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New Perspectives: Portfolio Projects for Business Communications
Advisory Board Members and Textbook Reviewers
We are extremely grateful to the advisory board members and textbook reviewers listed below, and would
like to take this opportunity to acknowledge them for their contributions in the development of this text.
Their timely reviews, informed feedback, and excellent suggestions were tremendously valuable and
helped us to produce an outstanding text that will meet the needs of all our New Perspectives instructors
and students. Our sincere thanks to all!

Textbook Reviewers
Advisory Board Members
Brenda Carey, Campbell University
Duane Franceschi, Canyon College
James Katzenstein, California State University
Kevin Pratt, Columbia College
David Swarts, Clinton Community College
Lisa Turner, Missouri State University

Textbook Reviewers
Domenic Bruni, University of Wisconsin
Anthony Corte, University of Illinois
Linda Glassburn, Cuyahoga Community College
Michael Evans, Columbia College
Kristie Loescher, University of Texas
Nan Nelson, Phillips Community College of the University of Arkansas
Vesta Whisler, Valdosta State University

About the Author

Carol M. Cram is the author of over forty textbooks on computer applications, business communications,
and Internet-related subjects for college-level courses. In addition, Carol facilitates seminars on business
communications for corporate and government clients and frequently shares teaching strategies with
colleagues at educational conferences and forums throughout North America. As a long-time faculty
member at Capilano University in North Vancouver, British Columbia, Carol has held various positions
including coordinator of the Executive and Project Administration program, chair of the Faculty
Professional Development committee, and consultant for business and computer courses in
Continuing Education.
Carol has an M.A. from the University of Toronto and an M.B.A. from Heriot Watt University in
Edinburgh, Scotland. Carol lives with her husband and daughter on beautiful Bowen Island, off the coast
of Vancouver in British Columbia, Canada.

Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 New Perspectives:

Portfolio Projects
for Business
Communications

Carol M. Cram
Capilano University, North Vancouver, BC

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 New Perspectives: Portfolio Projects for Business © 2010 Course Technology, Cengage Learning
Communications
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may
Vice President, Publisher: Nicole Jones Pinard be reproduced, transmitted, stored or used in any form or by any means graphic,
electronic, or mechanical, including but not limited to photocopying, recording,
Executive Editor: Marie L. Lee
scanning, digitizing, taping, Web distribution, information networks, or informa-
Associate Acquisitions Editor: Brandi Shailer tion storage and retrieval systems, except as permitted under Section 107 or 108
Senior Product Manager: Kathy Finnegan of the 1976 United States Copyright Act, without the prior written permission of
Associate Product Manager: Leigh Robbins the publisher.

Editorial Assistant: Julia Leroux-Lindsey

For product information and technology assistance, contact us at
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For permission to use material from this text or product, submit all
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Further permissions questions can be emailed to
Developmental Editor: Pam Conrad
[email protected]
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Composition: GEX Publishing Services
Some of the product names and company names used in this book have been used
Text Designer: Steve Deschene for identification purposes only and may be trademarks or registered trademarks
Art Director: Marissa Falco of their respective manufacturers and sellers.
Cover Designer: Marissa Falco Microsoft and the Office logo are either registered trademarks or trademarks of
Proofreader: Suzanne Huizenga Microsoft Corporation in the United States and/or other countries. Course
Indexer: Rich Carlson Technology, Cengage Learning is an independent entity from the Microsoft
Corporation, and not affiliated with Microsoft in any manner.

Disclaimer: Any fictional data related to persons or companies or URLs used

throughout this book is intended for instructional purposes only. At the time this
book was printed, any such data was fictional and not belonging to any real persons
or companies.
ISBN-13: 978-1-4390-3746-1
ISBN-10: 1-4390-3746-9

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 New Perspectives Series iii

Preface
The New Perspectives Series’ critical-thinking, problem-solving approach is the ideal way
to prepare students to transcend point-and-click skills and take advantage of all that
business communication tools have to offer.

The goal of this new Portfolio Projects text is to provide review of critical business communi-
cations concepts, hands-on instruction using selected applications to teach skills related to
the concepts, and multiple exercises to give students many opportunities to put the concepts
and skills they’ve learned into action.

With the New Perspectives Series, students understand why they are learning what they
are learning, and are fully prepared to apply their skills to real-life situations.

