8266
A step by step guide to report writing
Step 1 Choose your topic
If you are given a list of topics from which to choose, select the one that interests you the most or that may have relevance to your chosen career.
If you are allowed to create your own report topic choose a subject that you want to learn more about and that interests you or is a current problem in your workplace that you wish to address.
Step 2 Read the instructions relating to your assessments as set down in your Course Guide
Always check your course guide to ensure that you are clear about what you are required to do.
• When is the report due?
• How long is it?
• What is the format?
• What is the structure?
• How does this topic relate to the course?
• How does this topic relate to the current area being studied?
Step 3 Analyse the topic
Break the topic into its component parts to understand what the main issue is that must be addressed.
Report topics can usually be divided into three sections:
• Content What is the issue or problem to be addressed?
• Instruction What have you been asked to do in relation to the topic?
• Scope How has the topic been limited – is there a focus on particular organisations/ countries /year(s)?
Underline key words and draw circles around the action/instruction words.
It is really important that you understand what the instruction words are telling you to do.
Step 4 Brain storm – what do you already know about the issue?
A brainstorm is the beginning of a mind map – these random ideas can be organised into a structured mind map that will provide you with a guide for your research and your writing.
• Using your reading, lectures and your own experiences think about what you already know about the problem/issue.
• On a blank piece of paper, write down all the ideas that you think might be related to the subject under review
• Write down where you think you need to go to get information other than from books, journals websites etc. Think about who you know in business who you might be able to interview.
Step 5 Starting your research
Although you are required to read and research widely, it is better to gain an overview of the topic by firstly reading the recommended texts – don’t go straight online unless instructed to do so by your lecturer or tutor.
The texts will give you a broad understanding of .the main ideas, writers and theories associated with the issue.
By familiarising yourself with the key concepts, the next stage of your investigation will be more targeted.
Step 6 Mind mapping
A mind map is a visual way of gathering your ideas about a particular topic.
Mind maps help you to identify the main ideas and what research needs to be conducted to provide the evidence that supports these ideas.
Your mind map is a good time management resource. It will help you focus your search for information more efficiently and to organise your ideas into a coherent and logical structure when you write your .
Join Business Writing Skills Training and Write clearTonex
Almost all business activities are planned, intentionally, executed and analyzed in written form.
These forms include reports, report summaries, letters, memos and e-mails, and any documents related to business facts. Mutually they are a paper repertoire, recording the proposals, activities and results of numerous business transactions.
4 main types of business writing include:
Description: This writing form provides readers with the information they need to follow the new process at work.
Informational: This type of writing provides readers with reference information and can be used to make decisions in the organization.
Persuasive: Professionals use persuasive writing to attract readers to make specific decisions.
Transactional: Employees use this type of text in daily business communication to share information or get specific responses from colleagues or customers.
Like leadership, most of the people don't have innate writing skills. However, when communicating with others about contracts, recommendations, or other matters involving rock bottom line, having good business writing skills could also be different.
Unfortunately, within the business world, messy emails, incorrectly formatted reports, and rigid, unfriendly content often become the norm.
Writing is a process consisting of several interrelated steps:
Preparation
Research
Organizing
Drafting
Review and Revision
For constructive business writing skills:
Know the audience
Clearly state the purpose
Use concise language
Keeping writing freed from errors
Use active voice
Well organized ideas
State facts rather than opinions
Show confidence
Use simple format
Maintain the ability to adapt to different types of writing
Tonex offers Business Writing Skills Training
Business Writing Skills Training provides you with the simplest practices that business men and ladies got to know so as to write down clear, successful, professional business documents, containing e-mail, memos, letters, and reports. you'll learn a scientific technique of writing that facilitate writing and leads your audience through the content.
Learn About
Styles and formulas to meet different writing requirements
Familiar with powerful opening and closing to attract and maintain attention
Think rationally through obstructive thoughts and build documents through modeling information
Determine the needs and prospects of readers to set goals and priorities
Arrange opinions and generate content .
How to edit and proofread the final version
And More.
Course Outline:
Business Writing Skills Overview
Constructing Your Documents
Writing Reports To Consider Business Issues
Highlighting Benefits to the Audience
How to Persuade Your Readers
Communicating What You Really Mean via E-mail
TONEX Hands-On Workshop Sample
Learn More:
https://www.tonex.com/training-courses/business-writing-skills-training/
This document provides guidance on effective grant writing. It emphasizes that grant applications must clearly explain how a proposed project matches the grantor's mission, priorities, and desired outcomes. A successful application will present specific, measurable plans and have the organizational capacity to complete the project. It also stresses the importance of clear, accessible writing and following all application instructions and requirements.
The document discusses collaborative writing and provides definitions and steps for effective collaborative writing processes. It defines collaborative writing as projects created by multiple authors working together rather than individually. It outlines key steps in the collaborative writing process including pre-writing, planning, research, drafting, revising, and helpful strategies. Some strategies discussed are starting early, scheduling meetings, sharing files electronically, separating revising from editing, and seeking help from experts. The overall document serves as a guide for groups to effectively collaborate on writing projects.
Ssw presents introduction to business writing skills moduleSoft Skills World
This document provides an overview and objectives for 6 lessons on business writing. Lesson 1 introduces the module objectives, which are to meet reader needs, use structure and language effectively, and adhere to corporate style. Lesson 2 discusses what makes good business writing by comparing writing samples and reviewing client feedback. Lesson 3 covers identifying different reader types and their needs. Lesson 4 explains how to use structure effectively. Lesson 5 addresses grammar, style, and risk. Lesson 6 teaches using language clearly and effectively.
Ssw presents introduction to business writing skills moduleSoft Skills World
This document provides an overview of a 6-lesson introduction to business writing course. Lesson 1 introduces the module objectives of meeting reader needs, using structure and language effectively, and avoiding unnecessary risk. Lesson 2 discusses what makes good business writing by comparing writing samples and reviewing client feedback. Lesson 3 focuses on identifying different reader types and their needs. Lesson 4 teaches using structure effectively with a focus on paragraphs. Lesson 5 covers grammar, style, and corporate writing standards. Lesson 6 teaches using language clearly and effectively. The lessons include objectives, activities, and summaries to reinforce key points about business writing.
This document discusses various writing contexts for artists, including creative processes, documentation of artworks, communication, archives, and art processes. It provides tips for writing statements, applications, reports, and other documents, focusing on reasoning, context, structure, drafting, polishing, and getting feedback. Key advice includes clarifying purpose and audience, considering the writing medium, controlling structure, using images, getting feedback, and reviewing with fresh eyes.
The document provides guidance on writing for business analysis. It outlines a 6-step process for writing documents: prewriting, drafting a framework/outline, revising, editing, proofreading, and publishing. Key aspects of each step are described, such as researching topics, brainstorming, creating an outline, reviewing logical flow, editing for clarity and flow, and proofreading for errors. Technical writing guidelines are also provided, such as using active voice and defining technical terms. The document emphasizes tailoring writing for the intended audience and including only relevant information to effectively convey the writer's intent.
This document provides guidance on scientific writing and publishing research papers. It discusses:
1) The objectives of scientific writing are to clearly communicate new findings and conclusions so they can be published and add to the body of scientific knowledge. Clarity, reproducibility and addressing why, how and what was learned are essential.
2) Outlining is an important step for organizing a scientific paper. An outline should define the objectives, methods, results and conclusions to guide writing the paper.
3) The first draft focuses on getting ideas down without worrying about editing. Subsequent drafts refine the writing and ensure it clearly communicates the research question, approach, findings and implications for the field.
This document provides an overview of a training course on proposal writing. The course covers the entire proposal writing process, from understanding the purpose and audience, to performing research, creating an outline, writing drafts, and editing the final proposal. It discusses important skills like spelling, grammar, sentence structure, and paragraph cohesion. The goal is to equip participants with the tools to create clear, well-organized, and persuasive proposals.
Dr. Kritsonis, Writing for Professional Publication in National Refereed Jour...guestcc1ebaf
This document provides guidance and advice for writing articles for publication in professional journals. It discusses reasons for writing, how to get started, types of articles, quantitative and qualitative research articles, book publishing, working with editors and reviewers, dealing with rejection, and developing writing skills over time. The key messages are that writing clarifies thinking, advances knowledge, and improves teaching and practice; it involves reading widely, soliciting feedback, and persistence in writing and revising; and working with editors and reviewers helps improve work for wider dissemination.
The document provides instructions for planning a meeting to discuss a group project and draft a short report. It recommends discussing the effectiveness of the activity, learning outcomes, concerns, and ways to improve. It also provides guidelines for establishing group roles and processes, planning the document, collecting and organizing information, writing and revising drafts, and final editing and evaluation. Fellow team members will provide input on individual contributions and team effectiveness for grading.
This document provides advice for academics on publishing in academic journals. It discusses:
1) Framing research topics and literature reviews within the scope and language of the target journal.
2) Following common journal article structures such as clear introductions, literature reviews, methodology sections, etc.
3) Developing a clear and compelling argument that synthesizes the existing literature.
4) Crafting research that can be built upon and contribute to the field in order to increase the journal's impact factor.
This document provides guidance on business writing. It discusses that business writing should be purposeful, concise, and focus on the receiver. The writing process is recursive and involves prewriting, writing, and revising steps. Key aspects of prewriting include determining the purpose and analyzing the audience. When choosing a media, factors like the sender, receiver, and message should be considered. While writers may have different styles, the core steps are important for any message. Short messages still require considering the writing process. Collaboration and different technologies can impact how writers work individually and together.
Report Writing Skills Course in Dubai, Sharjah & Abudhabi
The ability to communicate clearly is an important skill. Many of today’s inter-personal communication
The course contains a variety of detailed sessions, each focusing on different aspects of this life cycle. Each session provides step-by-step guidelines on how to approach the subject and is followed by exercises where delegates can immediately practice the skill. Research shows that the best way to learn is by example.
For more information: https://tinyurl.com/y2vrzurz
WhatsApp: 971503068426
Email: mail@zabeelinstitute.ae
The document discusses how to write an effective concept paper in 3-5 pages. It should include an overview of the problem being addressed, the proposed solution, and the rationale for choosing the problem and solution. It can be used to start discussions on the topic or seek potential funding. The concept paper focuses on visualizing and expressing the basic ideas that will drive the project at a high level. [END SUMMARY]
2 pages APA 7th edition due DescriptionChapter1 drafting an effe.docxRAJU852744
2 pages APA 7th edition due
Description
Chapter1 drafting an effective Purpose Statement-Please use the last paper as a framework for this research as a guide for all the chapters.Look at the teacher’s notes which are important feedback as guidance
Assignment-Create a draft for only chapter1 Analysis and Synthesis
Once you have added extra evidence of support, you must utilize your higher order thinking and writing skills. It is not enough to provide an annotated bibliography of what multiple studies have found. In addition, you have to be careful that you are not just summarizing a study that you have read. You must identify the themes that run through multiple studies as a main idea for your writing and then use multiple references to support those themes … or even conflict the themes. One writing strategy to help you focus on the synthesis is to avoid writing sentences that start with “One study demonstrates…” or “Jones and Smith determined …” If you keep the subjects of your sentences as the content that you are discussing, you will be able to show multiple points of evidence by including two or more citations for the theme.
Impactful Research
It is critical that a scholar contributes to the body of knowledge within his/her field that will be impactful to society as a whole. This is evidenced within the dissertation by the Significance section in Chapter 1. In this week, we want you to add to your existing draft of the dissertation by summarizing why your study is significant to your research field or the applied practice. Remember to use citations that demonstrate why this is significant by demonstrating the impact of the possible results.
Information to include for chapter 1
· Section 1
o Narrowing Your Topic
o Writing an Effective Purpose Statement
o Problem Statement, Purpose Statement, and Applied Doctoral Project or Dissertation-in-Practice Question Help
o Alignment of Problem, Purpose, and Questions
o Significance of the Project
o Avoiding Common Mistakes
o Conceptual Framework
Writing an Effective Purpose Statement
An important step in the successful completion of an Applied Doctoral Project/Dissertation in Practice is starting off with an accurate and precise purpose statement.
This document will provide some general ideas or guidelines related to effective purpose statements. Included will be guidance on how to compose them. Finally, you will find some sample purpose statements below so that you can see what your effective purpose statement can look like. All this information comes from faculty who want you to succeed in the process.
General Guidelines
Keep these in mind WHEN to compose THE purpose statement
Good purpose statements:
· Flow from the problem statement and actually address the proposed problem
· Are concise and clear
· Answer the question ‘Why are you doing this project?’
· Match the methodology to your questions
· Hav.
