COM223 WRITING FOR STRATEGIC COMMUNICATION STUDY GUIDE (5CU)Course Development Team Head of Programme : Dr Brian Lee Course Developer : Mr David Lee Production : Educational Technology & Production Team Curriculum Administration Team © 2016 SIM University. All rights reserved. No part of this material may be reproduced in any form or by any means without permission in writing from the Educational Technology & Production, SIM University. Educational Technology & Production SIM University 461 Clementi Road Singapore 599491 Release V1.0CONTENTS COURSE GUIDE 1. Welcome.............................................................................................................1 2. Course Description and Aims.........................................................................1 3. Learning Outcomes ..........................................................................................2 4. Learning Material .............................................................................................3 5. Assessment Overview......................................................................................3 6. Course Schedule................................................................................................4 7. Learning Mode ..................................................................................................4 STUDY UNIT 1 FUNDAMENTALS OF WRITING Learning Outcomes ......................................................................................... SU1-1 Overview........................................................................................................... SU1-1 Chapter 1 The Writing Process ...................................................................... SU1-2 Chapter 2 Developing an Effective Writing Style ..................................... SU1-11 Chapter 3 Rhetoric and Persuasion............................................................. SU1-17 Summary......................................................................................................... SU1-23 References ....................................................................................................... SU1-24STUDY UNIT 2 PUBLIC RELATIONS WRITING Learning Outcomes ......................................................................................... SU2-1 Overview........................................................................................................... SU2-1 Chapter 1 Writing News Releases and Media Invites/Pitches .................. SU2-2 Chapter 2 Writing Speeches ........................................................................... SU2-9 Chapter 3 Writing for Social Media ............................................................ SU2-12 Summary......................................................................................................... SU2-17 Reference......................................................................................................... SU2-18 STUDY UNIT 3 ORGANISATIONAL WRITING Learning Outcomes ......................................................................................... SU3-1 Overview........................................................................................................... SU3-1 Chapter 1 Organisational Writing................................................................. SU3-2 Chapter 2 Writing Good-News Messages and Bad-News Messages....... SU3-5 Chapter 3 The Most Frequently Used Tools of Written Communication .......... ………………………………………………………………………………...SU3-10 Summary......................................................................................................... SU3-17 References ....................................................................................................... SU3-18COURSE GUIDECOM223 COURSE GUIDE 1 1. Welcome (Access video via iStudyGuide) Welcome to the course COM223 Writing for Strategic Communication, a 5 credit unit (CU) course. This Study Guide will be your personal learning resource to take you through the course learning journey. The guide is divided into two main sections – the Course Guide and Study Units. The Course Guide describes the structure for the entire course and provides you with an overview of the Study Units. It serves as a roadmap of the different learning components within the course. This Course Guide contains important information regarding the course learning outcomes, learning materials and resources, assessment breakdown and additional course information. 2. Course Description and Aims This course aims to equip students with the professional writing skills needed to support an organization’s key strategic communication functions. These strategic communication functions include persuasive writing, public relations writing (including writing news releases, media invites/pitches, as well as writing for social media) and organizational writing. The course adopts an applied, practical approach designed to develop a student’s writing skills as a current or aspiring communication professional. Self-directed online learning is complemented by faceto-face seminars where real-world examples and case studies provide the context for interactive discussion. Course Structure This course is a 5-credit unit course presented over 6 weeks. There are three Study Units in this course. The following provides an overview of each Study Unit.COM223 COURSE GUIDE 2 Study Unit 1 – Fundamentals of Writing Fundamentals of Writing provides learners with an overview of the writing process, identifies and helps learners incorporate effective writing techniques into their own writing endeavors, and introduces learners to the tradition of rhetoric and persuasion. Study Unit 2 – Public Relations Writing Public Relations Writing provides learners with an overview of the types of writing public relations practitioners commonly encounter, and introduces the beginning concepts and techniques for managing these writing tasks effectively. Study Unit 3 – Organizational Writing Organizational Writing provides students with the tools to communicate effectively at work through demonstrating sound writing techniques. Students will be introduced to techniques that help them gain an effective writing style in the workplace and to develop a style of their own. This Study Unit will also cover key types of professional correspondence usually encountered in the workplace. 3. Learning Outcomes Knowledge & Understanding (Theory Component) By the end of this course, students should be able to:  Describe the writing process  Identify traits of effective writing across an organization’s strategic communication functions Key Skills (Practical Component) By the end of this course, students should be able to:  Apply effective writing techniques across an organization’s strategic communication functions  Demonstrate the ability to research and write effective public speeches  Demonstrate the ability to research and write key public relations documents including news releases, fact sheets, executive biographies and for an organization’s social media  Demonstrate effective writing strategies to embark on key types of organizational communication including letters, memos, and e-mailsCOM223 COURSE GUIDE 3 4. Learning Material The following is a list of the required learning materials to complete this course. Required Textbook Marsh, C., Guth, D. W., & Short, B. P. (2011). Strategic writing: multimedia writing for public relations, advertising, and more. London: Routledge 5. Assessment Overview The overall assessment weighting for this course is as follows: Assessment Description Weight Allocation Assignment 1 Pre-Course Quiz 10% Assignment 2 TMA01 20% Assignment 3 TMA02 20% Examination End of Course Assignment 50% TOTAL 100% The following section provides important information regarding Assessments. Continuous Assessment: There will be continuous assessment in the form of two tutor-marked assignments (TMAs). In total, this continuous assessment will constitute 50 percent of overall student assessment for this course. The two assignments are compulsory and are non-substitutable. These assignments will test conceptual understanding of both the fundamental and more advanced concepts and applications that underlie Writing for Strategic Communication. It is imperative that you read through your Assignment questions and submission instructions before embarking on your Assignment. Examination: The final (2-hour) written exam will constitute the other 50 percent of overall student assessment and will test the ability to effectively write across various strategic communication functions. All topics covered in the course outline will beCOM223 COURSE GUIDE 4 examinable. To prepare for the exam, you are advised to review Specimen or Past Year Exam Papers available on MyUniSIM. Passing Mark: To successfully pass the course, you must obtain a minimum passing mark of 40 percent for each of the two TMA components. That is, students must obtain at least a mark of 40 percent for the combined assessments and also at least a mark of 40 percent for the final exam. For detailed information on the Course grading policy, please refer to The Student Handbook (‘Award of Grades’ section under Assessment and Examination Regulations). The Student Handbook is available from the Student Portal. Non-graded Learning Activities: Activities for the purpose of self-learning are present in each study unit. These learning activities are meant to enable you to assess your understanding and achievement of the learning outcomes. The type of activities can be in the form of Quiz, Review Questions, Application-Based Questions or similar. You are expected to complete the suggested activities either independently and/or in groups. 6. Course Schedule To help monitor your study progress, you should pay special attention to your Course Schedule. It contains study unit related activities including Assignments, Self-assessments, and Examinations. Please refer to the Course Timetable in the Student Portal for the updated Course Schedule. Note: You should always make it a point to check the Student Portal for any announcements and latest updates. 