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Unless otherwise referenced, content within this
presentation is informed by the following
textbooks:
Ashman, M. (2020). Introduction to
Professional Communication: BC Campus.
https://pressbooks.bccampus.ca/professiona
lcomms/
Cruthers, A. (2019). Business Communication For
Everyone. BC Campus:
https://pressbooks.bccampus.ca/arley/
Meyer, C. (2020). Communicating for Results.
Fourth Edition. Don Mills: Oxford University Press
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Attendance
Any questions?
Reflect on your writing process
Review the writing process
The communication process
Getting the message across
Group activities
Videos
Today’s Agenda
Learning Outcomes
● Identify the multi-stage writing process
● Evaluate your own writing process
“The consequence [of writing] is that you must start
by writing the wrong meanings in the wrong words;
but keep writing until you get to the right meanings in
the right words. Only in the end will you know what
you are saying.” —Peter Elbow
“Don’t think; just write!” —Ray Bradbury
Freewriting
Freewriting
Freewriting, a writing strategy developed by Peter Elbow in 1973, is similar
to brainstorming but is written in sentence and paragraph form without
stopping. Thus, it . . .
• increases the flow of ideas and reduces the chance that you’ll
accidentally censor a good idea.
• helps to increase fluency second-language learners
•DO write down every idea you can think of about your topic, no matter
how "crazy"; you can judge later! (And no one else is going to see it)
•DON'T worry about correct grammar or spelling;
1. Describe a time when you wrote something you’re proud of.
2. What is your ideal writing process?
3. How do you normally complete an assignment? Does your process work or
do you struggle?
4. Do you use the same writing process when you write in diverse genres
(music, creative writing, videos, etc.)?
5. If you write in more than one language, do you use the same writing
process for each language you write? How are your writing processes the
same and different?
Freewrite for 5 minutes – choose a question
Writing
Three-step process
Pre-
writing Writing Revision
Presenter Notes
Presentation Notes
https://writing-speech.dartmouth.edu/teaching/first-year-writing-pedagogies-methods-design/teaching-argument
https://pressbooks.bccampus.ca/businesswritingessentials/chapter/planning-to-write/
Pre-writing
Message Planning
Concise Purpose-
driven
Audience-
focussed
Pre-writing
Process
IDENTIFY THE
PURPOSE
ESTIMATE THE
SCOPE OF YOUR
SUBJECT
CONSIDER THE
AUDIENCE’S NEEDS
CHOOSE MOST
EFFECTIVE DESIGN
OR LAYOUT
SELECT A
COMMUNICATION
CHANNEL
COLLECT
INFORMATION
DEVELOP
SUPPORTING
POINTS
CRAFT A STORY
Presenter Notes
Presentation Notes
Prewriting: The process of gathering ideas and establishing the purpose, scope, audience, channel, and other details for a message.
Prewriting will help you adapt your message to the situation and tailor it to readers’ needs.
Pre-writing
Process
Write down 5 things you’ll
need to do to be successful
in the assignment. Using
this list and the assignment
prompt, create a timeline for
finishing the assignment.
Go for a walk (or do some
exercise) and think about
your writing task
Create an outline for your
work.
Use brainstorming (mind
mapping, bubble maps,
etc.).
Try illustrating your project
visually. Connect ideas and
thoughts with lines.
Read a similar document to
get ideas
Talk about your writing task
with a friend.
Create a comic strip or
series of doodles.
Presenter Notes
Presentation Notes
Pre-Writing
Read the assignment prompt, then quickly write down 5 things you’ll need to do to be successful in the assignment. Using this list and the assignment prompt, create a timeline for finishing the assignment. For example, if you’re being graded on using primary and secondary research, you’ll want to make time to research, analyze your sources and add your citations.
Go for a walk (or do some exercise) and think about your writing task. Sometimes moving your body helps you do brainstorming.
Create an outline for your work.
Use brainstorming (mind mapping, bubble maps, etc.).
Try illustrating your project visually. Connect ideas and thoughts with lines.