This document provides an overview of the report writing process. It discusses what a report is, the different types of reports, and the reasons for writing reports. The key aspects of preparing to write a report are: understanding the purpose and audience for the report, planning your time, capturing and generating ideas, and collecting relevant information. The document outlines the six main stages of writing a report: preparing, organizing information, planning the layout, writing a rough draft, editing and revising, and checking the final draft. Emphasis is placed on understanding the purpose and needs of the reader in order to write an effective report.
Eight steps to developing an effective outlineDanii Morais
The document outlines eight steps for developing an effective outline for a scientific manuscript: 1) develop a central message, 2) define materials and methods, 3) summarize questions and problems, 4) define principal findings and results, 5) describe conclusions and implications, 6) organize related ideas, 7) identify relevant references, and 8) develop the introduction. The purpose of the outline is to organize topics and arguments logically and identify any gaps before writing the manuscript. An effective outline guides the writer's thinking and ensures the manuscript supports the central message.
The document discusses the importance of written communication in business. It notes that while writing takes more time than speaking, it provides documentation and accuracy that can be referred back to. The document outlines different types of written business communication like emails, letters, reports and advertisements. It emphasizes that writing must be concise, informative and easy to understand. Effective writing involves careful word choice and sentence structure. Overall, the document stresses that while written communication has drawbacks like time and cost, it is very important for business instructions, policies, presentations and promoting companies.
The document discusses the importance of written communication in business. It covers types of written communication used, including emails, letters, reports, and advertisements. Effective written communication is important for instructing employees, presenting information to management, and promoting businesses. While written communication allows for accuracy and documentation, it takes more time than spoken communication and does not allow for immediate feedback. Proper grammar, word choice, and tone are essential for effective business writing.
Primary data | Manuscript editing service | Primary and secondary dataPubrica
Reduced blood supply to the kidneys results in less urine production, which allows more water to stay in the bloodstream and raises blood pressure (John P. Cunha, D.O., FACOEP 2017). It is known as a compensated shock when the body can use these processes to keep blood pressure and organ perfusion in a situation of decreased circulation volume.
Visit us @ https://pubrica.com/insights/sample-work/management-of-neurogenic-shock-outside-of-the-hospital/
The document provides information on various forms of technical communication including the 7 C's of effective business writing (clear, concise, concrete, correct, courteous), what a technical report is, the importance of technical reports, types of reports, synopses, thesis writing, how to start a research paper, and CV/resume writing. It discusses key elements and considerations for each topic in 1-3 concise sentences.
Answer the following questions in a minimum of 1-2 paragraphs ea.docxSHIVA101531
Answer the following questions in a minimum of
1-2 paragraphs
each. Be sure to explain your answers and give reasons for your views.
When you talk about the meaning of life, which sense of the term do you use-- external meaning or internal meaning?
What bearing, if any, does the ephemeral nature of our existence have on the question of whether life has meaning? Does the fact that we die negate the possibility of meaning in life?
Is Schopenhauer right about the meaninglessness of life? Does the wretchedness of our existence show that life has no meaning?
Note:
All journal entries must be submitted as attachments (
in Microsoft Word format
) in order to generate an originality report.
.
Answer the following questions using scholarly sources as references.docxSHIVA101531
Answer the following questions using scholarly sources as references. Add references at the end of the page.
Answer each question with at least 300 words counter.
1.What is your assessment of Frantz Fanon's argument that “The wealth of the imperialist nations is also our wealth”? Do you believe "developed nations" owe some form of reparations to colonized peoples?
2.How would you account for revolutionaries in Spain such as the CNT and FAI having more success than in other European countries leading up to 1936?
3.How you can you account for the outcome of the Russian Revolution?
4.Why do you think that acts of violence against tyrannical leaders in the era did not inspire the masses to rise up in revolution?
.
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The document discusses collaborative writing and provides definitions and steps for effective collaborative writing processes. It defines collaborative writing as projects created by multiple authors working together rather than individually. It outlines key steps in the collaborative writing process including pre-writing, planning, research, drafting, revising, and helpful strategies. Some strategies discussed are starting early, scheduling meetings, sharing files electronically, separating revising from editing, and seeking help from experts. The overall document serves as a guide for groups to effectively collaborate on writing projects.
Ssw presents introduction to business writing skills moduleSoft Skills World
This document provides an overview and objectives for 6 lessons on business writing. Lesson 1 introduces the module objectives, which are to meet reader needs, use structure and language effectively, and adhere to corporate style. Lesson 2 discusses what makes good business writing by comparing writing samples and reviewing client feedback. Lesson 3 covers identifying different reader types and their needs. Lesson 4 explains how to use structure effectively. Lesson 5 addresses grammar, style, and risk. Lesson 6 teaches using language clearly and effectively.
Ssw presents introduction to business writing skills moduleSoft Skills World
This document provides an overview of a 6-lesson introduction to business writing course. Lesson 1 introduces the module objectives of meeting reader needs, using structure and language effectively, and avoiding unnecessary risk. Lesson 2 discusses what makes good business writing by comparing writing samples and reviewing client feedback. Lesson 3 focuses on identifying different reader types and their needs. Lesson 4 teaches using structure effectively with a focus on paragraphs. Lesson 5 covers grammar, style, and corporate writing standards. Lesson 6 teaches using language clearly and effectively. The lessons include objectives, activities, and summaries to reinforce key points about business writing.
This document discusses various writing contexts for artists, including creative processes, documentation of artworks, communication, archives, and art processes. It provides tips for writing statements, applications, reports, and other documents, focusing on reasoning, context, structure, drafting, polishing, and getting feedback. Key advice includes clarifying purpose and audience, considering the writing medium, controlling structure, using images, getting feedback, and reviewing with fresh eyes.
The document provides guidance on writing for business analysis. It outlines a 6-step process for writing documents: prewriting, drafting a framework/outline, revising, editing, proofreading, and publishing. Key aspects of each step are described, such as researching topics, brainstorming, creating an outline, reviewing logical flow, editing for clarity and flow, and proofreading for errors. Technical writing guidelines are also provided, such as using active voice and defining technical terms. The document emphasizes tailoring writing for the intended audience and including only relevant information to effectively convey the writer's intent.
This document provides guidance on scientific writing and publishing research papers. It discusses:
1) The objectives of scientific writing are to clearly communicate new findings and conclusions so they can be published and add to the body of scientific knowledge. Clarity, reproducibility and addressing why, how and what was learned are essential.
2) Outlining is an important step for organizing a scientific paper. An outline should define the objectives, methods, results and conclusions to guide writing the paper.
3) The first draft focuses on getting ideas down without worrying about editing. Subsequent drafts refine the writing and ensure it clearly communicates the research question, approach, findings and implications for the field.
This document provides an overview of a training course on proposal writing. The course covers the entire proposal writing process, from understanding the purpose and audience, to performing research, creating an outline, writing drafts, and editing the final proposal. It discusses important skills like spelling, grammar, sentence structure, and paragraph cohesion. The goal is to equip participants with the tools to create clear, well-organized, and persuasive proposals.
Dr. Kritsonis, Writing for Professional Publication in National Refereed Jour...guestcc1ebaf
This document provides guidance and advice for writing articles for publication in professional journals. It discusses reasons for writing, how to get started, types of articles, quantitative and qualitative research articles, book publishing, working with editors and reviewers, dealing with rejection, and developing writing skills over time. The key messages are that writing clarifies thinking, advances knowledge, and improves teaching and practice; it involves reading widely, soliciting feedback, and persistence in writing and revising; and working with editors and reviewers helps improve work for wider dissemination.
The document provides instructions for planning a meeting to discuss a group project and draft a short report. It recommends discussing the effectiveness of the activity, learning outcomes, concerns, and ways to improve. It also provides guidelines for establishing group roles and processes, planning the document, collecting and organizing information, writing and revising drafts, and final editing and evaluation. Fellow team members will provide input on individual contributions and team effectiveness for grading.
This document provides advice for academics on publishing in academic journals. It discusses:
1) Framing research topics and literature reviews within the scope and language of the target journal.
2) Following common journal article structures such as clear introductions, literature reviews, methodology sections, etc.
3) Developing a clear and compelling argument that synthesizes the existing literature.
4) Crafting research that can be built upon and contribute to the field in order to increase the journal's impact factor.
This document provides guidance on business writing. It discusses that business writing should be purposeful, concise, and focus on the receiver. The writing process is recursive and involves prewriting, writing, and revising steps. Key aspects of prewriting include determining the purpose and analyzing the audience. When choosing a media, factors like the sender, receiver, and message should be considered. While writers may have different styles, the core steps are important for any message. Short messages still require considering the writing process. Collaboration and different technologies can impact how writers work individually and together.
Report Writing Skills Course in Dubai, Sharjah & Abudhabi
The ability to communicate clearly is an important skill. Many of today’s inter-personal communication
The course contains a variety of detailed sessions, each focusing on different aspects of this life cycle. Each session provides step-by-step guidelines on how to approach the subject and is followed by exercises where delegates can immediately practice the skill. Research shows that the best way to learn is by example.
For more information: https://tinyurl.com/y2vrzurz
WhatsApp: 971503068426
Email: mail@zabeelinstitute.ae
The document discusses how to write an effective concept paper in 3-5 pages. It should include an overview of the problem being addressed, the proposed solution, and the rationale for choosing the problem and solution. It can be used to start discussions on the topic or seek potential funding. The concept paper focuses on visualizing and expressing the basic ideas that will drive the project at a high level. [END SUMMARY]
2 pages APA 7th edition due DescriptionChapter1 drafting an effe.docxRAJU852744
2 pages APA 7th edition due
Description
Chapter1 drafting an effective Purpose Statement-Please use the last paper as a framework for this research as a guide for all the chapters.Look at the teacher’s notes which are important feedback as guidance
Assignment-Create a draft for only chapter1 Analysis and Synthesis
Once you have added extra evidence of support, you must utilize your higher order thinking and writing skills. It is not enough to provide an annotated bibliography of what multiple studies have found. In addition, you have to be careful that you are not just summarizing a study that you have read. You must identify the themes that run through multiple studies as a main idea for your writing and then use multiple references to support those themes … or even conflict the themes. One writing strategy to help you focus on the synthesis is to avoid writing sentences that start with “One study demonstrates…” or “Jones and Smith determined …” If you keep the subjects of your sentences as the content that you are discussing, you will be able to show multiple points of evidence by including two or more citations for the theme.
Impactful Research
It is critical that a scholar contributes to the body of knowledge within his/her field that will be impactful to society as a whole. This is evidenced within the dissertation by the Significance section in Chapter 1. In this week, we want you to add to your existing draft of the dissertation by summarizing why your study is significant to your research field or the applied practice. Remember to use citations that demonstrate why this is significant by demonstrating the impact of the possible results.
Information to include for chapter 1
· Section 1
o Narrowing Your Topic
o Writing an Effective Purpose Statement
o Problem Statement, Purpose Statement, and Applied Doctoral Project or Dissertation-in-Practice Question Help
o Alignment of Problem, Purpose, and Questions
o Significance of the Project
o Avoiding Common Mistakes
o Conceptual Framework
Writing an Effective Purpose Statement
An important step in the successful completion of an Applied Doctoral Project/Dissertation in Practice is starting off with an accurate and precise purpose statement.
This document will provide some general ideas or guidelines related to effective purpose statements. Included will be guidance on how to compose them. Finally, you will find some sample purpose statements below so that you can see what your effective purpose statement can look like. All this information comes from faculty who want you to succeed in the process.
General Guidelines
Keep these in mind WHEN to compose THE purpose statement
Good purpose statements:
· Flow from the problem statement and actually address the proposed problem
· Are concise and clear
· Answer the question ‘Why are you doing this project?’
· Match the methodology to your questions
· Hav.
This document provides an overview of the report writing process. It discusses what a report is, the different types of reports, and the reasons for writing reports. The key aspects of preparing to write a report are: understanding the purpose and audience for the report, planning your time, capturing and generating ideas, and collecting relevant information. The document outlines the six main stages of writing a report: preparing, organizing information, planning the layout, writing a rough draft, editing and revising, and checking the final draft. Emphasis is placed on understanding the purpose and needs of the reader in order to write an effective report.
Eight steps to developing an effective outlineDanii Morais
The document outlines eight steps for developing an effective outline for a scientific manuscript: 1) develop a central message, 2) define materials and methods, 3) summarize questions and problems, 4) define principal findings and results, 5) describe conclusions and implications, 6) organize related ideas, 7) identify relevant references, and 8) develop the introduction. The purpose of the outline is to organize topics and arguments logically and identify any gaps before writing the manuscript. An effective outline guides the writer's thinking and ensures the manuscript supports the central message.
