1
Q
Aristotle’s triangle(rhetorical triangle) involves
A
ethos, pathos, logos
2
Q
Ethos
A
- A speaker’s character and credibility
- The speakers or writers’ good will, character, and judgement.
- How do speakers present themselves?
- Projection of trustworthiness
- Projection of authority
- Consider the elements: voice, use of language, attire, body language, gestures, etc.
3
Q
Pathos
A
- How the speaker/writer makes a connection with the audience; how she connects with and responds to the audiences needs, wants, fears, desires, etc.
- How does do they push emotional button
- Pathos is audience related\There is a need to connect emotionally with them
- So, what are their concerns, beliefs, attitudes
- What emotions is to be generated
- Fear, anger, trust, sympathy, love
4
Q
Logos
A
-to appeal to the audiences’ sense of reason or logic
- Concerns the quality and arrangement of the message
- The logical or rational elements of the message
- The organization, structure, and presentation of the message
- The logos must be designed to complete the pathos target and project the ethos
5
Q
What are the different ways communication is defined?
A
accidental, expressive, and rhetorical communication
6
Q
What is McCroskey’s definition of communication?
A
the process of one person stimulating meaning in the mind of another by means of a message
7
Q
accidental communication
A
- Occurs when speaker/writer sends a message that he didn’t intend to send, and doesn’t realise he has sent
- “People communicate their interests, their needs, their backgrounds, and sometimes their weaknesses without having the slightest desire to do so, and often in spite of a definite desire not to communicate these things
8
Q
Expressive communication
A
- Focuses on speaker or writer’s needs – is “source centred” not audience centred
- Purpose is to express what the speaker/writer NEEDS to say, rather than what the audience needs to hear
- Performs as emotional venting in many cases
- Relies on impulse rather than rational choice
- Does not recognize the needs, expectations or values of an audience
- Is not interested in benefiting audience
- Often results in damaging professional relationships and discrediting speaker/writer
9
Q
Rhetorical Communication
A
- Is purposeful
o Is goal-oriented
o Seeks to achieve change in the world
o Is intentional - Connects speaker’s purpose to audience’s needs
- Teaches that speaker must focus on making conscious and conscientious choices when addressing an audience
- Depends on speaker’s understanding of adapting message to audience
- Relies on speaker’s skill at being able to understand an audience’s values, expectations and beliefs
- Relies on speaker’s respect for audience, belief in message and purpose, and sincerity
- Stresses the ethical relationship amongst speaker, audience, and message
10
Q
Bitzer’s definition of rhetoric
A
“a work of rhetoric pragmatic”
- it comes into existence for the sake of something beyond itself
- it functions ultimately to produce action or change in the world
- it performs some task
11
Q
Bitzer’s quote on rhetoric
A
rhetoric is a mode of altering reality
- not by the direct application of energy to objects,
- but by the creation of communication which changes reality through the argument of thought and action
12
Q
in sense what is rhetoric
A
persuasive
13
Q
Bitzer’s definition of a rhetorical situation
A
“a complex of persons, events, objects, ad relations presenting an actual or potential exigence
- which can be completely or partially removed if discourse introduces into the situation
- can so constrain human decision or action
- as to bring about the significant modification of exigence
14
Q
three constituents(parts) of rhetorical situation
A
exigence
audience
contraints
15
Q
what is exigence
A
“an imperfection marked by urgency
- it is an obstacle
-something waiting to be done
- a thing which is other than it should be
16
Q
exigence vs. rhetorical exigence
A
exigence is rhetorical
the event or occurrence that prompts rhetorical discourse;
17
Q
audience
A
rhetoric always requires an audience
18
Q
audience vs rhetorical audience
A
a rhetorical audience consists only of
- those persons who are capable of being influence by discourse
and
those capable “ of being mediators of change”( able to take action, make changes in the situation)
19
Q
contraints
A
“parts of the situation” that “have the power of constrain”[limit, restrict, enable] the decision and the action needed to modify the exigence[to fix the problem]”
(Bitzer’s list)”beliefs, attitudes, documents, facts, traditions, images, interests, motives, and the like”
20
Q
axioms
A
-In classical philosophy an axiom is a self-evident truth or an assumed starting point for logical extensions.
-MacLennan is using the term axiom to mean a fundamental truth of communication.
-Axioms apply all the time, in every communicative situation [even if you are unaware of them].
-But knowing the axioms helps you craft appropriate responses.
21
Q
what are the 9 axioms
A
- interaction
- relation as well as content.
- context
- credibility.
- influence.
- risk.
