Coms1010 2009

COMMUNICATION SKILLS
COMS 1010
August 2009
Centre for Professional Development and Lifelong Learning

UNIVERSITY OF MAURITIUS
COMS 1010 i Aug 2009

COMMUNICATION SKILLS
COMS 1010
COURSE MANUAL
Centre for Professional Development and Lifelong Learning

COMS 1010 ii Aug 2009

CONTRIBUTORS
Communication Skills, COMS 1010 was prepared for the Centre for Professional
Development & Lifelong Learning, University of Mauritius. The Pro-Vice Chancellor-
Teaching & Learning- acknowledges the contribution of the following course authors
from the Faculty of Social Studies and Humanities:
Mrs M Auleear Owodally

Mrs C Chan-Meetoo
Ms M Paroomal
The course authors are grateful for the comments provided by Assoc. Prof. D. Gokhool,
Faculty of Law and Management.
August 2009
All rights reserved. No part of the work may be reproduced in any

form, without the written permission from the University of
Mauritius, Réduit, Mauritius.
COMS 1010 iii Aug 2009

TABLE OF CONTENTS
ABOUT THE COURSE
Unit 1: Introducing Communication C. Chan-Meetoo

Unit 2: Effective Use of English M. Auleear Owodally
Unit 3: Writing Skills M. Auleear Owodally
Unit 4: Non-verbal Communication M. Paroomal
Unit 5: Informative Speeches; M. Paroomal
Speeches on/for Special Occasions
Unit 6: Modes of Speech Delivery; M. Paroomal
Presentation Aids C. Chan-Meetoo
Unit 7: Persuasive Speeches M. Paroomal
Unit 8: Perception and Listening Skills M. Paroomal
Unit 9: Business and Technical Writing M. Auleear Owodally
REFERENCE LIST
ASSIGNMENT FILE
SAMPLE EXAMINATION PAPER
COMS 1010 iv Aug 2009

ABOUT THE COURSE
Welcome to COMMUNICATION SKILLS (COMS 1010), a module for Year 1 students

in the various Faculties.
The aims of this module are to help you

♦ Improve your oral communication skills
♦ Improve your written communication skills with special focus on:
Academic writing
Business and technical writing
LEARNING OBJECTIVES FOR THE COURSE

By the end of the course, you will be able to do the following:
Unit 1 Define and analyse communication.
Unit 2 Identify the appropriate tools to better your use of English.
Unit 3 Use specific skills required to write for academic purposes.
Unit 4 Make effective use of non-verbal cues for oral presentations.
Unit 5 Design and deliver speeches for informative purposes and speeches on/for special
occasions.
Unit 6 Identify appropriate modes of speech delivery and make effective use of
presentation aids.
Unit 7 Prepare persuasive speeches.
Unit 8 Improve perceptual accuracy and listening skills.
Unit 9 Write in a formal style, from business letters to technical reports.
HOW TO PROCEED
COURSE MATERIALS
The manual is self-contained.
A Reference List is provided at the end of the manual if you want to deepen your
understanding of communication skills.
COMS 1010 v Aug 2009

HOW DO I USE THE COURSE MANUAL?
Take a few minutes to glance through the entire manual to get an idea of its structure.
Notice that the format of the different units is fairly consistent throughout the manual.
For example, each unit begins with an OVERVIEW, and LEARNING OBJECTIVES
sections.
The OVERVIEW provides a brief introduction to the unit and provide perquisite skills
and knowledge you will have to possess to proceed successfully with the unit.
You should then read the LEARNING OBJECTIVES. These objectives identify the
knowledge and skills you will have acquired once you have successfully completed the
study of a particular unit. They also show the steps that will eventually lead to the
successful completion of the course. The learning objectives also provide a useful guide
for review.
WHERE DO I BEGIN?
You should begin by taking a look at the TABLE OF CONTENTS in the MANUAL.
The table provides you with a framework for the entire course and outlines the
organisation and structure of the material you will be covering. The Course Schedule
indicates how you should allocate your workload and what you should be working on in
each week to be ready for the respective tutorial. You should stick to the Course
Schedule to ensure that you are working at a steady space and that your workload does
not pile up.
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Proposed * Course Schedule (COMS 1010)
Session Student’s Workplan Tutorial
01 Read Unit 1 Introduction to module
02 Read Unit 2 Discuss Unit 1; submission of topic for

mock essay (Assignment 1)
03 Read Unit 3. Do Assignments in Unit 3, Discuss Unit 2
Parts 1, 2,3
04 Do Assignment in Unit 3, Parts 4,5 Discuss Unit 3
05 Read Unit 4. Do Assignment in Unit 3, Submit Assignment 1 (Portfolio)
Part 6 Discuss Unit 4
06 Read Unit 5 Discuss Unit 5
07 Prepare/ Practise for Assignment 2 Assignment 2 due
10 Prepare/ Practice for Assignment 3 Assignment 3 due
11 Read Unit 8 Assignment 3 due
12 Read Unit 9/ Work out Activities 1-3 Discuss Unit 8
13 Read Unit 9 work out activities 4-5 Discuss Unit 9
14 Revision Revision
15 Revision Revision
* Any change will be communicated by your respective tutor in class.
YOUR TUTOR
A one and a half hour tutorial class will be held as specified in the Course Schedule .
Refer to the course schedule to check the unit(s) you must prepare before attending your
tutorial.
Remember that a tutorial class is not a formal lecture and to make the most of tutorial
classes, it is vital that students come prepared in the way indicated below:-.
Q Preparation required:
• studying the course notes and readings for the relevant unit.
• working through the activities which are sprinkled throughout the units. Your
response to these activities will be discussed during the tutorial.
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Your tutor will keep a close watch on your progress and any difficulties you may have,
and provide you with whatever assistance you may need in the tutorial class.
Note that tutorials are also opportunities for you to discuss your views and ideas with
your fellow classmates. The feedback you get from the tutorial sessions can further
enrich your comprehension of certain concepts and you can influence the way others
think about a certain issue too. So feel free to discuss the answers to the activities with
your peers and the tutor.
NOTE:
For this module you are required to submit/present three assignments.
Refer to the Assignment File for more information.
ASSESSMENT
→ COURSE GRADING SCHEME:
Continuous Assessment: 50 marks
Examinations: 50 marks
→ CONTINUOUS ASSESSMENT:
Assignment 1 (Written Assignment Portfolio) - 20 marks
Assignment 2 (Speeches on/for Special Occasions) - 10 marks
Assignment 3 (Informative Speech) - 20 marks
→ FINAL EXAMINATIONS:
Q Scheduled and administered by the Registrar’s Office
Q A two-hour paper at the end of the Semester.
COMS 1010 viii Aug 2009

STUDY TIPS
Much of your time in the course will be spent reading. Your comprehension and
assessment of what you read are likely to be best if you heed the following tips:
1. Organise your time. It is best to complete each assigned reading in one sitting.
The logical progression of thought in a chapter/unit can be lost if it is interrupted.
2. Be an active reader. Use question marks to flag difficult or confusing passages.
Put exclamation marks beside passages you find particularly important. Write
short comments in the margins as you go. For example, if you disagree with an
author’s argument or if you think of examples which counter the position
presented, note your opinions in the margin.
If you prefer to leave your book pages unmarked, you can make your notations on
“post-it-notes”.
3. Read critically. You must evaluate, as well as appreciate and understand, what
you read. Ask questions. Is the author’s argument logical? Are there alternatives
to the author’s explanations or to the conclusions drawn? Does the information
fit with your experience?
4. Take notes. If you make notes on an article or chapter right after finishing it, you
reap a number of benefits. First, note-taking allows you an immediate review of
what you have just read. (You will find that this review helps you recall
information). Second, it gives you an opportunity to reassess your flagged or
margin comments. Finally, it gives you a second shot at deciphering any
confusing passages.
5. Review your scribbling! Whether or not you make separate notes on your
readings, review your flags, underlining and marginalia. Study closely those
passages you considered significant or difficult.
6. Write down your ideas in a course journal. As you progress through the
course, the new information you absorb will stimulate new thoughts, questions,
ideas, and insights. These may not be directly related to the subject matter, but
may be of great interest to you. Use these ideas to focus your personal
involvement in this and other courses.
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7. Your ability to explain the subject matter to others is a good test of your true
comprehension of the material. Try explaining the material you are learning to
others, classmates or friends, without resorting to jargon. Even if some of them
are not directly involved with the techniques discussed in this course, many of the
concepts may be of interest to them.
8. Activities found in units will not be marked. We strongly recommend that you
do not skip any of them. They will help you prepare for the graded assignments.
Now, it’s time to get to work. Good luck and enjoy the course!
COMS 1010 x Aug 2009

UNIT 1 INTRODUCING COMMUNICATION
Unit Structure
1.0 Overview
1.1 Learning Objectives
1.2 What is Communication?
1.3 Models of communication
1.3.1 Linear or Bull’s Eye Model

1.3.2 Circular Flow or Ping-pong Model
1.3.3 Harold Lasswell’s Model
1.4 Information Theory
1.4.1 Source/Encoding/Transmission
1.4.2 Receiver/Decoding/Destination
1.4.3 Message, Channel and Code
1.4.4 Sources of Noise and Interference
1.4.5 Feedback
1.5 Aspects of Communication
1.6 The Levels of Communication Process
1.6.1 Intrapersonal Level

1.6.2 Interpersonal Level
1.6.3 Intragroup and Intergroup Levels
1.6.4 Institutional Level
1.6.5 Public Communication
1.6.5.1 Mass Communication
1.7 A Few Points to Remember
1.8 Answers to Activities
1.0 OVERVIEW
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This unit focuses on the question: "What is communication?"
We consider the elements present in communication, the types of flows of

communication, functions of communication and various levels in communication.
1.1 LEARNING OBJECTIVES
After having completed this unit, you should be able to do the following:-
1. Define communication;
2. Describe and explain the process of communication;
3. Distinguish the elements of communication;
4. Identify the various functions of communication;
5. Isolate the various levels at which communication occurs;
6. Apply knowledge gained to analyse your interaction with others in different types of
situations;
7. Apply knowledge gained to analyse communication situations that you may witness
in your academic, professional and social lives.
1.2 WHAT IS COMMUNICATION?
"We cannot not communicate"
(Paul Watzlawick)
"No man is an island, entire of itself"
(John Donne)
"Communication" is today a very fashionable term that has emerged with what we like to
call the "information society" or "knowledge-based society". It is also of common
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opinion that communication is THE skill that gives people an edge. The meaning of this
magic word, communication, is hard to pin down. What is communication?
Communication is a functional prerequisite of society and culture. It is an important

determining agent for social organisation, personality building and cultural occurrences
that make up our social fabric. Communication is therefore everywhere and occurs all the
time. This is what the two authors quoted above meant. We cannot NOT communicate!
This piece of information may puzzle you if you think that communication is only about
written and spoken words. You will however learn later that communication can be non-
verbal and non-vocal. Our gestures, eyes, tone of voice, as well as our silences convey
something! Illustrations, drawings and pictures also are vectors of meaning.
Communication = sharing of meanings
Communication can be broadly defined as a "sharing of meaning". In fact, the word

"communication" is derived from the Latin verb "communicare", which means: "be in
connection with". "Communication" also belongs to the same family of words as
"community".
In communication, there is a sharing of meanings among persons or other entities. Those

meanings may be transmitted through:
• a linguistic form (through a structured language)
• a symbolic form (e.g. the pictogram means ‘phone number’

irrespective of the language we are using).
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Conventions to avoid confusion
Colin Cherry (1957) defines communication as “a sharing of elements of behaviour or

modes of life, by the existence of rules”. He introduces the idea of rules and social
conventions that give us a common set of signs and symbols to be used for transmitting
and assigning meanings. These rules help us ensure that we are on the same wavelength
and prevent possible misinterpretations.
All the words that exist in language are the result of a social agreement as there is no
direct connection between these words (both in their oral and written forms) and the
things or ideas they designate.
For example the word "dog" bears no resemblance whatsoever with the domestic animal!
It is a pure matter of chance that people have chosen this set of letters (D-O-G); it could
have been any other chain of characters. As a matter of fact, different languages have
different signs for the same notions. French speakers use the word "chien" for dog,
Germans use "hund" and in Creole we use "lisien"!
(Note: There are a few exceptions where the words used do have some kind of
connection with the things or concepts they designate. For example, some words are
onomatopoeic, i.e., they imitate the sound designated as in ‘the cuckoo’, the “cock-a-
doodle-do”).
Activity 1
Form groups of 5 to 6 persons. Each group will invent new words and set up their own
codes to communicate amongst themselves. The various groups may then try to
communicate.
COMS 1010 4 Aug 2009

1.3 MODELS OF COMMUNICATION
Now that you have learnt that communication is a sharing of meanings made possible by
the existence of conventions, let us look at simple theoretical models of communication.
Models help us organise our knowledge and give us a more comprehensible approach to
phenomena that occur around us. However, bear in mind that each of the following
models is just an attempt to explain communication. Each model sheds light on the
process of communication from a different angle. The models that we have used are
amongst the most popular ones that are used to teach communication at this level. They
are, of course, non-exhaustive…
1.3.1 Linear or Bull's Eye Model
The Linear or Bull's Eye model is the simplest one used in Communication Studies. It
describes communication as a one-way flow between two actors (a sender and a
receiver). Below is a diagram that illustrates the Bull's Eye model.
Message
Diagram 1.1
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An example where communication is linear in its flow is found in the following
illustration. The writers of this manual are sending messages to you through this manual.
Manual writers are therefore acting as senders of information and you are acting as
receivers.
Course
Students
writers
Sender Receiver
Activity 2
Identify at least two communication occurrences that fit into the Bull's Eye model.
1.3.2 Circular Flow or Ping-pong Model
The circular flow or ping-pong model of communication describes a situation where

there are series of interactions between senders and receivers. As the ping-pong metaphor
suggests, the actors take turns to send messages to each other. The idea of feedback and
retroaction is here incorporated, as opposed to the Bull's Eye model. The initial sender of
a message becomes a receiver as soon as his/her counterpart responds.
Diagram 1.2
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Ping-pong communication occurs everyday in conversations, meetings, brainstorming
sessions. When you communicate with your friends, the ping-pong ball keeps coming
back and forth between you and the others.
Another image that is also used to describe non-linear communication is the spiral of
communication:
Diagram 1.3
1.3.3 Harold Lasswell's Model
Harold Lasswell, an American social scientist in the 1940’s, came up with a series of 5
questions that help in identifying the major elements in communication.
"Who says What to Whom through What channel, with What effects?"
This simple easy-to-retain formula is also known as the 5W's. Each of those W's
indicates an important aspect of every communication occurrence:
Who says? the sender
What? the message /content / topics
To Whom? the receiver
Through What channel? medium /means /languages
With What effects? modification /transformation of opinions,

attitudes, behaviour, whether intended or not (effect on receiver)
You may as well add a sixth W:
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Why? functions / purposes (intentions of sender)
Note that the effects of the message on the receiver may not be identical to the effects
intended by the transmitter. For example, you will definitely not receive and interpret this
manual 100% as the course writers intend you to…
Here, the transmitters' intention is pedagogical (transmission of knowledge and therefore

incremental change in your knowledge). But, the results are not guaranteed due to
reception barriers such as lack of concentration, boredom, daydreaming or
misinterpretation (refer to section 1.4.4).
1.4 INFORMATION THEORY
During World War II, two American AT&T telecommunications engineers, Claude
Shannon and Warren Weaver, worked on what became known as the Information Theory.
They used physics, mathematics and engineering concepts to develop the theory which
they explained in a paper entitled The Mathematical Theory of Communication in The
Bell System Technical Journal.
Information theory deals with the quantitative study of information in messages and the
flow of information between senders and receivers. It was initially developed to separate
noise from information-carrying signals. The objective was to measure the volume of
signals that could pass on a line during a certain amount of time. Social theorists later
used this model to develop simplified versions that describe the communication process:
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Channel of information
Source encoder transmitter channel receiver decoder destination
Diagram 1.4
Information
source Transmitter Receiver Destination
Signal Received
Message Signal Message
Noise
Source
Diagram 1.5
You will note that Diagram 1.5 differs from diagram 1.4 mainly in that it introduces the
element of ‘Noise Source’, which we will discuss later.
Let us now have a look at each of the elements presented in the diagrams.
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1.4.1 Source / Encoding / Transmission
Source, encoder and transmitter are three elements that belong to the "initialisation" stage
of the communication process. They were lumped into the notion of 'sender' in section
1.3.1.
The Source
The source is the initiator of the process: he or she wants to transmit thoughts, ideas and
feelings to his or her counterpart who thus becomes the receiver.
Encoding
Encoding refers to the activities that a source goes through to translate thoughts, ideas
and feelings into a form that may be perceived by the senses. For example, before
speaking, an individual has to use his/her brain to select words and sentence structures
from his/her personal database to carry the message. Naturally, different encoders have
different skills in choosing the most appropriate codes for communicating. This accounts
for differences in people's communication skills!
Transmission
Transmission refers to the action of using physical channels to get the message across to
the receiver. In the above-mentioned example, after having encoded the message, the
speaker will have to use his vocal organs to emit sound signals and thus pronounce the
words and sentences of the message. The encoding / transmission process might also take
place over various stages. For telephone conversations, the speaker encodes thoughts into
words and the telephone mechanism transforms the sound waves into electrical variations
along the line to the receiving telephone.
• If we try to isolate the notions of source / encoder / transmitter in the process of

writing up for this manual, we can say that the message contained in this manual
originates from various sources: numerous readings done by the manual writers,
COMS 1010 10 Aug 2009

their previous experience in teaching Communication Skills, their own reflections
and original ideas.
• Encoding is done in the writers' brains as they try to select the most appropriate
vocabulary, sentences and format to impart their knowledge to you.
• Finally, transmission of the message is ensured by the physical action of drawing

symbols from the Roman alphabet on paper with the help of ink, i.e., typing out
the words, sentences and paragraphs on the pages of this manual so that you can
read them.
Activity 3
Look for advertising inserts in newspapers and try to identify the source, the encoder and
the transmitter of these commercial messages.
1.4.2 Receiver / Decoding / Destination
Just like Source / Encoding / Transmission were lumped into the idea of 'sender', the
items Receiver / Decoding / Destination were broadly categorised under the heading of
'receiver' in section 1.3.1.
The Receiver
The receiver is the target of the message. It might be a specific individual or multiple
receivers. The receivers can be specifically targeted by the source as in one-to-one
communication or they might choose willingly to act as receivers in the case of a
message addressed to a large anonymous crowd (e.g. an audience for a TV show). Note
that the source and the receiver(s) may be in each other's immediate presence or may be
separated both in space and time (e.g. a book written last century, a pre-recorded TV
programme).
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Decoding
Decoding is the reverse of encoding and refers to the activities that translate or interpret
physical messages into a form that has eventual meaning for a receiver.
The Destination
The destination is the ultimate entity that receives and stores the message sent.
• To carry on with the applied example used in section 1.4.1, your eyes are acting
as receivers for the visual information sent to you in this manual. Your eyes
detect forms that have been drawn with ink on paper to represent signs of the
Roman alphabet. Therefore, your eyes are acting as the receiving device in this
communication event.
• When these visual messages (sequences of signs on paper) have reached your
brain, you now have to decipher or decode the message and come up with the
meanings of the succession of English words, sentences and paragraphs. You thus
go through different stages: identify the code used (which language?), and grasp
the meaning of the message (What are we 'talking' about? What are the main ideas
being conveyed?).
• Finally, you store the data that you have decoded in a section of your brain for
further use. That section of your brain that specialises in memorisation is
therefore the physical destination of the message.
1.4.3 Message, Channel and Code
The Message
The message is the actual physical product that the source encodes. In oral
communication, our speech is the message. In written communication, the words and
sentences that are put on paper are the message. The message can be addressed to one
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specific individual ('one-to-one' or 'many-to-one' communication) or to multiple receivers
('one-to-many' or 'many-to-many' communication).
The Channel
The channel refers to the physical way the message travels to the receiver. For example,
sound waves carry words that are spoken and light waves carry visual messages such as
written text, illustrations, pictures. Some messages use only one channel of
communication (e.g. written text). Others may cumulate various channels. For instance,
movies use both visual (moving images on screen, titles) and oral channels (soundtracks
transmitted by the movie theatre's speaker systems).
The Code
The code refers to the systems of signs (available language or symbolic forms and
associated rules governing their use) that are used to transmit the message. In language,
the vocabulary level and the sentence structures chosen make up the code. A sign can be
defined as the minimal unit of meaning in a code (a word, a pictogram, an element of
body language).
In fact, there are different levels of code. Before trying to convey ideas to our
counterpart, we have multiple possibilities in terms of codes. To impart communication
skills to you, we might have decided to make a film instead of a manual! We would then
be using the cinematographic code that combines multiple codes (body code, oral codes,
written codes).
You will find that it is difficult to isolate the code from the channel. To be clearer, let us
say that the channel is a physical medium whereas the code is a set of signs that is used
within the channel to convey meaning.
1.4.4 Sources of Noise and Interference
Noise is an item that interferes with the delivery of the message and that can impede the
communication process. Because of noise and interference, the message that is decoded
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by the receiver will not be an exact replicate of the original message that was encoded or
the signal carrying the message will not even reach the receiver altogether!
We can categorise noise under four broad headings:
1. Mechanical noise
Mechanical noise usually occurs when a physical device is used either to encode or
decode the message or both. In this case, there is a problem with the physical
medium itself. For instance, in a telephone conversation, the apparatus or the
physical lines of communication may be faulty. As a result, the sound waves being
transmitted over the telephone line may be unclear so that the message is distorted.
2. Semantic noise
Semantic noise occurs when different people have different meanings for the same
words and phrases. Misunderstandings thus arise because of multiple meanings
assigned to the same words and phrases. This kind of situation (called "quiproquo" in
French) is often exploited in theatre plays and movies for comic or tragic purposes.
3. Environmental noise
Sources of noise may be completely external to the communication process. For

example, in a public place like a restaurant, the other people surrounding you and
your counterpart may be so noisy that you cannot even hear each other. This is
known as environmental noise.
4. Internal noise
Internal noise occurs inside the mind of the receiver. The latter may not properly
receive, decode and store the data sent because of a number of internal barriers such
as selective attention, selective distortion and selective recall.
Selective attention refers to the fact that the receiver cannot pay attention to all the
stimuli or the receiver focuses on something other than the communication at hand.
You have certainly experienced this situation in class during a lecture or a talk. In
this case, your daydreaming interferes with the proper reception and decoding of
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messages sent to you by your lecturer. Of course, you would have to make sure this
happens as rarely as possible!
Selective distortion occurs when receivers twist the message to hear what they want
to hear. People often have set attitudes and expectations about what they will hear or
see due to stereotyping, prejudices and bias. They will thus distort the message
received so that it fits into their belief system.
Selective recall happens because people will retain in permanent memory only a
small fraction of the messages that reach them.
1.4.5 Feedback
Feedback refers to those responses of the receiver that may alter and shape the
subsequent messages of the source. The receiver becomes the new source and vice versa.
This explains the communication spiral as discussed in section 1.3.2.
Feedback is important as it allows the source to adjust and attempt a change in some
elements of the communication process to satisfy the demands of his addressee. Feedback
also acts as a regulator in the case of sources of noise that interfere with the transmission
of the message.
For instance, in the case of semantic noise, the receiver's reactions, which make up the
feedback, will give an important hint to the initial sender. Thanks to the receiver's
feedback (e.g. raised eyebrows, puzzled reply), the sender may understand that the
message did not get across properly. As a result, he/she may reformulate the initial
message to discard misunderstandings.
Feedback is very important to communication because it lets the

participants in the communication setting see whether ideas and feelings
have been shared in the way they were intended.
(Weaver, 1949)
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Note that feedback can be negative (e.g. raised eyebrows showing disagreement or
confusion, strong reply, or even wearing a completely bored expression on the face!) or
positive (e.g. smiles, nods, assents).
Feedback can also be immediate (on the spot) or delayed (due to time or space
constraints).
1.5 ASPECTS OF COMMUNICATION
Murielle Saville-Troike is a researcher whose theories are also helpful in understanding

communication. In her book The Ethnography of Communication published in 1982, she
identified the following as being ten aspects that are interesting to analyse in
communication events:
1. The genre or type of event (e.g. joke, story, lecture, greeting, conversation).
2. The topic or referential focus (what is the overarching theme?).
3. The purpose or function, both of the event in general (e.g. sensitisation of the
public on a specific issue) and in terms of the interaction goals of individual
participants (e.g. your goals in the tutorial sessions may be to learn a few tips
from your tutor to improve your communication skills).
4. The setting, including location, time of day, season of year and physical aspects
of the situation (e.g. size of the room, arrangement of furniture). The setting may
have a bearing on the communication style that you adopt. For instance, lecturers
might not communicate in a Lecture Theatre in the same way that they
communicate in a small classroom.
5. The participants, including their age, sex, ethnicity, social status, or other
relevant categories and their relationship to one another.
6. The message form, including both vocal and non-vocal channels and the nature
of the code which is used (e.g. which language and which variety?).
7. The message content, or surface level denotative references (what are the ideas
being communicated?).
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8. The act sequence, or ordering of communicative speech acts, including turn
taking and overlap phenomena.
9. The rules of interaction, or what properties should be observed (e.g. students, as
a rule, will not interrupt lecturers in a whimsical fashion!).
10. The norms of interpretation, including common knowledge, the relevant
cultural presuppositions, or shared understandings which allow particular
inferences to be drawn about what is to be taken literally.
1.6 THE LEVELS OF COMMUNICATION PROCESS
Levels of communication process refer to the level of complexity on which

communication occurs, mainly in terms of number of people involved. Channels used,
message structures and opportunity for feedback vary according to the number of people
involved, the degree of formality, the setting, the goals pursued.
1.6.1 Intrapersonal Level
Intrapersonal communication occurs within a single person. It is an internal process of

‘self-communication’ and processing of information within one’s brain. This level of
communication involves the encoding and formulating of a message and the thinking
process. Before communicating with others, intrapersonal communication is vital.
Examples are thought processes, diary entries, and notes to oneself that help personal
reflection and organisation.
The intrapersonal level refers to the processing of information on an

individual basis (for instance, attention, perception, comprehension, recall
and learning). The possible effects are on knowledge, opinion and attitude.
(McQuail, 1987)
Intrapersonal communication also integrates things that make up our self, our feelings
and the way we perceive our individual selves. The individual here is the sender and the
receiver. Messages circulate inside our brain with instant feedback. In fact, we can say
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that individuals hold private conversations within their own mind. The content of the
messages may be positive (self-congratulation) or negative (remorse). The outcome of
intrapersonal communication may, as well, have an impact on interaction with others.
1.6.2 Interpersonal Level
Interpersonal communication refers to communication occurring between and amongst

persons. It is often one-to-one but it may include more than two persons. Interpersonal
communication is characterised by immediate feedback. It is often based on some shared
feature of daily life: something we have in common such as our environment, interests,
needs, activities, beliefs. Communication between and communication within a happy
couple are examples of interpersonal communication on a very intimate basis. Some
people are endowed with very good interpersonal skills, meaning that they can easily
interact with other people.
Good interpersonal skills require a high level of self-awareness. Understanding your

personal style of communicating will help you create and maintain good relations with
others.
There are three basic communication styles:
1. Aggressive Style: The communicator constantly interrupts, exaggerates, blames,

makes demands or uses sarcasm. Voice volume can be very high and thus difficult
to bear for the counterparts. Other people's feelings are not rated very high with
the aggressive person.
2. Passive Style: The person is constantly hesitating or apologising and usually says
nothing or easily gives in. Often, the person avoids eye contact and speaks in a
shy or timid voice, or mumbles.
3. Assertive Style: The individual speaks clearly and firmly, using "I" statements,
and shows respect for self and for others. He or she uses an upright confident
body posture and a pleasant, firm voice for communicating with others.
COMS 1010 18 Aug 2009

The assertive style is the one to strive for. However, very few people are all one or
another style. In fact, the aggressive style is vital in some cases, for example, during
emergencies (for rapid decision-making). Passiveness can also help, for example, when
an issue is minor or when there are highly emotional situations demanding that we stay
calm and take the time to regain perspective.
Activity 4
Identify your interpersonal styles with the help of the checklist on the following page. Be
honest with yourself!
CHECKLIST OF COMMUNICATION STYLES

1. Mottos and Beliefs
X I have rights and so do others." Believes self and others are valuable.
O "Don't make waves" and "Don't disagree"
Q "I'm always right and others are just fools."
2. Communication Style
Q Interrupts and monopolises attention, poor listener.
X Active listener, expresses self directly, honestly and checks on others feelings.
O Indirect, always seems to agree, doesn't speak up.
3. Characteristics
O Apologetic, self-conscious, doesn't express own feelings, allows others to make
decisions for self.
Q Domineering, bullying and patronizing.
X Confident, trusts self and others, non-judgmental, sense of humour.
4. Behaviour
Q Bossy and puts others down - know-it-all attitude.
O Self-effacing, complains without taking action, never takes sides in conflicts.
X Consistent, fair, just, operates from choice.
COMS 1010 19 Aug 2009

