OUMH2203 English For Workplace Communication PDF

OUMH2203
ENGLISH FOR
WORKPLACE
COMMUNICATION
Jaya Pushani Ponnudurai
Dr Ranjit Singh Gill
Prof Caroline Martin
Dr Juliana Othman
Dr Woo Tai Kwan
Copyright © Open University Malaysia (OUM)

Project Directors: Prof Dr Mansor Fadzil
Prof Dr Widad Othman
Open University Malaysia
Module Writers: Jaya Pushani Ponnudurai

Dr Ranjit Singh Gill
Prof Caroline Martin
Dr Juliana Othman
Assoc Prof Dr Woo Tai Kwan
Developed by: Centre for Instructional Design and Technology

Open University Malaysia
Printed by: Meteor Doc. Sdn. Bhd.

Lot 47-48, Jalan SR 1/9, Seksyen 9,
Jalan Serdang Raya, Taman Serdang Raya,
43300 Seri Kembangan, Selangor Darul Ehsan
First Edition, September 2006

Second Edition, December 2012 (rs)
Copyright © Open University Malaysia (OUM), December 2012, OUMH2203

All rights reserved. No part of this work may be reproduced in any form or by any means
without the written permission of the President, Open University Malaysia (OUM).

Table of Contents
Course Guide ix-xiii
Topic 1 Networking at the Workplace 1

1.1 Starting a Conversation 2
1.1.1 Introducing Yourself 2
1.1.2 Introducing Others 4
1.1.3 ItÊs a Small World 5
1.2 Making Small Talk 7
1.3 Getting Down to Business 9
1.3.1 Talking about Your Job 9
1.3.2 Describing Your Company 15
Summary 19
Key Terms 19
Topic 2 Basic Telephone Skills 20

2.1 Getting Ready 21
2.2 Receiving Calls 22
2.2.1 Telephone Etiquette 22
2.2.2 IÊm Calling Because ⁄ 24
2.2.3 Common „Telephone Words‰ 27
2.3 Taking and Leaving Messages 31
2.3.1 Language Checklist 32
2.3.2 Tips for Effective Message Taking 32
2.4 Difficult Calls 35
Summary 37
Key Terms 38
Topic 3 Discussions and Meetings 39

3.1 Meetings 40
3.2 Expressing Opinions 42
3.3 Expressing Agreement / Disagreement 43
3.4 Making / Asking For Suggestions 46
3.5 More Activities 49
3.6 Honing Your Listening Skills 58
Summary 64
Key Terms 64

iv  TABLE OF CONTENTS
Topic 4 Making Presentations 65

4.1 Presentation Pointers 66
4.2 Planning 67
4.2.1 Structuring Subject Matter 67
4.2.2 Structuring the Presentation 70
4.3 The Presentation Proper 74
Summary 76
Key Terms 76
Topic 5 Business Writing 1 77

5.1 The Language of Business Writing 78
5.1.1 Choice of Words 79
5.1.2 Sentence Structure 80
5.1.3 Paragraph Structure 81
5.1.4 Tone 81
5.1.5 Word Order 82
5.2 The Format of Business Letters 85
5.3 Grammar: Singular and Plural Forms 89
5.3.1 Countable Nouns 89
5.3.2 Uncountable Nouns 90
5.3.3 Plural Nouns 91
5.4 Layout 93
5.4.1 Full Block Layout 93
5.4.2 Modified Block Layout 94
5.4.3 Modified Block Layout with Indented Paragraphs 96
5.5 Punctuation Styles 96
Summary 97
Key Terms 97
Topic 6 Business Writing 2 98

6.1 Writing Business Letters 99
6.2 Types of Business Letters 100
6.2.1 „Good News‰ and „Neutral‰ Business Letters 101
6.2.2 „Bad News‰ Letters 111
6.3 Writing Resumes 117
Summary 121
Key Terms 122

TABLE OF CONTENTS  v
Topic 7 Tables, Charts and Graphs 123

7.1 Types of Graphic Aids 124
7.1.1 Tables 124
7.1.2 Bar Graphs 124
7.1.3 Pictographs 125
7.1.4 Line Graphs 125
7.1.5 Pie Charts 125
7.2 Tables 129
7.2.1 Interpreting Data 129
7.2.2 Describing Changes in Data 131
7.3 Line Graphs 134
7.3.1 Interpreting Line Graphs 134
7.3.2 Plotting Line Graphs 136
7.3.3 Useful Phrases 138
7.4 Getting to Know Gantt Charts 139
Summary 143
Key Terms 143
Topic 8 Memos, E-mails, and Faxes 144

8.1 Memorandum 144
8.1.1 Advantages of a Memo 145
8.1.2 Parts of a Memo 145
8.1.3 Distribution List 145
8.2 Types of Memo 148
8.2.1 Directive Memo 148
8.2.2 Response Memo 149
8.2.3 Trip Report Memo 149
8.2.4 Field Report Memo 149
8.2.5 Transmittal Memo 149
8.2.6 Announcement Memo 149
8.2.7 Instruction Memo 149
8.2.8 Authorisation Memo 150
8.3 Subject-Verb Agreement 151
8.4 E-Mails 152
8.4.1 Netiquette 152
8.4.2 Net Addresses 153
8.4.3 Addressing E-mails 153
8.4.4 Layout 154
8.4.5 E-mail Abbreviations 154

vi  TABLE OF CONTENTS
8.5 Faxes 155

8.5.1 Sending Faxes 156
8.5.2 Layout of Faxes 156
8.5.3 Receiving Faxes 157
Summary 158
Key Terms 158
Topic 9 Cover Letters and Resumes 159

9.1 Cover Letter 159
9.1.1 Guidelines for Writing a Cover Letter 160
9.1.2 Useful Key Phrases 161
9.2 Resume 164
Summary 167
Key Terms 167
Topic 10 Business Reports 168

10.1 Planning and Writing Reports 168
10.2 Layout of Short Reports 169
10.3 Types of Short Reports 171
10.3.1 Justification Report 171
10.3.2 Progress Report 171
10.3.3 Periodic Report 172
10.4 Prepositions 173
10.5 Writing Long Reports 179
10.5.1 Sequencing a Long Report 179
10.5.2 Presentation 180
10.5.3 Parts of a Long Report 181
10.5.4 Writing Introductions 182
10.5.5 Writing Conclusions 185
10.6 Adjectives 187
10.7 Adjective Formation 190
10.7.1 Single-Word Adjectives 190
10.7.2 Two-Word Adjectives 192
10.8 Adverbs and Adverbials 193
Summary 194
Key Terms 195
References 196

COURSE GUIDE

COURSE GUIDE  ix
COURSE GUIDE DESCRIPTION

You must read this Course Guide carefully from the beginning to the end. It tells
you briefly what the course is about and how you can work your way through
the course material. It also suggests the amount of time you are likely to spend in
order to complete the course successfully. Please keep on referring to Course
Guide as you go through the course material as it will help you to clarify
important study components or points that you might miss or overlook.
INTRODUCTION
OUMH2203 English for Workplace Communication is one of the courses offered
by the Faculty of Education and Languages at Open University Malaysia (OUM).
This course is worth 3 credit hours and should be covered over 8 to 15 weeks.
COURSE AUDIENCE
This course is intended for individuals enrolled in business, management and
information technology programmes. It is an intermediate-level course for
students who need practice and exposure to reading, writing, listening and
speaking, and wish to hone their proficiency in these areas to meet the challenges
of the workplace.
As an open and distance learner, you should be able to learn independently and
optimise the learning modes and environment available to you. Before you begin
this course, please ensure that you have the right course material, as well as
understand the course requirements and how the course is conducted.
STUDY SCHEDULE
It is a standard OUM practice that learners accumulate 40 study hours for every
credit hour. As such, for a three-credit hour course, you are expected to spend
120 study hours. Table 1 gives an estimation of how the 120 study hours could be
accumulated.

x  COURSE GUIDE
Table 1: Estimation of Time Accumulation of Study Hours
Study
Study Activities
Hours
Briefly go through the course content and participate in initial discussion 3
Study the module 60
Attend 3 to 5 tutorial sessions 10
Online participation 12
Revision 15
Assignment(s), Test(s) and Examination(s) 20
TOTAL STUDY HOURS 120
COURSE OBJECTIVES
By the end of this course, you should be able to:
1. Demonstrate listening skills, related to taking telephone calls and active
participation in conversations, discussions and presentations;
2. Demonstrate speaking skills, related to interacting at the workplace, making
effective presentations and voicing opinions during meetings and
discussions;
3. Use writing skills, pertaining to preparing documents often used in business
contexts;
4. Demonstrate reading skills, especially pertaining to understanding
documents commonly used/circulated in the workplace; and
5. Use appropriate vocabulary items and grammar in the context of
communication at the workplace.
COURSE SYNOPSIS
This course is delivered in 10 topics. The synopsis for each topic is presented
below:
Topic 1 introduces you to different ways of introducing yourself and others, at

the workplace. It also highlights ways to describe your job and your organisation
so as to project a positive professional image. The topic also covers topics for
making small talk in business settings.

COURSE GUIDE  xi
Topic 2 deals with basic telephone skills and offers tips on how to make and
receive calls, take and leave messages, handle difficult callers, etc. There are also
lots of exercises and activities to help you hone your language skills related to
telephoning.
Topic 3 provides you with lots of exercises on expressions and language forms
commonly used during meetings and discussions, in particular, when expressing
opinions, voicing agreement and disagreement, making suggestions, etc.
Topic 4 talks about the techniques of making effective presentations, from the
preparation and planning, right down to actually making the presentation. The
impact of factors such as audience awareness, visual aids and non-verbal
language on presentations is also explored.
Topic 5 and 6 are devoted to the art of writing business letters, with emphasis on
the format, layout, language forms, etc. You will be exposed to different types of
business letters, broadly categorised as „good news‰, „neutral‰ and „bad news‰
letters as well as resumes.
Topic 7 introduces you to visual aids such as tables, charts and graphs often used
in business communication. There are exercises to give you practice in
interpreting data from these visual aids to extract useful information. This topic
also highlights common words and expressions used in describing changes in
graphically displayed information.
Topics 8 to 10 provide input on memorandums, facsimiles, electronic mail and

business reports. All topics follow an input-discussion-practice format wherein
learners are encouraged to read the notes given, discuss them with respect to the
examples provided, and then practise their language and writing skills by doing
the exercises that follow.
TEXT ARRANGEMENT GUIDE

Before you go through this module, it is important that you note the text
arrangement. Understanding the text arrangement will help you to organise your
study of this course in a more objective and effective way. Generally, the text
arrangement for each topic is as follows:
Learning Outcomes: This section refers to what you should achieve after you
have completely covered a topic. As you go through each topic, you should
frequently refer to these learning outcomes. By doing this, you can continuously
gauge your understanding of the topic.

xii  COURSE GUIDE
Self-Check: This component of the module is inserted at strategic locations

throughout the module. It may be inserted after one sub-section or a few sub-
sections. It usually comes in the form of a question. When you come across this
component, try to reflect on what you have already learnt thus far. By attempting
to answer the question, you should be able to gauge how well you have
understood the sub-section(s). Most of the time, the answers to the questions can
be found directly from the module itself.
Activity: Like Self-Check, the Activity component is also placed at various

locations or junctures throughout the module. This component may require you to
solve questions, explore short case studies, or conduct an observation or research.
It may even require you to evaluate a given scenario. When you come across an
Activity, you should try to reflect on what you have gathered from the module and
apply it to real situations. You should, at the same time, engage yourself in higher
order thinking where you might be required to analyse, synthesise and evaluate
instead of only having to recall and define.
Summary: You will find this component at the end of each topic. This component
helps you to recap the whole topic. By going through the summary, you should
be able to gauge your knowledge retention level. Should you find points in the
summary that you do not fully understand, it would be a good idea for you to
revisit the details in the module.
Key Terms: This component can be found at the end of each topic. You should go
through this component to remind yourself of important terms or jargon used
throughout the module. Should you find terms here that you are not able to
explain, you should look for the terms in the module.
References: The References section is where a list of relevant and useful

textbooks, journals, articles, electronic contents or sources can be found. The list
can appear in a few locations such as in the Course Guide (at the References
section), at the end of every topic or at the back of the module. You are
encouraged to read or refer to the suggested sources to obtain the additional
information needed and to enhance your overall understanding of the course.
PRIOR KNOWLEDGE
No prior knowledge required.
ASSESSMENT METHOD
Please refer to myVLE.

COURSE GUIDE  xiii
TAN SRI DR ABDULLAH SANUSI (TSDAS)

DIGITAL LIBRARY
The TSDAS Digital Library has a wide range of print and online resources for the
use of its learners. This comprehensive digital library, which is accessible
through the OUM portal, provides access to more than 30 online databases
comprising e-journals, e-theses, e-books and more. Examples of databases
available are EBSCOhost, ProQuest, SpringerLink, Books24x7, InfoSci Books,
Emerald Management Plus and Ebrary Electronic Books. As an OUM learner,
you are encouraged to make full use of the resources available through this
library.

xxvi X COURSE ASSIGNMENT GUIDE

Topic  Networking
1 at the
Workplace
LEARNING OUTCOMES
By the end of this topic, you should be able to:

1. Use the right expressions to introduce yourself at the workplace;
2. Greet, introduce and interact with people who visit your organisation
in an appropriate manner;
3. Identify topics suitable for making small talk; and
4. Describe your company and profession to effectively project a positive
image.
 INTRODUCTION
This topic aims to equip you with skills that will help you interact more
effectively at the workplace. Your social circle will widen once you start working
and you will meet many different kinds of people from all walks of life,
including clients, colleagues, superiors and subordinates. This means that you
may need to adapt the way you speak and the language you use, depending on
whom you are interacting with. If you have no previous work experience, you
may find the section on „Starting a conversation‰ useful as it offers tips on how
to introduce yourself when meeting people for the first time. Also included in
this topic are exercises on how to describe yourself, your job and your company
or organisation in a professional manner. There are also activities that will hone
your vocabulary and grammatical skills to help you network effectively within
and outside your organisation.

2  TOPIC 1 NETWORKING AT THE WORKPLACE
1.1 STARTING A CONVERSATION

In the workplace, it is not enough just to be able do your job well; you must also
know how to network as this helps to build good relationships between you and
potential clients. To do this, you need to look and sound friendly, confident,
sincere and helpful. These qualities go a long way towards creating favourable
first impressions, which increase the likelihood of you being successful in
business dealings later on.
1.1.1 Introducing Yourself

The first networking skill that you need to learn is how to introduce yourself at
the workplace. Below are some expressions that you can use when meeting
people for the first time:
 Hello, my name is ...
IÊm with IT services.
 Good morning, may I introduce myself?
My name is ... and IÊm from the marketing department.
 Hello, I donÊt think weÊve met before.
IÊm ... and IÊm responsible for new product development.
 Hi there, my nameÊs Timothy but everyone calls me Tim.
IÊm with financial services.
Remember that when you introduce yourself, it is not just what you say that
matters. You must use the right words of course, but a friendly smile and direct
eye contact will definitely help you to create a good first impression.