- ambiguous: what is unsaid can be as important as what is said.
- audience-centered, not self-centered.
- pervasive: you can not communicate
22
Q
Why is the Shannon-Weaver (or “bullet”) model not fully adequate for conceptualizing professional communication?
A
it provides an incomplete
understanding of what actually takes place when two people communicate, whether they
do so professionally, socially, or personally.
- it tends obscure the human dimensions of
interaction by reducing people to ‘senders’ and ‘receivers’ of information, it can’t satisfactorily account for all the complexities that come into play when people communicate.
23
Q
Why is the rhetorical triangle a more appropriate model for professional communication?
A
you’re better able to position your points in a way that your reader (or listener) can understand and get on board with
24
Q
What are the three specific qualities of ethos?
A
- good will
- good judgement
- good character
25
What role does footing play in determining appropriate choices in your communication? What role does face?
What is important to note about footing is that we are often very aware of changes to our footing.
Footing is a lot like ethos B UT is not ethos
Footing is a relation which is granted by the audience.
Both footing and ethos are built or destroyed by logos/communication.
Note that words have the power to destroy relationships, and that damaged relationship can be impossible to repair.
If you have damaged a relationship, further communication may help, but it may also make things worse. Use caution
26
How could these Axioms help to shape your communication?
axiom 7
ambigeous
This axiom helps us better understand how to interpret messages that others send to us, and design our messages more consciously. It reminds us that communication is complex, and that there is often much more at work than its verbal content.
27
what is rhetorical stance
a stance which depends on discovering and maintaining in any writing situation a proper balance among the three elements that are at work in any communicative effort: the available arguments about the subject itself, the interests and peculiarities of the audience, and the voice, the implied character, of the speaker
28
What is the difference between a pedant, an advertiser, and an entertainer stance?
-The pedant’s stance “consists of ignoring or underplaying the personal relationship of speaker and audience and depending entirely on statements about a subject—that is, the notion of a job to be done for a particular audience is left out
-advertiser’s stance “comes from undervaluing the subject and overvaluing pure effect: how to win friends and influence people
-entertainer’s stance as the “willingness to sacrifice substance to personality and charm
29
what are paragraphs
* pARAGRAPHS ARE COLLECTIONS OF
SENTENCES
* UT THE SENTENCES ARE NOT RANDOM
* ENTENCES OUGHT TO STATE AND
DEVELOP A POINT (ONE POINT)
30
paragraphing 4 goals
1: a single main idea is developed – one idea!
-Express the idea in a topic sentence
2: the topic sentence is supported with organized ideas (as sentences)
3: The sentences of support: chronology, contrast, evaluation, analysis, illustration, etc.
-Ideas need to flow logically between sentences inside paragraphs, and between paragraphs.
-Reinforcement: also, moreover, for example, in addition, etc.
-Contrasts: but, however, although, instead, yet, in spite of, etc.
-Links via word repetition or pronouns
4: completeness – the topic idea is filled out. The paragraph is wrapped up with a concluding sentence which either ties to topic or bridges to the next paragraph
-Concluding flags: thus, therefore, finally, in conclusion, ultimately
31
Paragraphing – basic ideas
Aim for 3-5 sentences
Topic sentence
Supporting sentence(s)
Concluding sentence
32
Topic Sentence
-States the paragraph’s main idea
-Refers to the subject of the document and suggests a relation of the paragraph to the subject (thesis topic level)
-Transitions from the preceding paragraph
-Often, but not always, the first sentence of a paragraph
33
summaries
-The purpose of a summary is to condense material
-Aim for 1/3rd to as low as 1/10th of the original document
-Important first step: carefully note the source (author, title, publication details, pages, etc.)
-Locate the topic sentence of each paragraph
-Note the major supporting points of each paragraph
-Summaries should not include any of your thoughts of criticisms
-Try to express ideas in your words (paraphrase)
34
Why write reports?
Purpose of formal technical reports:
Transmit information
Collect, record, organize, and store information
Document activity
Recommend action
Establish credibility
35
what are reports
are crucial deliverables in many projects
demonstrate your ability as a professional to
offer expert advice and opinion
determine your credibility
are key factors in the project’s success
36
how to Analyze and know your audience
Be audience-centred
Analyze your audience:
management? specialists? end-users? public?
what was the requested purpose?
how will the readers need to use the information?
explanation, recommendation, documentation, planning,
procedure, ... ?
what are their primary concerns? cost, safety, ease of
use/functionality, durability, environmental, ... ?
