2/1/2012
Chapter 5
Writing Process Phase 2:
Organizing and Writing
Messages
Guffey’s 3-x-3 Writing Process
Prewriting
Writing
Revising
Analyze
Anticipate
Adapt
Research
Organize
Compose
Edit
Proofread
Evaluate
Ch. 5, Slide 2
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1. Research: Formal Methods
 Accessing information electronically on the
Internet and in databases
 Searching manually in books, articles, and
other secondary sources
 Investigating primary sources, such as
interviews and surveys
 Experimenting scientifically with control
groups
Ch. 5, Slide 3
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1
2/1/2012
1. Research: Informal
Methods and Idea Generation






Looking in the company files
Talking with your boss
Interviewing the target audience
Conducting an informal survey
Brainstorming for ideas
Developing a cluster diagram
Ch. 5, Slide 4
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2. Organizing Data: Creating Cluster
Diagrams
Paid gym
membership
Smokingcessation
programs
Gifts and
premiums
New menu
in cafeteria
Financial
incentives
Peer
mentors
Improving
employee
health
Seminars
and
workshops
Flex time
for workouts
Guest
speakers
Ch. 5, Slide 5
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2. Organizing Data: Alphanumeric Outline
Ch. 5, Slide 6
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2
2/1/2012
For Receptive Audiences, Use the Direct
Pattern to Group Ideas
Ch. 5, Slide 7
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
For Unreceptive Audiences, Use the Indirect
Pattern to Group Ideas
Ch. 5, Slide 8
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3. Composing: Effective Sentences
 Recognize phrases and
clauses.
 Clauses have subjects and
verbs; phrases do not.
 Independent clauses are
complete; dependent
clauses are not.
 Phrases and dependent
clauses cannot function as
sentences.
 Examples:
 Independent clause:
They were eating pizza.
 Dependent clause: that
they want
 Phrase: to return for a
refund
Ch. 5, Slide 9
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3
2/1/2012
3. Composing: Effective Sentences
 Avoid fragments
(incomplete sentences).
 Avoid run-ons (a sentence
with two independent
 Fragment: E-mail seems boring. clauses – without a
When compared with Twitter.
coordinating conjunction
 Revision: E-mail seems boring
or a semicolon).
when compared with Twitter.
 Run-on: He posts updates
hourly he’s always connected.
 Revision: He posts updates
hourly; he’s always connected.
 Revision: He posts updates
hourly. He’s always connected.
Ch. 5, Slide 10
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3. Composing: Effective Sentences
 Avoid comma splices (joining two independent
clauses without using a coordinating
conjunction).
 Splice: Her BlackBerry is part of her, she can’t live
without it.
 Revision: Her BlackBerry is part of her; she can’t live
without it.
 Revision: Her BlackBerry is part of her. She can’t live
without it.
 Revision: Her BlackBerry is part of her, and she can’t
live without it.
Ch. 5, Slide 11
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3. Composing: Effective Sentences
 Use short sentences.
Sentence Length
Comprehension Rate
8 words
100%
15 words
90%
19 words
80%
28 words
50%
Sentences under 20 words are most readable.
Ch. 5, Slide 12
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
4
2/1/2012
3. Composing: Effective Sentences
 Use active-voice verbs for most sentences.
 Example of an active-voice expression: We lost
money.
 Use passive-voice verbs to de-emphasize the
performer or to be tactful.
 Example of a passive-voice expression: Money was
lost (by us).
Ch. 5, Slide 13
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3. Composing: Use Active Voice for
Directness, Vigor, and Clarity
Direct and Clear in
Active Voice
Indirect and Less Clear
in Passive Voice
The manager completed
performance reviews for all
employees.
Performance reviews were
completed for all employees by the
manager.
Evelyn initiated a customer service
blog last year.
A customer service blog was
initiated last year.
IBM will accept applications after
January 1.
Applications will be accepted after
January 1 by IBM.
Ch. 5, Slide 14
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3. Composing: Use Passive Voice to Be
Tactful or to Emphasize the Action
Less Tactful or Effective More Tactful or
in Active Voice
Effective in Passive
Voice
We cannot grant you credit.
Credit cannot be granted.
The CEO made a huge error in
projecting profits.
A huge error was made in
projecting profits.
I launched a successful fitness
A successful fitness program was
program for our company last year. launched for our company last
year.
Ch. 5, Slide 15
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
5
2/1/2012
3. Composing: Effective Sentences
 Avoid dangling modifiers (a word or phrase
that modifies a word not clearly stated in the
sentence).
Not This
But This
Walking down the street, our sign is Walking down the street, people
easy to see.
can easily see our sign.
When six years old, my family
moved to Pittsburgh.
When I was six years old, my family
moved to Pittsburgh.
Ch. 5, Slide 17
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
6