TOPIC 1 NETWORKING AT THE WORKPLACE  3
SELF-CHECK 1.1
When you introduce yourself, what should you say or do?

(i) ............................................................................ (body language)
(ii) ........................................................................... (action)
(iii) ........................................................................... (speech).
ACTIVITY 1.1
Imagine that you are an intern in an engineering firm. Using the sub-
headings below, introduce yourself to your colleague.
Avita Engineering Sdn Bhd
Staff record
Last name:
First name:
Date of commencement of internship:
Duration of internship:
Major job duties:
Degree/academic qualifications:
Area of specialisation:

1.1.2 Introducing Others

Now that you have learnt how to introduce yourself, you need to know how to
introduce others at your workplace. When you introduce someone, it is good
practice to mention the name and position of the person you are introducing, so
that your colleagues not only know the personÊs name but also what he does.
This is the norm in business communication.
Phrases commonly used when introducing someone:

 Hi everyone, meet ...
She is my personal assistant.
 Can I introduce you to ...?
HeÊs our new project manager.
 IÊd like to introduce you to ..., our new web designer.
ACTIVITY 1.2
Read the conversation below and then answer the questions that follow:
Mrs Au : Margaret, let me introduce you to Michael Hill, from our

Australian branch. MichaelÊs the operations executive in
Canberra. HeÊs joining us here on a staff exchange
programme for a month.
Margaret : Hello, Michael. IÊm so pleased to meet you.
Michael : Hi Margaret, IÊm happy to meet you too. YouÊve a nice
set up here.
Margaret : Yes, itÊs a great place to work in. HowÊs your first day
going?
Michael : Wonderful. ItÊs been really interesting.
Mrs Au : I was just showing Michael around. Can I leave it to you
to show him the ropes?
Margaret : Oh, yes, of course. ItÊll be my pleasure.
Michael : Thank you so much, Mrs Au.
Mrs Au : YouÊre welcome, Michael. IÊll catch up with you later.

Discussion questions:
1. What do you think can happen if visitors at a workplace are not
properly introduced?
2. Do you feel that it is necessary to mention the positions of the
people you introduce? Give reasons for your answer.
Adapted from: Jones, L., and Alexander, R. (1989). New international

business English. UK: Cambridge University Press.
1.1.3 It’s a Small World

The world today is increasingly a global village as more and more people work
far from home, often traversing the globe on professional assignments. You may
have met some of these „global citizens‰ in the course of your work (please refer
to Figure 1.1). Some may be permanent employees in your company while others
are appointed only on a short-term consultation basis. Yet others may be visitors.
Perhaps you yourself travel frequently to branch offices all over the world,
sharing knowledge and expertise. Truly, the 21st century worker must be one
who is able to socialise and network with people from different countries and
diverse backgrounds.
Figure 1.1: Global citizens travel widely

Source: [Airline passenger]. Retrieved February 8, 2010, from:
http://www.norcalblogs.com/transportation/airlines/

ACTIVITY 1.3
Do you know that we sometimes identify people by the countries they come
from? For example, if someone comes from Russia, we say he is a Russian.
What do you call someone who comes from the following countries?
ACTIVITY 1.4
Imagine that you are the chairperson at an international conference held

in Malaysia. You need to introduce delegates from various countries to
the audience. How would you go about doing this?
Firstly, you need to find out how to correctly pronounce the names of
foreign delegates. You should also get some general information about
the speakers, as well as the topics they are speaking on. Check their
name tags to be sure that you have got the right person, before you start
your introduction. A simple way would be to say: „It gives me great
pleasure to present the first speaker of the day, Dr Rena Goep. Dr Goep
comes from Sarawak, Malaysia, and will be speaking on the topic ... ‰
Now, introduce the following speakers:
1. Lo Wei Han (China)

2. Jaydip Gupta (India)
3. Ahmad Yusof (Indonesia)
4. Howard Atkinson (Britain)
5. Yumi Tanaka (Japan)

1.2 MAKING SMALL TALK

When networking with business partners and professionals at the work place,
you sometimes need to engage in small talk. This is especially true if you are
meeting people from different countries for the first time. What is small talk and
what do you say when making small talk?
Small talk may be defined as chatting about things not directly related to the
business at hand (please refer to Figure 1.2). There are no fixed rules about what
one should, or should not say, when engaging in small talk. Some subjects are,
however, considered „no-no‰ areas, for example, politics and religion. Likewise,
details about your family might also be deemed too personal a topic, especially
when one is at the workplace.
Safe topics would be those revolving round everyday issues like holidays, travel,
traffic, public transport, entertainment, etc. You can also talk about interests that
you and your conversation partner may have in common. Indeed, one of the
objectives of making small talk is to discover shared interests so that you
gradually learn to be comfortable with each other. However, common sense rules
need to be observed when making small talk. For instance, if the person you are
conversing with is older, or more senior to you in rank and position, you should
be more deferential in tone. Begin with exploratory questions to discover, slowly,
the areas that both of you feel comfortable talking about.
Figure 1.2: Small talk is not necessarily related to work

Source: [Untitled clip art of office mates engaging in small talk]. Retrieved February 8,
2010, from http://www.lcc.gatech.edu/~cooper/Small_Talk_Guide/index.html

When you are at a loss for words, you can resort to „ice breakers‰ such as the
following:
 How was your journey?
 Is this your first visit to...?
 Where are you staying?
 How has your visit been so far?
 Do you need any help or information?
 Tell me more about your country.
SELF-CHECK 1.2
What do you find difficult, or enjoyable, when talking to

(a) ... someone you are meeting for the first time at your workplace?
(b) ... a superior or head of department?
(c) ... people from different countries? (consider several different
nationalities)
(d) ... a large group of people?
ACTIVITY 1.5
Work in pairs:
(a) Which of these topics would you avoid during a first meeting
with a business associate?
Sports
Movies
Politics
The weather
Your family
Music
Business
Your education
Travel
Religion

(b) Would your choice of conversation topics be different if your partner

was
 Of a different gender;
 Older than you; or
 More senior than you in the organisational hierarchy?
(c) Compare your ideas and opinions with another pair/group of

students.
1.3 GETTING DOWN TO BUSINESS

In the course of meeting and interacting with people at the workplace, you may
be asked to describe your job or answer questions about the company or
organisation you are working for. It is important to use the right words so as to
project a positive professional image both of yourself, and of your organisation.
When people feel good about you and your company, they are more likely to
want to do business with you.
1.3.1 Talking About Your Job

Below are examples of questions commonly asked and phrases often used when
people talk about their jobs or organisations:
(i) Which company are you with?
IÊm with XYZ.
(ii) What do you do at XYZ Company?
I am in charge of marketing.
IÊm responsible for sales.
I recruit and train employees.
(iii) What business are you in?
I am in the computer business.
I am in the hospitality industry.
(iv) What do you do for a living?
IÊm a doctor.
IÊm in sales.
IÊm a consultant with ABC Sdn Bhd.
(v) IÊm with the Public Services Department.
IÊm the assistant director in charge of Social Welfare.
ACTIVITY 1.6
Read the following texts carefully. Then, fill in the blanks on the four
personnel cards kept by the Human Resource Unit, summarising
information about each employee. Note the words used to describe each
job. It is better to adopt a positive tone when you talk about your job and
responsibilities.
Ian: My nameÊs Ian Lim and IÊm the chief accountant for Global
Enterprise. I take care of the day-to-day accounting for the
group. IÊm in charge of financial management and management
accounting, and I handle the cash books, purchase ledger, sales
ledger, credit control, etc.
Every day, I have a different task to tackle, and itÊs always

urgent. I work with very tight deadlines. This means that I have
no chance to get bored. I find finance fascinating and I truly
enjoy my work.
But itÊs not easy trying to get money from people. I donÊt like
that aspect of my work.
Lesley: My nameÊs Lesley Fernandez. At Global Enterprise, I work as

an administrator for the international business development
group. My duties include responding to correspondence, and
making sure that meetings are scheduled for the right rooms in
the right places, at the right times. I also handle the staffÊs travel
arrangements to different countries in the world.
I like working here. The people are very friendly and I enjoy
the diverse nature of my work.

However, I do wish that I am a little busier at times. As I am

with the international business development group, I need to
wait for people to be back at the office to generate work for me.
When they are out of the country, I have little to do.
Patrick: My name is Patrick Abdullah. I am a systems administrator for

Global Enterprise. You can say I have a trouble-shooting kind
of job. I have all kinds of responsibilities, including backing up
data and installing new machines, operating systems and all
the products that Global Enterprise produces. The work can be
quite challenging because many problems can crop up in the
course of a day, from fixing a loose cable to dealing with
glitches that take hours to solve.
I think the nice part of my job is meeting these challenges.

Sometimes, my day can be very quiet but there are days that are
completely hectic. But that is okay because I enjoy being
confronted with all kinds of problems.
What I donÊt enjoy is doing routine back-ups of data as that is

tedious and time-consuming. The other thing that I donÊt quite
like is the working hours. The best time to fix problems is when
people are not around. This means that ideally, we should do our
work after 6pm, after everybodyÊs gone home. Sometimes, we
can be stuck in the office till the early hours of the morning.

Paul: I am Paul Kandasamy, and IÊm a training officer at Global

Enterprise. My job is to run training courses for our customers and
agents.
The thing I enjoy most about my work is being able to have

direct contact with customers and helping them.
What I dislike is the amount of time I need to devote to teaching

and preparing training material. I donÊt get enough
opportunities to do the hands-on programming that I enjoy
doing.
Generally speaking, I like my job and the company that I work

for. ItÊs a very stimulating work environment.
Adapted from: Jones, L., and Alexander, R. (1989). New International

Business English. UK: Cambridge University Press.
Task: Fill in the blanks on the cards below.

ACTIVITY 1.7
What is your dream job? Complete the sentence below and write a short
paragraph about your dream job. What does it require you to do? Why is
it your dream job? Share details with your friends in small groups.
If I weren’t a ................., I’d like to be a ..............................

SELF-CHECK 1.3
Do you know of people who radically changed their careers in mid-

life? Why did they do it? Were they successful? Do you think it was
easy for them to make the change? Why do you say so?
ACTIVITY 1.8
Look at the sentences below and match them with the person concerned
by drawing a line to join the description with the correct business card.
Maggie Brown
1. I am responsible for artwork and design. Consultant
Sakura International Group
2. I recruit new staff for our agency.
3. I provide professional services to clients.
4. I am responsible for advertising, managing

products and brands, and introducing new
products into the market.
5. I am in charge of conducting research

that can be used to come up with new
products.
6. I work in the lobby of our corporate

headquarters. I answer questions and
direct people to various offices.

1.3.2 Describing your Company

Now, let us look at how you can describe your company.
(a) What it Offers

A company offers either a product or a service. A product is something
tangible ă usually something that can be inventoried, like shoes, cars,
houses, etc. A service, on the other hand, tends to involve an act that cannot
be typically inventoried, like cleaning the lawn, washing the windows, etc.
What does your organisation focus on? Does it provide a product, a service,
or both?
Sometimes, a company is described in terms of the products or services it

offers. For example:
 We design software.
 We build storage units.
 WeÊre in the insurance business.
Scan the newspapers to identify and select a company for this exercise.
Make a list of the products and services offered by the company, describing
each in detail. You can organise these products and services by putting
them in bullet form ă this will allow you to easily describe your products
and services to an end user.
For example: Look at the flyer below highlighting SamyÊs Window

Cleaning Services (please refer to Figure 1.3). Can you see the difference
between its products and the services it offers?

SAMYÊS WINDOW CLEANING

SERVICES
Products:
 Magic window washing
cleanser.
 Super spray-on foaming mist.
 SamyÊs secret stay clean
formula.
Services:
 24 hour on-call answering
service.
 1 hour window cleaning.
 Screen and trim cleaning.
 Pressure washing.
Figure 1.3: SamyÊs Window Cleaning Services

Source: OCAL (Artist). [n.d.]. Retrieved
February 8, 2010, from:
http://www.clker.com/clipart-11440.html
SELF-CHECK 1.4
Now, use the words given below to write a short paragraph describing
your company. You must use ALL the words given but you can use
them in any order you like.
main products, services, markets, competitors, head office, employees
Adapted from: Emmerson, P., and Hamilton, N. (2005). Five-minute

activities for Business English. UK: Cambridge University Press

(b) The Business Structure

A company or organisation can be a sole proprietorship, partnership or
corporation. A sole proprietorship is an unincorporated business owned by one
person. It is the most simple and basic form of business organisation. Without
the owner, the business would not exist. The sole business owner assumes all
responsibilities, liabilities and risks, and of course takes all the profit.
A partnership is established by two or more people. All the partners

contribute something to the business ă money, labour, skills or property ă
and share the profits.
Corporations are businesses where the shareholders transfer money and/or

property for the companyÊs capital stock. Profits are distributed according
to investment in the capital stock. A corporation can take some of the same
deductions as a sole proprietorship, while enjoying special tax deductions.
(c) Logo
Figure 1.4: Popular company logos

Source: Cass, J. (Blogger). (2009). Top 10 logos [Image], Retrieved February 8, 2010, from:
http://logodesignerblog.com/100-best-global-brands-of-2009/
Most companies have their own logos to give them a sense of identity
(please refer to Figure 1.4). Logos are also a form of branding to build the
companyÊs image. Some logos are recognised all over the world, for
example, McDonaldÊs „golden arches‰, NikeÊs „swoosh‰ and ShellÊs
„seashell‰.

SELF-CHECK 1.5
What does the OUM logo mean?
(d) Development Plans

You should also be able to explain your companyÊs future development and
expansion plans. Helpful phrases include the following:
 Next year, one of the major developments in my company is likely to be⁄.
 I think weÊll probably ...
 We might ...
ACTIVITY 1.9
Carry out a SWOT analysis on a company of your choice.
A SWOT analysis is a common way in business to get a quick snapshot of

a company and its market (S stands for „strengths‰, W for „weaknesses‰,
O for „opportunities‰ and T for „threats‰).
These words might help you:

Strengths ă good market share, experienced management, good brand
image...
Weaknesses ă small market share, high levels of debt, lack of modern
technology, poor distribution channels ...
Opportunities ă possible new markets, growing economy, developments
in technology ...
Threats ă slowdown in the economy, new competitors, changing
consumer tastes...