Read a similar document to get ideas.
Talk about your writing task with a friend.
Represent your writing task visually. Sometimes creating a comic strip or series of doodles helps you to figure out where to start.
This Photo by Unknown Author is licensed under CC BY
Presenter Notes
Presentation Notes
Does anyone know what this is?
Creating a Mind Map
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Mind Map - hobbies
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Why Mind Maps?
Presenter Notes
Presentation Notes
Many great benefits
What are Mind Maps?
This Photo by Unknown Author is licensed under CC BY-SA-NC
• Diagrams
• Putting your thinking into
visual pictures, symbols,
numbers, and words
Step 1: Think of a problem you are trying to solve., a
goal you want to achieve or an idea you want to explore.
Future
Presenter Notes
Presentation Notes
TIME PLEASE
Instructor draws on board circle with word Future
Using these 6 steps you can
create more mind maps
Step 1: Think of a problem you are trying to solve., a goal
you want to achieve or an idea you want to explore.
Step 2: Draw a circle
Step 3: Draw about 6 lines extending from the circle. The
lines touch the main circle
Step 4: In the center of the circle, write the main idea,
problem, goal, etc.
Step 5: On each of the 6 extended lines write or draw
images of various aspects or issues of the problem or goal
you are working on
Step 6: Add in-depth information and make your mind
map colourful
Presenter Notes
Presentation Notes
1 minute
Pre-writing
What is Your Purpose?
My
Purpose
Entertain
Inform
Shock
Persuade
Educate
Call for
action
Presenter Notes
Presentation Notes
Key Concept: People compose written documents for many reasons or purposes. Writing purposes can be best expressed in an infinitive statement: to + verb. The first click on this slide will show the infinitive statement. Additional clicks will provide a sample list of six different purposes for writing, but, of course, many more purposes for writing exist.
Activity: The facilitator may choose to show the infinitive statement, and then have the class brainstorm different reasons for writing. Participants might also be asked to give an example of their selected purpose at work.
Examples:
to educate--a composition textbook, a medical pamphlet about neonatal care, a magazine article about the differences between computer virus detectors
to call to action--a letter to your senator about nuclear waste, a letter to a newspaper editor about abandoned pets, an advertisement for a new credit card
to entertain--a magazine article about the new Tom Cruise movie, a comic strip, a web site devoted to presidential gaffes
Key Concept: The facilitator may point out that it is important to consider the purpose of the assignment itself. For example, a student who is given the assignment to write a persuasive paper and only writes an informative paper will not be fulfilling the requirements of the project.
Pre-writing
What is your purpose?
Presenter Notes
Presentation Notes
Purpose: Your reason for communicating and the objectives your message is meant to achieve. Most business communication has only one of two broad purposes: to inform (the most common purpose) or to persuade
Consider what you want your receivers to gain from your message and what their purposes for reading or listening may be (e.g., to receive instruction or notice or to evaluate).
How will they use the information?
Is there a particular result (e.g., a general response, a specific action, a change in attitude, approval for an initiative, or a decision) you are seeking from your audience?
Pre-writing
Purpose
Most bus iness commun ica t ion has on ly
one o f two b road purposes :
• to in fo rm
• to persuade
The writer’s traits can influence his
or her attitude to writing.
• Your age
• Your experiences
• Your gender
• Your location
• Your political beliefs
• Your parents and peers
• Your education
The Writer
This Photo by Unknown Author is licensed under CC BY-NC-ND
Presenter Notes
Presentation Notes
Rationale: This slide offers a sampling of eight different characteristics about a writer that can affect his or her approach to writing (this slide will require a mouse click for each factor). There are, of course, many more factors, and the facilitator may choose to have the class brainstorm a variety of personal factors that affect writing situations.
Examples: To illustrate how these factors play a role in writing, the facilitator may choose to discuss some of the following examples:
Age--Age can play a huge role in how a writer thinks about a topic. Consider how a seventy-year-old would write about the subject of retirement benefits as opposed to an eighteen-year-old.