The document discusses the importance of written communication in business. It notes that while writing takes more time than speaking, it provides documentation and accuracy that can be referred back to. The document outlines different types of written business communication like emails, letters, reports and advertisements. It emphasizes that writing must be concise, informative and easy to understand. Effective writing involves careful word choice and sentence structure. Overall, the document stresses that while written communication has drawbacks like time and cost, it is very important for business instructions, policies, presentations and promoting companies.
The document discusses the importance of written communication in business. It covers types of written communication used, including emails, letters, reports, and advertisements. Effective written communication is important for instructing employees, presenting information to management, and promoting businesses. While written communication allows for accuracy and documentation, it takes more time than spoken communication and does not allow for immediate feedback. Proper grammar, word choice, and tone are essential for effective business writing.
Primary data | Manuscript editing service | Primary and secondary dataPubrica
Reduced blood supply to the kidneys results in less urine production, which allows more water to stay in the bloodstream and raises blood pressure (John P. Cunha, D.O., FACOEP 2017). It is known as a compensated shock when the body can use these processes to keep blood pressure and organ perfusion in a situation of decreased circulation volume.
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The document provides information on various forms of technical communication including the 7 C's of effective business writing (clear, concise, concrete, correct, courteous), what a technical report is, the importance of technical reports, types of reports, synopses, thesis writing, how to start a research paper, and CV/resume writing. It discusses key elements and considerations for each topic in 1-3 concise sentences.
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Answer the following questions in a minimum of 1-2 paragraphs ea.docxSHIVA101531
Answer the following questions in a minimum of
1-2 paragraphs
each. Be sure to explain your answers and give reasons for your views.
When you talk about the meaning of life, which sense of the term do you use-- external meaning or internal meaning?
What bearing, if any, does the ephemeral nature of our existence have on the question of whether life has meaning? Does the fact that we die negate the possibility of meaning in life?
Is Schopenhauer right about the meaninglessness of life? Does the wretchedness of our existence show that life has no meaning?
Note:
All journal entries must be submitted as attachments (
in Microsoft Word format
) in order to generate an originality report.
.
Answer the following questions using scholarly sources as references.docxSHIVA101531
Answer the following questions using scholarly sources as references. Add references at the end of the page.
Answer each question with at least 300 words counter.
1.What is your assessment of Frantz Fanon's argument that “The wealth of the imperialist nations is also our wealth”? Do you believe "developed nations" owe some form of reparations to colonized peoples?
2.How would you account for revolutionaries in Spain such as the CNT and FAI having more success than in other European countries leading up to 1936?
3.How you can you account for the outcome of the Russian Revolution?
4.Why do you think that acts of violence against tyrannical leaders in the era did not inspire the masses to rise up in revolution?
.
Answer the following questions about this case studyClient .docxSHIVA101531
Answer the following questions about this case study:
Client with Pneumonia
Mr Edwards is a 75 yr old man who has a history of chronic obstructive pulmonary disease for the last two years. He continues to smoke ½ pack of cigarettes a day and does not participate in any exercise regimen and must do self-care activities slowly because of fatigue. He does not see any reason to increase his fluid intake. Presently, he is admitted for right upper lobe pneumonia and reports having an intermittent cough that produces thick, yellow sputum. He has more episodes of coughing when lying flat. He is married and his wife, Kathy is at his bedside.
Assessment
Mr Edwards SpO2 ranges from 78%-84%, and currently this am is 84%. His other vital signs are T 101.4F, HR 102/min, RR 30/min, BP 130/90mmHg. He is chilled and has had some diaphoresis. He reports that his ribs are sore and that his mouth is dry. Upon inspection, Mr Edwards mucous membranes are dry, as is his skin. Crackles are auscultated in the lower lobes bilaterally. His sputum is thick, and a yellow to yellow green in color. His health care provider has told him that if he gradually increases his exercise, drinks more fluids and stops smoking, his respiratory status will improve. He is lying in a semi-fowlers position in bed.
What relevant assessment data would you cluster to support a nursing diagnosis?
What priority nursing diagnosis would you identify for this patient? List five and give both Problem focused and Risk for nursing diagnoses.
What short term goal would you identify for the priority nursing diagnosis you identified? What long term goal would you identify?
List all the nursing interventions that you would perform for identified goals and nursing diagnosis. Give a rationale for each.
If you implemented all of the identified interventions, how would you evaluate that your interventions were successful and that the goals were met?
.
Answer the following questions using art vocabulary and ideas from L.docxSHIVA101531
Answer the following questions using art vocabulary and ideas from Lectures 2, 3, & 4 and Chapter 2 in your textbook. Please make
sure each answer is thoughtful, edited for grammar and spelling errors, and
at least
4-5
COMPLETE
sentences. Also, be as
specific as possible and
use examples to support EVERY statement. Write your answers in your own words (not taken
directly from your readings or outside resources).
A grading rubric is attached to this assignment.
**When answering the questions/prompts below,
write in PARAGRAPH FORM
(while making sure each question is addressed in your paragraph).
**Copy the photos of the artworks and the questions BEFORE each paragraph answer.
PROMPTS
:
1.
-Is Henri Matisse's 1947 print,
Icarus
,
an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Describe the use of
SHAPE
in Henri Matisse's 1947 print,
Icarus
. Are the shapes organic or geometric? Which ones? Describe how the shapes interact, or "touch" each other. Are the edges of the shapes soft or hard? Do they bump, blend, or overlap?
-Which theme(s) best describe the content of Matisse's
Icarus
?
Support your answers with specific examples from the painting.
2.
-Is Kathe Kollwitz' 1903 etching,
Mother with Dead Child
an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Describe the use of
LINE
in this print. What types of line (geometric, organic, implied) are present? What do you believe these lines express? Are there any contour lines? Hatching or cross-hatching? Where? In what direction(s) do the lines move?
-Which theme(s) best describe the content of Kollwitz'
Mother with Dead Child?
Support your answers with specific examples from the etching.
3.
-Is the
Colossal 8-feet-tall Olmec Head
(1500-300 BCE) an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Describe the
FORM/MASS
of the Olmec Head. Address the size, density, material(s) used, and how it may have interacted with it's original location.
-Is the sculpture an example of
Closed Form
or
Open Form
? Explain your answer.
-Which theme(s) best describe the content of the Olmec Heads? Support your answers with specific examples from the sculpture.
4.
-Is Jan van Eyck's 1434 oil painting,
The Arnolfi Portrait
,
an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Discuss the use of
TEXTURE
in van Eyck's painting. Does the work have actual/tactile texture, visual/simulated texture, or a combination of both? Explain your answer.
-Which theme(s) best describe the content of van Eyck's
The Arnolfi Portrait
? Support your answers with specific examples from the painting.
5.
Is George Caleb Bingham's 1845 painting,
Fur Traders Descending the Missouri
, an example of Representational Art, Abstracted Art, or Non-Represen.
Answer the following questions in a total of 3 pages (900 words). My.docxSHIVA101531
Answer the following questions in a total of 3 pages (900 words). My budget is between $50-60. Deadline is 5 hours
What, in your opinion, are the salient attributes of indigenous African religious cultures?
Do you feel western scholars were justified in tagging negative labels on African religions?
Would you say African religions are polytheistic because of the belief in numerous deities?
Describe the Core Elements of Yoruba or Fon Cosmology
.
Answer the following questions No single word responses (at lea.docxSHIVA101531
Answer the following questions: No single word responses (at least 70+ words in each response)
Give the questions some thought and answer honestly
1. What is happening?
2. What issues does it raise?
3. What emotions come to your awareness?
4. What implications does it have for how we practice?
.
Answer the following questions based on the ethnography Dancing Skel.docxSHIVA101531
Answer the following questions based on the ethnography Dancing Skeletons. It is not necessary to write
an essay, but do engage the questions at a thoughtful level. Be sure to answer the question thoroughly as
each has several parts and use examples from the ethnography.
1. Why is it important for an anthropologist to be able to speak the local language? What
advantages did the author enjoy because of her language ability? What difficulties ensue when a
researcher is not able to speak the local language? If all contact with the population is through an
interpreter, what sorts of bias might arise in the data collection?
2. What was the outcome of the author’s visit to #104’s compound? What had happened to the
child since her last visit several years earlier? Why did the author use numbers to refer to people
in her study, instead of their names? Do you think it was right for Dettwyler to intervene in the
case of child #104, or should anthropologists just study people in other cultures and endeavor to
have as little impact on them as possible? Is it possible to conduct anthropological research
without having some effect on the people you study?
3. How do the medical resources of Magnambougou compare to those available in the United
States? What are the main diseases children in Mali must contend with?
4. Using female circumcision as the focus, discuss the concept of cultural relativism as used by
anthropologists. Even though we may understand the beliefs behind the practice, does cultural
relativism compel us to approve of female circumcision? What are some of the rationales
provided by cultures that practice female circumcision? What was Agnes’s attitude (Chapter 3)
when she found out that neither the author nor her daughter had been, or where intending to be
circumcised?
5. Aminata’s parents could see that she was very skinny even though she ate a lot of food.
“Everyone knows that you can eat a lot and still be skinny” (Dettwyler 1994: 44). How do
observations such as these contribute to the belief among some Malians that food intake and
health are not related?
Essay and Homework Requirements:
• Minimum of 2 typed pages of your writing (not including heading or prompt)
• 12 point font size
• 1 inch margins on all sides
• Double-spaced throughout
• Spell-checked, grammar-checked
.
Answer the following questions to the best of your ability1) De.docxSHIVA101531
Answer the following questions to the best of your ability:
1) Describe Native America societies prior to European contact. What are some examples of how their civilizations varied by region across North and South America?
2) What was the Columbian Exchange? Give at least 5 examples,
(be specific with details)
. What are some effects this had on both the Old and New Worlds?
3) Briefly describe the relationship between Powhatan and the English colonists of Virginia Colony in the 17thcentury. How did they help one another? How did they oppose one another?
4) Refer to the website below on the
Mayflower Compact, 1620
. What do the writers claim their purpose was in founding a colony (Plymouth)? What do the writers claim is their purpose in establishing this charter?
*copy/paste into your browser to answer the questions above:
https://avalon.law.yale.edu/17th_century/mayflower.asp
5) What was the major cash crop of the English colonies around the Chesapeake Bay (e.g., Virginia and Maryland)? What unfree laborers primarily worked that crop for wealthier landowners in the 17th century? What unfree laborers were the predominant labor force on plantations as the 18th century wore on?
6) Describe the First and Second Great Awakenings. What were some similarities between those movements? What were some differences?
7) What are at least 4 factors that led to the American Revolution? Briefly describe each one.
8) Describe the influence of Enlightenment ideals on the Constitution? What were three (3) major compromises that were necessary to gain enough support to ratify the Constitution
(describe them)
?
9) What was the “Revolution of 1800” and why is it important, even today?
10) What was the Louisiana Purchase? Give three examples of long-term consequences of the US acquiring that territory?
11) Throughout the 17th, 18th, and 19th centuries, what are some of the ways in which American Indian peoples interacted with European (and later, American) settlers? What were some of the strategies which American Indian tribes used to navigate European and US expansion?
12) Describe the difference between northern and southern states in the US between 1800 and 1850. What were some of their defining characteristics?
13) What factors prompted the South to secede from the United States in 1860/1861? What was Pres. Lincoln’s response? What were 3 consequences of the Civil War?
14) Describe Reconstruction. Did it work (how and/or how not)?
.
Answer the following questionDo you think it is necessary to .docxSHIVA101531
Answer the following question:
Do you think it is necessary to create a different law to serve minors who violate the law or should they be processed in the same way that adults are processed? Explain.
**Arguments in response to the question must be supported by at least two academic sources.**
Essay ( 1-3 pages)
.
Answer the following question. Use facts and examples to support.docxSHIVA101531
Answer the following question. Use facts and examples to support your answer. Use APA style for any references.
Due June 14, 11:59 p.m. EST
Using Figure 5.4 as the target architecture, who are the threat agents who will be most interested in attacking Web applications created through AppMaker?
.
Answer the bottom questions in apa format and decent answer no shor.docxSHIVA101531
Answer the bottom questions in apa format and decent answer no short answer please.
