© 2003 Pearson Education, Inc., publishing as Longman Publishers. 1 Week 5 Memo, and Letters Technical Communication John M. Lannon PowerPoint prepared by Jimidene Murphy (and messed with by Ray Lacina – shhh….)

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 2 Why write? What situations call for writing?  Message is important or complex  It’s necessary to create a written record.  What are a few examples of situations which might call for writing?

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 3 Advantages A written message:  Lessens chance of misunderstandings  Gives readers concrete document to refer to later for clarification  Ensures that all people receive same message  Example?

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 4 Disadvantages Unfortunately, a written message also:  Creates paper trails  May irritate readers if a phone call would have done the job  May make a situation public that is best dealt with in private  Example?

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 5 An Effective Message  Well-organized  Concise  Written in Reader Friendly Style (not “Letterese”Letterese  Gives prominence to main idea  Satisfies reader’s informational needs

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 6 Memos, Letters &  Document an agreement, action, plan, or request  Inform staff members about change  Introduce a document  Answer requests  Request information  Suggest a change

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 7 Interpersonal Considerations  Focus on the reader’s perspective  Focus on the human connection  Use plain English (Avoid Letterese)  Anticipate the reader’s reaction  Decide on the direct or the indirect plan

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 8 Giving Good News  Main idea early  Present good news clearly, concisely, courteously in pleasant, good-natured tone  Reader reaction is influenced by sequence in which you present your ideas –opening sentence that says “yes” will grab reader and encourage him to keep reading

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 9 Giving Good News Necessary details:  Anything that helps reader understand message  Will not benefit reader if it doesn’t give all the details necessary for him to fully understand message  Anticipate questions—You Attitude

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 10 Giving Good News Action step  Tells readers what to do, how to do it, & when  Convince reader that action he must perform is easy-- don’t make things complicated—don’t appear dictatorial

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 11 Giving Good News Positive closing  Emphasizes what has or will be done & avoids mentioning anything that can’t be done  Key word is positive—don’t leave reader with negative impression  Review Review

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 12 Good News Messages Effect of Good-news memos on readers  Capture reader’s attention  Satisfy their informational needs  Build & maintain their good-will

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 13 When to Use: Simple Memo  Neutral—written for reader’s information  Introduce reports, project outlines, other material  Also used when reader is familiar w/ subject  Summarize recent conversations  Inform readers something has been acted on, received, or sent

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 14 When to Use: Requests  First, ask yourself: What info do I need? What action do I want reader to take?  Begin message by making request  Next justify request or inquiry with your reasons  Next, give precise description of what you need so reader can fulfill request or answer your inquiry

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 15 When to Use: Positive Announcement Announce positive change w/details Outline any necessary procedural changes that may affect staff, or any actions they must perform before change is implemented Point out how any extra work change may create will provide long term benefits End w/ positive note, perhaps giving credit to people who worked to bring about change

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 16 Giving Bad News  Contain message reader may consider disappointing or unfavorable  Underlying purpose of every Bad- News message is to retain reader’s goodwill  Convey your sincere concern  Avoid personal rejection. Tone should be sincere and professional.

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 17 Guidelines for Bad News Use You Attitude—if possible, show how bad news will serve your reader’s needs and interests Be tactful—don’t focus on reader’s inadequacies or mistakes: make it clear you are rejecting request, not the person who made it

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 18 Guidelines for Bad News Take problem-solving approach— denied requests are problems to be solved Display confidence—don’t apologize, explain Reply promptly don’t get readers’ hopes up, or let them figure out bad news for themselves.

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 19 Giving Bad News Positive opening  Serves as cushion for bad news that follows  Should flow from positive to negative, but don’t mislead reader

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 20 Giving Bad News Explanation of circumstances  Want to persuade reader that refusal/denial is necessary  Give straightforward explanation supported by facts

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 21 Giving Bad News Statement of Bad News  Put in middle of paragraph to avoid drawing attention to it—begin w/explanation  If bad-news clear from reasons, omit this statement

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 22 Giving Bad News Constructive suggestion  Offer alternative  Provide info that will help reader fulfill his need  Offer appropriate substitute

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 23 Giving Bad News Positive closing  Find ways to express appreciation or invite further discussion  You might ask reader to let you know if an alternative you offered in constructive suggestion is acceptable

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 24 When to Use: Refusing Requests Refusal should be clear, but not rude/slighting  Begin w/ buffer assuring reader you have carefully thought over his position, understand his needs  Briefly explain why answer was no  End on a positive note

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 25 When to Use: Announcing Change  Follow indirect pattern when announcing any changes that may be viewed negatively  Review Review  Exercise: Evaluate and Rewrite this Memo Memo  Review: Model for DiagnosticModel for Diagnostic

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 26 Elements of a Usable Memo  Easy to scan  Easy to file  Easy to retrieve  Effective headers, subject lines, and body text

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 27 Common Types of Memo Reports  Recommendation reports  Justification reports  Progress reports  Periodic activity reports  Survey reports  Minutes of meetings

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 28 Parts of a Memo  Heading  Body  Special Notations  Sample Memo Sample Memo

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 29 Benefits of  Speed  Convenience  Nonintrusive nature  Democratic  Good opportunity for lateral or upward communication  Vehicle for creative thinking  Vehicle for collaboration

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 30 Some Issues Regarding  Copyright  Privacy  Quality  Information overload  Junk mail  Poorly edited messages  Flaming  Tendency to be informal

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 31 When a Letter is Better than a Memo or Use a letter when you need to  Personalize your message  Convey a dignified, professional impression  Act as a representative of your company  Present a carefully constructed case  Respond to clients, customers, or anyone outside your organization  Provide an official notice or record of an announcement or legal action

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 32 Parts of a Letter Heading / company name Date and inside address Salutation Body of letter Closing and signature Any notations

© 2003 Pearson Education, Inc., publishing as Longman Publishers. 33 Collaborative Exercise Now apply what you’ve learned to resolving the following case scenario: Honey for Flies Instructions Instructions and Peer Evaluation Sheets are in this week’s packet.Peer Evaluation Sheets