Experiences--How would someone who fought in the Vietnam War write about guerilla warfare differently than someone who has never fought in a war?
Gender--How might a woman write about the subject of abortion differently than a man might choose to write about it?
Activity: The facilitator may also choose to have the class participate and offer examples about the role of personal factors in hypothetical writing situations—an editorial letter about gun control, an article about home schooling, or an argument about drunk driving penalties.
Click mouse for each item in the list.
• A textbook, a medical pamphlet about cancer, a magazine article about social
media
• A letter to the mayor about property taxes, a letter to a newspaper editor
about the environment, an advertisement for a new iPhone
• A magazine article about the new James Bond movie, a comic strip, a web
site about plants
Examples – What is the purpose?
Presenter Notes
Presentation Notes
Rationale: This final slide reemphasizes the importance of the rhetorical situation. At this point, the facilitator may choose to reemphasize components that might be especially important for the development of a given class assignment.
Click mouse for each paragraph.
• The purpose of writing is shaped by the genre and its projected audience
• Genres center on purpose and the needs/expectations of the projected
audience.
• Examples: fiction, autobiographical story, news article, review, letter to the
editor/editorial, rhetorical analysis, criticism, persuasive essay
A Genre is a Category of Writing
Presenter Notes
Presentation Notes
Key Concept: Genre is also an important element when considering the purpose of a writing assignment. A genre is a category of writing; the purpose of writing is shaped by the category of writing and its projected audience. Stephen King, an author of horror stories, writes to shock and entertain his audience. Molly Ivins, a political writer, tries to persuade her readers through her editorials to accept her opinions and enact change.
Activity: The slide presents several examples of different writing genres. To promote discussion, the facilitator may ask participants to brainstorm additional examples. You can also relate genre to movie genres and talk/brainstorm about it from that angle.
Your audience is to whom you are
writing. Many of the same factors
which affect the writer also affect
the audience, including:
• Age
• Social class
• Education
• Past experience
• Culture/subculture
Presenter Notes
Presentation Notes
Key Concept: The audience, the group to whom one writes, is affected by many of the same factors that influence the writer. Writers need to use appropriate word choices and tone to appeal to their audiences. Consideration of the factors that define a particular audience will aid in making writing persuasive and effective.
Activity: The facilitator may ask participants to consider how a writer’s conception of his or her audience changes in each of the following examples:
How might a writer in favor of gun control write towards members of the National Rifle Association? A gun control advocate group? An undecided voter?
How might a historian explain the Clinton impeachment trial in a second grade history textbook? A ninth grade textbook? A college textbook?
How might you write a letter to your parents about the last party you attended? To your best friend from high school? To your grandmother?
Key Concept: Students sometimes tend to take the concept of audience very literally--”I’m writing this paper for my instructor.” The facilitator may here choose to talk about a general writing audience: twenty to forty-five years old, men and women, college educated, generally aware of world events.
Image source: www.flickr.com licensed under creative commons.
• A topic is what you will write about.
• May be broad or narrow depending
on the length of your writing and your
interest.
• Topics should be appropriate to the
rhetorical situation you are in.
Topic
Presenter Notes
Presentation Notes
Key Concept: Topic is usually the first thing students think of when they are given a writing assignment. When coming up with a topic, it is important to consider the parameters of the writing assignment, the projected length of the project, and the complexity of the issue being discussed. Narrowing a topic is an important process that should not be overlooked; making a topic more specific and focused can help the writer to build a more controlled, comprehensive, and compelling argument.
Examples: The American welfare crisis is not a topic that could be adequately covered in a three-page paper; this is a topic that might be more appropriately covered in a book-length argument. Conversely, the need for a new university bike rack is not a topic that could be covered well in a twenty-page assignment. Sometimes topics, such as the need for bike racks, need to be broadened to fit the requirements of the assignment.
