Business communication building critical skills

Business Communication
U LDING CRITICAL SKILL*.

GIFT OF THE ASIA FOUNDATION
NOT FOR RE-SALE
QUA TA' NG CUA ()a CHAU A
KHONG micfc BAN LAI
Kitty 0. Locker
The Ohio State University

Stephen Kyo Kaczmarek
Columbus State Community College

teM . O A A 51.,
(2.6.41

Mc
Craw

McGraw-Hill
Irwin

Boston Burr Ridge, IL Dubuque, IA Madison, WI New York San Francisco St. Louis
Bangkok Bogota Caracas Kuala Lumpur Lisbon London Madrid Mexico City
Milan Montreal New Delhi Santiago Seoul Singapore Sydney Taipei Toronto


The McGraw-Hill compani%

McGraw-Hill
Irwin

BUSINESS COMMUNICATION: BUILDING CRITICAL SKILLS
Published by McGraw-Hill/Irwin, a business unit of The McGraw-Hill Companies, Inc., 1221
Avenue of the Americas, New York, NY, 10020. Copyright © 2007 by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in
any form or by any means, or stored in a database or retrieval system, without the prior written
consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or
other electronic storage or transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers
outside the United States.
This book is printed on acid-free paper.
3 4 5 6 7 8 9 0 WCK/WCK 0 9 8 7
ISBN-13: 978-0-07-293210-2
ISBN-10: 0-07-293210-4
Editorial director: John E. Biernat
Publisher: Andy Winston
Developmental editor I: Anna M. Chan
Marketing manager: Trent Whatcott
Media producer: Benjamin Curless
Lead project manager: Mary Conzachi
Senior production supervisor: Rose Hepburn
Senior designer: Mary E. Kozak
Photo research coordinator: Lori Kramer
Photo researcher: Inge King
Media project manager: Joyce J. Chappetto
Cover design: JiIlion Lindner
Interior design: Ellen Pettengell
Typeface: 10.5/12 Palatino
Compositor: Carlisle Publishing Services
Printer: Quebecor World Versailles, Inc.
Cover images © Getty Images and © Moskowitz Photography.
Library of Congress Cataloging-in-Publication Data

Locker, Kitty 0.
Business communication : building critical skills / Kitty 0. Locker, Stephen Kyo
Kaczmarek.-3rd eel.
p. cm.
Includes index.
Various multi-media instructional resources are available to supplement the text.
ISBN-13: 978-0-07-293210-2 (alk. paper)
ISBN-10: 0-07-293210-4 (alk. paper)
1. Business communication. I. Kaczmarek, Stephen Kyo. II. Title.
HF5718.L633 2007
651.7—dc22
2005058070
www.mhhe.com


As revision to this third edition of BCS neared completion, Dr. Kitty 0.
Locker passed away. She was a mentor for many years, and I will
cherish all that she taught me. Kitty's contributions to teaching and to
business communication are far too extensive for proper recognition
here. So, it is simply on behalf of the students and colleagues whose lives
she touched that I make this special dedication to my friend.
Kitty, you are missed.
Stephen Kyo Kaczmarek

To my husband, Bob Mills, with love.
-KITTY 0. LOCKER

For my father, who always believed in me.
-STEPHEN KYO KACZMAREK

About the Authors
•

Kitty 0. Locker is an Associate Professor of English at The Ohio State University, where she teaches courses in workplace discourse and research methods.
She has taught as Assistant Professor at Texas A&M University and the University of Illinois at Urbana.
She received her BA from DePauw University and her MA and PhD from the
University of Illinois at Urbana.
She has also written Business and Administrative Communication (7th ed., McGraw-Hill/Irwin, 2005) and The Irwin Business Communication Handbook: Writing and Speaking in Business Classes (1993), and co-edited Conducting Research in
Business Communication (1988).
Her consulting clients include URS Greiner, Abbott Laboratories, the Ohio
Civil Service Employees Association, AT&T, and the American Medical Association. She developed a complete writing improvement program for Joseph T.
Ryerson, the nation's largest steel materials service center.
In 1994-95, she served as President of the Association for Business Communication (ABC). From 1997 to 2000, she edited ABC's Journal of Business Communication. She received ABC's Outstanding Researcher Award in 1992 and
ABC's Meada Gibbs Outstanding Teacher Award in 1998.
Stephen Kyo Kaczmarek is an Associate Professor at Columbus State Community College and a Lecturer at The Ohio State University. He teaches courses
in business communication, composition, creative writing, freshman experience, film and literature globalization and culture, and public relations. He has
also taught public relations at Ohio Dominican University.
Steve received an MA in English and BAs in journalism and English from
Ohio State.
He has presented papers at conferences of the Association for Business Communication (ABC), College English Association of Ohio (CEAO), Conference on
College Composition and Communication, and Northeast Modem Language Association. Steve serves on the ABC Two-Year College Committee and on the CEAO
Executive Council. He also co-advises the Phi Theta Kappa Chapter at Columbus
State and is a book reviewer for The Ohioana Quarterly and The Columbus Dispatch.
His consulting clients have included Nationwide Insurance, The Ohio Historical Society, The Ohio Association of Historical Societies and Museums, The Ohio
Museums Association, Red Capital Mortgage Group, United Energy Systems, The
Thomas Moyer for Chief Justice of Ohio Campaign, and Van Meter and Associates. He also advises individual clients on job search and interviewing techniques.
Prior to joining Columbus State, Steve managed staff development and information for the Franklin County, Ohio, Commissioners. He has received an
Award of Excellence from the National Association of County Information Officers, as well as awards for his writing projects.
iv

August 20, 2006

Dear Student:
Business Communication: Building Critical Skills helps you build the writing, speaking, and listening
skills that are crucial for success in the 21st-century workplace.

As you read,
•

0.0, •
•

Look for the answers to the opening questions. Check your memory with the Instant
Replays and your understanding with the Summary of Key Points at the end of the
chapter.
Note the terms in bold type and their definitions. Use the rewind and fast forward icons to
go to discussions of terms.

•

Read the Building a Critical Skill boxes carefully. Practice the skills both in assignments
and on your own. These skills will serve you well for the rest of your work life.

•

Use items in the lists when your prepare your assignments or review for tests.

•

Use the examples, especially the paired examples of effective and ineffective
communication, as models to help you draft and revise. Comments in red ink signal
problems in an example; comments in blue ink note things done well.

•

Read the Site to See and FYI boxes in the margins to give you more resources on the
Internet and interesting facts about business communication.

When you prepare an assignment,
•

Review the PAIBOC questions in Module 1. Some assignments have "Hints" to help probe
the problem. Some of the longer assignments have preliminary assignments analyzing the
audience or developing reader benefits or subject lines. Use these to practice portions of
longer documents.