5. Non-verbal Cues
X Direct eye contact, open and natural gestures, varied rate of speech, interested
facial expression.
Q Critical, loud, yelling tone of voice with fast, clipped speech.
O Nods head often as if pleading, downcast eyes, low voice volume, rapid pace
when anxious; slow and hesitant when doubtful.
6. Verbal Cues
X "What are my options?" "What alternatives do we have?"
Q "You must (should, ought better)."
O "I can't..." "You have more experience than I do."
7. Confrontation and Problem-Solving
Q Operates from win/lose position, Must win arguments.
O Sullen, withdrawn and silent, agrees externally, while disagreeing internally.
X Negotiates and compromises.
8. Feelings Felt
X Enthusiasm, even tempered, sense of well-being.
Q Anger, hostility and frustration.
O Powerlessness, wonders why doesn't receive credit for good work.
9. Effects
Q Forces compliance with resentment and provokes alienation from others or
counter-aggression.
X Others know where they stand, increased self-esteem and self-confidence.
O Slowly loses self-esteem and builds dependency relationships.
Q - Aggressive Style
O - Passive Style
X - Assertive Style
COMS 1010 20 Aug 2009

1.6.3 Intragroup and Intergroup Levels
Intragroup level refers to communication occurring amongst members of a group of

persons. Inside a group, there may be various flows of communication on a 'one-to-one'
basis or 'one-to-many' basis, depending on the size of the group and on the implicit rules
that are followed.
Within a small-group communication uses the same channels as for interpersonal

communication are used with almost immediate feedback. However, as there may be
multiple receivers, messages need to be more structured, especially when specific goals
are targeted. Settings also tend to be more formal. Intragroup communication occurs
within family circles, clubs and associations. Facilitating factors for fruitful interaction
are: similar backgrounds, similar levels of skill in writing / speaking / reading.
Intergroup communication refers to communication amongst different groups, i.e. when

a group communicates with another one.
For example, an association writes to another one to ask for their collaboration as a
charity initiative.
1.6.4 Institutional Level
Institutional or organisational communication refers to the sets of communication

flows occurring within an organisation or institution (including firms, non-profit
organisations and governmental bodies).
Formal vs. Informal communication
In the internal communication flow of organisations and firms, there are at least two
types of communication:
• Formal communication
This communication follows the lines of the firm's chart. The communication flows
downwards (from managers to subordinates) and seldom upwards (from employees to
employers). Formal downward communication leaves little room for feedback from
employees.
COMS 1010 21 Aug 2009

• Informal communication
Informal communication entails no written documents. However rigid the structure,

there will always be an informal network of information and communication inside
an organisation. The main characteristic of informal communication is that there are
no traces for record; the communication somehow has no permanent character, except
in the minds of people. In fact, the more rigid an organisation is, the more chances
there are that informal communication will develop with the rapid circulation of
rumour and hearsay. This type of communication is essentially horizontal as
compared to the vertical flow of communication imposed by hierarchical status.
1.6.5 Public Communication
Public communication refers to very formal communication, usually on a 'one-to-many'

basis. It may be face-to-face (e.g. a public talk in a specific location) or transmitted
through a mass medium (e.g. a minister's speech covered by the television news bulletin).
This type of communication usually entails a highly structured message in a formal
setting. There is limited opportunity for feedback as audiences are bigger and individuals
become anonymous listeners / viewers / readers. Delivery also tends to be very formal
(e.g. louder voice for oral communication).
However, the communicator may sometimes decide to change the above parameters for
public communication. For instance, a public speaker in a room may encourage listeners
to become more active in order to obtain immediate feedback and inject more dynamism
in the interaction. In this case, the communicator needs to have the following qualities:
good coordination skills, excellent ability to manage crowds, capacity to process and
adjust to feedback information very rapidly.
1.6.5.1 Mass Communication
The expression Mass Communication was coined around the 1930's. ‘Mass’ denotes great
volume, range or extent. Here, the mass refers to large numbers that are scattered
(geographically), anonymous (unknown to one another and to the communicator) and
COMS 1010 22 Aug 2009

heterogeneous (variety of persons). Mass communication therefore differs very much
from the interpersonal level of communication in that it occurs at national or societal
level.
"Mass communications comprise the institutions and techniques by which

specialised groups employ technological devices (press, radio, films, etc.) to
disseminate symbolic content to large, heterogeneous and widely dispersed
audiences".
(Janowitz, 1968)
The ‘technological devices’ referred to here are commonly known as mass media and
they comprise the press, television, radio, billboards, cinema and increasingly, the
Internet. Those media nowadays form part of all industrialised and developing societies.
Activity 5
Under what category of level of communication would you place the following examples
of communication?
i. The Prime Minister’s address to the nation on television on the occasion of

Independence and Republic Day.
ii. A telephone conversation between two close friends.
iii. A letter sent by the Financial Manager of a company asking employees to reduce
wastage of stationery.
iv. The mental notes a student makes to the following week’s revision schedule.
v. A commercial firm’s advertising spot on radio.
vi. A brainstorming session between five students who form part of a team for a project
competition.
vii. The conversations two colleagues have during lunch to share the latest “who dates
whom in the office” news.
COMS 1010 23 Aug 2009

1.7 A FEW POINTS TO REMEMBER
• Communication is a complex ongoing phenomenon, which can be analysed from

multiple points of view (e.g., type of flow, categories of elements involved,
number of actors, level of complexity, etc.). These points of view are not
mutually exclusive.
• Communication is a process rather than a series of steps, implying that there is no

clear beginning or end.
• We cannot NOT communicate.
1.8 ANSWERS TO ACTIVITIES
Activity 2
Examples of Bull’s Eye Communication:
• Anonymous letters.
• A director who is on the move (no fixed address or telephone number) and sends
instructions to be carried out.
Activity 3
Source / Encoder / Transmitter in adverts:
• Source The commercial firm is initiating the communication process to

advertise its products or services.
• Encoder Often, a communications or advertising agency is paid for encoding

the message, i.e. formulating the textual and the graphic aspects of the message.
Examples of advertising agencies in Mauritius include Cread, Circus, Maurice
Publicité, Impressions, etc. In many cases, they put a small signature in a corner
of the insert.
COMS 1010 24 Aug 2009

• Transmitter The newspaper’s advertising department acts as transmitter of the
message as it is paid for placing the insert inside the pages of the newspaper.
Activity 4
Q - Aggressive Style
O - Passive Style
X - Assertive Style
Activity 5
Levels of Communication Process:
i. The Prime Minister’s address to the nation on television on the occasion of
Independence and Republic Day. Mass Communication. Public
Communication on Mass Media. Formal Speech.
ii. A telephone conversation between two close friends. Interpersonal
Communication (intimate nature).
iii. A letter sent by the Financial Manager of a company asking employees to reduce
wastage of stationery. Institutional Communication. Formal & downward (top
to bottom).
iv. The mental notes a student makes to the following week’s revision schedule.
Intrapersonal Communication. Thought processes.
v. A commercial firm’s advertising spot on radio. Mass Communication. Use of
Mass Medium (TV).
vi. A brainstorming session between five students who form part of a team for a
project competition. Intragroup Communication.
vii. The conversations two colleagues have during lunch to share the latest “who dates
whom in the office” news. Interpersonal Communication. Institutional but
Informal (rumour & hearsay).
COMS 1010 25 Aug 2009

UNIT 2 EFFECTIVE USE OF ENGLISH
Unit Structure
2.0 Overview
2.2 World Englishes
2.3 Registers
2.4 Style
2.4.1 Written/Spoken Style
2.4.2 Writing Styles
2.5 Vocabulary
2.5.1 Tools Needed
2.5.2 Choosing the Right Word
2.6 Grammar
2.6.1 Verb Tenses
2.6.2 Concord
2.6.3 Active/Passive Voice
2.6.4 Punctuation
2.7 Sentence Structure and Synthesis
2.8 English Usage and Academic Writing
2.8.1 Writing Impersonally
2.8.2 Make Tentative Statements
2.8.3 Adopt the Appropriate Attitude
2.10 Answers to Activities
COMS 1010 26 Aug 2009

2.0 OVERVIEW
This Unit will encourage you to see English as a versatile language which is used around
the world and which has various functions and various domains of use. Moreover, the
Unit will consider the areas of grammar that are problematic and suggest ways to
improve your style – both written and spoken. This Unit will focus on the style required
for written assignments, dissertations, and why not, academic papers!
Note that some materials have been borrowed from the COMS 1010- DE manual
developed in January 1997 by the following persons:
Mr K J Bheenick
Ms R Kasenally
Mrs P Hookoomsingh
1. Be sensitive to different varieties of Englishes;

2. Analyse the flexibility of the English language;
3. Use the relevant tools to better your English;
4. Avoid the common pitfalls of grammar;
5. Use vocabulary judiciously;
6. Develop skills to express yourself suitably in English.
COMS 1010 27 Aug 2009

2.2 WORLD ENGLISHES
“Whan that Aprill with his shoures sote

The droghte of Marche hath perced to the rote,
And bathed in every veyne in swich licour,
Of which vertu engendred is the flour.”
G. Chaucer “The General Prologue to the Canterbury Tales”
“I want one of my sons to join these people and be my eyes there. If there
is nothing in it you will come back. But if there is something there you
will bring home my share. The world is like a Mask, dancing. If you
want to see it well you do not stand in one place. My spirit tells me that
those who do not befriend the white man today will be saying had we
known tomorrow.” [my underlining]
Achebe “Arrow of God”
‘English’: does that not sound grand? Do you not feel that it is something stable and
unchanging? a complete entity?
But anyone who compares a text written in English in Medieval England to a text written
in English in contemporary Africa, or compares a legal document to a poem realises that
‘English’ is a vague, but convenient term, which we use to refer to a language that has
been spoken and written over the past 14 centuries by people in different parts of the
world for different purposes .
English was born in England in the 6th century when invaders from Germania came to
England speaking their own dialects. These dialects were influenced by Scandinavian
languages, French, Latin, Greek, amongst others, and developed into what has become
today, an international language.
COMS 1010 28 Aug 2009

The British empire and consequently, the English language spread with colonisation.
English became the official language in many of the colonies, this often at the expense of
the indigenous languages.
Despite the gradual disappearance of the British empire, English did not lose its status. It
remained the main language in ex-colonies like America, Canada and Australia as those
who spoke English had social, economic and cultural power, thus ensuring the survival of
the language. In other ex-colonies, like India for instance, English was retained as an
official language because of its neutrality vis-à-vis the other indigenous languages which
have ethnic affiliations.
As English was developing simultaneously in different geographical locations and as

English was in contact with different languages and cultures, different Englishes
emerged. Some of those Englishes, like American English, are standardised. American
English has its own spelling system, which is different from British English, and it has its
own dictionary. Other Englishes, like Indian English, have their specificity and have
become popular via the media. Each variety differs in terms of pronunciation and
vocabulary and more rarely, in terms of grammar.
The ‘English’ which is popular in Mauritius is British English because we were a British
colony and we still sit for British exams. But with the world becoming a global village
due to developments in the media, those differences are becoming less and less apparent
for us and we tend to mix British and American English. This tendency should be
avoided especially when writing in a formal style as we need to be consistent.
COMS 1010 29 Aug 2009

Some obvious differences between American and British English are shown as follows:
British spelling American spelling British word American word

Colour Color Got Gotten
Honour Honor Lorry Truck
Programme program Nappy Diaper
analyse analyze lift Elevator
centre center disc Record
defence defense petrol gas
paediatrician pediatrician coach bus
Although we should not mix varieties when writing a text, we should be true to the
original texts when quoting materials. For instance, if we are quoting from an American
author, we should be careful to spell as he/she does in his/her text.
2.2 REGISTERS
Registers are a special case of a particular kind of language being produced by a social
situation. For instance, the kind of language used in a medical pamphlet is different from
the kind of language used in a legal document. The two differ in terms of
• vocabulary – a specialised jargon for medicine and law
• grammar – the grammatical structures of a legal document will be more complex
than in the pamphlet
• structure of text – each paragraph in the legal document will contain a central
idea that will have been unambiguously phrased, even though the meaning
might appear obscure to the common reader
COMS 1010 30 Aug 2009

The two texts are different because each has its own communicative purpose. The first
aims to inform a general audience, while the second one is geared towards a more
restricted audience in a very specific setting – a court room for example.
Activity 1
Consider the two texts below and analyse the ways in which they differ in terms of
vocabulary and grammar, and structure of text. Bear in mind the communicative purpose
of each text.
I. INCOME TAX ACT 1995

19. Expenditure incurred on interest in the production of income
(3) The Commissioner may refuse to allow a deduction on expenditure
incurred as interest where he is satisfied that –
a. The interest is payable to a non-resident who is not
chargeable to tax on the amount of the interest; or
b. The interest is not likely to be paid in cash within a
reasonable time.
II. LETTER TO MY GIRLFRIEND
Dearest Sweetie,
Just a short message to say: I ♥ U
Waiting 4 the minute when I’ll see U
>< and ♥♥♥,
Sunil
COMS 1010 31 Aug 2009

You will realise that your field has its own ‘register’ and you will learn to use the
language appropriate to your subject – technical vocabulary, grammatical constructions,
text structures – by observing what is being used in books and articles from your own
field.
2.3 STYLE
Style is the way in which something is said, done, expressed or performed. Everyone has
his own particular style, but one’s style often has to be bent to suit the topic, the purpose
and the audience. We communicate in totally different manners when we are at home,
speaking to our parents and when we are at the office, writing a report for the bank
manager.
In the following subsections, we will consider some elements of style. These may help
you when you communicate.
2.3.1 Written/Spoken Style
Spoken style and written style differ in that the former involves at least two people
exchanging discourse at one point in time while written discourse allows time for
thinking and rewriting. This fundamental difference affects and determines the form of
both styles.
As far as sentence structures are concerned, spoken style favours short sentences while
written style longer sentences. Furthermore, spoken style allows for omissions like
pronouns and auxiliary verbs at the beginning of sentences, while written style does not.
Finally, spoken style tends to accept contractions and colloquialisms like don’t, a lot,
mate which written style is more cautious in using. Because the spatio temporal context
of both styles are different, spoken style differs significantly from written style.
COMS 1010 32 Aug 2009

2.3.2 Writing Styles
Writing styles vary significantly depending on the context of the writing process as well
as the aims and objectives of the writing activity. We will now consider four writing
styles that are often used in communication:
• Narrative style is used when writing fiction, biographies, autobiographies,

history books, travel books and television documentaries, to mention but a few.
It was a calm night and I was studying in my room. I smelt something

burning and heard some noise. Looking out of my window, I was shocked
at the sight. A house nearby had caught fire, the flames were leaping out of
the windows, screams could be heard in the darkness of the night. I ran out
of my room to wake up my parents. I telephoned the fire brigade before we
all rushed out of the house.
Narrative paragraphs may also appear in analytical essays to illustrate an idea. However,
it is fairly rare to use a narrative style in academic writing. Descriptive, analytic and
argumentative styles are used more, often within the same piece of writing. That is why
we have chosen three extracts from the same research article which exemplify the 3
styles mentioned above.
• Descriptive style – descriptions represent in words our sensory impressions

caught in a moment of time. In much descriptive writing, visual imagery
predominates. Descriptive passages are commonly used in essays to support
analysis.
In the following example, a descriptive style is used for the methodology part of the
research article.
COMS 1010 33 Aug 2009

Seventy-three adult subjects (aged 17 to 55) were tested. The subjects were
members of the eight classes in ESL (the first four levels of each of two
programs) at Queens College, New York. One Program, the English
Language Institute program, is an intensive all day program for foreign
students preparing to study in American colleges, and the other, the
Continuing Education Program, is a four hour per week adult education
course. Generally, the adult education subjects had more exposure to
English outside the classroom. The subjects were also classified as Spanish
or non-Spanish speaking.
Bailey, N., Madden, C., & Krashen, S. D., 1974,

“Is there a ‘natural sequence’ in adult second language learning?”,
Language Learning, vol. 24, pp 235-243.
• Analytic style: analysis (literally separating into parts) is not only the source of
writing that seeks to explain, it is also a way of thinking, a way of arriving at
conclusions (generalisations), or of discovering how conclusions are reached.
Analytic writing presupposes detective work: the writer, like the detective, looks
at evidence, finds clues, pursues the trail from one place to the next to find out
something.
There was a significant correlation between relative accuracies of function
words for Spanish and non-Spanish speakers (r=.926, p<.005, one tailed
test). The scores are portrayed in Figure 1. Correlations among the eight
instruction groups are given in Table 2. There was a high degree of
agreement as to the relative difficulty of the functors among all groups, with
the exception of level 3 in the English Language Institute program, which
maybe due to a ceiling effect caused by a high level of English language
proficiency in this group. Percentages of accuracy are given in Table 3.
COMS 1010 34 Aug 2009

“Is there a ‘natural sequence’ in adult second language
learning?”,
• Argumentative style - This style of writing usually requires you to give your
ideas on a certain topic by discussing a certain point of view. Once you have
analysed data, or a problem, you need to give your conclusion. One cannot be too
definite in a conclusion as someone is always there to challenge what has been
said. That is why one needs to argue before giving one’s conclusion.
Despite the differences in adult learners in amount of instruction, exposure to

English, and mother tongue, there is a high degree of agreement as to the
relative difficulty of the set of grammatical morphemes examined here,
supporting Hypothesis 1. This result, in conjunction with error analysis
research, indicates that adults use common strategies for second language
learning. In addition, if relative difficulty corresponds to order of
acquisition as implied by de Villiers and de Villers’ (1973) results with
children, this result also suggests a common order of acquisition for functors
in adults.
Comparison with Dulay and Burt’s data reveals that relative accuracy in
adults is quite similar to the relative accuracies shown by children learning
English as a second language for the same functors, supporting Hypothesis
2.

“Is there a ‘natural sequence’ in adult second language
learning?”,
Activity 2
COMS 1010 35 Aug 2009

Refer to the article given to you by your tutor at the beginning of the semester. Analyse
how the different writing styles have been used.
2.4 VOCABULARY
2.4.1 Tools Needed
Whenever you are writing English, you need:
(i) A good dictionary: it provides information about thousands of words and helps
you understand them and use them correctly.
Suitable dictionaries for native speakers of English are, among others: Shorter
Oxford Dictionary, Concise Oxford Dictionary, Chambers, Collins English
Dictionary, Penguin English Dictionary, Webster International Dictionary
(American English).
Dictionaries which are aimed at second language learners of English are: The
Oxford Advanced Learner’s Dictionary of Current English and The Longman
Dictionary of Contemporary English
(ii) A good translating dictionary (English/French): for instance, The

Robert/Collins or Harraps. Sometimes you have to use a translating dictionary if
you know a word in French but not its equivalent in English. Note, however, that
it is advisable to check the English word in the English dictionary as some words
can be used in specific contexts and some words have connotations. Think of the
French word ‘aimer’ - the translating dictionary gives us two English words:
‘like’ and ‘love’ and you will agree that they have quite different connotations.
COMS 1010 36 Aug 2009

(iii) A thesaurus – it is important to vary your vocabulary as it makes a text less
boring to read and it allows you to find the precise word needed. As in the case
of the translating dictionary, if you decide to use a word which you are not
familiar with, it is better to check the word in a dictionary - there are words which
will fit a context but not another one. For instance freedom and liberty are
synonyms but you can say “I am at liberty to say what I want’ but not “I am at
freedom to say what I want”. A thesaurus that you might want to use is: Roget’s
Thesaurus of English Words and Phrases.
(iv) Grammar books - for you to verify grammatical rules. Cassell’s Students’
English Grammar and A University Grammar of English are interesting works to
consult in case of doubt.
Activity 3
Consider the following words and see whether the individual words have the same
connotations:
1. friend, boyfriend, young man, lover
2. dine, eat
3. upbringing, conditioning, brainwashing
4. antiabortion, pro-life, pro-abortion, pro-choice
COMS 1010 37 Aug 2009

2.4.2 Choosing the Right Word
Words are like clothes. Clothes serve a function: covering the body; words have a
function: communicating a message. But clothes are also cultural symbols, so are words.
Lorry and truck mean the same thing, but the recipient knows that the former is a British
speaker while the latter is an American speaker. The social aura accompanying a word
contributes to its connotations. The choice of words is thus central in the image that one
wants to project of oneself.
• Precision
We all understand thousands of words, but the never-ending challenge is to use those
words with precision. For communication to be effective, it is crucial to choose the
word which best suits the purpose, and that has the desired influence / the required
impact on the reader. If we take the word ‘nice’ for example, it is one of those words that
can fit in, in many contexts. But it is a vague word and it could be replaced by more
precise words depending on the situation. That is where a thesaurus comes in handy.
Consider these two sentences:
- He feels uncomfortable at the whole situation.
- He feels guilty for having disturbed his father.
The former is vague and the latter specific.
• Avoid bombastic words

Although one should aim at being as precise as possible when choosing words, one
should be careful about falling into the trap of using big, bombastic words which you
think will impress. Simplicity is often clarity. Where you can, use everyday words as
you want to express ideas clearly rather than impress your readers, with the risk of
antagonising them. Writers who rely on inflated language are usually trying to dress up
ordinary ideas to make them look more important than they really are, so that the reader
will be impressed. Most readers, however, recognise the trick and regard writers using
such a language with suspicion.
COMS 1010 38 Aug 2009

• Words to be avoided
Regionalisms are words that are associated with certain regions of Britain or America.
For instance, the expression “a bony lass” is an expression used in the north of England
meaning “a pretty girl”. But the expression would be quite unfamiliar to anyone who has
not been to the north of England.
Colloquialisms are words and expressions that tend to be used in spoken English only:
ain’t, gonna, cos, folks are acceptable in spoken English but not in formal writing.
Slang words are words that have originated in a given cultural group or subgroup. They
are often short lived and carry a strong connotation on group membership. Examples of
slang of college or university students are pro, econ, cram, poly, the pits.
Clichés are trite expressions mechanically reproduced, like for instance, first and
foremost, slowly but surely, short but sweet, D-day arrived.
Think of your target audience when using specialised jargon. Will your audience
understand the technical terms you are using or are you obscuring your message by
overloading your assignment with technical terms?
When you are writing the first draft of an assignment, write freely, follow your
flow of ideas
When you are rewriting your assignment, take the time to use the most
appropriate word!
COMS 1010 39 Aug 2009

Activity 4
Fill in the right hand column of this table with simpler, more direct words. Possible
answers are found at the end of the Unit.
Abatement/abate
Absence of
Accede to
accelerate
acknowledge
aforesaid
ascertain
cognisant
comprises
Due to the fact that
henceforth
hereunder
In lieu of
notify
Subsequent to
2.5 GRAMMAR
2.5.1 Verb Tenses
Early in your writing/speaking process, establish a ‘base’ tense and shift away from it
only for a good reason. Keep to the same tense. You should choose one of the columns
in the table below and stick to it.
COMS 1010 40 Aug 2009

ACTIVE VOICE
PAST PRESENT FUTURE
SIMPLE Wrote Write/writes Will write
PROGRESSIVE Was/were writing Am/are writing Will be writing
PERFECT Had written Have/has written Will have written
PERFECT Had been writing Have/has been Will have been
PROGRESSIVE writing writing
PASSIVE VOICE
PAST PRESENT FUTURE
SIMPLE Was/were written Is/are written Will be written
PROGRESSIVE Was/were being Is/are being written
written
PERFECT Had been written Has/have been Will have been
written written
PERFECT
PROGRESSIVE
Note: the cells that have been left empty indicate that those forms are very rarely
used although you can form the passive.
• When you speak, you will usually use the active voice. It is when you write
academic papers that you use the passive voice.
• When you speak, you can use contracted forms like don’t, won’t, shan’t, but when
you write you should avoid using the contracted forms and use do not, will not, shall
not.
COMS 1010 41 Aug 2009

2.5.2 Concord
Agreement verb/subject is an area full of traps. The following exercise will help you
remember some of the exceptional rules about concord.
Activity 5
Do the following exercise. Discuss your answers with your friends and find the
grammatical rule governing each case. Your tutor will then give you the correct answers
and the grammatical rules.
1. The conditions of service (is, are) desirable.

2. Father, as well as mother (is, are) at home.
3. Do you think that Rs 5 million (is, are) a large sum?
4. Either you or I (are, am) lucky.
5. Three quarters of
the marbles (is, are) lost.
the sugar (is, are) finished.
6. His advice (is, are) always good.
7. The public (is, are) wild with the Prime Minister.
8. Beans and peas are good value. The former (is, are) cheap and the latter (is, are)
expensive.
9. It (is, are) time to go home.
10. There (is, are) a cat in the kitchen, there (is, are) sugar in the pot, there (is, are) a lot
of apples in the fridge and there (is, are) some flour in the jar.
11. Each child in the school (is, are) questioned. Every child (is, are) scared.
12. Billiards (is, are) becoming more popular.
13. Brussels (is, are) a great place to visit. (Athens, Naples)
14. The man, who is walking down the road, (is, are) my teacher.
COMS 1010 42 Aug 2009

2.5.3 Active/Passive Voice
Passive Voice is used when one wants to emphasise the act rather than the doer, or when
one does not want to disclose the identity of the doer. The Passive is a useful voice to
use especially in academic writing which requires writing to be as objective and detached
as possible. Different ways of forming the Passive are:
1. Passive without agent: in this case, the agent is vague or unknown, the main
interest is on the action and not on the doer, you want to state facts:
Active- They speak English all over the world.
Passive - English is spoken all over the world.
Active- Someone can easily collect quantitative data
Passive- Quantitative data can be collected easily.
2. Passive with agent: if you want to emphasise the act/product rather than the doer.
Active- Keats wrote a poem
Passive- A poem was written by Keats
Ask yourself whether you can use the active voice in this case.
3. Passive with ‘to-infinitive’- verbs like ‘claim, understand, think, believe’ are
followed by the infinitive when in the passive voice:
Active- People say that cats have seven lives.
Passive- Cats are said to have seven lives
Active- They assumed that the questionnaires had been filled in.
Passive- The questionnaires were assumed to having been filled in.
4. The passive using the ‘it is’ form – statements in the active voice that contain
‘there is’ are introduced in the passive by ‘It is’
Active- People fear that there will be another world war.
Passive- It is feared that there will be another world war.
When writing for academic purposes, you are generally required to be as objective as
possible. You can use the above grammatical constructions to achieve this goal.
COMS 1010 43 Aug 2009

Activity 6
Put the following sentences in the Passive voice.

1. People will forget the scandal in time.
2. Beethoven composed this piece of music after he had become deaf.
3. The natives believe that evil spirits cause illnesses.
4. They say that there is a lot of food in the oceans.
5. In some countries they deny women the right to vote.
6. They fear that all the passengers in the ship drowned.
7. Circumstances forced him to act that way.
8. They know that drastic changes have been made in the Police.
Note that
♦ we usually use the active voice in oral communication;
♦ we tend to use the passive voice in written assignments, including academic writing.
2.5.4 Punctuation
In brief, here are cases where the different punctuation marks should be used.
CAPITALISATION:
- The first word of a sentence/phrase or a direct quotation
- Statements after a colon if it is a formal rule, a direct quotation or it is introduced
by a single word.
- Names and adjectives derived from them (where appropriate): people, places,
organisations, subjects, brand and trade, months and days of the week:
Linguistics
- Title of people, acronyms: Mrs, UNICEF
COMS 1010 44 Aug 2009

- The first word of a title of a book, magazine, story, essay or play and all other
important words also: “The Remains of the Day”
- Historical events: 1381 Peasants’ Revolt
FULL STOP:
- At the end of a sentence (declarative, indirect question, imperative and elliptical)
- After an abbreviation
QUESTION MARK:
- Interrogative sentences: “How are you today?”
EXCLAMATION MARK:
- Exclamatory sentences: “Oh my God!”
QUOTATION MARK:
- To enclose speech: “Where are you?” I asked Alan.
- Quotations or sayings, titles of books, films, essays, and names of ships – usually
single inverted commas
- Foreign words or words we wish to single out: We wished him “bon voyage”.
COMMA:
- To separate a list of things/actions
- To separate nouns in apposition: Tom, our friend, died of cancer.
- To separate clauses from the main statement: If you are tired, go to sleep.
- To mark off words/phrases like ‘however’. ‘indeed’, ‘without doubt’
SEMICOLON:
- Used to show a pause longer than that denoted by comma, but shorter than a full
stop: The village can be reached only by this path; there is no other way.
- To separate a list of words where a comma may cause confusion: Give the
meaning of the following: incoherent; to catch unawares; lock, stock and barrel;
immersed.
THE COLON:
- To produce items in a list: All that you need are: rope, planks and a hammer.
- To introduce an explanation of previous statement: He could not contact them:
his phone was out of order.
COMS 1010 45 Aug 2009

THE DASH:
- To indicate a break in the flow of a sentence: It was reported that forty people-
maybe more – died in the plane crash.
- Emphasis: I heard a mournful sound – a sound that sent shivers down my spine.
- To replace a colon when introducing a list of things or to explain a previous
statement.
Activity 7
Punctuate the following text:

the abstract should be written concisely in normal rather than highly abbreviated english
the author should assume that the reader has some knowledge of the subject but has not
read the paper thus the abstract should be intelligible and complete in itself particularly it
should not cite figures tables or sections of the paper the opening sentence or two should
state the objectives of the investigation it is also desirable to describe the treatment by
one or more such terms as brief exhaustive theoretical experimental and so forth the
body of the abstract should indicate newly observed facts and the conclusions of the
experiment or argument discussed in the paper it should contain new numerical data
presented in the paper if space permits otherwise attention should be drawn to the nature
of the data in the case of experimental results the abstract should indicate methods used
in obtaining them for new methods the basic principle range of operation and degree of
accuracy should be given the abstract should be typed as one paragraph its optimum
length will vary with the nature and extent of the paper but it should not exceed 200
words
2.6 SENTENCE STRUCTURE AND SYNTHESIS
COMS 1010 46 Aug 2009

The basic and most common sentence structure in English is subject+ verb/complement
pattern. But this is by no means the only way of building sentences . There are other
grammatical constructions which, when used, add to the richness of your style. Here are
a few examples:
1. Examples of inverted sentences:

By the tree stood my bicycle.
By the tree my bicycle stood.
2. Elimination of the relative pronoun:
The thieves took the bags which contained the money.
The thieves took the bag containing the money.
This is a point which we should bear in mind.
This is a point to bear in mind.
3. Combination of sentences
We stood on the balcony. We could see the whole park.
Standing on the balcony, we could see the whole park.
4. Look for words that are irrelevant and superficial:
There’s a light on the scoreboard that flashes on and off.
The scoreboard light flashes on and off.
5. Use strong verbs:
In a cautious manner the car went round the corner.
The car negotiated the corner.
COMS 1010 47 Aug 2009

Activity 8
The following exercise aims at making you conscious that there are different ways of
writing the same sentence. Try rewriting the sentences by using the word suggested in
(b). An example has been worked out for you.
a. She is not old enough to enter the contest.

b. (young)
She is too young to enter the contest.
1a. It is likely that the experiment will fail.