Ć It is good to have basic networking skills at the workplace.
Ć Introduce yourself to people with whom you are establishing contact for the
first time.
Ć It is important to introduce others, including people who come from abroad.
Ć Small talk at the workplace helps to build relationships.
Ć There are no hard and fast rules when you engage in small talk but in
general, politics and religion are a „no-no‰, while talking about your own
family is often regarded as too personal.
Ć It is advisable to adopt a positive tone when you describe your job

responsibilities.
Ć When describing your company, you can highlight various aspects ă the
products and services it offers, its business structure, logo, and future
development plans.
Branding Network
Corporation Partnership
Distribution channels Product
Experienced management Services
Global citizens Small talk
Logo Sole proprietorship
Market share SWOT analysis

Topic  Basic
2 Telephone
Skills
LEARNING OUTCOMES
1. Communicate effectively on the telephone by answering business
calls and handling enquiries in a positive and professional manner;
2. Give accurate information, and leave or take messages by phone; and
3. State the common dos and donÊts when using the telephone at the
workplace.
 INTRODUCTION
This topic aims to equip you with the basic telephone skills that are essential to
ensure smooth work flow at the workplace. Very often, the telephone is the
companyÊs first line of contact with a client. As such, it is imperative that all staff
be trained in basic telephone etiquette so that favourable impressions are created,
right from the first phone call. The different aspects of making effective business
telephone calls ă pre-call preparations, call-answering techniques, and ways to
take and leave messages ă are highlighted. You will also be exposed to common
dos and donÊts when making business calls, together with activities and exercises
that will help you get used to the language structures commonly used in making
formal calls.

TOPIC 2 BASIC TELEPHONE SKILLS  21
2.1 GETTING READY

Look at Figure 2.1 below. What do you think the two people are saying to each
other? Can you guess what the problems are and how problems like these can be
avoided?
Figure 2.1: Pre-call planning prevents miscommunication

Source: Sweeney, S. (2000). Communicating in business.
UK: Cambridge University Press.
To avoid making telephone calls at a time when the call recipient is clearly not
ready to take your call, some kind of pre-call planning is necessary. The
telephone, which sits unobtrusively on your table most of the time, can create
havoc with your work day if you are not careful. Below are some tips that you
should consider BEFORE you reach for the phone:
(a) Plan your calls to suit your work schedule and that of your call recipient.
You should avoid calling at a time when the other party may be unable to
take your call, for example, late at night. If necessary, compromise on the
timing of your call so as to minimise problems arising from different time
zones.
(b) Be very clear about your objectives in calling. It helps if you make a note of
what you want to say before placing the call as this reduces the likelihood
that you will forget something important. Careful planning and jotting
down of what you want to say also means that you can concentrate on what
the other person is saying, instead of trying to remember what you want to
say, during the telephone conversation.
(c) Anticipate questions from the other person.

22  TOPIC 2 BASIC TELEPHONE SKILLS
(d) Make sure you have paper, pen, relevant documentation, computer files,
etc, ready and near you in case you need to jot down notes.
(e) Check recent correspondence to update on the situation at hand before you
place the call.
(f) Have your desk calendar nearby in case you need to check dates and fix
appointments.
(g) A first-time call sometimes invokes uncertainty and suspicion. If you feel
that there is a possibility of this arising, fax ahead to say when you are
going to call and what you wish to talk about. It helps if the person you are
calling knows you ă even if it is only via an e-mail.
2.2 RECEIVING CALLS

In many organisations today, training staff to communicate effectively on the
telephone is a top priority. This is because there is a high possibility of
miscommunication arising in phone conversations, given the fact that you cannot
see the person you are talking to on the other end of the line. Add to this the
typical hectic pace of business communication, and you have a potentially
difficult situation.
You are probably used to making calls to friends and families but when you
make calls to companies, a slightly different set of rules apply. Generally
speaking, when you make a formal business call, you need to be:
(a) BRIEF - Do not beat about the bush and waste the call recipientÊs time;
(b) CLEAR - Explain the background and purpose of your call; and
(c) POLITE - Recognise and accept the other personÊs point of view.
Sometimes, these rules may seem to be in conflict, for example, if you are too
brief, you may confuse the receiver or appear impolite. The trick is to try and
strike a balance among the three rules.
2.2.1 Telephone Etiquette

Listed below are some of the basic dos and donÊts of telephone use. Observing
these rules will enable you to handle phone enquiries in a positive and
professional manner.

(a) When the telephone rings, do:

(i) Answer the phone promptly, if possible, within three rings.
(ii) Identify yourself immediately. The usual practice is to use a three-part
greeting, for example: „Good morning, Open University Malaysia,
Fatimah Daud speaking.‰
(iii) Use the callerÊs name if you can as that helps to establish rapport.
(iv) Try to resolve the callerÊs problem. If you must transfer the call, be
sure to explain why.
(v) Sound positive and helpful. Your tone of voice speaks volumes about
you. It helps if the caller can hear you smile.
(vi) Keep jargon and technical words to a minimum to avoid confusing
the caller.
(vii) Speak at a pace that can be understood. Speaking too slowly suggests
confusion and uncertainty whilst speaking too quickly suggests
impatience or anger.
(viii) Practise active listening. Indicate to the caller that you are paying
close attention to what he says by interrupting in an encouraging
manner, using words like Yes⁄, I see⁄, Okay⁄, I know what you
mean... You can also empathise with the caller by echoing important
points raised. This will also ensure that you have accurately
understood the information conveyed.
(ix) End the call with a polite Thank you, when you are sure that you have
answered all the callerÊs queries. It is better to let the caller put the
receiver down first so he does not feel that you have cut him off.
(b) Do not:
(i) Eat and drink while talking on the phone.
(ii) Be too familiar with the person on the other end of the phone.
(iii) Talk to someone else in your office while you are still on the phone.
(iv) Allow too much background noise.
(v) Speak too quietly or loudly.
(vi) Use rude language (please refer to Figure 2.2).

Figure 2.2: Refrain from using rude language

Source: Rees, D. (Artist). (2005). Get Your War On [Clip art], Retrieved February 8, 2010,
from: http://www.austinchronicle.com/gyrobase/Issue/story?oid=oid%3A268460
SELF-CHECK 2.1
Think back to the times when you were on the telephone. Were you
ever put on hold and made to wait for a long time before your needs
were attended to? How did you feel when that happened? What was
your reaction?
2.2.2 I’m Calling Because …

A telephone call at the workplace is a purposeful activity. Your caller has an
objective in mind and you will need to find out what this objective is, as quickly as
possible. In some cases, your callerÊs needs are simple and all you have to do is to jot
down his name, address, and telephone and fax numbers for future reference.
However, in more complex situations, you may need to ask probing questions to get
more information before you can ascertain the real purpose behind the call and
determine appropriate follow-up action. For instance, if your caller has a complaint
about a product that he has bought from your company, you would need to:
(a) Identify the problem;
(b) Verify that the product is, indeed, from your company;
(c) Determine if warranty still applies;
(d) Ascertain how the caller has been using the product;
(e) Find out what steps have been taken to rectify the problem.

Sometimes, you may need to direct the callerÊs attention to his original objective in
making the call as he/she may get side-tracked and begin talking about other things.
In all instances, always let the caller know that you are sincere in wanting to help.
ACTIVITY 2.1
Different people have different objectives when they make a telephone

call. What do you think are the objectives of the people in the situations
below? The first one has been done for you as an example.
Situation A: A purchasing manager who has received an incomplete

delivery.
Objective of call:
Ć To tell the supplier that the delivery is incomplete.
Ć To arrange to get the rest of the delivery as soon as
possible.
Ć To complain about the poor service.

Situation B: A computer operator with a hardware problem calling a

helpline.
Situation C: A sales representative for a furniture manufacturer making a

first call to a company which sells office furniture.
Situation D: A travel agent who has paid for a ticket for a flight that
departs tomorrow. The ticket has not reached him yet.

SELF-CHECK 2.2
Have you ever received a call from someone who was angry to the
point of being abusive?
Describe what happened during and after the call.
How did you handle the situation?
2.2.3 Common “Telephone Words”

Telephone skills are one of the most difficult to master, partly because we cannot
see the person on the other end of the telephone and thus cannot depend on non-
verbal signs (gestures, facial expressions, etc) to help us understand the person.
However, there are standard phrases commonly used in phone conversations
and learning these „telephone words‰ will help you to better understand what
the other person is saying as well as give you some guidelines as to what to say
when making or receiving calls at the workplace.
ACTIVITY 2.2
Read through the words/phrases given below. These phrases are

commonly used in phone conversations. Can you think of other
„telephone words‰. Fill in the blanks with such words.

(a) Introducing yourself:

 Hello, Chan and Lee Clinic.
 Good morning, this is Mariam.
 Kenny speaking.
 Good evening, Harris, Open University Malaysia.
 Hi, my nameÊs .................. and IÊm calling from ..........................
(b) Finding out who is on the telephone:

 Excuse me, who is this please?
 May I ask who is calling, please?
 WhoÊs speaking?
 .............................................................................................................
(c) Asking for someone:

 Is Bob in, please?
 Can I have extension 3421, please? (extensions are internal
numbers at a company)
 IÊd like to speak to Max Thambirajah.
 Can you put me through to Steven, please?
 ...............................................................................................................
(d) Connecting someone:

 Certainly, hold on a minute, I'll put you through ...
 Can you hold the line?
 Can you hang on a moment, please?
 .............................................................................................................

(e) Saying that someone is not available:

 I'm afraid he's out at the moment.
 IÊm sorry but the line is engaged... (when the extension
requested is being used).
 IÊm sorry but Jack is not in at the moment.
 Paul is on leave today.
 Jim is in a meeting.
 .................................................................................................................
(f) Asking the other person to repeat what was said:

 IÊm sorry, but can you say that again?
 Pardon?
 Can you spell that please?
 .................................................................................................................
(g) Ending a call:

 Thank you for calling.
 Thank you very much for your help.
 Okay, IÊll check the details and get back to you later.
 I think that covers everything.
 IÊll come by your office on Monday at 10am.
 .............................................................................................................

ACTIVITY 2.3
In groups of three, practise the telephone conversation below, paying

special attention to word pronunciation, intonation and stress. Then,
repeat the conversation, replacing the words in italics with similar
phrases of your choice.
Switch roles and practise the conversation again so that you get the
chance to role play all the different characters.
Operator : Hello, Aidah, Open University Malaysia. How can I help
you?
Peter : This is Peter Ng. Can I have extension 3421, please?
Operator : Certainly, hold on a minute, I'll put you through ...
Dr Li : OUM, Arts Faculty, Dr Li speaking.
Peter : This is Peter Ng calling. Is Professor Mahmud in?
Dr Li : I'm afraid he's out at the moment. Can I take a message?
Peter : Yes, Could you ask him to call me at ...? I need to talk to
him about a collaborative project with Dinkins
University. It's urgent.
Dr Li : Could you repeat the number please?
Peter : Yes, that's ..., and this is Peter Ng.
Dr Li : Thank you, Peter. I'll pass the message to Professor
Mahmud when he comes in.
Peter : Thank you so much. Goodbye.
Dr Li : Bye.
Note the common „telephone words‰ in italics and the informal language used.
For instance, „Is Professor Mahmud in?‰ is an informal way of asking: „Is
Professor Mahmud in the office?‰ Other informal words include „hold on‰
(wait), „tied up‰ (busy).

2.3 TAKING AND LEAVING MESSAGES

Sometimes, there may not be anyone available to answer the telephone when it
rings. When that happens, you need to leave a message.
Basically, there are five simple steps to follow to ensure that the person who receives
your message has all the information he needs.
(a) Mention your name: Hello, this is Ahmad Fauzi.
(b) State time and reason for call: It's 10am. I'm calling to let you know that ...
(c) Make a request: Could you call me back?
(d) Leave your number: My number is ....
(e) End the call: Thanks, I'll talk to you later. Bye.
SELF-CHECK 2.3
Read the following voice message and answer the questions below:
Telephone: (Ring... Ring... Ring...) Hello, this is Sanjeev. I'm afraid I'm
not in at the moment. Please leave a message after the beep..... (beep).
Ken: Hello Sanjeev, this is Ken. It's noon now and I'm calling to see if
you would like to come with me to the futsal game on Friday. Could
you call me back? You can reach me at 016-367 8925 until 5pm this
afternoon. I'll talk to you later. Bye.
Does the message contain all the information needed to allow the call
recipient to respond to the call? List down this information.
1. Name: ......................................................
2. Time and reason for call: ................................................................
3. Request: ............................................................................................
4. Contact number: .............................................................................
5. Ending: ............................................................................................

2.3.1 Language Checklist

Below are words/phrases commonly used when you take or leave telephone
messages. Can you think of other words? Fill in the blanks with some of these
words/phrases.
(a) Offering to take a message:

 Would you like to leave a message?
 Could I take a message, please?
 Could I have your name and contact number, please?
 ⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄.
(b) Leaving a message:

 Could you ask X to call me back please?
 Can I leave a message for X?
 ⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄
(c) Promising action:

 I'll give X your message as soon as he comes in.
 I will pass your message on.
 ⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄.
2.3.2 Tips for Effective Message Taking

In order to help you take down messages accurately, you should:
 Use a pad/notebook to write down the details.
 Record the date and time of message.
 Spell names accurately ă do not be afraid to ask the caller if you are unsure
how his/her name is spelled.
 Quickly ascertain what the caller wants ă a return call, action to be taken, etc.
 Offer assistance.
 Follow up with appropriate action.

ACTIVITY 2.4
Work in pairs. Use the information given below to write out the phone
conversation; then practise it aloud with your partner.
Caller A:
You want to speak to Mrs Abraham about your account with her
company, KW Associates. She is not in the office, so you decide to
leave your name and telephone number. The reason for your call is
that you would like to change the conditions of your contract with KW
Associates. You can be reached at your contact number until 5pm, but
if Mrs Abraham calls after 5pm, she should call 012-458 2777.
Caller B:
You are a receptionist at KW Associates. Caller A would like to speak
to Mrs Abraham but she is out of the office. Take down the message
and make sure you get the following information:
Ć Name and telephone number -- ask Caller A to spell his surname.
Ć The message Caller A would like to leave for Mrs Abraham.
Ć The latest (time) that Mrs Abraham can call Caller A at the given
telephone number.

ACTIVITY 2.5
Fill in the blanks with the appropriate word/words.
1. Hello, I am trying to get ................................... with Mr

Thuraisingam and someone gave me this number. Is he in,
please?
I am sorry but Mr Thuraisingam has just left.
2. Hello, is Ahmad Tajuddin ..................... today, please?

Yes, he is. IÊll ............... him.
3. Hello, this is Carol Lee from Flamingo Enterprise. IÊd ............... to

speak to Jane Tham, please.
IÊll put you ...................................... to her.
4. Good morning. This is Carol Lee. Can I speak to Roy Stevenson,

please? ItÊs rather ....................................
IÊm .................................... but Roy is not here at the moment. Can
I help you?
5. Good afternoon. This is Siti Hashimah from LeoÊs Studio. I

would like to speak with Francis Brown please ....................... my
order.
................................................................................... Can you give me
your order number, please?
6. Good morning. Is ................................ Miss Elizabeth Cardova?

Yes, speaking.
7. Good evening. I was wondering if I could speak to Jolina Lum

................... Accounts, please?
IÊm sorry but Accounts arenÊt ................................... Can I take a
message?