7. Learning Mode The learning process for this course is structured along the following lines of learning: (a) Self-study guided by the study guide units. Independent study will require at least 3 hours per week. (b) Working on assignments, either individually or in groups. (c) Classroom Seminar sessions.COM223 COURSE GUIDE 5 iStudyGuide You may be viewing the iStudyGuide version, which is the mobile version of the Study Guide. The iStudyGuide is developed to enhance your learning experience with interactive learning activities and engaging multimedia. Depending on the reader you are using to view the iStudyGuide, you will be able to personalise your learning with digital bookmarks, note-taking and highlight sections of the guide. For technical resources on the iStudyGuide, please refer to http://www.unisim.edu.sg/mobile/faq.html#4_4. Interaction with Instructor and Fellow Students Although flexible learning – learning at your own pace, space and time – is a hallmark at UniSIM, you are encouraged to engage your instructor and fellow students in online discussion forums. Sharing of ideas through meaningful debates will help broaden your learning and crystallise your thinking. Academic Integrity As a student of UniSIM, it is expected that you adhere to the academic standards stipulated in The Student Handbook, which contains important information regarding academic policies, academic integrity and course administration. It is necessary that you read and understand the information stipulated in the Student Handbook, prior to embarking on the course.STUDY UNIT 1 FUNDAMENTALS OF WRITINGCOM223 STUDY UNIT 1 SU1-1 Learning Outcomes By the end of this unit, you should be able to: 1. Describe the writing process from pre- to post-writing 2. Apply idea-generation techniques to a writing assignment 3. Outline post-writing strategies to enhance a piece of written work 4. Appraise an effectively-written paragraph as a building block of a written work 5. Identify the role of a topic sentence 6. Demonstrate the ability to construct effective topic sentences 7. Outline the key traits of effective writing 8. Apply elements of effective writing into a writing assignment 9. Appraise key writing improvement techniques such as using transitions, sentence variety, and language awareness 10. Apply the key techniques to improve a written work 11. Describe the contribution made by Aristotle to rhetoric and persuasion 12. Explain Aristotle’s three proofs and relate how they apply to persuasive writing 13. Discuss the use of persuasive techniques to achieve communication objectives 14. Differentiate audience types and their relationship to persuasive writing 15. Apply the persuasive writing process across writing genres Overview This Study Unit on Fundamentals of Writing provides learners with an overview of the writing process, identifies and helps learners incorporate effective writing techniques into their own writing endeavours, and introduces learners to the tradition of rhetoric and persuasion.COM223 STUDY UNIT 1 SU1-2 Chapter 1 The Writing Process 1.1 Introduction Think about the last time you embarked on a writing activity. Did you immediately put pen on paper (or fingers on keyboard)? Often, when faced with a writing task, our impulse is to start typing right away to complete the assignment as soon as possible. Not only can pre-planning save us time in the long-run, it can improve the quality of our writing too. Writing is a process that involves a sequence of structured yet fluid steps. Many writers struggle because they believe that writing is an activity that needs to be completed at one go. In reality, writing involves much more than taking a pen (or keyboard) in hand and expecting the words to flow perfectly in an organised, focused manner. Professional writers plan, write, and rewrite multiple drafts of a document before achieving a finished product. 1.2 The Writing Process Therefore, it is more useful to think of writing as a process that comprises a few key steps that begin even before formal writing. In the pre-writing stage, writers:  Generate ideas about possible subjects  Put ideas down in visual form  Start to narrow down the subject into more concrete terms  Write the main idea in one sentenceCOM223 STUDY UNIT 1 SU1-3  Arrange the subsequent ideas in a plan or outline  Conduct research to obtain the supporting evidence Once the skeleton, or the writing framework, is in place, actual writing can begin:  Write your first draft  Check that your draft aligns with what you have set out to accomplish in your pre-writing plan  Are you satisfied with your first draft? If not, refine it in your subsequent draft until it meets your objectives Before you finally submit your writing assignment, it is a good idea to engage in the following post-writing activities:  Review what you have written  Rearrange and revise as necessary  Proof-read for style, grammar, spelling errors 1.3 Pre-Writing One of the most important elements of writing is the audience. In fact, effective writers often think about the audience as the first step. Ask yourself these crucial questions: Who are my audiences? Do I have just one audience to focus on, or many audiences to target? How much do they know about this topic? Are they likely to agree or disagree with my ideas? Besides the audience, another critical question an effective writer often asks is: What is the purpose of my writing? In other words, what do I want the audience to do as a result of reading my writing? Take time to reflect on these basic questions.COM223 STUDY UNIT 1 SU1-4 Once you have a grasp of these, you are ready to proceed to the next step of prewriting, i.e. idea generation. Visit http://www.ncss.gov.sg/documents/ad_hopeless.pdf Jot down your answers to these questions:  Who are the ad’s target audiences?  What are the ad’s intended purposes?  Were there any unintended messages?  How successful was the ad in achieving its purposes? Bring your response to the face-to-face seminar for in-class discussion.COM223 STUDY UNIT 1 SU1-5 1.4 Idea Generation Idea generation techniques can be an effective way to overcome a phenomenon called writer’s block, where a writer experiences a mental paralysis when confronted with the writing task. The following are some common idea generation techniques which can help a writer overcome writer’s block. 1.4.1 Free Writing In free writing, the writer starts by:  Thinking of the topic you are writing about  Writing down any and all words that come to mind  Avoiding self-censoring  Writing quickly as ideas come to mind When you are done, look at all the words you have written. Are you able to spot any patterns? Do you spot any recurrent themes that indicate to you a general direction your writing could take? 1.4.2 Listing When using listing as an idea-generation tool, begin by thinking of the topic you are supposed to write about:  Start by making a list of ideas that fall in any way under the overall topic  As with free writing, jot down anything and everything that comes to mind  Once you are done, circle or underline key words that are especially meaningful or helpful to you  Categorise the circled or underlined key words as sub-topics to help you organise your essay  Look for other key words that can become supporting ideasCOM223 STUDY UNIT 1 SU1-6 1.4.3 Clustering (Mind Maps) Source: https://www.mindtools.com/media/Diagrams/mindmap.jpg Mind maps are visual representations of your ideas. Mind maps are potentially more powerful than free writing or listing because they allow you to see the relationships between your ideas. Here are the steps to drawing a mind map:  Start by putting your subject or topic in the middle of a plain sheet of paper  Circle or underline it  As you think of other ideas, write them down and link them back to your central topic with lines  Identify the relationship between the secondary ideas and the main subject or topic  You may want to go a step further by colouring similar ideas in one colour so that they are clustered together Be creative. Draw, colour, use graphics. Have fun!COM223 STUDY UNIT 1 SU1-7 Think of an assignment you are currently tackling, either at work or in school, or choose one of the following topics below: – Ways to relax – Choosing a pet – Starting my own business Pick one of the idea generation techniques discussed previously. Which technique do you find is the most helpful personally for you? Why? See if you can apply this technique to help you in your future writing assignments. Bring your response to the face-to-face seminar for in-class discussion. 1.5 Discovering the Written Paragraph “There’s something happening in Toronto. While so many cities lament the global economic crisis and the dulling effects of globalisation, boutiques and restaurants seem to open every week in Toronto, and immigrant neighbourhoods still feel linguistically, gastronomically, gloriously, distinct. The cultural diversity and urbanity seem limitless. But it’s hardly an urban jungle. Toronto is filled with lush, insistent greenery and an abundance of parks. It’s hard to imagine a better city to explore in summer.” Read the above introductory paragraph of a travel essay published in the New York Times:  Does the first sentence give you a good indication of what the essay is about?  Does this first paragraph make you want to read on? Why or why not? Source: Wildman, S. (2012, July 26). 36 hours In Toronto. New York Times. Retrieved from http://travel.nytimes.com/2012/07/29/travel/36-hours-intoronto.html?src=me&ref=travelCOM223 STUDY UNIT 1 SU1-8 When we read a written work, we tend to look at it as a whole. We rarely examine a written work as a series of separate paragraphs, and each paragraph as a series of separate sentences. But to be effective writers, it is helpful to take a closer look at the blocks that make up a written essay, i.e. deconstruct the written paragraph. 1.5.1 Deconstructing the Written Paragraph A paragraph is made up of a group of related sentences that develops one main idea. In a piece of written work, a paragraph is usually five to twelve sentences long. An effectively written paragraph typically consists of two elements:  A topic sentence  The body The topic sentence states the main idea of the paragraph. The topic sentence is more general than the other sentences of the paragraph. Because the topic sentence sets the premise of the paragraph, it is usually—but not always—found in the first sentence. However, some paragraphs contain an implied topic sentence, but not an actual, explicit topic sentence. The body supports and expands on the topic sentence. Once the topic sentence has been adequately explained or supported, end the paragraph and move on to the next. Now let’s revisit the New York Times travel essay.  Identify the topic sentence by underlining it.  Why do you think that is a topic sentence?  Is it an effective topic sentence? Why or why not?  