1b. (May)
2a. He became manager after a year at the firm.
2b. (promoted)
3a. He fired when he saw the signal.
3b. (seeing)
4a. Although his mother disapproved of it, he became a singer.
4b. (Despite)
5a. Both experiments failed.
5b. (Neither)
Your ability to join sentences and paragraphs also helps in making your assignment
interesting! There should be a flow within your paragraphs as well as between
paragraphs. Your ideas should not appear disjointed. Choppiness in your way of writing
will act as a barrier to understanding.
COMS 1010 48 Aug 2009

Example:
1a. No one was watching. The thief first made sure of this. He climbed up a drainpipe.
He climbed up to a window on the first floor. He succeeded in entering the house
through the window. He was not observed.
1b. Having first made sure that no one was watching, the thief climbed up the drainpipe
to a first floor window, through which he succeeded in entering the house unobserved.
Activity 9
Do the same thing as in 1b above for the following examples:-
2a. The bubonic plague raged in England during the Middle Ages. The name given to it
was “The Black Death’. It carried off thousands of the population. In some cases, it
exterminated whole towns and villages.
2b. ‘The Black Death’…, carrying…and …exterminating…
3a. Fleet Street was once famous for its coffee houses. Men used to meet there. They
were prominent in the literary world. It is now synonymous with journalism and English
national newspapers. It takes its name from the Fleet Stream. This used to run from
Hampstead. It ran down into the Thames at Blackfriars.
3b. Fleet Street, once…where men… and now… , takes…
To help you in your task of joining sentences, here are a few link words/phrases that
you may find handy when writing:
COMS 1010 49 Aug 2009

Adding points:
Another possibility is that…
In other words,…
It should be emphasised/noted that…
And, and so, furthermore, further along, in addition, besides, incidentally, by the way,
also, again, above all, too, as well as…
Alternative:
Alternatively, apart from this, conversely, so far as…
Comparing:
In sharp contrast to x, y is not…
Likewise, similarly, in the same way, in like manner, as, just as…
Concluding:
All things considered then…
Events show us that…
In general/short…
It seems clear that…
To put it crudely/simply…
To sum up…
Contrast:
Aside from this, or, or else, otherwise, yet, though, however, nevertheless, despite this,
on the other hand, in fact, as a matter of fact, actually, instead, rather, on the contrary…
Enumeration:
First, furthermore, finally, first…second…third, to begin/start with…in the second
place…moreover,
Exemplifying;
COMS 1010 50 Aug 2009

Another example of this may be that…
More detailed studies show that…
This was typified by…
For example, for instance, in particular, specifically, that is, to illustrate…
Explaining:
A general explanation remains difficult to find
As a result
Partly for this reason,
The tendency for x…
This applies especially to…
This in turn means that…
Place:
Nearby, here, there, next to, opposite to, under, beyond…
Result:
So, therefore, as a result of, consequently, accordingly, because of…
Summary:
To sum up, in short, briefly, in brief, on the whole, as has been said, in sum, indeed…
Time:
Then, next, after, just then, at the same time, previously, before that, finally, at last…
• When you are writing, make sure to vary the length of your sentences. If all your
sentences are short, it gives the impression that you have not fully mastered the
art of writing. If all your sentences are long, then it becomes difficult to read you.
Short sentences are usually very effective when you have written several long
sentences. Short sentences can be used to emphasise on a point.
COMS 1010 51 Aug 2009

2.8 ENGLISH USAGE AND ACADEMIC WRITING
When you write an academic paper, there are certain conventions that you are expected
to follow. Some of them are closely linked with the way in which language works.
2.8.1 Writing Impersonally
• When you are writing for academic purposes, an objective or neutral tone is
expected from you. You want to avoid using the pronoun ‘I’ and the phrase ‘In
my opinion’ as far as possible. There are different ways in which you can
achieve a sense of objectivity when writing:
• Using the pronoun ‘one’ is an option when writing impersonally. Examples of
common phrases with ‘one’ are:
One could envisage
One could argue
One might expect
One could seriously question….
‘One’ is a third person singular pronoun like ‘he’, ‘she’ or ‘it’ therefore it will call
for a final ‘s’ for the present tense.
• Another way would be to use the pronoun ‘we’. “We’ is more effectively used if
you wish your reader to identify with your viewpoint. It has the effect of carrying
your reader with you as you develop your argument, it may also have as effect to
convince your reader of your view point, but it does so in a more subtle way.
• You can also use the impersonal pronoun ‘it’, like for instance:
It can be argued that
It is anticipated that
COMS 1010 52 Aug 2009

It is clear that
It seems that
It is significant that
• A technique of commenting on your own work, while at the same time remaining
fairly detached from it is by using such phrases as: Interestingly, surprisingly,
significantly, crucially, predictably, admittedly, understandably…
• Finally, you can use the passive voice. The passive voice helps you to emphasise the
act/deed rather than the agent of the act/deed. It definitely helps when you are
writing academic papers. (Refer to Section 2.6.3)
• For you to sound impersonal, you need to avoid being informal. It is thus better to
avoid contractions like don’t and can’t in academic writing as they give an aura of
familiarity to your work and academic writing is far from being informal and casual.
You should also avoid using hesitation filters , for instance, well and you know, which
are for informal spoken and written styles but not for formal written contexts.
2.8.2 Make Tentative Statements
Writing in a tentative tone means making cautious and careful statements. The difference
between hesitation filters and a tentative tone is that the former are words used in
informal speech and the latter is a particular style adopted in academic writing.
A tentative tone is the kind of language you use to show that you are not too sure of
yourself. A tentative tone is not a mark of weakness. On the contrary, your reader will
probably respect your judgement in making a cautious statement. It is not good practice
in academic writing to produce lots of strong statements; it is better to write in a careful
style and not to commit yourself absolutely to generalisations. It is a sign of wisdom as
further research can easily disprove what you have fervently claimed
COMS 1010 53 Aug 2009

Modal verbs such as could, may and might are common in academic writing as they help
you express uncertainty. Other common verbs used for the same purpose are appear to,
seem to and tend to. Adverbs of probability that can be of use are: perhaps, possible,
probably, likely, unlikely. Some phrases that can be used are:
Practically, so to speak, to some extent, up to a point, it may be that, we could say that,
almost, this suggests that…
2.8.3 Adopt the Appropriate Attitude
Being able to stand back and not let yourself get emotionally involved in a topic while
expressing your ideas through language is a sign of wisdom and maturity. Therefore, you
should avoid using exaggeration and emotive language as they stand in the way of
showing that you are rational, critical and objective.
Compare the following sentences and see how the use of language affects your
impression of the writer:
• Pre-marital sex is a sin and should be condemned.
• Pre-marital sex is considered to be a sin by various religions of the world.
COMS 1010 54 Aug 2009

Activity 10
Which of the following sentences are formal? And which are informal? Justify
yourself.
1. The project will be completed next year.
2. I showed that his argument did not hold water.
3. I wonder why he put up with those terrible conditions for so long.
4. Five more tests will be necessary before the experiment can be conducted.
5. It is possible to consider the results from a different view point.
6. It has been proved that the arguments so far are without foundation.
7. He’ll have to do another five tests before he can stop the experiment.
8. It is not clear why such results were obtained from the experiment.
9. There are number of reasons why the questionnaire should be revised.
10. We’ll finish the job next year.
Read Orwell’s advice as you write and edit your assignments!!!
George Orwell (1903-1950) in his essay Politics and the English Language (1947) says
that:
“A scrupulous writer in every sentence that he writes will ask himself at least four
questions: What am I trying to say? What words will express it? What image or idiom
will make it clearer? Is this image fresh enough to have an effect? And he will probably
ask himself two more: Could I put it more shortly? Have I said anything that is
avoidably ugly.”
COMS 1010 55 Aug 2009

• The English language is a versatile language. Learn how to use the different
styles and registers appropriately!
• The English language is a rich language. Learn how to make full use of the
enormous vocabulary at your disposal!
• The English language is capricious in its grammar. Learn to be grammatically
correct and grammatically judicious when speaking and writing (especially formal
writing)!
• There are means and ways in which you can make your ideas flow and cohere.
Learn how to use these ways!
• Writing for academic purposes requires learning a particular style of writing
which will make the difference between amateur writing and professional writing.
Be professional in your writing!
2.10 ANSWERS TO ACTIVITIES
Activity 4
Abatement/abate Drop/decrease
Absence of No, none
Accede to Allow, agree
accelerate Quicken
acknowledge Thank you for
aforesaid Earlier in this document
ascertain Find out
cognisant Aware
comprises Is made up of
Due to the fact that Because
COMS 1010 56 Aug 2009

henceforth From now on
hereunder Below
In lieu of Instead
Notify Let us know
Activity 6
Passive Voice:
1. The scandal will be forgotten in time.
2. This piece of music was composed by Beethoven after he had become deaf.
3. Evil spirits are believed to cause illnesses
4. A lot of food is said to be found in the oceans
5. In some countries women are denied the right to vote.
6. It is feared that all the passengers in the ship drowned.
7. He was forced to act that way by circumstances.
8. Drastic changes are known to have been made in the Police.
Activity 7
PUNCTUATION
The abstract should be written concisely, in normal rather than highly abbreviated
English. The author should assume that the reader has some knowledge of the subject,
but has not read the paper. Thus, the abstract should be intelligible and complete in
itself: particularly it should not cite figures, tables, or sections of the paper. The opening
sentence or two should state the objectives of the investigation. It is also desirable to
describe the treatment by one or more such terms as brief, exhaustive, theoretical,
experimental, and so forth.
The body of the abstract should indicate newly observed facts and the conclusions of the
experiment or argument discussed in the paper. It should contain new numerical data
COMS 1010 57 Aug 2009

presented in the paper if space permits; otherwise, attention should be drawn to the nature
of the data. In the case of experimental results, the abstract should indicate methods used
in obtaining them. For new methods, the basic principle, range of operation and degree
of accuracy should be given. The abstract should be typed as one paragraph - its
optimum length will vary with the nature and extent of the paper- but it should not
exceed 200 words.
Activity 8
CONVERSION OF SENTENCES
1a. It is likely that the experiment will fail
1b. The experiment may fail.
2a. He became manager after a year at the firm.
2b. He was promoted to manager after a year at the firm.
3a. He fired when he saw the signal.
3b. Seeing the signal, he fired.
4a. Although his mother disapproved of it, he became a singer.
4b. Despite his mother’s disapproval, he became a singer.
5a. Both experiments failed
5b. Neither experiment succeeded.
COMS 1010 58 Aug 2009

Activity 9
SYNTHESIS
‘The Black Death’ was the name given to the bubonic plague which raged in the Middle
Ages, carrying off thousands of the population and in some cases exterminating whole
towns and villages.
Fleet Street, once famous for its coffee houses where men prominent in the literary world
used to meet, and now with journalism and English national newspapers , takes its name
from the Fleet Stream, which used to run from Hampstead down into the Thames at
Blackfriars.
Activity 10
FORMAL/INFORMAL?
1. The project will be completed next year. (F)

1. I showed that his argument did not hold water. (I)
2. I wonder why he put up with those terrible conditions for so long. (I)
4. Five more tests will be necessary before the experiment can be conducted. (F)
6. It is possible to consider the results from a different view point. (F)
7. It has been proved that the arguments so far are without foundation. (F)
8. He’ll have to do another five tests before he can stop the experiment. (I)
9. It is not clear why results were obtained from the experiment. (F)
10. There are number of reasons why the questionnaire should be revised. (F)
11. We’ll finish the job next year. (I)
COMS 1010 59 Aug 2009

UNIT 3 WRITING SKILLS
Unit Structure
3.0 Overview
3.2 Introduction
3.3 Getting Started
3.3.1 The Task
3.3.2 Brainstorming
3.3.3 Finding Your Sources and Note-taking
3.4 Pre-writing
3.4.1 Your Audience
3.4.2 Organise Yourself
3.5 Writing up
3.5.1 Drafting
3.5.2 Paragraphing
3.5.3 Quoting and Referencing
3.5.4 Bibliography
3.6 Re-writing
3.7 Sub genres
3.7.1 Summary
3.7.2 Literature Review
3.0 OVERVIEW
COMS 1010 60 Aug 2009

At the end of Unit 2, we considered ‘English Usage and Academic Writing’. In this Unit,
we will look deeper into the skills needed to prepare and to write academic papers.
This Unit contains a project which you will have to submit to your tutor in Week 6
(session 4). The project consists of doing parts of an essay, the title of which you and
your tutor will agree on. You are required to word-process the assignment, using Font
Times New Roman, Size12, double-spacing and justifying. (The advantage with word-
processing is that you can use options like ‘Cut and Paste’ and the ‘thesaurus’ to re-write
your drafts).
The portfolio to be submitted will have to contain:

1. The title of your essay (Part 1)
2. The ideas that you generated from the brainstorming activity (Part 2)
3. One page of notes from your reading activity and the relevant referencing
(Part 3)
4. The organisation of the ideas for your essay (Part 4)
5. A bibliography (Part 6)
6. The essay of about 800 words (Part 5)
You will find, at the end of the relevant sections of the Unit, a reminder of what you have
to do for the assignment. They are NOT separate assignments but constitute the parts of
the project. Word-process each part and submit all the parts to your tutor in Week 6.
Note that some of the materials in this Unit have been borrowed from the
Communication Skills manual offered for the first time in January 1997. The manual
was developed by the following persons:
Mr K J Bheenick
Mrs P Hookoomsing
Miss R Kasenally
COMS 1010 61 Aug 2009

1. Understand any assignment given to you;
2. Generate your own ideas for an assignment;
3. Use outside sources to give weight to your assignment;
4. Organise the information gathered;
5. Revise your writing;
6. Write a bibliography;
7. Write different types of texts (summary, literature review).
3.2 INTRODUCTION
As a University student, you will be required to write academic papers – essays, reports,
dissertations. Writing for academic purposes will call for certain special skills.
Remember that sound academic writing is a mixture of:

1. clear objectives
2. identification of the central questions
3. a focus on the main issues
4. wide research and reading
5. a dose of originality
6. well-reasoned arguments
7. comprehensible, concise, grammatically correct English (which students will
have acquired in Unit 2)
8. competent and professional presentation.
COMS 1010 62 Aug 2009

3.3 GETTING STARTED
Any written assignment is a process that will take time and energy. Plan your work and
respect the deadline. Punctuality is crucial.
3.3.1 The Task
Before putting pen to paper, make sure that you understand what is required of you. Be
relevant; otherwise you will be penalised.
While reading the assignment/question, ask yourselves the following questions;
1. What are the key words/phrases? Do I understand their meanings?

2. Do I understand the meaning of the assignment/question?
3. What type of written submission is expected: an essay, report or case study?
4. What am I being asked to do: narrate, describe, define, discuss, compare or contrast?
Table 3.1 may help you approach your assignment/question. It contains signal terms
often found in assignments/questions.
Table 3.1. Commonly used terms in assignment questions

Analyse – divide, describe, discuss, examine, explain
Assess- decide the importance and give reasons
Comment - make critical observations, explain the importance of
Compare – describe similarities and differences, concentrating on similarities
Contrast – describe differences, concentrating on differences
Criticise - Discuss strong and weak points, giving the results of your own analysis.
Criticism does not have to be negative.
Define – state precisely the meaning of
COMS 1010 63 Aug 2009

Describe – say what something is like, do NOT explain or interpret.
Differentiate - Distinguish between two or more similar items, concepts, theories…
Discuss – consider something from different view points and then give your opinion
Enumerate - Provide a numbered list.
Evaluate - Present a judgement of an issue by stressing both strengths and advantages
AND weaknesses and limitations.
Examine critically - Appraise; act as a judge.
Explain - Interpret the facts along the lines of a particular topic. Do not be trapped into
describing events or merely summarising but give reasons for…
Illustrate – give examples to support what you are saying – can be in form of tables,
charts, diagrams…
Interpret - Explain the meaning of something and give your own judgement or a
situation.
List - Give an itemised series or tabulation; such answers should be concise.
Outline - , Give the main points and essential supplementary materials, but omit minor
details, in an organised and systematic way,
Prove - To confirm or verify. You should establish something with certainty by
evaluating and citing experimental evidence or by logical reasoning.
Relate - When showing relationships, your answer should emphasise connections and
associations in a descriptive manner.
Review - Re-examine, analyse and comment briefly (in an organised sequence) on the
major points of an issue.
Summarise - Paraphrase the main points briefly.
What is...? - Give a definition, explaining what the item in question is and how it differs
from other items of the same kind.
What is the significance of....? What is the importance of...? What impact/consequences
does this create?
COMS 1010 64 Aug 2009

Assignment Part 1: Choosing a Title for your Essay
♦ Your tutor and you will agree on an essay title relevant to your field of study.
♦ Look carefully at the question set to you, making sure you understand what it means.
♦ Use this essay-title to carry out the parts of the assignment found in this Unit.
3.3.2 Brainstorming
Once you have understood the question, generate your own ideas to answer the
assignment/question.
Imagine you are on your own! Imagine that you are at an exam! Tell yourself that you
do not have any resource but yourself:
• Record everything that comes to mind
• Write quickly without stopping in note form
• Do not judge your ideas
• Do not worry about grammar, spelling or punctuation
• Do not organise your ideas
• Do not worry about the details, you will expand your main ideas later.
If you are in a group and have a question/assignment:

• Ask each member, in rotation, for ideas
• Record all your ideas
The brainstorming exercise will help you focus your forthcoming research work (reading,
collection of data…) on the question. When you start writing your essay, the ideas that
you would have generated from the brainstorming exercise will help you plan your essay.
COMS 1010 65 Aug 2009

Assignment Part 2: Brainstorming
Practise the brainstorming exercise on the essay-title your tutor and you have agreed on
in PART 1. The ideas that you will have generated will have to be submitted (word-
processed and in note-form) as part of your portfolio.
3.3.3 Finding your Sources and Note-taking
Writing at the level of university is very different from writing at SC or HSC level. The
ideas that you will generate will be far from sufficient for the assignment/question. You
will have to do as much reading as possible to broaden your knowledge.
Use the ideas that you have generated to search for reading materials:-
1. Look for books that are relevant. The table of contents and the index will help
you decide whether the books might be useful to you;
2. Use the card catalogues or the ‘electronic database’ to search for books on
specific subjects and topics;
3. Consult the journals that are available at the library to see if there is anything
relevant to the subject of your assignment/question. Enquire whether there is the
possibility of having an inter-library loan in case you might need a book available
in another library;
4. When you are reading a book/article and find an interesting reference, look at the
bibliography to find its original source. In certain cases, you might then find it
useful to chase up the original book or article;
5. A bibliography is also a mine full of information. The title of a book or article
mentioned in a bibliography can be a hint on whether the material found in it
might be of help to you;
6. The Internet is another source of information, although you should be careful
when using these materials which have not necessarily been edited in the same
way as the materials in books and articles have.
COMS 1010 66 Aug 2009

Once you have laid your hands on any reading material, skim reading will be invaluable
as it will help you decide whether the material is relevant to your task. You will,
sometimes unconsciously, classify your reading as:
(1) must be read thoroughly
(2) should be read
- portions which can be skimmed
- selected sections on which you should concentrate
(3) should only be skimmed
(4) should be discarded as inappropriate to the task
Note-taking is important when reading for assignments. Each individual has his own
way of taking notes and one way is as good as another so long as you feel comfortable
with it. However, you should bear a few things in mind when note-taking so as not to
face difficulties when you start writing your assignment.
1. Notes can be taken using various methods:
a. you can take one or more of the ideas found in the book/article you are reading,
that is, you use your own words and note down the main argument(s) of what you
are reading;
b. you can summarise the argument(s) of the reading materials;
c. you can copy directly from what you are reading.
2. When you are reading a book/article, write down its full bibliography the very
moment you start taking notes from that book/article.
3. While writing, note down the page(s) you are borrowing materials from.
Note: In the three cases mentioned above, you will need to formally acknowledge
that you have borrowed someone else’s idea, so as not to be accused of
PLAGIARISM. Using the ideas or words of others without giving proper credit to
the authors is a serious offence in academic writing. Use the quoting and
referencing techniques discussed in Sections 3. 5. 3 and 3. 5. 4.
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Note that written materials are not the only source of information. Interviewing people in
the relevant sector or collecting data through experiments/questionnaires/interviews may
also prove to be very useful for certain kinds of assignments.
Assignment Part 3: Reading, Note-taking and Referencing

At this point in your on-going assignment, you will have to do some reading relevant to
your essay title. As you read the materials, you should:
♦ Prepare a page of notes taken from one of the books/articles you would have read
including
- a direct quote from the text
- a paraphrase
- a summary of the article/book/ argument (Use guidelines in Section
3.7.1
You will be expected to produce the page of notes as part of your portfolio. Do not
forget to keep the full bibliography of the book/article you have read (Refer to Section
3. 5. 4)
3.4 PRE-WRITING
You have your ideas from your Brainstorming exercise in front of you!
You have all the reading you have done in your mind…somewhere!!
You have your notes at hand for you to use when you need them!!!
Before you actually start writing, there are still a few more things to do in terms of
planning…
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3.4.1 Your Audience
As you write your assignment, bear in mind that you have different potential readers:
• You are writing your assignment for yourself. Academic writing is a special
learning experience as the knowledge you gain from actually writing what you
know or/and have learnt is deeper and more lasting than the knowledge that
comes from listening to a lecture or reading a book or studying for a test. It is a
very personal experience. Use the assignment and the writing-up as a learning
experience.
• You are writing for your tutor - he/she is your primary audience. Show your tutor
that you have understood the topic and that you can focus on it in an intelligent
manner.
• You are writing for a wider audience as your paper should potentially interest a
wider audience. Make your writing as simple and comprehensible as possible.
3.4.2 Organise Yourself
Organising your ideas is the key to effective writing. Develop a method to suit your own
style because no two persons’ style will be the same. Here are some suggestions:
• Identify the main ideas

Select the main ideas from your notes. Write each idea on individual sheets of paper.
Less important ideas could be discarded if you go over the word limit.
• Group the ideas from the brainstorming activity

Put similar ideas together so as not to duplicate materials when writing your assignment.
COMS 1010 69 Aug 2009

• References
If you have any references that will be useful for any of the points you have noted, record
them on the relevant sheet.
• Identify and order main ideas

Put your ideas in a logical way, with headings which may or may not be removed later
on. This order will provide an outline for your writing. Each sheet of paper (with the
main idea and the relevant references) will develop into a sub-section or a paragraph.
• Ensure that all key points are covered – keep in mind the main theme or the
objective for your assignment
At this stage you must return to the question, its key words and points. Ensure that all of
these are covered. Sometimes, the question itself may impose a certain structure on your
outline.
After the organising stage, you have a full set of well thought out notes which should
enable you to write up your assignment quickly and easily. In other words, your draft
should be well on the way of being written now.
COMS 1010 70 Aug 2009

Assignment Part 4: Organisation of Ideas
In Section 3. 3. 2, you generated ideas for your essay.

Now is the time to organise these ideas following the guidelines in the above section. In
other words, plan your essay.
Include this plan (word-processed) in your portfolio.
3.5 WRITING UP
3.5.1 Drafting
Writers have different approaches to writing: some will begin by writing the introduction
and then write the rest, while others will keep the writing of the introduction as the last
item on their list. Whatever you do, it is important that you choose a method that you
feel comfortable with. As you start writing, make the purpose of your writing clear to
yourself by writing it down on a sheet of paper. This exercise will help you avoid
irrelevance.
The following notes may be of assistance, although they are by no means exhaustive:
• The draft
You have your pages of notes and references in front of you, you can now start
writing your draft.
• Begin where you like – You do not have to start by writing your introduction.
Some people feel that writing the introduction later is easier. Follow your
instinct!
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• Work from your outline – Use your notes and references to write a paragraph or
sub-section from each page of notes that you have gathered.
• Write – Write quickly, let your pen follow your thoughts. Resist the temptation
of rereading or editing while writing as this will interrupt your flow of ideas and
your style will suffer.
• Use quotes and expert summaries to support your own ideas and
explanations - Quotes and references must support your writing, but should never
replace or be used instead of your own thoughts.
• Acknowledge all sources - All sources must be properly cited, preferably by

using the Harvard system. It is extremely important that the citation (reference) is
complete and accurate. You don’t want to be accused of plagiarism!
At the end of your first draft, you have different pages, each containing an idea that has
been developed using examples, quotations and references. Leave it as it is!!!
LET YOUR DRAFT REST
FRESH EYES WILL CLEAR YOUR PERSPECTIVE
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3. 5.2 Paragraphing
Once you have slept a night or two over your first draft and have let your sub-conscious
organise your ideas, you should be ready to start reworking your draft to produce your
final essay.
As you start re-writing, bear in mind that any essay is usually divided into three basic
sections, each section having a specific function:
Introduction - You need to introduce the topic so that another reader can immediately
grasp the key ideas and direction of the essay
(a) Respond to the question asked; it is sometimes helpful to provide your
interpretation of the question.
(b) Outline the situation/your position.
(1) State the aim of the paper.
(2) Explain the limits of your discussion – say what ground you are NOT
going to cover so as not to be criticized for not covering it.
(c) Outline your approach and line of reasoning.
The Body
1. Order your ideas - The main body should be a logically presented,
coherent argument which develops and supports the introductory thesis
statement
2. Each new idea or argument should be allocated its own paragraph. Each
paragraph should contain a topic sentence. The topic sentence is usually
found at the beginning of the paragraph, but can also be in the middle or at
the end of a paragraph. The sentences in the paragraph should expand
upon and explain the originating topic. They should provide materials
gathered through research, examples, expert opinion, data and discussion
COMS 1010 73 Aug 2009

which provide logic, evidence and rationale for the points being made.
The body of the essay should explain, analyse and critically evaluate the
materials used.
3. Include the appropriate summaries, ideas and citations, not forgetting to

add the source following the Harvard System (or any other referencing
system, so long as you are consistent) so as not to be accused of
plagiarism.
4. Linkages between ideas, paragraphs and sentences are important as they

give your essay coherence. Refer to the techniques mentioned in Section
2.7.
Conclusion
The conclusion is the end statement. It:
• summarises the problem/statement,
• reinforces and brings together the main components of the argument,
• draws conclusions from your findings
• closes the discussion
• makes recommendations in case you are writing an assignment with
practical applications
• articulates your own opinion based on the evidence gathered in your
assignment
• suggests the possible direction of further research
No new material is introduced in the conclusion.
Paragraph length: rules cannot really be made about the length of paragraphs but a good
paragraph is usually 100-200 words long. A short paragraph can be effective when it
summarises a highly detailed previous paragraph or when it serves as a transition
between two complex paragraphs. Do not abuse of short paragraphs.
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You will also have to add the references as footnotes/endnotes and a bibliography when
writing academic papers.
3.5.3 Quoting and Referencing
When you are quoting from others, you are taking their ideas and sometimes their words.
Referencing means acknowledging the work or ideas of other people. You thus need to
document your source:
- to give credit where credit is due
- to inform readers of the materials you have used to develop and support your
ideas. Your readers can thus go to these materials if they need to do so.
Failure to reference sources of words or ideas is plagiarism and is unacceptable at

university level.
There is no universally accepted form of documentation. Different fields of study,

different institutions and even different instructors have their own preferences. Some
formats are:
- The MLA (Modern Language Association) format
- The APA (American Psychological Association) format
- The Harvard System
Before you submit your assignments, either find out from your tutor the appropriate
referencing system for your field of study, or look at the referencing system of books that
are written in your field.
It is important that you use only one system in a document. The preferred system in many
academic circles, including the University of Mauritius, is the Harvard system and
therefore this unit covers only this system of citation.
Referencing consists of two components:
COMS 1010 75 Aug 2009