Subaru's Sales Boom Thanks to the Weaker Yen For the Japanese carmaker Subaru, a sharp fall in the value of yen against the U.S. dollar has turned a problem—the lack of U.S. production—into an unexpected sales boom. Subaru, which is a niche player in the global auto industry, has long bucked the trend among its Japanese rivals of establishing significant manufacturing facilities in the North American market. Instead, the company has chosen to concentrate most of its manufacturing in Japan in order to achieve economies of scale at its home plants, exporting its production to the United States. Subaru still makes 80 percent of its vehicles at home, compared with 21 percent for Honda. Back in 2012, this strategy was viewed as something of a liability. In those days, one U.S. dollar bought only 80 Japanese yen. The strong yen meant that Subaru cars were being priced out of the U.S. market. Japanese companies like Honda and Toyota, which had substantial production in the United States, gained business at Subaru's expense. But from 2012 onward, with Japan mired in recession and consumer prices falling, the country's central bank repeatedly cut interest rates in an attempt to stimulate the economy. As interest rates fell in Japan, investors moved money out of the country, selling yen and buying the U.S. dollar. They used those dollars to invest in U.S. stocks and bonds where they anticipated a greater return. As a consequence, the price of yen in terms of dollars fell. By December 2015, one dollar bought 120 yen, representing a 50 percent fall in the value of the yen against the U.S. dollar since 2012. For Subaru, the depreciation in the value of the yen has given it a pricing advantage and driven a sales boom. Demand for Subaru cars in the United States has been so strong that the automaker has been struggling to keep up. The profits of Subaru's parent company, Fuji Heavy Industries, have surged. In February 2015, Fuji announced that it would earn record operating profits of around ¥410 billion ($3.5 billion) for the financial year ending March 2015. Subaru's profit margin has increased to 14.4 percent, compared with 5.6 percent for Honda, a company that is heavily dependent on U.S. production. The good times continued in 2015, with Subaru posting record profits in the quarter ending December 31, 2015. Despite its current pricing advantage, Subaru is moving to increase its U.S. production. It plans to expand its sole plant in the United States, in Indiana, by March 2017, with a goal of making 310,000 a year, up from 200,000 currently. When asked why it is doing this, Subaru's management notes that the yen will not stay weak against the dollar forever, and it is wise to expand local production as a hedge against future increases in the value of the yen. Indeed, when the Bank of Japan decided to set a key interest rate below zero in early February 2016, the yen .
Answer the following below using the EXCEL attachment. chapter 5.docxSHIVA101531
This document requests that someone answer Excel exercise questions from chapter 5, including questions 9 through 12. It also asks the person to post at least two points they learned from the questions and two additional questions they have. Finally, it mentions completing an appendix exercise question from chapter 5.
Answer the following prompts about A Germanic People Create a Code .docxSHIVA101531
Answer the following prompts about “A Germanic People Create a Code of Law” on pgs. 104-108 from the
Sources of
World Societies: Volume 1: To 1600
book. your answer should include one original question that you have about the readings.
1. Compare and contrast this law code with the Twelve Tables and the Code of Hammurabi.
2. Where do you see major similarities, and differences?
3. Of the three codes, which would you prefer to live under, and why?
.
Answer the following discussion board question below minumun 25.docxSHIVA101531
Answer the following discussion board question below: minumun 250 words in total.
[1] How did the attempted impeachment of President Clinton come about? What do you think about this attempt at impeachment and the surrounding controversies and circumstances?
[2] What parallels, if any, do you see between the impeachment efforts against President Clinton and those today against President Trump? Are they comparable or completely different, in your view? Explain.
.
Answer the following questions about IT Project Management. What.docxSHIVA101531
Answer the following questions about IT Project Management.
What is a project, and what are its main attributes? How is a project different from what most people do in their day-to-day jobs? Discuss the importance of top management commitment and the development of standards for successful project management. Provide examples to illustrate the importance of these items based on your experience on any type of project. Discuss the unique challenges that an IT project presents.
.
Answer the following in at least 100 words minimum each1.Of.docxSHIVA101531
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1.Often times we will see data that goes up and down and doesn’t appear to be moving at a steady rate in either direction. Can we draw any conclusion from data like that?
2.
Time series and future prediction of value is something that many of you likely deal with at work. You may see the type of future prediction in a retirement or investment account on a personal level. When would this type of analysis be important in your industry?
.
Answer the following questions(at least 200 words) and responses 2 p.docxSHIVA101531
Answer the following questions(at least 200 words) and responses 2 posts(not word limitation):
Should the federal, state, or local governments pass legislation that requires organizations to offer voluntary benefits? Why or why not?
You need to find a source and make reference
.
Answer the following questions in a Word document and upload it by M.docxSHIVA101531
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1. What arguments can you provide to show there is or is not political bias in the media?
2. Do you feel that the existence of Wikileaks helps or undermines America's national security?
3. Why do you feel that polling errors occur in gathering data on Presidential elections?
4. Do you feel the Fairness Doctrine was justified, or do you feel it was right to repeal it?
5. Is the rise of digital citizenship a good or bad thing for the media?
.
Answer the following questions in complete sentences. Each answer sh.docxSHIVA101531
This document contains two questions about the emergence and economic policies of communism in Russia and China. It asks how communism emerged in each country, noting both the similarities and differences between the two processes. It also asks about the main economic policies pursued by communist regimes, and their degrees of success and failure. Responses to each question should be one or two paragraphs with examples and quotes from the textbook.
ANSWER THE DISCUSSION QUESTION 250 WORDS MINDiscussion Q.docxSHIVA101531
**ANSWER THE DISCUSSION QUESTION 250 WORDS MIN**
Discussion Questions:
How should the United States government deal with the heightened concern about homegrown violent extremism and the growing concern for the preservation of civil liberties? What are the political and constitutional consequences of counter-terrorism? Lastly, how do we assess the tradeoffs between freedom and security?
***REPLY TO EACH POST 100 WORDS MIN EACH***
1. The United States government will always have to face the homegrown violent extremist because with the internet alone people are able to research just about anything and find their answers. The civil liberties are being violated because you have FBI and CIA looking into what people on doing on the webs. I personally believe that you gave up the right when you decided to goggle whatever it is you’re looking up. It’s also like social media site take Facebook for example people are willing to give up their rights so they can be on Facebook and be able to look or post whatever they want. But just like ever website the owner of that site has a right to delete what they don’t want on it as well. So why can’t the FBI/CIA look into and potentially stop a homegrown extremist from attacking the nation or even just attacking schools, churches, and retail stores like the mall or Wal-Mart. All these locations have had attacks from violent extremist when if they were being watched or monitored those attacks could have been stopped or at least less death could have occurred. From a political and constitutional stand point, consequences of counter-terrorism can vary. I political stand is to protect and preserve the freedom for the people. Protecting one’s Constitutional rights depends on what the politician’s plans on policies and procedures that could begin to take away those civil rights that were granted and give people the sense of freedom that the nation is built on. Policies and procedures can change everything take the mask wearing and social distancing for Covid-19, you have the people that are okay with it all and are following the rules but then you have the ones that have been protesting or fighting people over the fact that they don’t want to wear a mask. To me personally it’s simple to wear a mask but to others it’s a reason of rights being taken away by mandating it. Working for the military and DHS I personally don’t see freedom and security as a tradeoff. If agencies do their jobs correctly and protect the United States and National Security then freedom wouldn’t be at stake. I believe in freedom but the security measures in place are to help protect that freedom, without the security measures the nation would be under attack like 9/11 or worse.
2. The internal terrorist threat in the United States is operational and complicated, with continuing threats from extreme left- and right-wing extremist groups and radicalization and recruitment efforts by international terrorist groups. Since Sept/11, our.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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3. earnings release statement for
the company Web site, every
quarter. Every quarter, that task
requires the same steps. She
gathers facts and data about
Tupperware’s business and
earnings; summarizes that information for Tupper-
ware’s shareholders and investors; produces the ta-
bles, graphs, and balance sheets that are part of the
standard earnings release “boilerplate,” or template;
and circulates the document for review. That’s a
writing process, and it’s the same every quarter.
But it’s also a communication process, because it’s
different every quarter. Every quarter brings different
numbers, different directions for the company, dif-
ferent market conditions with different investor ex-
pectations. Every quarter, it’s a different message,
requiring a different approach and different inter-
4. pretations. Garrard and her team must decide the
best ways to balance their responsibility to Tupper-
ware’s customers with regulatory requirements and
company interests. They have to interpret the data,
analyze their audience, consult
with their co-workers, and then
compose an earnings release
statement that meets every-
one’s goals. That’s a challeng-
ing job, and a “boilerplate”
won’t help with it.
It’s important to have a process to follow when
you communicate, because a process will help you
organize your time, information, and priorities. But
communication isn’t just about doing the same
thing in the same way, every time. Every communi-
cation task is different, so the first step in the
“process” is to decide which steps in the process to
6. Using Your Time Effectively
Brainstorming, Planning, and Organizing Business Documents
Revising, Editing, and Proofreading
• What to Look for When You Revise
• What to Look for When You Edit
• How to Catch Typos
Getting and Using Feedback
Using Boilerplate
Overcoming Writer’s Block
Summary of Key Points
Skilled performances look easy and effortless. In reality, as
every dancer, mu-
sician, and athlete knows, they’re the products of hard work,
hours of prac-
tice, attention to detail, and intense concentration. Like skilled
performances
in other arts, writing rests on a base of work.
The Ways Good Writers Write
No single writing process works for all writers all of the time.
However, good
writers and poor writers seem to use different processes.1 Good
writers are
more likely to
• Realize that the first draft can be revised.
• Write regularly.
7. • Break big jobs into small chunks.
• Have clear goals focusing on purpose and audience.
• Have several different strategies to choose from.
• Use rules flexibly.
• Wait to edit until after the draft is complete.
The research also shows that good writers differ from poor
writers in
identifying and analyzing the initial problem more effectively,
understand-
ing the task more broadly and deeply, drawing from a wider
repertoire of
strategies, and seeing patterns more clearly. Good writers also
are better at
evaluating their own work.
Thinking about the writing process and consciously adopting the
processes
of good writers will help you become a better writer.
Activities in the Composing Process
Composing can include many activities: planning,
brainstorming, gathering,
organizing, writing, evaluating, getting feedback, revising,
editing, and proof-
reading. The activities do not have to come in this order. Not
every task demands
all activities.
Ethics and the
Writing Process
8. As you plan a message,
• Be sure you have
identified the real audiences
and purposes of the
message.
• In difficult situations, seek al-
lies in your organization and
discuss your options with them.
As you compose,
• Provide accurate and
complete information.
• Use reliable sources of material.
Document when necessary.
• Warn your readers of limits or
dangers in your information.
• Promise only what you can
deliver.
As you revise,
• Check to see that your
language does not use
words that show bias.
• Use feedback to revise text
and visuals that your audience
may misunderstand.
10. • Gathering the information you need—from the message you’re
answer-
ing, a person, a book, or the Web.
• Choosing a pattern of organization, making an outline,
creating a list,
writing headings.
Writing
• Putting words on paper or on a screen. Writing can be lists,
fragmentary
notes, stream-of-consciousness writing, incomplete drafts, and
ultimately
a formal draft.
Revising
• Evaluating your work and measuring it against your goals and
the re-
quirements of the situation and audience. The best evaluation
results from
re-seeing your draft as if someone else had written it. Will your
audience
understand it? Is it complete? Convincing? Friendly?
• Getting feedback from someone else. Is your pattern of
organization ap-
propriate? Does a revision solve an earlier problem? Are there
any typos
in the final copy?
• Adding, deleting, substituting, or rearranging. Revision can be
changes in
single words or in large sections of a document.
11. Editing
• Checking the draft to see that it satisfies the requirements of
standard
English. Here you’d correct spelling and mechanical errors and
check
word choice and format. Unlike revision, which can produce
major
changes in meaning, editing focuses on the surface of writing.
• Proofreading the final copy to see that it’s free from
typographical errors.
Note the following points about these activities:
• The activities do not have to come in this order. Some people
may gather
data after writing a draft when they see that they need more
specifics to
achieve their purposes.
• You do not have to finish one activity to start another. Some
writers plan
a short section and write it, plan the next short section and write
it, and so
on through the document. Evaluating what is already written
may cause a
writer to do more planning or to change the original plan.
• Most writers do not use all activities for all the documents
they write.
You’ll use more activities when you write more complex or
difficult docu-
ments about new subjects or to audiences that are new to you.
Research about what writers really do has destroyed some of the
12. stereo-
types we used to have about the writing process. Consider
planning. Tradi-
tional advice stressed the importance of planning and sometimes
advised
writers to make formal outlines for everything they wrote. But
we know now
that not all good documents are based on outlines.