37
Readers must be able to:
use the report for the purpose they identified
* quickly absorb the crucial information they need to
know
* extract the main points without reading the whole
* easily find the information that interests them
38
what are the four basic report formats
Form reports
Informal reports
Semi-formal reports
Formal reports
39
how to decide what format to use
-Purpose
The more important the information, the more formal the
report
The longer the information will be relevant, the more formal
the report
-Audience
The higher up in the organization or the wider the audience,
the more formal the report
-Complexity
The more detailed the information, the more formal the
report
40
what are form reports
Used to ensure consistency when a large
number of reports give the same or
similar information
Often used for recurring or periodic
reports (ex. expense reports, incident
reports, accident reports, travel claims,
etc.)
41
what are informal reports
Short reports, usually fewer than five pages
Casual format with no title page or table of contents
Often written as memo or letter
Must follow the SIDC(RA) organizational structure
Audience is small or not highly placed in the
organization
Does not deal with highly complex issues
42
what are semi-formal reports
More formal header on first page instead of memo or
letter format
First page header lists (at least): the organization’s
name, report’s title, author’s name, and date
Instead of a re: line, uses a summary section or
paragraph with the heading of “Summary”
Usual length: up to ten pages
43
what are formal reports
Are longer, are more complex, and contain a lot of detail
Have a significant, or substantial, subject
Have a large audience or an audience with higher footing
Are usually more than ten pages long
Make use of page layout/design elements or features (i.e.,
headings, graphics, bulleted lists, bolded text, side bars, text
boxes, graphs, charts, illustrations, etc.)
44
whats included in formal reports
Are divided by topic into sections and sub-sections (perhaps
many layers of sections), each with a heading that allows the
reader to find information more easily and to skim the
document more quickly or usefully; often new sections are
begun on a new page
Include “front matter” such as Title page, Executive Summary,
and Table of Contents
Often have a transmittal document addressed to the recipient
Have pagination that begins with the introduction section (after
all front matter)
45
what are transmittal documents
Usually a letter
Describes the topic and reminds the reader of the authorization or
origin of the report
Makes a brief statement of the major finding
Acknowledges the help of others involved in the project/report
Expresses appreciation and offers a follow-up to the report
it’s an opportunity to more directly point out any especially urgent or
important piece information
It’s also an opportunity to directly build relation or connect with the
reader/client, or make any follow-up comments
Useful in maintaining good will with the client
46
what does sidcra stand for
summary
introduction
discussion
conclusion
recommendations
appendices
47
whats the s in sidcra and what does it include
Summary
Also know as “Executive Summary” or “Summary of
Recommendations”
Differs from an abstract (which is written for a technical
audience and forecasts the topics or key points the
document makes)
Written for the least expert reader expected or the
reader who will make decisions based on the report
Written last but usually placed before the table of
contents
Condenses the entire report, summarizes section by
section for the benefit of a busy reader
The language and organization of the summary should
forecast and be similar to that of the report
Generally, is approximately up to 1/10th the length of
the report
Is often read separately from the report and can be
formatted and distributed as a “stand-alone” document
48
what comes after s in (sidcra) but is not included in (sidcra)
Table of contents
List of the primary section headings used in the report
Secondary and lower headings may be included depending on
the length and complexity of the report
Be sure that the table of contents properly reflects the
organizational hierarchy of your headings
Proofread (after the final edit and compilation of all parts) to be
sure that headings and page numbers are correct
Any figures used and labelled in the report are listed in a
separate table on the following page
49
whats the i in sidcra and what does it include
Introduction
Include the following elements that are relevant:
Description of the background that lead to the exigence
Statement of the purpose of the report
Discussion of the significance of the topic
Clarification of the scope of the report
Description of the organization of the report
Description of the sources and methods used to develop
the findings
Definition of key terms used in the report
50
whats the d in sidcra and what does it include
Discussion (do not use this term)
Main part of the report
Presents the information needed to support your conclusions and
recommendations
Aimed at the most expert or technical of expected readers
Divided into logically organized sections and sub-sections, each
with its own heading and sometimes numbering (or lettering)
system
The heading of “Discussion” very rarely appears in a report (instead
of the discussion heading, use the first heading of the body section)
51
whats the c in sidcra and what does it include
Summarizes and explains the information presented in
the main body or discussion section of the report
Provides a statement of the logical outcome, solution, or
conclusion of the information presented in the discussion
section
Answers the question “What does this information mean
for the reader?”
Assume that the conclusion (and recommendations) will
be read independently from the report
52
whats the r in sidcra and what does it include
Recommendations
The recommendations section provides the appropriate
responses to the findings of the conclusion section.