About This Book

This book provides a thorough, hands-on overview of business communications concepts and
applications, and includes the following:
• Fifteen business communications portfolio projects designed to teach students how
to write common business documents including e-mails, reports, proposals, and
presentations
• Multiple exercises in each project that give students hands-on practice in creating
and revising business documents
• Three exercises in each project that cover the document development process:
Practice, Revise, and Create
• Coverage of how to use Word to facilitate the document creation process, including
working with styles, mail merge, outlining, and sections
• Coverage of how to use PowerPoint to create compelling presentations
• Coverage of how to use Outlook to organize e-mail messages, add signature lines,
and create folders
• Numerous examples of business documents that students can use as templates to
help them create meaningful documents of their own

This book is the perfect supplement to any Business Communications textbook, providing
opportunities for students to apply the concepts they have learned to solve real-world
business problems and to produce work that is up to professional standards.

System Requirements
This book assumes a typical installation of Microsoft Office 2007 and a typical installation of
Microsoft Windows Vista Ultimate (with the Aero feature turned off), Windows Vista Home
Premium, or Windows Vista Business. (Note: You can also complete the projects in this book
using Windows XP.) The browser used for any steps that require a browser is Internet Explorer 7.

www.cengage.com/ct/newperspectives

Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
iv New Perspectives Series

The New Perspectives Portfolio Projects Approach

Context
Each project focuses on a specific document type, such as a proposal, brochure, or sales
letter, and provides students with seven distinct exercises.

Document Essentials
Each project includes extensive conceptual information that provides students with practical tips and
techniques for creating the project document. Numerous screen shots provide examples for students
to adapt. Tables present document creation guidelines in an easy-to-read format that students can
immediately apply.

Key Points
Key Points, which appear in the margin in labeled boxes, offer expert advice and best
practices to help students better understand how to create useful business documents.

Technology Skills
Each project includes a Technology Skills section, which provides hands-on coverage of a set
of software skills related to the project document. Examples of technology skills include how
to use outlining in the project on proposals, how to animate charts in the project on sales
presentations, and how to create and modify styles in the project on brochures.

Tips
Tips, which appear in the margin in labeled boxes, provide helpful hints and shortcuts for
more efficient use of the software. The Tips appear in the margin at key points throughout the
Technology Skills sections to provide students with extra information when and where they
need it.

Assessment
Each project includes seven exercises: a Technology Skills exercise, a Practice exercise, a Revise
exercise, a Create exercise, and three case studies.

My Portfolio
The text concludes with a summary exercise, My Portfolio, in which students select
documents they have completed in the projects or create new documents to include in a
personal portfolio. Students can then use their portfolios to demonstrate to current or
prospective employers their business communications skills and related software skills,
showcasing their capabilities and talents.

Reference
A combination Glossary/Index promotes easy reference of conceptual and technology-related
material.

www.cengage.com/ct/newperspectives

Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 New Perspectives Series v

Our Complete System of Instruction

CourseCasts – Learning on the Go. Always available…always relevant.
Want to keep up with the latest technology trends relevant to you? Visit our site to find a
library of podcasts, CourseCasts, featuring a “CourseCast of the Week,” and download them
to your mp3 player at http://coursecasts.course.com.
Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State University Computer
Science Department where he is responsible for teaching technology classes to thousands of
FSU students each year. Ken is an expert in the latest technology trends; he gathers and sorts
through the most pertinent news and information for CourseCasts so your students can spend
their time enjoying technology, rather than trying to figure it out. Open or close your lecture
with a discussion based on the latest CourseCast. Visit us at http://coursecasts.course.com to
learn on the go!

Instructor Resources
We offer more than just a book. We have all the tools you need to enhance your lectures, check
students’ work, and generate exams in a new, easier-to-use and completely revised package.
This book’s Instructor’s Manual, PowerPoint presentations, data files, solution files, figure files,
and a sample syllabus are all available on a single CD-ROM or for downloading at
http://www.cengage.com/coursetechnology.

Skills Assessment and Training

SAM 2007 helps bridge the gap between the classroom and the real world by allowing
students to train and test on important computer skills in an active, hands-on environment.
SAM 2007’s easy-to-use system includes powerful interactive exams, training or projects on
critical applications such as Word, Excel, Access, PowerPoint, Outlook, Windows, the
Internet, and much more. SAM simulates the application environment, allowing students to
demonstrate their knowledge and think through the skills by performing real-world tasks.
Powerful administrative options allow instructors to schedule exams and assignments, secure
tests, and run reports with almost limitless flexibility.