1. The citations in the text itself. Within your text, you need to acknowledge
the work of others as soon as you borrow somebody else’s idea.
2. The bibliographic details of the sources at the end of the document
(Bibliography and References). This list will consist of the sources which you
mentioned in your text as well as all the works that were used in the
preparation of the document, although not necessarily cited.
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Table 3.5 shows one example of the rules and provides examples for in-text references.
Table 3.5: Rules for In-text References Using the Harvard System
RULES EXAMPLE
Direct quotations:
Copy exactly and enclose in quotation marks. A more recent study (Carlson 1991, p16) found that “the workgroups
Ensure author, year and page number are provided. disliked autonomy”.
OR
Carlson states that “workgroups disliked autonomy” (1991, p. 16).
OR
In 1991, a study by Carlson found that “workgroups disliked autonomy”

(p. 16).
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Words added to a quote should be enclosed in square brackets. Carlson states that “workgroups [vehemently] disliked autonomy” (1991,
p. 16).
Quotes must be exact even if errors exist. Note errors by [sic]. Carlson states that “worlgroups [sic] preferred direction” (1991, p. 16).
When the quote is longer than 40 words, start a new line; omit This quote is at least 40 words but I am not going to type it
the quotation marks; indent the quote 1 cm from both right and up... three full stop marks indicate that some words were
left and use italicised font. omitted.
RULES EXAMPLE
Paraphrasing/ summarising another author or using ideas/
concepts from others (The most common form of citation):
Quotation marks are not necessary but the author and year of Carlson (1991) developed ideas related to workgroups...
publication must be included.
OR
In 1991, Carlson obtained interesting results from...
If appropriate (rarely), page numbers should also be included. Results from a recent study (Carlson 1991 pp. 261-8).....
COMS 1010 78 Aug 2009

Personal communication:
Name year, pers. comm., date Certain aspects of the theory are still being investigated (Williams, K. P.
These citations are not included in the reference list. (limit 1993, pers. comm., 2 April).
these as far as possible).
Secondary sources:
Avoid if possible. This expression was used by Williams (1992, p. 27) quoted in (Carlson
Both references must be provided. 1991, p. 16).
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• Quote coherently – in all cases you must make sure that the quotations that
you are inserting make sense within the sentence in which you have
incorporated them. Your sentence, including the quoted matter, must
absolutely read coherently.
Example:
Wrong: Visiting the school, Yeats meets “A kind old nun in a white hood replies”.
Right: Visiting the school, Yeats meets “A kind old nun in a white hood” who
answers his questions.
• Limit the number of quotations – quotations should not be used too

frequently. The aim of writing an assignment is to give your analysis and
comments on a topic. Other people’s research and ideas are secondary to your
own. Be careful to quote reasonably.
• Some of the ways for you to introduce quotations are:

According to x…
As has often been pointed out (cite authors)…
As has been argued by x/ As x has argued
As x has observed/pointed out/ put it/ said/ shown/suggested/contended/called it/
concluded…
Considering the following description of …(quotation)
Few/Many share X’s view that…
In (x book) y author suggested that…
In his article (cite article) y argued that…
In x’s words: It is usually asserted that…
Some authorities have implied that….
X has gone so far as to speak of …
In a seminal article written in …
This thesis was extended by …
X may be regarded as the founder of…
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3.5.4 Bibliography
At the end of your document, you will be expected to have bibliographic details of
the sources (Bibliography and References). This list will consist of the sources which
you mentioned in your text as well as all the works that were used in the preparation
of the document although not necessarily cited.
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Table 3.6 shows the rule and examples for the compiling of the Reference List and Bibliography.
Table 3.6: Rules for Compiling the Reference List and Bibliography Using the Harvard System
RULES EXAMPLE
General sequence of listing:
Single author entries precede multiple author entries. Anderson, P.M. ...
Anderson, P.M. & Lynch, J. R. ...
Multiple articles from the same author- initially by year; Carlson, P.M. 1986 ...
Carlson, P.M. 1991 ...
or by suffix a, b, c etc. if more than one per year. Carlson, P.M. 1992a, Early ...
(These are arranged alphabetically by title) Carlson, P.M. 1992b, Practices ...
Books:
Author year of publication, title (in italics or underlined), Evan, W. M. 1993, Organisation Theory: Research and Design,
publisher, place of publication Macmillan, USA.
COMS 1010 82 Aug 2009

Edited book -add (ed.) or (eds.) after the author(s). Smith, B. (ed.) 1992, Management Development in Australia, Harcourt
Brace Jovanovich, NSW, Australia.
Abrol, Y. P., Gadgil, S. & Pant, G. B. (eds.), 1996, Climate variability
and Agriculture, Narosa Publishing House, New Delhi, India
Multiple edition book - add the edition after the name of the Wexley, K. N. & Latham, G. P. 1991, Developing & Training Human
book. Brackets are not required. Resources in Organisations, 2nd edn, Harper Collins, USA.
Journal articles:
Author year, title of article, name of journal (in italics or Fitzgerald, W. 1992, ‘Training Versus Development’, Training &
underlined), volume, no. or issue, pp. (inclusive pages of the Development, May, pp. 81-4.
article).
The name of the article should be written exactly as it appears in Badham, R. & Mathews, J. 1989, ‘The New Production Systems
the journal. Debate’, Labour & Industry, vol. 2, no. 2, pp. 194-246.
Chapter in an edited book:

As for journal article, but publication details are in book format. Delahaye, L. 1992, ‘Action Learning’, in Management Development in
Australia, ed. B. Smith, Harcourt Brace Jovanovich, Australia.
pp 275 - 285
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Burton, C. 1986, ‘Equal employment opportunity programmes: Issues
in implementation’, in Australian Women: New Feminist Perspectives,
eds. N. Grieve & A Burns, Oxford University Press, Melbourne, pp.
292-304.
Subject Book or Subject Guide:
As for books. Fastenau, M. 1993, GBU3312 Personnel Management Subject Book,
Monash Distance Education Centre, Australia.
Newspaper articles:
As for journal articles. Brandis, G. 1987, ‘The Liberals: Just who is forgetting whom?’,
Weekend Australian, 24-25 Jan., p. 19.
Government publications:
Use procedure for books if author(s) are provided. If not arrange Ministry for Civil Service Affairs & Employment 1999, Annual Report
by department/Ministry title. 1998-99, Government Printing Office, Port Louis.
Film, video or cassette:

Maas, J. B. (Producer), & Gluck, D. H. (Director) 1979, Deeper into
[Film] or [Video] or [Cassette] is included after the title. Hypnosis [Film], Prentice-Hall, Englewood Cliffs, NJ, USA.
Journal Article on the WWW
COMS 1010 84 Aug 2009

Author Year, ‘Article title’, Journal Title, volume, issue, viewed Day Month
Griffith, A.I. 1995, ‘Coordinating family and school: mothering for schooling’,
Year, <URL>.
Education Policy Analysis Archives, vol. 3, no. 1, viewed 12 February 1997,
http://olam.ed.asu.edu/epaa/.
Full-text journal article in an electronic database, such as EBSCO or J-

Store
Author Year, Journal Title, volume, issue, paging if given or indication of Rasid, Z.M. & Parish, T.S. 1998, ‘The effects of two types of relaxation training on
length, viewed Day Month Year, Name of database service, Name of database, students’ levels of anxiety’, Adolescence, vol. 33, no. 129, p. 99, viewed 23
item number (if applicable). September 1998, EBSCOhost database Academic Search Premier, item: AN589758.
COMS 1010 85 Aug 2009

Abbreviations which may be used in The Harvard system are:
c., ca. about, use with approx. dates e.g., c. 1880
ch. Chapter
ed., eds. editor(s)
edn, edns edition(s)
et al. and others (persons)
et seq. and on following pages, chapters etc.
l., ll. line(s)
n. d. no date
no., nos. number(s)
p., pp. page(s)
pers. comm. personal communication
rev. revised, reviser
[sic] thus, so [used to indicate that despite
appearances, the quoted text is exact e.g., with
incorrect spellings, dates etc.]
trans. translator(s)
vol., vols. volume(s)
An Example of a Reference List in the Harvard System
Badham, R. & Mathews, J. 1989, ‘The New Production Systems Debate’, Labour &
Industry, vol. 2, no. 2, pp. 194-246.
Cacioppe, R., Warren-Langford, P. & Bell, L. 1990, ‘Trends in Human Resource

Development and Training’, Asia Pacific Human Resource Management, May, pp. 56-
72.
Unit 9 86
Fairfield-Sonn, J. W. 1987, ‘A Strategic Model for Small Business Training and
Development’, Journal of Small Business Management, January, pp. 12-18.
Hill, C. & Jones, G. 1992, Strategic Management Theory, 2nd edn, Houghton Mifflin,
USA.
Mortensen, W. & Foley, P. 1991, Measuring the Costs and Benefits of Training, Paper
presented at the 1991 Industry Training Conference, Melbourne, 23-24 November.
Rosow, J. R. & Zager, R. 1988, Training - The Competitive Edge, Jossey-Bass, USA.
NOTE: In Reference Lists, the second and following lines of each reference
are often indented. This is useful as it serves to emphasise.
Always be consistent in your referencing. Stick to one system only!!!
Assignment Part 6: Bibliography
(You will notice that Part 6 appears before Part 5, this is because when you submit your
portfolio, the bibliography should appear last).
Prepare a bibliography containing at least 5 books/articles relevant to the topic of your

mock essay, using the above format.
Unit 9 87
3.6 RE-WRITING
Once you have written your rough draft, you have to find ways of improving and refining
it. Rewriting your draft immediately or soon after having written it can be a waste as you
will not be able to see inconsistencies, irrelevance and ungrammaticality. Give yourself
and your mind time to rest, then come back to your work to correct it with a critical eye.
When you come back to your assignment, be ready to read it at least 3 more times and be
prepared to delete and/or rewrite complete sections and paragraphs.
While re-writing and revising your text, consider the following which might be of
assistance to you:
Content
- Have you addressed the question?
- Are you relevant in your approach?
- Is your argument logical and clear?
- Are your arguments connected?
- Is there the required evidence to support what you are claiming?
Structure
- Are there at least 3 paragraphs in your assignment?
- Have you limited yourself to one main idea per paragraph?
- Is there a logic in the way you have organised your paragraphs?
Paragraphs
- Is your topic sentence clearly articulated?
- Do you have enough evidence/examples to support your topic
sentence?
Sentences (Refer to Unit 2)
- Are your sentence structures varied? (Section 2.7)
- Are they grammatically correct? (Section 2.6)
- Did you use formal language as appropriate for academic writing?
(Section 2.8)
Unit 9 88
Vocabulary (Refer to Unit 2, Section 2.5 )
- Did you use appropriate, correct, clear and concise vocabulary?
- Did you avoid repetitions (use synonyms – the thesaurus on your
computer can be of some use)?
Carefully check
-Spelling and homonyms (Use the spell check on the computer)
-Punctuation (Section 2.6.4)
-Total length is within limits
Accurate referencing (Unit 3, Section 3.5.3 & 3.5.4)
-Citations
-References
-Bibliographic and reference details
-Attachments
Presentation
-Title page
-Page numbering
-List of tables, figures, illustrations, diagrams, graphs
-Numbering system
-Lists
-White space and margins
-Visuals (graphs, tables, diagrams)
-Typography (font type, size, style, bolding, highlighting)
-Headings and sub-headings (if you have any)
- are you consistent throughout your assignment?
- Is it appealing to the reader?
Note: You might find it useful to ask an unbiased colleague or fellow student to review
your work. Make it clear that you expect critical feedback. If possible, choose
Unit 9 89
somebody who is pedantic about structure and grammar. You yourself should
proof-read, that is read all words one by one, before handing in your assignment.
Assignment Part 5: 800 words Essay
3.7 SUB-GENRES
In this section we will consider two types, or genres, of writing, which are often used in
academic writing: Summary and Literature Review
3.7.1 Summary
The ability to write an accurate, clear and intelligible summary is central to much
academic work: for taking notes when reading, for laboratory reports, for book reviews.
Summaries are also used in professional life: academics write abstracts, lawyers write
briefs and business executives always reduce long memoranda and reports to their
essential points.
There are certain principles that govern the act of writing summaries:
1. A summary is briefer than the original text it aims at summarising. A summary is

the condensation of the materials you are summarising. A summary is NOT a
paraphrase, it is NOT the word to word paraphrase of someone’s work in your
own words –
2. A summary concentrates only on the essential elements of the original text. It
omits all the details and all the examples found in the text.
3. A summary is accurate, it has to be true to the original text. It does NOT include
your opinions as it is factual and not judgmental.
Unit 9 90
4. A summary does not need to be in the same order or style as the original. It can
rearrange the arguments of the original text so long as it is coherent. Your style
will inevitably pervade the text you are writing.
5. A summary is usually in the present tense.
As a student, you will feel the need to summarise paragraphs, articles, chapters or/and
books either when note-taking or when you are required to do so as part of your course.
Before you start writing a summary, you must read the text you are meant to summarise
and get the gist of what you are reading. Make sure that you understand what is being
said; misunderstanding might be the source of trouble.
You must then read carefully each paragraph and note what its main point is. A
paragraph has a topic sentence, this is what you need to record. A very long paragraph
might require two sentences while a series of paragraphs discussing the same point can
be summed up in one sentence only.
Sometimes, you will not be required to summarise a text, but an aspect of a text. In this
case, you will have to be selective in the materials you select from the original text. It
might be helpful for you to work in a methodical and orderly way so as to avoid straying:
1. Read through the passage to grasp its meaning

2. Before your second reading, put the aspect of the text you have been asked to
summarise in front of you so as to focus on relevant material when taking notes.
3. During the second reading, jot down the author’s ideas which are relevant to you.
4. Check through your notes and check against the original to verify whether you
have correctly captured the meaning
5. Check that nothing important has been left out.
6. Do not include unnecessary detail, figures of speech (for instance, metaphor),
examples or anecdotes
7. Prepare a rough draft: use only your notes to ensure that you use your own
words.
Unit 9 91
a. Do NOT paraphrase sentences from the original text
b. Do NOT select sentences here and there in the original text and compile
them.
8. Check the draft against the original , make sure you have not added anything
9. Your summary should flow – use techniques given in Section 2.7 to make the
paragraph coherent.
10. Keep within the word limit
a. If you have more words than necessary:
i. prune the unessential
ii. Use more economical language
3.7.2 Literature Review
You will notice that in many dissertations or academic articles, there is a section called
‘Literature Review’. What is Literature Review and what is its aim in academic writing?
When you are working on an academic paper, it is very unlikely that you are writing
something 100% original. What you are investigating and writing about is in the context
of previous research carried out in the given field. What you then do is either:
1. extend or challenge current knowledge, theories or assumptions in the field; or
2. identify a research gap which you will then go on to exploit and fill in with your
own work
You will therefore need to place your research in the context of previous research,
underlining your connections and debts to already published materials in that area. You
will also need to demonstrate your awareness of other published work in the area. This
can be done by reviewing existing literature in the field and by using citations and
references.
Unit 9 92
Such a review will be descriptive and neutral in tone. You need to acknowledge the
methodology of other pieces of research and point out the findings, which your paper will
either confirm or challenge.
You can ask for an example of a literature review from your tutor.
When writing an academic paper, there are a few things that you have to remember:
• Make sure you understand the question/assignment/task given to you.

• Generate your own ideas before consulting any outside materials
• Use outside sources to support what you believe, say and argue
• Spend time in organising your ideas as you have to be coherent in the presentation
of your ideas
• Write your first draft quickly, letting your ideas guide you
• Edit you first draft as many times as you deem necessary, verifying for
o relevance and coherence in presentation of ideas
o appropriate academic style
o grammaticality
o mistakes which come from word-processing
• Write a full bibliography, consistently following a particular model
• Use your skills at summarising when writing academic papers
Unit 9 93
UNIT 4 NON-VERBAL COMMUNICATION
Unit Structure
4.0 Overview
4.2 Nonverbal Communication: Importance and Functions
4.3 Nonverbal Codes
4.3.1 Kinesics
4.3.2 Proxemics
4.3.3 Paralinguistics or Paralinguistic Features
4.3.4 Clothing and Artefacts (Personal Appearance)
4.3.5 Haptics (Use of Touch)
4.3.6 Chronemics (Use of Time)
4.4 Difficulties in Interpreting Nonverbal Communication
4.4.1 Contradiction
4.4.2 Confusion or Multiplicity of Meaning
4.4.3 Multiplicity of Cues and Expectations
4.4.4 Cultural Difference
4.0 OVERVIEW
In this Unit, we define nonverbal communication, discuss different types of nonverbal

codes and identify their role in communication. We also discuss some of the pitfalls of
nonverbal communication.
Unit 9 94
1. Define non-verbal communication

2. Describe different nonverbal codes (or different categories of nonverbal
communication)
3. Discuss the functions and importance of different nonverbal codes in communication
4. Identify pitfalls and barriers in nonverbal communication
5. Assess your own use of nonverbal cues
6. Prepare and rehearse your oral presentation (Assignment 2) by making use of
appropriate and effective nonverbal cues.
4.2 NONVERBAL COMMUNICATION: IMPORTANCE AND FUNCTIONS
When we communicate orally with one another - whether we are conscious of it or not -
we use both verbal communication (words) and nonverbal communication (e.g. facial
expressions and gestures).
Nonverbal communication usually refers to human communication that is not written or

spoken, or rather, forms or means of communication other than words. Nonverbal
communication includes a variety of cues or signs: a smile, a nod, a wave of the hand, a
bow, slouching on a chair, touching someone on the shoulder, being on time for an
appointment, the jewellery worn.
We acquire nonverbal language since we are born and this process is an on-going one.
The nonverbal language of an individual is the result of a number of factors such as one’s
family environment, social and cultural context, education, exposure to media, as well as
Unit 9 95
the immediate context of communication and the audience/other persons involved in the
communication situation.
Nonverbal communication (nonverbal behaviour, nonverbal cues or signs) plays an

important role in communication among human beings.
- We convey meaning to others, intentionally or not, consciously or unconsciously,
through our nonverbal behaviour;
- We interpret meaning from the nonverbal cues conveyed by the ‘sender’ or
perceived by us as ‘receivers’.
Verbal and Nonverbal communication usually work together to convey messages and
meanings. Observe the persons around you, observe yourself; they (or you) do not speak
only with words, but with different parts of the body [Note: The term ‘body language” is
often used as a synonym for nonverbal language or communication].
In face-to-face communication, communicators can observe each other, and they

sometimes gather more meaning from the nonverbal behaviour than from the verbal
messages. Even when communicators are not in each other’s presence (for example a
telephone conversation), nonverbal communication can play a role. For instance, the
tone of one’s voice or, rate at which one speaks, contributes to the meaning conveyed by
the verbal messages.
Verbal communication primarily (but not exclusively) conveys content information:

e.g. “Meet me at the bus station at 10 a.m. tomorrow morning”.
Nonverbal communication generally conveys information about the relationship

between/among the communicators, or the context in which the communication takes
place.
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For instance, we do not use the same tone, facial expressions and gestures when saying:
“Meet me at the bus station at 10 a.m. tomorrow morning” in the different situations
below:
(1) giving an order
(2) making a polite request
(3) urging a friend to be present at that place and time
Activity 1
Say the sentence above in the different situations (1) to (3), using a realistic tone (and
making use of variations in tonal accent if necessary).
Nonverbal communication can:

- add to, reinforce or emphasise verbal messages. Consider the message “You will
place the chest here;” the tone of voice when saying “here” or the use of one’s
hands and body to indicate the exact location in the room, adds emphasis to the
verbal message, and helps to better capture the attention of the one being
addressed
- replace verbal messages. For example, in a meeting, the chairperson raises his or
her hand to signify “wait” to a person who is trying to speak before the
chairperson has finished speaking.
- contradict the verbal message. For instance, the frown on your best friend’s face
is clear to you that (s)he is annoyed even though (s)he denies it verbally.
(Research tends to show that nonverbal cues are more credible or more readily
believed than verbal ones.)
Activity 2
List five examples of non-verbal communication which you often use or see around you.
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We shall now discuss three nonverbal codes: Kinesics, Proxemics, Paralinguistics, in
some detail, and then provide a brief overview of three other non-verbal codes: Clothing
and Artefacts, Haptics, Chronemics.
4.3 NONVERBAL CODES
4.3.1 Kinesics
The term ‘Kinesics’ comes from the same family of words as ‘Kinetic’ (cf Kinetic energy
in Physics) which refers to the idea of movement. Thus, Kinesics deals with movements
of parts or the whole of the human body in communication.
The term ‘Kinesics’ refers to nonverbal behaviour involving the body, facial expressions,
eye contact, gestures, posture, body movement.
Facial Expressions
“Facial Expressions” include movements or expressions of any part of the face such as
the eyes, eyelids, eyebrows, nose, mouth and cheek. Examples of facial expressions are:
smiling, frowning, raising an eyebrow, pursing of the lips.
In certain cultures, the face is the most expressive part of the body. It communicates the
emotional state of a person, his/her reactions to the other’s communication/messages.
(For some people, their face acts as a barometer to their feelings!)
Eye Contact
Eye contact refers to sustained and meaningful contact with the eyes, with the person or
persons you are addressing. Eye contact is a less universal convention than other
expressions of the face. In traditional African or Asian Cultures, dropping your eyes in
conversation with an elder or a superior is regarded as a sign of respect. In Western
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cultures, little or no eye contact is regarded as unusual or inadequate behaviour, and can
be interpreted as a lack of interest or attention.
In the specific setting of public-speaking, eye contact is said to reveal a speaker’s honesty
and sincerity towards the audience, as well as his/her self-assurance. It helps to improve
the speaker’s credibility. It is advised to establish eye contact right from the beginning of
a speech. Eye contact serves as a visual bonding between a speaker and the audience.
The public speaker who rarely or never looks at the audience may appear disinterested in
the audience; the speaker who looks over the heads of audience members, or scans
members so quickly that eye contact is not established, may appear to be intimidated by
the audience. Some authors also argue that too much eye contact can be “too much of a
good thing”. We must remember that the way the speaker interacts with, the audience
may determine how the audience reacts to the speech.
(Note: The term ‘Oculesics’ refers to the use of the eye in communication. It constitutes
a nonverbal code in itself, and is studied as such in certain books and courses).
Gestures
The term “gesture” generally refers to movements of the hands, arms, shoulders, head,
feet of the communicator/sender of messages. The use and amount of gesture are usually
determined by the personality of the speaker, the subject-matter, the situation, context,
culture and the audience/receiver.
Gestures convey ideas, feelings and emotions. However, overuse of gesture can distract
the attention of the audience.
Posture
Posture refers to the way we hold our body, the way we sit, stand, slump, or slouch.
Posture can give information about the person involved in communication: the status, the
self-image, the attitude, the emotional state, gender (there can be a lot of differentiation
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in gender behaviour and posture in certain societies), social roles, the communicator’s
perceived relationship with the others.
Examples of posture are:

- sitting with your head in your hands (this may indicate a low emotional state)
- sitting with one’s feet on the desk (this may indicate familiarity, a feeling of
superiority…)
A speaker’s posture, like his/her facial expressions and gestures, should fit the context
and the occasion.
Body Movements
Other movements of the body that do not appear under the above categories can be
classified as body movements. For instance, the way a person walks can be an indicator
of how the person is feeling or the way a person walks beside another one can be an
indicator of the relationship or closeness between the two.
It seems that our ability to interpret a speaker’s meaning is increased when we combine
the interpretation of both facial expressions and body movements.
4.3.2 Proxemics
Proxemics comes from the same family of words as approximate, proximity, etc.
Proxemics can be described as the use we make of space in communication (in personal,
social and formal situations). Examples of movements in space are walking a few steps to
and fro, moving closer to or further from the audience.
Researchers (like Hall) have shown that the way human beings arrange and make use of
space reveals information about themselves, their personality, their relationships and their
culture.
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However, just as for kinesics, we should not stick to fixed interpretations that can lead to
stereotyping. For instance, if it is true that some serious students tend to choose a seat
near the front of the class or near the teacher, this is not true of all serious students who
may prefer to sit further from the front or the teacher.
In the public-speaking context, movement in space can help maintain the attention of the
audience, especially in long speeches. A short speech without movement tends to be less
difficult for both the speaker and the audience than a very long speech without
movement.
A speaker may use space to stress an idea, to indicate a change in topic or mark a
transition. Sometimes, the use of movements is limited by the physical setting: e.g. the
use of a fixed microphone on a lectern or desk, the use of an overhead projector, or a
computer for a PowerPoint presentation, the smallness of a room, the seating
arrangement.
Inappropriate and purposeless movements are to be avoided. For instance, if the speaker
moves like a caged lion, pacing back and forth or sideways, this can give the impression
that the speaker is nervous.
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Activity 3
(Read through the whole exercise before attempting)
Observe two or three persons interacting in any informal situation for a few minutes. You
must be close enough to observe their facial expressions, and hear the verbal exchange.
You must not participate or obstruct in the interaction. Observe discreetly.
(1) Note the nonverbal aspects listed below
(2) Compare the verbal and nonverbal signs and messages. Does the nonverbal aspect
reinforce, replace or contradict the verbal message(s)?
Person n0 1 Person n0 2 Person n0 3
- eye contact (very little – average – a lot)
- facial expressions (describe)
- gestures (describe)
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- use of space (describe)
- Functions of nonverbal signs or behaviour
4.3.3 Paralinguistics or Paralinguistic Features (other terms used are

“paralanguage”, or “vocal aspects of speech delivery”, or “nonverbal oral
cues”.)
The prefix “para” means alongside or parallel to. Paralinguistic features are sounds and
their variations that are made by the vocal chords, but which are not words. They exist
alongside words or verbal language.
Some paralinguistic features are:
♦ Volume
♦ Pitch
♦ Rate
♦ Pauses
♦ Pronunciation and Articulation
Volume
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The volume of the voice has to do with its relative loudness.
To be effective in our communication, we must speak in order to be heard by the persons

we are addressing. Although this may sound elementary, many speakers (in a class, in a
meeting,….) forget or neglect to speak loudly enough for all participants in the
communication situation to hear.
Usually, variations in volume help to lay stress on ideas and points, and can convey
additional meaning such as emotion, or level or degree of importance.
Voice Pitch
Voice pitch is defined as the highness or lowness of the voice. An example might help to
understand what is meant by pitch: Compare the “ah!” you utter in reaction to sudden
pain with the “ah!” uttered when you see someone very attractive going by!
Generally, in the first case, the pitch is high, and in the second case, it is a low one.
As a speaker, you should avoid either the same pitch all along which can result in a
monotonous delivery, or too many changes in pitch that can result in a singsong delivery
or a delivery that can sound artificial.
Some uses or effects of voice pitch are:

- The pitch of the voice can make a speaker sound lively, or, on the contrary, listless
and monotonous
- Changes in pitch can be used to lay stress on words and ideas, and consequently help
an audience remember information
- Changes in pitch can indicate meaning: they can, for instance, indicate whether the
words are a statement, a question or an exclamation, or whether the speaker is
expressing doubt, disgust, anger, surprise or determination
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Pitch control is important in communication because sometimes we sound angry when
we do not intend to; or we may sound opposed to an idea when, in fact, we are only
expressing surprise.
Rate (or pace) of speech

Rate refers to how fast or how slowly someone speaks. Just as for pitch and volume,
variations in the speech rate can help to stress an idea, or to maintain the interest of the
audience.
The rate of delivery depends on such factors as:
- The individual speaker (how fast the person normally speaks)
- The situation
- The audience (for instance, reading a story to a small child generally requires a slow
rate or pace)
- The topic or subject treated especially in relation to the audience (for instance,
whether the audience is familiar or not with the topic).
Usually, the bigger the audience in a face-to-face situation, the more complex and serious
the content of the topic, the slower the rate of speech.
Pauses (or sounds and silence)

Pauses break words and sentences into meaningful units. Pauses can be used to
emphasise ideas, to mark transitions, to ask rhetorical questions, to maintain attention or
to create suspense.
As we pause and search for the next words of our delivery, we often use vocalised pauses
i.e., sound like “uh”, “um”, “you know”, “well”, “right”. Unfilled pauses are silent
pauses that often last hardly a few seconds and which interrupt the flow of speech in a
natural manner.
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Overuse of filled or vocalised pauses can cause interference in communication and can
distract listeners. Overuse of vocalised pauses also seems to affect negatively an
audience’s perception of the speaker’s competence and dynamism.
Pronunciation and Articulation

Pronunciation refers to the way we utter words especially with reference to a standard
that is generally accepted or understood. For example, the 'g' in "gemini" is pronounced
like the soft 'j' in "junk", but we must produce a more harsh and guttural sound when we
are pronouncing the 'g' in "ground". People who are learning English as a second
language sometimes have tremendous difficulty with the pronunciation of words. Also,
some words are pronounced differently according to the English used (e.g. British vs.
American).
Sometimes a difference in pronunciation conveys difference in meanings and may even

lead to misunderstanding.
Note: If you are not sure about how to pronounce a word, you may look it up in the
dictionary. The phonetic transcription (sound form) is often inserted between
brackets. A phonetic alphabet is also available at the beginning of the dictionary
as a guide for pronunciation.]
Articulation refers to whether the speaker/sender clearly separates the parts / syllables of
the word or verbal message being uttered (e.g. de-part-ment). In informal spoken English,
we tend not to articulate correctly. For example, we sometimes merge syllables in oral
expressions such as "I wanna go home" (instead of "I want to go home").
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Activity 4
With the help of your tutor, say the following sentence for each of the different
circumstances listed underneath:
- “Ladies and gentlemen, I would like to thank you for being with us today”
(1) The opening at a circus