Often the responses include practical advice or
suggestions for action based on the conclusions or any
on-going issues related to content of the report.
Tone is important; recognize that it us up to the reader to
decide to take or to authorize the recommended action.
53
whats the a in sidcra and what does it include
Appendices
Anything that you attach to the end of the report, after the
recommendations section and after references.
The more formal a report, the more likely it is to have appendices
Include information or data that is tangential or too lengthy or complex to
reasonably or attractively include under that particular heading of the
discussion section
Help the reader understand more fully by supplementing material in the
text of the report
Each appendix should contain only one type of material
Are usually labelled with upper-case letters
- references come before
54
what is Plagiarism
1. Missing attribution. The author of a quotation has not been
identified.
2. Missing quotation marks. Quotation marks must appear around the
quoted material.
3. Inadequate citation. No page number given to locate the source.
4. Paraphrase is too close to the source.
5. Distortion of meaning. The quotation is taken out of context or the
summary distorts the meaning of the source material.
6. Missing reference entry. The reference page does not include all
the works cited.
7. Inadequate citation of an image or graph. The image has no
number, label, caption or citation indicating the source.
55
what are the guidelines for quoting
1. Use direct quotation sparingly as support for your ideas.
(When image is vivid, when language is unique, when
exact words are crucial.)
2. Use primarily short quotes – one or two sentences.
3. Be extremely careful to be accurate when copying a
quotation.
4. Attribute quotations to their sources and punctuate them
correctly.
5. Integrate quotations smoothly into your work;
incorporate quotations in a way that is grammatically
correct.
6. Provide an explanation to place the quotation in context:
introduce, contextualize, and comment on the quotation.
7. When possible, use the author’s name or the work’s title
to introduce the quotation. (Signal phrase).
8. Use ellipses when words or phrases are omitted from a
quotation.
9. Use square brackets to indicate any changes you’ve
made in the words or punctuation of the material you’ve
quoted.
56
what is paraphrasing
The object of paraphrasing [is] to present an author’s
ideas clearly, using you own words, phrases and
sentence structures instead of the author’s.
Paraphrases will be about the same length as the original
source.
Paraphrasing deepens your understanding of the
author’s ideas, but also helps you avoid plagiarism (if you
do it conscientiously).
56
what is paraphrasing
The object of paraphrasing [is] to present an author’s
ideas clearly, using you own words, phrases and
sentence structures instead of the author’s.
Paraphrases will be about the same length as the original
source.
Paraphrasing deepens your understanding of the
author’s ideas, but also helps you avoid plagiarism (if you
do it conscientiously).
57
what is summarizing
Goal – to condense the information found in sources; to
record the gist of the idea without arguments, examples,
or other departures from the main ideas.
Restate the author’s ideas in your own words – keep it
brief.
Ensure that your summary accurately reflects the
author’s ideas.
Leave out extended examples, illustrations, and long
explanation
57
what is summarizing
Goal – to condense the information found in sources; to
record the gist of the idea without arguments, examples,
or other departures from the main ideas.
Restate the author’s ideas in your own words – keep it
brief.
Ensure that your summary accurately reflects the
author’s ideas.
Leave out extended examples, illustrations, and long
explanation
58
what is PROFESSIONALISM
Consists of displaying the skill and character
expected of a professional
Core values of professionalism include the
following:
Honesty and integrity
Respect
Responsibility and accountability
Self-improvement
59
how to use e-mail effectively
Carefully craft your subject line
Summarize the content
Be concise for users of mobile devices
Begin with your main point
Clearly state the purpose of the message
Avoid mixing several purposes in one message
Be liberal with your use of paragraphs
Shorter paragraphs are more inviting
Don’t bury information in long paragraphs
Be clear about what action is required of the
recipient
Use appropriate tone when asking for a
response
Proofread
Use correct grammar, spelling, and punctuation
Edit to remove unnecessary words and phrases
Never use “Reply All” unless everyone on the
mailing list needs to see your reply
Use CC to provide information to a recipient
Do not expect a reply from a CCd recipient
Use BCC for mass mail-outs to keep user’s email
addresses private and prevent accidentally reply-all
chains
Keep e-mail chains under control
Edit previous e-mails in the chain to help relevant
information stand out
Write a new e-mail with a new subject line if you are
60
what are letters
There are different functions of letters (ie.
request, refusal, apology/conciliation, etc.).
You may be asked on the final exam to write one of
these types of letters.
Letters use full-block format.
61
how write positive letters
Specify the achievement or occasion
Use a positive tone
Be sincere (no trace of irony)
Be brief
62
how to write complaint letters
Tip: take time to make sure you are not writing in anger
Phrase comments neutrally
Avoid blaming your correspondent
Be sure to identify the problem immediately
Provide all relevant details
Request specific action
Be courteous: thank them for the help
Avoid any angry or hostile tone
63
how to write apology letters
Acknowledge the wrong done
Recognize the feelings of hurt or anger
Accept responsibility
Never blame the recipient
Be sincere on a personal level
Offer support of compensation, if possible
64
how write rejection letters
Subject line must be worded tactfully
Stress your inability to comply with the request
State reason simply and clearly
Avoid sarcasm or accusations
Be polite
Suggest someone else who might help or assist
Offer best wishes, if appropriate
65
what are the parts that are in a memo and what do they mean
HEADING FORMAT
The top heading section can be single-spaced or double-spaced, as it is here. Consider visual
impact and space available. Tab each data field over in such a way as to align them nicely.
Always spell out the month, as there can be confusion if only numbers are given. For example,
did I write this note on 10/09/2018 or 09/10/2018? A fairly standard detail as well is the hand-
written initials after the sender’s name.
SALUTATIONS
Because the names of sender and receiver are given at the top, there is no need for greetings or
salutations. The initial replaces the need for a closing signature.
LINE SPACING
Memo format uses “full block” style. This format means the text is left-justified, not centred or
fully justified. The text is also single-spaced, using 12-point font. The paragraphs are separated
by an extra line space, and this gap replaces the indentation you would use for paragraphs in a
formal document or essay.
BODY HEADINGS
While headings in the body section are not required, they do make it easy for a reader to jump
directly to the section of interest. These headings, if used, should follow the order given in the
introductory paragraph.
CONCLUSION
The concluding paragraph recaps the essential points provided in the body. A conclusion should
never add new information. (As you can see, the material in this paragraph is a violation of this
rule. A good concluding paragraph in this case, would have mentioned only the main ideas:
heading format, salutations, line spacing, and body headings.)
66
what are the parts that are in a memo and what do they mean
HEADING FORMAT
The top heading section can be single-spaced or double-spaced, as it is here. Consider visual
impact and space available. Tab each data field over in such a way as to align them nicely.
Always spell out the month, as there can be confusion if only numbers are given. For example,
did I write this note on 10/09/2018 or 09/10/2018? A fairly standard detail as well is the hand-
written initials after the sender’s name.
SALUTATIONS
Because the names of sender and receiver are given at the top, there is no need for greetings or
salutations. The initial replaces the need for a closing signature.
LINE SPACING
Memo format uses “full block” style. This format means the text is left-justified, not centred or
fully justified. The text is also single-spaced, using 12-point font. The paragraphs are separated
by an extra line space, and this gap replaces the indentation you would use for paragraphs in a
formal document or essay.
BODY HEADINGS
While headings in the body section are not required, they do make it easy for a reader to jump
directly to the section of interest. These headings, if used, should follow the order given in the
introductory paragraph.
CONCLUSION
The concluding paragraph recaps the essential points provided in the body. A conclusion should
never add new information. (As you can see, the material in this paragraph is a violation of this
rule. A good concluding paragraph in this case, would have mentioned only the main ideas:
heading format, salutations, line spacing, and body headings.)
67
letter format
829 Forester Way
Saskatoon, SK S7J 5R2
September 9, 2013
Fred Millstone
Director, Acquisitions
Prairie Innovative Systems
6464 Greenfield Way
Saskatoon, SK S8J 3S2
Dear Mr. Millstone:
Re: Feasibility study of Clavet property acquisition and build
On June 6, 2013, you requested that GRD Consulting perform a preliminary study on the
feasibility of a planned expansion of Prairie Innovative Systems’ plant in the Clavet area.
The enclosed report presents the results of our investigation.
You will find in the report that our research suggests that the expansion could be
profitable in as few as five years, provided economic conditions remain stable. However,
some important variables must be considered. In particular, please see Section Four of the
report for a discussion of the issues that might lead, in the near future, to a rapid increase
in the cost of land that would have to be acquired to expand your plant.
I would like to thank your staff in the Acquisitions department who provided needed
information whenever we requested it. I look forward to meeting with you in the next few
weeks to follow up on the report.
Sincerely,
Samantha Taylor
Samantha Taylor
GRD Consulting
68
whats the outline of graphics
-Function of graphics
* Types and use of graphics
* Putting graphics into reports
* Avoiding graphical misrepresentation
69
what is function of graphics
* We are visual animals.
* Graphics
* Present information in a way we are best
prepared to interpret it.
* Show trends clearly.
* Show proportions at a glance.
* Clarify complex relationships.
* Provide snapshots and are therefore not just
easier to comprehend, but to recall.
* Form lasting impressions.
70
Types and Uses of Graphics
* Graphics should be as clear and
uncluttered as possible to make them easy
to comprehend.
* Different types of graphics excel best at
presenting different kinds of information
71
how to use tables
* Align large amounts of complex numerical
information in rows and columns.
* Provide a snapshot in tabular form for
easy access and comparison.
* Not good at showing trends in the
information.
72
how to pie charts
* Excellent for showing proportions of a
whole.
* Always add up to 100 per cent.
73
Bar Graphs/Column Graphs
* Provide quick visual comparisons of
quantities.
* Don’t show proportions; don’t add up to
100 per cent.
* In bar graphs, bars originate on the y-axis;
in a column graph they originate on the x-
axis.
* Labels are easier to read off the y-axis
(bar graphs).
74
line graphs
* Track dependent values on the y-axis
against an independent value on the x-
axis.
* Show trends over time.
* Lines can be stacked to compare trends
for multiple values.
* Lines can be stacked cumulatively to show
total values of several variables over time.
75
photos in reports
* Photos show the greatest detail and have
the greatest accuracy...
* but make it difficult to focus the viewers’
attention on specific details.
76
Line Drawings
* Line drawings simplify images by getting
rid of details and surfaces.
* Focus viewers’ attention on important
details, such as installation components.
77
Diagrams
* Diagrams are line drawings with shading
to show surfaces.
* Exploded drawings excel at showing
assembly sequences.
* Cutaways reveal inner workings or
locations of internal components.
78
Flowcharts and Schematics
* Conceptual representations of processes;
organization; or flows of money,
substances, data and the like.
* Called a flowchart when actual movement
is implied.
* Not to scale or spatially accurate.
79
Rules for Incorporating
Report Graphics
* Every graphic should be introduced or
referred to in the preceding text.
* Every graphic should have a caption
(figure title).
* Helps those who flip through a report looking
only at the graphics.
* Those captions (figure titles) appear in the
List of Tables and Figures.
* Use Word’s caption function to automate
captions and Lists of Tables and Figures.
80
how to Avoid Graphical
Misrepresentation
* Graphs are very good at presenting a lot
of complex information at a glance.
* They excel at showing relationships.
* For that reason, viewers often don’t look
very closely at the details.
* But the devil, and the deception, lies in the
details.
81
what are visuals
* Capture and hold people’s
attention
* Help illustrate textual
information
* Simplify complicated textual
descriptions
* Help the reader understand
complicated systems,
processes, and mechanisms.
82
what are visuals
* Capture and hold people’s
attention
* Help illustrate textual
information
* Simplify complicated textual
descriptions
* Help the reader understand
complicated systems,
processes, and mechanisms.
83
what are types of visuals
* Graphs
* Charts
* Illustrations
84
what are types of visuals
* Graphs
* Charts
* Illustrations
85
when to use each kind of visual
* Tables show a lot of detail but require study.
Use a table when detail is needed; refer to the
details in the text, and if necessary, move the
table to the appendices.
* Figures such as graphs and charts illustrate
trends or contrasts more dramatically but lose
the detail. Figures help readers understand
trends quickly. Make the point with the figure,
but back it up in the text.
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what are the Principles
of effective
visuals
* Simple Design: make visuals clear, easy to
understand; don’t over-complicate them
* Not“decoration”: visuals perform a useful
function, they don’t just decorate your
document
* Clarification: visuals illustrate and
supplement written ideas; they do not
replace textual information
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Five Rules for Including Visuals
1. Number and caption every visual sequentially
* Tables and Figures are numbered separately
* Captions should be brief, accurate, and informative/descriptive
2. Discuss each visual in the body text, referring to the caption number.
3. Never omit, distort, or manipulate information to deceive or mislead
4. Cite the sources of visuals you did not create yourself
5. Clearly label all elements of a visual (legends, axes, scale, direction, etc.) and provide a “key”
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Misplaced
modifiers
* Misplaced modifiers modify the wrong
word in a sentence
* Crying on the examination table, the
doctor gave the small child his vaccine.
* Lydia fed the pigs wearing her raincoat.
* Dressed in a flowing gown, everyone
watched the celebrity enter the room.
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what are some modifiers to watch for
* Some modifiers make good sense in the
wrong place, but the meaning shifts.
* Only I love you.
* I only love you.
* I love only you.
* I was told that the accounting
department needs someone who can use
Quickbooks badly.
* I was told that the accounting
department badly needs someone who
can use Quickbooks.
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Squinting
modifier –
could
attach to
either
side
My boss told me on Friday I was being
“let go”.
* Those who sold quickly made a profit.
* Watch these one in particular:
* Nearly
* Almost
* Every
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what are Dangling
modifiers
* Dangling modifiers refer to something
not even in the sentence.
* Using the Pythagorean Theorem, the
math problem was easily solved.
* Working through the night, the report
was finished in time for class.
* Having finished the essay, a new
Facebook status was uploaded.
* Walking through the park, the grass
tickled my feet.
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Sentence elements
▪ Nouns
▪ Verbs (action verbs & linking verbs; auxiliary verbs; verbal voice)
▪ Pronouns (personal, possessive, indefinite, demonstrative, relative, interrogative, reflexive)
▪ Adjectives (modify nouns or pronouns)
▪ Adverbs (modify verbs, adjectives, or other adverbs)
▪ Conjunctions (join two or more words, phrases, or clauses)
▪ Prepositions (indicate time, position, or relation)
▪ Articles (definite or indefinite)
▪ Expletives (force the subject to fall after the verb for emphasis)
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fragments
▪ A sentence states a complete idea: it needs a subject and verb.
▪ ‘missing piece’ type: either the subject or verb is missing.
▪ ‘’dependent clause’ type – by far the most common.
▪ Two types of clauses: independent & dependent.
▪ Dependent is also called subordinate with the independent
clause being called ‘main clause’.
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dependent clauses
▪ Dependent clauses add ideas to the main clause.
▪ Temporal: when, since (after), while, after, before, etc.
▪ Causal: because, since
▪ Concessive: although, while, even if, even though, unless
▪ Conditional: if ...., then....
▪ When the dependent clause comes before the main clause, separate the two clauses with a comma.
▪ When the dependent clause comes after the main clause, you can drop the comma, unless it is a concessive clause.
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run-on problems
▪ Run-on sentences are two independent clauses held together
incorrectly (either by incorrect punctuation or no punctuation)
▪ Comma splices: two independent clause brought together by a
comma.
▪ Fused sentences: no punctuation.
▪ Repair by adding punctuation (period or semicolon), or comma
plus a conjunction (and, but, or, yet, so, etc.), or make one
clause subordinate.
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run-on problems
▪ Run-on sentences are two independent clauses held together
incorrectly (either by incorrect punctuation or no punctuation)
▪ Comma splices: two independent clause brought together by a
comma.
▪ Fused sentences: no punctuation.
▪ Repair by adding punctuation (period or semicolon), or comma
plus a conjunction (and, but, or, yet, so, etc.), or make one
clause subordinate.
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parallel construction
▪ A list of two or more items must use the same grammatical
structure.
▪ The ball is red, round, and my favourite (series of adjectives)
▪ The girls are dancing, singing, and know the tune (series of
participles)
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compound sentences
▪ Short sentences become boring to read.
▪ Consider joining short sentences together in one of two ways:
▪ Coordination or subordination
▪ Coordinate ideas which have equal importance or content.
▪ Coordinating conjunctions: and, but, so, nor, yet
▪ Correlative conjunctions: either .. or.., neither.. nor, both ... and,
▪ Subordinate one if it has less importance.
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subordinations
▪ Conjunctions: joining words.
– Co-ordinating conjunctions: And, But, For, Or, Nor,.... Connect two
independent sentence units
– Subordinating conjunctions: after, although, as, because, before, how, if,
once, since, than, that, though, till, until, when, where, whether and while
– These words add sentence fragments which cannot stand on their own.
– Think of these word chunks as “dependent” on the main clause. They
cannot exist on their own.
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cover letters
* The purpose of a cover letter is to get your resume read
* On the first read through, the reader is likely looking for a
reason not to have to read the rest of your job package
* If you want your resume read, the cover letter must do the
following:
* Address the needs of the employer, not your own
* Give evidence to support your claims about your strengths
* Have an inviting design that shows concern for the
reader’s needs
* Be perfect with the use of grammar and punctuation
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cover letters
* The purpose of a cover letter is to get your resume read
* On the first read through, the reader is likely looking for a
reason not to have to read the rest of your job package
* If you want your resume read, the cover letter must do the
following:
* Address the needs of the employer, not your own
* Give evidence to support your claims about your strengths
* Have an inviting design that shows concern for the
reader’s needs
* Be perfect with the use of grammar and punctuation
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COMPLETING A COVER
LETTER 4 steps
1. Identify the purpose
2. Outline your relevant qualifications
3. Emphasize your strengths
4. End on a positive note
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CACEE FORMS
* The CACEE form lets you connect in more detail with the
employer.