Acknowledgments
My students are first in line for thanks. Their enthusiasm and willingness to learn and grow
continue to inspire me. I also wish to thank my friend, mentor, and colleague, Dr. Thomas
McKeown. I also want to thank the New Perspectives team: Marie Lee, Executive Editor; Kathy
Finnegan, Senior Product Manager; Brandi Shailer, Associate Acquisitions Editor; Leigh
Robbins, Associate Product Manager; Julia Leroux-Lindsey, Editorial Assistant; Jennifer Goguen
McGrail, Senior Content Project Manager; Christian Kunciw, MQA Supervisor; and Serge
Palladino, MQA tester. My thanks to the following Advisory Board members for their helpful
feedback: Brenda Carey, Campbell University; Duane Franceschi, Canyon College; James
Katzenstein, California State University; Kevin Pratt, Columbia College; David Swarts, Clinton
Community College, and Lisa Turner, Missouri State University. Thanks as well to the following
textbook reviewers for their thoughtful insights: Domenic Bruni, University of Wisconsin;
Anthony Corte, University of Illinois; Linda Glassburn, Cuyahoga Community College; Michael
Evans, Columbia College; Kristie Loescher, University of Texas; Nan Nelson, Phillips
Community College of the University of Arkansas; and Vesta Whisler, Valdosta State University.
As always, special thanks to my wonderful mom and dad and ever-tolerant husband Gregg
and daughter Julia. Finally, I wish to thank Pam Conrad, my Developmental Editor, for her
incredible patience, good humor, support, and encouragement. She is truly a jewel.

– Carol M. Cram

www.cengage.com/ct/newperspectives

Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 vi New Perspectives Series

Table of Contents

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iii Organizing Memo Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Action Request . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Project 1
Formatting a Memo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Business Communications Overview. . . . . . . . . . . . . . . 1
Technology Skills—Using Borders, Tables, and Lists . . . . . . . . . . . .46
Business Communication Essentials . . . . . . . . . . . . . . . . . . . . . . . . . .2
Practice: Procedures Memo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Defining Business Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Revise: Summarizing Progress Memo . . . . . . . . . . . . . . . . . . . . . . .50
Identifying Reader Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Create: Request Memo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Developing Clarity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Identifying Formatting Requirements . . . . . . . . . . . . . . . . . . . . .7
Understanding Reader Needs . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Project 4
Using a Positive Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Everyday Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Technology Skills—Using Writing Tools in Word . . . . . . . . . . . . . . .15 Everyday Letters Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Practice: Identify Reader Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Identifying Letter Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Revise: Clarity and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Structuring an Everyday Letter . . . . . . . . . . . . . . . . . . . . . . . . . .56
Create: Reader-Oriented Message . . . . . . . . . . . . . . . . . . . . . . . . . .19 Formatting Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Determining When to Use a Form Letter . . . . . . . . . . . . . . . . . .62
Identifying the Components of a Form Letter . . . . . . . . . . . . . .62
Project 2
Technology Skills—Merging Letters in Word . . . . . . . . . . . . . . . . . .64
E-Mail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Practice: Confirmation Form Letter . . . . . . . . . . . . . . . . . . . . . . . . .68
E-Mail Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Revise: Request Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
Understanding E-Mail Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Create: Acceptance Form Letter . . . . . . . . . . . . . . . . . . . . . . . . . . .69
Writing Subject Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Using an Appropriate Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Formatting E-Mails . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Project 5
Identifying E-Mail Program Features . . . . . . . . . . . . . . . . . . . . .29 Sales Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Technology Skills—Handling E-Mail in Outlook . . . . . . . . . . . . . . . .30 Sales Letters Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
Practice: Routine E-Mails . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Analyzing Sales Letter Characteristics . . . . . . . . . . . . . . . . . . . .74
Revise: E-Mail Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Identifying Reader Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . .75
Create: Vacation Request E-Mail . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Using the Persuasive Message Structure . . . . . . . . . . . . . . . . . .76
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Technology Skills—Editing Clip Art and Word Art . . . . . . . . . . . . .78
Practice: Targeted Sales Letters . . . . . . . . . . . . . . . . . . . . . . . . . . .82
Project 3
Revise: Writer-Oriented Sales Letter . . . . . . . . . . . . . . . . . . . . . . . .83
Memos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Create: Sales Letter for Study Tour . . . . . . . . . . . . . . . . . . . . . . . . .84
Memo Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Identifying Memo Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 New Perspectives Series vii