For many workplace writers, pre-writing is not a warm-up
activity to get
ready to write the “real” document. It’s really a series of
activities designed
to gather and organize information, take notes, brainstorm with
colleagues,
and plan a document before writing a complete draft. And for
many peo-
ple, these activities do not include outlining. Traditional
outlining may lull
When Words Hurt
In the summer of 2006,
Iowa State University
was gearing up to host the first
national Special Olympics, a com-
petition featuring people with in-
tellectual disabilities. Visitors would
be arriving from all over the coun-
try, and the small university town
wanted to put on its best face for
the crowds. The student newspa-
per, the Iowa State Daily, created
a 14-page, full-color visitors’ guide
to the city of Ames and inserted it
14. organization,
making it difficult for them to revise their content and structure
if they deviate
from the outline developed early in the process.2
Using Your Time Effectively
To get the best results from the time you have, spend only one-
third of your
time actually “writing.” Spend at least another one-third of your
time analyz-
ing the situation and your audience, gathering information, and
organizing
what you have to say. Spend the final third evaluating what
you’ve said, re-
vising the draft(s) to meet your purposes and the needs of the
audience and
the organization, editing a late draft to remove any errors in
grammar and me-
chanics, and proofreading the final copy.
Do realize, however, that different writers and documents may
need differ-
ent time divisions to produce quality communications.
Brainstorming, Planning, and Organizing
Business Documents
Spend significant time planning and organizing before you
begin to write. The
better your ideas are when you start, the fewer drafts you’ll
need to produce a
good document. Start by using the analysis questions from
Chapter 1 to
identify purpose and audience. Use the strategies described in
Chapter 2 to
analyze audience and identify reader benefits. Gather
information you can
15. use for your document.
Sometimes your content will be determined by the situation.
Sometimes,
even when it’s up to you to think of benefits or topics to include
in a report,
you’ll find it easy to think of ideas. If ideas won’t come, try the
following
techniques:
• Brainstorming. Think of all the ideas you can, without judging
them.
Consciously try to get at least a dozen different ideas before
you stop.
Good brainstorming depends on generating many ideas.
• Freewriting.3 Make yourself write, without stopping, for 10
minutes or
so, even if you must write “I will think of something soon.” At
the end of
10 minutes, read what you’ve written, identify the best point in
the draft,
then set it aside, and write for another 10 uninterrupted minutes.
Read
this draft, marking anything that’s good and should be kept, and
then
write again for another 10 minutes. By the third session, you
will probably
produce several sections that are worth keeping—maybe even a
complete
draft that’s ready to be revised.
• Clustering.4 Write your topic in the middle of the page and
circle it. Write
down the ideas the topic suggests, circling them, too. (The
circles are de-
16. signed to tap into the nonlinear half of your brain.) When
you’ve filled the
page, look for patterns or repeated ideas. Use different colored
pens to
group related ideas. Then use these ideas to develop reader
benefits in a
memo, questions for a survey, or content for the body of a
report. Figure 5.1
presents the clusters that one writer created about business
communica-
tion in the United States and France.
• Talk to your audiences. As research shows, talking to internal
and exter-
nal audiences helps writers to involve readers in the planning
process and
to understand the social and political relationships among
readers. This
preliminary work helps reduce the number of revisions needed
before
documents are approved.5
➠
The Art of
Brainstorming
“Do you want good
ideas? Do you want to
spark more good ideas with oth-
ers? [Researchers, managers,
and inventors say:] Relax. Play
music. Break bread with a col-
league. Read a poem. Open
yourself to eccentricity. Listen to
18. meeting, or a
document with lots of visuals, try creating a storyboard, with a
rectangle rep-
resenting each page or unit. Draw a box with a visual for each
main point. Be-
low the box, write a short caption or label.
Letters and memos will go faster if you choose a basic
organizational pat-
tern before you start. Chapters 10, 11, and 12 give detailed
patterns of organi-
zation for the most common kinds of letters and memos. You
may frequently
customize those patterns to fit particular situations. Figure 5.2
shows plan-
ning guides developed for specific kinds of documents.
As you plan your document, pay attention to signals from your
boss and
the organization’s culture. For example, if the organization has
a style manual
that specifies whether data is singular or plural, follow its
guidelines. If the or-
ganization has an ethics counselor, think about consulting him
or her as you
decide what to write in a situation with ethical implications.
Talk to people in
the organization who will be affected by what you are
announcing or propos-
ing, to better understand their concerns. In some organizations,
your boss
may want to see an early planning draft to see that you’re on the
right track. In
other organizations, you may be expected to do a great deal of
revising on
your own before anyone else sees the document.
19. Do the French
prefer oral or
written?
Isn't it hard to
get a phone line?
Or is the problem only
one for individuals?
Channels
Do they use
Fax? E-mail?
Time lag?
Different for
job hunting than
for marketing
brochure?
Check
marketing
brochures
Formats
for letters
Dates
Different order
for month, date
20. Business Communication
USA/France
Time zones
Persuasion
What is persuasive?
Look at
Layout/white space
Headings
Organization
Content - what's
included
Kind(s) of evidence
Importance of
People
Technology
Service
Price
Handwriting
vs.
typing
Language
Style
Culture
Influence of
European Common
21. Market
Do they see
themselves as French
or European?
"Franglais"?
Do French people know English well?
Do they know US or British English?
Problems translating?
Is it better to write and speak in English
if my French isn't good?
The letters I've seen from
France are stuffy. Is that
considered good? Should I imi-
tate that style when writing in
English to a French business person?
How it affects
written communication
meetings and negotiations
Nonverbal
Distance to
stand apart
Body language
Handshakes
22. theirs is "weaker"
Are
reasons for
judgment the
same?
Results (as in
US) or something
else?
Figure 5.1 Clustering Helps Generate Ideas
Writing with
Information
Good writers write with
information. Michelle Russo
writes reports appraising how
much a hotel is worth. Gathering
information is a big part of her
composing process.
She visits the site. She talks to
the general manager. She gets
occupancy rates, financial state-
ments, and tax forms. She talks to
the tax assessor and all the man-
agers of competing hotels. If it’s a
convention hotel, she talks to the
convention bureau and gets the
airlines’ passenger traffic counts.
Gathering all this information takes
about four days. When she gets
back to the office, she uses data-
bases for even more information.
24. Like Lincoln, good writers work on their drafts; they make their
documents
better by judicious revising, editing, and proofreading.
• Revising means making changes that will better satisfy your
purposes
and your audience.
• Editing means making surface-level changes that make the
document
grammatically correct.
• Proofreading means checking to be sure the document is free
from typo-
graphical errors.
What to Look for When You Revise
When you’re writing to a new audience or have to solve a
particularly difficult
problem, plan to revise the draft at least three times. The first
time, look for content
and clarity. The second time, check the organization and layout.
Finally, check
you-attitude, positive emphasis, style, and tone ( Chapters 3 and
4). The Thor-
ough Revision Checklist on page 143 summarizes the questions
you should ask.
Often you’ll get the best revision by setting aside your draft,
getting a blank
page or screen, and redrafting. This strategy takes advantage of
the thinking
➠
Planning guide
25. for a trip report
Planning guide
for a proposal
Planning guide for an
e-mail message
Planning guide for
a credit rejection
• Customer's Concern #1
Our Proposal/Answer
• Customer's Concern #2
Our Proposal/Answer
• Customer's Concern #3
Our Proposal/Answer
• Customer's Concern #4
Our Proposal/Answer
• Ask for Action
• Reason
• Refusal
• Alternative (Layaway/
Co-signer/Provide more
information)
• Goodwill Ending
• The Big Picture from the
Company's Point of View:
26. We Can Go Forward on
the Project.
• Criteria/Goals
• What We Did
• Why We Know Enough to
Go Forward
• Next Steps
• My Purpose
• Points I Want to Make
• Document(s) to Attach
• Next Steps
Figure 5.2 Customized Planning Guides for Specific Documents
Source: E-mail and proposal guides based on Fred Reynolds,
“What Adult Work-World Writers Have Taught Me
About Adult Work-World Writing,” Professional Writing in
Context: Lessons from Teaching and Consulting in Worlds
of Work (Hillsdale, NJ: Lawrence Erlbaum Associates, 1995),
18, 20.
When Roxanne Clemens
was asked by a profes-
sor to edit an article about meat
packing for the World Book En-
cyclopedia (WBE), she readily
agreed to help. As a technical
writer, Roxanne saw the project
as an opportunity to make tech-
nical text accessible to a non-
technical audience. The author
did not supply any style guide-
27. lines, so Roxanne researched
similar articles in the WBE and
created her own style guide for
the article. Here’s how Roxanne
describes to the professor her
edits to the article:
You may look at this and think, “this
is not what I wrote.” As you know, the
challenge lies in explaining such
complex concepts at a 6th-grade
level. . . . I based most changes on
the examples of WBE entries found
on the Internet. Major style choices
are the following:
• WBE uses short, concise sen-
tences (almost what we would
consider choppy). They use very
few compound sentences, so I
have broken up compound sen-
tences where I thought the
meaning would not be lost.
• Instead of using “however,” WBE
tends to use two sentences and
to start the second sentence
with “but.”
• WBE uses a terminal comma in a
series (e.g. red, white, and blue).
I did some reorganizing at the sen-
tence level, except for moving live-
stock marketing ahead of meat
because that’s the way the heading
29. is particularly important if you’ve composed in several sittings
or if you’ve used
text from other documents. Such documents tend to be choppy,
repetitious, or
inconsistent. You may need to add transitions, cut repetitive
parts, or change
words to create a uniform level of formality throughout the
document.
If you’re really in a time bind, do a light revision, as outlined in
the Light Revi-
sion Checklist. The quality of the final document may not be as
high as with a thor-
ough revision, but even a light revision is better than skipping
revision altogether.
What to Look for When You Edit
Even good writers need to edit, since no one can pay attention
to surface cor-
rectness while thinking of ideas. Editing should always follow
revision. There’s
no point in taking time to fix a grammatical error in a sentence
that may be cut
when you clarify your meaning or tighten your style. Some
writers edit more
accurately when they print out a copy of a document and edit
the hard copy.
Check to be sure that the following are accurate:
• Sentence structure.
• Subject–verb and noun–pronoun agreement.
• Punctuation.
30. • Word usage.
• Spelling—including spelling of names.
• Numbers.
Punctuation errors are frequently difficult for writers to correct.
Nancy Mann
offers a useful decision tree for punctuating clauses correctly
(see Figure 5.3).
To catch typos use a spell checker. But you still need to
proofread by eye. In
a University of Pittsburgh study, graduate students were asked
to proofread a
Figure 5.3 The Punctuation Decision Algorithm
Nancy Mann offers a diagram for punctuating clauses. She
believes it “comes close to articulating the
rules of thumb that practiced adult writers unconsciously use in
making normal punctuation choices.”
Source: Nancy Mann, “Point Counterpoint: Teaching
Punctuation as Information Management,” College
Composition and Communication 54, no. 3 (February 2003):
365.
Is there a linking word?
Can this linker move around within a statement?
Can a statement using this linker move within the statement
pair?
Is the second statement in thsi pair essential to the first?
31. [no punctuation],
If no
If no
If no
If no
. or ;
. or ;
. or ,
If yes
If yes
If yes
If yes
Note: For readability, the algorithm is depicted here as moving
in a straight line; note
that it actually “bends” at stage two, where the positions of no
and yes reverse.
Locker−Kienzler: Business
and Administrative
Communication, Eighth
Edition
33. I want a man who knows what love is all about. You are
generous, kind, thoughtful.
People who are not like you admit to being useless and inferior.
You have ruined me
for other men. I yearn for you. I have no feelings whatsoever
when we’re apart. I can
be forever happy—will you let me be yours?
Jill
Writers with a good command of grammar and mechanics can
do a better
job than the computer grammar checkers currently available.
But even good
writers sometimes use a good grammar handbook for reference.
On the other
hand, even good editors—such as Bill Walsh, Copy Desk Chief
for the Busi-
ness Desk of the Washington Post—warn writers that handbooks
should be
used with a clear goal of clarifying text, not blindly following
rules.9
Appendix B ➠ reviews grammar and punctuation, numbers, and
words
that are often confused.
Most writers make a small number of errors over and over. If
you know
that you have trouble with dangling modifiers or subject–verb
agreement, for
example, specifically look for them in your draft. Also look for
any errors that
especially bother your boss and correct them.
How to Catch Typos
34. Don’t underestimate the harm that spelling errors can create.
For instance, a
police officer who responded to a traffic accident wrapped a
blanket around
the female victim as she lay on the side of the road waiting for
an ambulance.
In court, the defendant’s lawyer asked the officer if everything
in his written
report was accurate, and the officer confirmed that it was. The
lawyer then
pointed out that the officer had written that he “raped the
woman on the side
of the road.” Reminding the officer that he had just sworn that
everything in
his report was correct, the lawyer cast doubt upon the officer’s
entire report.10
Dear Jack,
I want a man who knows what love is. All about you are
generous, kind, thoughtful
people, who are not like you. Admit to being useless and
inferior. You have ruined me.