•

If you're writing a letter or memo, read the sample problems in Modules 10, 11, and 12 with
a detailed analysis, strong and weak solutions, and a discussion of the solutions to see how
to apply the principles in this book to your own writing.


August 20, 2006

Dear Professor:
Business Communication: Building Critical Skills (BCS) is here to help make your job teaching

business communication a little bit easier.
Its modular design makes adapting BCS to 5–, 8–, 10–, or 15–week courses simpler. And, with
videos, new media tools, and supplements, it is easy to adapt to Internet courses. The features
teachers and students find so useful are also here: anecdotes and examples, easy-to-follow lists,
integrated coverage of international business communication, analyses of sample problems, and a
wealth of in-class exercises and out-of-class assignments.
But BCS takes these features a step further. In each module you'll also find
•
•
•
•
•

•• ►►
•

Polishing Your Prose boxes, featuring straightforward instructions to help students correct
common writing errors, as well as exercises to test what they know.
Building a Critical Skill boxes, showing students how to apply what they know in the
business world.
Site to See boxes that invite students to use the Internet to get timely information available
in cyberspace.
Instant Replays to reinforce concepts students are reading.
Fast Forward/Rewind indicators to help students make connections between concepts in
different modules.
FYI boxes that provide some lighthearted information about business communication.

This third edition is thoroughly updated based on the latest research in business communication.
You'll find many new problems and examples, new Polishing Your Prose exercises, and new Sites
to See. Your students will benefit from timelines that identify the steps in planning, writing, and

revising everything from 7-minute e-mail messages to memos taking 6 hours to reports taking 30
business days. Cases for Communicators at the end of each unit provide individual and group
activities.
BCS also includes a comprehensive package of supplements to help you and your students.

•

•

•

An Instructor's Resource Manual with sample syllabi, an overview of each module,
suggested lecture topics, in-class exercises, examples and transparency masters, discussion
and quiz questions, and solutions to problems.
A Test Bank featuring hundreds of questions for use in quizzes, midterms, and final
examinations—with answers. The Test Bank is also available in a computerized format (Mac
or Windows) that allows you to create and edit your own tests.
An Instructor's Presentation CD-ROM, which includes the print supplements and PowerPoint
presentations, in a format that allows you to create your own custom presentations.

vii


August 20, 2006
Page 2
•

•

Videos showing real managers reacting to situations dealing with cultural differences,

active listening, working in teams, and the virtual workplace.
An Online Learning Center ( with self-quizzes for students, a
bulletin board to communicate with other professors, current articles and research in
business communication, do1A -nloadable supplements, links to professional resources, and
more.

You can get more information about teaching business communication from the meetings and
publications of The Association for Business Communication (ABC). Contact
Professor Robert J. Myers, Executive Director
Association for Business Communication
Baruch College—CUNY
Communication Studies Department, Box B8-240
One Bernard Baruch Way
New York, NY 10010
Voice: 646-312-3726; Fax: 646-349-5297;
E-mail:
Web: www.businesscommunication.org

We've done our best to provide you with the most comprehensive but easy-to-use teaching tools
we can. Tell us about your own success stories using BCS. We look forward to hearing from you!
Cordially,

Co

lly,

cifozt.,xKitty 0. Locker

viii

Stephen Ky
zmarek



Acknowledgments

All writing is in some sense collaborative. This book in particular builds upon
the ideas and advice of teachers, students, and researchers. The people who
share their ideas in conferences and publications enrich not only this book but
also business communication as a field.
People who contributed directly to the formation of this third edition include the following:
Laura Barnard, Lakeland Community College
Barry Belknap, University of Saint Francis
Bruce Bell, Liberty University
Pam Besser, Jefferson Community College
Martha Graham Blalock, University of Wisconsin
Stuart Brown, New Mexico State University
David Bruckner, University of Washington
Joseph Bucci, Harcum College
Donna Carlon, University of Central Oklahoma
Martin Carrigan, University of Findlay
Dorinda Clippinger, University of South Carolina
Janice Cooke, University of New Orleans
Christine Cranford, East Carolina University
James Dubinsky, Virginia Polytechnic Institute and State University
Ronald Dunbar, University of Wisconsin—Baraboo/Sauk County
Kay Durden, University of Tennessee at Martin
Sibylle Emerson, Louisiana State University in Shreveport
Donna Everett, Morehead State University

Patricia Garner, California State University, Los Angeles
Kurt Garrett, University of South Alabama
Shawn Gilmore, University of Illinois at Urbana-Champaign
Dorothy Gleckner, Bergen Community College
Rod Haywood, Indiana University—Bloomington
Pashia Hogan, Northeast State Technical Community College
Gary Kohut, University of North Carolina at Charlotte
Linda LaDuc, University of Massachusetts—Amerherst
Sandra Linsin, Edmonds Community College
Jere Littlejohn, University of Mississippi
ix


x Acknowledgments

Lisa McConnell, Oklahoma State University
Vivian McLaughlin, Pierce College
Susan Mower, Dixie State College of Utah
Patricia Palermo, Drew University
Richard Parker, Western Kentucky University
Clare Parsons, University of Maryland College Park
Patricia Payette, SUNY— Morrisville State College
Rebecca Pope, Iowa State University
Sherilyn Renner, Spokane Community College
Janice Schlegel, Tri-State University
Virginia Schmitz, University of Richmond
Heidi Schultz, University of North Carolina at Chapel Hill
Mageya Sharp, Cerritos College
Karl Smart, Central Michigan University
Harold Snyder, East Carolina University

Janet Starnes, University of Texas at Austin
Judith Stuhlman, SUNY— Morrisville State College
Susan Sullivan, Oakland City University
Jean Thornbrugh, Langston University—Tulsa
Marcia Toledo, Pacific Union College
John Waltman, Eastern Michigan University
Jean West, California State University—Hayward
Mary Williams, University of Central Oklahoma
Sonia Wilson-Pusey, Eastfield College
In addition, the book continues to benefit from the contributions of the following people:
Linda Landis Andrews, University of Illinois at Chicago
Mary Lou Bertrand, SUNY—Jefferson
Bill Chapel, Michigan Technological University
Missie Cotton, North Central Missouri College
Ronald Dunbar, University of Wisconsin— Baraboo/Sauk County
Jeff Goddin, Kelley School of Business
Geraldine Harper, Howard University
Jeanette Heidewald, Kelley School of Business
Paula Kaiser, University of North Carolina—Greensboro
Luchen Li, Kettering University
Richard Malamud, California State University, Dominguez Hills
Kenneth Mayer, Cleveland State University
Susan Smith McClaren, Mt. Hood Community College
Elwin Myers, Texas A&M University—Corpus Christi
Judy O'Neill, University of Texas at Austin
Brenda Rhodes, Northeastern Junior College
Carol Smith, Fort Lewis College
Charlene Sox, Appalachia State University