Context is affected by the:
Time period or timing
Location
Current events
Cultural significance
Context
This Photo by Unknown Author is licensed under CC BY
Presenter Notes
Presentation Notes
Key Concept: Topic is usually the first thing students think of when they are given a writing assignment. When coming up with a topic, it is important to consider the parameters of the writing assignment, the projected length of the project, and the complexity of the issue being discussed. Narrowing a topic is an important process that should not be overlooked; making a topic more specific and focused can help the writer to build a more controlled, comprehensive, and compelling argument.
Examples: The American welfare crisis is not a topic that could be adequately covered in a three-page paper; this is a topic that might be more appropriately covered in a book-length argument. Conversely, the need for a new university bike rack is not a topic that could be covered well in a twenty-page assignment. Sometimes topics, such as the need for bike racks, need to be broadened to fit the requirements of the assignment.
Content Generation
Research data or generate ideas for content
• brainstorming: free-association; list ideas as they come to mind
• mapping/clustering: visual form of brainstorming, linking ideas
into clusters
• asking questions: who, what, where, when, why, how
Informal idea-generation strategies
• in-house: aarchived company records, documents, and files
• digital media: social media, websites, blogs, podcasts, video
• published sources: books, research studies, statistics
• market research: surveys, interviews, focus groups
Information sources:
Presenter Notes
Presentation Notes
Formal research methods, required for formal reports and presentations, are detailed in Chapter 12.
market research: The process of gathering information about how people will react to current or proposed products and services.
General market research may involve sorting through data from a third-party organization that specializes in conducting public surveys (e.g., the Conference Board of Canada or Statistics Canada).
For targeted results, business can arrange surveys, questionnaires, interviews, or even focus groups for which they specify the questions and topics of discussion; larger businesses often choose to conduct such research through an external agency that provides market research services for a fee (e.g., Ipsos-Reid).
Supporting Points:
Evidence and Examples
Numerical, statistical,
and factual data
Visual and graphical
elements
Appeals to authority
Narratives
Descriptions
Presenter Notes
Presentation Notes
Provide details and context the audience needs for your message to succeed.
Major points sometimes cannot stand entirely on their own. They often require amplification or explanation—in other words, details. E.g., a product may need to be described to help receivers fully understand its features and benefits; new procedures will need to be explained so receivers will know when they go into effect, what to do, and what will change as a result.
Numerical, statistical, and factual data: essential to operations and decision-making
Visual and graphical elements: make complex data easier to understand and remember
Appeals to authority: quoting experts builds credibility
Narratives: detailed, chronological accounts of events, conversations, agreements, problems and resolutions, progress
Descriptions: make concepts and artifacts more tangible by providing details about colour, dimensions, parts, materials, and functions
Organizing and Outlining
• Sequential (step-by-step)
• Chronological
• General-to-specific
• Cause-and-effect
Organizing
• Shows how to arrange ideas
• Ensures document is logical and complete
• Provides framework for writing
Outlining
Presenter Notes
Presentation Notes
organizing and outlining: The process of arranging information for clarity and impact.
sequential development: A method of organization that describes the arrangement of steps in a process.
chronological development: A method of organization that describes events in the order in which they occurred.
general-to-specific development: A method of organization that begins with general information on a topic followed by specific details.
cause-and-effect development: A method of organization that links events with the reasons for them.
Outline: A framework for a document, showing its divisions and elements
Chapter 11 has samples of alphanumeric and decimal outlines.
Chapters 6 to 9 cover the most frequently written types of messages and include basic writing patterns for receptive and unreceptive audiences—sometimes known as good-news and bad-news patterns—for business correspondence.
Drafting
Expand your
outline
Begin with the
easiest part
It does not have
to be perfect
• Read your work out loud.
• Leave your work overnight
• Describe your work to someone
• Compare your work to the assignment
prompt or rubric
• Print your work out and cut it Underline
the main point of each paragraph
• Show your work to your teacher, a
colleague or friend
Revising
Presenter Notes
Presentation Notes
Read your work out loud. The ear is a better editor than the eye.
Leave your work overnight so that you can come back to it with fresh eyes.