For other men I yearn! For you I have no feelings whatsoever.
When we’re apart I can
be forever happy. Will you let me be? Yours,
Jill
Locker−Kienzler: Business
and Administrative
Communication, Eighth
Edition
36. Are the points emphasized by layout ones that deserve
emphasis?
Are the first and last paragraphs effective?
Style and tone
Does the message use you-attitude and positive emphasis?
Is the message friendly and free from sexist language?
Does the message build goodwill?
The moral of the story? Proofread every document both with a
spell checker
and by eye, to catch the errors a spell checker can’t find.
Proofreading is hard because writers tend to see what they know
should be
there rather than what really is there. Since it’s always easier to
proof some-
thing you haven’t written, you may want to swap papers with a
proofing
buddy. (Be sure the person looks for typos, not content.)
To proofread,
• Read once quickly for meaning, to see that nothing has been
left out.
• Read a second time, slowly. When you find an error, correct it
and then re-
read that line. Readers tend to become less attentive after they
find one er-
ror and may miss other errors close to the one they’ve spotted.
• To proofread a document you know well, read the lines
backward or the
pages out of order.
37. Always triple-check numbers, headings, the first and last
paragraphs, and
the reader’s name.
Checklist Light Revision Checklist
Have you given readers all the information they need to
understand and act on
your message?
Is the logic clear and convincing? Are generalizations and
benefits backed up with
adequate supporting detail?
Does the design of the document make it easy for readers to
find the information
they need?
Are the first and last paragraphs effective?
Little Things Make
a Big Difference
In Ottawa County,
Michigan, 170,000 bal-
lots had to be reprinted because
the letter “L” was missing from
the word “public.” Although at
least five people proofread the
text, the error was not noticed un-
til the ballots were printed.
Reprinting the ballots cost the
country $40,000.
Meanwhile, an Arizona effort to
create an 80-cent-per-pack tax
on cigarettes to benefit early
childhood education and health
programs was threatened by a
38. decimal point. The ballot featur-
ing the proposition calls for a
“.80-cent/pack” increase instead
of an “an 80-cent increase.” The
faulty wording means that the bill
would raise only $1.8 million, or
less than 1 cent per pack of cig-
arettes sold, instead of the antic-
ipated $180 million dollars.
Medicare programs faced em-
barrassing typos in Iowa and
Texas. In December 2005, a let-
ter to Medicare beneficiaries in
Iowa included a toll-free number
that was off by one digit. The
readers who tried calling Hu-
mana Health Insurance found
themselves calling a phone sex
operator instead. The following
month, Medicare beneficiaries
in Texas also called a phone sex
number instead of United Health
Care because of a typo in the
phone number.
Adapted from Mary Jo Pitzi, “Tiny
Typo, Big Effect on Ballot,” Arizona
Republic, October 25, 2006, http:
//www.azcentral.com/arizonarepublic
/news/articles/1025ballot1025.html
(accessed January 31, 2007); “Typo
Means Ballots Must Be Reprinted,”
Des Moines Register, October 11,
2006, 8A; and “Health Care Briefs:
Typo Sends Medicare Beneficiaries
40. document whose 20
drafts made a total of 31 stops on the desks of nine reviewers on
four different
levels.12 Being asked to revise a document is a fact of life in
businesses, gov-
ernment agencies, and nonprofit organizations.
You can improve the quality of the feedback you get by telling
people which
aspects you’d especially like comments about. For example,
when you give a
reader the outline or planning draft, you probably want to know
whether the
general approach and content are appropriate, and if you have
included all ma-
jor points. After your second draft, you might want to know
whether the reason-
ing is convincing. When you reach the polishing draft, you’ll be
ready for
feedback on style and grammar. The Checklist on page 145 lists
questions to ask.
It’s easy to feel defensive when someone criticizes your work.
If the feed-
back stings, put it aside until you can read it without feeling
defensive. Even if
you think that the reader hasn’t understood what you were
trying to say, the
fact that the reader complained usually means the section could
be improved.
If the reader says “This isn’t true” and you know the statement
is true, several
kinds of revision might make the truth clear to the reader:
rephrasing the
statement, giving more information or examples, or
documenting the source.
41. Reading feedback carefully is a good way to understand the
culture of your
organization. Are you told to give more details or to shorten
messages? Does
your boss add headings and bullet points? Look for patterns in
the comments,
and apply what you learn in your next document.
Using Boilerplate
Boilerplate is language—sentences, paragraphs, even pages—
from a previ-
ous document that a writer includes in a new document. In
academic papers,
material written by others must be quoted and documented.
However, be-
cause businesses own the documents their employees write, old
text may be
included without attribution.
In some cases, boilerplate may have been written years ago. For
example,
many legal documents, including apartment leases and sales
contracts, are al-
most completely boilerplated. In other cases, writers may use
boilerplate they
wrote for earlier documents. For example, a section from a
proposal describ-
ing the background of the problem could also be used in the
final report after
the proposed work was completed. A section from a progress
report describ-
ing what the writer had done could be used with only a few
changes in the
methods section of the final report.
42. Writers use boilerplate both to save time and energy and to use
language that
has already been approved by the organization’s legal staff.
However, research has
shown that using boilerplate creates two problems.13 First,
using unrevised boiler-
plate can create a document with incompatible styles and tones.
Second, boiler-
plate can allow writers to ignore subtle differences in situations
and audiences.
To effectively incorporate old language in a new document,
• Check to see that the old section is well written.
• Consciously look for differences between the two situations,
audiences, or
purposes that may require different content, organization, or
wording.
Writing the College
Admission Essay
When college admis-
sions officers review
applications, part of the infor-
mation they consider is the per-
sonal essay. Now students are
getting help on those essays.
A thriving industry has grown
up around the college essay.
Numerous books, Web sites,
and training seminars have
been developed to help stu-
43. dents write college essays that
will win them admission into
their college of choice. None of
the sources actually write the
essay, but all offer advice, sug-
gestions, and examples to help
students craft their own papers.
People in the new industry claim
they are doing nothing wrong. Af-
ter all, parents have always been
able to help their children write
and revise their applications. The
authors also blame the universi-
ties themselves for creating the
demand for writing assistance.
Yet admissions officers worry that
the college essay industry is do-
ing more harm than good. They
note that the prep services lead
to formulaic essays that look
prepped and may not match the
information on the application
form. Outstanding essays may
not be matched by writing and
verbal skills scores. Plagiarism
site Turnitin.com says 11% of the
admissions essays it checked
contained at least one-quarter un-
original material. Other critics
claim that the costly services put
students who cannot afford the
extra help at a disadvantage.
What do you think? Are the es-
say prep services ethical?
45. Is the organization effective?
What parts aren’t clear?
What ideas need further development and support?
Do you have any other suggestions?
Polishing draft
Are there any problems with word choice or sentence structure?
Did you find any inconsistencies?
Did you find any typos?
Is the document’s design effective?
Your Edits May
Be Showing
When SCO Group, a
litigious Lindon (Utah)
software company, filed a breach
of contract suit in Michigan
against DaimlerChrysler[, . . . a]
CNET News reporter, poking
through the Microsoft Word filing,
discovered that the case had
originally been drawn up as a
suit against Bank of America in a
California court. . . .
[H]idden in a Word, Excel, or
PowerPoint file may [be] the
names of the author and any-
one who edited the document,
reviewers’ comments, . . . and
deleted text. . . .
A Wired News analysis of a
Word document circulated by
46. California Attorney General Bill
Lockyer urging other attorneys
to crack down on file-sharing
showed that the text had been
edited or reviewed by an official
of the Motion Picture Associa-
tion of America. . . .
Nearly every business ex-
changes electronic documents
with partners, competitors, and
customers. . . . [To remove sen-
sitive information,] select “Track
Changes” from the tools menu
and view the document as “Final
Showing Markup.” Make sure
that all your changes have been
either accepted or rejected by
the program—a step that re-
moves the tracking information.
And make sure all versions but
the last have been deleted.
Quoted from Stephen H. Wildstrom,
“Don’t Let Word Give Away Your Se-
crets,” BusinessWeek, April 19,
2004, 26.
• Read through the whole document at a single sitting to be sure
that style,
tone, and level of detail are consistent in the old and new
sections.
Overcoming Writer’s Block
According to psychologist Robert Boice, who has made a career
study of
47. writer’s block, these actions help overcome writer’s block:14
1. Prepare for writing. Collect and arrange material. Talk to
people; interact
with some of your audiences. The more you learn about the
company, its
culture, and its context, the easier it will be to write—and the
better your
writing will be.
2. Practice writing regularly and in moderation. Try to write
almost daily.
Keep sessions to a moderate length; Boice suggests an hour to
an hour and
a half. Many successful writers plan to write at the same hour
each day.
3. Talk positively to yourself: “I can do this.” “If I keep
working, ideas will
come.” “It doesn’t have to be perfect; I can make it better
later.” Good
writers think more about the document than about their feelings.
4. Talk to other people about writing. Value the feedback you
get from your
boss. Talk to your boss about writing. Ask him or her to share
particularly
good examples—from anyone in the organization. Find
colleagues at
your own level and talk about the writing you do. Do different
bosses
value different qualities? Which aspects of your own boss’s
preferences
are individual, and which are part of the discourse community
of the or-
ganization? Talking to other people expands your repertoire of
49. too hard or
too easy, having clear goals, knowing many different strategies,
using
rules as guidelines rather than as absolutes, and waiting to edit
until after
the draft is complete.
• Writing processes can include many activities: planning,
gathering, brain-
storming, organizing, writing, evaluating, getting feedback,
revising, edit-
ing, and proofreading. Revising means changing the document
to make it
better satisfy the writer’s purposes and the audience. Editing
means mak-
ing surface-level changes that make the document
grammatically correct.
Proofreading means checking to be sure the document is free
from typo-
graphical errors. The activities do not have to come in any set
order. It is
not necessary to finish one activity to start another. Most
writers use all ac-
tivities only when they write a document whose genre, subject
matter, or
audience is new to them.
• To think of ideas, try brainstorming, freewriting (writing
without stop-
ping for 10 minutes or so), and clustering (brainstorming with
circled
words on a page).
• You can improve the quality of the feedback you get by telling
people
which aspects of a draft you’d like comments about. If a reader
50. criticizes
something, fix the problem. If you think the reader
misunderstood you, try
to figure out what caused the misunderstanding and revise the
draft so
that the reader can see what you meant.
• If the writing situation is new or difficult, plan to revise the
draft at least
three times. The first time, look for content and completeness.
The second
time, check the organization, layout, and reasoning. Finally,
check style
and tone.
• Boilerplate is language from a previous document that a writer
includes in
a new document. Using unrevised boilerplate can create a
document with
incompatible styles and tones and can encourage writers to see
as identical
situations and audiences that have subtle differences.
• To overcome writer’s block,
1. Prepare for writing.
2. Practice writing regularly and in moderation.
3. Talk positively to yourself.
4. Talk about writing to other people.
5. Eliminate distractions.
C H A P T E R 5 Exercises and Problems
51. 5.1 Reviewing the Chapter
1. What are some techniques of good writers? Which
ones do you use regularly? (LO 1)
2. What activities are part of the composing process?
Which one should you be doing more often or more
carefully in your writing? (LO 1)
3. What are ways to get ideas for a specific
communication? (LO 1)
4. What is the difference between revising, editing,
and proofreading? Which one do you personally
need to do more carefully? (LO 2)
5. How can you get better feedback on your writing?
(LO 2)
6. What can you do to help yourself if you get writer’s
block? (LO 3)
Locker−Kienzler: Business
and Administrative
Communication, Eighth
Edition
I. The Building Blocks of
Effective Messages
5. Planning, Composing,
and Revising
53. a. Share your results orally with a small group of stu-
dents.
b. Present your results in an oral presentation to the
class.
c. Present your results in a memo to your instructor.
d. Share your results with a small group of students
and write a joint memo reporting the similarities
and differences you found.
5.3 Analyzing Your Own Writing Processes
Save your notes and drafts from several assignments so
that you can answer the following questions:
• Which practices of good writers do you follow?
• Which of the activities discussed in Chapter 5 do
you use?
• How much time do you spend on each of the activities?
• What kinds of revisions do you make most often?
• Do you use different processes for different
documents, or do you have one process that you use
most of the time?
• What parts of your process seem most successful?
Are there any places in the process that could be
improved? How?
• What relation do you see between the process(es)
54. you use and the quality of the final document?
As your instructor directs,
a. Discuss your process with a small group of other
students.
b. Write a memo to your instructor analyzing in detail
your process for composing one of the papers for
this class.
c. Write a memo to your instructor analyzing your
process during the term. What parts of your
process(es) have stayed the same throughout the
term? What parts have changed?