Project 6 Project 9
Messages with Negative News. . . . . . . . . . . . . . . . . . 87 Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Messages with Negative News Essentials . . . . . . . . . . . . . . . . . . . .88 Report Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142
Using Persuasive Techniques in a Refusal Letter . . . . . . . . . . . .88 Identifying Report Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142
Structuring a Refusal Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . .89 Developing the Report Structure . . . . . . . . . . . . . . . . . . . . . . .144
Writing a Complaint Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90 Developing the Report Content . . . . . . . . . . . . . . . . . . . . . . . .147
Replying to a Complaint Letter . . . . . . . . . . . . . . . . . . . . . . . . .93 Adding Reference Materials . . . . . . . . . . . . . . . . . . . . . . . . . . .150
Technology Skills—Creating Envelopes and Labels . . . . . . . . . . . . .95 Adding Support Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . .151
Practice: Reply to Complaint Letter . . . . . . . . . . . . . . . . . . . . . . . . .98 Technology Skills—Enhancing Multiple-Page Documents . . . . . . .151
Revise: Complaint Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99 Practice: Comparative Report Organization . . . . . . . . . . . . . . . . . .156
Create: Refusal Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100 Revise: Analytical Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101 Create: Report: Descriptive, Comparative, or Analytical . . . . . . . .158
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160
Project 7
Press Releases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Project 10
Press Release Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106 Newsletters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Identifying the Press Release Audience . . . . . . . . . . . . . . . . . .106 Newsletter Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164
Selecting Suitable Subjects for Press Releases . . . . . . . . . . . . .106 Identifying Types of Newsletters . . . . . . . . . . . . . . . . . . . . . . .164
Organizing Content for a Press Release . . . . . . . . . . . . . . . . . .107 Developing Newsletter Stories . . . . . . . . . . . . . . . . . . . . . . . . .165
Developing a Press Release Style and Format . . . . . . . . . . . . .108 Formatting a Newsletter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .169
Technology Skills—Using Reviewing Features . . . . . . . . . . . . . . . .110 Technology Skills—Structuring Documents . . . . . . . . . . . . . . . . . .171
Practice: Special Event Press Release . . . . . . . . . . . . . . . . . . . . . . .115 Practice: Consumer Newsletter . . . . . . . . . . . . . . . . . . . . . . . . . . .177
Revise: New Restaurant Opening Press Release . . . . . . . . . . . . . . .117 Revise: Company Newsletter . . . . . . . . . . . . . . . . . . . . . . . . . . . . .178
Create: Charity Event Press Release . . . . . . . . . . . . . . . . . . . . . . . .118 Create: Newsletter Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119 Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180

Project 8 Project 11
Proposals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Brochures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Proposal Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122 Brochure Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184
Identifying Proposal Types . . . . . . . . . . . . . . . . . . . . . . . . . . . .122 Exploring Brochure Formats . . . . . . . . . . . . . . . . . . . . . . . . . . .184
Developing the Proposal Content . . . . . . . . . . . . . . . . . . . . . . .123 Using Brochures to Promote Products and Services . . . . . . . . .185
Structuring a Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124 Using Brochures to Distribute Information . . . . . . . . . . . . . . . .187
Formatting a Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127 Technology Skills—Working with Styles . . . . . . . . . . . . . . . . . . . . .189
Technology Skills—Organizing Content in Word . . . . . . . . . . . . . .128 Practice: Informational Brochure . . . . . . . . . . . . . . . . . . . . . . . . . .194
Practice: Proposal Development . . . . . . . . . . . . . . . . . . . . . . . . . .134 Revise: Services Brochure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .195
Revise: Proposal Revision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135 Create: Products or Services Brochure . . . . . . . . . . . . . . . . . . . . . .196
Create: Proposal Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136 Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .197
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138

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 viii New Perspectives Series