(2) At a funeral service
(3) A social function such as a wedding party
What lessons do you learn?
4.3.4 Clothing and Artefacts (Personal Appearance)
This category includes the general appearance of the communicator: clothing, hairstyle,
make-up, perfume, use of jewellery, shoes and other objects like a handbag, a watch,
glasses.
Although we know the saying “Clothes do not make the man” (a French equivalent:
“l’habit ne fait pas le moine”), our perception of a person is often influenced by the
clothing and other artefacts worn, carried by or accompanying that person. Likewise, our
general appearance conveys meanings to others.
What is appropriate for the occasion will depend on different factors such as the context
- cultural and social - the other person(s)’ views and values. We need to be aware of what
is considered fit for different situations or contexts. For example, if you are going for a
job interview, you will necessary dress up like you would be expected to do if you were
already on the job, and not, as you would do for example to attend a wedding.
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4.3.5 Haptics (Use of Touch)
Haptics, or tactile communication, refers to the use of touch in communication. It varies

from one culture to another, and also depends on one’s status, role(s), profession,
gender.`
Referring to Western cultures (though this is true in other cultures as well), Pearson and
Nelson (1994, p. 124) note that: “The president might pat you on the back for a job well
done, but, in our society, you don’t pat back.”
We know that the same applies for our society, for instance, if your boss or superior pats
you on the back, you don’t pat back!
4.3.6 Chronemics (Use of Time)
Chronemics is concerned with the use of time in encounters and relationships. Time can
influence the way we interpret messages and behaviour. For example, you are late each
time you have a meeting with your colleagues. You may have genuine reasons to justify
your lateness but your systematic lateness may be interpreted as a lack of interest or lack
of co-operation.
We know also that different cultures and societies have different attitudes to time: some
are very rigid (9 a.m. means 9 a.m.!), while others are more flexible with time.
Misunderstandings can occur between partners of different cultures/countries who have
different conceptions of time.
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Activity 5
Explain how you personally convey and interpret meaning using

i. touch
ii. time
iii. clothing and artefact.
Can you think of instances where your notion of these nonverbal codes was not shared by
another person, and led to misunderstanding or conflict?
4.4 DIFFICULTIES IN INTERPRETING NONVERBAL COMMUNICATION
Nonverbal communication provides the basis for much of the misunderstanding

that occurs in communication.
[Pearson & Nelson, 1994, p. 116]
Nonverbal messages are more ambiguous than verbal messages. Nonverbal messages can
indeed be confusing, tricky, and can lead to misunderstandings or conflicts.
Difficulties in interpreting nonverbal communication or messages are due to different

factors. Some of the factors are:
Contradiction
Confusion (or multiplicity of meaning)
Multiplicity of cues and expectations
Cultural Difference
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4.4.1 Contradiction
When we communicate, our nonverbal signs or messages generally confirm or add to our
verbal messages. Sometimes, however, the nonverbal messages seem to contradict the
verbal messages they accompany. Someone tells you: “Don’t hesitate to ask if you need
anything”, but the tone or facial expression do not seem to be saying the same thing. The
non-verbal message seems to contradict the ‘help offered’ in/by the verbal message. You
are left to wonder: is the person offering help merely to be polite? Yet, the verbal
message may be genuine, but the person, preoccupied with some other thought, does not
express or show the enthusiasm (s)he would have shown in normal circumstances.
4.4.2 Confusion or Multiplicity of Meaning
Even within the same culture, the same nonverbal cues may have different meanings, and
the difficulty in deciding which meaning is conveyed can create confusion. For example,
when waving the hand from a distance, the meaning intended may be, for instance:
Calling someone
Or, saying goodbye
Or, showing something.
The following situation has probably happened to all of us at one time or another: we part
with someone, and as we move away in the car or bus which is driving off, the person
gestures with the hand, and we are left wondering whether it was to say goodbye, to point
at something, to call us back to say something important.
Another tricky situation can happen to drivers at a busy crossroads where a traffic /police
officer, who uses only nonverbal code, is directing the traffic flow. Sometimes the
gesture or hand sign is not clear and a driver finds himself or herself in a difficult
situation: did the officer signal me “go” or “wait”, or even did the officer signal me, or
the car beside me?
Unit 9 110
4.4.3 Multiplicity of Cues and Expectations
An example of a variety of nonverbal cues communicating the same meaning

would be the many nonverbal ways adults have to express love or affection.
Because of a person’s expectations, (s)he may be tempted to doubt another person’s

affection because for instance, “that person takes no special care in dressing when we go
out together!” Although the other person is always very considerate, speaks softly, is on
time for a date (all of which are normally considered to be indicators of affection), the
first one tends to doubt the affection of the other, instead of considering the other cues or
signs of affection.
4.4.4 Cultural Difference
From one culture to another, the same nonverbal cues may mean different things, just as
the same meaning may be conveyed by different nonverbal cues. It is therefore essential
to understand not only the verbal code, but also the nonverbal one, when communicating
with someone from a different culture, or co-culture (different groups living in the same
country). Misinterpretation of nonverbal communication across cultures, especially when
combined with stereotyping and other prejudices, can have serious consequences.
Activity 6
Describe situations in which you were involved, or which you witnessed, and that
illustrate the difficulties in interpretation, identified in Section 4.4 of Unit Four.
Unit 9 111
• Communication is concerned not only with verbal messages but with nonverbal
ones as well; most often, verbal and nonverbal messages operate simultaneously.
• We need to be aware of how nonverbal communication functions, the different
types of nonverbal codes and their characteristics.
• Communication is not just about sending, but also about receiving messages;
hence, improving our nonverbal skills involves conveying and interpreting
nonverbal signs or cues, more effectively.
• We must pay sufficient attention to our nonverbal language, and be open to
feedback from others. For example, if people frequently misunderstand our
messages or meanings, it may be because of our nonverbal behaviour.
• We must be receptive to other people’s nonverbal cues: remember that nonverbal
cues and meanings can vary from one person to another, from one context or
situation to another. “Interpreting the meaning of nonverbal communication is
partly a matter of assessing the other person’s unique behaviour and considering
the context. You don’t just “read” another person’s body language; instead, you
observe, analyse, and interpret before you decide the probable meaning.” [Pearson
and Nelson, p. 118]
• “Wrong” interpretation of nonverbal language or meaning can cause
misunderstanding or conflict.
• Nonverbal language, even more than verbal language, is not universal.
Unit 9 112
UNIT 5 INFORMATIVE SPEECHES; SPEECHES ON/FOR SPECIAL
OCCASION
Unit Structure
5.0 Overview
5.2 What is Speech Communication?
5.3 The Informative Speech
5.3.1 Aims of the Informative Speech
5.3.2 Audience, Topic, Content
5.4 Techniques of Informative Speeches
5.4.1 Definition
5.4.2 Description
5.4.3 Demonstration and/or Instruction
5.4.4 Explanation
5.5 Speech Designs or Organisational Patterns of Speech
5.5.1 Chronological
5.5.2 Topical
5.5.3 Spatial
5.5.4 Sequential
5.5.5 Problem-and-Solution
5.5.6 Causal, or Cause-and-Effect
5.6 Speeches on/for Special Occasion
5.6.1 Speech of Introduction
5.6.2 Speech of Welcome
5.6.3 Speech to Present an Award
5.6.4 Speech of Response or Acceptance
5.6.5 Speech of Tribute
Unit 9 113
5.0 OVERVIEW
In this Unit, we introduce Speech Communication, and focus on Informative Speech. We

present a few techniques of Informative Speeches, as well as a few Speech Designs. The
Unit also discusses another type of speech: Speech on/for special occasions.
There are no activities in this unit but when going through this unit, you should identify
how to apply the skills and knowledge discussed here for Assignment 2.
1. Define Speech Communication.

2. Identify the specificity and characteristics of an Informative Speech.
3. List a few techniques used in Informative Speech.
4. Describe a few Speech Designs (or Organisational Patterns of Speech)
5. Deliver a Speech on/for a special occasion (Assignment 2)
6. Prepare and present an informative speech (combining knowledge gained in this unit
and in preceding units: English usage, nonverbal communication, etc.) – Refer to
Assignment 3 in Assignment file.
5.2 WHAT IS SPEECH COMMUNICATION?
Speech communication is used in different communication settings. Although it refers

more often to the public speaking setting, speech communication can take place in small-
group or interpersonal settings.
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Examples of Speech Communication are:
- A public lecture given by a visiting academic in the Paul Octave Wiehe Auditorium
(public speaking context)
- One person makes a speech to explain the purpose of the workshop being held and
the topics to be discussed (small-group communication)
- A teacher explaining a lesson to one student or discussing a particular difficulty
encountered by the student (interpersonal communication)
- Speech communication through radio and television (mass media)
Difference between “speeches” and any other oral encounter:

Speech communication is an intentional, purposeful, usually planned, oral delivery of a
content or information to an audience.
Intentional
The term “intentional” implies that the speaker has an intent; the speaker has a topic to
talk about, intends to convey specific information, ideas, opinions and meaning.
Purposeful
Generally, the speaker’s aim is to inform and/or persuade and/or entertain an audience.
Planned
The speaker researches and/or organises the content of his/her speech, plans the use of
presentation aids, decides on the verbal, and sometimes nonverbal forms and messages to
be used, in order to achieve his/her purpose.
In whatever context or setting Speech communication takes place, the roles are relatively
well defined. In this usually planned communication encounter, the speaker and the
audience or listener(s) are clearly identified. In this situation, feedback is mainly
nonverbal (in the case of speech using mass media like television, immediate feedback is
most often nonexistent).
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A speech is organised into a beginning, a body and a conclusion (like an essay, which
was discussed in Unit 3). It can be supported or illustrated by means of presentation aids
(Discussed in Unit 5). The style is conversational and sounds natural, although the text of
the speech may be written.
Three main types of speeches are generally identified, depending on the purpose and
nature of the speech occasion.
One same speech can sometimes have more than one of the following purposes, but for
presentation purposes, we shall deal with each separately:
1. Speeches to inform or Informative Speeches (Studied in this unit).

2. Speeches on/ for Special Occasions (Studied in this Unit).
3. Speeches to persuade or Persuasive Speeches (Studied in Unit 7).
For ethical purposes, it is important to distinguish between the informative speeches and
the persuasive speeches we deliver. Also, as audience/citizens, we are more and more
exposed to speeches that mix both information and persuasion. It is essential for us to
recognise the different forms of speeches, and the techniques used for information, and
for persuasion.
5.3 THE INFORMATIVE SPEECH
5.3.1 Aims of the Informative Speech
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Informative Speaking or the Informative Speech aims at sharing knowledge and creating
understanding with others.
The Informative Speech can communicate information that is totally new or increase
knowledge about something: e.g. a speech on an illness that the audience has never heard
of, or a speech to increase knowledge about an illness, its causes, prevention and cure.
Throughout our life, we have been exposed to Informative Speeches. In class, teachers
make informative speeches to impart knowledge. Religious talks are Informative
Speeches, but can be persuasive too! The mass media of radio and television air a variety
of informative speeches.
We ourselves engage in informative speaking; for example, when we explain or teach

something to a child or another person, when we give a talk on our profession or job to a
school audience, or when we make a presentation in class on a specific topic.
An informative speech is to be predominantly informative; that is, most of

the content of the speech should focus on increasing audience knowledge
and clarifying concepts for greater understanding.
Informative speeches are meant to give objective, factual, balanced and complete
information on a topic. Unlike the persuasive speech (discussed in Unit 7), the
informative speech does not attempt to influence people’s beliefs, attitudes and
behaviour. However, since the Informative Speech can shape perceptions and can
determine attitudes, beliefs and behaviour, this kind of speech should provide the
audience with all relevant or necessary information, revealing or clarifying the audience’s
options or possible choices. The audience is then left to make its own choice, a reasoned
and informed one.
Unit 9 117
For example, if one has to make an informative speech on electric showers to help the
audience make its own choice, one might include such information as:
- The types of showers that exist, and that are available on the local market
- The different brands and prices
- The different types or brands appropriate for different locations, type of housing,
water pressure and supply.
After the speech, or after the information is acquired, the individual makes his/her own
choice based on personal preferences, requirements and means.
5.3.2 Audience, Topic, Content
• The Audience
It is essential to know for what audience the speech is intended. The audience determines
what you talk about, the content and level of difficulty of your speech, and how you talk
about the subject, e.g. the speech technique(s) to be used (See section 5.4), or even the
Speech Designs that are most appropriate (section 5.5).
We know that the same topic, subject and message content cannot be communicated (not
to say “thrown at”) different audiences in the same way. Therefore, the informative
speaker must prepare a speech appropriate for the audience. The appropriate speech is
determined by such factors as the audience’s age, background or instruction, prior
knowledge of the topic dealt with, and language comprehension.
Sometimes, informative speeches are addressed to a “mixed” or varied audience. The

speaker must, in this case, be even more careful in the choice of the content and message,
and find ways to convey information and knowledge to a maximum number of people, in
an effective manner.
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The speaker must try to attend to the needs or desires of the audience. It would not serve
the purpose of informative speaking if the speaker conveys information or knowledge
which does not at all interest the audience, or is too far from its experiences or needs. For
example, explaining to a Mauritian audience the precautions to take with garden plants
under freezing weather conditions!
To catch and maintain the audience’s interests, the speaker can relate the knowledge to
be shared or imparted, with the audience’s experiences, context and needs.
• The Topic
For an informative speech, we often have to narrow a topic or subject. Not all topics are
appropriate for informative speeches. Also, not all topics are appropriate for any
audience. As mentioned previously, topics have to be relevant to the needs, or interests
of the audience.
• The Content
After the general topic has been chosen (e.g. tropical diseases), the approach that the
speaker chooses, and the information/content included in the speech will be related to the
speaker’s goal or intent, and to the audience. For example, the speaker (a medical doctor)
intends to inform the audience (lower secondary school students) on ways to prevent
specific tropical diseases that are likely to affect the given audience (and their family) if
certain precautions/measures are not taken.
A speech to introduce a piece of new knowledge will not include the same information as
one which aims at increasing the understanding of an audience already familiar with the
topic. The speaker must also avoid information overload: the Informative Speech must
not provide information in quantity or complexity that cannot be handled by the
audience. For instance, one would not deliver the same speech on tropical diseases to
school children and doctors!
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The following ways and means can be used to make the content more interesting, clearer,
easier to remember, and to hold the audience’s attention:
- Use of examples, illustrations, comparisons,

- Going from the known (knowledge that the audience already possesses) to the
unknown (what the speaker wants the audience to learn)
- Use of different types or forms of messages
- Use of visual or other presentation aids, or use of different channels or medium/media
of communication
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Activity 1
By now, you should have read through Assignment 3. If you have not done so, refer to it
now and then proceed with the rest of this unit.
The first step of Assignment 3 requires you to choose a topic for your informative
speech/oral presentation. If you have made your choice, fill in Row 1 of the table below.
If you have not made up your mind on a final topic, fill in Rows 1-3 the two or three
topics over which you are hesitating. You will make your choice a little later, once
you’ve investigated the scope of your topic and the sources of information.
Topic Content (write a sentence Sources of Information
outline)
Example Solar Energy To explain what solar - interview with two
energy is, how it specialists, Mr. X and
functions, its advantages Ms. Y
and limits - Books listed
1
2
3
5.4 TECHNIQUES OF INFORMATIVE SPEECHES
The Informative Speech can use different forms, ways or techniques to convey
information. The choice of these techniques is usually determined by the audience, its
level of knowledge, and the topic itself. For instance, the speaker should ask the
following questions: is the topic a simple, a complex, or a controversial one? What are
the speaker’s skills and mastery of the subject?
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The goal of the informative speaker is to make it easy for the listeners to understand, and
to retain, the information imparted. Some techniques that can help to achieve this goal
are:
- definition
- description
- explanation
- demonstration
Although for convenience sake, we present the different forms or techniques separately,
we must remember that more than one form or technique can be used in one same speech.
For example, we can define and describe the object or process being talked about.
5.4.1 Definition
Definition is used to reveal the meaning of a term, idea, concept or process. For example,
in a speech on a given instrument or equipment, the definition will tell the audience what
the instrument or equipment is, and what it is used for. Some useful methods of defining
are the use of comparison, contrast, synonyms and etymology (the origin or history of a
word).
Definition can be used in different kinds of speeches, especially when the audience is not
familiar with the subject or topic being talked about. Definitions can also be used at
different moments of a speech when there is a need to define a term or idea that the
audience may not know.
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5.4.2 Description
Description tells the audience what the object, instrument or process is like: what it
looks, sounds, feels or smells like. If an object or instrument can be shown, then the
speaker can use both description and demonstration (explained in section 5.4.3).
Sometimes, it is not practical or possible to carry the object or instrument or machine
(e.g. a tractor), to the place where the speech is being delivered. In the case of an
informative speech over radio, the medium does not allow the audience to see the object.
The speaker and audience must depend on description alone. The speaker has to rely on
the use of descriptive language to convey a clear picture: the size, form, weight, colour,
and use as reference, the basic questions often used by journalists: the “Who? What?
Where? When? Why? How?” questions.
5.4.3 Demonstration and/or Instruction
Demonstration is used, whenever possible or desirable, to show, to the audience an

object, a process, a way of doing something: for example, demonstrating how to
assemble a kit. Demonstrations are often accompanied by instructions to show or instruct
on how something is done or made: e.g. how to use a grinder to grind spices.
Demonstrations often follow a step-by-step sequence. Recipe demonstrations on

television constitute a genre we are all familiar with.
Demonstrations need to be clear and simple so as to enable the audience to reproduce the
different steps afterwards.
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5.4.4 Explanation
An explanation is a means of idea development, an alternative way of

stating an idea or concept.
Explanation uses words or terms the audience already knows to increase or provide more
in-depth information about relatively abstract concepts, ideas and beliefs. For example, if
you are to make a speech on “ideology” or “religion” to secondary school students, you
would probably define the term first and then “explain”.
Explanation is used to increase the understanding or appreciation of a field of knowledge

or of a concept. It is a speech technique often used by teachers in science. For example,
in class, the teacher explains a mathematical formula; the science teacher explains how a
specific chemical process takes place, after having defined what a chemical process is,
the preceding week.
Note: More than one speech technique may be used in one speech. The different
techniques are not necessary or appropriate for all speeches.
Unit 9 124
Activity 2
Refer to the table below and fill in columns 1-5.
1 2 3 4 5 6
Topic Content Sources of Content Speech Speech
(Sentence Information (Outline of Techniques Designs to
Outline) points to be to be used be used
discussed)
5.5 SPEECH DESIGNS OR ORGANISATIONAL PATTERNS OF SPEECH
The terms “Speech Designs” or “Patterns of Speech” refer to the type of arrangement
used to organise or structure content or information, in a speech. It is the order, sequence
or pattern in which ideas are outlined and/or developed.
We shall consider a few types of “speech designs” that can be used individually, or
combined, in a speech, depending upon the needs or the purpose of the speech. The
choice of a speech design (s) is determined by a number of factors: the nature and
purpose of the speech, the information gathered or available, the audience.
1. Chronological
2. Topical
3. Spatial
4. Sequential
5. Problem-and-Solution
6. Causal, or cause and effect
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5.5.1 Chronological
The Chronological design is also called the narrative design, or the time-sequence
pattern.
This pattern, commonly used in informative speeches, can be used in speeches that deal
with some event, idea, practice or issue, over time. In other words, it can be used for
subjects that have to do with the past, present and/or future.
For example, if we want to talk about the development of television in Mauritius over the
past few decades, we shall find this pattern quite appropriate. Or, if we have to talk of the
present situation concerning stillborn babies, we may choose to consider the situation in
the forties, in the sixties, in the eighties, and at the end of the twentieth/beginning of
twenty-first centuries, to show that there has been a decrease in stillbirths until the 1980s,
before showing that there has been a rise in the last twenty years. Then we may proceed
by giving advice on preventive measures to today’s parents. (This example is purely
fictitious and is not based on facts).
The arrangement in a time sequence can be from the least recent to the most recent, or
vice versa.
5.5.2 Topical
The Topical design or topical pattern is a highly versatile pattern that has to do with the
subject matter. Divisions that have become standardised, or new classifications, are used
to organise the information to be imparted so that the audience can easily grasp the
content.
Remember our earlier example concerning a speech on electric showers. For such a
speech, the speaker may choose to talk about the different types of electric shower, the
advantages and disadvantages of each, the brands and prices, the qualities of each.
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Another example: If a radio or television programme wants to talk about the different
plants one can grow in the garden, the information may be classified and presented in the
following ways: plants to grow in winter or summer, small and big plants and trees,
indigenous and “imported” plants.
5.5.3 Spatial
The Spatial design or Spatial pattern organises information in terms of physical or

geographical location or proximity.
For example, in a biology lecture, the “heart” may be explained in terms of its place in
the structure of the body, in terms of its functions and relation with other parts of the
body such as the brain, the lungs, the liver.
Another example is a speech in which one has to present the better-equipped football
stadiums on the African continent: one may choose to talk about the stadiums in the
northern countries of Africa, then move on to other regions, East-African region or
countries, West-African region or countries, southern region or countries.
5.5.4 Sequential
The Sequential pattern or design is a highly versatile pattern; it can be used to outline the
steps to be followed in a process, to give instructions that have to be carried out in a
systematic way, one after the other.
For example, the sequential pattern can be used to demonstrate the assembling of a kit;
first, you assemble these two pieces, then you add the four legs, then you place the four
rubber pieces …
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Or, when sharing a recipe, this pattern proves helpful and a sure way to obtain a specific
cake or dish.
You may have noticed that the speech techniques “demonstration” and “the sequential
pattern” are a bit alike.
5.5.5 Problem-and-Solution
The Problem-and-Solution pattern is also called Problem-solving Design. In the case of

an informative speech, the speaker establishes that a problem exists, and then suggests a
possible solution or different solutions. (Note that this speech pattern is often used in
persuasive speeches, in which case the speaker, after establishing that a problem exists,
will provide the specific solution (s)he is advocating!)
For example, a problem-and-solution pattern can be used by a doctor giving a talk to a

group of people on how to heal heartburn. The doctor lists different solutions: change in
diet, stopping certain practices (such as heavy smoking), types of medication to be taken.
[In comparison, the persuasive speaker, (for example in a television commercial), will tell
the audience that the best solution for heartburns is “product VWX” that is being
advertised].
5.5.6 Causal, or Cause-and-Effect
In the causal pattern or design, ideas are developed in relation to each other: Present
situations or effects are shown as being results, or consequences of past actions or events.
Or, we are told that future consequences will result from today’s practices, actions,
decisions.
For example, in a speech concerning the tourism industry, the speaker may tell the
audience that, if there is no regulation on accommodation services for tourists, then the
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quality of service goes down and in the long run, the whole tourism industry of the
country will suffer.
Note: The cause-and-effect pattern is also frequently used in persuasive speeches.

Indeed, many commercials tell us that if we consume “product WXY”, then we
shall feel or look younger, better, stronger.
Activity 3
Refer to Table in Activity 2. Fill in the last column: “speech designs to be used” after
you have carried out research on you topic and gathered material. Go back to the other
columns and fill in with as much detail as you can.
5.6 SPEECHES ON/FOR SPECIAL OCCASION
We are all familiar with Speeches on Special Occasions or for ceremonies – for example,
on the occasion of a wedding, at a prize-giving ceremony or for Independence Day
celebrations.
These occasions can be either informal (e.g. at a wedding) or formal (e.g. the headmaster
of a primary school presenting or welcoming the guest speaker on the occasion of
Independence Day celebrations).
Speeches on Special Occasions can be informative, entertaining, or even persuasive.

Speeches on Special Occasions, like other types of speeches, must take into account the
context, the purpose and the audience being addressed. Compared to other types of
speeches, Speeches on Special Occasions have their specificity:
Unit 9 129
What’s special in this case is not the person doing the speaking but the
occasion that creates those expectations in your listeners
[Pearson & Nelson, 1994, p. 281].
And in this case one of the expectations of the listeners is to hear something profound or
memorable.
Below we discuss some categories of speeches on special occasions.
1. Speech of introduction
2. Speech of welcome
3. Speech to present an award
4. Speech of response or acceptance
5. Speech of tribute
5.6.1 Speech of Introduction
A Speech of Introduction usually serves to introduce the main speaker(s) to the audience,
and to motivate the audience to listen to the upcoming speaker/speech. The Speaker is
presented briefly (profile, accomplishments and standing in the field or subject to be
talked about) and the audience is told about the subject and its significance.
The Speech of Introduction does not cover the main speaker’s subject; it only serves to
arouse the audience’s interest and curiosity to hear the main speech. For example, the
person making the Speech of Introduction can say something like: “Our guest speaker is
going to talk about a nuisance that we all suffer from: Pollution, in its different forms”.
The Speech of Introduction needs to build up the speaker’s identity (what the speaker
knows or has achieved) and not praise his/her abilities as speaker. Remember that the
Speech of Introduction must be brief (the audience is here to listen to the speaker, not to
Unit 9 130
you!); therefore, do not dwell too lengthily on the speaker’s biography. Often, the more
famous the guest speaker you are introducing, the shorter the introduction.
Activity 4
Here is an abridged CV of Ms L. Wong. Due to time constraints, you will not have the
chance to speak to her before she delivers her speech on “Media coverage of child Abuse
cases”. Prepare a brief and interesting Speech to introduce her to your classmates.
Abridged Version of Curriculum Vitae

Name: L. Wong
Date of Birth:
Nationality:
Marital Status: Married [Five adopted children, 12 grand children]
Education
1980 – 1984 PhD in Psychology University (Post-graduate)
1973 – 1976 B.A in Psychology, Sussex University (Undergraduate)
1960 – 1973 Convent of Jesus and Mary.
Employment Record
1998 – Present Professor of Psychology,
1995 – 1998 Project Director for “Child Protection Issues”,
1993 – 1995 Visiting Fellow, University of Cambridge,
1990 – 1992 Senior Lecturer in Psychology,
1986 – 1989 Lecturer in Psychology,
1980 – 1985 Research Assistant, Department of Psychology,
1976 – 1980 Teacher at Rosedale (School).
Research Experience in the field or related fields of
“Child Protection” and “Child Abuse”.
→ Study of young patients in the hospital environment. Unpublished.
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→ Methods of observation and interview of abused children of 5-10 years old. [Co-
authored] in Journal of Psychology.
→ “Analysis of family structures of battered Women and Children”, UNICEF
publication, Autumn 1986.
→ Report on Police Training in handling child abuse cases, commissioned by
Ministry of Health, UK.
→ Changes in policies for the care and protection of children: a comparative study
between UK and France. Funded by Université de L’Europe, and published in its
academic journal.
→ Analysis of juvenile delinquency schemes in the West Indies. Ongoing research.
→ Forms of Childhood Abuse and adult types.
Method: Interview, and analysis of biographical materials.
Financial Support: National Prisons Department, UK.
Awards and Honours

1994: Chair, Psychological Research Committee, Carribean Academy of Social
Sciences.
1990: The Piaget Award for contributions to studies on Childhood Development.
Publication (about 25 publications in Journals and Books)

- Co-authored Book: “Psychology of Crime”
Other
- Producer of the Series of Monthly Talks on Radio Four on “Psychology and
Protection”. Now running into its fourth year.
5.6.2 Speech of Welcome
Unit 9 132
The speech of welcome usually applies to situations where we have to welcome or
introduce guests or visitors other than speakers. The purpose of this kind of speech is to
introduce newcomers, guests, visitors to the existing group, and to make them feel more
comfortable.
There are numerous occasions for Speeches of Welcome. Some examples are to
introduce a new recruit to the rest of the staff, to greet a visitor to your local music group,
to welcome a team of players which has arrived for a match with the national or local
team, to introduce a foreign professor who will be teaching a few sessions to your group.
Activity 5
Speech of welcome
Ayanda is a visiting student from the University of Zambia, and she will be staying for a
month. In a short speech, welcome her to your class. Invent any details you deem
necessary and interesting.
5.6.3 Speech to Present an Award
This Speech of Presentation generally informs the audience about the award, the present
recipient of the award and his/her achievements. The speech can also give such
information as a brief history of the award, the standing of the award and past recipients.
The Speech of Presentation of the award contributes to the atmosphere of dignity and
status that this type of situation usually commands.
Unit 9 133
]
Activity 6
You have been invited by the Head of the secondary school where you studied to present
the Award of "Best Performer at the last HSC examination." Present the award to the
winner. Invent any details you deem necessary and interesting.
5.6.4 Speech of Response or Acceptance

Responding to a Welcome
A guest or visitor responds to a speech of welcome to thank the group or organisation for
its welcome, and to express appreciation for being invited or accepted.
Acceptance
The person who, as individual or representative of an organisation, receives an award,
usually acknowledges the award by means of a speech of acceptance.
The Speaker who receives the award on behalf of a group or organisation, thanks the
other persons involved. A few words can also be said to acknowledge the importance of
the award and the activity being recognised.
Activity 7
a) You are a visiting student to the Namibia Polytechnic. You have just been
introduced and welcomed by one lecturer. Respond to the welcome. Invent any
details you deem necessary and interesting.
b) The University of Mauritius has created this year an award for "best behaved class"
on campus. Your class has won the award and you have been chosen by your class
to receive the award. Prepare a speech of acceptance for the occasion. Invent any
details you deem necessary and interesting.
Unit 9 134
5.6.5 Speech of Tribute
A Speech of Tribute often recognises and celebrates the accomplishments of persons and
sometimes the significance of events.
The Speech of Tribute should sketch the relevant achievements and consequences,
without exaggeration.
• Speech communication is an intentional interaction between a speaker and an

audience where the speaker purposefully, through premeditated verbal and non-
verbal messages, informs and/or persuades and/or entertains an audience within a
specific communication.
• While the speech is being delivered, direct feedback from the audience is mainly
non-verbal.
• The goal of the speech, the audience, the subject matter and context are some of
the main factors that influence/determine the content of the speech, the techniques
used to convey information and organisational patterns.
• Speeches on /for special occasions are of different types. They must suit the
specific occasion or situation.
Unit 9 135
UNIT 6 MODES OF SPEECH DELIVERY; PRESENTATION AIDS
Unit Structure
6.0 Overview
6.2 Modes of Speech Delivery
6.2.1 Memorised Mode (or Memorised Speaking)
6.2.2 Manuscript Mode (or Manuscript Speaking)
6.2.3 Extemporaneous Mode (or Extemporaneous Speaking)
6.2.4 Impromptu Mode (or Impromptu Speaking)
6.3 Presentation Aids
6.3.1 Functions of Presentation Aids
6.3.2 Why Use Visual Aids?
6.3.3 How to Optimise the Use of Aids
6.3.4 Varieties of Presentation Aids
6.3.4.1 Board
6.3.4.2 Overhead Projector
6.3.4.3 Slide Projector
6.3.4.4 Audio and Video Tapes
6.3.4.5 Multimedia Presentations
6.3.4.6 Hand-outs
6.3.5 Preparing Data for Presentation
6.3.5.1 Designing Visual Aids
Unit 9 136
6.0 OVERVIEW
In this Unit, we learn about different methods of presentation of speeches. This unit also
discusses the use of presentation aids to optimise oral communication.
Note: For Assignment 3, you will be required to use the extemporaneous mode and
appropriate presentation aid(s).
After having completed this unit, you should be able to do the following:
1. Describe the different modes of speech delivery;

2. Compare and contrast the different modes of speech delivery;
3. Describe the functions of presentation aids;
4. Identify the various media that can be used to support the presentation of information;
5. Present visual data effectively;
6. Give an effective oral presentation supported by appropriate aids (see Assignment 3).
6.2 MODES OF SPEECH DELIVERY
Modes of Speech Delivery are methods of presentation of a speech.