5.4 Checking Spelling and Grammar Checkers
Each of the following paragraphs contains errors in gram-
mar, spelling, and punctuation. Which errors does your
spelling or grammar checker catch? Which errors does it
miss? Does it flag as errors any words that are correct?
a. Answer to an Inquiry
Enclosed are the tow copies you requested of our
pamphlet, “Using the Internet to market Your prod-
ucts. The pamphelt walks you through the steps of
planning the Home Page (The first page of the web
cite, shows examples of other Web pages we have de-
signed, and provide a questionaire that you can use
to analyze audience the audience and purposes.
b. Performance Appraisal
Most staff accountants complete three audits a
month. Ellen has completed 21 audits in this past six
months she is our most productive staff accountant.
55. Her technical skills our very good however some
clients feel that she could be more tactful in suggest-
ing ways that the clients accounting practices courld
be improved.
c. Brochure
Are you finding that being your own boss crates it’s
own problems? Take the hassle out of working at
home with a VoiceMail Answering System. Its al-
most as good as having your own secratery.
d. Presentation Slides
How to Create a Web Résumé
• Omit home adress and phone number
• Use other links only if they help an employer
evalaute you.
• Be Professional.
• Carefully craft and proof read the phrase on
the index apage.
How to Create a Scannable Résumé
• Create a “plain vanilla” document.
• Use include a “Keywords” section. Include
personality traits sas well as accomplishments.
• Be specific and quantifyable.
57. • Downhill/uphill
• Number-cruncher
• In the black
• Give someone the green light
• Cut corners
• Cold call
• Big gun/cheese/wheel/wig
• Sell like hotcakes
• Strike while the iron is hot
Now imagine that the non-native speaker wants to un-
derstand the origin of the idiom to help remember its
meaning. Pick one term from the list and research its ori-
gin and its evolution to the contemporary usage.
As your teacher instructs,
a. Share your research results orally with a small
group of students.
b. Present your research results orally to the class.
c. Write a memo to your instructor describing the
meaning and evolution of the idiom.
5.6 Revising Documents using “Track Changes”
58. “Track Changes” is a feature in some word processors
that records alterations made to a document. It is partic-
ularly useful when you are collaborating with a col-
league to create, edit, or revise documents. Track
Changes will highlight any text that has been added or
deleted to your document but it also allows you to de-
cide, for each change, whether to accept the suggestion
or reject it and return to your original text. In addition to
Track Changes, many word processors include a com-
ment feature that allows you to ask questions or make
suggestions without altering the text itself.
For this exercise, you will exchange a document
with one of your classmates. With the Track Changes
feature turned on, you will review each other’s docu-
ments, make comments or ask questions, insert addi-
tions, and make deletions to improve the writing, and
then revise your work based upon the changes and
comments.
As your instructor directs, select the electronic file of
the document you created for exercise 4.19 “Writing
Paragraphs” or another document that you have created
for this class. Exchange this file with your peer review
partner.
• Open the file in Microsoft Word.
• In the Tools menu, select Track Changes to turn
the feature on.
• Review the document and make suggestions that
will help your peer improve the writing. For
instance, you can
• Look for accurate, appropriate, and ethical
59. wording as well as instances of unnecessary
jargon.
• Look for active verbs, gerunds, and infinitives;
try to eliminate words that say nothing.
• Look for structural issues like topic sentences,
tightly written paragraphs, varied sentence
structure and length, and focus upon the thesis
statement. Suggest where sentences can be
combined or where sentences need parallel
structure.
• Look for you-attitude.
• Ask questions (using comments) when the
text isn’t clear or make suggestions to tighten
the writing or improve word choices.
• Return the document to its author and open
yours to review the changes and comments your
partner added to your document.
• For each change, decide whether to Accept or
Reject the suggestion.
Continue to revise the document. Then submit a copy of your
original version and the revised version to your instructor.
5.7 Mosaic Case
“OK folks,” said Yvonne to the Communication Depart-
ment during their staff meeting, “it’s that time of year
again for the annual Mosaic headquarters employee pic-
nic. Since we rotate the honor of creating the invitation
every year within the Communication Department,” she
61. “Ok, I can do it. It’s only an invitation, so it shouldn’t
take too much effort. Where is the picnic at this year?”
asked Trey to no one in particular.
“It’s going to be at Blank Park Zoo in two weeks
from tomorrow,” answered Yvonne. “Corporate has
arranged free admission for all employees and their
guests from noon to 5pm. The event will also be catered
this year. Food will be available from 12–2:30pm. In ad-
dition, the zoo is setting up a special giraffe petting area
from to 2–4pm.”
“Don’t forget about the door prizes,” chimed
Demetri. “And there will be free camel rides for kids of
Mosaic employees all afternoon. Oh, and there’s the
plasma TV raffle at the end.”
“However, be sure to remind employees that they
need to sign up ahead of time to get tickets if they’re
planning on attending. Carol in Human Resources is
handling that,” said Sarah to Trey.
One hour later, Trey gave his invitation to Sarah for
approval before he passed it onto Yvonne.
“What do you think?” he asked Sarah, “Great job,
right? This task is by far the easiest I’ve completed here!”
“Trey, just because something is short doesn’t neces-
sarily mean it’s easy. You should know better,” said
Sarah. “Let’s have a look.”
The content of the invitation was on the minimal side.
It had a picture of giraffe on the front and the following
62. text was found inside:
Mosaic Employee Picnic
Blank Prak Zoo
Fun starts at 12pm.
Pet the Giraffes starring at 1pm.
Free Camel Rides For Kids!
see Carol in HR for details.
“Trey, I mean this in the nicest way possible . . . but
this invitation is absolutely horrible!” said Sarah.
“You’ve left out vital information, have inaccurate infor-
mation, and have grammatical mistakes.”
“Oh,” said Trey, a bit embarrassed.
“Don’t rush through writing tasks, even when they ap-
pear to be simple,” said Sarah. “Yvonne would never send
something like this out; the Communications Department
would be the laughing joke at Mosaic! You need to re-do
this invitation. Bring another version back for me to ap-
prove later today.”
Take on the communication task of Trey. Revise, edit,
and proofread the employee picnic invitation. Refer to
Chapter 5 for distinctions of each.
Carlos Galvez MAN 4501 Applied Management Senior
Capstone Experience Homework 1 Week 8
63. Personality traits can be well defined as the relatively enduring
patterns of thoughts, feelings, and behaviors that distinguishes
individuals from one another. The Big Five collectively
responds to a taxonomy of a personality trait: it is a coordinate
system that figures out the trait to assemble together among
peoples description or ratings among others. It was discovered
by a statistical procedure that is well known as factor analysis
depending upon the key factors which Is used to analyze and
interpret the ratings of various personality traits that are related
with humans.
Extraversion (sometimes called Surgency). The enlarged
dimension of Extraversion encompasses more specific traits
such as talkative, energetic, and assertive.
· Agreeableness- It includes traits like sympathetic, kind, and
affectionate.
· Conscientiousness- Includes traits like organized, thorough,
and painful.
· Neuroticism (sometimes reversed and also known as
Emotional Stability)- Includes tense, moody, and anxious traits.
· Openness to Experience (sometimes called as Intellect or
Imagination) which includes traits like having wide interests,
and being imaginative and insightful.
Personality traits are of great importance even in the work
place. These traits are identified via long and rigorous analysis
process of the employee behavior. I have found these traits to
be as the excellent descriptions of the thinking styles or the
individuals perception of creativity.
If we look around the Five-Factor Theory it includes a series of
propositions about the nature, origins, and developmental
course about the personality traits, and if we consider about its
relation to other’s than we cn find the personality variables
mentioned earlier. This Theory presents a biological account of
personality traits, which is influenced by the learning and
experience.
In various studies it has been found that life and work
64. experience are associated with the changes or alteration in the
personality traits. For example,if we consider few people who
experience more successful and well stable careers in their
young adulthood, it increases the measures of emotional
stability and conscientiousness. But as we know all the
experience are not better, people’s who conduct probmatic,
counterproductive activeties at their work, (such a theft,
aggression and malingering) are prone to decrease in the
measures of their conscientiousness and emotional stability.
The sectorof personality development desperately needs a
strong mutual understanding about the developmental
experiences that are consequential for personality traits across
the entire life. For example as we can discussed earlier about
the peoples who are more conscientiousness and emotion stable
due to their successful careers.
hat many employers in the United
States are dissatisfied with their
employees’ writing skills is not a surprise
to individuals who frequently peruse the
professional literature in nearly any aca-
demic field or discipline (Gray, Emerson,
& MacKay, 2005; Wise, 2005). Although
the expressions of dismay are frequent
and often strong, educators have done
little to rectify the situation.
Costs of Employees’ Poor Writing
Skills
Deficiencies in employees’ writ-
ing skills have tangible and intangible
65. costs. In 2004, the National Commis-
sion on Writing (NCW) published the
results of a study for which it had
collected cost data from 64 of 120
large American corporations that were
affiliated with the Business Round-
table and that employed nearly 8 mil-
lion people. According to the report,
American firms may spend as much as
$3.1 billion annually to remediate their
employees’ writing deficiencies (Col-
lege Board, the National Commission
on Writing for America’s Families,
Schools, and Colleges, 2004).
The intangible costs of employees’
deficient writing skills are (a) image
degradation for both employees and
employers; (b) negative impact on pro-
ductivity when employees must reread,
perhaps several times, poorly written
material to decipher the intended mean-
ing; and (c) the outcome when an incor-
rect decision is made because of poorly
or ineffectively written material.
Employers in the public sector have
reported similar writing deficiencies
among their employees. A 2005 NCW
publication summarized feedback from
the human resources divisions for 49 of
the 50 states:
Writing is considered an even more impor-
tant job requirement for the states’ nearly
66. 2.7 million employees than it is for the
private-sector employees studied in the
Commission’s previous survey of leading
U.S. businesses. Still, despite the high value
that state employers put on writing skills,
a significant number of their employees
do not meet states’ expectations. (College
Board, the National Commission on Writ-
ing for America’s Families, Schools, and
Colleges, 2005, p. 3)
Employers have consistently ranked
oral and written communication skills
as among the most important, if not
the most important, qualifications their
employees should possess (Gray et al.,
2005; Kelly & Gaedeke, 1990; McDaniel
& White, 1993). Given the importance
of communication skills to job success
and the communication deficiencies of
employees, the frustration expressed
by American businesses is understand-
able. The following statement from the
2004 NCW report articulates the dis-
satisfaction of American employers:
“The skills of new college graduates
Are Writing Deficiencies Creating a Lost
Generation of Business Writers?
ZANE K. QUIBLE
FRANCES GRIFFIN
OKLAHOMA STATE UNIVERSITY
STILLWATER, OKLAHOMA
TABSTRACT. Business professionals and instructors often view
writing skills as
67. one of the most important qualifications
that employees should possess. However,
many business employees, including recent
college graduates, have serious writing
deficiencies, especially in their ability to
use standard English. As a result, American
businesses spend billions of dollars annu-
ally to remediate these writing deficiencies
(College Board, the National Commission
on Writing for America’s Families, Schools,
and Colleges, 2004). In this article, the
authors examine possible reasons for these
deficiencies and offer evidence that a modi-
fied context-based approach, the glossing
approach, and consistent error marking can
reduce the number of sentence-level errors
students make.
Keywords: context-based approach, gram-
69. Beginning in the 1960s, an abun-
dance of research data showed the inef-
fectiveness of the rules-based approach
(Braddock, Lloyd-Jones, & Schoer,
1963; Elley, Barham, Lamb, & Wyl-
lie, 1975; Harris, 1962; Hillocks, 1986;
Noguchi, 1991). According to Hillocks,
school officials who require that tra-
ditional school grammar be taught are
doing their students a “gross disservice”
(p. 248). Over the years, Hillocks has
repeated his thoughts and has cited the
works of others whose thinking paral-
lels his: “Research over a period of 100
years has consistently shown that the
teaching of traditional school grammar
(TSG) has had little or no effect on
students, particularly on their writing”
(Hillocks & Smith, 2003, p. 721).