2.4 DIFFICULT CALLS

Sometimes it is necessary for us to handle difficult calls from people who we do
business with. As in any business dealing, it is important for us to observe the
highest degree of professionalism in handling difficult calls. We must make sure
that we handle all difficult calls politely and tactfully.
ACTIVITY 2.6
Read the following telephone conversation and answer the questions

below, using information from the passage given.
Cindy dials. (Ring! Ring!...)

Secretary : Good morning, Asia Enterprises.
Cindy : Hello, could I speak to Jimmy Lau, please?
Secretary : May I know who is calling?
Cindy : My name is Cindy Liew. I am a student at Open Universit
Malaysia. I am calling about a project we are doing.

Secretary : OK. Could you hold the line, please?

(pause)
Lau : Hello, how can I help you?
Cindy : Good morning, Sir. My name is Cindy Liew. I am a student
at Open University Malaysia. I am calling about a project
we are doing on work experience. Tommy Chan from
Eurasia Products Sdn Bhd said you might be able to help
me. He is a friend of my uncle.
Lau : Yes, I know Tommy. So?
Cindy : Well, our assignment is to identify a company and find out
more about the kind of work it does.
Lau : Yes?
Cindy : Would you mind if I drop in and visit your company one
day next week and talk to some of your staff.
Lau : We are very busy. What would you like to do exactly?
Cindy : I would like to spend a day in your organisation and
follow a member of your staff as he goes about his work.
Lau : Yes. Well, as I said, we are very busy next week.
Cindy : Oh, would it be possible to arrange something later then? I
will adjust my time to suit your schedule
Lau : Well, we might be able to arrange a visit for you the week
after⁄
Cindy : That would be fine. Thank you very much, indeed. I don't
want to cause you any trouble but I would really
appreciate it.
Lau : I will try to arrange something. Which day would you like to
come?
Cindy : Let me see ... Wednesday is the best day for me.
Lau : Sorry, we donÊt allow visitors on Wednesday.
Cindy : How about Thursday, then?
Lau : That might be possible

Cindy : Thursday then, Thursday would be fine for me. What time
is convenient for you?
Lau : 10am?
Cindy : Yes, 10am is fine. Could you tell me where your office is,
please?
Lau : On the 7th floor, Suite 723, Wisma AE. Please ask for my
secretary.
Cindy : Alright, I'll be at your office in Suite 723 at 10am, Thursday,
August 28. Thank you so much for your help. I look
forward to meeting you.
Lau : I will see you then.
Cindy : Goodbye, and thank you again.
1. (a) What was LauÊs initial response towards CindyÊs request?

What words from the passage suggest this?
(b) How did Cindy manage to get Lau to change his attitude
towards her?
(c) What lessons can you learn from this?
2. Imagine that when Cindy called Jimmy LauÊs office, his secretary
informed her that he was in a meeting. What could Cindy say to
make sure that she gets to speak to him the next time she calls?
Write out a possible telephone conversation between Cindy and the
secretary.
Ć You need to have good, basic telephone skills if you wish to be effective at the
workplace.
Ć When making business calls, remember to be brief, clear and polite.
Ć Business calls usually have a purpose and you need to identify the objective
of the call as quickly as possible.
Ć Answer all calls promptly, within three rings.

Ć Offer a three part greeting ă hello, the name of the organisation, and the name
of person answering the call.
Ć Business calls often use standard phrases which are informal in tone.
Ć Observe telephone etiquette when answering phone calls ă sound positive

and helpful, avoid technical jargon, do not eat or drink while on the phone,
speak at a steady pace, etc.
Ć Phone messages should contain five elements ă the name of caller, the time
and reason for the call, the request, a contact number, and a thank you.
Ć One needs to be firm, persistent and well-prepared, when dealing with

difficult calls.
Active listening Hold on

Connect you Jargon
Hang on Put you through

Topic  Discussions
3 and Meetings
LEARNING OUTCOMES
1. Use appropriate language to perform a variety of functions during
meetings and discussions, including expressing opinions, expressing
agreement and disagreement, and making suggestions;
2. Describe effective ways of communicating your thoughts and ideas to a
group of people; and
3. Identify and explain the nuances in the English sound system.
 INTRODUCTION
This topic provides learners with practice in using the various language forms
and functions commonly used during meetings and discussions. In particular,
the topic introduces language for expressing opinions, stating agreement or
disagreement, and offering suggestions and solutions. In most instances, the
contextualised use of these language forms and functions is presented. A number
of activities and exercises that allow for collaborative learning are also included.

40  TOPIC 3 DISCUSSIONS AND MEETINGS
3.1 MEETINGS
Figure 3.1: A meeting enables people to discuss ideas

Source: [Clip art of a meeting]. Retrieved February 9, 2010,
from: http://www.tall.org/clubs/cal/la/Social.html
In any organisation, meetings are held to enable people to exchange information,

discuss ideas and make decisions (please refer to Figure 3.1). To ensure that every
meeting achieves its purpose, all participants have to contribute actively. A variety
of language functions and relevant expressions have to be used to communicate
ideas clearly.
Often, the expressions that are used differ, depending on the stage the meeting or
discussion is at. At the start of a meeting, you may need to use expressions to
welcome colleagues and friends.
As the meeting progresses, you may have to voice agreement with points raised,
make suggestions, or invite alternative points of view. All these functions require
you to use specific expressions.
Here are some examples of language forms and phrases that are commonly used at
different stages of a meeting or discussion.
(a) Starting a meeting
Well, ladies and gentlemen, I think we should begin ...
If everyone is here, we can start.
Shall we start?

TOPIC 3 DISCUSSIONS AND MEETINGS  41
(b) Introducing the agenda

Today we need to talk about ...
Let us look at the first item on the agenda ⁄
(c) Stating objectives

The purpose of this meeting is, firstly, to ... and secondly, to ....
The main objective of our meeting is ...
(d) Keeping the meeting moving

Can you tell us more about ...?
Shall we continue?
(e) Closing the meeting

Does anyone have anything else to add?
If that is all, we can stop here.
Study the dialogue below to see examples of the expressions commonly used at
different stages of a meeting (please refer to Transcript 3.1):
Leading up A: How are you? How was your weekend?

to starting B: Not bad actually, though it rained a lot. Anna had one of her fits
a meeting again, went completely ballistic about the children
playing indoors.
C:  OK. I think everyone is here now. Shall we get started?
Introducing C:  Let us quickly go over what we have to discuss today:
the agenda Investments -- examining finances --, information on
other companies -- annual report. Maria has agreed to look
into what other companies we could invest in and Tan, you
are going to examine the figures and see how much we are
actually talking about.
Keeping the A: It is an absolutely massive company and I really do not
meeting think that would work.
moving C:  OK but what do the rest of you think? Maria, how do you feel
about it?
A: They have agreed to meet us next month;
meantime, they will send us more information.
C:  Excellent, shall we move on to the next item now,
which is, er, the annual report?
Closing the C:  Well, I think we have covered every item on the agenda.
meeting Thank you all for coming. Would anyone like coffee?
Transcript 3.1

During a meeting or discussion, significant exchanges take place. People express or

request for opinions; they agree or disagree with a viewpoint; they make suggestions
and offer solutions to problems; sometimes, people even reject opinions, suggestions
or points of view. All these ideas have to be articulated thoughtfully and in a way
that shows that you are respectful of the thoughts, ideas and opinions of others. We
also wish to say things clearly to ensure that our message is understood by everyone
present so that there is little or no misunderstanding.
In the following sections, a number of language expressions are introduced with

respect to the different kinds of exchanges that take place during a discussion or
meeting.
ACTIVITY 3.1
Imagine that you have been asked to chair a formal meeting. In small
groups, brainstorm on the things you would need to do in your role as
chairperson.
3.2 EXPRESSING OPINIONS

An important part of meetings and discussions involves asking and giving
opinions. An opinion can be expressed in various ways:
(a) A forceful way;
(b) A neutral way; or
(c) A tentative way (with some hesitation or reservation).

Common phrases often used to express opinions are listed in Table 3.1:
Table 3.1: Common Phrases for Expressing Opinions
Asking for opinions Would you mind telling me what you think of ⁄?
What do you think about ⁄?
What is your opinion of ⁄?
How do you feel about ⁄?
What are your views on ⁄ ?
Any comments ...?
Giving an opinion I think that ⁄

I feel/believe that ⁄
In my opinion/view, ⁄
My opinion is that ⁄
My point of view is ⁄
ACTIVITY 3.2
Work in pairs. Share some situations in which you would use the
different ways of giving and asking for opinions.
3.3 EXPRESSING AGREEMENT /

DISAGREEMENT
You may agree or disagree with the opinions or suggestions given by members
of a group during a discussion. Every group member is entitled to express his
agreement or disagreement (please refer to Figure 3.2), and a discussion gains
momentum as each person responds, either positively or negatively.

Figure 3.2: Disagreement between group members

Source: Mardan, M.J. (Blogger). (2009). I-donÊt-see-what-youÊre-getting-at [Clip art],
Retrieved February 9, 2010, from: http://english-learners.com/2009/05/common-
english-phrases.html
When you agree with someone, the expressions you use to voice your agreement
will tell the listener the strength, or degree, to which you agree. Table 3.2
highlights phrases commonly used for expressing agreement or disagreement.
Table 3.2 : Ways of Expressing Agreement and Disagreement
Agreement
Strong Neutral
I absolutely agree. I agree.
Yes, definitely. You are right there.
I am in complete agreement. I think you are right.
Exactly. That is true.
Precisely. That is right.
Disagreement
Strong Neutral
I disagree completely. I do not agree.
That is out of the question. That is not how I see it.
On the contrary. I would not say that.
Of course not! I think you are wrong.
That is ridiculous. I disagree.

SELF-CHECK 3.1
Are these expressions neutral or do they show agreement or disagreement?

(a) That is true, but ... (b) I am not so sure about that ...
(c) I see what you are saying (d) That is beside the point.
...
(e) I do not think so ... (f) Yes, however, it seems to me that ...
(g) Absolutely. (h) You have got a point there.
Of course, sometimes, instead of agreeing or disagreeing with an opinion, you

may just wish to express certain reservations. Then, there may be times when
you disagree but wish to express this in an indirect and diplomatic way. Look at
the four sentences below: Do they show agreement or disagreement?
Ć ThereÊs a problem.
Ć I think there may be a problem with that.
Ć There seems to be a small problem.
Ć Actually, thatÊs not going to be so easy.
What is the difference between the first sentence and the three which follow?
DonÊt you think that the the last three sentences are more indirect, careful and
diplomatic?
ACTIVITY 3.3
Look at the statements given below. Choose ONE and rewrite it in

different ways so that it has the same meaning but is more diplomatic
and indirect. Share this with your friends and see how they have
rewritten their statements.
Ć We cannot do that.
Ć Your cost estimate is much too low.
Ć The project is running late.
Ć There will be a delay.

3.4 MAKING / ASKING FOR SUGGESTIONS

Very often, you may be called upon to make suggestions during a meeting or
discussion. You may be asked to suggest ways to overcome a problem or address
an important issue. Sometimes, you are asked to recommend an initiative based
on your past experience in a particular field. Then there may be times when you
may encounter difficulty dealing with a situation and need to ask for
suggestions. Table 3.3 provides examples of phrases commonly used when you
want to make or ask for suggestions:
Table 3.3: Making and Asking for Suggestions
Making Suggestions Asking for Suggestions
Strong I would like to hear your suggestions.

We must ... I would like to hear your ideas on this.
Neutral What would you suggest?
I think we should ... Do you have any suggestions?
Tentative What do you recommend?
It might be good to .... What are your views on this?
I recommend that we ⁄
I think we should ⁄
I suggest that we ⁄
My recommendation is that we ...

Table 3.4 lists other useful expressions which you may want to use in a meeting:
Table 3.4: Other Useful Expressions
Presenting alternatives  One possibility is to ...

 Either we ... or ...
 As I see it ...
 If we ... then... can...
 The advantage of⁄ is that ... whereas⁄
Accepting proposals  I am completely in favour of that.
 I am in favour of that.
 That is a good idea.
 I have absolutely no objections.
 I am sure that is the best idea.
Rejecting ideas  I am sorry but I really do not think that⁄ is a

good idea.
 I am afraid I cannot accept that.
 That is very interesting but ...
 I am sorry, but that is not really practical.
 I appreciate your point of view but⁄.
 I can see why you want to do this but⁄
Building up arguments  I am afraid that is not possible. Firstly ...

Secondly ...
 If we put off this decision any longer it will
mean further delays. As a result ...
Balancing points of view  I accept what you say but ...

 The project may be profitable but on the other
hand it may be.... If we ... it may cause ...
Summarising and  If everyone is in favour of what I have
concluding the meeting suggested⁄
 If everyone is in agreement to what I have
proposed ...
 Do you all agree that ⁄.?
 If everyone is in favour, I would like to
recommend ...
 Does anyone have anything else to add⁄?
 Right, then I think we can end the meeting
here.
 So if that is it, we can stop here.

Study the passage below which highlights a discussion in session (please refer to
Transcript 3.2). Examine the different language functions and expressions used by
the speakers.
Asking for Bernie: Okay, I think we should start now, as it is 10 oÊclock.

comments/ Voices: Okay / right / yeah.
opinions Bernie: Well, we are here today to look at some of the reasons
for the decline in profits which has affected this
subsidiary.
You have all seen the agenda. I would like to ask if
anyone has any comments about this before we start.
Voices: No / it is fine / no.
Bernie: Right, well, can I ask Encik Samsuddin Omar, Chief
Sales Executive, to give his opening remarks?
Samsuddin: Thank you, Bernie. Well, I think we have to face several
realities. What I have to say is divided into three parts
and will take about 20 minutes.
Bernie: Er, Encik Samsuddin⁄we do not have much time ă we
are interested only in listening to the main points.
Expressing June: Yes, can I ask one thing, Madam Chairperson? IsnÊt this
disagreement/ problem in our market a global one?
keeping the Bernie: Sorry, June, I cannot allow us to consider that
discussion question just yet. We will look at that question later.
focused Encik Samsuddin, sorry, please carry on.
Building up Samsuddin: Well, the three points I want to make can be summed
an argument up in three sentences. Firstly, sales are down, but only
by 5% more for the group as a whole. Secondly, our
budget for sales has been kept stable ă it has not gone
up despite inflation ă so we are trying to do better than
last year on less money. Thirdly ...
June: ThatÊs not exactly true⁄
Bernie: June, please. Let Encik Samsuddin finish.
Samsuddin: Thirdly, our products are old ă we need new ideas.
Summarising/ Bernie: Let me summarise that. You say that sales are down but
concluding not by so much, that you have had less money to
promote sales and the products are old? Is that right?
Transcript 3.2

3.5 MORE ACTIVITIES

Below are various activities that will give you practice in using the appropriate
language forms needed to perform the different functions at meetings or
discussions.
ACTIVITY 3.4
1. Give your opinion on the following issues raised during a

meeting. You are encouraged to use some of the expressions that
have been introduced in this topic.
(a) The introduction of a system in which everyone in a
company, from top to bottom, clocks in.
(b) The view that in future, world oil reserves will be running
out and most of the energy will be supplied by nuclear
power.
(c) The belief that more and more manufacturing industries
will be relocated to the Far East because of lower labour
costs.
2. Say whether you agree or disagree with the following statements.