Four main modes are commonly identified:
- Memorised mode
- Manuscript mode
- Extemporaneous mode
- Impromptu mode
Unit 9 137
The mode you choose should be appropriate for the message, the audience, and
the occasion.
[Pearson & Nelson, 1994]
6.2.1 Memorised Mode (or Memorised Speaking)
With this mode, a speaker delivers a speech after memorising every word in the speech.
Certain situations call for the memorised mode, e.g. acting in a play, reciting a poem you
or other people have written.
Some Advantages of Memorised Speaking:

- The speaker is in total control of the wording which has been decided and learnt
beforehand.
- The speaker can plan for, or fit into, an exact timing.
- The speaker can use nonverbal language quite amply with this mode of delivery since
he/she will have no paper to hold or handle.
Some Disadvantages of Memorised Speaking:

- Time is required for memorisation, and there is the risk of forgetting part of the
speech during delivery.
- There is the risk that during delivery, the speaker forgets part of the speech which
may contain important information or the speaker may ‘go blank’ in the middle of the
speech, and consequently be at a loss for words and ways to finish the speech.
- The speech can sound memorised and lack spontaneity, reducing the speaker’s
effectiveness.
- Since the speech is totally prepared in advance and memorised, the speaker cannot
respond to the audience/feedback. For instance, when more appropriate words or
explanation are needed, the speaker will not be able to react and adapt to the
situation.
Unit 9 138
6.2.2 Manuscript Mode (or Manuscript Speaking)
As the name implies, the manuscript mode is a speech delivered with a script
of the exact words to be used.
In the manuscript mode, the speaker reads out the speech. Indeed, the manuscript
contains the fully written speech, word for word. This mode is commonly adopted in
symposia where research papers are delivered. Politicians, or speakers making important
announcements and who are likely to be quoted, may also prefer this mode.
Some Advantages of Manuscript Speaking:

- The speech can be free of mistakes and error (facts, wording, style) since it is wholly
written beforehand.
- The speaker is never at a loss for words because (s)he reads from the manuscript.
- Timing can be controlled if planned in advance.
- Copies of the speech can be made available to journalists to avoid being misquoted.
Some Disadvantages of Manuscript Speaking:

- The speaker tends to pay more attention to the script than to the audience, and to have
little eye contact with the audience.
- The manuscript speech restricts the movements and gestures of the speaker who has
to read from the script.
- The speech may sound “written” and not spontaneous.
- Reading a written “speech”, word for word, makes it very difficult to respond to
feedback and adapt to the audience.
Unit 9 139
6.2.3 Extemporaneous Mode (or Extemporaneous Speaking)
The extemporaneous mode is carefully prepared and practised, but it is delivered

conversationally without heavy dependence on notes.
The speaker will have prepared, organised and rehearsed the speech, but the speech must
be delivered in a conversational tone, appearing and sounding spontaneous.
A written script is used which can include the outline, key words, quotations and figures.
But the wording is created as the speaker delivers the speech. The speaker focuses on the
ideas, messages or meanings to be conveyed.
Advantages of Extemporaneous Speaking:

- The extemporaneous speech allows considerable eye-contact and nonverbal
expression.
- The speaker can respond to feedback from the audience, and use wording as well as
nonverbal expression that are felt to be more effective and appropriate for the
situation.
- Since the speech is largely spontaneous, it is easy to speak in a conversational tone
and, to be and sound natural.
Disadvantages of Extemporaneous Speaking:

- An inexperienced speaker may search for words or use weak, inappropriate, or
ineffective language.
- Without proper preparation and practice, a speaker may appear to be giving an
impromptu speech, or may overuse notes.
- It may be difficult to stick to a specific time frame, since the wording is created
progressively as the speech is delivered. The speaker may spend more time on an
idea or aspect than intended or necessary.
Unit 9 140
In spite of certain disadvantages, the extemporaneous mode is usually recommended
when learning public speaking because it teaches good preparation, focuses on the
message and allows one to adapt to the audience.
6.2.4 Impromptu Mode (or Impromptu Speaking)
An impromptu speech is delivered on the spur of the moment, with no or hardly any time
to prepare. For example, if in the middle of an event or meeting, you are asked to make a
speech, then you have no choice but to “speak off the cuff”; or, fifteen minutes before an
opening ceremony, you are asked to deliver the welcoming speech because the speaker of
the day has been taken ill suddenly. In such circumstances, you only have a few minutes
to prepare, to jot down a few main ideas on a piece of paper.
There is hardly any advantage in an impromptu speech, because of the range of

difficulties involved.
However, you can still find yourself having to give an impromptu speech. Knowing the
disadvantages of such a situation can help reduce the unpredictability of the result.
Disadvantages of Impromptu Speaking

- The speaker must rely solely on previous knowledge and skills, and (s)he has no time
to carry out research, to prepare or to practise.
- Since the language can only be spontaneous, there is no careful choice of words:
Words which do not quite convey the speaker’s messages or intention, may be
uttered. Therefore, impromptu speaking can produce very unpredictable outcomes.
- There is the risk of unnecessary repetition, and/or rambling and omission of important
or relevant ideas.
Unit 9 141
Although we said earlier that the mode of speech should be appropriate for the message
the purpose, the audience, the setting or context, and the occasion, we must bear in mind
that:
- Different speakers may be more or less comfortable or effective with different modes
of delivery.
- Although delivery is an important feature of public speaking, its influence on
audience comprehension should not be overrated or overestimated. Comparing the
relative importance of delivery and content, certain researchers have found that “there
is reason to believe, that content may be more important than delivery”. [Pearson and
Nelson, 1994].
- In Assignment 3, you are required to deliver an extemporaneous speech with
appropriate presentation aids.
We are now going to discuss the various presentation aids that may be used for your
speech assignment.
6.3 PRESENTATION AIDS
6.3.1 Functions of Presentation Aids
‘Presentation aids’ is the generic term for various equipment that can be used to help us
communicate more effectively. They include devices such as the white or blackboard,
overhead projector, slide projector, audio and video equipment.
Various studies have shown that, after listening to a speech conducted without visual
aids, people retain only about 20 percent of what they hear. However, if visual items are
used to support speech, retention of data increases to approximately 50 percent.
Presentation aids are meant to complement, illustrate, and reinforce what we say.
6.3.2 Why Use Visual Aids?
Unit 9 142
They help portray vividly and instantly things that may take time to say. They save
time for the speaker and may also operate as ‘aide-mémoire’ for the latter.
They can enhance understanding of the topic for the audience.
They add authenticity to the speech. As goes the saying, "seeing is believing"!
They add variety in a presentation as they provide the audience with visual items to
focus on other that the speaker. Visual materials create interest and thus prevent
boredom.
They help the speech have lasting impact. Visual anchors help the audience
remember some key points.
They give the communicator a physical thing to do, which is sometimes helpful in
case of nervousness.
However, when using presentation aids, you should bear in mind a few possible
problems. For instance, visual aids are meant to be used as ‘aids’, i.e. as supporting
material for your speech; they should not dominate the presentation. Many people get so
engrossed in the possibilities offered by technology that they allow it to take over, or they
are so nervous that they are happy to hide behind their aids. Presentation aids can also
take the audience’s attention away from the speech specially if the material carries too
much information. It is thus important to choose the right kind of visual and to keep the
text to a minimum.
6.3.3 How to Optimise the Use of Aids
Before the Speech

Take the time to prepare the data that you are going to use on visual aids. Outline
your speech and jot down main ideas that can be summed up and used as key
points on the material.
Make sure that your material is neat and clear. Avoid cluttering your aids with too
much data. Remember that the purpose of your presentation is to communicate
ideas and information, not to dazzle people with fancy graphics.
Unit 9 143
Test your aids beforehand. Make sure that the equipment you are going to use is
functioning properly and that you know how to handle it.
The use of presentation aids requires good co-ordination skills. If you are unsure
of yourself, take the time to practise your presentation with your visual aids.
Make sure the visual aids are integrated and relevant to your speech. If you are
using transparency sheets, number them to avoid confusion.
Ask yourself how you would react to the material if you were a member of the
audience.
Be ready to deliver your speech without visual aids as the equipment may be
subject to last minute failures.
During the Speech

Remember that you must create a rapport with your audience before making use
of visual aids. Try to keep talking while pointing to your visual material so that
you do not lose your audience's attention. Do not read the text from the visual.
Make sure that the audience can see your material from any angle. Do not stand in
front of your material.
Look at your listeners, not your material. It is fine to glance at the material, but
get your eyes back on the people in the room as quickly as you can. Your
connection with them is the most powerful presentation tool you have.
6.3.4 Varieties of Presentation Aids
There are several types of presentation aids that can be used to support speech. A few of
the most commonly used are introduced in this section.
Unit 9 144
6.3.4.1 Board
If the only equipment available for a presentation is a white or black board (or a flip
board), the following points need to be considered:
Boards are most effective when used for very simple visuals, a few keywords or
simple diagrams.
When you are writing or drawing on a board, you are very often turning your back to
the audience. You may thus need to raise your voice and keep eye contact from time
to time.
Some areas of the board may not be visible from certain angles. Make sure that
everyone in the audience can see clearly what you are writing or drawing on the
board. Use big, legible handwriting.
Keep the board uncluttered by erasing unneeded material that may distract the
audience from new topics.
6.3.4.2 Overhead Projector
Overhead projectors (OHP) project images through transparent material on to a white

screen or board. This type of equipment allows the speaker to face the audience and thus
retain eye contact. Also, since the material to be projected is prepared beforehand, the
speaker saves time and there is less risk of confusion and fumbling.
You may draw or write directly on the transparency sheet using a special pen or marker.
You may also prepare your transparency by photocopying from any existing printed
document or material prepared by yourself on special software (e.g. Powerpoint).
However, make sure that you use special photocopy film as write-on films may damage
the photocopy machine or may themselves be damaged by heat when photocopying on
them.
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Do not overload your transparency sheets and make sure you use big typeface for textual
data (>30 points). A good transparency sheet contains not more than six lines of text with
not more that six words per line.
Before the presentation starts, adjust the focus of projecting lens so that the image is
sharp enough. Also, if there is too much light in a room, the projected image will lose
definition and look blurred. You may thus need to dim or switch off the light in the room.
During the presentation, switch off the equipment if you are not using it as it may distract
the audience's attention.
6.3.4.3 Slide Projector
This is a more sophisticated piece of equipment which projects pictures from a special
format called 'slide' ('diapositive' in French). It requires a completely darkened room,
which makes note-taking difficult.
Slides offer excellent reproduction of colour pictures. They can be prepared using special
35 mm film and camera. These are, however, quite expensive and require good
photographic skills.
6.3.4.4 Audio and Video Tapes
For your presentations, you may wish to play an audio tape or an extract of a TV
programme or film. This can be easily done by using, in the first case, an audio or, in the
second case, a video cassette to record the programme.
If you are planning to do either, make sure that you play only a short extract which really
fits in with your presentation. Do not let the audio tape or film play for too long as you
may lose contact with your audience and have difficulty in switching their attention back
to your topic.
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Also make sure that the standards you use for video recording are appropriate for the
equipment you will use for presentation (e.g. PAL, SECAM, MESECAM, NTSC).
6.3.4.5 Multimedia Presentations
Multimedia presentations require sophisticated equipment like a computer or a laptop and

a special type of projector sometimes called RGB (for Red, Green and Blue, colours used
by the projector to reproduce an infinite number of colours on the screen).
Powerpoint shows can be used to support speech with special animation effects, such as
text and visuals running across the screen and transition effects. However, this type of
equipment often requires a technician to operate the equipment. Also, it is imperative that
these presentations are rehearsed well in advance as technical problems happen regularly.
6.3.4.6 Hand-outs
Hand-outs can be given to the audience when there is too much data to present during the
time allocated or to give listeners a summary of the main points presented by the speaker.
Unless hand-outs are designed to be used as supporting material for the audience to
follow the points raised, it may be advisable to distribute hand-outs after the speech. This
will avoid the risk of listeners not focusing their attention on your presentation.
In any case, do not distribute materials during your speech as you lose time and may
cause some chaos within the audience.
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6.3.5 Preparing Data for Presentation Aids
Whilst preparing presentation aids, you may use various types of data such as text,
illustrations, pictures, diagrams, charts, graphs, curves, tables, etc. Your choice of data
format will depend largely on the topic presented and on the points that are discussed.
6.3.5.1 Designing Visual Aids
To construct effective visual aids, a few rules of good design should be followed:
♦ KISS or Keep It Simple Stupid - Do not overload your material with data.
Eliminate words rather than reduce type size or line spacing to "fit everything in".
Use concise words.
♦ Visibility - Use big font size and leave enough white space for the data to 'breathe'.
♦ Balance - Make sure that the material presented is visually balanced and pleasing to
the eye. For example, in the case of transparency sheets, do not fill in the sheets with
text from margin to margin.
♦ Sobriety - Colour adds impact to the meaning of speech. But you must be sober in
your use of colours if you are using more than one. Sometimes two colours are more
than enough! Remember that black also counts as a colour… Also, use a few
typefaces well. Do not use more than two typefaces and avoid overkill (e.g. using
'bold + italics + underlined').
♦ Unity - Use white space, type and colours consistently throughout your material. Use
the same layout with same margins on all sheets.
♦ Emphasis - Restrict emphasis to that which is truly important. Avoid paragraphs with
too many words set in bold-faced text for instance.
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Activity 1
The Marketing Officer of an IT company submitted a report on sales results to his

manager and was asked to give a 10-minute presentation to management in one week's
time.
On being given this assignment, he arranged for an overhead projector to be installed in

the conference room of the company. As he had some complex data to present, he
prepared a score of transparencies with graphs, charts and tables.
On the set date, he arrived in the conference room right on time. He felt confident that the
presentation would be successful as he had carefully rehearsed his speech.
After a short introduction, he opened his file, took out his transparencies and put the first
one on the projector. He realised that the device was not working. Fortunately, an
attendant quickly helped him by immediately replacing the equipment.
The Marketing Officer then carried on with his presentation and ran rapidly through all
the transparencies. In the end, he was satisfied that he had not exceeded the time
allocated and that he had succeeded in presenting all the visual data.
According to you, how successful has the Marketing Officer been in his use of
presentation aids?
* NB
Work out this activity before turning the page.
Answer to Activity 1
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The Marketing Officer made a few mistakes in his presentation:
• He prepared too many transparencies for the time allocated (20 transparencies for
10 minutes). There is a risk that his visual aids were therefore the core of the
presentation. They were not used as a supporting tool for the speech.
• He did not familiarise himself with the equipment beforehand such that time was
wasted for the replacement of the material. He should have arrived in the
conference room well before the time scheduled (not 'right on time') to be able to
test the material and the visual aids.
• As a result of this technical problem, he had to run though the transparencies

rapidly and most probably adopted a pace that was too 'rapid'. Instead, it may
have been advisable to skip some of the less important transparencies to keep a
good rate of speech. This is typically someone who was overwhelmed by the
visual data!
• Presentation aids are meant to be used as tools that support, not replace speech.
You should therefore plan what you wish to say first so that your aids will
complement your words.
• They require planning and forethought. The typographic and visual design, the
technicalities involved in the use of the visual aids, their integration into the
presentation are some of the important aspects to be considered.
• A dull speech will still be dull even if there are attractive visuals!
UNIT 7 PERSUASIVE SPEECHES
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Unit Structure
7.0 Overview
7.2 Persuasion
7.2.1 Persuasion in Contemporary Society
7.2.2 Two Conceptions of Persuasion
7.2.2.1 Persuasion as Manipulation
7.2.2.2 Persuasion as the Art of Speaking
7.3 The Persuasive Speech
7.3.1 Differences between the Persuasive Speech and the Informative
Speech
7.3.2 Ethics in Persuasive Speeches
7.4 Two Models of Persuasion
7.4.1 The AIDA Principle
7.4.2 Rank’s Model or the Intensification-Downplay Model
7.0 OVERVIEW
This Unit introduces two conceptions of persuasion in contemporary society, and deals
with Persuasive Speeches. Two models of persuasion are presented.
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2. Describe the notion of persuasion in contemporary societies.

3. Distinguish between Informative and Persuasive Speeches.
4. Explain the ethical considerations in Persuasive Speeches.
5. Identify two models of Persuasion.
7.2 PERSUASION
The following is a working definition of persuasion:
Persuasion is a dynamic, ongoing process which purposefully, through verbal and

nonverbal messages, aims at shaping, maintaining, reinforcing and/or changing
the audience’s beliefs, attitudes and behaviour.
If, on the spot, we may be persuaded to accompany our friend to the nearest bookshop,
our beliefs and attitudes are not always subject to persuasion as rapidly as that. Often, we
are persuaded to adopt certain beliefs, attitudes or behaviour only after a succession of
persuasive efforts or messages, from the same source or different sources (e.g., television,
commercials, advertisement in newspapers). However, a single persuasive message or
speech can be the start of the adoption of, or a change in, belief or attitude.
7.2.1 Persuasion in Contemporary Society
Persuasion and resisting persuasion are part of our daily communication experiences.
Even in the intrapersonal setting, persuasion takes place. Sometimes, we have to
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persuade ourselves to get up and go to work or to class. We persuade ourselves to weed
the garden or to complete the long-awaiting repairs in the house, on our day off. Or, after
weighing the pros and cons of different standpoints, we persuade ourselves that we
should take a stand in favour of abortion and join the public demonstration the coming
Saturday.
Persuasion pervades the different communication contexts, and the forms it takes are
many and varied. Certain instances of persuasion are easy to recognise; for example
when the lawyer is trying to persuade the jurors that the client cannot be proved guilty
beyond reasonable doubt.
There are other instances when people are subject to persuasion without being conscious
of the fact; for instance, when we see a poster inviting us to the big sales of a particular
chain of supermarkets or stores, or when a child persuades its parent to buy the latest
game or toy, or when someone insists that we join him/her for a drink, although we are
quite busy.
We too, use persuasion continuously; for example, when we bargain with a seller for the
article we wish to buy. Or, when we try to get the officer at the post-office to sell us
some stamps when the post-office is closing, or when we try to persuade the
lecturer/tutor not to give the class test scheduled for the day.
Persuasion in the few examples above is taken in the sense of conscious or unconscious,
verbal and nonverbal, messages that attempt to persuade towards a certain behaviour or
attitude but which is not imposed by force on people.
As citizens in today’s world, we are exposed to all kinds of information and persuasion.
We should be able to distinguish between information and persuasion. We must be able
to recognise the techniques used by persuaders in different instances. These instances
range from seduction or subtle manipulation (as applied in advertisement, or Public
Relations, and which constitute prominent forms of persuasion in modern societies), to
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group lobbying (e.g. a group of companies trying to secure special treatment or condition
from a government) or even psychological pressure exercised by individuals/groups over
others. We can also mention instances of persuasion at international level, e.g
economic/financial pressure exercised by some nations over others.
Activity 1
List at least two persuasive communication situations you were involved in (as persuader
or persuadee) during the last 24 hours.
7.2.2 Two Conceptions of Persuasion
Different people, as well as authors, have different conceptions of persuasion. Below we

explain two different conceptions of persuasion. One conception views persuasion as
manipulation to get people to do things against their will. The other conception views
persuasion as rhetoric and the art of effective speaking.
7.2.2.1 Persuasion as Manipulation
Persuasion is viewed as exercising some kind of influence or pressure to bring people to

believe or do things they would not otherwise believe or do.
In this case, there are different forms of persuasion which can be distinguished from one
another on the basis of:
- The amount of influence or power that the persuader (the person attempting to
persuade) can exercise over the persuadee (the person exposed or subject to
persuasion)
- The amount of choice the persuadee has in the persuasion process.
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Different forms of persuasion can be identified; however it is not always easy to draw the
line between one form and another.
Some main forms of persuasion commonly identified are:-
- Education Education is viewed as a soft form of persuasion. It

is closer to information in the sense that knowledge
and a variety of options are presented to the
learners, who exercise their own free will in making
choices or decisions. However, education is often a
powerful source of influence in society, whether we
are aware of it or not. A number of values and
beliefs we acquire through education become
ingrained and contribute to our personal ideology.
- Seduction Some people will classify commercials and

advertisements in this category, although others
may classify them in the next category,
manipulation. As in the case of education,
seduction can be classified as soft persuasion since
it is not very constraining. It does not really impose
anything on the individual. It uses words, pictures,
colours and representations, like in advertisements
or political speeches, to seduce the public either to
buy a product or to adopt a voting behaviour.
- Manipulation Manipulation occurs when the persuader succeeds

in getting the persuadee to adopt a belief, an attitude
or a behaviour against his/her own best interests.
Manipulation is seduction in a way, but with a
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heavier negative connotation implying use of more
deceitful ways and means.
- Sanction Sanction has persuasive power. For example, law

and regulations usually include sanctions or certain
types of punishment (fines, imprisonment, being
denied certain rights) which can act as deterrent, or
which encourage or “persuade” many of us to act in
a certain way. Sanction does not carry negative
connotations like other forms of persuasion.
- Propaganda The term propaganda generally refers to the use of

psychological techniques to attempt to influence a
group’s (rather than an individual’s) behaviour or
belief.
- Indoctrination or Brainwashing Indoctrination and Brainwashing have roughly the

same meaning: Some authors argue that
brainwashing is “indoctrination taken a step
further”. Indoctrination refers to the process of
instilling certain ideas, beliefs or information in a
persuadee (or group) while retaining or hiding all
opposing or alternative information from that
persuadee. Brainwashing is used when the process
of indoctrination takes place in a totally controlled
situation or environment, e.g., in certain prisons, or
training camps in dictatorial regimes or in certain
sects cut off from the rest of society.
7.2.2.2 Persuasion as the Art of Speaking
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In this case, persuasion is viewed as a
noble pursuit of the best ideas, most workable solutions, and greater
support for an idea by the people through effective speaking
This conception of persuasion is in line with a long tradition, which dates back to the
Ancient Greeks of the fourth and fifth centuries B.C., when rhetoric or the art of speaking
was taught and practised as an academic discipline. It was also considered as a necessary
tool for the proper functioning of a democracy. The use of rhetoric meant arguing both
sides of a case, presenting evidence, and using a line of reasoning which leads to a logical
conclusion or “the truth”. From this tradition, persuasion has been understood as the art
of effective speaking.
We can consider different instances where this conception of persuasion applies:-

u a campaign that calls on the general public to care more and better for its elders.
u a speech that aims at persuading women above a certain age to undergo certain
medical tests for preventive purposes.
u an opinion leader, social worker or politician who persuades the public to take a
certain stand for society’s good and not for his/her personal ambitions.
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Activity 2
List five other examples, real or fictitious, which according to you, pertain to the same
conception of persuasion as in 7.2.2.2, i.e., persuasion for a noble cause.
1.
2.
3.
4.
5.
THE PERSUASIVE SPEECH
7.3.1 Differences between the Persuasive Speech and the Informative Speech
The Persuasive Speaker attempts to shape, reinforce or change the audience’s or

receivers’ attitudes, beliefs or behaviour. The Persuasive Speaker aims at persuading the
audience to support or reject a certain proposition (e.g. you should vote for, or against,
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Capital Punishment; the audience or receiver(s) is/are asked to choose one from a number
of alternatives, e.g., buy this brand of toothpaste, and not the others).
The Informative Speaker or Speech aims at sharing knowledge and understanding with
the audience, without attempting to influence the audience or receiver to choose any
option. Informative Speeches only reveal and clarify arguments for or against. The
audience is left to make its own “reasoned” choice(s).
Persuasive Speakers have the role of leaders or opinion leaders while Informative
Speakers act more like teachers.
Persuasive Speaking requires more commitment (taking sides) than Informative

Speaking. Because persuasive speeches attempt to influence people’s beliefs, attitudes or
behaviour, they entail greater responsibilities and ethical obligations on the part of the
speaker than informative speeches.
7.3.2 Ethics in Persuasive Speeches
Ethics or standards of moral conduct are written and unwritten rules of

conduct
If slandering or libel is punishable by law, many techniques of persuasion are not. Yet,
persuasive communication, in attempting to influence people’s beliefs, attitudes or
behaviour can sometimes affect people’s lives negatively.
Persuasive speakers should be aware of their responsibilities, and should observe certain
basic ethical standards: in fact, learning about persuasive communication or persuasive
speeches implies taking into consideration this ethical aspect too.
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We must, however, remember that it is not easy to deal with ethics: ethics can be a very
subjective appreciation of goodness or badness of an idea or a practice. Different
individuals may have different values and opinions about such questions as:
- Is it ethical to make use of persuasion at all?
- Which techniques and means are ethical and which are not?
- Where do we draw the line between information and persuasion? For example, some
people are of the opinion that an advertisement concerning the upcoming sales at a
specific store informs them of this fact while others may view the advertisement as a
means to merely persuade a maximum of customers to come to the store; still others
may consider the advertisement as having both an informative and a persuasive value.
Persuasion can be used by both scrupulous and unscrupulous speakers. The choice of
ethical or unethical methods, for ethical or unethical purposes, depends on the persuader
and his/her ethics.
Also, as persuadees, we need to be on our guard against unethical means and objectives.
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7.4 TWO MODELS OF PERSUASION
We have chosen to present two models of persuasion which can be useful when preparing
and presenting a persuasive speech but which can also help us as critical receivers or
recipients of persuasive messages.
7.4.1 The AIDA Principle
The AIDA principle is an acronym made up of the first letter of the following words:
Attention – Interest – Desire – Action. These four words represent, respectively, the
different steps of persuasive messages.
Attention First, the recipient or potential persuadee’s attention has to be

caught.
Interest The attention of the recipient is transformed or changed to interest,

e.g., by using testimony of people who have already been
convinced about a product or a stance.
Desire Next, a need or desire is aroused within the recipient (e.g. when
the audience is told that a given brand of shampoo makes the hair
look beautiful and shiny, or, when the desire is aroused in 18-year
olds to register in order to be able to vote and thus have a say in
matters concerning their future and their country).
Action The recipients become persuadees when they actually adopt the
attitude or behaviour indicated by the persuader (e.g. buying the
shampoo advertised, voting for the candidate or cause requested).
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Activity 3
Using the AIDA principle, design and write a short advertisement for a new product or
service.
Hints: a) Identify your product or service.