Do you think the body does a good job of supporting and expanding on the topic sentence? Why or why not? “There’s something happening in Toronto. While so many cities lament the global economic crisis and the dulling effects of globalisation, boutiques and restaurants seem to open every week in Toronto, and immigrant neighbourhoods still feel linguistically, gastronomically, gloriously, distinct. The cultural diversity and urbanity seem limitless. But it’s hardly an urban jungle. Toronto is filled with lush, insistent greenery and an abundance of parks. It’s hard to imagine a better city to explore in summer.” Source: Wildman, S. (2012, July 26). 36 hours In Toronto. New York Times. Retrieved from http://travel.nytimes.com/2012/07/29/travel/36-hours-intoronto.html?src=me&ref=travel Bring your response to the face-to-face seminar for in-class discussion.COM223 STUDY UNIT 1 SU1-9 Now look at this paragraph, also extracted from an article from the New York Times. Underline the sentence which has the closest match to the definition of a topic sentence. “Other places around the country, including the Mississippi Delta, Detroit and suburban Phoenix, face similar problems. The Association of American Medical Colleges estimates that in 2015 the country will have 62,900 fewer doctors than needed. And that number will more than double by 2025, as the expansion of insurance coverage and the aging of baby boomers drive up demand for care. Even without the health care law, the shortfall of doctors in 2025 would still exceed 100,000.” Source: Lowrey, A., & Pear, R. (2012, July 28). Doctor shortage likely to worsen with health law. New York Times. Retrieved from http://www.nytimes.com/2012/07/29/health/policy/too-few-doctors-in-many-uscommunities.html?_r=1&hp Bring your response to the face-to-face seminar for in-class discussion. 1.5.2 Writing and Refining Your Topic Sentence When writing your topic sentence, think about the two most fundamental considerations of effective writing, i.e. your audience and purpose. Re-discovering the Written Paragraph (Access video via iStudyGuide) For example, say, you are trying to inform your audience about asthma. Is your audience children? Parents? Or doctors? How you scope your topic and write your topic sentence may differ accordingly. To help you refine your topic sentence, state your topic clearly in a complete sentence. – Asthma is a disease.COM223 STUDY UNIT 1 SU1-10 Now that you have your topic stated in a complete sentence, strengthen your topic sentence by giving it a controlling idea. The topic sentence sets the scope of the paragraph body, and the controlling idea helps you focus on a particular point. – Asthma is a disease that can be particularly dangerous in children. In the above example, “Asthma is a disease” is the topic sentence, and “particularly dangerous in children” is the controlling idea. Look at the examples of the following topic sentences provided below. Circle the topic and underline the controlling idea. Global warming is set to have a serious impact on the earth’s ecosystem. Dollar cost averaging is said to be an effective investment strategy. Vitamin C improves one’s health by destroying free-radicals.COM223 STUDY UNIT 1 SU1-11 Chapter 2 Developing an Effective Writing Style 2.1 Traits of Effective Writing Why do we write? Think about it for a moment. Writing well is not merely to help us do well in academic assignments. Writing well is a life skill that will help us in our professional as well as personal lives. Writing well at work conveys a positive impression to our bosses and colleagues, while writing well in our personal life helps us communicate effectively with friends and loved ones. Beyond considering audience and purpose as the starting steps of effective writing, there are other elements. As you consider these elements, ask yourself some crucial questions. 2.1.1 Stimulating Ideas and Content Often, when we write, we are attempting to communicate an idea. Sometimes it is to explain or educate our audience about an idea, and other times it could be to persuade our audience the merits of our idea above others. So, at the outside of our writing, bear in mind the underlying idea that we are trying to communicate, and ask yourself the following questions:  Will my audience easily understand my idea?  Is there anything I can change to help my idea stand out with more clarity?  Do I need to provide more supporting evidence?  What can I do to strengthen the connections between ideas, examples, and illustrations?COM223 STUDY UNIT 1 SU1-12 2.1.2 Structure Generally, most essays as well as professional correspondence have a beginning, middle, and conclusion. Think of structure as the backbone of your writing on which you build your case. Ask yourself:  Have I begun by introducing my idea and my purpose in a way that gets my reader’s attention?  Is my body aligned with what I have communicated in my introduction?  Have I presented information in a logical order?  Does my conclusion reinforce my introduction and what I have written in the body? 2.1.3 Voice All writing has a “voice,” whether it’s energetic, mechanical, or lethargic. “Voice” is a quality that you can develop if you think about your audience and purpose as you write. Are you trying to persuade? Then you may need to inject conviction, sometimes even passion, into your writing. Are you trying to inform? You can be factual without coming across as mechanical. To help develop your own “voice” in your writing, think of the following:  Does this writing sound like me?  Besides conveying my thoughts, should I also be conveying my feelings? If so, have I done a good job of that?  Have I imbued my writing with energy and passion? 2.1.4 Word Choice Two pieces of writing can have the same word count, but one could be full of live and verve, while the other lifeless and flat. What do you think accounts for that? Using precise words adds energy and clarity to any written work.COM223 STUDY UNIT 1 SU1-13 When considering your word choice, ask yourself the following:  Will my audience understand my words?  Are the verbs or adjectives I am using common or cliché?  Can I replace these verbs or adjectives with more precise alternatives while retaining accuracy in meaning?  Have I eliminated needless repetitions? 2.1.5 Effective Sentence Style Which sentence do you prefer? The Nobel Peace Prize 2015 was awarded to National Dialogue Quartet "for its decisive contribution to the building of a pluralistic democracy in Tunisia in the wake of the Jasmine Revolution of 2011". Or The National Dialogue won the Nobel Peace Prize 2015 for its “decisive contribution to the building of a pluralistic democracy in Tunisia in the wake of the Jasmine Revolution of 2011". Chances are, you prefer the second version. Not only is it shorter, it is written in the active voice, where agent precedes action. Generally, it is good practice to adopt an active voice when writing. Voice (Access video via iStudyGuide) What is an active voice?  Who does what  Active voice  What is done by whom  Passive voiceCOM223 STUDY UNIT 1 SU1-14 Here is another example:  Daniel is turning on the heater.  Active voice  The heater is being turned on by Daniel.  Passive voice Why would we want to use active voice? A passive voice sentence adds unnecessary words. Active voice sentences flow better, and are easier to understand. Having said that, there are certain circumstances where it may be necessary or even preferable to use the passive voice. Such circumstances include situations where:  When the doer of the action is unknown, or does not want to be known.  The writer wants to emphasise the action of the sentence rather than the doer of the action.  The writer wants to deliberately distance himself/herself from the action and/or the doer.  The writer wants to have sentence variety. 2.1.6 Accurate, Correct Copy Beyond style, check that what you have written is accurate in terms of facts. When reviewing your work, look at the details and ask yourself:  Is my grammar correct?  Have I got all my facts right?  Beyond factually-correct, have I used language that is non-offensive (e.g. nonsexist)? Read this opinion piece from the Straits Times, and reflect on the following questions:  Did the writer express his ideas clearly? How did he achieve that through his writing?  Can you identify a beginning, a body, and a conclusion?  Did the writing flow in a logical order?  Did the writer introduce supporting evidence to back-up his points?  Were you able to sense the writer’s “voice?”  Did the writer write engagingly? How did the writer achieve that through his writing?  Was the active voice used more, or the passive voice? Was there sentence variety?COM223 STUDY UNIT 1 SU1-15  Were you able to spot any grammatical errors? Was there language that was offensive? The road to a car-less Singapore Bring your response to the face-to-face seminar for in-class discussion. 2.2 Traits of Effective Writing The ability to write cohesively—where paragraphs hold together and sentences flow clearly and logically one into another—is an important trait of an effective writer. Coherence in writing can be thought of in many ways: 2.2.1 Time Order (Chronological) Time order is achieved when paragraphs and sentences flow in either from present to past or from past to present. For example, in an essay where a writer is attempting to inform the audience on how to prepare a salad, the writer might use cue words such as “first, the vegetables are washed…,” followed by “then, cut the vegetables…” and so on, until the steps are completed from first to last steps. 2.2.2 Space Order Space order is achieved when paragraphs and sentences work to describe a person or place or entity from top to bottom, left to right, foreground to background, etc. For example, in an essay describing how a campus is laid out, a writer might use cue words such as, “at the northern most tip of the campus is the main entrance…,” and “immediately to the east is the administration building, followed by the business school to the south….” 