Acknowledgments xi

Robert Stubblefield, North Carolina Wesleyan University
Scott Troyan, University of Wisconsin-Madison
Deborah Valentine, Emory University
Jie Wang, University of Illinois at Chicago
For providing encouragement and assistance, we also thank
Donna Kienzler, Iowa State University
Alisha Rohde, The Ohio State University
And, we thank Kitty's husband, Robert S. Mills, who continues to provide a
sounding board for ideas, encouragement, and, when deadlines are tight,
weekly or nightly rides to Federal Express.
Steve thanks for encouragement over the years friends and colleagues too
numerous to mention in their entirety here. Of special note are Marith Adams,
Bruce Ardinger, Carol Baker, Daniel Barnes, J. D. Britton, Saretta Burke, Lucy
Caswell, Jen Chapman, Laura Dachenbach, Elizabeth Dellapa, Ann Frazier,
Janet Gething, Kate Hancock, David Hockenberry, Charlie Hottel, Marilyn
Howard, Sheila Kapur, Lisa Mackall-Young, Valeriana Moeller, Susan Moran,
Donna Pydlek, Crystal Robinson, Maggie Sanese, Bud Sawyer, Wilma Schneider, David Smith, Mike Snider, Jim Strider, Joe Taleroski, and, of course, his coauthor, friend, and mentor, Kitty 0. Locker. Special thanks also go to his
mother, Myo, and sister, Susan, for love, strength, and guidance—and for
putting up with him in ways that can only be described as truly remarkable.


Guided Tour
The 3rd edition of Business
Communication: Building Critical
Skills reinforces the essential skills
of good communication. The
contents consist not of chapters
but of 30 skill-centered modules

that can be taught in any order.

e Openers
Modules open with short objectives that
concisely convey the important concepts
of the module. The module questions
map the topics and motivate students to
learn the material. The module addresses
each question with thorough coverage of
each topic and teaching real-world skills
important in business.

Please take a moment to page
through the highlights of this 3rd
edition to see the helpful tools that
reinforce this flexible approach to

Formats for Letters and Memos

business communication
education.

IN11311.:

To learn haw to

to

F Choose ard

Create a pOleSsOnal image.

et [Curt, title,

Building a Critical Skill
Start by aftliirtg thoryn glie ,stiorfe

Matching the Benefit to the Audience

P How should Ise up letters',

When you communicate with different audiences, you

P now should I set up memos,

P What courtesy titles should l use?

may need to shess different benefits
Suppose that you manta chute a product and want to
persuade dealers to carry it. The features you may cue in
ads directed toward customers—stylish c.o. sleek
lines convenience, durability, good price—won't convince dealers Shelf space is at a premium, and no dealer
carries all the models of all the brands available for any

go to people outside your organization', memos go to Other people on your organization In

given product Why should the dealer stock your product? To be persuasive talk about the features that are ben-

anizations, corporate culture determines whether ciao* in different divisions or ditlerent
e enough to each other to write memos.

efits born the dealer's point of view. turnover, profit
margin, a national advertising campaign to build cue

mos do not necessarily differ in length, formality, writing style, or pattern of organization

Comer awareness and interest, special store displays that

d Memos do drtler sr format Format means the pans of a document end the way they

will draw attention to the product.

as Cage

Internet banking customers may expect different benefits than ones for traditional brick-and-mortar banks No

se letter Or memo format (Pr.. Module 231. Long reoods can vse the formal format illus-

lines, better interest rates, and 24-hour banking from home
0 If your organization has its own formats for letters and memos, use them.

can attract Web-friendly customers Brickrand-rnortal
bank customers expect convenient ATMs, local branches,

Cnnerwse,

mats in this Module See Module 13 for e-mail formats

and other amenities, as well as less risk of fraud or theft.
Look for intrinsic as well as extrinsic benefits For instance, Ressmoot Elementary School Principal Lauren

Teller.
says, "11 you're looking for what's best forstuden
it's Important to have them interact with both sexes . ts,I
think students really benefit from having that mix " However, the proportion of men in teaching is at a 40-year
low—only 21 0 in U 5 public schools Metier works to re.
cruit male teachers. With 33 of hem 35 teachers female, she
says she alsotries to make male teachers more ccomfort
able, including asking faculty to rein to lunchroom conerSat10115 about itimate matters
Alum. at prestigious business schools provide fmanr
dal support and wordrofimouth advertising for alma

Men Beth Blake came up ertioty , handeci in her search Ihr a a
maci create one instead T. results of their loctal project created such a
shr al Me ed., that they deeded ID Our. thee own business
Then company Thread. otters lasteonaae breiesmad [tosses that
car. be worn beyondwedding The kyoyetareolO company that
was started mkt SIDO.COD now Masts melons n revs,. a nelehnty
ciente, a. three boutpues

rnaters, but they also benefit from a strong nerwork of
peers ands sense of belonging
Evenin your own organization, different audiences
may care about

different things To create an int, anct tor

Xerox, Cindy Casselman needed support fmm a variety of
divisions. She had to persuade her own supervisor to let
her work on the project He said "ices" but told her she had

to raise the 5250,000 herself. She got the money and the
pmgmmming talent she needed by showing otheragers how they would benefit from the proposed intranet
The C10 cared about the enormous financial investment
the company had already made in its computer infrastructure She told him that the Intranet would put content

XII

Building a Critical Skill

there The director of education and training cared about
learning at Xerox Cindy pointed nut that the intranet
would provide a place for learning to happen. She raised
the 1250,000 by showing people hoe her ides would benefit the aspects of the company they cared most about

Building a Critical Skill boxes
explain 30 skills necessary for job
success. Topics include Dealing
with Discrimination, Leading by
Listening, and Negotiating Salary
and Benefits.


512 Unit Seven Job Hunting

ForaPhone interview.
• Keep a COPY of your resume
and the job description near
the phone,
• Write out in advance a
statement about why you're

looking tor a job.
• Ask the interviewer to spell
his or her name: get the tine,
phone number, mailNg
address, and e-mail
addiess.You'll need this
information for your thankyou note.
Space: Donna A. Ford. 'Phone
interviews: New Sloes Reckskeds .
Apra 2002, 19.

Interco,

asks each to give a five-minute speech on "Why I Want to Work with Southwest Airlines." But the interviewers snatch the audience to hire the people who
are pulling for other speakers to do well, as opposed to those who are only
thinking about their own performance.'
Situational interviews may also be conducted using traditional questions
but evaluating behaviors other than the answers. Greyhound hired applicants
for its customer-assistance center who made eye contact with the interviewer
and smiled at least five times during a 15-minute interview.'