Describe your work to a trusted friend or family member and encourage them to ask you questions.
Compare your work to the assignment prompt or rubric. Read a criteria/rubric point then go to your work and underline where in the work you met the criteria.
Print your work out and cut it up so that each paragraph is on its own piece of paper. Try reorganizing your paragraphs. Does another order work better?
If your writing uses sources, print your work out and highlight every time you use a source. If your writing has no highlighted parts, you might want to add sources. If your writing is mostly highlighted, you might want to do more analysis of the sources.
Underline the main point of each paragraph. If you can’t point out what the point of the paragraph is, you may need to rethink it. If your paragraph has multiple points, you may need to break it up.
Show your work to your teacher, a colleague or friend and ask them what they think the goal of the assignment is.
1. Read and revise for completeness
Did you include all the information you need?
2. Read and revise for coherence and structure
Do you need to clarify any passages or explanations?
Does the overall organization make sense?
Do you need to move any sentences or paragraphs around?
3. Edit and proofread language and formatting
Accuracy, conciseness, sentence and paragraph construction
Consistency and format
Readability, word choice, and ethics
Grammar, spelling, punctuation
Typographical errors
Revising, Editing,
and Proofreading
In this lesson, we learned:
● Identify the multi-stage writing process
● Evaluate your own writing process
After this lesson, you will be able to:
Describe the communication process.
Identify communication barriers and apply
strategies for overcoming them.
Identify core competencies for interpersonal
communication.
Explain the importance of non-verbal
communication.
Situated: embedded in a particular
environment or socio-cultural context
Relational: involves ability to interact
effectively and ethically at a given moment
Transactional: exists as a co-operative
activity in which people adapt to one another
Presenter Notes
Presentation Notes
Communication isn’t something that just happens as a part of work life.
It is a process or series of actions aimed at achieving a desired outcome or goal.
Senders and receivers of information are involved in this partnership.
This partnership involves an exchange that takes place through language or a set of signs and symbols (e.g., words or gestures).
In this exchange, a sender transmits a thought that carries an agreed-upon meaning within a particular context with the aim of eliciting a receiver’s response.
The receiver must be able to understand what is significant about the data and make meaning out of it.
• Sender/Source: The person who wants to communicate.
• Message: The information the sender wishes to communicate.
• Encoding: How the message is to be communicated e.g.
verbally or written.
• Channel: How the message is sent e.g. face to face or by
email.
• Receiver: The person to whom the sender sends the message.
• Decoding: How the receiver understands or interprets the
message.
• Feedback: The receiver’s response to the message.
.
Presenter Notes
Presentation Notes
Sender: Sender—form of the idea like - its content, tone, emphasis, and organization—shaped by the sender’s context, knowledge, attitudes, background,
Encoding—encoded verbally or non-verbally—in writing, speech, or gestures
Channel—delivery can be by social media, text, spoken word, letter, memo, report, telephone, computer, voice, or gesture.
Can be synchronous (i.e., communication take places directly, at the same time or in real time) or asynchronous (i.e., information is stored or archived and accessed later so that sender and receiver do not need to be present at the same time).
Receiver—decodes the message - receiver’s life experiences, knowledge, attitudes, and context can influence how they interpret and respond to the message.
Feedback—the receiver responds to the message – can be non-verbal (nodding one’s head during a face-to-face conversation); oral (the “umms” or “ahhs” during a telephone conversation); or written (the reply e-mail that conveys a reaction).
COMMUNICATIONS
PROCESS
EXAMPLE
Marc is a marketing executive who
wants to give a presentation to his
executive board to request further
funding for his department.
1. Organizing Marc’s Thoughts (Source)
Who does Marc want the message to
reach
What action does he want from the
audience
Presenter Notes
Presentation Notes
dentify all the people you want your message to reach.
Marc’s message needs to be heard by all the executive board and especially the CEO.
Identify what action you want your audience to take after receiving your message.
The CEO will approve the extra budget that Marc is requesting.
Identify what information your receivers need the message to contain.