2.2.3 Order of Importance Order of importance is accomplished when paragraphs and sentences are arranged in order of importance, either from most important to least, or the other way round.COM223 STUDY UNIT 1 SU1-16 For example, a writer seeking to persuade his/her audience why stem cell research should be supported might begin with the most important ideas, and use cue words such as, “firstly, stem cell research holds great promise in…,” followed by, “secondly, contrary to common misperceptions, stem cell research does not…” and so on. 2.2.4 Using Transitions Words and phrases, such as however, in contrast, therefore, hence, for example, in conclusion, point out the exact relation between ideas, sentences, and paragraphs. These words, known as transitional expressions, also provide cues to readers and guide them from sentence to sentence, signally to readers how the writer is developing his/her ideas as the writing progresses. Transitional expressions perform some key signalling functions. For example: Purpose Transitional Expressions To add To add, in addition, besides, equally important, moreover To provide contrast or comparison In contrast, in comparison, however, in spite of, on the contrary To conclude or repeat In other words, in summary, in conclusion, thus, to summarise To emphasise Indeed, above all, especially, in fact, surely, in particular Read this opinion piece from the Straits Times, and Underline the words that are transitional expressions. After you submit your responses, the transitional expressions will be displayed. Taking US-Singapore relations higher Bring your response to the face-to-face seminar for in-class discussion.COM223 STUDY UNIT 1 SU1-17 Chapter 3 Rhetoric and Persuasion 3.1 Aristotle and Persuasion The classical framework on persuasion can be traced to the ancient philosopher Aristotle. Born in 384 BC, Aristotle is one of the most important Greek philosophers. Persuasion (Access video via iStudyGuide) At 17, Aristotle’s guardian sent him to study under Plato in Athens to complete his education. Aristotle attended lectures by Plato for a period of some 20 years. One of Aristotle’s most significant intellectual contributions was in the area of rhetoric, or what we commonly equate to as persuasion. His approach to persuasion is captured in a seminal work roughly translated as On Rhetoric. According to Aristotle, persuasion cannot be based on knowledge alone, even if it is the most accurate and scientific knowledge. One must be able to counteract false arguments. One of the applications of rhetoric is “proving opposites.” Central to Aristotle’s concept of rhetoric, or persuasion, is the idea of “proofs.” Some proofs are real, referring to entities already in existence, while others are artificial, which we create. Aristotle’s notion of persuasion incorporates three techniques (or proofs): Logos, Ethos, and Pathos. 3.1.1 Logos Logos as a persuasive technique refers to the use of logic, reason, data, facts, and evidence to persuade. The use of Logos is Aristotle’s preferred technique of persuasion, but he acknowledged that other techniques are necessary as humans are weak.COM223 STUDY UNIT 1 SU1-18 3.1.2 Ethos Ethos as a persuasive technique relies on the credibility of the persuader, the content, and the organisation that he/she represents. According to Aristotle, one needs to appear both knowledgeable and benevolent in order for ethos to be effective. According to Cicero, in classical oratory, the initial portion of a speech (its exordium or introduction) was the place to establish one’s credibility. 3.1.3 Pathos Pathos refers to the use of emotions to persuade. Pathos relates to the psychological appeal of persuasion. Cicero encouraged the use of pathos at the conclusion of an oration. 3.1.4 Other Elements of Persuasion A more current phenomenon, mythos is the use of culture, or cultural background, in persuasion. Building credibility is an important part of persuasion. You cannot effectively persuade someone if he/she does not trust you or think you are in an authoritative position to change his/her position on an issue. Credibility can be built in three ways:  Personal credibility: Involves demonstrating your personal authority over the given topic.  Credibility of ideas: Relates to how believable your audience finds your ideas. The more unconventional your ideas, the more compelling your evidence or robust your argument needs to be.  Organisational credibility: Your credibility may be enhanced if you are affiliated to an organisation that is an authority on the given topic.COM223 STUDY UNIT 1 SU1-19 Read this Forum letter published by the Straits Times, and reflect on the following questions:  Did you find the letter persuasive?  Why or why not?  Which persuasive techniques (logos, ethos, pathos, mythos) did the writer employ?  If you were to write a similar letter, how would you approach it in order to increase the letter’s persuasiveness? Unsafe to sew on train Bring your response to the face-to-face seminar for in-class discussion. 3.2 Persuasion and Audiences Often, writers instinctively assume that their readers are similar to them. Writers often assume that whatever they find persuasive, the audience would find likewise. However, this cannot be taken for granted. Any effective writing starts with considering the needs of the audience. Writers need to think about the techniques of persuasion that would appeal most to their audience and adjust their writing to fit the needs of the audience, not the other way round. Audiences can be a diverse lot, but there are a few key categories including: 3.2.1 Charismatics Charismatics are easily intrigued and excited by new ideas. Notwithstanding, charismatics are able to make decisions based on balanced information, not just emotions. When persuading charismatics, keep your arguments simple and straightforward. Use visuals to communicate features and emphasise the benefits of your ideas.COM223 STUDY UNIT 1 SU1-20 3.2.2 Thinkers Thinkers demand that arguments be backed by research, data, and evidence. They tend to be risk-averse, and can be slow to make a decision. When persuading thinkers, be armed with ample data and adopt an approach based on logic and credibility. 3.2.3 Sceptics Sceptics are highly suspicious. They tend to stick to their own worldview. Sceptics can also be aggressive and combative, and are not easily persuaded. When persuading sceptics, take stock of what their doubts are likely to be, and preemptively counter those doubts. Emphasise your credibility and expertise when attempting to persuade sceptics. 3.3 Some Final Points 3.3.1 The Thesis Statement The thesis statement conveys the overall focus of your persuasive essay and tells the reader what your essay is going to be about. The thesis statement is usually one to two sentences long, and should appear at the beginning of your essay. When writing the thesis statement for your persuasive essay, it is important to consider the following:  Is the topic well-scoped? For example, if you say that your essay will demonstrate how “formal education is too stressful,” you will want to ask if the scope is too wide. How about narrowing it down to a scope that is more focused (and manageable) such as “early-streaming in the Singapore education system introduces unnecessary stress to students,” which refines the focus.  It can be helpful to keep your thesis statement flexible until the first draft of your persuasive essay has been completed. If you uncover new angles during the course of your research, by all means revise your thesis statement accordingly.COM223 STUDY UNIT 1 SU1-21 Further, thesis statements generally fall into the following categories:  Statement of Fact o A claim that something is true or false  Statement of Value o A claim that something does or does not have value  Statement of Policy o A claim that something should or should not be done 3.3.2 Using Qualifiers and Making Concessions The ability to use qualifiers—words that qualify your opinion or cause them to come across as less absolute—makes your opinions easier to support. When making a point, it can be useful not to come across as absolute, such as using words like all, every time, all the time, never, best, worst, everybody, etc. Absolutes are difficult to defend, so it can be helpful to come across as more measured and calibrated. In fact, making concessions can be a subtle but important way of increasing one’s persuasiveness. By making concessions, you identify and acknowledge alternative points of view. Instead of weakening your persuasiveness, making concessions actually increases your credibility by demonstrating that you have thought about other possibly valid points before making what is an educated, considered decision. In fact, if your audience perceives you as only able to see issues one way, your credibility—hence persuasiveness—may be dented.COM223 STUDY UNIT 1 SU1-22 Read Forum letter published in the Straits Times, and reflect on the following questions:  Did you find the letter persuasive? Why or why not?  Which persuasive techniques (logos, ethos, pathos, mythos) did the writer employ?  Who are the target audiences?  Can you identify the thesis statement? If the thesis statement is not explicit, are you nonetheless able to identify the objective of this essay?  Did the writer use qualifiers?  Did the writer make concessions? NOL sale better for public purse in the long run Bring your response to the face-to-face seminar for in-class discussion.COM223 STUDY UNIT 1 SU1-23 Summary This first Study Unit in this course aims to provide you with the fundamental building blocks of effective writing, from the pre- to post-writing process to honing your own writing style, to writing persuasively. More important than the tips and techniques shared are the reflection questions, for writing is a journey of constant self-discovery and practice. The next Study Unit will introduce you to the world of writing for the public relations profession.COM223 STUDY UNIT 1 SU1-24 References Fawcett, S. (2007). Evergreen: A guide to writing with readings. Boston: Houghton Mifflin. Roen, D., Glau, G. R., & Maid, B. M. (2011). The McGraw-Hill guide: Writing for college, writing for life. New York, NY: McGraw-Hill.STUDY UNIT 2 PUBLIC RELATIONS WRITINGCOM223 STUDY UNIT 2 SU2-1 Learning Outcomes By the end of this unit, you should be able to: 1. Explain the objectives of a news release 2. Describe the format of a professionally written news release 3. Construct an effectively written news release 4. Explain the objectives of a media invite/pitch 5. Describe the format of a professionally written media invite/pitch 6. Construct an effectively written media invite/pitch 7. Describe the fundamental considerations in speech writing 8. Evaluate different ways of organising content for a speech 9. Explain the objectives of the introduction and conclusion of a speech 10. Apply appropriate techniques to begin and end a speech effectively 11. Evaluate the use of social media for corporate communications 12. Explain how audience, purpose and organisational culture impact writing for social media 13. Apply the principles of effective social media 14. Apply techniques for writing effectively on Facebook 15. Apply techniques for writing effectively on Twitter Overview Public Relations Writing provides learners with an overview of the types of writing public relations practitioners commonly encounter, and introduces the beginning concepts and techniques for managing these writing tasks effectively.COM223 STUDY UNIT 2 SU2-2 Chapter 1 Writing News Releases and Media Invites/Pitches 1.1 Introduction to News Releases Put yourself in the shoes of a communications manager of a company. You have an important announcement you want to convey to the public. What channels are available to you? You could pay for coverage in the media, i.e. advertise, and many companies do that. But advertising is expensive and your budget is limited. Often, one of the most effective ways is to earn media coverage, and the news release remains a choice way to let journalists know that when you have an important announcement, it is through a news release. A news release is therefore a document that conveys newsworthy information about your organisation to the public through your target news media. By producing an effectively written news release, your aim is that your target journalists will incorporate the information in your news release into an actual editorial article in their publications. 