Project 12 Project 14
Web Communications . . . . . . . . . . . . . . . . . . . . . . . . 199 Presentation Planning. . . . . . . . . . . . . . . . . . . . . . . . 245
Web Communications Essentials . . . . . . . . . . . . . . . . . . . . . . . . . .200 Presentation Planning Essentials . . . . . . . . . . . . . . . . . . . . . . . . . .246
Using Instant Messaging . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200 PACED Step 1: Determine the Purpose of the Presentation . . .246
Defining Social Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202 PACED Step 2: Analyze the Audience for Your Presentation . .247
Exploring Web Site Structure . . . . . . . . . . . . . . . . . . . . . . . . . .204 PACED Step 3: Develop the Content for the Presentation . . . .248
Creating Value-Added Web Content . . . . . . . . . . . . . . . . . . . .208 PACED Step 4: Use Electronic Technology to Prepare
the Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .250
Technology Skills—Working with Online Content . . . . . . . . . . . . .209
PACED Step 5: Practice Delivery of the Presentation . . . . . . . .251
Practice: Web Site Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .214
Technology Skills—Creating a Presentation in PowerPoint . . . . . .252
Revise: Blog Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .214
Practice: Volunteer Orientation Presentation . . . . . . . . . . . . . . . . .257
Create: About Us and FAQ Pages . . . . . . . . . . . . . . . . . . . . . . . . .215
Revise: Instructional Presentation . . . . . . . . . . . . . . . . . . . . . . . . .258
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .217
Create: Descriptive Presentation . . . . . . . . . . . . . . . . . . . . . . . . . .259
Project 13 Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .260
Job Search Documents . . . . . . . . . . . . . . . . . . . . . . . 219
Job Search Documents Essentials . . . . . . . . . . . . . . . . . . . . . . . . .220 Project 15
Sales Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Creating Cover Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .220
Sales Presentations Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . .264
Creating Networking, Prospecting, and Thank You Letters . . .223
Identifying Guidelines for a Sales Presentation . . . . . . . . . . . .264
Using the ASCENT Guidelines to Organize Resume Content . .227
Developing Content for a Sales Presentation . . . . . . . . . . . . . .266
Identifying Resume Components . . . . . . . . . . . . . . . . . . . . . . .227
Using Diagrams to Present Content . . . . . . . . . . . . . . . . . . . . .268
Identifying Types of Resumes . . . . . . . . . . . . . . . . . . . . . . . . . .231
Delivering a Sales Presentation . . . . . . . . . . . . . . . . . . . . . . . .270
Formatting a Resume . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .234
Technology Skills—Working with Visuals in PowerPoint . . . . . . . .272
Technology Skills—Working with Paragraphs . . . . . . . . . . . . . . . .236
Practice: Key Points for a Sales Presentation . . . . . . . . . . . . . . . . .277
Practice: Job Posting Analysis and Cover Letter . . . . . . . . . . . . . .239
Revise: Corporate Sales Presentation . . . . . . . . . . . . . . . . . . . . . .278
Revise: Networking and Prospecting Letters . . . . . . . . . . . . . . . . .240
Create: Sales Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .279
Create: Resume . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .281
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .243

My Portfolio . . . . . . . . . . . . . . . . . . . . . . . . 284

Glossary/Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REF 1

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 1

Project 1
Objectives
• Define business writing
• Identify reader action
• Develop clarity
Business
• Identify formatting
requirements
• Understand
Communications
reader needs
• Use a positive tone
• Use writing tools
Overview
in Word

Introduction
In business, you write to accomplish specific goals in a timely manner. Every
document you write should communicate a clear message that readers can
understand quickly and easily.
In this project, you define business writing, identify techniques for developing a
clear, reader-centered business writing style, and explore how the appearance of
a business document influences the way in which the reader understands the
content. You also examine the crucial role that the reader plays in the communi-
cation process and learn how to develop a positive tone that encourages rather
than commands the reader to act. Finally, you explore how to use some of the
writing tools included with Microsoft Word to help you improve your
writing style.

Starting Data Files

Project.01
Tech_01.docx
Practice_01.docx
Revise_01.docx
Case1_01.docx
Case2_01.docx
Research_01.docx

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 2 Project 1 Business Communications Overview

Business Communication Essentials

Four activities take place in the business communication process. First, a reader receives
a document—either in paper or electronic form; and second, the reader reads the
document. However, communication has not yet taken place because the reader also
needs to understand the message—the third activity in the business communication
process. At this point, you might decide that communication has occurred so long as the
reader understands the message. However, in business writing, the reader needs to go
further. The fourth activity in the business communication process is that the message
must require the reader to take some kind of action.