How can I prepare for phone or video interviews?
Practice short answers. Retape until you look good.

Try to schedule phone interviews for home, not work, and for a time when
things will be quiet. If a company wants to interview you on the spot, accept
only if the timing is good. If it isn't, say so: "We just sat down to dinner. Could
you call back in 30 minutes?" Then get your information about the company,
ask the kids to be quiet, and get your thoughts in order.
To prepare for a phone interview,

• Tape yourself so you can make any adjustments in pronunciation and voice
qualities.
• Practice short answers to questions. After giving a short answer in the in-

FY

FYI sidebars in each module include
fun factoids such as which messages
busy executives notice, errors that
spell checkers won't catch, and even
how students are being paid to study
on company time.

94 Unit Two Crerong Goodwill

2.

Site to See
.

Site to See boxes show Web sites
that provide more information about
topics in the modules. You'll find The
Home for Abused Apostrophes, Word
Games on the Web, How to Use
Parliamentary Procedure, and Before
and After Versions of PowerPoint
Slides.

Site tc See

•

Refer to the Reader's Request or Order Specifically.

Refer to the reader's request, order, or policy specifically, not as a generic your order or your policy. If your reader is an individual or a small business, it's friendly
to specify the content of the order. If you're writing to a company with which you
do a great deal of business, give the invoice or purchase order number.

.

Go to
vernarguality.nistgov
You.attitude. Positive emPhe dsanbi-frelangu

Lacks you-attitude:
You-attitude (to individual):
You-attitude (to a large store):

Your

. .

bold goodwe with NOKIS lust

(eau

as sew.. quality. and
Ay bole goods)) with acSons
The

saidedoe waionat Dvdiry

Program encourages and red
ognices quality in U.S. businesses

S.

Don't Talk about Feelings, Equept to Congratulate
Of

Offer Spmpatiak.

Lacks you-attitude:
You-attitude:

We are happy to extend you a credit line of $5,000.
J
•
•: 1 up to 55,000 on your American Express card.

In most business situations, your feelings are irrelevant and should be omitted. The reader doesn't care whether you're happy, bored stiff at granting a routine application, or worried about granting so much to someone who barely
qualifies. All the reader cares about is the situation from his or her point of view.
It is appropriate to talk about your own emotions in a message of congratulation or condolence.

490 Unit Seven lets Hunting

in speaking to prospective employees wishing to
Pavel to Saudi Arabia. Not all will pass the medical exams or make the visa
Manager tells these people the
news. An even more delicate subject to handle is conveying news of a death of a

relative or employee to those concerned. My experience with helping people
deal with small losses gives me a foundation to help others deal with mote
severe losses and deeper grief.
Ties skill could be helpful

sic 1*
Instant Replay
,••

What Jab Letters
Must Do

application deadlines in time, and the Assistant

In aN rob letters,
• Address he letter to a
specific person
• Indicate the spec& aossnon
for which you re apolYini,

• ee spook abo• your
duatfications
• Show what separates you
from other applicants.
• Show a knowledge of the
company and the post.

• Reser to your resume (when
, wouie endose with the
.terl

• Ask id an internee,

Can I use T-Letters?
, Yes, if the employer

prefers

them.

Some employers want T-letters, a cross between a traditional job application
letter and a resume. T-letters, like resumes, offer the advantage of skimming
but with some of the narrative qualities of a letter. The T-letter format, though,
may make it difficult to provide as much information as the job application
fetter and resume combination, and not every employer prefers T-letters.
When in doubt, use the more traditional methods described in this module
and Module 27.
To create 01-letter, determine the dimes of the job. Use a want ad or job description; if none is available, research the kinds of skills that are needed typically, tocusMg on key skills. Then create a two-column list, with the duties in
one column and descriptions using active verbs or gerunds of how you match
what the employer wants in the other Use bullets and organize your lists—a
table format works nicely. Be time to include details, especially with dollar

Instant Replay sidebars in the margins
of each module reinforce key
concepts presented earlier in the
module. Topics include Strategies for
Active Listening, Guidelines for Page
Design, Organizing Bad News to
Superiors, Responding to Criticism,
and How to Create a Summary of
Qualifications for a Résumé.

XI I I


Unit 3 Cases for Communicators
Goorile's Craton-1re Policy

Cases for Communicators

Negatives
Reader Benefits

Google, the popular Internet search engine, has taken the

Goodwill Ending

rules of grammar a step further. At dashed-off e-mails
and instant messages become more commonplace,

•

Unit-ending cases provide both individual and team activities to solve
communication challenges faced by
real-world companies and organizations. Topics include the costs of bad
grammar, an alternative to banner ads
on the Web, and the role of improv in
corporate training programs.

Did I use PAIBOC (Purpose, Audience, Information.
Benefits, Objections, Context) to help me write a posi-

Google is doing its best to encourage clear and effecnve
communi.non on the Web through proper grammar and

tive mesage?

• D

d isuccresfully create yourettitude in this message?

spelling.
Its AdWords division, which is responsible for advertisements appearing alongside search results, insists on

Be sure to check your grammar and proofread the Trlessage by eve as well as by spell check!

standard English and correct spelling for any ads placed
on the sire Google disallows the use of unjustifiable su-

Group hottrity

perlatives, such as "best . or "tostiest,. and excessive
You want advertisers to continue advertising with Google

mmetuation, such as multiple exclamation points
Advertising is known to break grammar and language

mar

and working with Google editors to develop easy-to-fok

or "Thin: Dif-

low standards for ad subnussions. However, you have

ferent." But Google maintains a living style guide that

heard that some businesses are frustrared that them ads

evolves over time, keeping track of pop culture references

are being returned with suggested changes, even though

and weeding out anything that comes across as confusing.

other businesses are receptive to the idea.

conventions On purpose, like That

The division's director insists on the editorial guide-

Fortunately, the Stab., department has prowded two

lines to enure clear, effective, and ha-the-point communi-

page, of data that suppon the new rules. The first page of

cation to its viewers. So to those whosay "Gran

statistical data provides solid supportf,Google'sdecision

schmammar—this is advertising," Google might suggest,

to implement the grammar and spelling rules, the second

Pfichmammar is not a word. Try 'Forget about grammar'

includes graphics that illustrate the efficacy of the rilleS.

instead..

Write lett, to advertisers explaining the new rules
and how they might help advertisers better commurdcare
their toessages. Before you begin your letter, discuss the
following issues with your colleagues:
•

What should the subject line convey?

•

Which persuasive strategy, direct request or problem
&Gluing, h appropriate in this situation?

Individual Achiallai
As the director of the Ad Words division of Google, you

•

Which of the following patterns is better?

•

What types of possible objections or responses are

have received mmy e-mails from advertising copywriters
questioning why Google has not accepted their submis-

expected?
•

What benefits, if any, could be highlighted?

sions.Writii an e-mail that willexplain why the ads are not
being accepted. In it, address Googleis intent to keep the

Then work together with your group to craft the final lan-

ads clear and effective.
As you plan your correspondence, consider

the

following:
•

What should my subject line convey?

•

How can I organise the message in a positive, problemsolving way?

•

Useyour answers to these questions to draft the letter.

Will I include reader benefits in the message?

guage for this message.
As you utoite, ask these questions.
r Did we include informahon to negate possible objections or responses to the message?
/ Did we folfinv the correct organization for the pers.sive strategy we are using?
3. Did we use PAIBOC (Purpose, Audience, Information,

As you evaluate yom draft, consider these questions-.
•

Is my subject line specific, concise, and clear?

•

Did I organ ire this message using the pattern for positive messages below?
Main Point
Details

Benefits, Objections, Context) to help us write a persuasive essage?
4. Did we successfully create you-attitude in this letter?
Advertising is an impmlant revenue-generating source
for Google, so be sum to Mink carefully about the tone of
the letter, Remember, theseadvertisersare your customers!

c96 Urill Seven .101, Herzog

28.12 Writing a T-Letter
Write a Thetter. You can respond to a want ad and

ing description. Address the letter to the appro-

write solicited letter or choose a company you'd

priate person at the organization, if you are

like to work for and write a prospecting letter. In

prospecting, research the company to locate that

either case, determine the key duties required for

individual

the job, and match your qualifications to them us-

Polishing Your Prose

Polishing Your Prose exercises
conclude each module. They may be
assigned in any order throughout the
term (see the handy list with page
numbers on the inside front cover of
this book). Students can do the oddnumbered exercises for practice and
check the answers at the end of the
book. Answers to even-numbered

exercises, which can be assigned for
homework or used for quizzes, are
included in the Instructor's Resource
Manual.

Polishing Your Prose
Using You and I

When you use a first-person pronoun as part of a compound subject or object, put the first-person pronour lest

You-attitude ( 4 Module 6) means that you'll use Its of
gre's in business messages However, use von only when
it refers to your reader. When you mean 'people in gen-

Correct She asked you and trie to make the presentation
Correct You, Kelly, and I will have a chance to talk to
members of the audience before the dinner.

eral," use another term,
Incorrect: When I visited your office, I learned that you
need to find a way to manage your e-mail
Correct

Be sure to use the right case. Omit the other parthl of the
compound to see the case you should use:

When I visited your office, l saw the impor-

She asked me.

tance of managing i.... • e-mail
I will have a chance .

Incorrect: Older customers may not like it it you .11
them by their first names.
Correct

Use the same form when you restore the other words

Older customers may prefer ' • r . .2.) . by
courtesy tiles and their last names

Exercises

Omit ,011 ones, it criticizes or attacks the reader.

Reuss, the following sentences to eliminate errors and im

Not you. attitude: lint didn't turn your expense report

prove the use of rest and I

in by the deadline
V(111.attitUde:

1 You team a lot when you do the job that I did
/ Me and Ptlar took a trip to Sweden for the conference
3 I'm sure you'll understand why I made incorrect

When you talk about what you've done, use I

charges to your account
4 You can find gored inforrna ton for the job by reading
your daily newspapet

Correct In the pa, month, , have completed three

5 I spent a lot of time preparing this refund check for

audits
In general, keep Ps to a minimum They make you

you, so I hope you appreciate it
6 My last sales experience showed me that you need to

sound less confident and more self-centered.

take the bunt, the hems when it comes to closing your
deal.

Weak: I think that we would save money if we bought
copier instead of leasing d

J. I think it wet, be a good idea if I visited the plant
where you work

Better: We Would so, money by buying a copier
instead of leasing it.

6. You made an errorehat cost the company 532,000 You

need to fix that error as quickly as possible. Your lob

Weak: 1 want to be sure that I understand how I will

is on the line

be affected by this project
Better: How will this project affect our unit ,

9.

I know that you'll be happy to team that I have appiled for the position. You can bet that I'm a good

When you write a document that focuses on you (such
as a progress report or A job applic.on letter), vary sere
fence structure so that you don't begin every sentence
willre
Correct This job gate me the opportumty to
Correct: As an intern,l.
Correct Working with a team,

xiv

candidate.
10.

You're in luck because me, Andy, Nasser, and Ghelle
will attend your meeting. But me and Giselle will
have to leave by 3 glit

Check your answers to the odd-numbered exercises at
the back of the boot.


Supplements
instructor's Resource CD-130N1
This valuable teaching resource includes the
Instructor's Resource Manual, Test Bank, and a
four-color PowerPoint presentation for each
chapter. Instructors can also customize materials
with visuals from the Digital Image Library.

instructor's Resource Manual
The Instructor's Resource Manual is an excellent
tool for veterans as well as new teachers. It
includes sample syllabi for 5-, 8-, 10-, and 15week courses; overviews of each module; key
lecture points supported with teaching tips, inclass exercises, and notes for using the PowerPoint slides and transparency masters; answers
to the textbook assignments; and answers to
the even-numbered Polishing Your Prose
exercises.

The Test Bank includes nearly 1,000 true-false,
multiple-choice, and fill-in-the-blank questions
with answers.

owerPoint Presentations
PowerPoint Presentations feature 10-15 slides
for each module outlining lecture material as well
as expanding key concepts in the module.
Instructors can customize these slides for their

own courses.
XV


Videos
Four Manager's Hot Seat videos
available with this book show real
managers reacting live and without
scripts to situations dealing with negotiation and cultural differences, active
listening, working in teams, and
communication in the virtual
workplace. These videos provide a
good foundation for classroom discussion, as you evaluate what the
manager could have done differently,
or what he or she did well.

NEW Manager's Hot Seat DVD

AN FL ,
P.,'EST:G4TCA

n n:.•;

Am* Zara -mai* • 0--N Seknieb Ihil, ‘
re. WOW, "Wm
oo ortiOornalloui OwsmaawoOnlloo ow
Woo
Swam maw.. no Inn o

•

so ,AoloWons 1. to mar
OworoO.7
WO,
...OW ohm* Wrap, and 3OSere.O. Vlbow you'vo
0."0,..es as le Wooers a. vole:loon
Oa loy coot MOO.

x vi

This interesting video collection
captures real-life business managers
responding to critical real-world situations. This interactive DVD is comprised
of video segments, assessment tools,
and written assignments to engage
students as they view the material.
Students can see learned concepts in
action and apply critical thinking to
each scenario.


noMMTimmr_re

fem.-Ion
PP Xs .1

INVOrtel
;

B

rahhv

"

•

ettiMa.

•

et

uSineSS COMMunv.ti. -

Business Comeau...ie. 3/e
;PM 0 Locker... Oh.
lliaieensIty. Columbus
Stephen X Xacemenoles Columbus Rale Comm., College

The Online Learning Center (OLC) is a
Web site that follows the text moduleby-module, with additional materials and
resources to enhance the classroom
experience. Instructors can download
new exercises and Web site addresses
and find transparency masters and
PowerPoint slides. Students can take
online module quizzes for review, see
sample letters and résumés, read about
business communication in the news,

review key terms, work on additional
exercises, and find job hunting
resources in the Career Corner.

'''

Mee 007293210W
Cop.-101.pp. 2007
i‘awsinici:=X. ahands•on i course, amt.. the same author of Business anO
bon Mrs completely nmo appro.:his densed a. creacuO errn

Tiehgenc

P

a q'

agit'ssMiolu:
reaZfrillil=hort cruse.=
....lg...., efferent uacning approaches. While mounded . solidbusiness communized=
funament..
d
this papeMad takes a .ono workplace aCOvIty onentation wh. helps
Auen. connect what.. leam to what Mee. or will do an the solo.

To obtain an insourtor imen
tivnkolp about adowanq

If Twine an ..tractor

GradeMax

PROFICIENCY PROFILE '"

Students can evaluate and improve
their skills with online activities.
Topics include audience analysis, bad
news messages, positive emphasis,
and résumés. Business Communication Online can be accessed through
the OLC.

Access to the GradeMax is included with
each new copy of the text with a registration card/password. The Internetbased GradeMax is a revolutionary
adaptive testing tool that delivers unique
tests to assess each student's understanding of concepts. Instructors get
powerful graphic reporting at the class
and student level to help adjust teaching
emphasis. Each student's test results
leads to a set of recommended interactive modules to practice course
concepts, exercises, tips, and Web links.
Access the GradeMax through the OLC
at www.mhhe.com/bcs3e.

1113111.45 g0811811filCatIORS oni n e

xvii


Brief Contents

Unit One Building Blocks for Effective Messages
1
2
3
4
5

Business Communication, Management, and Success 2
Adapting Your Message to Your Audience 18
Communicating Across Cultures 38
Planning, Writing, and Revising 60
Designing Documents, Slides, and Screens 74

Unit Two Creating Goodwill 91
S You-Attitude 92
7 Positive Emphasis 103
8 Reader Benefits 115

9 Formats for Letters and Memos 128
10 Informative and Positive Messages 145
11 Negative Messages 168
12 Persuasive Messages 191
13 E-Mail Messages and Web Writing 222

Unit Four POlisbing Your Writing 241
14 Editing for Grammar and Punctuation 242
15 Choosing the Right Word 262
16 Revising Sentences and Paragraphs 277

Uriit -Five Interpersbnal Coinivinnic3tion

17 Listening 296
18 Working and Writing in Teams 306
19 Planning, Conducting, and Recording Meetings 322
20 Making Oral Presentations 333

utlitELL,,q*p - Fi'poyts,, and Visuals 351
21 Proposals and Progress Reports 352
22 Finding, Analyzing, and Documenting Information 369
23 Short Reports 387

xv i ii


Brief Contents xix

24 Long Reports 402
25 Using Visuals 426

26 Researching Jobs 446
27 Résumés 457
28 Job Application Letters 481
29 Job Interviews 499
30 Follow-Up Letters and Calls and Job Offers 515
Glossary 523
Polishing Your Prose Answers 532
Endnotes 536
Credits 545
Index 547

Contents
rr

Unit One Building Blocks for Effective Messages 1
Module 1 Business Communication, Manage-

ment, and Success 2

Will I really have to write? 4
Don't I know enough about communication? 4
What does communication accomplish? 5
The Importance of Listening, Speaking, and Interpersonal
Communication 6
The Purposes of Messages in Organizations 6

How much does correspondence cost? 7
What makes a message effective? 8
How should I analyze business communication situations? 9
Thinking Creatively 10

Module 2 Adapting Your Message to Your

Audience 18

Who is my audience? 19
Understanding What Your Organi-

Module 3 Communicating Across Cultures 38

What is "culture"? 40

How does culture affect business communication? 41
Dealing with Discrimination 41

Values, Beliefs, and Practices 42
Nonverbal Communication 42
Body Language 43
Space 44
Time 46
Oral Communication 47
Writing to International Audiences 49

There are so many different cultures! How can I know
enough to communicate? 50
How can I make my documents bias-free? 51
Making Language Nonsexist 51
Making Language Nonracist and Nonagist 53
Talking about People with Disabilities and Diseases 54
Choosing Bias-Free Photos and Illustrations 55

zation Wants 19

Module 4 Planning, Writing, and Revising 60

Why is my audience so important? 20

Does it matter what process I use? 61
I don't have much time. How should I use it? 62
What planning should I do before I begin writing or
speaking? 63
What is revision? How do I do it? 65

Can a grammar checker do my editing for me? 67
I spell check. Do I still need to proofread? 67
How can I get better feedback? 68

Audience and PAIBOC 20
Audience and the Communication Process 22

What do I need to know about my audience(s)? 23
Analyzing Individuals and Members of Groups 24
Analyzing People in Organizations 26

Now that I have my analysis, what do I do with it? 28
What if my audiences have different needs? 30
How do I reach my audience(s)? 31
xx


Contents xxi

Can I use form letters? 69
Revising after Feedback 69
How can I overcome writer's block and procrastination? 70

Limit the Use of Words Set in All Capital Letters. 76
Use No More than Two Fonts in a Single Document. 78
Decide Whether to Justify Margins Based on the Situation
and the Audience. 79

How should I design presentation slides? 79
Module 5 Designing Documents, Slides, and

Screens 74

Using Computers to Create Good
Design 80

How should I design Web pages? 81
How do I know whether my design works? 81
When should I think about design? 82

How should I design paper pages? 75
Use White Space. 75
Use Headings. 75

Unit Two Creating Goodwill 91
Module 6 You-Attitude 92

Using Positive Emphasis

How do I create you-attitude in my sentences? 93
1. Talk about the Reader, Not about Yourself 93
2. Refer to the Reader's Request or Order Specifically. 94
3. Don't Talk about Feelings, Except to Congratulate or
Offer Sympathy. 94
4. In Positive Situations, Use You More Often than I. Use
We When It includes the Reader. 94
5. Avoid You in Negative Situations. 95

Does you attitude basically mean using the word
96

I've revised my sentences. Do I need to do anything
else? 96
-

you?