b) Briefly outline your approach.
c) Choose between text/audio/visual.
7.4.2 Rank’s Model or the Intensification-Downplay Model
Rank’s model of persuasion, also known as the Intensification-Downplay model brings

out two series/lines of strategies: the Intensification Process or Scheme, and the
Downplay Process or scheme.
1. The Intensification process or scheme:-

This process, scheme or line of strategy involves, intensifying the persuader’s
good points and/or intensifying the opposing position’s bad points.
Three tactics commonly used are:

(i) Repetition
(ii) Association
(iii) Composition
(i) Repetition
A message is repeated a number of times by the persuader in order to intensify it and in
the hope that the recipient or receiver will remember it afterwards. This tactic is often
used in commercials or advertisements where names of products, aspects or qualities of a
product through slogans, and/or accompanied by jingles, are often repeated.
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(ii) Association
A product, a cause, a candidate or an ideology is associated with a person or thing that is
already liked/disliked, accepted/rejected. For example, a brand of drink is associated in
an advertisement with a famous artist or football player. In the case of countries or
places where comparison with another brand or a competitor is allowed within
advertisements, the competing brand or competitor can be associated with a shameful
event or person.
(iii) Composition
Composition refers to the nonverbal aspects of the message; it also shows visually how
the object or person being advertised is associated with a positive figure. For example, in
an advertisement in the newspaper, the composition would refer to such elements as how
the advertisement is presented visually and graphically, the layout, colour, or size, or the
perspective of the product advertised in relation to the background.
In the case of a political candidate, the composition would include such elements as the
physical setting in which the candidate is speaking, and the candidate’s nonverbal
behaviour or messages.
2. The Downplay Process or Scheme
This line of strategy or scheme involves downplaying the persuader’s bad points or
weakness and/or downplaying the opposing position’s good points.
The three tactics used in the downplay process or scheme are:

(i) Omission
(ii) Diversion
(iii) Confusion
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(i) Omission
This tactic omits information about the persuader’s bad points, and about the opposing
position’s good points. For example, an advertisement tells us that this electric shower is
cheaper than others, but it does not tell us that an additional apparatus must also be
purchased in cases where the water pressure is not strong enough. Or an advertisement
tells us about the weaknesses of the competing product but omits to tell us that the
competing product is cheaper.
(ii) Diversion
One tactic used by persuaders is to divert attention of the audience from their weak points
by making use of humour or by subtly evading the polemical issues or questions raised.
The same tactic is also used to divert attention from the strong points of the competitor.
This tactic is quite popular with politicians, especially in debates. For example, a
candidate or persuader attacks the other’s personality instead of responding to, or
tackling, the issue raised about the national education system or public health services.
(iii) Confusion
This tactic confuses the recipients, for instance by making use of jargon or technical
terms, faulty logic and explanations. Riddles are also used to downplay the persuader’s
weak points and/or the competitor’s strong points.
Rank’s model of persuasion does not tell us all that happens in the persuasive process,
but it does indicate or reveal certain tactics often used in persuasive messages (such as
advertisements) that pervade everyday life.
Activity 4
Unit 9 164
Using Rank’s model, briefly outline a speech on one of the following topics for a
Persuasive Speech:
(a) More young people should be encouraged to embrace a career in teaching.
(b) We should not ask what our country can do for us, but what we can do for our
country.
Note to tutors: you may provide additional topics.
• It is important to distinguish between information and persuasion, or between

informative speeches and persuasive speeches.
• There are different notions, concepts and degrees of persuasion.
• As receivers or recipients of messages, we must be able to identify persuasive

techniques and methods used by persuaders.
• Persuasion can be used for good, moral, ethical causes and reasons as well as for less
good, less moral and less ethical ones.
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UNIT 8 PERCEPTION AND LISTENING SKILLS
Unit Structure
8.0 Overview
8.2 What is Perception?
8.2.1 Definitions: How Does Communication Involve Perception?
8.2.2 Differences in Perception
8.3 The Perceptual Process
8.3.1 Selection
8.3.1.1 Selective Exposure or Selective Attention
8.3.1.2 Selective Retention
8.3.2 Organisation
8.3.2.1 Figure and Ground
8.3.2.2 Closure
8.3.2.3 Proximity
8.3.2.4 Similarity
8.3.3 Interpretation
8.4 Improving Perceptual Accuracy
8.5 Listening Skills
8.5.1 Importance of Listening
8.5.2 Techniques for Effective Listening
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8.0 OVERVIEW
This Unit examines how perception functions, and presents ways in which perception can
be improved. The Unit also discusses an important component of communication skills,
Listening Skills, and outlines a few techniques for effective listening.
1. Define perception.
2. Describe the perception process.
3. Assess the importance of, and differences in perception from one human being to
another.
4. Identify factors that can improve perception.
5. Explain the importance of listening in communication.
6. List a few aids to effective listening.
8.2 WHAT IS PERCEPTION?
8.2.1 Definitions: How Does Communication Involve Perception?
Here are a few working definitions of perception:
- Perception is the mental process through which we interpret that which we sense.
[Pearson and Nelson, 1994, p. 24]
- Perception is about the way we see, hear, feel, taste and smell specific stimuli around
us and the meaning that we give to these stimuli.
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- Perception is the process of gathering sensory information and assigning meaning to
it.
- Perception is a personal process, a subjective understanding and interpretation of

either another person or a situation or event.
The following definition illustrates or establishes the close link between Communication
and Perception:
Perception is the process by which we come to understand ourselves and

others, and understanding is an activity basic to communication
Perception is an integral part of communication; our self-concept and our perception of

others influence or determine our communication and our relationships.
Our Self-Concept
The term ‘self-concept’ refers to the way we view ourselves as a person and the way we
see ourselves in relationship to others. Our self-concept influences our reactions to other
people, and determine how and what we say.
Our Perception of others

Our perception of others determines if we communicate, how we
communicate, and how we feel about the experience before, during, and
after the event
Depending on whether we perceive a person to be arrogant and self-centred, or rather

friendly and outgoing, our communication will not be the same. For instance, we may
decide to engage or not to engage in a conversation with someone we know, depending
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on whether we perceive the person as looking very outgoing or a bit aloof at a given
moment. If we are meeting a person for the first time, our first impressions of that person
often determine or influence whether, and how, we talk to that person.
Even before a person utters a word, a number of non-verbal signs influence our
perception/first impressions of that person: his/her physical appearance, the way (s)he
walks into the room and sits down, the look on his/her face.
Role of Perception in Communication

Perception plays an important role in communication; wrong or inaccurate perceptions
can cause problems and can sometimes result in serious conflicts.
Perception and communication can be improved if we:
• know the factors that determine or influence individual perception(subsection 8.2.2).

• understand what occurs in the perceptual process (section 8.3).
• identify elements that can contribute to greater accuracy of our perceptions
(section 8.4).
8.2.2 Differences in Perception
Perceptions are personal constructs of the perceiver

Each individual sees or understands the world and others in his/her own unique
perspective; perceptions of other people and events differ from one person to another.
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Why do we see the world differently? Why do differences in perception occur?
Two main sets of factors or reasons can be identified for the differences in individual
perception:-
(i) Personal History

(ii) Present Situation.
Though we classify the factors into two main groups for the sake of explanation, there is
necessarily some overlapping between them.
(i) Personal History

By personal history, we mean all that we have acquired, or all that we have become, as a
result of our past experiences, environment, education, family background, social,
cultural, ethnic, gender, occupational and other identities. Certain physical or
physiological attributes or features (our height, our impaired hearing or vision) can also
affect the way we view others and the world around us.
Our social roles also determine or influence our perception. For instance, if you are a
parent, you perceive your child’s friends or peer group differently from the perception
that (s)he has. Another example is of a person who feels that it is perfectly normal to joke
and laugh with colleagues of the opposite sex. But the partner/spouse/fiancé(e) may think
that this person is being too friendly or familiar!
(ii) Present Situation

By the present situation, we mean the immediate situation or context in which perception
occurs. The present situation refers to two types of factors: (a) our inner state, (b) the
external factors and circumstances around us.
a) Our inner state
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“Inner state” refers to an individual’s mood, state of mind, physical or
physiological states (e.g.. hunger, cold, feeling of depression, pain). For instance,
if you are suffering from a bad toothache, your perception of yourself might be
“I’m looking dreadful today”, and your perceptions of others might be: “The
tutor/lecturer is very demanding today”.
b) The external factors

External factors include elements of the immediate environment that can affect a
person’s perception. Some examples of external factors are:-
- The communication setting (few or many people).
- An intimate/friendly surrounding, or a new/unknown/threatening surrounding.
- The place where we are sitting (e.g., near the door from where we can view a
distracting scene outside).
- The view we have of the other people involved in the communication
situation.
- Physical noise.
Given the various factors that shape our perception, perception cannot but be unique to
each individual: no two individuals will sense or understand or perceive the same events
in quite the same way.
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8.3 THE PERCEPTUAL PROCESS
The Perception Process is said to occur in three phases, all taking place quickly, almost
simultaneously, and unconsciously. The three phases are:
1. Selection
2. Organisation
3. Interpretation
8.3.1 Selection
There are multiple sensory stimuli around us all the time in the form of sight, sound,
smell and texture. Yet we focus on only a few stimuli and we neglect many others. For
example, in class, you concentrate on what the tutor/lecturer is saying, and it is only
when your concentration lapses that you hear the traffic or other noise on campus. Also,
you become so excited on hearing that there may be an examination question on Unit x
(your favourite!) that you do not “hear” when the tutor adds that Unit y is also quite
important for the examination.
Two factors are said to influence the selection process:
(i) selective exposure/attention

(ii) selective retention
8.3.1.1 Selective Exposure or Selective Attention
We are not open to all the stimuli and experiences that continually compete for our
attention. We are selective in the way we attend to stimuli, as well as the extent to which
we attend to them. In the class situation, we generally choose - consciously or
unconsciously - to focus on what the tutor is saying because this might be useful for the
Unit 9 172
assignments or examination. But when the teacher is responding to a classmate’s
question, we tend to “relax”. At other times, our attention lapses due to different reasons:
lack of concentration, tiredness or because we pay attention to other stimuli, e.g. your
classmate who has fallen asleep and is starting to snore!
Another example of selective attention is when we do not notice a friend waving to us

while we are driving, as we are giving our full attention to the big vehicle coming in the
opposite direction.
Thus, Selective Exposure or Selective Attention implies that we focus on certain cues and
ignore others. It also refers to the fact that we tend to select content or information that
reaffirms our opinions, beliefs and values, while we neglect others. This is why, for
example, many people attend political rallies by politicians or parties that they already
support or favour. Also, studies have shown that many people – when a real choice
exists- read and/or buy newspapers that tend to confirm their political views (in the wide
sense of the term).
In our communication encounters too, we constantly, often unconsciously, pick and

choose certain information or stimuli, from all that we receive, leaving out others. For
example, during a meeting held by the Human Resource Manager, those working in a
given department tend to pay more attention to the changes announced for their
department.
Limiting our attention or exposure to only part of the information or message(s) can
create inaccurate perceptions, and consequently, serious misunderstandings. For
example, you heard your friend say that (s)he will definitely be present at your party, but
you left out the part where (s)he added: “If I have to drop my brother at the airport, I
might be quite late though”.
8.3.1.2 Selective Retention
Unit 9 173
From the information/stimuli we attend to/or select, we recall only part, and “forget” the
rest. What is the information you recall from the last news bulletin you heard or listened
to? You may find for instance, that you recall “the new fees to be applied by University
of Mauritius”, and the results of the match involving your favourite team, but that you do
not remember much else. This situation occurs because our needs and interests usually
influence what we recall or remember.
For example, the driver of the car in which you are travelling has to be careful not to miss
‘the fourth road on the left after the round-about’; as a passenger, you may not know, if
asked, at what point the car turned left, or even whether it turned left or right. But you
might remember what the driver did not even notice: the huge poster advertising a new
block of apartments, and which naturally enough, caught your attention and remained in
your memory as you are actively looking for a new place to live.
Selective Exposure/Attention and Selective Retention occur continuously, simultaneously

and unconsciously.
8.3.2 Organisation
We tend to organise information (that we have selected and retained) in ways or patterns
that are meaningful to us, to our frame of reference and our understanding of the world.
Some of the ways in which we organise stimuli or information are:
(i) figure and ground

(ii) closure
(iii) proximity
(iv) similarity
Unit 9 174
8.3.2.1 Figure and Ground
Figure 8.1
Activity 1
What do you see Figure 8.1?
In Figure 8.1, if we focus on the black portions, these constitute the foreground or figure
and the white portions become the background. Alternatively, if we see the white
portions as constituting the figure, the black parts constitute the background. If we go on
looking at the figure, we usually experience a switching mechanism between white figure
and black background, and black figure and white background. We may also perceive the
figure as an octagon with four blank portions and four white portions. Therefore, Figure
8.1 is not clear or unambiguous. Yet we tend to perceive one of the two situations above
with a sense of certainty.
Unit 9 175
We can draw an analogy with the way we organise information in communication
situations. The stimuli/aspect on which we focus is the figure, and the rest or other
stimuli become background information to us.
For example, the tutor, when giving feedback on the test, talked about your strengths and
weaknesses; but you tended to listen to, or “hear”, only the weaknesses. The weaknesses
became “figure” and the strengths faded into “ground”.
Because of who and what we are and because of our own unique
perceptual process, our attention focuses and fades, and we choose the
figure or ground of what we see, hear, smell, touch, and taste
Sometimes, different stimuli compete as “figure” for our attention. For example, although
we would normally pay attention to the boss’ instructions as “figure”, the insect crawling
up his/her sleeve seriously competes with our attention as figure.
Unit 9 176
8.3.2.2 Closure
Activity 2
How would you describe the following figures?
(a) (b)
Figure 8.2a Figure 8.2b
In Figures 8.2a and 8.2b, we tend to see an “incomplete circle” and “incomplete
“rectangle” respectively, rather than an inverted curve and short lines. We resort to visual
or perceptual closure. Our expectations and our desire to form a whole image drive us to
fill in information that we do not have.
Closure or Perceptual Closure is another way in which we organise information or

stimuli. This same phenomenon of closure (visual, perceptual or mental) occurs in our
daily encounters: we tend to “fill in” the meaning of what we see, hear or sense.
For example, we see two classmates coming and leaving together before and after class,
and we assume that they are very close friends. The real reason for them to come and
leave together can be because they are neighbours and live quite far, and they have
decided to travel in one car to come to class.
Unit 9 177
8.3.2.3 Proximity
Activity 3
How would you describe what you see below? Write down your answer before reading
on.
0 0 ** 0** ***** 12121121 122

0 * 0 ** ** * * * 21 1 21222
* 00* ** 0* * * ** * 11 21 1 1 1
000*0*** *** **** 222 11 21
Figure 8.3
Many of us tend to perceive three sets of elements: One set of “zeros” and “stars”, one set
of stars, and one set comprising the figures “one” and “two”. This is because we tend to
organise stimuli/information according to proximity or nearness.
For example, you see two of your classmates sitting together since the first day of class,
and you infer that they knew each other before joining university. Or, when your tutor
enters the class and says: “One of you has badly failed the test”, and just afterwards tells
you: “Could I see you outside for a minute?”, you infer that you are the one who has
badly failed. In fact, you are called outside to be shown the tutor’s car parked across the
lawn, from which to fetch the tutor’s manual.
Sometimes, we are right in our inference based on proximity, but not always.
Unit 9 178
8.3.2.4 Similarity
We also organise information according to similarity; we tend to group elements together

because they resemble each other or one another in size, colour, shape or other such
criteria.
Similarly, we tend to organise people according to similarity instead of seeing them as

individuals in their own rights with their rich variety of differences and attributes.
Classifying people in groups according to colour, race, religion, income and other
attributes amounts to stereotyping.
8.3.3 Interpretation
Interpretation, or perceptual interpretation, is the perceptual phase in which we give

meaning to stimuli. After sensory stimuli have been selected and organised, we assign
meaning to them in the light of our personality, personal history, past experiences, frame
of reference, present circumstances and state of mind.
Because each individual is unique, each is unlikely to select the same stimuli or organise
them in the same way. Even if two individuals were to select and organise certain stimuli
in the same way, their interpretation would still be quite different, depending on who they
are and their current state or feelings. Consequently, each individual has his/her own
interpretation of things or people.
Interpretation of stimuli is also determined, influenced, and/or helped by the context of

perception. However, context can also be misleading or insufficient to interpret stimuli.
For example, you “see” a coarse and heavy rock in a nature collection but when you
touch it, it proves to be a light synthetic “rock” made of soft material!
Unit 9 179
8.4 IMPROVING PERCEPTUAL ACCURACY
It would help our communication and relationships if we improved our perceptual

accuracy and interpretation of people and situations.
Here are a few ways or techniques that can help reduce inaccuracies in perception:
- We should question the accuracy of our perception and make a conscious effort to
pay attention to all that is happening, and to our selection, organisation and
interpretation of these stimuli.
- We should avoid bias, prejudice and stereotyping, and avoid filtering out information,
to be able to increase the probability of more accurate perceptions. For example, in a
meeting, rather than being only in favour of what our friend is saying and
disregarding others’ ideas and suggestions, we need to listen to everyone and treat all
ideas fairly.
- We must remember that first impressions are not always correct and need to be
revised. Moreover, our perceptions need to change over time, because other people
change, and we change too. (Often, we tend to stick to original or old perceptions,
and expectations!)
- We should beware of the “halo effect” which refers to our perception of a person
based only on one characteristic or opinion. For example, if we have been told that
the tutor is a rather warm, or rather cold, person, our perception is sometimes
conditioned by what we have been told in spite of what the person says or does, we
still tend to see the person as we have been told the person is.
Unit 9 180
- We must be careful not to let the “present situation”, our present state of mind and
physical state influence our perception. We must remember that when we are feeling
low or irritable, our perception of others can be more negative than usual.
- Comparing our interpretation with others’ interpretation of the same person or event
can reduce inaccuracies in perception. However the other person might be mistaken
in his/her perception, too!
- Multisensory cross-check can also be used to reduce perceptual inaccuracy. Our

perception is often based on information or stimuli received through only one sense
(hear, see, feel, smell or taste). But we can confirm our perception by cross-checking
through another sense. For example, the amber liquid you “see” in a glass may prove
to be juice instead of an alcoholic drink, after you smell and/or taste it.
- We can also use verbal check to improve our perceptions. For instance, if you think
that somebody has used a sharp tone of voice, instead of assuming that the person is
annoyed with you, you may ask the person something like: “You sound annoyed.
Have I said or done anything to annoy you?”. It may be better to clear
misunderstandings and wrong perceptions early in communication situations to
prevent further misunderstandings and inaccurate perceptions from cropping up.
Activity 4
Think of one example involving you and another person, where each one of you had a
different perception and interpretation of ONE SAME situation. Try to analyse what
happened, and what could have been done to reduce the inaccuracies that occurred.
Unit 9 181
8.5 LISTENING SKILLS
The reason why we have two ears and only one mouth is that we may
listen the more and talk the less.
Note: Listening should be understood in the wide sense of the term: listening with the
ears, but also the eyes and other senses.
8.5.1 Importance of Listening
By now, you will have learnt in the manual, that communication is not only about
sending messages, but is about receiving messages as well.
Listening is a fundamental component of communication: the ability to listen effectively

is an essential communication skill and is as important as speaking well.
Listening is perhaps the most challenging among communication skills.
How do we acquire listening skills?

In school, while we are formally taught how to read, write, speak, we are not taught to
listen. Yet, we spend a great deal of time engaged in the activity of listening; some
studies have shown that listening accounts for more than half of our communicative time.
Also, listening is a most valuable skill which we need to develop.
“Listening” is not “Hearing”.
Hearing is simply the act of receiving sounds; the physiological process of receiving
sound waves.
Unit 9 182
Listening is a psychological process by which we seek to comprehend and interpret aural
and visual stimuli.
Note: Hearing is merely the first step in the listening process. We hear with our ears;
we listen with our brain.
8.5.2 Techniques for Effective Listening
A few aids to effective listening.
- Learn to listen and not just to hear.

- It is not enough to just listen; we need to listen actively, i.e., intently, analytically,
with concentration, and empathy.
- The active/effective listener pays attention to verbal as well as nonverbal messages or
signs.
It is a listening skill to acknowledge the person who is talking.
The listener acknowledges the speaker, using mainly nonverbal signs, to show that (s)he
is listening and is interested to go on listening. Examples of nonverbal signs that show
one’s interest and active listening: leaning forward, keeping an alert posture, an
expressive face, maintaining eye contact, frowns, nods, smiles.
Of course one should not be too deliberate. If one ends up looking like a
nodding toy dog with a daft smile on one’s face then this is as
disconcerting as showing nothing at all.
(Dimbleby & Burton, p. 72)
Verbal signs are also used, but they are usually “brief”; e.g., words such as “Right”,
“Yes”, “I see” “hm”.
Unit 9 183
Acknowledging a speaker does not mean approval or agreement with all that is being
said. The listener encourages the speaker to talk; it shows his/her participation in the
communication encounter.
- The listener tries to be objective and non-judgemental, instead of having
preconceptions and thinking that (s)he already knows what the speaker will say, or
thinking that what is being said is not interesting or important. The listener must try
to keep an open mind.
- The active listener provides feedback, checking whether (s)he has understood, by
either summarising, or asking questions for clarification or precision. However, the
listener does not interrupt the flow of the speech. Questions or verbal responses are
formulated only when necessary and appropriate.
- We listen not only to ‘what is said’ verbally and nonverbally, but also to ‘what is not
said’, e.g., the fact that the speaker talks about the advantages of a product but not at
all about its disadvantages.
Activity 5
Try the activity described below, and write down your observations, before reading on.
In an encounter with a friend (but not a classmate who is also taking COMS 1010!) or a
relative, stop responding to that person. What do you notice? What responses do you get
from the other person?
In the above activity, the reaction of your friend or relative is probably one or more of
these: annoyance, anger, confusion. Hence, we note that certain behaviour on the part of
the listener or “receiver” can easily discourage the speaker, because they seem to convey
disinterest, or boredom (e.g., glancing at a watch or out of the window, observing an
insect or other distraction, glancing away all the time so that no eye contact is
established).
Unit 9 184
• Our perception does not necessarily provide an accurate view of people or events.
Yet, we tend to take our perceptions for granted, without questioning whether
they are correct or not.
• The differences that exist in perception between individuals invite conflict.
Sometimes, the level of inaccuracy in our perception is insignificant but
sometimes, our view of people or situations can be totally distorted, thus giving
rise to serious misunderstandings.
• An awareness of how inaccuracies in our perception occur can help to improve
our relationships and communication.
• A good and effective listener acknowledges the speaker, and makes the speaker
feel comfortable.
• The listener sends and interprets nonverbal signs.
• Listening skills can be improved by being aware of the importance of listening,
and by applying a few listening techniques.
Unit 9 185
UNIT 9 BUSINESS AND TECHNICAL WRITING
Unit Structure
9.0 Overview
9.2 Curriculum Vitae
9.3 Letters
9.3.1 Convention and Layout
9.3.2 Applying for a Job
9.3.3 Request and Enquiry
9.3.4 Complaints
9.4 Business Writing
9.4.1 Memorandum
9.4.2 Agenda and Minutes of Meeting
9.5 Reports
9.5.1 Business Reports
9.5.2 Laboratory Reports
9.5.3 Progress Reports
9.0 OVERVIEW
This unit introduces business and technical writing, skills that will be useful to you as a
student now and when you join the labour market. If you join a firm, you will have to
learn what the house style is and it might differ from what is discussed in this Unit. The
given examples in this Unit are to be used as guides, rather than prescriptive templates, to
writing letters and reports.
Business or technical letters/reports are of course word-processed.
Unit 9 186
After having completed the Unit, you should be able to do the following:-
1. Write a Curriculum Vitae;

2. Format a formal letter in an acceptable form;
3. Compose certain formal letters that are useful to you as a student and citizen;
4. Write certain types of business letters and reports;
5. Present a memorandum, an agenda and minutes of meeting.
9.2 CURRICULUM VITAE
When you leave University, some of you will be decide to pursue further studies, others
will go out searching for work. In both cases, you will face the need to send your CV
(Curriculum Vitae = an account of your life) to universities you might want to join or
prospective employers. A CV is the first impression that you will give of yourself.
Neatness, correctness, precision will be to your advantage.
A CV is often the document that employers use to decide whether to interview you for a
job, or to decide whether you are qualified for the job. Therefore, you should highlight
your best attributes.
People usually read CV’s very quickly. For this reason;

- get to the point immediately
- include personal information that is necessary for the job: do not include
information like religion;
- format it so that your strengths are quickly seen: do not confess your
shortcomings
Unit 9 187
- do not misrepresent yourself: erroneous information will lead to dismissal as
soon as it is discovered
- vertical lists are better than paragraphs
- commit no mistake: grammatical, spelling or punctuation
- include your interests and hobbies only when they are related to the job you
are applying for
- customise your CV for each job emphasising on work experience that is
relevant to what you are applying for
- Put yourself in the shoes of the receiver. He/she may receive hundreds of
CV’s for a job applied in the newspaper. Be clear and concise!
An example of a CV follows:
Unit 9 188
John Peter WILSON
16 Royal Road, Phoenix
Telephone: 345 1678, Mobile: 735 4548, E-mail:John@intent.mu
Employment
2006 - 2008 Department of Social Studies, University of Mauritius
Research Assistant
• Collected quantitative data from a sample of teenagers on alcohol
consumption amongst secondary school students
• Analysed the data using SPSS
2004 Loreto Convent Mahebourg
Replacement Teacher of Sociology

• Taught Social Studies at Form 3 level
• Taught Sociology at Form 5 level
Education
2002 - 2005 Department of Social Studies, University of Mauritius
BA (Hons) Sociology, Upper Second Class
1994 - 2001 Loreto Convent Mahebourg

Cambridge Higher School Certificate Exams
Main Subjects: Subsidiary Subjects:
English: B General Paper: B
Sociology: B French: C
Mathematics: A
Other Skills
Computer literate: good knowledge of Word, Excel and SPSS
Fluent in English and French
Practical knowledge of Hindi
Personal Details
Date of Birth 14 March 1973
Nationality Mauritian
Gender Male
Identity Card Number W14031973152688709
Referees
Dr T. M. Hosenie Mr Max Poulle
Department of Sociology Rector
Faculty of Social Studies Loreto Convent Mahebourg
University Of Mauritius Telephone: 456 6689
Telephone: 454 1041
Unit 9 189
If you are applying to a university for further studies, both referees can be academic
referees. But if you are applying for a job, an academic referee and a referee who will be
able to comment on any work you might have done part-time or full-time would be
better.
Note:
1. Some people prefer to give their list of schools, qualifications and experience
starting from the most recent one and working backwards.
2. There may be other headings that you might find useful to add, but it all depends
on the reader of your CV.
3. Skills: for certain jobs, and increasingly so nowadays, it may be necessary to
show that you are computer literate.
4. Your presentation must be as neat as possible. Typing or word-processing it is a
must.
5. Your CV should usually appear on ONE page only. Arrange the material that you
have in such a way that it is clear, and at the same time, appears on a single page.
Activity 1
Using the format provided write your own Curriculum Vitae.
9.3 LETTERS
We all write letters. There is, however, a difference between the casualness with which
we write an informal letter to a relative or friend and the seriousness with which we
should write formal letters when we are doing any type of transaction.
This style of formal business letters that is now current is much less rigid and old
fashioned that it used to be. This section looks at different types of formal letters that you
might find useful now and when you leave University.
Unit 9 190
International business correspondence can take various forms: by correspondence, we
mean letters, and also fax, e-mail and teletex which are becoming more and more
popular. However, in this Unit we will focus on formal business letters only
(information can be obtained from templates in the Word Program).
The letter types and the letter formats that we consider in the coming pages are not
exhaustible. You can view other formats in “Word”. Different companies have different
conventions about business writing. You will be expected to adapt the skills mentioned in
this unit to your context.
9.3.1 Conventions and Layout
There is no fixed and rigid format for business letters. Different companies have their
own ways and traditions – they have their own ‘house style’. But a typical business letter
in English will consist of those parts;
1. Letterhead
2. Date
3. Receiver’s name and address
4. Attention line
5. Salutation
6. Subject line
7. Body of the Letter
8. Complimentary close
9. Signature
10. Name and title of sender
11. Copy Notation
1. Letterhead -
a. Most firms use paper on which is already printed a letterhead, including
the name, address and telephone number of the company.
Unit 9 191
b. However, when you are writing, you will need to include your address,
that is, the sender’s address –in the top right-hand corner
34, Traditional Way, This was the old way of writing addresses.
Quatre- Bornes, Nowadays, commas are not commonly used at the
Mauritius. end of each line.
Note: include country only if sending the letter
abroad.
34 Traditional Way This is the preferred format nowadays.