* This a chance to connect more strongly on a personal
level.
* Use language that is clear, succinct, and easy to read.
* Avoid acronyms unless you first identify them (spell them
out).
* Uses word that show confidence without seeming to be
arrogant.
* Double check spelling, grammar, and the details such as
address, phone number, and email.
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what are the diferent types of skills you put on a resume
-basic- Fundamental, Personal Management, Team-working
-Fundamental skills- Communication, Information management, Numerical, Problem solving
-Personal-Positive attitude, Responsible, Adaptable, Continuous learner, Safety aware
-Teamworking- Working with others, Resolving conflicts, Accepting feedback, Supporting others
-Transferrable-
Personal values (honest, motivated, positive)
* Problem solving (organized, creative,
adaptive)
* Inter-personal (team player, leader, respect
others, accept authority, tactful)
* Communication (listen, question, ask for help)
* Task-related (complete work on time, neat,
follow directions, improve performance)
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resume
* A kind of biographical summary
* Establishes a professional relationship
* Designed to get an interview
106
Resume Types
1. Functional (avoid)
a) Organized on the basis of skills
b) Hard to discern a chronology
2. Chronological (avoid)
a) Data sheet
b) Reverse chronological order
3. Targeted (do this one!)
a) Lists relevant skills
b) Describes experience as evidence for skills
c) Reverse chronological order
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Two Principles of Resume Writing
* Relevance to the job you seek
* Recency of the information
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resume structure
* Contact Information: Header material
* Relevant Skills
* Relevant Experience
* Education
* Other Experience
* Volunteer Activities
* Honours and Awards
* Certifications
* Interests and Hobbies
* References (have 3 listed)
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WHY ARE PRESENTATIONS IMPORTANT?
Highlight, summarize and adapt information for
a specific audience
Persuade, motivate, and engage your audience
Demonstrate your credibility and commitment;
earn a client’s or audience’s trust
110
WHY ARE PRESENTATIONS IMPORTANT?
Highlight, summarize and adapt information for
a specific audience
Persuade, motivate, and engage your audience
Demonstrate your credibility and commitment;
earn a client’s or audience’s trust
111
ORAL PRESENTATIONS
Should do more than simply transmit ideas or
information.
They should make an immediate and personal
connection with your audience.
Take advantage of the unique opportunity of
public speaking to energetically and
enthusiastically promote your solution or
proposal to a particular audience in front of you.
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METHODS OF SPEECH DELIVERY 4 types
Impromptu
Speaker is called upon with little or no
warning
Speaker talks about a topic that she
knows well
Speech is unprepared
Speech is short (usually <5 minutes
Manuscript
Speech is completely written out and then read
Not effective in persuasion because it doesn’t take
advantage of the immediacy of public speaking
Deadens relation (audience is not considered
during speech delivery)
Appropriate in situations where specific wording is
required (i.e., legal considerations, newscasts,
acting)
Memorized
Speech is prepared and memorized before the
speaking event
Same weaknesses as manuscript speeches
Harms connection with audience even more
than scripted speeches because the focus of
the speaker is on remembering the text rather
than communicating and relating to an
audience
extemporaneous
A natural, conversational speaking style
Can be formal or informal
Never completely written out; no manuscript
*Never read or memorized
*Delivered from an outline; we’ll use an index card
*Always is well-prepared and practiced
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speech structure
Introduction (state purpose)
SURVEY: forecast main points in the order they’ll be discussed
SIGNPOST throughout the body or discussion section of speech
Signpost your position in the speech (i.e., first, next, in
addition, finally, my first point is...)
Transition between ideas by making logical
connections clear
In your conclusion:
Restate the main points (summary of essential
points)
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elements of deliverying a speech
DELIVERY
The image the
audience sees of the
speaker
How we feel ourselves
being projected as we
speak
A way to project ethos
VISUAL
DELIVERY Facial expression
Body language
Posture
Gestures
Eye contact
VOCAL
DELIVERY
Presence: How your voice stands out
Resonance: How your voice sounds
115
what are the 7 c's of communication
1. Clear
2. concise
3. concrete
4. correct
5. coherent
6. complete
7. courteous
116
what is included in the front matter and where is it found
formal reports
includes title page, summary, table of contents
117
What are 3 speeches that were presented in class
benefit of books
- for the mind, education, dementia
-working out
- the mind, physical health, live longer
rcm
flashcards
Decks in class (4)
# Cards