Seeing Another Point of
View 97

How do I create positive emphasis? 104
1. Avoid Negative Words and Words with Negative Connotations. 104
2. Focus on What the Reader Can Do Rather than on Limitations. 106
3. Justify Negative Information by Giving a Reason or
Linking It to a Reader Benefit. 107
4. If the Negative Is Truly Unimportant, Omit It. 107
5. Bury the Negative Information and Present It
Compactly. 108

How should I set up letters? 129
Creating a Professional
Image, 1 132

What courtesy titles should I use? 134

Why do I need to think about tone, politeness, and
power? 109
What's the best way to apologize? 110
Module 8 Reader Benefits 115

Why do reader benefits work? 116

How do I identify reader benefits? 116
1. Think of Feelings, Fears, and Needs That May Motivate
Your Reader. 116
2. Identify the Features of Your Product or Policy. Then
Think How These Features Could Benefit the
Audience. 117

How detailed should each benefit be? 119
How do I decide which benefits to use? 120

Module 7 Positive Emphasis 103

Module 9 Formats for Letters and Memos

Ethically 108

128

1. Use at Least One Benefit for Each Part of Your
Audience. 120
2. Use Intrinsic Benefits. 120
3. Use the Benefits You Can Develop Most Fully 121
Matching the Benefit to the
Audience 122

What else do reader benefits need? 123

When You Know the Reader's Name and Gender 138
When You Know the Reader's Name but Not the
Gender 138

When You Know neither the Reader's Name nor
Gender 139

How should I set up memos? 139


xxii Contents

Module 10 Informative and Positive
Messages 145

What's the best subject line for an informative or
positive message? 146
Making Subject Lines Specific 147
Making Subject Lines Concise 147
Making Subject Lines Appropriate for the Pattern of Organization 147

How should I organize informative and positive
messages? 147
When should I use reader benefits in informative and
positive messages? 150
What are the most common kinds of informative and
positive messages? 152
Transmittals 153
Confirmations 153
Summaries 153
Adjustments and Responses to Complaints 153
Thank-You and Congratulatory Notes 154

How can I apply what I've learned in this

module? 155
Problem 155
Analysis of the Problem 155
Writing a Goodwill
Ending 156

Discussion of the Sample Solutions 157

Module 11 Negative Messages 168

What's the best subject line for a negative
message? 169
How should I organize negative messages? 169
Giving Bad News to Customers and Other People Outside
Your Organization 170
=

Thinking about the Legal Implications of What You Say 172

Giving Bad News to Superiors 175
Giving Bad News to Peers and Subordinates 175

When should I consider using a buffer? 176
What are the most common kinds of negative
messages? 178
Rejections and Refusals 178
Disciplinary Notices and Negative Performance
Appraisals 179
Layoffs and Firings 179

How can I apply what I've learned in this
module? 179
Problem 180
Analysis of the Problem 181
Discussion of the Sample Solutions 182

Module 12 Persuasive Messages 191

What is the best persuasive strategy? 192
What is the best subject line for a persuasive
message? 193
How should I organize persuasive messages? 194
Writing Direct Requests 195
Organizing Problem-Solving Messages 196

How do I identify and overcome objections? 197
What other techniques can make my messages more
persuasive? 200
Build Credibility 200
Build Emotional Appeal 200
Use the Right Tone 201
Offer a Reason for the Reader to Act Promptly 202
Building Common
Ground 202

What are the most common kinds of persuasive
messages? 203
Orders 203
Collection Letters 203
Performance Appraisals 204

Letters of Recommendation 206

How can I apply what I've learned in this module? 207
Problem 207
Analysis of the Problem 208
Discussion of the Sample Solutions 208

Module 13 E-Mail Messages and Web
Writing 222

How should I set up e-mail messages? 224
What kinds of subject lines should I use for e-mail
messages? 225
Subject Lines for Informative and Positive E-Mail
Messages 227
Subject Lines for Negative E-Mail Messages 227
Subject Lines for Persuasive E-Mail Messages 227

Should I write e-mail messages the same way I write
paper messages? 228
Writing Positive and Informative E-Mail Messages 228
Writing Negative E-Mail Messages 228
Writing Persuasive E-Mail Messages 229
[ ?[_n[ Managing Your Time 230
What e-mail "netiquette"rules should I follow? 231
How and when should I use attachments? 231
What style should I use when writing for the Web? 231
Can I use blogging on the job? 232
What other technologies use the Internet? 233

Contents xxiii

Unit Four Polishing Your Writing 241
Module 14 Editing for Grammar and
Punctuation 242

How should I write numbers and dates? 256
How do I mark errors I find in proofreading? 257

What grammatical errors do I need to be able
to fix? 243

Module 15 Choosing the Right Word 262

Agreement 243
Creating a Professional
Image, 2 243

Case 245
Dangling Modifier 246
Misplaced Modifier 246
Parallel Structure 247
Predication Errors 247

How can I fix sentence errors? 247
Comma Splices 248
Run-On Sentences 249
Fused Sentences 249
Sentence Fragments 249

Should I put a comma every place I'd take a
breath? 250
What punctuation should I use inside sentences? 250
Apostrophe 250
Colon 251
Comma 252
Dash 253
Hyphen 253
Parentheses 254
Period 254
Semicolon 254

Does using the right word really matter? 263
Getting Your Meaning Across 263
Getting the Response You Want 263
- Thinking Critically 265

How do words get their meanings? 266
Is it OK to use jargon? 266
What words confuse some writers? 267
Module 16 Revising Sentences and
Paragraphs 277

What is "good"style? 278
Are there rules I should follow? 279
Using the Right Tone 279

What should I look for when I revise sentences? 280
1. Use Active Verbs Most of the Time. 280

2. Use Verbs to Carry the Weight of Your Sentence. 281
3. Tighten Your Writing. 282
4. Vary Sentence Length and Sentence Structure. 284
5. Use Parallel Structure. 287
6. Put Your Readers in Your Sentences. 287

What do I use when I quote sources? 255
Quotation Marks 255
Square Brackets 255
Ellipses 256
Underlining and Italics 256

Unit Fiw Interpersonal Communcation

What should I look for when I revise
paragraphs? 288
1. Begin Most Paragraphs with Topic Sentences. 288
2. Use Transitions to Link Ideas. 289

How does organizational culture affect style? 289

295

Module 17 Listening 296

Module 18 Working and Writing in Teams 306

What do good listeners do? 297

What kinds of messages should groups attend to? 307

What roles do people play in groups? 308

Pay Attention. 297
Focus on the Other Speaker(s) in a Generous Way. 298
Avoid Making Assumptions. 298
Listen for Feelings as Well as Facts. 299