The lost opportunity in the marketplace if they don’t approve the increased budget.
The sense that this opportunity might be captured by our competitors.
The strong return on investment of this budget increase.
2. Compose and encode message
How is Marc going to communicate his
message e.g. face to face or email or text?
Is the audience knowledgeable about the topic
in question?
Does his audience prefer high-level big
picture information or more detailed
information?
Does his audience have any preconceived
ideas or assumptions that could reduce the
effectiveness of his message?
Presenter Notes
Presentation Notes
his message is face to face using a presentation.
No, so Marc will try to focus on the opportunity in his presentation rather than the details of how the budget will be spent.
COMMUNICATIONS
PROCESS
EXAMPLE
3. Deliver the message
How is Marc going to deliver the
message?
Time, date
Eliminate distractions (turn off phones
and laptops)
Presenter Notes
Presentation Notes
The only time Raj can really deliver his message to everyone required is during the monthly executive board meeting.
COMMUNICATIONS
PROCESS
EXAMPLE
4. Receive feedback
Has he included a process for
collecting feedback? (ask directly or
provide a form/questionnaire)
He could allow time for questions and
answers after his presentation
He can observe body language
He can reflect on presentation
Presenter Notes
Presentation Notes
While the model may seem obvious and something most of us do naturally, breaking communication down into its constituent steps and forcing yourself to think about each step can help you improve the effectiveness of each communication you originate. Ensuring you receive feedback on each communication you originate will also ensure your communication skills continue to improve over time.
Channel overload – voicemail full
Information overload - too much information for the
receiver to absorb
Emotional interference – strong feelings
Semantic interference – words have different meanings
Physical and technical interference
Mixed messages - messages give off conflicting signals.
resulting in misunderstanding
Channel barriers - wrong communication channel
Environmental interferences. - people view the world
differently
Presenter Notes
Presentation Notes
Channel overload occurs when the number of messages transmitted through a channel exceeds its capacity. You may. for example. try to leave a voicemoil only to find that someone's voicemoil box is full.
channel carries too much information for the receiver to absorb or when too many messages ore transmitted simultaneously. leaving receivers unable to handle them and feeling annoyed and confused.
Strong feelings con interfere with on individual's ability to communicate objectively
Can you think of an example that is a barrier to
the communication process?
Example: Anger is a psychological barrier to
communication.
Presenter Notes
Presentation Notes
When we are angry, it is simple to say things that we may afterwards regret and also to misunderstand what others are saying. Also, people with low self-esteem may be less self-assured and therefore may not feel comfortable communicating
• Focusing on a personal agenda.
• Experiencing information overload.
• Experiencing physical difficulty.
This Photo by Unknown Author is licensed under CC BY-SA-NC
Presenter Notes
Presentation Notes
Some basic skills can help you to be a more effective communicator in the classroom. This Teaching Tip explores:
barriers to listening and strategies for effective listening;
barriers to accurate perception and strategies for accurate perception; and,
barriers to effective verbal communication and strategies for effective verbal communication.
Barriers to listening
Focusing on a personal agenda. When we spend our listening time formulating our next response, we cannot be fully attentive to what the speaker is saying.
Experiencing information overload. Too much stimulation or information can make it very difficult to listen with full attention. Try to focus on the relevant information, and the central points that are being conveyed.
Criticizing the speaker. Do not be distracted by critical evaluations of the speaker. Focus on what they are saying - the message - rather than the messenger.
Getting distracted by emotional noise. We react emotionally to certain words, concepts and ideas, and to a myriad of other cues from speakers (appearance, non-verbal cues such as gestures, etc.). Make a conscious effort to quiet your own emotional reactions so that you can listen properly.
Getting distracted by external “noise”. Audible noise may be extremely distracting. Some things can be minimized – e.g., turn down the ringer on your phone, and notifications on your phone or computer while meeting with someone. Other noises may be unavoidable – e.g., construction, other people. Also, there may be figurative “noise” from the external environment, such as distracting or inappropriate decor in a room, or environmental conditions such as the room being too hot or cold.