Defining Business Writing

Key Point Business writing is writing that communicates the information a reader needs to take a
specific action. In business writing, the reader plays the central role in the business com-
In business, you write to
accomplish specific, munication process.
action-oriented tasks. You probably already have experience writing essays, term papers, and short stories.
When you write an essay or a short story, you write to communicate with your reader,
just as you write to communicate with your reader in a business situation. However, the
desired results of the communication differ. You write an essay or term paper to convince
your reader of your point of view on a specific topic, and you write a short story to enter-
tain or inspire your reader. Every document you write in business is designed to lead the
reader to take a specific action.

Identifying Reader Action

In business, you must always keep in mind the action you want the reader to perform as
the result of reading your business communication. Suppose you are asked to write a
proposal requesting funding for a new playground at a local school. What action do you
want your reader to take as the result of reading the proposal? Obviously, you want the
reader to give you the funding you requested. Alternatively, suppose you write a short
e-mail asking the reader to attend a meeting. What action do you want the reader to
take? You want the reader to attend the meeting. Now, imagine you receive the following
e-mail:

Discussions took place regarding the need to organize an event for this holiday
season. Many staff members were in favor of such an event.

After reading the e-mail, you will probably ask, What am I supposed to do? Am I
being asked to help organize the event? Attend the event? Save the date for the event?
Either you need to wait for another e-mail that contains more information or you need to
send an e-mail to request more information so you know exactly what action you should
take. Both of these actions waste time, and more importantly, do not lead to the desired
reader action.
Before you write a business document, you should identify exactly what action you
require of your reader. Figure 1-1 lists some typical business documents, along with the
general action expected of the reader.

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 Project 1 Business Communications Overview 3

Figure 1-1 Sample reader actions

Document Expected Reader Action

Sales letter describing an exciting new tour of Purchase the tour
Antarctica
Letter requesting a recommendation Provide you with a recommendation
Proposal to purchase a new computer system Approve your proposal
Letter offering a job to an applicant Accept the job
E-mail asking to attend a meeting Attend the meeting

The actions listed in Figure 1-1 might seem obvious. However, sometimes writers
focus on what they feel they need to say instead of what the reader actually needs to
read. Compare the two e-mails in Figure 1-2.

Figure 1-2 Vague and action-oriented messages

Key Point Eventually, the reader of the Version 1 message would guess that the writer is request-
ing a recommendation. The Version 1 message does not provide enough information, and
In business, you write to
get results. so the reader action in response to this message might be one of the following: reply to
this message with a request for details, thereby wasting both the reader’s time and the
writer’s time, or ignore the message altogether. Neither action is what the writer wants.
The Version 2 message tells the reader exactly what to do and, even better, exactly
how to do it. The writer makes a clear request for a recommendation and provides the
reader with the specific details the reader needs in order to fulfill the request. When you
clarify what action your reader should take as the result of reading your business mes-
sage, you show respect for the reader, and most importantly, you increase your chances
of getting exactly what you want.

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 4 Project 1 Business Communications Overview

Developing Clarity
Because the goal of business writing is to provide your readers with the information they
need to take a desired action, you need to make sure that the message you communicate
is as clear and easy to understand as possible. You can use the following techniques to
make your business writing clear and concise:
• Select precise words
• Use active voice
• Use everyday vocabulary
• Eliminate wordiness

Selecting Precise Words

You need to choose words that communicate your message clearly and precisely so that
your readers are left with no doubt about your meaning. What message is the writer
communicating to readers in the following sentence?

It is important to point out that the company is in serious financial trouble.

Readers will not be pleased by this message, particularly if they are employees or share-
holders in the company. They will be particularly frustrated by the phrase serious financial
trouble. Part of their frustration will be because they don’t have enough information to
know exactly what the phrase serious financial trouble means. This phrase as used in the
sample sentence means almost nothing simply because readers can interpret it in many
different ways, depending on their point of view. For some readers, serious financial trouble
could mean that the company is on the point of bankruptcy, whereas for other readers, the
phrase could mean that the company has lost a portion of its profits. The problem is that
readers cannot determine exactly what the phrase means.
Here is a much more reader-friendly and clear alternative:

The 2011 financial statements for Go Green Packing show a 20% decrease in profits.

The revised sentence uses precise words. The phrase serious financial trouble is
replaced with the more meaningful phrase 20% decrease in profits and a time frame
(2011) for the loss is defined. Readers will still not be pleased by the message, but at
least they will have specific information that they can use to make a decision about
investment or employment opportunities at Go Green Packing.
Figure 1-3 lists three vague sentences with underlined words and phrases that need
clarification. The Problems and Comments column describes the ways in which the
underlined words are unclear, and the Precise Meaning column shows the sentences
rewritten with precise words and phrases.