What is active listening? 299
How do I show people that I'm listening to
them? 300
Leading by Listening 301

Can I use these techniques if I really disagree with
someone? 302

Leadership in Groups 309
Characteristics of Successful Student Groups 309
Peer Pressure and Groupthink 310
Leading without Being
Arrogant 310

How should we handle conflict? 311
Steps in Conflict Resolution 311
Responding to Criticism 313
You-Attitude in Conflict Resolution 315


xxiv Contents

How can we create the best co-authored

documents? 315
Planning the Work and the Document 316
Composing the Drafts 316
Revising the Document 317
Editing and Proofreading the Document 317
Making the Croup Process Work 317

Module 19 Planning, Conducting, and Recording
Meetings 322

What planning should precede a meeting? 323
When I'm in charge, how do I keep the meeting on
track? 326
What decision-making strategies work well in
meetings? 326
Networking 327

How can I be an effective meeting participant? 328
What should go in meeting minutes? 328
How can I use informal meetings with my boss to
advance my career? 329
Do electronic meetings require special
consideration? 330

eee a ro h,

Module 20 Making Oral Presentations 333

What decisions do I need to make as I plan a presentation? 334
Choosing the Kind of Presentation 335

Adapting Your Ideas to the Audience 335
Planning Visuals and Other Devices to Involve the
Audience 336

How can I create a strong opener and close? 338
How should I organize a presentation? 341
Finding Your Best Voice 341

What are the keys to delivering an effective presentation? 342
Transforming Fear 343
Using Eye Contact 343
Standing and Gesturing 343
Using Notes and Visuals 343

How should I handle questions from the
audience? 344
What are the guidelines for group
presentations? 345

s, an

Module 21 Proposals and Progress Reports 352

What is a "report"? 353
What should I do before I write a proposal? 353
What should go in a proposal? 355
Proposals for Class Research Projects 356
Sales Proposals 361
Proposals for Funding 362
Figuring the Budget and Costs 362

Identifying "Hot Buttons" 362

What should go in a progress report? 363
Chronological Progress Reports 364
Task Progress Reports 365
Recommendation Progress Reports 366

Module 22 Finding, Analyzing, and Documenting
Information 369

How can I find information online and in print? 370
How do I write questions for surveys and
interviews? 373
Using the Internet for Research
373

How do I decide whom to survey or interview? 376

How should I analyze the information I've
collected? 378
Understanding the Source of the Data 378
Analyzing Numbers 378
Analyzing Words 379
Checking Your Logic 380

How should I document sources? 380
Module 23 Short Reports 387

Do different kinds of reports use different patterns of
organization? 388

Informative and Closure Reports 388
Feasibility Reports 388
Justification Reports 388

What are the basic strategies for organizing information? 391
1. Comparison/Contrast 392
2. Problem-Solution 392
3. Elimination of Alternatives 392
4. General to Particular or Particular to General 393
5. Geographic or Spatial 393
6. Functional 394
7. Chronological 394


Contents xxv

Should I use the same style for reports as for other
business documents? 395
1. Say What You Mean 395
2. Tighten Your Writing 395
3. Use Blueprints,Transitions,Topic Sentences, and
Headings 396
.1-1 ,2

a Cr]
Questions 396

3 Asking Specific and Polite

Module 24 Long Reports

402

I've never written anything so long. How should I
organize my time? 403
How do I create each of the parts of a formal
report? 404
Title Page 404
Letter or Memo of Transmittal 419
Table of Contents 419
List of Illustrations 419
Executive Summary 420

Background or History 421
Conclusions and Recommendations 422

Module 25 Using Visuals 426

What are stories, and how do I find them? 428
Does it matter what kind of visual I use? 429
What design conventions should I follow? 429
Tables 430
Pie Charts 430
Bar Charts 431
Line Graphs 432

Can I use color and clip art? 432
What else do I need to check for? 433
Can I use the same visuals in my document and my
presentation? 435

Buiithrya Carl al Skill Integrating Visuals into Your
Text 435

iAzin :g a ,ri aSall Choosing a Long Report Format
and Style 420

Introduction 421

Module 26 Researching Jobs 446

What do I need to know about myself to job
hunt? 447
What do I need to know about companies that might
hire me? 447
Choosing Whether to Stay
or Go 448

Should I do information interviews? 450
What is the "hidden job market"? How do I tap
into it? 451
What do I do if I've got a major weakness? 452
"All My Experience Is in My Family's Business." 452
"I've Been Out of the Job Market for a While." 452
"I Want to Change Fields." 452
"I Was Fired." 453
"I Don't Have Any Experience." 453
"I'm a Lot Older Than They Want." 454

Module 27 Résumés

457

How can I encourage the employer to pay attention to
my résumé? 458
Using a Computer to Create
Résumés 459

What kind of résumé should I use? 460
How do the two résumés differ? 460
Chronological Resumes 460
Skills Resumes 466

What parts of the two résumés are the same? 469
Career Objective 469
Summary of Qualifications 470
Education 470
Honors and Awards 471
References 472

What should I do if the standard categories don't
fit? 473
Should I limit my résumé to just one page? 473
How do I create a scannable résumé? 473
How should I prepare an online résumé? 476
Module 28 Job Application Letters

481

What kind of letter should I use? 483
How are the two letters different? 483

The First Paragraph of a Solicited Letter 484
First Paragraphs of Prospecting Letters 487
Last Paragraphs 487

What parts of the two letters are the same? 488


xxvi Contents

Showing a Knowledge of the Position and the
Company 488
Separating Yourselffrom Other Applicants 488
Targeting a Specific Company in
Your Letter 489

Can I use T-Letters? 490
How long should my letter be? 490
How do I create the right tone? 492
You-Attitude 492
Positive Emphasis 492

The company wants an e-mail application. What
should I do? 493
Module 29 Job Interviews 499

Why do I need an interview strategy? 501
What details should I think about? 501
What to Wear 501
What to Bring to the Interview 502
Note-Taking 502

How to Get There 502

Should I practice before the interview? 503
How to Act 503
Parts of the Interview 503
Stress Interviews 504

How should I answer traditional interview
questions? 505
Negotiating Salary and Benefits
510

I prepare for behavioral and situational
interviews? 511
How can I prepare for phone or video interviews? 512
How can

Module 30 Follow-Up Letters and Calls and Job

Offers 515

What should I say in a follow-up phone call or
letter? 516
What do I do if my first offer isn't the one I most
want? 516
Being Enthusiastic 518

Glossary 523
Polishing Your Prose Answers 532
Endnotes 536

Credits 545
Index 547