Opposition to using the repetitive
drills and grammar or punctuation exer-
cises characteristic of the rules-based
approach was so strong that in 1985, the
National Council of Teachers of English
(NCTE) board of directors passed a
position statement that is still posted on
the NCTE Web page and states,
Resolved, that the National Council of
Teachers of English affirm the position
that the use of isolated grammar and
usage exercises [is] not supported by the-
ory and research [and] is a deterrent to the
improvement of students’ speaking and
70. writing . . . and that the NCTE urge [sic]
the discontinuance of testing practices
that encourage the teaching of grammar
rather than English language arts instruc-
tion. (NCTE, 1985, p. 1)
The NCTE (2006) affirmed its posi-
tion regarding the use of grammar drills
in a news release stating that most Eng-
lish teachers do not see themselves as
“grammar police” (p. 1) patrolling for
sentence-level deficiencies in their stu-
dents’ writing.
As the rules-based approach fell out
of favor, the context-based approach,
strongly advocated by Weaver (1996,
1998), became the preferred means of
teaching grammar and punctuation.
Rather than using the repetitive gram-
mar or punctuation drills characteris-
tic of TSG, the context-based approach
focuses grammar instruction on what
students are reading and writing (i.e.,
formal grammar instruction is cen-
tered on the text created by students).
Although most of the grammar instruc-
tion is likely based on the errors found
in the students’ writing, some grammar
and punctuation instruction also may
focus on error-free constructions. In
this context-based approach, as Weav-
er (1996) pointed out, the grammar
instruction that the students receive var-
ies from school to school, class to class,
71. and student to student, and teachers
generally offer such instruction at the
time of need. Thus, subject–verb agree-
ment may not be discussed until one
or more students make a subject–verb
agreement error, and the sentences in
which such errors were made will be
the focus of the instruction. In using the
context-based approach, teachers pres-
ent grammar and punctuation rules, but
the application of the approach is based
on text created or read by students—not
on isolated grammar exercises.
Weaver (1996) cited several studies
that show the advantages of the context-
based approach, including studies by
Calkins (1986), DiStefano and Killion
(1984), Harris (1962), Kolln (1981),
McQuade (1980), Noguchi (1991),
and O’Hare (1973). In each study, the
researchers found that students who
learned language conventions in the
context of their writing generally made
fewer mechanical errors in their writ-
ing than did students who studied the
language conventions in isolation—a
characteristic of TSG.
Although the context-based approach
has many proponents, it is not without
opposition. Sams (2003) indicated that
the grammar-in-context approach has an
inherent flaw because
it treats grammar as an isolated set of rules,
72. thereby considering the written product
under review as the only relevant con-
text for grammar instruction. It completely
ignores the context from which the rules
derive, the language system itself. Quite
simply, students have no background
knowledge about grammar, no vocabulary,
no concepts, no context, no means for
understanding teachers’ explanations of
rules or their application. Thus, someone
who attempts to teach grammar in context,
is, in effect, attempting to teach grammar
in a vacuum. (p. 63)
Although teaching grammar and
punctuation in the context of writing,
as advocated by Weaver (1996), has
been promoted as an effective alterna-
tive to the rules-based approach, our
observations correlate to those of the
employers interviewed by the NCW:
Students’ writing skills are no more—
and may be less—effective than they
were 15 to 20 years ago. Johansen and
Shaw (2003) have a possible expla-
nation for this observation: Some
English teachers decided not to teach
grammar at all when research findings
showed the ineffectiveness of the TSG
approach and recommended the use of
the context-based approach.
Perhaps one difficulty in this dis-
cussion is the definition of writing as
Hillocks and the NCTE use the term. In
his published work, rarely does Hillocks
73. (1996) mention correctness as a char-
acteristic of good writing. The NCTE
(2006) statement also seems to focus
on other aspects of good writing in
its reference to grammar as being an
important writing resource. However,
the comments in the two NCW reports
(College Board, the National Commis-
sion on Writing for America’s Fami-
lies, Schools, and Colleges, 2004, 2005)
place correctness at the sentence level
at the forefront. If educators distinguish
between teaching correct grammar
and mechanics and teaching writing,
perhaps they can start to address the
problem. Ironically, according to Baron
(2003), college professors were recently
reported in a study undertaken by the
publishers of the American College Test
34 Journal of Education for Business
(ACT) as indicating that grammar is
the most important skill for students
entering college, but high school teach-
ers consider it to be the least important
skill. According to the same study, the
discrepancy between college expecta-
tions and high school instruction may
explain why nearly 20% of students
entering college take a remedial writing
course. Although teaching correct gram-
mar and mechanics certainly does not
constitute teaching writing, we argue
74. that for business writing, correctness is
a critical characteristic of effective writ-
ten communication.
Doniger (2003) wrote that the oppo-
sition to teaching TSG may be weak-
ening because “recently, the armor of
the anti-grammar instruction stance has
shown chinks and dents” (p. 101). Hud-
son (2001) concurred:
The pendulum seems to be on the return
swing. It would be naive to think that
the pendulum is driven by academic
research—indeed, there has been very
little research on grammar and writing
since the flurry in the 60s and 70s. . . .
However, the result is that there is now
much more enthusiasm in some educa-
tional circles for the idea that conscious
grammar (resulting from formal teaching)
could have the useful benefit of improv-
ing writing. (p. 1)
Hudson (2001) reported that in the
United Kingdom, the government has
introduced two directives: the Nation-
al Literacy Strategy in 1997 and the
National Curriculum for English in
1999. These directives advocate reintro-
ducing the teaching of grammar into all
primary and secondary state-run schools
in the United Kingdom.
The instructors who teach writing
courses, including written business
75. communication courses, are chal-
lenged to develop new approaches
to help students remediate their sen-
tence-level errors. These courses are
likely the last writing-oriented courses
that the students take before receiving
their undergraduate degree. Given the
disparity between the ineffective writ-
ing skills of those entering the work-
force and the level of writing skills
American employers require of their
employees, the instructors educat-
ing future business employees cannot
ignore the disconnect. If instructors
continue to ignore it, the consequenc-
es will likely be as frustrating to the
instructors as their products are frus-
trating to those who hire them. If the
status quo is allowed to continue, gov-
ernment intervention becomes a much
stronger likelihood, as has occurred in
the United Kingdom.
Suggestions
Researchers have posed a num-
ber of alternatives to the rules-based
approach. However, unless these alter-
natives help students overcome their
sentence-level deficiencies, the writing
weaknesses of employees as identified
in the two NCW reports will continue
frustrate employers.
Hillocks and Smith (2003), who are
76. strong opponents of the TSG approach,
recommended the sentence-combining
technique as an alternative to the con-
text approach. When using the sen-
tence-combining technique, instructors
give students a series of short sentences
in a set (from two to as many as eight
or nine) and ask students to use all of
the ideas in these sentences to cre-
ate a new, more structurally complex
sentence. According to Cooper (1975),
“no other single teaching approach has
ever consistently been shown to have a
beneficial effect on syntactic maturity
and writing quality” (p. 72). However,
when considering the errors in the sen-
tences students create, Jackson (1982)
found that sentence-combining prac-
tice did not reduce errors among basic
writers. Hayes (1984) indicated that
sentence combining has the same level
of effectiveness in reducing mechani-
cal errors as TSG instruction.
We believe that a modified sentence-
combining technique in which sentence-
level errors are identified and the rules
governing the correction of these errors
are explained is a viable option. Illustra-
tion of the modified sentence-combin-
ing strategy is:
Directions: Using the ideas presented in
the following sentences, combine them
into one compound sentence.
77. John is my brother.
He is the oldest of the three boys in my
family.
He lives in New York City.
He plans to visit me this weekend.
Student’s sentence: My older brother John
lives in New York City, he is going to visit
me this weekend.
Instructor’s notations on student’s paper:
Superlative adjective error (“older” should
be “oldest”); comma-splice error (change
comma to semicolon or insert “and”); and
parallel structure error (“he is going to. .
.” should be “he plans to. . .”)
Note: In an actual situation, the codes of
the errors reflecting these three deficien-
cies would be placed at the location of
each error. For example, “sup. adj” may
be written at the location of the first error,
“CS” may be written at the location of the
second error, and “PS” may be written at
the location of the third error.
We believe that students’ sentence-
level errors should always be marked
as part of grading their work. If English
teachers do not see themselves as gram-
mar police and therefore do not mark
grammar and punctuation errors, students
remain unaware of the magnitude of their
78. writing insufficiency and have no way of
knowing what types of deficiencies need
to be corrected. The result is that they
continue to make the same sentence-
level errors. The instructors who teach
in other business disciplines also can
assist by marking sentence-level errors
in their students’ written work. They also
can consider writing quality, including
correctness, as one of the components in
determining grades on students’ written
work. This can be facilitated when an
academic unit (e.g., department or col-
lege) adopts a uniform error-code list or
writing style handbook that all instruc-
tional personnel use when grading their
students’ work. Thus, if a student’s paper
contains a comma splice, the instructor
records the code for the splice on the
student’s paper at the location of the
error and provides a correction.
Some researchers show that requiring
students to correct certain marked errors
is helpful. Johansen and Shaw (2003)
advocated this with their glossing
approach, which uses the following five
steps: (a) the teacher evaluates students’
writing and marks their sentence-level
errors; (b) the teacher highlights the
errors that he or she wants students to
further consider; (c) the teacher returns
the students’ work, asking them to cor-
rect all errors; (d) each student receives
a summary sheet on which he or she
writes the grammar rules that pertain to
79. September/October 2007 35
the highlighted errors on his or her piece
of writing; and (e) each student resub-
mits the corrected composition and the
summary sheet.
Feng and Powers (2005) recommend-
ed error-based grammar instruction that
analyzes the grammar errors students
make and creates minilessons that focus
on these errors. During follow-up writ-
ing, the instructors continue to analyze
the nature of students’ sentence-level
errors and provide additional remedia-
tion where needed.
Sams (2003) suggested the use of
sentence diagramming to teach grammar
fundamentals and presented a question-
ing process to help students differenti-
ate among various words and their use
within sentences. According to Sams,
this system works because in linguistic
structures, each word within a sentence
answers a question about another word,
and using the questioning process helps
students determine the proper relation-
ships between words.
Quible (2004) studied the use of an
error-labeling technique in eliminating
sentence-level errors that students in
80. business writing courses often make. In
his study, students were asked to iden-
tify and label errors in writing samples.
He found a strong correlation between
error labeling and error correction, sug-
gesting that the error-labeling technique
is an effective approach in helping stu-
dents eradicate sentence-level errors
involving grammar and punctuation.
Quible (2006) also studied the impact
on error eradication of remediation exer-
cises containing grammar and punc-
tuation deficiencies. These remediation
exercises (short narratives), most of
which were 100–120 words long, were
created to focus on certain errors often
found in students’ writing; for example,
an exercise may include several sen-
tences that contain subject–verb and
pronoun–antecedent disagreement. Stu-
dents were asked to identify the errors
by their label and subsequently correct
them. By the end of the semester, the
students who completed the remedia-
tion exercises made significantly fewer
sentence-level errors than did their
counterparts who did not complete the
remediation exercises.
Quible (2007) reported that the use
of strategies is a useful technique in
helping students master basic grammar
and punctuation concepts. Strategies
avoid the use of parts-of-speech labels
81. and grammar and punctuation rules. In
their place, students work with easy-to-
learn and easily remembered strategies.
An illustration of rules approach versus
strategies approach is:
Rule: “Who” is correctly used when it
functions as a subject in the sentence;
“whom” is correctly used when it func-
tions as an object.
Strategy: On the one hand, when you
can correctly substitute “he” (or “she”
or “they”) in a sentence when deciding
whether to use “who” or “whom,” then
“who,” not “whom,” is the correct choice.
On the other hand, when you can correct-
ly substitute “him” (or “her” or “them”)
in a sentence when deciding whether to
use “who” or “whom,” then “whom,” not
“who,” is the correct choice.
Application:
Sentence: The person (who/whom) sells
the most cars will earn a trip to Cancun.
Strategy: “Him (or her) sells the most
cars” or “he (or she) sells the most cars.”
Choose “who.”
Sentence: (Who/whom) did you ask to
give the keynote address?
Strategy: “Did you ask he/she/they” or
“Did you ask him/her/them?” Choose
82. “whom.”
Conclusion
Focusing instruction on grammar and
punctuation rules is a necessary part of
teaching written communication skills.
Researchers have shown that the ability of
students to eliminate their sentence-level
errors improved when instruction was
combined with other approaches (e.g.,
in-context writing, sentence combining,
glossing, error labeling). Without such
instruction, businesses will continue to
suffer the high costs of a lost generation
of employees whose writing is plagued
with sentence-level deficiencies.
NOTES
Dr. Zane K. Quible’s interests are business
writing and business pedagogy.
Dr. Frances Griffin’s interests are business
writing and cross-cultural business communica-
tion.
Correspondence concerning this article should
be addressed to Dr. Zane K. Quible, Profes-
sor, Oklahoma State University, Stillwater, OK
74078.
E-mail: [email protected]
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