Quatre-Bornes
Mauritius
2. Date – on the right but could be after the Receiver’s address

The Date includes the day, month (written in full, not abbreviated or represented
by figures) and year. The following two styles are acceptable:
a. February 14, 1996
b. 14 February 1996 (seems to be more popular in Mauritius, probably
because it is more British than the former, which appears more American)
3. Receiver’s name and address

The name and address of the person to whom you are writing are placed at the top
left of the page if the paper has a letter head.
Mr George James
Managing Director
Alan & James Ltd
Quality House
98 Rose Street
Moka
Mauritius
Unit 9 192
4. Attention line
If you have not included the name of the Receiver yet in your letter, this is where you
might want to do so: include an attention line to attract the attention of someone in
particular:
• For the attention of Mr George James
• ATTENTION: Mr George James
• ATTENTION: Managing Director
• Attention of the Managing Director
5. Salutation
You must use the appropriate salutation.
If you are writing to a company, it would be:
- Ladies and Gentleman
If you are writing to a person:
- Dear Mr. James
- Dear Sir In case you know the sex of your addressee, but not
- Dear Madam his/her name.
- Dear Madam or Sir (if you do not know the sex of your receiver)
6. Subject Line
A subject line is usually included in a business letter as it gives the reader an idea of
the content of the letter. You may type the word ‘subject’ if you wish, but it can just
as well be omitted:
• SUBJECT: Sale on Cars
• SALE ON CARS
Unit 9 193
7. Body of the letter
The content of the letter will obviously depend on who your reader is and your purpose in
writing to him/her. We will look at a few possibilities later on in his unit.
8. Complimentary close
The complimentary close used to be typed on the bottom right hand side of the letter, but
it has now become common practice to align the complimentary close on the bottom left
hand side of the letter. The tone of the close will depend on the tone of the message and
your relationship with the receiver:
Sincerely, Sincerely yours, Respectfully yours,
Cordially, Cordially yours, Your very truly,
(Sincerely is more formal than Sincerely yours, for instance)
9. Signature
You sign the letter, using a pen. It gives a personal touch to a type-written letter.
10. Name and title of sender

You then put your full name and a title if you have one:
Ms Anne Parker (ACCA, ATII, FTII)
Dr Ram Pillay
11. Copy Notation

When you send a letter to one receiver, you send the original copy. But sometimes
you will need to send the letter to a receiver and a copy of the letter to someone else.
In this case, you photocopy the original letter and send one copy to the receiver and
another copy to the other person, keeping the original to yourself. The way to
indicate that copies have been sent to someone other than the receiver is by typing
the following after the name and title of sender:
cc: Mrs Claude Frill
Unit 9 194
or
Copies to: Mrs Claude Frill
Mr Yogesh Purrun
Unit 9 195
MODEL
34 Traditional Way
Quatre-Bornes
Mauritius
14 February xxxx
Ms Anne Parker
Manager
Bank Mauricienne Interrégionale
Royal Road
St Denis
Reunion Island
Dear Ms Parker
Tax Refund
Thank you for your letter dated……………………………………………………………

……….it.
At that time,……………………………………………………………………….…bank.
Sincerely yours,
Dr Raj Pillay
Gynecologist
Victoria Hospital
cc: Commissioner of Income Tax
Unit 9 196
9.3.2 Applying for a Job
For certain jobs that are advertised, companies/institutions request you to fill in an
application form. Instead of sending the application form only, you may decide to send a
covering letter and your CV. In this case, your letter will have to be brief and direct, as
the application form and your CV contain all the required information. Below is an
example of a covering letter that you could send with the application form and your CV:
Unit 9 197
MODEL
34 Traditional Way
Quatre-Bornes
Mauritius
14 February xxxx
The Personnel Manager

SITEC Co. Ltd
Royal Road
Vacoas
Dear Sir,
Vacancy for an Electrical Engineer
I have much pleasure in applying for the above post. I enclose with my application form
a copy of my curriculum vitae and copies of my:
1. Birth certificate
2. Cambridge Higher School Certificate
3. Degree certificate.
I will be happy to attend an interview at any time convenient to you.
Yours sincerely,
(Signature)
(Type you name)
Unit 9 198
Many people, when they start looking for jobs, write letters to various companies,
informing the Personnel Manager or Director that they are available for a job, should the
opportunity arise. In this case, the letter that you will send will be different from the
covering letter mentioned earlier. In this case, there are no jobs available yet and, there
are no application forms. You are taking the initiative. Your letter and your approach
will be quite different.
Such a letter will usually be addressed to the Personnel Manager (sometimes, the
Director, or Manager) as he/she is the one responsible for recruiting staff members.
Your letter should be short and will usually be divided into 4 parts:
1st paragraph: Introduce yourself and state which position you wish to be
considered for.
2nd paragraph: Detail what experience you have that will benefit the firm
3rd paragraph: Enumerate the documents you are enclosing
Final paragraph: Specifically request an interview including when and where you
can be joined.
Unit 9 199
MODEL
34 Traditional Way
Quatre-Bornes
Mauritius
14 February 2007
The Rector
Loreto Convent Mahebourg
Avenue Dupre
Mahebourg
Dear Sir/Madam,
Application for a job as teacher of English
I am presently looking for a job as teacher of English. Please find attached a copy of my
CV.
In addition to my BA (Hons) English degree, I have some work experience. It includes

two months as replacement teacher of English in a private secondary school in 2005.
This has provided me the experience of dealing with adolescents in a difficult school. I
have also worked as a research assistant for four months, investigating the problem of
alcohol consumption among teenagers.
I would welcome the opportunity to discuss any job vacancy with you on the telephone
or at an interview. I can be contacted most easily in my mobile telephone or by e-mail.
Yours faithfully,
(Signature)
Kevina Rampersand
Unit 9 200
Activity 2
Look for an advertisement in the newspaper that might appear interesting to you. Write a
covering letter to a prospective employer.
9.3.3 Request and Enquiry
The purpose of a request/enquiry letter is to ask for/about something, for instance, asking
information about a product or service, or enquiring about a sales promotion.
Before putting pen to paper, you must identify clearly what you are after so that early in
your letter, you can state it. In business letters, you have to go directly to the point and
avoid unnecessary details, without however being rude and forward.
Note down the number of questions you want to ask in order to cover all the points you
want to raise. If you are asking for several items, you can number them in your letter to
give clarity to your letter. When requesting for something, make sure that your
understanding of the product or service is the same as that of the addressee. Be very
precise in the way you word your sentence. If, for instance you are after a catalogue,
specify clearly which catalogue you require, as there might be several catalogues in
circulation in the given company.
When you are asking for free materials or information, it is good to be reasonable. Do
not be greedy. Be selective in what you ask for. You do not want to project a negative
image of yourself. For instance, you would write:
Please send me a copy of Pass your GCE Olevels in 3 Months , the free booklet
mentioned in the advertisement of the Le Mauricien 15 June.
Unit 9 201
This example shows how you can be direct, clear, concise, to the point and courteous at
the same time.
When you are enquiring about something, explain in a simple way WHAT you want and
WHY you want it. In this case, it is polite to send a stamped and self-addressed envelope
to facilitate the task of the receiver. For example, let us say that you want to know what
the percentage pass for boys and girls at SC level has been for years 1998 to 2001. Write
a letter to the Mauritius Examination Syndicate (MES) and enquire whether you can have
this information:
I am presently writing my Masters dissertation on a comparison of the
performance of boys and girls at SC level in Mauritius. I would be grateful if you
could send me the compilation of the results for the years 1998 to 2001 for the
following subjects: English, French and Mathematics.
Finally, end your letter on an appreciative tone, although it is best to avoid formulae like
“Thank you in advance” as it gives the impression that the reader is being pressurised
into answering your request.
9.3.4 Complaints
We often face situations when we are dissatisfied with a product we bought or a service
we obtained. In certain countries, like England for example, complaint letters are current
as consumers are aware of their rights as consumer. Displeased consumers will write
complaint letters and when demands are reasonable, refunds are made because the
company has a reputation to keep. Complaint letters are less popular in Mauritius but
they are slowly becoming part of the culture.
Unit 9 202
Although you are probably very angry when you write a letter of complaint, bear the
following in mind:
1. Assume that the receiver will be sympathetic to your plight.
2. Do not assume that the receiver is to be blamed.
3. Confine yourself to facts (and not emotions) when describing your misadventure.
4. Do not suggest how the mistakes might have occurred or how they may be
avoided, this is the duty of the receiver.
5. Avoid being rude.
Here is an example of a letter sent to a restaurant where, according to the customer, the
service and food were below standard:
34 Traditional Way
Quatre-Bornes
Mauritius
7th January xxxx
The Personnel Manager
Restaurant Les Floriolis
Route des Bougainvilleas
Flic-en-Flac
Dear Madam or Sir,
On 31 December xxxx, I took my family to your restaurant for dinner on New Year’s
Eve.
Although I had reserved a table the week before, on arriving, we were told that all the
tables were already booked and busy. We were made to wait for three quarters of an
hour, after which we were shown to a table which was very near to the kitchens. After
another forty minutes’ wait, dinner was served and even then, the meat of the steak was
barely cooked. I enclose the receipt of the bill which amounted to Rs 2341.50.
It is hardly acceptable that a restaurant of your calibre offers such deplorable services.
Before contacting the ICP, it seemed fair to me to ask for a full refund.
Yours faithfully,
Samir Bolacky
Unit 9 203
This letter clearly shows that the writer is frustrated with the service and food the
obtained on New Year’s Eve. It contains all the necessary details relating to his
misadventure told in a direct as well as critical manner. The final paragraph contains an
implicit threat and the closing salutation is the colder “Yours faithfully” instead of the
warm “Yours sincerely”.
Activity 3
You have recently flown from Mauritius to Reunion Island, where you were supposed to
take a connecting flight to Madagascar. There were technical problems with the flight
Mauritius-Reunion and you were not informed. You thus missed your flight for
Madagascar as well as failed to make necessary arrangements for another flight to
Madagascar. Write a letter of complaint to Air Mauritius.
9.4 BUSINESS WRITING
9.4.1 Precis of Correspondence
Memo or memos are the words people usually use instead of memorandum (Singular)
and memoranda (Plural).
A memo is an internal letter/short message, sent by one person to someone else in the
same establishment, and it is less formal than a report. A memo, unlike a report, is
unsolicited and is written by a person because he/she has a message to pass on. A report,
on the other hand, is a response to a request or to instructions given.
Unit 9 204
Memos are used to make requests and announcements for instance, to announce staff
meetings, employee promotions or vacation schedules. When writing a memo, you have
to go directly to the point in the first sentence. The personal pronoun “I” is quite
acceptable in a memo. Furthermore, a memo can be in note form, so long as the message
is clear to the reader.
For example, at the University, which is a big company, the way in which information is
circulated within and across faculties is by using the memo.
Unlike letters, salutation and complimentary close are not included in a memo. But there
is always a heading to the memo indicating the names of the sender and the receiver, as
well as indicating the subject of the memo. A memo is usually not signed, but some
people do sign their memos.
Certain firms have headed paper, and some firms might expect you to use plain paper. In
either case, it is a good idea to have the name of the firm and the department you are
writing from if it is relevant. Following that would be the words “MEMO” or
“INTEROFFICE MEMORANDUM”
The format for a memo follows and the example of the University of Mauritius is taken:
Unit 9 205
FACULTY OF ENGINEERING
MEMO
TO: The Dean

FROM: Dr. Jonathan, Unit Co-ordinator
DATE: 21 March xxxx
SUBJECT: External Examiners
This is to inform you that the external examiner will visit the Faculty from 4 May to 17
May xxxx. All arrangements concerning accommodation and transportation have been
made.
A welcome lunch has been organised for the 5 May xxxx at the University canteen at
noon. We hope you will be able to attend it.
M. Jonathan
………………………………………………………………………………………………
When you are writing a memo, similar factors that determine letter-writing apply. You
can also consider the following;
1. Exercise Judgement: be careful when you write your memo especially if
you using electronic mail, where hurry, impulsiveness, and carelessness
are easy traps to fall into.
2. Do not assume that your audience knows everything you will say. Think
about how much they can be expected to know, and build from there. If
Unit 9 206
you want to remind them of something, use a phrase such as "As you
know....." or "You may already be aware that..."
3. Consider who you are addressing the memo to, as it will determine the
tone of your message,
1. Stick to the subject you mentioned under the ‘SUBJECT’ heading.
2. Go directly to the point in the first paragraph. A memo is about telling the
essential. As you are sending the memo to people you know and will meet
the same day or week, you do not need to include the usual formalities and
polite forms. This does not mean that you can afford to make mistakes.
Write complete sentences and edit for grammar and punctuation.
3. Be careful when saying things that can infuriate people or make them feel
insulted: the same things can be said in more positive ways. Consider
these examples:
Negative Positive
You didn't notice May I point out that
You neglected to mention We can also consider
You overlooked the fact One additional fact is
You missed the point From another perspective
If you persist in If you choose to
I see no alternative but Our clear plan of action
You're wrong That turns out not to be the case
Unit 9 207
Activity 4
Write a memo to your Programme Co-ordinator or class representative, reminding

him/her to make the necessary arrangements for your Information Technology class. In
your memo, you should consider the following items:
(1) classroom allocation for tutorials,

(2) laboratory allocation for practical sessions,
(3) frequency and duration of contact sessions,
(4) name of your tutor.
9.4.2 Agenda and Minutes of Meeting
In all companies and for all associations (like the Association of Chartered Accountants
or the Government Teachers’ Union), meetings are held to discuss current issues. An
invitation to those meetings will usually be circulated to members – within companies,
memos will be utilised. In the invitation letter/memo, there will be an agenda, which is
an outline of the matters that will be raised and discussed in the meeting. As shown in
the example, the agenda is very brief and mentions the topics that will be raised in the
meeting. The AOB (Any Other Business) gives the opportunity to raise other issues but
it is usually understood that the main focus will be on the topics mentioned.
Unit 9 208
FACULTY OF SCIENCE
MEMO
28 February xxxx
TO : All Members of the Faculty

FROM : The Dean
Faculty Meeting
A Faculty meeting will be held on Wednesday 4 March xxxx at noon, in the Conference
Room of the Faculty.
Agenda
1. Approval of Minutes
2. Matters Arising
3. Semester 2 Exams
4. Final Year Dissertations
5. AOB
Minutes of meetings have to be kept:

1. for records: it is crucial to be able to show in writing what was discussed in a
meeting. That is why there is the approval of the minutes of the previous
meeting at the beginning of each meeting. This approval of minutes ensures that
the people present agree that those were the issues that were discussed and that
those were the decisions that were taken in the previous meeting.
2. to circulate among members who were unable to attend the meeting.
MODEL
Unit 9 209
FACULTY OF SCIENCE
Minutes of Meeting
A Faculty meeting was held on Wednesday 4 March xxxx at noon, in the Conference
Room of the Faculty.
Chairperson : Prof. M. Chan
Members present : Dr. A. Afres.

Mr. F. Grandcourt
Mrs. G. Killet
Dr. Suraj
Apologies : Dr. J. Khutna

Mrs. H. Zulfi.
1. Approval of Minutes
The Minutes for the Faculty Meeting held on 13 January xxxx were approved.
2. Semester 2 Exams
Semester 2 exams will start on 13 May xxxx and will end on 3 June xxxx. All scripts
will have to be marked and moderated by 15 July xxxx for external examiners to review
scripts. Faculty board of Examiners will begin on 2 August xxxx.
3. Final Year Dissertations

The deadline for submission of final year dissertations has been fixed for 28 April xxxx.
Border line cases will be read by external examiners.
4. AOB
Unit 9 210
The Faculty will organise a meeting with external examiners before their departure to
discuss possible links.
As shown in the above example, minutes of meeting are extremely concise. They
disclose only the essential materials that were discussed. They need to be precise and
correct as any mistake has the potential of creating problems in the future.
Activity 5
You were present at a Students’ Union Meeting. The University canteen was on the
agenda. Write the minutes of the meeting using the following notes:
- Quality of music canteen,

- Display of tables and chairs,
- Quality and price of the food served,
- Quality of service offered
Unit 9 211
9.5 REPORTS
9.4.3 Business Reports
Business reports often involve lengthy investigation and research and they sometimes
end up being bulky documents. The length of the report depends on the task but the
purpose of a report is to present in adequate form relevant factual information, sometimes
conclusions and recommendations.
There are two kinds of reports;

1. routine reports which deal with matter that occur regularly like periodical reports
of departmental managers on the work of their department.
2. special reports: reports which are submitted to provide information on something
specific on a “one off” basis.
Memos do not require much work to be written as they are used to transmit information
within a firm. Reports, on the contrary, are documents which demand a lot of preliminary
work in terms of;
- reading – ranging from books and articles to documents and files of
correspondence.
- Investigation – questionnaires, interviews and conversations with people who
are useful for the report.
- Observations – your own observations, tests and experiments.
Business Report writing bears strong resemblance to academic writing. You write a
report in the same manner, with the same rigour, as you write academic papers.
- The ideas for your report will have to be organised,

- You will write a first draft,
- You will then start editing the report (for coherence and grammatical
correctness) until you are satisfied with it.
Unit 9 212
- Your report will contain introduction, body (headings and sub-headings,
charts and diagrams) and conclusion.
The essential qualities of a report are;

• Completeness: A report must be complete and accurate because it will be
used to reach a decision on something. To make the right decisions, all
information must be available. Clearly show the difference between fact and
your opinion. Make sure to base your conclusions and opinions on evidence
that you would have presented.
• Clarity: Be clear in your writing as it reflects that your ideas are clear. Let
this clarity seep through the presentation and paragraphing of your report.
• Conciseness: Write to the point. You must be able to give the relevant
information to the client without beating about the bush.
Reports will usually be divided in the following parts [If you are writing a short report,
you will use your judgement to exclude some of the parts mentioned below. For
instance, a short report will not require an abstract].
Unit 9 213
Example of a report framework
Title Page
To :
From :
Report Topic :
Date :
Table of contents
Abstract
• Outline key attributes, findings and recommendations.
Terms of Reference
• Place the report in the required framework, making clear who asked for an investigation
and a report.
Introduction
• Subject matter (key issues/areas)
• Rationale (why report focuses here)
• Purpose (aims, objectives).
Analysis
• Establish current situation
• Identify and discuss key factors
• Problems-causes and trends.
Unit 9 214
Investigation Procedure
• clearly elaborate on the methods used to collect the materials needed.
Findings
• an ojective analysis of the materials
Alternatives
• Identify alternatives
• Evaluate alternatives; provide justification.
Conclusions
Recommendations
• Recommendations supporting conclusions
• Strategy for implementation
• Identify problems to be avoided.
References
Bibliography
Appendices
Examples: -financial and statistical information, diagrams, charts, maps schedules and
graphs. These must be clearly referenced within the report.
- Your signature and the date will usually appear at the end of the report.
Unit 9 215
Reports will appear in several forms and the two most common ones are:
1. Reports in letter form: You can include a report in a letter if it is a fairly short
report. In that case, the format for the report mentioned above is simply included
within the format of the letter.
2. Reports on their own: Reports are often written on their own, accompanied by a
covering letter, and they are very popular in companies and firms.
It is good to note that the framework suggested to you for the business report can be used
and adapted to any circumstance. Just remember what the background to your report is
and produce a report that is geared towards a specific audience.
9.4.4 Laboratory Reports
In your case, laboratory reports are written to communicate laboratory work to your tutor.
The common organisation for a laboratory report is:
1. Abstract: a synopsis of the experiment.

• assumes that the reader has some knowledge of the subject but has not read the
report
• does not cite figures, tables or sections of the report.
• indicates newly observed facts and the conclusions of the experiment or argument
discussed in the report
2. Introduction
• Identifies the experiment to be undertaken
• Objectives of experiment
• Importance of experiment
• Theoretical predictions for what results should be
Unit 9 216
3. Procedures
• How the experiment was carried out
• include details in the method which you think might affect outcome of experiment
4. Results and Discussion

• presentation of results
• discussion of the results – analyse results and discuss implications of the results –
use graph
• pay attention to the problems and limitations of the experiment – consider how
their origin and significance affect the reliability of the conclusions reached.
5. Appendices
• information that is too detailed to be placed in the report itself
• tangential information that does not directly concern the objectives of the
experiment
9.5.3 Progress Reports
Progress reports are reports that you will write to inform your tutor/employer of the
progress of your experiment, as the name suggests. Progress reports can take many
forms in firms: memo, letter, short report, formal report, presentation. Whatever form it
takes, there are certain prices of information that you will be expected to include:
1. Background of the project/experiment

2. Discussion of achievement since the last report
3. Discussion of problems that have arisen
4. Discussion of work that remains to be done
Unit 9 217
• Precision, conciseness and clarity are the major characteristics of business and
technical writing
• One cannot write a formal letter like one writes an informal letter, there are certain
conventions to follow.
• There are also conventions for business writing, however, some firms have their
own house-style.
• The skills you will have developed for academic writing will be used when writing
reports, be they business, laboratory or progress reports.
Unit 9 218
REFERENCE LIST
Gronbeck, B.E., German, K., Ehninger, D., MONROE, A.H. (1997). Principles of Speech
Communication. USA: Addison Wesley Publishing Company.
Pearson, J.C. & Nelson, P.E. (1994). Understanding and Sharing. 6th Edition, William C.
Brown Publishers.
Unit 9 219
ASSIGNMENT FILE
Unit 9 220
ASSIGNMENT 1: WRITTEN ASSIGNMENT
Continuous assessment: 20 marks Due Session: 05
Unit 3 contains a project (portfolio), which you will have to submit to your tutor in
Session 5. The project consists of doing parts of an essay. You are advised to read the
whole Unit first, and then do the parts of the assignment in the order suggested to you in
the Unit. The project to be submitted will contain ALL the worked-out activities found
throughout Unit 3.
In Unit 3, you will find the list of activities/parts to be submitted.
Your tutor will discuss titles for Assignment 1 with you.
NB: The same topic and research for Assignment 1 can be used for
Assignment 3 (Informative Speech).
MARKING SCHEME FOR ASSIGNMENT 1
PART 1 Title -
PART 2 Brainstorming 2
PART 3 Reading, etc: i) Direct Quote
ii) Paraphrase 3
iii) Summary
(All with references)
PART 4 Organisation of ideas 3
PART 5 Essay of around 800 words 8
PART 6 Bibliography 4
20 marks
Unit 9 221
ASSIGNMENT 2: SPEECH ON/FOR A SPECIAL OCCASION
Continuous assessment: 10 marks Due Session: 7
Each student has to present in class one of the speeches from the “Activities” in Unit 5
(or the tutor may assign other “speeches”).
Each speech should last between 2 and 3 minutes (maximum).
MARKING SCHEME FOR ASSIGNMENT 2
Over
Nonverbal language (whether effective and appropriate for the occasion) 3 marks
Verbal language (grammar, style, vocabulary…) 3 marks
Effective and appropriate content + original, creative, imaginative 4 marks
10 marks
Unit 9 222
ASSIGNMENT 3: INFORMATIVE SPEECH
Continuous assessment: 20 marks Due Session: 10/11
Assignment 3 is an Informative Speech (Dates of presentation will be confirmed by your

respective tutor).
This Informative Speech can be based on your topic, and research carried out, for
Assignment 1.
General Instructions and Criteria for Assessment.
1. Your presentation must last between 4 and 5 minutes (maximum).

2. You are not expected to read to the audience but to use the extemporaneous mode
of speech delivery. You are expected to use information and hints provided in
Units 1 to 6. As such you have to understand your topic thoroughly.
3. The content of your speech must convey significant information.
4. You should use effective and appropriate verbal and nonverbal language.
5. You must make use of at least one presentation aid; (Objects, pictures/posters,
Overhead transparencies, etc. (You are not required to use powerpoint
presentation for this exercise).
6. Your informative speech must have
- an introduction (what you plan to talk about)
- a main body of discussion (the ‘meat’ of your talk)
- a summary/concluding statement(s)
Unit 9 223
The table that follows contains the criteria that are taken into consideration when
assessing your Informative Speech (Assignment 3):
Content (8 marks)
Was the objective of the presentation made clear?
Was the topic appropriate for the audience and context?
Was the content relevant to the topic?
Was the content interesting/informative?
Structure and Organisation of ideas (2 marks)
Was there a clear, logical structure including effective introduction and conclusion?
Was there a good flow of ideas (use of connectives)?
Presentation aids (2 marks)
Were there any visual/presentation aid(s)?
Were the aids well integrated into the talk?
Language, Grammar and Style (3 marks)
Was there correct use of grammar and sentence structure?
Was the language appropriate (register, style)?
Non-verbal delivery (5 marks)
was there sufficient eye contact with the audience?
Was there effective use of facial expressions and gestures?
Was there effective use of posture and space (e.g. does not stand in one spot only,
does not 'dance')?
Were the pronunciation, articulation, pace, volume and intonation clear and/ or
appropriate?
Was the time limit for the presentation observed?
Total Marks (over 20)
SAMPLE EXAMINATION PAPER- COMMUNICATION SKILLS - COMS 1010
Unit 9 224
SECTION A
Choose any THREE (3) questions from this section. Answers must be brief and
concise. Each question in this section carries 5 marks.
You are advised to spend not more than 30 minutes on this section.
Question 1
State and briefly explain four (4) speech designs.
(5 marks)
Question 2
Give two sources of noise and explain their impact on communication.
(5 marks)
Question 3
Explain two ways in which we organize stimuli or information that affect our
perception, giving at least one example for each.
(5 marks)
Question 4
Explain the differences between kinesics and chronemics.
(5 marks)
Question 5
Explain the role of paralanguage in communication.
(5 marks)
SECTION B
Unit 9 225
Choose ONE (1) question from this section. Use the appropriate format in
presenting your answer. Each question in this section carries 15 marks.
Question 6
You have applied for a vacant post in a major company and a few days after your
application, you have been called for an interview. However, you will be unable
to attend the interview on the specified date and time due to a personal problem.
Write a letter to the Personnel Manager of the company, explaining the nature of
your problem and requesting that the interview be re-scheduled either earlier or
later.
(15 marks)
Question 7
You are presently working for a company and you have found after a few years’
of service to the company that the use of a software will be very helpful in the
department to which you are attached. You have contacted a software company
and the software is available.
Write a letter to your Director requesting the purchase of the software and
justifying your reasons for this request.
(15 marks)
Unit 9 226
SECTION C
Choose ONE (1) question. Each question in this section carries 20 marks.
Question 8
Discuss the importance and limits of nonverbal communication at institutional
level.
(20 marks)
Question 9
Different municipalities have joined forces and are organising an important
campaign to prevent the resurgence of Chikungunya at the beginning of next
summer. The target audiences are mainly found in the suburban regions. You
have been assigned the task of drafting information and preparing presentation
aids to be used by trained officers who will be delivering talks in several
localities.
What elements will you take into consideration when drafting the information to
be imparted by the officers?
(12 marks)
What presentation aids will you use in this awareness campaign on

Chikungunya?
(8 marks)
END OF QUESTION PAPER
Unit 9 227

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COMMUNICATION SKILLS

Centre for Professional Development and Lifelong Learning

COMS 1010 i Aug 2009

Centre for Professional Development and Lifelong Learning

COMS 1010 ii Aug 2009

Mrs M Auleear Owodally

All rights reserved. No part of the work may be reproduced in any

COMS 1010 iii Aug 2009

ABOUT THE COURSE

Unit 1: Introducing Communication C. Chan-Meetoo

SAMPLE EXAMINATION PAPER

COMS 1010 iv Aug 2009

Welcome to COMMUNICATION SKILLS (COMS 1010), a module for Year 1 students

The aims of this module are to help you

LEARNING OBJECTIVES FOR THE COURSE

COMS 1010 v Aug 2009

COMS 1010 vi Aug 2009

02 Read Unit 2 Discuss Unit 1; submission of topic for

* Any change will be communicated by your respective tutor in class.

COMS 1010 vii Aug 2009

COMS 1010 viii Aug 2009

COMS 1010 ix Aug 2009

COMS 1010 x Aug 2009

1.1 Learning Objectives

1.2 What is Communication?

1.3 Models of communication

1.3.1 Linear or Bull’s Eye Model

1.6 The Levels of Communication Process

1.6.1 Intrapersonal Level

1.8 Answers to Activities

COMS 1010 1 Aug 2009

We consider the elements present in communication, the types of flows of

1.1 LEARNING OBJECTIVES

2. Describe and explain the process of communication;

3. Distinguish the elements of communication;

4. Identify the various functions of communication;

5. Isolate the various levels at which communication occurs;

1.2 WHAT IS COMMUNICATION?

"We cannot not communicate"

"No man is an island, entire of itself"

COMS 1010 2 Aug 2009

Communication is a functional prerequisite of society and culture. It is an important

Communication = sharing of meanings

Communication can be broadly defined as a "sharing of meaning". In fact, the word

In communication, there is a sharing of meanings among persons or other entities. Those

• a linguistic form (through a structured language)

• a symbolic form (e.g. the pictogram means ‘phone number’

COMS 1010 3 Aug 2009

Colin Cherry (1957) defines communication as “a sharing of elements of behaviour or

COMS 1010 4 Aug 2009

1.3.1 Linear or Bull's Eye Model

COMS 1010 5 Aug 2009

1.3.2 Circular Flow or Ping-pong Model

The circular flow or ping-pong model of communication describes a situation where

COMS 1010 6 Aug 2009

1.3.3 Harold Lasswell's Model

Who says? the sender

What? the message /content / topics

To Whom? the receiver

Through What channel? medium /means /languages

With What effects? modification /transformation of opinions,

You may as well add a sixth W: