...service. To do so, write a sales letter. In selecting the product or service for your company, choose a topic that interests you. This could be a topic that you're currently involved with at work. It could be a topic related to your major at college. Perhaps you'll want to write about a hobby (dog training, wood working, gardening, parasailing, etc.). Whatever topic you select, have fun and be creative. NOTE: All subsequent assignments in this class (your flier, letter of inquiry, memo, user manual, and report) will ask you to write about the same topic you have chosen for the sales letter. Therefore, pick a good topic for your sales letter--one that you enjoy, one that you can live with for a few months, one that lends itself to a how-to user manual, and one that is mature and appropriate for a college class. Why write about the same topic over and over? I'm asking you to practice a very common skill in technical writing called "single sourcing." In "single sourcing," tech writers use and reuse content in different communication channels.You're not required to stick with the same topic. If you want to change topics from assignment to assignment, go ahead. But, reusing the same topic (and graphics) could save you time throughout the semester. | Now that you know the objectives for this assignment, follow this sequence: Read the sales letter's criteria to learn exactly what your letter will include. Review the sample sales letter. Prewrite to gather data, to determine...
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...Business Writing Portfolio Name Professor Name Class Number and Title University Name December 11, 2000 Part I - Communication and Collaboration Strategy Step 1: Identify the target audience. The audience for the business letter includes Store Managers. The audience for the business memo is store employees. The audience for the e-mail message includes retail customers and the public. Step 2: Identify the communication types that will be used. For the Store managers, a business letter will be used. For Store employees, a business memo will be used. For retail customers and the public, an email message will be used. Step 3. Identify the appropriate communication styles for each audience. For the store managers, using a business letter, the style will be formal. For the store employees, using the business memo, the style will be persuasive. For the retail customers and the public, I will spin the message to the advantage of the store, while making them feel that they are not losing anything. Step 4. Write the communication. Step 5. Read and rewrite, as necessary. Step 6. Put it aside for a while. Come back to it and, if necessary, rewrite again. Step 7. Distribute message to recipients. Part II – Portfolio Item #1 – Business Letter John Doe 5555 Deer Way Anywhere, Anystate Anyzip December 11, 2009 Store Manager Store Name Store Street Address or PO Box Store City, Store State Store Zip Dear (Name of Store...
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...The reason is that with the situation being used better illustrates what is going on. I feel that it was at the appropriate level for the intended audience. The leadership styles in the scenario affected the communication in the group by allowing the group to know certain information. Only the information that they need to know. Honestly, there would be no changes that I would recommend to improve this type of communique. The ethical implications of the information being shared is whether or not to merge the companies. Some concerns that they might have. The communication does not share too much information and may share a little less information. I wouldn’t say it was too little information. It was just enough information that is needed until the other responds. Considering the ethical implications affected my evaluation by allowing me to see what information is really important and whether or not it should be more formal or informal. Second Communique (Angela McMullen) The communication conveyed the intended message well but could have been more elaborate. No other type of communication is more appropriate than the e-mail that is used for this one because it is, to me, more appropriate when discussing certain things to just one individual. I feel that it was at the appropriate level for the intended audience. The leadership styles in the scenario affected the communication in the group by allowing the individual to respond promptly and effectively to the...
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...Author’s Response Letter Brainstorming process: Q: How long did it take you to think of this topic and develop an idea? Ans: It took me couple of minutes to pick this movie “Good Will Hunting” because this is one of my favorite movies of all time. Q: Which brainstorming technique did you use and why? Ans: I have used several techniques for brainstorming for this movie essay. I started off with the free writing and then I break that essay into different parts. I mapped and clustered the whole essay and then developed a final copy. Peer-review process: Q: What was the most challenging aspect of the peer-review workshop? Ans: The most challenging aspect of the peer-review workshop was to analyze the essay very carefully and then giving an appropriate feedback on the essay. Q: Did you find the peer-editing process helpful? Ans: Yes, I found the peer-editing process very helpful because it gave me an opportunity to learn about writing an essay without any grammatical mistakes. Q: Did your peer editors offer you helpful advice? Ans: Yes, they did offer me very helpful advice about my writing. They read my essay and took out the grammar mistakes and they also gave me a constructive feedback on my writing skills. Q: What were some of their suggestions toward revision? Ans: They suggested me to look out for my grammar mistakes and to use the dictionary to improve my vocabulary and grammar skills. Q: Did you accept all of their suggestions? If not, which ones...