Figure 1-3 Rewriting vague sentences

Vague Sentence Problems and Comments Precise Meaning

Your order will be filled soon. What order? When will it be filled? Your order for 300 electric cars will
be filled by May 3.
The report is full of errors. What report? What errors? The Water Sources on Bowen Island
report contains several grammatical
errors and incorrectly states that all
residents receive water from wells.
We are meeting later today. Who is meeting? When? Why? The Sales Department will meet at
4 p.m. today (June 3) to analyze the
2011 sales figures.

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 Project 1 Business Communications Overview 5

Each of the rewritten sentences in Figure 1-3 uses precise words and phrases to pro-
vide the reader with specific information. For example, instead of soon, you provide a
date and instead of report, you specify which report.

Using Active Voice

You use the least number of words and convey your message with maximum clarity
when you use the active voice. In an active voice sentence, the noun that performs the
action in the sentence comes before the verb and is the subject of the sentence. Here is
an example of an active voice sentence:

The shipping clerk purchased the packing materials.

The active voice sentence puts the doer of the action first. The active voice is active
because the subject of the sentence, the shipping clerk, performs the action.
The opposite of an active voice sentence is a passive voice sentence. In a passive
voice sentence, the noun that performs the action in the sentence follows the verb and is
the direct object of the sentence. The noun that receives the action rather than performs
the action is the subject of the sentence. Here is the preceding sentence written in the
passive voice:

The packing materials were purchased by the shipping clerk.

The sentence is called passive because the subject of the sentence is packing materials,
and is the noun in the sentence that receives the action (were purchased), rather than
performs the action.
Key Point When you rewrite a passive voice sentence in the active voice (The shipping clerk
purchased the packing materials), you eliminate the words by and were. Neither of these
Sentences in the active
voice are usually shorter words enhances the meaning of the sentence. They only serve to make the sentence
than sentences in the pas- longer. Figure 1-4 compares several passive and active voice sentences. In every case,
sive voice. the sentence written in the active voice communicates the message with fewer words,
greater clarity, and more energy.

Figure 1-4 Passive vs. active voice

Passive Voice Active Voice

The sales representatives were questioned by The marketing director questioned the sales
the marketing director. representatives.
The rent was raised. The landlord raised the rent. Note: In this passive sen-
tence, no noun performs the action (raised). To put the
sentence into the active voice, you must supply a sub-
ject, such as The landlord, in this example.
The store was overwhelmed with hundreds of Hundreds of customers rushed into the store to pur-
customers rushing in to buy the latest chase the latest bestseller.
bestseller.
The refund check for $400 was issued by Acacia Acacia Financing company issued a refund check
Financing. for $400.

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 6 Project 1 Business Communications Overview

Using Everyday Vocabulary

Effective business writers choose everyday words to communicate their messages. How-
ever, not so long ago, a sentence such as the following would have been perfectly
acceptable:

As per our recent conversation, I am sending you the information about what packing
supplies Go Green Packing has to offer.

In the twenty-first century, this rather stilted phrasing sounds pretentious. Rarely in
normal conversation do we use the Latin phrase as per (meaning with regard to), so why
would we want to use it in writing? Here is a clear alternative:

As we discussed on April 2, I am sending you information about the packing supplies

you can purchase from Go Green Packing.

In business, you will often read documents filled with stock phrases that add extra
words with little or no meaning. Figure 1-5 lists common stock phrases and their less
wordy alternatives.

Figure 1-5 Common stock phrases

Wordy Stock Phrase Conversational Alternative

In the event that If
Due to the fact that Because
Please do not hesitate to call me. Please call me.
I’d like to take this opportunity to thank you. Thank you.
I’d be more than happy to accede to your request. I am happy to assist you. (How can you be more
than happy?)
It has come to my attention No alternative; omit use of this phrase

You get the idea! Instead of using old-fashioned stock phrases that contribute little to
the message you want to communicate, find phrases that you can use such as Thank you
for contacting me regarding ..., Please call me if you need assistance, Thank you for your
attention to my application, and Enclosed are... and then use them where appropriate.
As you develop your business writing skills, you need to develop techniques that help you
speed up the writing process. You do not want to stare for hours at a blank computer screen
every time you need to dash off an e-mail or a letter. You can use stock phrases—but only
those that clarify your meaning, rather than obscure it.

Eliminating Wordiness
How would you react if you received an e-mail containing the following message?

In keeping with the current trend toward downsizing operations to afford a more
equitable distribution of resources, it would be indicated, in 2011, that certain steps
be taken, perforce, that expenses related to operations be reduced and trimmed down
in accordance with recent policies approved in principle by shareholders.

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 Project 1 Business Communications Overview 7

Do you have any idea what the writer means? You could probably figure out some
kind of meaning—but only after you have read the sentence several times. Here is what
the sentence really means:

We need to reduce our operating costs in 2011.

Key Point Why didn’t the writer say so? Make sure that everything you write can be understood
the first time someone reads it. If your reader needs to read a sentence two or even three
The reader always ben-
efits when you take the times to understand it, the sentence is just not clear. The reader will move on to the next
time to clarify your task and your opportunity to communicate your message is lost. Often all you need to do
meaning. is to remove excess words and say exactly what you mean. Figure 1-6 shows suggested
edits to sentences that contain unnecessary words.

Figure 1-6 Editing wordy sentences

Wordy Sentence Reader Response Straight to the Point

Your application, which we received with pleasure Just tell me when you We will review your appli-
last week, will be reviewed by us at a later date will review my cation by July 30.
yet to be decided. application.
I wish to take this opportunity to extend my I’m in danger of falling Thank you for helping me
thanks to you for the work that you did to help me asleep before I get to with the Carter account.
on the account we worked on from the Carter the end of this
company. sentence.
The meeting that will be held on May 3 will need What are we meeting On May 3, we will meet
to address a variety of issues that are all in some about? to discuss our participa-
way related to our participation in the upcoming tion in the June sales
sales conference. conference.

You will go a long way toward developing an effective business writing style when
you select words that express your meaning precisely, when you write most of your sen-
tences in the active voice, when you use everyday vocabulary, and finally, when you
eliminate excess words that contribute little to the message you want to communicate.

Identifying Formatting Requirements

An effectively formatted document presents information in a clear and easy-to-
understand way. Readers should be able to see at a glance the purpose of the document
and its main points. In fact, many busy businesspeople frequently just scan a document
to determine if they need to read it. If the main points are not immediately apparent, the
reader might set the document aside and go on to another task.
You will learn how to format specific types of documents, such as letters, reports, and
brochures, as you progress through this text. In this section, you will focus on general
formatting principles related to document layout and content organization.

Adapting Document Layout

The layout of a document refers to the positioning of the text on the page. Figure 1-7
shows how the layout of a simple message can drastically affect its readability.

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 8 Project 1 Business Communications Overview

Figure 1-7 Layout comparison

In Version 1, cramped and inconsistent spacing makes the information about the ship-
ment very difficult to read. In Version 2, much more white space appears around the text.
From the reader’s point of view, the most important part of the message is the informa-
tion about the shipment. Just by changing the positioning of this information, you make
the information stand out for the reader.
Where possible, you can also choose to present items in a list format, which means
using bullets or numbers to format each item. Figure 1-8 compares the readability of
items presented in a sentence and the same items presented in a list.

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 Project 1 Business Communications Overview 9

Figure 1-8 Comparison of information presented in a sentence and in a list

Organizing Content
The appearance and layout of a document can be perfect and still fail to communicate if the
writer has not organized the content in a way that promotes understanding. Figure 1-9 com-
pares the content presented in the form of a paragraph of plain text with the same content
organized by headings into meaningful chunks of information.

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 10 Project 1 Business Communications Overview

Figure 1-9 Comparison of plain text content and organized content

You can use a variety of techniques to organize content to maximize readability. First,
you can use headings and subheadings to separate content into manageable bites. Head-
ings help your readers understand your document at a glance. For example, in Version 1,
readers need to read and absorb the entire paragraph before identifying what they need
to do. In Version 2, the use of a main heading (New Marketing Materials) and three sub-
headings (Brochures, Bookmarks, Posters) helps readers to quickly identify the new mar-
keting materials and how they are to distribute them.
You can also use tables to organize content into an easy-to-read format. Figure 1-10
shows how a paragraph of text is broken into components suitable for presentation in
table form. Readers appreciate tables because they present information clearly and
succinctly.

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