1. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 1 Chapter 6 Revising Business Messages

2. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 2 Revision vs. Editing

3. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 3 Revision vs. Editing  Revision: The process of adding, deleting, replacing, and reorganizing words, sentences and paragraphs so that the final draft has the characteristics of clear conversational language.  MEANING AND COMMUNATION EFFECTIVENESS

4. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 4 Revision vs. Editing  Editing: The process of correcting grammar, spelling, and punctuation errors as well as producing a document that uses a consistent style for numbers, abbreviations, and capitalization.  TECHNICAL CORRECTNESS

5. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 5 Revision vs. Editing  Thus the goal of Revising and Editing is:  Simplify  Clarify, and  Shorten

6. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 6 Revise for Clarity, Conciseness, and Readability  Keep it simple.  Keep it conversational.  Remove opening fillers.  Eliminate redundancies.  Reduce compound prepositions.  Purge empty words.

7. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 7 Revise for Clarity, Conciseness, and Readability  Kick the noun habit.  Dump trite “business” phrases.  Develop parallelism (balanced construction).  Apply graphic highlighting.

8. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 8 Revising Tips

9. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 9  Eliminate flabby expressions. Revising Tips WordyConcise at this point in timenow due to the fact thatbecause in very few casesseldom despite the fact thatalthough feel free toplease

10. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 10  Limit long lead-ins (unnecessary introductory words). Revising Tips WordyConcise This is to inform you that Monday is a holiday. Monday is a holiday. I am writing this letter because Professor John Donnellan suggested that your organization was hiring. Professor John Donnellan suggested that your organization was hiring.

11. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 11  Drop unnecessary opening fillers (there is/are and it is/was beginnings). Revising Tips WordyConcise There are over 50 visitors who commented on her blog. Over 50 visitors commented on her blog. There was an unused computer in the back office. An unused computer was in the back office. It is certainly an inspiring sequence of events. The sequence of events is certainly inspiring.

12. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 12 Eliminate Redundancies Say it only once! collect together contributing factor past history basic fundamentals exactly identical two twins personal opinion perfectly clear unexpected surprise few in number first beginning

13. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 13  Replace redundancies (expressions that repeat meaning or include unnecessary words). Revising Tips RedundantConcise exact sameexact or same past historypast or history serious dangerdanger new innovationnew or innovation my personal opinionmy opinion

14. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 14  Purge empty words.  In the case of General Motors, the car company was reorganized.  We are aware of the fact that many managers need assistance.  When it arrived, I deposited your check immediately. (Obviously, the check arrived.) Revising Tips

15. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 15  Purge empty words.  In the case of General Motors, the car company was reorganized.  We are aware of the fact that many managers need assistance.  When it arrived, I deposited your check immediately. (Obviously, the check arrived.) Revising Tips

16. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 16  Keep it simple by avoiding indirect and pompous language. Revising Tips Wordy and UnclearClear It would not be inadvisable for you to affix your signature at this point in time. You should sign now. Here are implements that are necessary for the job to be completed in a satisfactory manner. Here are tools to do the job satisfactorily.

17. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 17  Dump trite “business” phrases (worn-out expressions). Revising Tips TriteImproved pursuant to your requestas you requested please do not hesitate toplease thank you in advancethank you enclosed please findenclosed

18. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 18  Drop clichés (expressions that have become exhausted by overuse), such as  easier said than done  first and foremost  think outside the box  shoot from the hip Revising Tips

19. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 19  Drop slang (informal words with arbitrary and extravagantly changed meanings that quickly go out of fashion), such as  in the pipeline  down the totem pole  blowing the budget  getting burned Revising Tips

20. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 20  Unbury verbs that are needlessly converted to wordy noun expressions. Revising Tips Buried VerbsUnburied Verbs give consideration toconsider reach a conclusion thatconclude create a reduction inreduce make a decision aboutdecide take actionact

21. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 21  Control exuberance (use of intensifiers such as definitely, quite, completely, extremely, really, and totally) to sound businesslike. Revising Tips Excessive ExuberanceBusinesslike We actually are very sure they do not totally agree with our decision. We are sure they do not agree with our decision.

22. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 22  Setting effective margins  Choosing the right typefaces  Including bulleted or numbered lists  Adding headings  Using short sentences  Writing short paragraphs Designing Documents for Readability

23. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 23  Use 1 to 1 ½-inch margins. Designing Documents for Readability How to set margins

24. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 24 Designing Documents for Readability Aligns text at left margin and creates a ragged-right margin ResultSetting for Ragged-Right Margins Ragged-right margins provide more white space and improve readability.

25. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 25  Choose appropriate typefaces.  Consider sans serif for headings, signs, and material that does not require continuous reading (for example, Arial).  Consider serif for body font (for example, Times New Roman). Notice that serif typefaces have small features at the ends of strokes. Designing Documents for Readability

26. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 26  Use 10- to 12-point font for most body text.  For special effects consider:  CAPITALIZATION  SMALL CAPS  Boldface  Italic  Underline Designing Documents for Readability

27. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 27  Use vertical lists or enumerated items within sentences to improve comprehension.  Use a numbered list for items that represent a sequence or reflect a numbering system; use bullets otherwise.  Use enumerated items such as (a) and (b) within a sentence.  Make the lists and enumerated items parallel. Designing Documents for Readability

28. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 28  Use parallel construction by expressing similar ideas in balanced, matching constructions. Designing Documents for Readability Not Parallel The task force recommends buying a software license, creating software usage policies, and the benefits of the software should be demonstrated.

29. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 29  Use parallel construction by expressing similar ideas in balanced, matching constructions. Designing Documents for Readability Not ParallelParallel The task force recommends buying a software license, creating software usage policies, and the benefits of the software should be demonstrated. The task force recommends buying a software license, creating software usage policies, and demonstrating the benefits of the software.

30. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 30  Setting effective margins  Choosing the right typefaces  Including bulleted or numbered lists  Adding headings  Using short sentences  Writing short paragraphs Designing Documents for Readability - Parallel

31. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 31  Use numbered lists to show a sequence: During the hiring process, follow these steps: 1.Examine the application. 2.Interview the applicant. 3.Check the applicant’s references. Designing Documents for Readability

32. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 32  Use bulleted lists to highlight without necessarily showing a sequence. Consumers expect the following information at product Web sites:  Price  Quality  Performance  Availability Designing Documents for Readability

33. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 33  Add headings for quick comprehension: The company needs to focus attention in three key areas: Attracting applicants. We need to analyze where and how we advertise for applicants. Specifically, online job boards … Interviewing applicants. We should consider adding simulated customer encounters to the process. Simulated … Checking references. We should consider contacting all references, not just former employers. Currently, the … Designing Documents for Readability

34. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 34 Designing Documents for Readability  Do not restate things that are sufficiently implied: “She took the web design course and passed it.”

35. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 35 Designing Documents for Readability  Use a compound adjective. Again, that reduces the number of words: “…the official who holds the highest rank….” vs. “…the highest-ranking official…”

36. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 36 Designing Documents for Readability

37. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 37  Write Concisely: Short and to the point  Short sentences  Short paragraphs  White space Designing Documents for Readability

38. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 38 What to Watch for in Proofreading

39. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 39  For reading messages on screen  Use the down arrow to reveal one line at a time.  Read from a printed copy, to be safer.  In general  Look for typos, misspellings, and easily confused words.  Study the document for inconsistencies.  Look for factual errors. How to Proofread Routine Documents

40. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 40  Print a copy, preferably double-spaced.  Set it aside and take a breather.  Allow adequate time for careful proofing.  Expect errors and congratulate yourself when you find them.  Read the message at least twice – once for meaning and once for grammar and mechanics.  Reduce your reading speed and focus on individual words. How to Proofread Complex Documents

41. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 41  Read the message at least twice.  1 st for content, organization, and style.  Content: Complete? All of the details necessary? (6 Journalists Questions). Accuracy?  Organization: Main idea – Direct or Indirect  Style: Develop many styles How to Proofread Complex Documents

42. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 42  Read the message at least twice.  2nd for mechanical errors.  Grammar, punctuation,, capitalization, number usage, abbreviations, jargon.  Word substitution (their, there, they’re) How to Proofread Complex Documents

43. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 43  Attempt to see things from your audience’s perspective  Revise until you cannot see any more ways to improve them  Be willing to allow others to make suggestions for improving your writing  Proofread, Proofread, Proofread… A Frame of Mind for Effective Revising and Proofreading

44. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 44 Revised Digital Document Using Strikethrough and Color This is an example of the Strikethrough and Color functions

45. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 45 Revised Digital Document Using Strikethrough and Color

46. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 46 Basic Proofreading Marks Delete Capitalize Lowercase (don’t capitalize) Transpose Close up

47. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 47 Basic Proofreading Marks Insert Insert space Insert punctuation Insert period Start paragraph

48. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 48 Marked Copy of Printed Document

49. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 49 Revised Copy of Printed Document

50. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 50 Evaluating a Business Message

51. ©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 6, Slide 51 END