Experiencing physical difficulty. Feeling physically unwell, or experiencing pain can make it very difficult to listen effectively. You may wish to communicate that this is not a good time, and reschedule the discussion.
To overcome barriers
BE TIMELY AND
TIME-SENSITIVE
BE PURPOSEFUL BE A GOOD
LISTENER AND A
CAREFUL READER
BE CONTEXT-
SENSITIVE
BE PROACTIVE
Presenter Notes
Presentation Notes
Be timely and time-sensitive: routine situations—respond as soon as you have the information you intend to pass on; emotionally charged situations—choose the right time, when others will be receptive to your communications
Be purposeful: In all but the very briefest message, state your purpose for meeting, talking, or writing at the beginning
Be a good listener and a careful reader: Give your full attention to the message and its context
Be context-sensitive: Consider the physical context (time and location of the exchange), the history or previous communications between the participants, the type of relationship between the participants, the moods or feelings each participant may be experiencing, and the values, attitudes, and beliefs each participant brings to the interaction
Be proactive: If you are unsure about what you have heard or read, verify the facts and get more information before proceeding
emotions attitudes greetings status
• 7% from the words that are spoken
• 38% from voice quality
• 55% from non-verbal cues
Meaning
Presenter Notes
Presentation Notes
Non-verbal communication: Communication that does not use words but takes place through gestures, eye contact, and facial expressions to convey emotions, attitudes, greetings, and cues of status
Plays an important role in building and maintaining interpersonal relationships and managing impressions.
Presenter Notes
Presentation Notes
Figure 2.5: The Three General Domains of Non-Verbal Skills
Non-verbal skills and abilities fall into three general domains, all essential to achieving competence as a non-verbal communicator.
Developing non-verbal communication skills can help you “read” people and their attitudes, not just the words they speak or write, and make you a more effective and confident communicator.
Non-verbal cues are also an important source of feedback that can tell you how successful your communications are—what the mood of a group is, when the group has heard enough, and whether someone in the group would like to speak or raise a question.
Use of space (proxemics): amount of space
individuals maintain during a conversation or
interaction
Use of time (chronemics): how people use and
interpret time in non-verbal communication
Paralanguage (vocalics): acoustic or non-
verbal vocal qualities of verbal communication
Presenter Notes
Presentation Notes
Proxemics—the amount of space that individuals maintain between each other during a conversation or interaction according to their cultural backgrounds
can lead to serious failures in communication
explains why invading someone’s personal space—by standing too close or overstepping what is appropriate in a particular social context—can lead to misunderstanding and negative interpersonal perceptions
Chronemics—how people use and interpret time in non-verbal communication
time is a valuable commodity that is uniquely connected to status
how punctual a person is, how long someone is willing to listen or wait for a reply, the pace of speech or tempo of a conversation—are factors that influence the interpretation of that interaction
Paralanguage—acoustic or non-verbal vocal qualities of verbal communication
they can reveal underlying emotions
are used to infer personality traits
Presenter Notes
Presentation Notes
Figure 2.3 The Three Classes of Vocalic Cues
The way a message is spoken in terms of three classes of vocalic cues can reveal underlying emotions and be used to infer personality traits
Shifts in meaning can occur with the subtlest changes in volume and emphasis.
Examples:
A change in vocal inflection can turn a general observation “Oh, really,” into an expression of sarcasm.
“We can’t fill your order” is a factual statement if said at normal volume but may terminate a customer relationship if it is shouted.
“I’m very concerned about this problem,” spoken with equal emphasis on each word, delivers a different message than when you say “I’m very concerned
about this problem” (other people may not be)
“I’m very concerned about this problem” (my concern is strong); or “I’m very concerned about this problem” (there are other problems)
Gestures Posture Eye contact
Facial
expressions Image
Body
Language
Presenter Notes
Presentation Notes
Body language (kinesics)—based on the assumption that all humans—consciously or unconsciously—act and react both verbally and with their bodies.