1.1.1 News Values Implicit in the term news release is that it must contain newsworthy information. Just what is considered newsworthy? This would differ from industry to industry, but generally, editors use a broad yardstick known as news values to evaluate whether the information contained in your news release is indeed worth editorial coverage.COM223 STUDY UNIT 2 SU2-3 Broadly speaking, news values can be illustrated this way: Timeliness How new is the information? Also does it latch on to recent trends and issues (e.g. sustainability)? Impact Does the information impact large swathes of people or is it niche? Uniqueness Is your story different from other stories? How special is it? Conflict Does your story involve disagreement, or even violence among factions? Proximity How close geographically is the story to the readers, viewers or listeners? Celebrity Does your story involve a prominent/famous personality? Bear in mind that the above table is not listed in any form of priority. Also, different media will place importance on different news values. For example, a mass broadsheet such as The Straits Times will have a high premium on announcements that have large impact and are timely, while an evening tabloid such as the Lianhe Wanbao would value news values such as conflict, proximity, celebrity, etc. 1.1.2 Writing Your News Release Introduction (Access video via iStudyGuide)COM223 STUDY UNIT 2 SU2-4 Visit http://www.science.edu.sg/aboutus/Documents/Press%20Release/PressReleaseGoldenJubilee.pdf . Jot down your answers to these questions:  What are the different elements that make up the format of the news release?  Which media outlets do you think this news release is targeting and why?  How is the information ordered in this news release? Bring your response to the face-to-face seminar for in-class discussion. While house style within different organisations may vary, most news releases typically contain the following information:  Company letterhead – This is the logo, address, website, etc. that identify the company behind the news release  News release – This is often stated at the top of the document to clearly identify it as a news release. Other interchangeable terms are media release or press release  Headline – A concise statement that summarises the crux of the announcement  Date & location – The date and the location of where the news release is issued  The content – The first paragraph—also known as the lead—is crucial. It should contain the most important aspects of the news release, such as most of the 5W1H, i.e. who, what, when, where, why, how. The end of the content section is often marked by a notation such as ### or  Boilerplate – This is a summary description of the organisation  Media contact – This identifies the contact points for the media. Minimally, it should contain the name, designation, phone number, and e-mail address of the media liaison officer 1.1.3 Beyond Content A few suggestions are worth mentioning. Generally, public relations professionals try to match the way the news release is written with the editorial style of the target publications. The reason for this is that public relations professionals want to help their target journalists visualise how newsworthy their announcements are and how well they would fit into their publications as editorial articles.COM223 STUDY UNIT 2 SU2-5 To achieve this, public relations professionals generally write their news releases in an inverted pyramid structure, where information is presented in the order of most important to least. To liven up a news release, it is a good idea to incorporate a quote from a suitable spokesperson from the organisation. Bear in mind that the quote, also known as a soundbite, should not duplicate information already presented in the news release. The soundbite can, and often presents additional information adopting a more personal tone. 1.2 Introduction to Media Invites There will be occasions where you want to invite the media to an event organised by your company where announcements, speeches, or product launches, etc. will be made. A media invite is a document specifically written for this purpose. Bear in mind, however, that many journalists receive numerous invites to events, launches, conferences, etc. so in order to maximise the chances for your media invite to garner actual attendance, it needs to be effectively written. 1.2.1 The Objective of a Media Invite Go to http://www.worldcitiessummit.com.sg/media-releases/invitation-globallaunch-shell%E2%80%99s-%E2%80%9Cnew-lenses-future-cities%E2%80%9D-worldcities-summit . Jot down your answers to these questions:  What are the different elements that make up the format of the media invite?  Which media outlets do you think this news release is targeting and why?  How is the information ordered in this media invite? Bring your response to the face-to-face seminar for in-class discussion. If, after having attempted the activity above, you find similarities between a news release and a media invite, you are right. A news release is written to aim for editorial coverage, but a media invite is written to aim for media attendance at aCOM223 STUDY UNIT 2 SU2-6 specific event (with the hope that the media, having attended the event, will then report on it). 1.2.2 Elements of a Media Invite Therefore, like the news release, a media invite contains the company letterhead, the subject, the date it was written, the content, and the media contacts. Having said that, a media invite is different in several ways from a news release:  The objective of a media invite is to secure a journalist’s attendance at a specific event  The content needs to summarise the nature of the event and its significance, without giving away the announcement to be made at the event  List other pertinent information on the event such as programme, dress code, directions or map to the event venue, etc.  A deadline for RSVP  Contact details for RSVP 1.3 Introduction to Media Pitches Whereas media pitches—the “selling” of a story idea—to journalists used to take place over the phone, pitches now increasingly take place over electronic communication. Regardless of the channels however, the underlying principles of effective media pitches remain the same. 1.3.1 What Makes an Effective Media Pitch There are some “golden rules” that public relations professionals adopt when pitching a story idea to the media, as illustrated by the table below.COM223 STUDY UNIT 2 SU2-7 Know the media you are pitching to The quickest way to irritate a journalist is when you pitch a story idea that is clearly unsuitable for the publication. For example, inviting the editor of a luxury magazine to a street label fashion event. Be sure you read the publication before you make a pitch to it. Know the journalist you are pitching to Even if you know the publication well, it is helpful to also be familiar with the journalist pitching to. For example, the ability to link your story idea to an article the journalist wrote a few months ago indicates to the journalist that you have done your homework and you are familiar with the topic. Conversely, if you pitch a story idea that is exactly the same as what a journalist has recently written about, the journalist may get the impression that you have not read his/her work. Be concise Many journalists face tight deadlines, and while they welcome you contributing useful story ideas, they get irritated by long-winded, meandering pitches. Be concise. Go straight to the point. Tell the journalist why your story idea is newsworthy, and how it will benefit the readers of the specific publication. If you do this consistently, over time, the journalist will come to see you as a welcome, reliable partner. Follow-up If you do not receive a reply immediately, don’t give up. Follow-up in a few days with a call or an e-mail. And if a journalist expresses an interest and asks more questions, be sure to followup diligently and address his/her questions.COM223 STUDY UNIT 2 SU2-8 1.3.2 Structuring an Effective Media Pitch Now that you have an idea of some of the useful tips when pitching to the media, the next step is to craft the actual pitch. Introduction Introduce yourself, tell the journalist which organisation you represent and your position there. Lead-in If you can, it is a good idea to preface your pitch by demonstrating your familiarity with the publication and/or the journalist by complimenting him/her on a recent article and using that to lead-in to your story idea. Your story idea Tell the journalist what your story idea is. It should concisely provide an overview of the news, why it would be interesting to the publication’s readers, and who you could offer as your organisation’s spokesperson. If you are offering this story idea exclusively to this publication, state so, as many journalists like exclusive scoops to stories. Offer to follow-up Offer to follow-up with an e-mail or a call in a few days after the journalist has had a chance to consider your proposal. Conclude End by thanking the journalist for considering your proposal.COM223 STUDY UNIT 2 SU2-9 Chapter 2 Writing Speeches 2.1 Organising Your Speech Imagine you are the public relations manager of a pharmaceutical company. You have been asked to write the speech that your CEO will