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...Two Pocket Folders Flash drives or what ever you need to save your work Course description: English 103: Rhetoric and Writing (3) Introduces and develops understanding of principles of rhetoric; basic research methods; elements, strategies, and conventions of persuasion used in constructing written and multi-modal texts. Prerequisite: appropriate placement. Not open to students who have credit in ENG 101 or 102. Course Goals * Understand that persuasion—both visual and verbal—is integral to reading and composing * Understand how persuasive visual and verbal texts are composed for different audiences and different purposes * Develop effective strategies of invention, drafting, and revision for different rhetorical situations and individual composing styles * Compose texts in various media using solid logic, claims, evidence, creativity, and audience awareness * Integrate primary and secondary research as appropriate to the rhetorical situation * Develop strategies for becoming more critical and careful readers of both their own and others’ texts * Demonstrate a professional attitude towards their writing by focusing on the need for appropriate format, syntax, punctuation, and spelling * Take responsibility for their own progress * Develop the ability to work well with others on composing tasks. Course Content and Format The content and format of ENG 103 are designed to enable students to...
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...provide students the opportunity to learn research skills. Resources: The internet, encyclopedia, Pictures of the various buildings and rooms in the White House. Objectives: Students will have a greater appreciation of the White House. Be able to explain the history, some of the furnishings, and the uses of various rooms in the building. Activity: Provide students with pictures of various rooms in the White House. Each student will chose a room to visit in the pictures. From there students will be ask to research what that rooms purpose is, what type of furniture is in the room, why the room has the name it has, and any other interesting facts they can come up with. Then students will be asked to present this information to their peers. Students will then be broken up in groups by which room they chose and a tour guide will be put together as groups to share with other classes, parents, and school members. The students will be giving the tour as though they are really there at a later date. Tying it altogether: Allow class time to discuss rooms they liked and...
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...BUSN Chapter 2 Three step writing process Planning, Writing, and Completing your message The stage during which you step back to see whether you have expressed your idea? Completing The primary Audience for your message is made up of? The key decision makers The chief advantage of oral communication is? opportunity for immediate feedback In part media richness refers to? A medium's ability to facilitate feedback The richest communication medium Face to face conversation For persuasive messages, the best approach is to? Emphasize how your audience will benefit A euphemism is a word or phrase that is? A milder term for one with a negotive connotations The most common tone for a business message is? conversational Words such as nevertheless, however, and therefore? Are useful for making transitions The main task in completing a business message consist of? revising, proofreading, and producing When reviewing your document for content, you should be concerned with? The accuracy and relevance of the information For general business messages, your writing should be geared toward readers at the? 8th to 11th grage level Using space in a document? provides contrast Justified type is type that? Set flush on the left and flush on the right When making a routine request, you begin with? A clear statement of the main idea or request When making a request, you should? Assume the reader will...
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...for her sin and having an object to show it, her only child. Born from an extramarital affair with an unknown man, she is forced to face public scrutiny in a Puritan community. Somewhere in the crowd, the father of the child stands, guilty but not judged. Nathaniel Hawthorne tackles sin and shame in The Scarlet Letter, a story showing guilt and transgression in a society where “religion and law were almost identical” and “the mildest and the severest acts of public discipline were alike made venerable and awful” (Hawthorne 47-48). The heritage of Nathaniel Hawthorne, common beliefs held by the Puritans, as well as Hawthorne’s philosophies on secret sin and public shame affect the style of The...
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...proxy between him and Roxanne. Despite Rostand defining this play as a heroic comedy, Cyrano holds many characteristics that define him as a tragic hero. According to Aristotle's idea of a tragedy, it is when the story ends unhappily for the protagonist. In addition, in order for a character to be defined as a tragic hero, a character must arouse pity from the audience,...
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...BA 2196: Business Communications Syllabus Instructor: Dr. Larry Bailis Email: lbailis@temple.edu Office: Speakman 208K Office Hours: Monday, Wednesday 4:30 – 5:30, or by appointment Course Objectives You will learn useful and relevant business communication skills, including: * how to write clearly and how to effectively edit your own writing * how to target a results-oriented business audience using business documents, websites, and correspondence * how to formulate reasoned oral arguments and enhance your presentations * strategies to enhance critical thinking and analytical skills The Fox School understands that our graduates must meet the highest standards in these skills, and this course will be demanding. Fox BBA Learning Goals Business Communications supports the following Fox Bachelor of Business Administration Learning Goals: 1. Apply critical thinking to business problems a. Use cross-disciplinary knowledge to identify problems and their causes, generate alternative solutions, and arrive at reasoned conclusions. 2. Demonstrate effective oral and written communication a. Formulate reasoned arguments orally. b. Formulate reasoned arguments in written communication. c. Apply team-work and communication skills to present and support conclusions. 3. Understand the ethical, legal, and social responsibilities of individuals and organizations. a. Understand ethical issues. b. Assess the impact of...
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...Effects of Technology on Classrooms and Students * Change in Student and Teacher Roles * Increased Motivation and Self Esteem * Technical Skills * Accomplishment of More Complex Tasks * More Collaboration with Peers * Increased Use of Outside Resources * Improved Design Skills/Attention to Audience Change in Student and Teacher Roles When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress. The teacher's role changes as well. The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity. As students work on their technology-supported products, the teacher rotates through the room, looking...
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...misunderstanding been so tragic.” The Vietnam War swallowed the lives of Americans and left a generation full of lost, broken youth. In The Things They Carried by Tim O’Brien, O’Brien conveys how the lack of an audience enhances the isolation the soldiers feel and the despair they fall into. They are unable to forgive themselves for Kiowa’s death and fall into destructive patterns. O’Brien proves that forgiveness can only be achieved by revisiting your burdens and expressing the emotions you carry. O’Brien recalls events from...
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...from people and assumes people have many skills, competencies, beliefs, values, commitments and abilities that will assist them to change their relationship with problems in their lives. Curiosity and a willingness to ask questions to which we genuinely don't know the answers are important principles of this work. There are many possible directions that any conversation can take (there is no single correct direction). The person consulting the therapist plays a significant part in determining the directions that are taken. It seems appropriate to begin any exploration of narrative therapy with a consideration of what is meant by the `narratives' or `stories' of our lives. 2. THE ROLE OF STORIES Narrative therapy is sometimes known as involving’re-authoring' or’re-storying' conversations. Stories are central to an understanding. Stories consist of: • events • linked in sequence • across time • according to a plot 3. LISTENING WITH AN OPEN MIND Social Constructionist Theories place an emphasis on listening to clients without judgment or blame, affirming and valuing them. Totalizing language is avoided. NP focuses on the capacity of humans for creative and imaginative thought. Morgan (2000) summarizes the theoretical foundations of narrative therapy as follows: cooperation of the person with the counsellors is of primary importance. values to change their relationships with their problems. counsellors. “A conversation can move along many different ways and there is nothing called...
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...Analysis of Business Issues, Writing In the Disciplines (WID) BADM 2003W (93752): BADM_2003W.SEC.11 Monday Combined Class: SEMESTER: Spring 2014 LOCATION & TIME: Funger 209, Monday 2:20 PM-3:35 PM PROFESSOR: Dr. Bret Crane Department of Management Office: Funger Suite 315N Email: bretdcrane@gwu.edu Office Hours: Tuesdays 1:00-2 PM or by appointment TEACHING ASSISTANTS & WRITING LABS: | | | |Section # |Begin |End |Day |TA |Email | |30 |08:00 AM |09:15 AM |Wed |Mark De Cicco |mdecicco@gwmail.gwu.edu | |31 |09:25 AM |10:40 AM |Wed |Mark De Cicco |mdecicco@gwmail.gwu.edu | |32 |10:50 AM |12:05 PM |Wed |Tess Strumwasser |tstrumwa@gwu.edu | |33 |12:15 PM |01:30 PM |Wed |Tess Strumwasser |tstrumwa@gwu.edu | |34 |01:40 PM |02:55 PM |Wed |Daniel Berkhout |berkhout@gwmail.gwu.edu | |35 |03:05 PM |04:20 PM |Wed |Daniel Berkhout |berkhout@gwmail.gwu.edu | |36 |04:30...
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...Injustice, Disillusionment, & Pressure On the surface, “Salvation” by Langston Hughes and “Letter from Birmingham Jail” by Martin Luther King Jr. seem to have very little in common. They were written by different people about different topics and use different techniques. However, they share a lesser related theme: Pressure. Pressure from others is a powerful thing. This secondary theme supports each main theme; “Salvation” demonstrates what pressure from adults can do to disillusion an individual adolescent while “Letter From Birmingham Jail” demonstrates what societal pressure does to permit injustice. In this paper I intend to not only illustrate the impact pressure can have, but also examine the literary devices used by each author to illuminate their main theme, discuss how I personally related to the themes of each story, define Non-Fiction, and explore the use of imagination in Non-Fiction works. Martin Luther King Jr. was a powerful motivational speaker. His passion shined through in not only how he spoke, but the words themselves. This is because he used imaginative metaphors and rhetorical questions to pull his audience in. In “Letter from Birmingham Jail,” rhetorical questions are used sporadically throughout to engage the reader and continuously present the main theme: injustice. Sometimes King uses it to show that he and his followers have considered the other side of the issue, “One may well ask: "How can you advocate breaking some laws and obeying others"” (King...
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