Non-verbal communication conveyed by gestures, posture, eye contact, and facial expressions
The meaning of these signals and their positive and negative value can shift depending on the receiver’s culture, personality, and experience
Gestures: Various hand and arm movements and specific body positions that express special meanings—often culturally determined. Most gestures convey unconscious messages on the sender’s part, so excessive
gesturing is a distraction that should be kept in check.
Types of gestures:
Emblems—easily translated into unequivocal verbal statements, e.g., waving goodbye or holding a palm outward to signal “stop.”
Illustrators—non-verbal behaviours that accompany speech and depict what is said verbally, e.g., wagging a forefinger at another person in a verbal interaction that involves reprimand or disagreement.
Affect displays—convey emotion, primarily through the face, e.g., a smile.
Regulators—control interaction, e.g., leaning forward to signal entry into a conversation.
Adaptors—body movements that aid in the release of bodily tension due to new or anxious situations, e.g., crossing your arms, running your hand through your hair, or tapping a pencil
Posture: Open body positions (arms uncrossed and away from the body, legs uncrossed, leaning forward) suggest ease, comfort, and agreement. Closed body positions (arms folded across the torso, legs close together or crossed, hands in pockets) may suggest defensiveness, a lack of receptivity, or discomfort
Eye contact: Meaning depends on degree, duration, and context (both interpersonally and culturally). Direct and purposeful eye contact is a sign of honesty, sincerity, respect, and recognition. More than a passing glance between strangers, however, can make both parties uncomfortable. Averting one’s eyes can communicate stress or dishonesty; deliberately averting one’s eyes can indicate anger or a lack of interest, although in some cultures it is interpreted as a sign of deference.
Facial expressions: There are six universally recognized facial expressions: happy, sad, afraid, surprised, angry, and disgusted. Most expressions are short-lived, but they can nonetheless indicate personality traits, judgements, attitudes, and emotional states.
Image: Personal choices pertaining to such things as clothing and accessories can be communicators of professional identity and corporate culture. Generally, dressing for law, finance, and business settings as well as the boardroom requires more formal attire (e.g., business suits), whereas creative industries favour casual dress (e.g., dark denims, casual collared shirts, and skirts).
Reflected on the writing process
Reviewed the writing process
Identified the communication process
Reviewed how to get the message across
In today’s class, we
- Slide Number 1
- Slide Number 2
- Today’s Agenda�
- The Writing Process
- Learning Outcomes
- Freewriting
- Freewriting
- Freewrite for 5 minutes – choose a question
- Writing
- Pre-writing�Message Planning
- Pre-writing �Process�
- ���Pre-writing�Process�
- Slide Number 13
- Creating a Mind Map
- Slide Number 15
- Mind Map - hobbies
- Why Mind Maps?
- What are Mind Maps? �
- Step 1: Think of a problem you are trying to solve., a goal you want to achieve or an idea you want to explore.
- Using these 6 steps you can create more mind maps
- Slide Number 21
- Pre-writing �What is your purpose?
- Pre-writing�Purpose
- The Writer
- Examples – What is the purpose?
- A Genre is a Category of Writing
- Slide Number 27
- Topic
- Context
- Content Generation
- Supporting Points: �Evidence and Examples
- Organizing and Outlining
- Drafting
- Revising
- Revising, Editing, �and Proofreading
- In this lesson, we learned:
- Getting the Message Across
- Learning Outcomes
- The Communication Process
- Slide Number 40
- Elements of the Communication Process
- Communications process example
- Communications process example
- Communications process example
- Communications process example
- Barriers to Communication TO the process
- Slide Number 47
- Example?
- Barriers to listening
- Barriers to Effective Communication
- Do you have an example of non-verbal communication?
- Non-Verbal Communication
- Non-Verbal Communication (cont’d)
- Components of Non-Verbal Communication
- Components of Non-Verbal Communication (cont’d)
- Components of Non-Verbal Communication (cont’d)
- In today’s class, we�
Dalbir Singh
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