make at a news conference to announce a new breakthrough drug that is highly effective against asthma. What do you think are the challenges of this communications task? How would you approach this assignment? What would be your first step? The reality in organisations, especially large ones, is that speeches made by senior executives are seldom written by them. They may provide feedback, make edits to drafts, but the fact is that the blueprints are typically written by staff, and usually by staff in the communications department. Speech Writing (Access video via iStudyGuide) 2.1.1 Overcoming Challenges in Speech Writing Many communications professionals, even seasoned ones, consider speech writing to be a challenging task. However, an effective approach often starts by considering a few fundamental questions: Who is the speaker? The seniority of the speaker and his/her delivery style often have a significant impact on the speech. For example, is the CEO normally a formal person, restrained inCOM223 STUDY UNIT 2 SU2-10 his/her choice of words, or someone who is flamboyant with a penchant for showmanship? It can also be useful to have an idea who is speaking immediately before and after the speaker. Besides avoiding repetition, you can also incorporate references to the speech made before, or say that a certain point will be further elaborated by the next speaker. Who is the audience? The profile of the audience is also important. Is the audience largely professionals in the same trade? If so, they will be used to certain jargons and the CEO need not spend too much time introducing these terms. Are there journalists in the audience, and if so, the CEO needs to bear in mind that everything in the speech needs to be reportable. What is the objective? Is the speech aimed at inspiring employees in the company to do better? Is the speech aimed at selling the company’s products or services to prospective customers? Or is the speech aimed at restoring confidence to the company after a crisis? Having a clear idea of the objective is a great place to start. How much time does the speaker have? It is important to ask the organiser at the outset how much time has been allocated to your speech. This will give you an idea how much content can be incorporated and to what level of detail. 2.1.2 Organising Your Speech Most speeches in a corporate context have two main components: A what and a why. Which comes first when organising your speech? The following table presents a useful guide:COM223 STUDY UNIT 2 SU2-11 What Why Definition The announcement The explanation or justification of the news When to use which Prioritise the announcement first when the what of the speech is more important than the why Prioritise the explanation or justification when the reason is more important than the announcement Example The CEO of a car manufacturer announcing the launch of a new car model at a news conference The CEO of a publisher explaining why there is a need for cost-cutting at a company townhall Structure Introduction  Build up to the announcement (e.g. the evolution of the car model)  Announce the latest car model and what it represents Body  Expand on the announcement (i.e. the what)  This can be done thematically (e.g. design, technology, environmental friendliness, etc.)  Discuss the why (i.e. why the company has decided to embark on this revolutionary car model) Conclusion  Reiterate the what and put a memorable spin to it Introduction  Greetings  Thank audience for coming Body  Explain the why (e.g. tough business environment, textbook publishing model changing, rise of digital alternatives, etc.)  Announce the what (i.e. the various cost cutting measures) Conclusion  Reiterate the whys  End positively if possible (e.g. explain measures put in place will position company for future growth)COM223 STUDY UNIT 2 SU2-12 Chapter 3 Writing for Social Media 3.1 An Overview When it comes to writing for social media, it is not uncommon for communications practitioners to have two polar views. On the one hand, some view it with trepidation as their writing is immediately viewable by the entire wired world. On the other, some are over-confident; after all, they already have their own Facebook pages, they tweet, and they share photos on Instagram. Besides, poor grammar is “acceptable” on social media as long as the content is “entertaining.” The reality is that neither views are helpful. 3.1.1 Using Social Media for Corporate Communications While it’s true that most of us maintain social media accounts on Facebook, Twitter, and the like, there are some fundamental differences worth bearing in mind:  There is more latitude on personal social media accounts than on corporate social media accounts; after all, our social media accounts are all about us as long as the law is not broken, almost anything is permissible (although what is permissible is not always wise)  Corporate social media accounts have much more at stake; after all, what is posted on its social media accounts is deemed by the public to be reflective of the organisation itself and have bearings on its reputation  While the public may like to be “entertained” on social media, and many do share jokes or funny videos online, consider whether it is appropriate for a company’s social media accounts to do so – does it reflect the overall tone or image of the company? If so, by all means entertain the readers. If not, one can still write engagingly and educationally which are, perhaps, more important for corporate social media accountsCOM223 STUDY UNIT 2 SU2-13 Look at the above social media post taken from the Ministry of Health’s Facebook account at https://www.facebook.com/sghealthministry/. Consider these questions:  What are its strengths?  What would you do to improve it?COM223 STUDY UNIT 2 SU2-14 3.1.2 Writing for Social Media The same rules for good grammar in professional writing apply to social media writing for professional organisations too. A few tips are worth highlighting however:  Be concise Writing concisely means conveying both the correct message in the desired tone using as few words as possible. This is crucial as most people scan, rather than read on social media and each post competes with countless others in a steady stream of stories and updates. Therefore, be economical in the use of words, but also be sensitive that the tone does not come across as terse or austere. After all, most organisations want to project a welcoming and friendly image on social media.  Use the active voice Using the active voice means writing in the form of agent, followed by action, rather than passively (action, followed by agent). Consider these examples: Example A It would be much appreciated if you can submit your comments by the end of the month. Example B We appreciate you submitting your comment by the end of the month. Example A was written in the passive voice. Example B was written in the active voice. Which is more digestible to the reader?  Offer useful information While there is nothing wrong with being entertaining, most readers follow the social media accounts of professional organisations because they are interested in specific topics. For example, if you are managing the Facebook account of a company that manufactures orthodontic braces, your followers may be dentists or patients undergoing orthodontic treatment. It would be a bonus if you can convey information in a light-hearted, even humorous way, but if you cannot offer information useful to your readers, it would not do your company much good.COM223 STUDY UNIT 2 SU2-15 Return to the Ministry of Health example in the earlier reflection activity. Notice how the Facebook post incorporates a nugget of health information even as the ministry “markets” its events.  Be strategic with your choice of words to leverage on #hashtags Hashtags, denoted by the # sign, is a great way to track conversations surrounding a specific topic. A great example is beverage maker Coca-Cola’s Tweet below, which is crisp, has a call-to-action by inviting consumers to view an interesting nugget of information about the company’s relationship with a particular festive season, and joins a larger social conversation by using a popular hashtag: Therefore, be strategic in your choice of words so that you can incorporate hashtags as naturally as possible in your copy.COM223 STUDY UNIT 2 SU2-16 Imagine you are the social media manager for Delish Choco, the maker of artisanal chocolates. You are introducing a new flavour of chocolate bars on Twitter. How would you announce it, bearing in mind the usefulness of hashtags? Bring your response to the face-to-face seminar for in-class discussion.  Consider emoji Because text read across a screen can be open to different interpretations, emoji, also known as emoticons, can be useful shorthands to express emotions so that misinterpretations are minimised. Consider them to liven, and lighten, up your copy on social media.COM223 STUDY UNIT 2 SU2-17 Summary Study Unit 2 introduced you to the most common types of writing a public relations professional will encounter, including news releases, media invites, media pitches, and corporate speeches. With the advent of the digital tsunami, public relations professionals increasingly find that their writing skills are being called upon to craft copy for their companies’ social media accounts as well, and this Study Unit provided useful food for thought. Public relations professionals do not work in silos, but within the context of an organisation, so the next Study Unit will introduce you to the world of organisational writing.COM223 STUDY UNIT 2 SU2-18 Reference Marsh, C., Guth, W. G., & Short, B. P. (2012). Strategic writing: Multimedia writing for public relations, advertising and more. Oxon, United Kingdom: Routledge.STUDY UNIT 3 ORGANISATIONAL WRITINGCOM223 STUDY UNIT 3 SU3-1 Learning Outcomes By the end of this unit, you should be able to: 1. Explain the key barriers to effective written communication in an organisation 2. Employ writing techniques that convey messages effectively 3. Apply techniques to engage the target audience on behalf of an organisation 4. Apply strategies that emphasise the positive in organisational writing 5. Summarise the key requirements when communicating goodnews/informative messages 6. Demonstrate the appropriate techniques to deliver good-news/informative messages effectively 7. Summarise the key requirements when communicating bad-news/informative messages 8. Demonstrate the appropriate techniques to deliver bad-news/informative messages effectively 9. Describe the process for writing professionally written reports 10. Apply the appropriate techniques for writing and formatting a professionally written report 11. Describe the process for writing professionally written letters and memos/emails 12. Apply the appropriate techniques for writing and formatting professionally written memos/e-mails Overview Organisational Writing provides students with the tools to communicate effectively at work through demonstrating sound writing techniques. Students will be introduced to techniques that help them gain an effective writing style in the workplace and to develop a style of their own. This Study Unit will also cover key types of professional correspondence usually encountered in the workplace.COM223 STUDY UNIT 3 SU3-2 Chapter 1 Organisational Writing 1.1 Introduction Read the accompanying e-mail from one company to another, and consider the following questions: • What is your impression of this e-mail, the writer, and the company? • What do you think is likely to be the reaction of the recipient? • What are the barriers to this piece of communication that are preventing it from being more effective? To: Phantasy ID From: Beautiful Floral Designs Date: 01/10/2012 Subject: Hello!!! My company Beautiful Floral Designs is a very famous florist in Singapore. We have done stupendously beautiful floral arrangements for many famous celebrities at MediaCorp. You see, we only choose the absolute freshest flowers, and very high quality ones too such as air-flown tulips from Holland, sunflowers from the United States, and many, many more. And our florists are the most wonderful artists and come up with the most captivating designs that will elevate any occasion from the mundane into the most extraordinary. We have received many praises from our customers and business partners, and many customers compliment us for our stunningly beautiful floral arrangements. We guarantee that our flowers are the freshest in the business and our designs the most unique. Our beautiful forals will complement the showflats you design. The modern organisation places increasing reliance on written communication transmitted through electronic forms and decreasing reliance on face-to-face conversation.COM223 STUDY UNIT 3 SU3-3 We often e-mail our colleagues, bosses, and customers more than we see them faceto-face. As a result, how we write in the workplace plays an important role in shaping how we are perceived. Hence, organisational writing is not just a communication skill; it’s a career advancement skill. 1.2 Barriers to Effective Organisational Writing Effective organisational writing is compromised when writers are inconsiderate of:  Context  Purpose  Audience On the other hand, embarking on your writing task with these three elements in mind is the beginning of the development of a winning writing style at work. 1.2.1 Context A key barrier to effective workplace writing is when we do not practise context awareness, and adopt a one-size-fits-all approach in our writing. Context awareness means knowing who we are, whom we are writing to, and the circumstances within which we are writing. Ask yourself these crucial questions: Do you adopt the same tone when writing to your: • Peers/colleagues, • Boss/senior management, or • Customers? Do you use the same language regardless of whether you are making a: • Request, • Complaint, or • Sales pitch? Therefore, we should adapt and adjust our writing according to the demands of each situation.COM223 STUDY UNIT 3 SU3-4 1.2.2 Purpose Unlike in a social context, in a professional organisation, we typically do not write unless there is a purpose. Purpose in the organisational context has two elements: • The writer – As the writer, be very clear to yourself as to the purpose of your writing. What are your objectives? • The audience – What do you want your audience to do as a result of reading your writing? To be effective in your writing, state the purpose of your writing at the start of your communication, not at the end. This demonstrates courtesy, and is part of a winning style in organisational writing. 1.2.3 Audience Whether you are writing a letter, a memo, or a report, you want your reader to finish reading your communication. It is even better if you gain his/her agreement. Therefore, it is imperative that you think of your audience, their level of knowledge about the issue at hand, their expectations, and the demands on their time when you write. For example, if you are writing to senior management, you must be economical in your words, state the purpose of your writing up front, and be concise. If you are writing to a prospective client with a proposal, convey politeness and do not be presumptuous, even if the customer is someone you know well. This does not mean you need to adopt a stiff, or overly-formal style of writing. You can still be you, and write with your own personality. But do so with consideration for the needs of your audience in mind. Now go back to the reflection activity at the beginning of this chapter. Imagine you are the managing director of Beautiful Floral Designs, and you want the boss of Phantasy ID to consider partnering with you. How would you re-write that e-mail? Bring your response to the face-to-face seminar for in-class discussion.COM223 STUDY UNIT 3 SU3-5 Chapter 2 Writing Good-News Messages and BadNews Messages 2.1 Writing Good-News Messages Read the accompanying e-mail from the HR director to a company employee. The letter is supposed to communicate a positive message. Do you think it was effectively crafted? What could have been done better? What would you do differently if you were the HR director? To: Daniel Wong From: Mohammed Shafie, HR Director Date: 30/11/2012 Subject: End of the Year As we come to the end of the year, the company would like to organise a dinner to thank all the employees for the hard work and dedication. Because of the diligence of all the staff, the company has had a record profit this year despite the challenging external economic environment. The appreciation dinner will be held at the Pan Pacific Hotel Singapore on December 7, at 8pm. At this dinner, the CEO will be announcing a list of outstanding employees who will be promoted to the next level. You will be one of them. I would like to offer you my congratulations. Regards, ShafieCOM223 STUDY UNIT 3 SU3-6 Communicating positive messages or good news ought to be a pleasure to both the writer and the reader, but sometimes, the reader gets conflicting messages. Has this ever happened to you? Communicating Good News (Access video via iStudyGuide) 2.1.1 Four Techniques for Communicating Good News Effectively Consider the usefulness of these techniques when communicating positive news: (1) State the good news first  Share the good news first, followed by a summary of other details (2) Include specific details  Think about the questions your reader would want to know (e.g. promotion to what position? Any salary increase? Effective from?) and incorporate them into your communication (3) If there are negative elements, position them as positively as you can  If the good news comes with any conditions or constraints (e.g. in order to take up the promotion an employee needs to agree to be relocated to another country), do not hide them but present them as positively as possible (4) Incorporate a goodwill ending  As you conclude, shift your attention from merely communicating the news to the reader, and end on a positive, personal note Review the Reflection Activity at the beginning of this topic from the HR director to an employee. Practise using the four techniques introduced to re-write the e-mail message more effectively. Bring your response to the face-to-face seminar for in-class discussion.COM223 STUDY UNIT 3 SU3-7 2.2 Writing Bad-News Messages Communicating negative messages or bad news often fills a writer with anxiety. Communicating Negative News (Access video via iStudyGuide) But no matter whom you are communicating bad news to, there are some fundamental rules to bear in mind. AVOID SCENARIO INSTEAD, SAY Passing the Bug Often, you are tasked to communicate a piece of bad news based on a decision you had no control in making. Do not pass the bug. Do not say “The boss said that the birthday off benefit has been withdrawn” or “I know this is bad but it is my duty to tell you that senior management has stopped the birthday off scheme.” If you are tasked with communicating a piece of bad news, deliver the news professionally and confidently. For example, simply say, “The birthday off scheme will be temporarily suspended while HR reviews the suite of employee benefits.” Listing Weak Reasons If there are several reasons why the decision has been made, select only the strongest. Avoid listing the weaker reasons. For example, do not say, “We are unable to continue honouring the promotional offer of a free leather pouch with each purchase because we realised this deal was not profitable for us.” If all the reasons are weak, avoid listing any reason at all. Say instead, “All the leather pouches have been redeemed and the promotion has ended. We will have a new promotion starting soon, so please stay tuned for it.”COM223 STUDY UNIT 3 SU3-8 Shutting the Door If possible, avoid ending with a negative message. Even so, do not give the reader false hope if there is none. For example, do not say, “Your application for a loan has been declined but you can appeal” if there is no ground for appeal. Think of alternatives or compromises. If there are alternatives or compromises, always offer them. If you have to refuse a request, it is a good idea to defuse the refusal by putting it in the same paragraph as the reason for the refusal. But be sure you state your refusal clearly and do not give the reader a mistaken impression that there is an opportunity for appeal if there is none. Therefore, say instead, “We’re sorry that we cannot approve your loan application at this point because your credit score does not meet the necessary requirements. However, you may send in a fresh application six months from now if your credit score improves.” As you reflect on the tips and techniques shared above, practise them using this exercise.COM223 STUDY UNIT 3 SU3-9 The following is a real internal communication announcing a company retrenchment. Dentsu Aegis is an advertising company. Read the text of the memo and: (1) Consider the strengths and weaknesses of how it was written. How would you write it differently? (2) Now make your own attempt at communicating the news. Assume that you are the Asia Pacific CEO of Dentsu Aegis and you are announcing this news to all staff in the Asia Pacific offices. As you know, Dentsu Aegis Network was created effective January 1st 2014. The strategic objectives for the merger were for accelerated revenue growth based on the combination of assets managed through the unique operating model. These objectives are widely viewed to have been achieved so far on a global basis, and here in the Asia Pacific region. The success of the merger was not to be defined by cost savings so whilst we have looked to find efficiencies from combining the businesses, this has not been a primary objective. However, it is the responsibility of management to run the business as efficiently as possible and eliminate duplicate costs in order to invest in productive areas of the business. With this in mind, we have identified the opportunity to create a more efficient and effective working structure by consolidating the Asia Pacific and SEA functions – Finance, Legal, IT and Communications. As a result Theo Lau, Ujjwal Saerao, Thijs Plug, and Lavinia Rajaram will be leaving the business. I take this opportunity to thank them for their contribution to the group. Steve, Kinch and Laura will ensure that Dick and the SEA country teams remain fully supported in their functional areas. There is no change in the IT and Legal functional management. Source: http://www.mumbrella.asia/2016/01/dentsu-aegis-network-merges-sea-apacteams/ Bring your response to the face-to-face seminar for in-class discussion.COM223 STUDY UNIT 3 SU3-10 Chapter 3 The Most Frequently Used Tools of Written Communication 3.1 Creating Professionally-written Letters, Memos and Emails In the day-to-day organisational environment, the most common tools of written communication are letters, memos, and e-mails. Because of the high volume of information the workers of today receive and the speed in which we are expected to process information, how we organise and present the information professionally can make a difference in terms of whether our communication is read, and how our customers, colleagues, and bosses perceive us. Therefore, understanding the key requirements and etiquettes of professional organisational writing is essential to career success. 3.1.1 The “Golden Rules” of Organisational Writing Think of the last time you came across a badly written piece of work, whether it was a letter, memo, or e-mail. Did you ask yourself, “What was the writer thinking?” or, “Hmmm…the quality of writing must reflect the calibre of the person.” If you did, you are hardly alone. Because communication in the modern organisation is mostly transacted online now, and so how we write plays an important role in how we, and by extension, our company, are perceived by others. Therefore, consider the following guidelines in helping us communicate more professionally and clearly, whether to internal or external audiences:  Avoid Vagueness Because time is of the essence, reduce the effort your readers need to take to process your message by being precise and to-the-point. For example, instead of saying, “The director will be back quarter-past-the hour,” it is more precise to say, “The director will return at 5:15 p.m.”  Avoid Ambiguity Ambiguity in our communication happens when more than one meaning can be derived from our message.COM223 STUDY UNIT 3 SU3-11 This results in confusion from the perspective of the readers and in wasting their time, and can potentially result in miscommunication. For example, instead of saying, “The vendors will resolve the technical issues faced by customers because they will be applying a security patch provided,” say, “The customers will apply a security patch provided by their vendors to resolve the technical issues.”  Use Simple Words and Simple Sentences Many of us think that sophisticated words and complex sentences impress, but in reality they achieve the opposite effect. Instead of saying, “The company leadership team is monitoring the developing situation with utmost vigilance,” say, “The company’s leaders are carefully watching the changing situation.”  Use the Active Voice Generally, use the active voice, i.e. agent-action rather than passive voice (action-agent). The active voice makes your message more direct and easier to digest. For example, instead of saying, “Your proposal will be addressed once it has been duly evaluated,” say, “We will respond to your proposal once we have studied it.” Other than observing the above writing guidelines, observing basic conventions and adhering to formats are key to demonstrating good etiquette in workplace writing; a topic covered in the next section. Observing good etiquette reflects the professionalism of both the organisation and the writer. 3.1.2 Writing a Business Letter A business letter is considered a form of formal correspondence, and is typically used in business-to-business communication, or for formal record from company to staff. Key elements of a business letter include:  A Letterhead This is the company logo/name, and contact information; used on the first page onlyCOM223 STUDY UNIT 3 SU3-12  Date This is the date on which the letter was written  Addressee This is the address of your reader  Salutation How you address the reader  Title/subject This enables the reader to know what the letter is going to be about  Body The actual content of the letter  Close This is a polite way to end  Signature and designation Sign the letter and add your name and job title  Enclosure Reminder that a document is enclosedCOM223 STUDY UNIT 3 SU3-13 Here is an example of how a business letter might look like: 3.1.3 Writing a Business Memo Unlike a letter, a memo is used only for internal communication, and is typically used to make company announcements. Key elements of a business memo include:  Memorandum The word “Memo” at the top identifies the type of document  Addressee To whom you are writing  From The name and designation of the writer xPress Delivery Company 12 Pasir Panjang Road Singapore 213922 December 17, 2016 Ms. Victoria Seow Pacific Garments 12 Beach Road Shaw Towers #10-11 Singapore 552441 Dear Ms. Seow, New Payment Options It is our pleasure to inform you that as of January 2017, we will add credit cards (MasterCard/Visa/AmEx) to the range of payment options accepted. With the company now accepting credit cards, customers will have more ways of making payment. If you would like to use credit cards to pay for future delivery services, please complete the credit card authorisation form enclosed. Thank you for your business, and may we wish you a great holiday season ahead and Happy New Year. Yours sincerely, Darren Fernandez Darren Fernandez Account Manager Encl.COM223 STUDY UNIT 3 SU3-14  Title/Subject The topic of the memo  Title/subject This enables the reader to know what the letter is going to be about  Body The actual content of the memo This is how a business memo might look like: Memorandum To: All Sales Associates From: Doris Tay, Operations Manager Subject: Change in Lunch and Dinner Hours for December and January Date: November 15, 2016 _________________________________________________________________ As December is the peak selling period of the company, we would like all our sales associate to observe new lunch and dinner hours effective from December 1, 2016 to January 3, 2017. The revised hours ensure that our associates continue to get the required meal breaks while meeting the needs of our customers. The revised hours are: Lunch Shift 1: 10:30 am to 11:30 am Shift 2: 2:30 pm to 3:30 pm Dinner Shift 1: 4:30 pm to 5:30 pm Shift 2: 7:30 pm to 8:30 pm We look forward to your support and cooperation. Let’s continue to serve our customers with dedication and professionalism as we approach the vital holiday period. Thank you.COM223 STUDY UNIT 3 SU3-15 3.1.4 Writing a Business E-mail E-mails are the modern-day memorandum, although e-mails are used in external communications between company and company as well. While letters are still used for the most formal of communication, many companies today use e-mails for even formal correspondence as well. Here’s a word of caution: The c.c. function should be used only when you have recipients whom you’d like to inform, but they do not need to act. In general, use c.c. sparingly. Key elements of an e-mail include:  From Your identity automatically appears to your recipients and is not something you need to type  To Enter your recipients here  From The name and designation of the writer  Title/Subject Enables the reader to know what the e-mail is going to be about  Salutation How you address your readers. Most professional are “Dear” and “Hi”  Body The actual content of the e-mail  Sign-off Your name and designationCOM223 STUDY UNIT 3 SU3-16 This is how an e-mail looks like: From: Scott Chan (HR-Manager) To: All-Staff C.c.: Hazel Wee (Managing Director) Subject: Company Blue Sky Day Date: December 2, 2016 _________________________________________________________________ Dear colleagues, As part of the company’s work-life balance initiatives, we are pleased to announce that effective January 2017 every last Friday of the month will be a Blue Sky Day. Blue Sky Days are days where staff are encouraged to leave on time to spend time with their loved ones or to pursue their personal activities. The first Blue Sky Day of 2017 is January 27. We hope to receive your support as we continue to make the company a better place to work. Warm regards, Scott Chan HR ManagerCOM223 STUDY UNIT 3 SU3-17 Summary With this Study Unit, you have come to the end of the course. From persuasive writing to writing for public relations to the final Study Unit on organisational writing, you have learned how to incorporate Plato’s appeals to strengthen the persuasiveness of your writing, been introduced to the key types of writing public relations professionals engage in, and been provided an overview of professional writing in an organisational context. Like language, writing can only be improved with practice and being reflective of that practice. When you next embark on a writing exercise, it can be a helpful exercise to think about the guidelines and techniques introduced in this course and see if you can apply them.COM223 STUDY UNIT 3 SU3-18 References Fawcett, S. (2007). Evergreen: A guide to writing with readings. Boston: Houghton Mifflin. Roen, D., Glau, G. R., & Maid, B. M. (2011). The McGraw-Hill guide: Writing for college, writing for life. New York, NY: McGraw-Hill. Locker, K. O., & Kaczmarek, S. K. (2011). Business communication: Building critical skills. New York, NY: McGraw-Hill. .