Chapter 5 Writing Process Phase 2: Research, Organize, Compose Business Communication: Process and Product, 6e Mary Ellen Guffey Copyright © 2008

Formal Research Methods Access electronically The Internet Databases Search manually Books, articles Other secondary sources Investigate primary sources Interviews Surveys Experiment scientifically Tests with experimental and control groups Mary Ellen Guffey, Business Communication: Process and Product, 6e

Informal Research and Idea Generation Look in the company files. Talk with your boss. Interview the target audience. Conduct an informal survey. Brainstorm for ideas. Develop a cluster diagram. Mary Ellen Guffey, Business Communication: Process and Product, 6e

Organizing Data Listing and outlining Grouping ideas into patterns Direct pattern for receptive audiences Indirect pattern for unreceptive audiences Mary Ellen Guffey, Business Communication: Process and Product, 6e

Organizing Data: Creating Cluster Diagrams Paid gym membership Smoking- cessation programs Gifts and premiums New menu in cafeteria Financial incentives Improving employee health Flex time for workouts Seminars and workshops Peer mentors Guest speakers Mary Ellen Guffey, Business Communication: Process and Product, 6e

Organizing Data: Making Outlines Define the main topic (purpose of message) in the title. Divide the main topic into three to five major components. If needed, combine small components into one larger category. Break the components into subpoints. Don’t put a single item under a major component; integrate it with the main item above it or reorganize. Strive to make each component exclusive (no overlaps). Use details, illustrations, and evidence to support subpoints. Mary Ellen Guffey, Business Communication: Process and Product, 6e

Organizing Data: Alphanumeric Outline Mary Ellen Guffey, Business Communication: Process and Product, 6e

Organizing Data: Decimal Outline Mary Ellen Guffey, Business Communication: Process and Product, 6e

Grouping Ideas into Patterns: Direct for Receptive Audiences Mary Ellen Guffey, Business Communication: Process and Product, 6e

Grouping Ideas into Patterns: Indirect for Unreceptive Audiences Mary Ellen Guffey, Business Communication: Process and Product, 6e

Creating Effective Sentences Recognize phrases and clauses. Clauses have subjects and verbs; phrases do not. Independent clauses are complete; dependent clauses are not. Phrases and dependent clauses cannot function as sentences. Independent clause: They were eating pizza. Dependent clause: that they wanted to return for a refund Phrase: to return for a refund © C Squared Studios/Photodisk/Getty Images Mary Ellen Guffey, Business Communication: Process and Product, 6e 8

Effective Sentences: Active and Passive Voice Use active-voice verbs for most sentences. Examples: We do not provide cash refunds. The manager overlooked the deadline. Use passive-voice verbs to de-emphasize the performer and/or to be tactful. Examples: Cash refunds are not provided (by us). The deadline was overlooked (by the manager). Mary Ellen Guffey, Business Communication: Process and Product, 6e 8

Effective Sentences: Dangling Modifiers Avoid dangling phrases. Keep phrases close to the words they describe. Not this: Rescuers saved a dog from a car that had a broken leg. But this: Rescuers saved a dog with a broken leg from a car. Mary Ellen Guffey, Business Communication: Process and Product, 6e 8

Effective Paragraphs: Focus Discuss only one topic in a paragraph. Group similar ideas together. Paragraphs may be composed of three kinds of sentences: Main sentence: expresses the primary idea of the paragraph. Supporting sentence: illustrates, explains, or strengthens the primary idea. Limiting sentence: opposes the primary idea by suggesting a negative or contrasting thought; may precede or follow the main sentence. Mary Ellen Guffey, Business Communication: Process and Product, 6e

Build Coherence, Link Ideas Sustain the key idea by repeating or rephrasing it. Our philosophy holds that every customer is really a guest. All new employees to our theme parks are trained to treat guests as VIPs. These VIPs are never told what they can or cannot do. Mary Ellen Guffey, Business Communication: Process and Product, 6e

Build Coherence, Link Ideas Use a pronoun as a link to an antecedent: All new park employees receive a two-week orientation. They learn that every staffer has a vital role in preparing for the show. This training includes how to maintain enthusiasm. Mary Ellen Guffey, Business Communication: Process and Product, 6e

Build Coherence, Link Ideas Dovetail sentences. Connect the beginning of each new sentence with a word from the end of the previous sentence. New hosts and hostesses learn about the theme park and its facilities. These facilities include telephones, food services, bathrooms, and attractions, as well as the location of offices. Knowledge of administrative offices and the internal workings of the company, such as who’s in administration, ensures that staffers will be able to serve guests fully. Serving guests, of course, is our No. 1 priority. Mary Ellen Guffey, Business Communication: Process and Product, 6e

Use Transitional Expressions To Add or Strengthen To Show Time or Order To Clarify additionally after for example again before for instance also earlier I mean To Show Cause and Effect To Contradict To Contrast accordingly actually as opposed to as a result but at the same time consequently however by contrast Mary Ellen Guffey, Business Communication: Process and Product, 6e

End Mary Ellen Guffey, Business Communication: Process and Product, 6e