Give a reason for the stand you take.
(a) All forms of public transport should be free.
(b) Criminals should be hanged.
(c) Meetings are a waste of time.
(d) Sending e-mail is better than writing letters.

ACTIVITY 3.5
Respond to the following comments, using the reasons given to support

your point of view.
(a) If there are not enough jobs to go around, the number of university
places should be reduced. There is no point in educating people for
the unemployment queue.
Disagree: more people go for higher education ă focus on
subjects like engineering and computing.
(b) The best jobs for the future will be in the service and food
industries.
Agree: bad future for manufacturing industries.
(c) Introducing a 35-hour week might be a good idea from the
employeeÊs point of view but it would be a disaster from the
companyÊs point of view.
Agree: costs up ă no increase in productivity.
(d) If you want to reduce inflation, the only solution is strict control of
the money supply.
Express reservation: strong wage and price controls also
possible.
(e) If everyone agreed to take a reduction in wages, we would solve
the unemployment problem in Malaysia within a year.
Disagree: problem more complex.

ACTIVITY 3.6
Give suggestions and recommendations to resolve the following

problems. Follow the example given.
Example:
Problem Sales of new electric cars have not been as good as

predicted and stock levels are high.
Suggestions 1. Stop production. (strong)

2. Cut prices. (neutral)
What you can say As I see it, we have no choice but to stop
production.
In addition, I think we should cut prices to move
the stock and improve cash flow.
1. Problem: Deliveries of goods have been delayed frequently in

recent months due to rail strikes.
Suggestions:
(a) Investigate road transport. (neutral)
(b) Set up small regional warehouses. (tentative)
2. Problem: Some tinned fruit imported from China and sold in a

local supermarket has resulted in complaints from customers.
Suggestions:
(a) Withdraw all tins from the shelves. (strong)
(b) Arrange a meeting with the production people from the plant
in China. (neutral)
(c) Send some of our production people to China to check
quality control. (tentative)
3. Problem: A newspaper group is having problems with its

circulation. Costs are also high for setting and printing.
Suggestions:
(a) Hire a new editor. (neutral)
(b) Negotiate with the printers to modernise production
methods. (strong)

ACTIVITY 3.7
Present a series of possible solutions to the following problems. An

example is given below.
Example:
Problem How to link Pulau Tioman and Mersing.
Solutions A rail tunnel to transport cars.

A bridge only for road traffic.
A combined rail and road tunnel.
What you can say There are several ways to solve this problem.
One solution would be to build a rail tunnel to
transport cars. Alternatively, we could build a
bridge just for road traffic. Finally, we could build
a combined rail and road tunnel.
(a) Problem: How to improve productivity.

Solutions:
 Introduce more automation.
 Organise employees into smaller teams.
 Give bonuses for targets met.
(b) Problem: How to improve the quality of production.

Solutions:
 Introduce quality standards.
 Increase the sampling rate of finished products.
(c) Problem: How to find new management personnel.

Solutions:
 Use a head-hunting agency.
 Advertise in the national press.

ACTIVITY 3.8
(Audio 3.1)
You are going to hear extracts of a meeting. Listen to the discussion and
answer the following questions.
(a) What does the third speaker say to get the meeting going?
(b) Who do you think Tan is?

(i) Chairman (ii) Secretary
(iii) Treasurer (iv) Committee member
(c) How does the speaker ask Maria for her opinion?
(d) What does the speaker say to proceed to the next item on the
agenda?
(e) What does the speaker say to conclude the meeting?
ACTIVITY 3.9
Indicate whether it is to agree(A), disagree (DA) or half agree (HA)

when the following expressions are used.
(a) That is true, but ⁄ ___________________
(b) I see what you are saying ___________________
(c) Yes, in a way ___________________
(d) Absolutely ___________________
(e) You cannot really mean that ___________________
(f) Yes, however it seems to me that ___________________
(g) You must be joking! ___________________
(h) You have got a point there ___________________

ACTIVITY 3.10
(Audio 3.2)
Listen to the recording of Mr Theva talking and answer the following

questions
1. List three duties of the chairperson at a meeting.

(a)
(b)
(c)
2. The following would not contribute to a successful meeting.

Re-write them according to Mr ThevaÊs suggestions.
(a) Lack of preparation
Be
(b) No clear objectives
Have an
(c) Members get too emotional
Maintain
(d) Meeting dragging on for too long
Keep

ACTIVITY 3.11
Work in groups of four or five. Conduct a committee meeting based on

the following notice and agenda.
Uno Cars Sdn Bhd

Notice of meeting
Objective: Increasing sales of Uno Cars
ą Time: 3.30pm
ą Place: Bilik Melor
ą Participants: All executives and managers
Agenda
1. Welcome speech by chairperson.
2. Apologies for absence.
3. Minutes of previous meeting.
4. Matters arising from minutes.
5. Reports.
6. Special business.
(i) Promotions for the festive season.
(ii) Road show.
(iii) Advertisements in the newspapers.
7. Any other business.
8. Date, time and place of next meeting.
9. End.

ACTIVITY 3.12
1. Work in pairs. Take turns to ask for, and give, opinions about the
following subjects. Use as many different expressions as possible.
(a) Unemployment among graduates.
(b) Foreign workers.
(c) Computer software piracy.
(d) Western movies.
(e) The „Miss World‰ contest.
(f) National Service.
(g) Studying abroad.

(h) The Internet.
2. Work in pairs. Take turns to agree, half-agree or strongly disagree

with the following opinions. Use as many different expressions as
possible.
(a) I think smoking should be banned.
(b) I think National Service for young Malaysians is a good idea.
(c) I think English is a very difficult language to learn.
(d) I think rock concerts have a negative effect on young people.
(e) I think college students should work part-time to support
themselves.
(f) I think it is better to be your own boss than to work for
someone else.
(g) I think cigarette advertisements should be banned.
(h) I think university students should wear uniforms.

ACTIVITY 3.13
Job-related discussions
Work in pairs.
1. You are the head of the Human Resources department in your
organisation. You are holding a discussion on the fact that some
staff are taking emergency leave for trivial matters. Discuss the
circumstances under which staff may apply for emergency leave
and highlight the detailed procedure that they must follow.
2. You are the head of the Human Resources department in your

organisation. Two senior staff are going to retire soon. You wish to
organise a special dinner to bid them farewell. Discuss how you
would go about organising the dinner. You could talk about
forming a committee, delegating work, selecting a venue, choosing
a caterer, date and time.
3. You manage a restaurant frequented by many bank and office staff

from the surrounding area. Lately, some problems have come to
your attention, including the following:
(a) Employees handling food with bare hands;
(b) Some of the staff lack courtesy; and
(c) Slow service.
Discuss these problems and possible ways to resolve them.
4. You are the executive director of an organisation which recently

received the ISO award. The Minister of Human Resources is
coming to present the award. Discuss the preparations and
procedures involved in organising the event and how you can
ensure that everything runs smoothly.

3.6 HONING YOUR LISTENING SKILLS

The following activities should hone your listening skills so that you may
recognise and identify nuances in the English language.
ACTIVITY 3.14
Language development activities

This exercise is based on Audio 3.3.
1. For each of the following questions, you will hear a single word
said twice. Choose an answer that best describes the word.
(a) (i) A kind of container

(ii) A kind of colour
(iii) A sharp object
(iv) To succeed
(b) (i) Something old

(ii) A container
(iii) The opposite of female
(iv) A trip by the sea
(c) (i) A kind of fruit

(ii) Something that sucks blood
(iii) A tame animal
(iv) To provide knowledge
(d) (i) To work hard

(ii) Something to play with
(iii) To ruin
(iv) To grow plants in

(e) (i) A kind of spice

(ii) Something to write on
(iii) A poor man
(iv) A small stone
(f) (i) Something to eat

(ii) To obtain easily
(iii) Something used to catch fish easily
(iv) This is found in front of a house
(g) (i) A tall building

(ii) The opposite of sweet
(iii) A trip
(iv) The opposite of brave
(h) (i) A policeman

(ii) To fall
(iii) Something used to drink with
(iv) A kind of fish
(i) (i) A timid person

(ii) The top of a mountain
(iii) Something to eat
(iv) To select
(j) (i) The opposite of empty

(ii) To take without permission
(iii) Something to sit on
(iv) Not moving

2. For each of the following questions, you will hear a single word said
twice. Choose an answer that best describes the word.
(a) (i) Anxious
(ii) Groups of 10
(iii) For camping
(iv) After ninth
(b) (i) Not empty

(ii) Drop
(iii) Make full
(iv) A stupid person
(c) (i) Adult lamb

(ii) Sails on water
(iii) Small mouthful of drink
(iv) Not expensive
(d) (i) Warm

(ii) Organ in the body
(iii) Worn on the head
(iv) A little house
(e) (i) Motor vehicle

(ii) Penetrate with sharp instrument
(iii) Stiff paper
(iv) Horse-drawn vehicle
(f) (i) Not good

(ii) Symbol of membership
(iii) Leaf of a book
(iv) Used for carrying things

(g) (i) Opposite of buy

(ii) Go by ship
(iii) Sand on the beach
(iv) The outside of an egg
(h) (i) Hat

(ii) To drink from
(iii) Baby animal
(iv) A taxi
(i) (i) Not up

(ii) Sunrise
(iii) Measurement of weight
(iv) Small city
(j) (i) Drops of water from the sky

(ii) Means of transport
(iii) GirlÊ s name
(iv) Pipe carrying water
3. For the next 10 questions, you will hear a group of three words. Say
each group of words in the order in which you hear them.
(a) Think , ink , thing
(b) Scarf, carve, calf
(c) Thin, tin, teen
(d) Thirteen, thirty, dirty
(e) Boy, toy, coil
(f) Sell, tell, bell
(g) Pay, say, day
(h) Fill, feel , steal
(i) Test, toast, taste
(j) Tool, told, tall

4. For the next 10 questions, you will hear a group of three words.
Say each group of words in the order in which you hear them.
(a) Corn, cone, comb
(b) Pepper, paper, piper
(c) Match, batch, patch
(d) Mine, nine, line
(e) Spit, sport, spat
(f) Peach, beach, pitch
(g) Wall, ball, soil
(h) Whale, male, pail
(i) Pen, fan, pan
(j ) Choose, chose, choice
5. For each of the next 10 questions, you will hear a sentence

containing only one of the four words given. Circle the word which
you hear.
(a) (i) Thought (ii) Taut
(iii) Taught (iv) Tart
(b) (i) Like (ii) Love
(iii) Life (iv) Lived
(c) (i) Four (ii) Fore
(iii) For (iv) Far
(d) (i) By (ii) Buoy
(iii) Bye (iv) Buy
(e) (i) Ride (ii) Rite
(iii) Write (iv) Right
(f) (i) Fell (ii) Fall
(iii) Felt (iv) Feel
(g) (i) Shot (ii) Short
(iii) Shut (iv) Should

(h) (i) Lard (ii) Lead

(iii) Led (iv) Lad
(i) (i) Land (ii) Loan
(iii) Lawn (iv) Lend
(j ) (i) Ankle (ii) Angel
(iii) Angle (iv) Anger
6. For each of the next 10 questions, you will hear a sentence

containing only one of the four words given. Circle the word which
you hear.
(a) (i) Hold (ii) Old
(iii) Hole (iv) Whole
(b) (i) Accede (ii) Exceed
(iii) Exit (iv) Excite
(c) (i) Scene (ii) Seen
(iii) Sin (iv) Since
(d) (i) Pour (ii) Pore
(iii) Paw (iv) Poor
(e) (i) Hurt (ii) Hut
(iii) Herd (iv) Heard
(f) (i) Tread (ii) Thread
(iii) Threat (iv) Treat
(g) (i) Threw (ii) Truth
(iii) Through (iv) True
(h) (i) Ore (ii) Or
(iii) Oar (iv) Awe
(i) (i) Heels (ii) Hills
(iii) Heals (iv) Eels
(j ) (i) Rude (ii) Road
(iii) Route (iii) Root

 One way important business decisions are made is through conversation.

Often, the way we say something during discussions and meetings helps to
persuade others to think in a particular direction and to develop a
perspective that will help us achieve our business goals.
 This topic gives you practice in performing a number of language forms and
functions at the workplace, for example, in using the right words to express
opinions, state agreement and disagreement, and make and receive
suggestions.
 You are also taught to state your stand in a forceful way, neutral way or
tentative way.
 The topic also offers you opportunities to hone your skills in phonetics and
the phonological aspects of the English language, so that you are more aware
of the subtle differences between various words and terms. Ultimately, this
will help you communicate your thoughts and ideas more effectively.
Agreement and disagreement Make and offer suggestions

Diplomatic Neutral
Expressing opinions Tentative
Forceful

T op i c  Making
4 Presentations
LEARNING OUTCOMES
1. Use appropriate techniques to structure the content of a talk or
presentation;
2. Explain the impact of factors such as audience awareness, visual aids
and non-verbal cues on presentations; and
3. Plan and present a short talk on a given topic.
 INTRODUCTION
This topic offers a variety of exercises that will help to hone your skills in making
effective presentations. It explains the format and structure of good
presentations, and highlights some of the more salient features of interpersonal
communication. There are also lots of activities that will give you practice in
making effective oral presentations.

66  TOPIC 4 MAKING PRESENTATIONS
4.1 PRESENTATION POINTERS
Figure 4.1: Adopt a presentation style which suits your audience

Source: [Keeping The Audience's Attention Is Key]. Retrieved February 9,
2010, from: http://oralpresentationskills.com/
It is important to note that in presentations, how you project yourself is just as

important as what you are presenting. You need to consider the context in
which a presentation is being made and adopt an approach that suits the type of
audience you expect to encounter (please refer to Figure 4.1). To help ensure that
your presentation is successful, ask yourself the following questions:
 Why am I giving this presentation?
 What do I hope to achieve?
 How much does the audience already know about the subject?
 What are some of the visual aids I can use to make a point?
 What are the needs and expectations of the audience?
 How can I make my talk interesting?
The next few sections will explore some useful techniques for making effective
presentations.

TOPIC 4 MAKING PRESENTATIONS  67
ACTIVITY 4.1
Have you ever given a presentation at your workplace? If so, please

share your experience.
How did you feel before, during and after the presentation?
4.2 PLANNING
A crucial element to making effective presentations is proper planning. You need
to systematically sort your ideas out before giving the actual presentation itself.
This means that you need to plan your talk carefully. Your plan should encompass
two aspects - the structure of your subject matter or content (what you are going to
present, that is, the arrangement of the ideas and facts that you are going to
present) and the structure of the presentation ( how you are going to present
your subject matter).
4.2.1 Structuring Subject Matter

When planning for a talk or presentation, begin by gathering information on the
topic. Read, do research, talk to colleagues or peers and conduct your own
brainstorming session to get a comprehensive understanding of the topic. Next,
sort out the information and arrange all the ideas in a clear, logical framework.
Your talk will be more effective if it has a consistent theme and clear objectives.
There are several techniques which you can use to structure your ideas, for
example, mind mapping, outlining and using specific organisational patterns.
(a) Mind mapping

Start by writing or copying down the central idea on the page. Then, develop
the theme by drawing branches that lead out from the central idea. Gradually
expand each section by using sub-branches. An example of mind mapping is
given in Figure 4.2.

Figure 4.2: An example of mind mapping
(b) Outlining
This technique encourages you to think in a linear fashion. First, you
come up with a macro structure and then, you start filling in the details. An
example of the use of this technique is given in Figure 4.3.
Figure 4.3: An example of outlining
(c) Use of organisational patterns

The content of your talk can also be outlined or presented according to
specific organisational patterns, some of which are described below:
(i) Chronological order
Using time as a framework. This is useful for narratives, sequences,
processes or series of events.
(ii) Spatial order

This may be used for describing buildings, places or locations.
(iii) Topical order
This is useful when you have a number of specific topics or subtopics
for your talk; you may begin with the most important topic and
end with the least important.
(iv) Comparison-contrast order
For this, you organise the information according to the similarities
and/or differences between the various subjects you wish to talk about,
as well as the positive and negative aspects of a subject or topic.
(v) Cause-effect order
This pattern organises information according to the causes and
effects of an action or initiative.
(vi) Problem-solution order
For this structure, your talk will focus on a sequence of
problems and their respective solutions.
Examine the presentation format in Table 4.1 and discuss the organisational
pattern used:
Table 4.1: Presentation Format
Step 1 Introduce yourself.
Step 2 Give the topic and the estimated amount of time for the presentation.
Step 3 Give an outline of the talk, that is, explain how the presentation is
organised:
(i) Topic A.
(ii) Topic B.
(iii) Topic C, etc.
Tell the audience when they can ask questions ă whether they can
interrupt during the presentation or can only ask questions at the end of
the presentation.
Step 4 Give your talk, referring to visuals wherever necessary
(i) Talk about topic A
(ii) Summarise topic A
(iii) Repeat for all the topics
Step 5 Summarise the main points of the whole presentation.

Step 6 Conclude with a powerful statement and allow questions.

4.2.2 Structuring the Presentation

When you structure a presentation, you need to look at various aspects of
interpersonal communication, in particular, the factors that will improve its
effectiveness. Some of these factors are described below.
(a) Audience Awareness

An important thing to remember when giving a talk or presentation is to focus
on the needs and temperament of the audience. If the audience comprises
senior decision-makers in your organisation such as your superiors, it is
important to showcase your expertise. For this type of audience, you need to
be well prepared and should always present an assertive and positive front.
On the other hand, if the audience is made up mainly of your peers, you will
need to rely on goodwill and professionalism to drive home your points. For
this, you will have to appear enthusiastic and natural, without sounding
patronising or lacking in confidence.
If you are speaking to a mixed audience, you will have to pitch your talk
according to the requirements of the talk itself. But your talk will definitely be
more effective if you understand how the different groups in your audience
relate to one another, what binds them together, and how they may benefit
from your talk.
ACTIVITY 4.2
Why is it necessary to consider audience awareness when you make a

presentation?
(b) Effective Opening Lines

The opening lines of your talk can sometimes influence the way your speech is
received. Effective opening lines help to create the right impression and capture
the attention of the audience.
Remember that you need to get them to sit up and take note of what you say.
You can lose your audience with a weak opening line.

Some examples of strong opening lines are:

 Let me begin by telling you a story on computer communication networks.
 Today, I am going to talk about an innovation that has saved us much time
and money.
(c) Appropriate Visual Aids

The use of appropriate visual aids can make your talk more persuasive,
interesting and professional (please refer to Figure 4.4). They can help your
audience follow your ideas more closely and prevent boredom from
setting in.
You can use visual aids to emphasise each point as it is discussed or as an

outline of your talk. However, in order for visuals to add to the meaning
and effectiveness of your talk, the audience should not have to spend a lot
of time reading or interpreting them.
Some of the more common visuals include graphs, charts, drawings, maps,
lists, diagrams, photographs and cartoons. The content that you wish to
depict in the visuals may be statistical data, quotes, definitions, objects and
models.
Figure 4.4: Visual aids greatly enhance your presentation

Source: [Clip art of presenter with visual aid]. Retrieved February 9, 2010, from:
http://www.presentation-skills.biz/c/visual-aids
(d) Non-verbal communication

Very often, you need to rely on non-verbal cues or body language to get the
message across to your audience. This refers to your posture, how you
move and what you do with your arms, feet and eyes when delivering your
presentation. For example, the way you smile in response to a question
from a member of the audience may send one of the following messages:
(i) Friendliness ă the audience may think you do not mind being
questioned; or
(ii) Ridicule ă they may think you are making fun of them or assuming
that they are poorly informed.
It is thus important to be aware of the impact of your facial expressions,

posture and movements during the presentation. You may wish to heed
these simple rules:
 Maintain frequent eye contact with everyone in the room;
 Smile, nod and move your arms moderately or only when necessary;
 Maintain voice control so that you are neither shouting nor speaking too
softly; and
 Maintain a reasonable distance from individual members of the audience,
even when you are pointing to something they have written or are reading.
ACTIVITY 4.3
Why is it important for a presentation to have structure?
ACTIVITY 4.4
1. Think back to a presentation which you thought was really good

and note down ONE reason why it was so good.
2. Do the same for the worst presentation you have ever heard.
In OUMH 1303 (English for Oral Communication), you studied about techniques for
making oral presentations. Think back to some of the tips you picked up during that
course. Do you remember learning about signpost phrases? Signpost phrases are short
phrases that signal to the audience the direction that your presentation is taking.

Below are some signpost phrases that you can use the next time you give a
presentation:
 Today, IÊm going to talk to you about ...
 LetÊs start by looking at ...
 Have a look at this next slide.
 LetÊs move on to ...
 IÊll return to this in a moment.
 The point here is ...
 Any questions?
 As I said previously ...
 Finally, ...
 So, to sum up ...
ACTIVITY 4.5
Fill in the blanks with the phrases/words in the box.
I will share have any to summarise going to talk look at this

questions column
move on all I have to to introduce thank you shown in

say this
the regional the next are there any were those it is

coordinator hour that appealed important
1. Starting a talk:
I would like myself. I am Durai Kumar and I am
____________.
2. Introducing the topic:

I am about how we can boost our sales figures.

3. Explaining organisation of talk:

In , I will focus on the trends in TV advertising. At
the end of the talk, _____ some recommendations. If you
, please save them for the end.
4. Referring to visual aids:

As chart, the least persuasive types of ads last
year __ to human emotions. If you _ , you
will see what I mean.
5. Moving on to a new topic:

Let us to the most important part, the
recommendations. First, to choose the right media for
advertising.
6. Summarise:
So , I would like you to think of the four main
things I said today.
7. Conclude:
Well, that is for the moment.
for listening. questions?
4.3 THE PRESENTATION PROPER

Below are some tips to take note of if you want your presentation to be effective.
(a) Be clear about the objectives of your presentation.
(b) Structure the content in a simple, logical manner.
(c) Have a strong opening statement.
(d) Use relevant examples to illustrate your points.
(e) Choose appropriate visuals to support the presentation.
(f) Show enthusiasm.
(g) Consider the audience and adapt according to their needs and expectations.
(h) Listen carefully to questions and ask for clarification if necessary.
(i) Be polite.

The next few activities will highlight the diverse presentation issues that could
impact upon the effectiveness of presentations. Brainstorm in pairs; then discuss
your findings.
ACTIVITY 4.6
Think, Pair, Share:
1. Some people like to read their presentations word for word.

Others prefer to write brief notes and speak freely. What are the
advantages and disadvantages of each method? Discuss.
2. Some speakers like to invite questions from the audience during

their presentation while others prefer to wait till the end. Which do
you prefer? Why?
3. Some people like to use a lot of Powerpoint slides while others

prefer to use as few visual aids as possible. What is your
preference? Explain.
4. Some people like to structure their presentation loosely so that

they can move around, interacting with the audience and
responding to their questions and interests. Other people like to
follow a clear, rigid structure with a more formal style. What are
the advantages and disadvantages of each? Explain.
5. Examine the following four situations. In groups of three or

four, carry out the activities that follow.
(i) You have to give a talk at a (ii) You are going to give a talk to
conference in London where the Purchasing and Product
many of the worldÊs leading Managers of a Kuwaiti
economists will be present. company interested in buying
some equipment from your
company.
(iii) You have to lead a group (iv) You are to address a mixed
discussion on a new bus audience at your Community
route for your factory Hall to discuss a charity event
workers. Some of your for earthquake victims.
administrative staff will be
present.

(a) Discuss the four situations above in terms of the type of

audience and the level of formality that is required for each
situation.
(b) Based on one of the six types of organisational patterns
described in section 4.2.1 (chronological order, spatial order,
etc.), plan and present a five-minute talk on one of the above
topics. Select appropriate visual aids to support the points you
wish to make, e.g. charts, diagrams or a slide show.
 Often, the format, content and structure of a presentation determine the

extent to which we are able to convince, direct, lead and inform others of
something that is significant to a work situation.
 In this topic, various exercises were designed to help you make effective oral
presentations and allow you to play a greater role in interpersonal
communication at the workplace. The topic focused on appropriate
techniques which you can use to structure a presentation, as well as different
organisational patterns that can be adopted for effective delivery.
 Finally, this topic provided information on many important issues such as

audience awareness, the use of a variety of visual aids and the impact of non-
verbal cues.
Cause-effect order Outlining

Chronological order Problem-solution order
Comparison-contrast order Spatial order
Mind mapping Topical order

Topic  Business
5 Writing 1
LEARNING OUTCOMES
1. Describe the different parts of a formal letter and their respective
functions;
2. Write various types of business letters with the right format and
layout; and
3. Use correct punctuation and appropriate language to effectively
convey the message in business writing.
 INTRODUCTION
This topic provides you with lots of practice on using appropriate language in
business writing. You will get to hone your writing skills through exercises
related to choosing the right words, coming up with the right sentence structures,
paragraphing and word ordering (please refer to Figure 5.1). In addition, you
will also be introduced to the various formats of business letters. You can also
brush up on your grammar, in particular, the use of singular and plural forms of
nouns in the English language.

78  TOPIC 5 BUSINESS WRITING 1
Figure 5.1: Choosing the right words is crucial to letter writing

Source: [Letter Writing]. Retrieved February 11, 2010, from:
http://etc.usf.edu/clipart/24700/24714/letter_writi_24714.htm
5.1 THE LANGUAGE OF BUSINESS WRITING

Language is the communication tool that enables you to give form and shape to
ideas, feelings and events. In business writing, it is important that you express
yourself effectively so that your message is communicated to the receiver
without any misinterpretation. A direct writing style is encouraged. Choose a
style that is reader-friendly that aims to get the message across easily and
quickly.
You will need to work with words, sentences, paragraphs and the layout of the
document. Selecting the right words will contribute to a courteous tone and offer
greater clarity. Make sure that the sentences are of the appropriate length and
that there is proper paragraphing.
Consideration of these factors will minimise misunderstanding arising from

ambiguity and improve the effectiveness of business communication.

TOPIC 5 BUSINESS WRITING 1  79
5.1.1 Choice of Words

In business writing, it is better to use words that are familiar to your reader. It is
important to get to the point quickly. The use of long sentences and unnecessary
words should be avoided as these will only get in the way of the message and
result in ambiguity. Do not use clichés. As far as possible, try to use non-sexist
language e.g. „staff‰ or „workforce‰ instead of „manpower‰. This will protect
you from accusations of gender bias.
ACTIVITY 5.1
The phrases below contain unnecessary words. Find a suitable word or

expression to replace these unnecessary words and write your answers
in the space provided on the right. The first one has been done for you.
No. Unnecessary word/cliché Better expression/word

1 on the occasion of when
2 a number of different
3 the majority of
4 wise words of wisdom
5 completely eliminate
6 your good self
7 at this point in time
8 reside
9 optimum
10 terminate
11 beg to acknowledge receipt of

5.1.2 Sentence Structure

When talking about sentence structure, we need to look at two things ă
readability and punctuation.
Short sentences are easier to read and convey the message more clearly. Long
sentences may cause confusion and end with important points being lost to the
reader. Too many short sentences lumped together, however, may result in the
piece of writing sounding jerky and monotonous.
It is better to use sentences of various lengths to improve the flow of ideas. The
general rule in business correspondence is to keep sentences within a length of
between 15 and 20 words. While you may be an accomplished writer and able to
construct long, complex sentences, your reader may not be able to understand
such sentence structures.
In the same way, the use of proper punctuation helps the reader to pause where
necessary; this often adds clarity to the message.
ACTIVITY 5.2
Rewrite the following long sentence into a paragraph of shorter sentences.

Use appropriate punctuation to add clarity to the message. You may
change some of the words or use any of the following phrases:
Like many other types of ⁄.

Some of these are to⁄
Two general strategies ⁄
Of course⁄
Like many other types of writing, a piece of persuasive writing uses

several different strategies to persuade readers, including gaining
the readersÊ attention, interest, desire for the product or service and
their willingness to take action. A good piece of writing will
consider its purpose and the needs of the receiver; persuasive
writing also uses these two strategies.
ACTIVITY 5.2

5.1.3 Paragraph Structure

The coherence and cohesion of your writing depends not only on your choice of
words and sentence structure but also on how well you construct your
paragraphs. The structure of the paragraph is therefore important. However,
because business writing is considered a specialised type of writing, attention to
the order of information is also important in paragraphing.
Basically, business writing has three functions, namely:

Ć To inform;
Ć To instruct; and
Ć To persuade.
To do this effectively, it is important to organise your ideas to suit the purpose of

your communication.
ACTIVITY 5.3
The following paragraph is choppy and disconnected when read.

Rewrite the paragraph. You may combine short sentences or change the
expressions used. You may also use connectors such as because, as and
while to link your sentences together. Begin with ...
Different seating arrangements ⁄
Seating arrangements can affect communication between members at a

meeting. Round or oval tables are ideal. People see each otherÊs actions
and reactions. Rectangular tables are less ideal. They give power to the
people at one end of the table. Tables invite formality. Sit above the
rest and you have more power. Sit below other people and they have
more power.
5.1.4 Tone
In business communication, the choice of words and order of information in
paragraphs often help to convey the right tone. It is important to be courteous at
all times, regardless of the nature and purpose of your communication.

Remember, in business communication, you must always strive to retain your

customerÊs goodwill.
In a written document, words are a permanent record which cannot be deleted

once they have reached the customer. An aggressive and patronising tone as in
„How could you have allowed a stop payment cheque?‰ is threatening and
belittling.
„We note that a stop payment cheque has been allowed‰ conveys the same idea
in a non-threatening manner. Avoid using imperatives e.g., „Send your payment
as soon as possible.‰ Add „please‰ to sound more polite so that a statement still
fulfils the function of requesting an action.
Finally, sentences in each paragraph must have a logical development. The use of
connectors such as however, while, therefore and as will help to make a text
more coherent.
ACTIVITY 5.4
Read the following letter and describe its tone. If you are the recipient of
this letter, how would you feel? Now, rewrite the letter to give it a more
appropriate tone. Remember, this exercise focuses on the tone and not
the content of the letter.
Dear Madam,
Your allegations of a delay in processing your credit claim have been
considered and dismissed by our department.
Please consider the needs of an overworked staff before you put pen to
paper and write to this organisation again.
Yours sincerely,
Adam Tarika
5.1.5 Word Order

When constructing sentences, it is important to bear in mind that each and every
sentence should be complete. Almost all sentences in the English language
contain a subject (S) and a verb (V). The verb may or may not be followed by an
object (O). A simple sentence has one clause.

The subject is the person or thing that the sentence is about. The object is the
person or thing affected by the action or situation. The complement tells you
more about the subject. Read the examples in Figure 5.2 for a better
understanding of word order and the components of a complete sentence:
Figure 5.2: Word order and the components of a complete sentence

ACTIVITY 5.5
1. Why is it important to have grammatically correct sentences in

business writing?
2. The following sentence is too long:
I am very keen on joining your organisation and my

considerable interest in the field of advertising is based on a
long-term involvement with publishing houses, the media and
people and I am writing to offer my comprehensive skills and
talents to meet your organisationÊs needs.
(a) Break the sentence into three short sentences. You may need
to correct the grammar, and change/add words in order to
convey your message clearly.
(b) Identify the subject, verb and object or complement in each of
the sentences.
ACTIVITY 5.6
The following are the Seven Cs of effective written communication.

Write the correct term next to its description.
Concrete Complete Clear Concise

Courteous Correct Considerate
Characteristics of Effective Description

Communication
Readable, coherent and unambiguous.
Contains all necessary details.
Has relevant details only.
Aware of the receiver.
Tactful and sensitive.
Not vague or abstract.
Specific details, grammar, punctuation
and spelling.

5.2 THE FORMAT OF BUSINESS LETTERS

As in other types of communication, a successful business letter is one that elicits
the desired response. Business letters are usually sent to people in other
companies. As they deal with work-related issues, they tend to be more formal
than other types of correspondence.
The style of writing in business letters can be varied to reduce formality,

depending on the degree of familiarity with the recipient.
The layout of the letter provides the frame for the body of your letter. There are
essential and optional parts in the layout as you will soon see.
The following explanation will give you an idea of the purpose of the different
parts of a letter.
(a) Letterhead
The letterhead gives information about the writer, the organisation he/ she
represents, the address and the telephone number. Most business
organisations use company stationery with a letterhead which includes
these details. Often the telex, facsimile number and e-mail address are also
included. Some company letterheads also provide reference for use when
the need arises (Our Ref. or Your Ref.).
(b) Date
The date is placed between the letterhead and the inside address. A
common way of writing the date is 4 August 2000, although people in the
United States state the month first. Thus, it is better to write out the month
in full to avoid confusion over what the numbers in a date stand for.
(c) Inside address

The inside address is placed after the date and before the greeting or
salutation. It contains the name of the addressee and/or designation and
the company address. Double spacing is recommended between the date
and the salutation.
(d) Attention line

In business correspondence, letters are usually addressed to the management
but if you know the specific section or person who is responsible for
responding, then an attention line would hasten the process. The attention
line is added two spaces below the last line of the inside address.

(e) Greeting
Sometimes referred to as the salutation, the greeting is placed two lines
below the inside address or the attention line as the case may be.
„Dear Madam‰ and „Dear Sir„ would mean you do not know the
recipientÊs name and add to the formality. You may use the first name of
the recipient if you plan to communicate with a more personal tone.
The name or expression is often preceded by titles that identify the gender
or marital status of the recipient. „Mr‰ and „Mrs‰ differentiate between
gender; „Miss‰ and „Mrs‰ convey marital status. „Ms‰ is reserved for
women whose marital status is unknown or if the recipient prefers to be
addressed in that manner.
Some examples of greetings or salutations are:

Dear Sir Dear Madam Dear Ms Lim Dear Mrs Nathan
Dear Clarence Dear Mr de Souza
(f) Subject line

The subject line defines the letter Ês subject or purpose. It should be no more
than 10 words and placed after the greeting. If a subject line is not used,
then reference to subject and purpose of communication should be made in
the opening paragraph.
(g) Body
There are three parts to the body including the opening and the closing. The
opening paragraph catches the reader Ês attention, explains the situation
and states the intention.
The middle section, sometimes also referred to as the „body‰ of the letter,
contains details about the purpose of the communication and should
prompt the reader to take the desired action. The ending is usually worded
courteously to maintain goodwill.
(h) Complimentary close

The complimentary close used should match the form of address used in
the greeting. A formal greeting e.g. Dear Sir/Madam should close with
Yours faithfully. This is followed by the senderÊs signature, name and/ or
title or designation. If the recipientÊs name is used in the greeting, then close
with Yours sincerely.

(i) Signature block

The signature block refers to the writerÊs signature, name and position or
job. Except for the signature, the other details are usually typewritten.
ACTIVITY 5.7
The following are the different parts of a business letter. Tick () to
indicate whether each part is essential or optional.
Parts of a business letter Essential Optional

Subject line
Complimentary close
File number
Greeting
SenderÊs telephone extension
number
Date
SenderÊs signature and job title or
designation
Reference initials
Inside address (intended readerÊs
address)
Body of the letter
SenderÊs name and address
Attention line
Enclosure
Sender Ês e-mail or website details

ACTIVITY 5.8
Label the different parts of the letter. Write the names of the parts in the
boxes provided.

5.3 GRAMMAR: SINGULAR AND PLURAL

FORMS
When constructing sentences in business writing, it is important to pay heed to
subject-verb agreement. The subject of a sentence is usually a noun or a noun
phrase. Nouns belong to two broad categories: countable nouns and uncountable
nouns.
5.3.1 Countable Nouns

Countable nouns:
Ć Are individual things, people and places: a diary, a memo, a letter, a
photograph, a receptionist, a factory;
Ć Are units of measurement such as a metre, a mile, a kilo, a pound, a litre, a
gallon;
Ć Are used with a/an;
Ć Can be used in the plural (diaries, memos); and
Ć Follow words such as many, these, several, few, a number of ...
One of the more effective ways of confirming whether a noun is countable or

uncountable is by referring to the dictionary. Each word listed in the dictionary
will be described according to its part of speech; n denotes noun, v denotes verb
and adj denotes adjective. Nouns are further described as C for countable and
UC for uncountable.
Look at the extract of the word „report‰ taken from a dictionary (please refer to
Figure 5.3):
Figure 5.3: Extract taken from a dictionary

5.3.2 Uncountable Nouns

(a) Uncountable nouns include:
Ć Substances: Gas, glass, gold, iron, oil, plastic, water;
Ć Abstract ideas: Health, humour, profitability, progress, relevance,
safety; and
Ć Verbal nouns: Brainstorming, job-sharing, restructuring, shopping, timing.
(b) Uncountable nouns:

Ć Do not take the when used in the general sense (e.g. Travel broadens
the mind, not The travel broadens the mind);
Ć Take the singular form of the verb; and
Ć Are placed after words like much, a little and a great deal of.
ACTIVITY 5.9
1. (a) Identify all the countable nouns in the letter (Activity 5.8),
e.g. brochure, products.
(b) Make a note of whether the nouns you identified are
singular or plural. If the noun identified is singular, write
down its plural form, and vice versa.
2. The following words and phrases are taken from a letter of

acknowledgement. Tick () the correct column to indicate
whether each term is countable or uncountable.
Nouns Countable Uncountable

meeting
minutes of meeting
community
growth
importance
landmarks
concern
dedication
group
time slot

5.3.3 Plural Nouns

Here are some rules on how to change a noun to the plural form.
(a) We add ăs to form the plural of most nouns.

Example: letters, minutes.
If the noun ends in ăs, ăx, or ăch or ăsh, we add ăes.

Examples: classes, boxes, bunches, crashes.
(b) If the final consonant of a noun is followed by ăy, the „y‰ is replaced with
ăies.
Examples: industries, deliveries
(c) There are nouns which only occur in the plural. For example:
Earnings per share have increased.
Their headquarters are in Johor.
The goods will be sent by special delivery.
We have opened new premises in Senawang.
Their new factory is on the outskirts of Bangi.
Many thanks for your invitation.
(d) Singular nouns ending in ăs

Some nouns end in ăs but are not plural:
The news was good.
Politics has never been one of my favourite subjects.
Economics is not an exact science.
(e) Groups and organisations

Singular nouns such as bank or committee can be seen either as a number of
people (plural) or as a collective unit (singular). As a result, the verb or
pronoun that follows such nouns may be either singular or plural.
(f) Irregular plurals

Some words do not take an ăs but have other forms, other endings or stay
the same. See examples given in Table 5.1:

Table 5.1: Irregular Plurals
Singular Plural
aircraft aircraft
criterion criteria
foot feet
formula formulae/formulas
matrix matrices
person people
phenomenon phenomena
ACTIVITY 5.10
The following sentences contain common mistakes related to nouns.

Correct the mistakes in the words underlined.
(a) Their offices are on the outskirt of Seremban.
(b) The demand for good and services is lower this year.
(c) Our new premise are located near the municipal library.
(d) He is the officer in charge of the engineering work.
(e) The employees were happy that their earning had increased.
(f) The products were returned because they did not fulfil all the
criterion specified.
(g) The shelf were removed to make way for the new furniture.
(h) They had been receiving a great number of fax for the past two
hours.
(i) The news are bad, IÊm afraid.
(j) She knows a great many persons.
(k) Stress at work is not a recent phenomena.
(l) The new hostel for the workers is situated in pleasant
surrounding.
(m) The staffs are unhappy with the new arrangements.
(n) Statistics are a subject about which I know very little.
(o) The goods you ordered has arrived.

5.4 LAYOUT
The parts of a business letter can be arranged in different ways. There are three
main types of layout:
(a) Full block layout;
(b) Modified block layout; and
(c) Modified block layout with indented paragraphs.
5.4.1 Full Block Layout

The full block layout has all the parts of the letter aligned against the left-hand
margin. Even the optional parts such as enclosure, copy notations and reference
file numbers are set this way. The letter in Activity 5.8 is an example of a full
block layout.
ACTIVITY 5.11
Rewrite the following letter by:

(a) Using the full block letter format. Add the missing essential
parts of a business letter, e.g. the salutation. The (/) signs
indicate line break.
(b) Organising the body of the letter into three paragraphs ă
a beginning, middle and ending.
Ms Jennifer Mead/Secretary/Fairview Residents Association/76

Fairview Park/43100 Petaling Jaya/Selangor
We would be very happy to approve your request for Meena Trimble
to speak at our next association meeting for approximately 20
minutes. The business community in Sri Layang welcomes growth
but at the same time strives to be sensitive to the importance of
preserving our landmarks. We appreciate the concern and dedication
you and your group have in preserving our landmarks. Mr Wilkes
will be contacting you by phone about the time slot we have for your
remarks. Thank you for the concern you demonstrate for our
community.
Yours sincerely / Jose E Morales / Director

5.4.2 Modified Block Layout

Modified block layout centres the sender Ês address or aligns it with the right-
hand margin. The date is placed straight underneath and in line with the senderÊs
address. The inside address (recipient Ês name and address) and the greeting are
placed against the left-hand margin, and so are the paragraphs. The
complimentary close and signature block are set in line with the writerÊs address
and the date. Modified block is a more conservative style of layout in comparison
to the full block layout.
An example is presented in Figure 5.4:
Figure 5.4: Modified block layout

ACTIVITY 5.12
Read the letter in Figure 5.4 and answer the following questions.
(a) What is the subject line of the letter?

_______________________________________________________
_______________________________________________________
(b) What is the information contained in the beginning or opening

paragraph of the letter?
_______________________________________________________
_______________________________________________________
(c) What action must the receiver of the letter take?

_______________________________________________________
_______________________________________________________
(d) How does the sender end the letter courteously?

_______________________________________________________
_______________________________________________________

5.4.3 Modified Block Layout with Indented

Paragraphs
Generally, this layout is the same as the modified block format except that the
first line of each paragraph is indented (please refer to Figure 5.5):
Figure 5.5: Modified block layout with indented paragraphs
5.5 PUNCTUATION STYLES

There are two styles of punctuating a business letter, namely:
(a) Open style; and
(b) Mixed style.
The open style does not use punctuation except in the body of the letter. The mixed
style places a comma after the greeting and after the complimentary close e.g. „Dear
Mr Devadas‰ and „Yours sincerely‰.

Ć Selecting the right words is an important part of business communication.
Ć Sentence structure, word order and proper paragraphing are other important
considerations in effective business writing.
Ć The tone of business letters depends on the degree of familiarity between the
writer and the recipient of the communication.
Ć There are various types of business letter formats ă full block layout,
modified block layout and modified block layout with indented paragraphs.
Ć All the different parts of a business letter ă letterhead, date, inside address,
attention line, greeting or salutation, subject line, body, complimentary close,
signature ă have different functions.
Business letter Open punctuation styles

Inside address Subject line
Mixed punctuation styles Tone
Modified block layout Word order
Modified block layout with indented
paragraphs

Topic  Business
6 Writing 2
LEARNING OUTCOMES
1. List the steps involved in writing good business letters;
2. Differentiate between good news, neutral and bad news letters;
3. Explain the differing types of information in different kinds of
business letters;
4. Practise subject-verb agreement in sentence construction; and
5. Write different types of business letters effectively.
 INTRODUCTION
This topic provides you with
exposure to, and practice in,
effective letter writing (please refer
to Figure 6.1). You will be
introduced to various types of
business correspondence, including
letters of application, letters of
enquiry, letters of complaint, etc.
There are also exercises to help you
develop the vocabulary and
grammatical skills needed to Figure 6.1: Letter writing is an art
comprehend and write effective Source: [Letter Writing]. Retrieved February 11,
2010, from:
business letters.
http://www.soton.ac.uk/citizened/activities/a
ctive_citizenship/tasktwo_letterwriting.html

6.1 WRITING BUSINESS LETTERS

How do we write a good business letter? There is no simple answer to this
question. However, a good business letter definitely needs careful planning and
should never be written in haste. It is the responsibility of the writer to impress
upon the recipient the senderÊs professional image and to emphasise the
importance of the communication. A poorly-written business letter can result in
misunderstanding and put the companyÊs finances and reputation at stake.
An effective business letter is written with certain objectives in mind and

expresses these clearly. The information is usually well organised and the writer
always tries to meet the needs of the recipient. You may use the seven steps
outlined in Figure 6.2 as a checklist for writing good business letters.
Figure 6.2: The seven steps for writing good business documents

6.2 TYPES BUSINESS LETTERS

Letters generally fall into three categories. They are:
(a) „Good news‰ letters;
(b) „Neutral‰ letters; and
(c) „Bad news‰ letters.
Commonly, „good news‰ and „neutral‰ letters are written with the aim of
giving or asking for information. These letters usually try to achieve one or more
of the following purposes or objectives:
Ć Make an inquiry;
Ć Forward a request;
Ć Reply to an inquiry/request;
Ć Acknowledge receipt of letter;
Ć Introduce self and organisation;
Ć Inform about organisationÊs services and activities;
Ć Grant a loan or extend credit;
Ć Confirm success at an interview; and
Ć Make a special offer for valued customers.
ACTIVITY 6.1
Based on the purposes of letters mentioned, identify the type and

purpose of the letters in Activity 5.8 (Paperwalls Marketing Ltd.) and
Figure 5.3 (Cleanwizards Ltd.) in Topic 5.
(a) Are these „good news‰, „neutral‰ or „bad news‰ letters?
(b) What is the purpose of each of these letters?

6.2.1 “Good News” and “Neutral” Business Letters

When you look at business letters, you will notice that the ordering of
information is important. This refers to the arrangement of ideas and paragraphs.
This ordering is important because it affects the reader's flow of thoughts and
how he or she would react to the letter.
In most cases, we present information in a direct manner for „good news‰ and
„neutral‰ business letters. However, the details in each paragraph may differ
slightly, according to the purpose of the letter. Generally, the contents of a „good
news‰ letter follow this order:
Ć Identify the purpose of the letter in the subject line or opening paragraph;
Ć Place the good news in the opening paragraph;
Ć State the details that support the good news in the middle paragraphs; and
Ć Close with a statement of goodwill.
ACTIVITY 6.2
The following paragraphs are found in the body of a „good news‰ letter.
Rearrange the paragraphs so that they read smoothly, based on the order
normally used in such letters. Then write down, in order of appearance,
the letters of the paragraphs (a, b, c ...) in the space given thereafter.
(a) We would also like to inform you that students may choose one of
the two structures offered. They may choose a modular
programme or one that requires an end-of-the-year examination.
In addition, the institution offers scholarships to students based
on their performance in the first year of study.
(b) We are an established institution with international accreditation.

Our partner universities are the University of Nova Scotia and
University of Cumberland, both from the United Kingdom. We
have a range of courses at the tertiary level including Bachelor,
Master and Doctorate degrees for a variety of disciplines.
(c) Thank you for your letter dated 23 September enquiring about the
types of courses available at our institution and the fees for each of
these courses.

(d) Enclosed, you will find our prospectus for the September/October
intake this year. The fees suggested include tuition and lab fees
where relevant. The mode of payment of the fees can be negotiated.
Please do not hesitate to contact me or my office if you would like
any further information.
(e) We look forward to hearing from you and welcoming you as our
student.
Order of information: _______, _______, _______, _______, ______
Letters categorised as „good news‰ or „neutral letters‰ include the following:
(a) Letter of Inquiry

A letter of inquiry is written when we need to ask for more information
concerning a product or service that interests us. We may have heard or read
about a product in an advertisement in the newspaper, a magazine or a
commercial on television. However, we often need more information before
making a decision about purchasing the product. Hence, a letter of inquiry,
which is also categorised as a neutral letter, is written. This uses the „good
news‰ letter format. Here are some points to remember when ordering
information in a letter of enquiry.
Ć The start:
ă Dear Sir or Madam.
ă Although it is very formal, you may also use „To Whom It May
Concern‰ as you do not know the person you are writing to.
Ć Giving reference:
ă With reference to your advertisement in...
ă Regarding your advertisement in ...
Ć Requesting a catalogue, brochure, etc:

After the reference, add a comma and continue ă for example, „Referring
to your advertisement, would (could) you please send me ...?
Ć Requesting further information:

I would also like to know ...
Could you tell me whether...

Ć Signature:
Yours faithfully ă this is very formal as you do not know the person you
are writing to.
(b) Letter for Placing Orders

A letter of order is written when you are certain about the items or service
you require. This is unlike a letter of inquiry which seeks more information
about the product in question. When placing orders, you would still use a
„good news‰ letter format.
In the following letter, Fred Lingam has placed an order for some books.
Sample Letter ă Placing an Order
(Letterhead)
23 September 2009
Mr Jack Chia,
Director
Bookmark Online
New Jersey, WA 98795
Dear Mr Chia,
Would you please send me the following books via COD? According to your
website, orders are to include the title, author and publisher. I have provided
these below.
Title Publisher Author

„Driving Home‰ Peter Lawford Jaber and Co.
„Christmas Myth‰ Margaret Smith New York Press
„Landscaping for Fun‰ Janet Patterson Skylight Ltd
Please contact me if you have any questions. I look forward to doing business
with you.
Yours sincerely
Fred Lingam
Fred Lingam
Head, English Department
FL/es

NOTE: The initials at the bottom of the letter indicate who the letter is from,
followed by who typed the letter ă for example: from Fred Lingam typed by Evy
Sofia = FL/es
The following key phrases have been used in the letter mentioned.
Ć Would you please send ⁄?
Ć According to your website/magazine/leaflet, ...
Ć COD (cash on delivery)
(c) Letter of Reply to an Enquiry

There are a number of opening and closing lines that you can use in a reply
to an enquiry. Your choice of opening and closing lines depends on the
purpose of the enquiry and the relationship you want to establish between
you and the recipient of the letter. The following are useful expressions and
key phrases you can use when responding to an enquiry, a request or when
writing a letter of acknowledgement.

ACTIVITY 6.3
1. Why is the order of information essential in business letters?
2. Look back on the examples of useful expressions you can use in

your letter of reply to an enquiry. Should these expressions be
used in the opening, body, or closing of a letter?
ACTIVITY 6.4
The letter below outlines the terms of a newly-opened business account.

(a) Has the writer used the correct order of information suggested for
„neutral‰ letters?
(b) Do you think the sender has provided all the information required?
Tick the appropriate box in the checklist to indicate whether the
writer has included the relevant information in his response.
A Letter Replying to an Enquiry

Thank you for taking an interest in our bank. As one of the leaders in this
industry, we assure you that our products and services will not disappoint you.
I would like to take this opportunity to briefly set forth our terms and
conditions for maintaining an open account with our firm. Invoices are
payable within 30 days of receipt, with a 2% discount available if your
payment is remitted within ten (10) days of receipt. We consider this
incentive an excellent opportunity for our customers to increase their profit
margin and therefore encourage the use of this discount privilege whenever
possible. We do, however, require that our invoices be paid within the
specified time for our customers to take advantage of this 2% discount.
At various times throughout the year, we may offer our customers additional
discounts on our products. In determining your cost in this case, you must
apply your special discount first and then calculate your 2% discount for
early payment.
As the credit manager, I will be happy to answer any questions you may
have regarding your new account. I can be reached at the number given in
the letterhead. Welcome to our family of customers.

CHECKLIST
Order of Information
BODY OF LETTER “ 
Begins with acknowledgement/reference to enquiry
Supplies necessary information or details on:
Range of accounts
Credit limit
Overdraft facilities
Interest rates
Procedures for opening accounts
Courteous close to maintain goodwill
(d) Letter Promoting New Product/Special Offers

This type of „good news‰ letter aims to influence the reader in some way,
perhaps to buy a product, pay an overdue account or consider an
application for work. The interest of the reader must be aroused so that
he/she is motivated enough to respond to the letter in a positive manner.
Many persuasive letters follow the AIDA format of writing.
See the AIDA strategy outlined in Figure 6.3 and complete the exercise that
follows.

Figure 6.3: The AIDA formula
ACTIVITY 6.5
Study the steps outlined in the AIDA strategy and read the following
statements. For each statement, identify the step by writing Attention,
Interest, Desire or Action in the space provided.
No. Statement Step in the AIDA formula

Call us at our toll-free line,
1. 1-800-22-2333, or e-mail us at
surprize@hotmail.com today.
How would you like to drive
2.
around in a Mercedes 32?
There is no membership fee for the
3.
first year.

No. Statement Step in the AIDA formula

4. We guarantee you 24-hour processing.
5. Apply today.
You will be able to use your credit card
6.
within 24 hours of being accepted.
This is just the beginning of a
7.
privileged lifestyle.
Membership fee is waived for the first
8.
100 applicants.
ACTIVITY 6.6
The paragraphs in the following sales letter have been jumbled up.
Based on the criteria of a persuasive letter,
(a) Rearrange the paragraphs according to the order of information
often used in writing persuasive, „good news‰ letters.
(b) Write the correct form of the verb given in brackets so that it
agrees with the subject and suits the tense used.

UOU BANK MALAYSIA

Jalan Tun Ahmad
Kuala Lumpur
14 October 2009
Ms Priscilla Chan
32, Jalan SS3/17A
Petaling Jaya
46000 Selangor
Dear Ms Chan,
We (1)___________ (know) it is too good to be true but membership

fee (2)____________ (be/ waive) for the first 100 successful applicants.
Even if you miss this, you (3) ___________ (pay) a minimal cost of
only RM20 for the first year. Fill in the enclosed application form and
send it off in the postage paid envelope today. You will receive a free
gift immediately.
When you (4) ___________ (use) a Value Bank credit card, your
worries about carrying extra cash around (5) ___________ (be) over.
Our credit card(6) ___________ (be/accept) worldwide, whether it is
at large departmental stores or at the friendly petrol station in your
neighbourhood. It also (7) ___________ (allow) you a maximum
withdrawal of US$1000 at any of our VBC ATM outlets overseas.
Congratulations! You (8) ___________ (have/be/choose) to receive

the VCB Credit card that (9) ___________ (recognise) your admirable
credit rating. As a valued customer, you (10) ___________
(will/be/accept) at selected stores throughout the world.
Yours sincerely,
Andrew Lai
Andrew Lai
Marketing Director

(e) Letter of Application for a Job

Read Claire LopesÊ letter of application for the post of Marketing/
Customer Service Representative.
Claire Lopes
38 Jalan Hang Lekiu
75200 Malacca, Malaysia.
11 November 2009
Stanley Tong
Product Manager
KLTEX
Lot 5, Industrial Estate
40200 Shah Alam
Selangor.
Application for the Post of Customer Service Representative

Dear Mr Tong,
A motivated worker with a strong foundation in business administration and
customer service is the background that I would bring to your organisation. I am
goal-oriented, able to focus on the task at hand and have proven to be reliable in
getting the job done.
I believe that I meet all your requirements as listed in the advertisement. In my
present firm, I have had exposure to a wide variety of duties as a customer
service representative. Over the years, I have developed excellent interpersonal
skills and gained extensive experience in mediating problems to find acceptable
solutions. In addition, I excel in writing clear reports and letters which are easy to
understand. I am also proficient in using most major office software and have
experience in setting up an online customer service webpage.
My present post is satisfying and the environment is pleasant but I feel that my
career would benefit from a change.
I would like to meet with you to discuss the valuable contributions I could make
to your company. I can be reached at 06-7053266.
Your consideration and time are most appreciated.
Sincerely,
Claire Lopes

ACTIVITY 6.7
Do you think Claire LopesÊ letter of application is a good one? Why?
ACTIVITY 6.8
1. Give the meaning of the following words as they are used in the text.
(i) Extensive experience
(ii) Mediating problems
(iii) Excel at
2. Look back at the text and find out what and who the words in
italics refer to.
(i) your organisation (line 2)
(ii) to meet with you (line 14)
3. Which post is Claire applying for?
4. What are the qualities that Claire claims to have developed over
the years?
5. What reason does Claire give for wanting to change her job?
6.2.2 “Bad News” Letters

A „bad news‰ letter communicates unwelcome news to the reader. This is a difficult
letter to write because it conveys bad news to the reader, yet wishes to retain his/
her goodwill.
„Bad news‰ business letters are written for various reasons, including the following:
Ć Refuse credit;
Ć Refuse a request;
Ć Decline an invitation to speak at a function;

Ć Notify an unsuccessful job applicant; and

Ć Explain inability to fulfil an order.
The recipient of a „bad news‰ letter needs to be gently guided to finish reading
the letter so that he/she at least understands the explanation for the bad news.
Open with a courteous, neutral line that acknowledges the original request. This
may be followed by the explanation before giving the bad news. You may use the
following order of information:
Ć Open with a courteous opening;
Ć Explain the situation fully;
Ć State the bad news; and
Ć Close with a positive paragraph.
ACTIVITY 6.9
The following are some paragraphs taken from a „bad news‰ letter.
The paragraphs in the body of the letter have been jumbled. Rearrange
the paragraphs so that they follow the right order of information.
(a) The selection process reflects the importance we place on

knowledge and interest in the banking industry. We have been
able to appoint a person who has had banking experience and
previous connection with our company.
(b) Thank you for your interest in the Trainee Bank Officer position
in our organisation. You are one of three people who have been
interviewed for a second time.
(c) We will file your application for future use. When there is an
opening, we will contact you for an updated resume.
Order of Information: _______, _______, ______.

(a) Letter of Complaint

Below is a letter of complaint from Nelson Kang of The Bicycle Shoppe. Read
it carefully and then answer the questions in Activity 6.10 and Activity 6.11.
Ms E. Dan
Sales Manager
Classy Bikes Ltd.
22-33 Uni Avenue Your ref: ED/RS
Singapore 1145 Our ref: NK/ 22
14 November 2009
Dear Ms Dan,
The Bicycle Our order No 45256

Shoppe, Bayan
Lepas I am writing with reference to the above order for
mountain bicycles, which we received today.
Commercial
Centre, We regret to inform you that upon examining the
goods we found that forty of the bicycles delivered
P.O. Box 2, were racing bicycles instead of mountain bicycles.
10810 Penang,
Malaysia I must ask you to arrange for the immediate despatch
Tel: 04 -2053060 of replacements as we have firm orders from our
Fax: 04-6622123 own customers for the entire consignment.
I would appreciate it if you could advise us on what

we should do with the forty bicycles wrongly
supplied.
Yours sincerely,
Nelson Kang
Nelson Kang
Chief Buyer

ACTIVITY 6.10
1. Where is the company writing this letter of complaint based?
2. What do you think are Mr KangÊs responsibilities in his company?
3. Why is Mr Kang complaining?
4. Why does Mr Kang regard this as an urgent matter?
5. What do you think will happen to the 40 bicycles that were

wrongly delivered?

ACTIVITY 6.11
When writing letters of complaint, the passive voice is often used to

avoid direct accusations.
For example:
 You delivered the items that we ordered late.
 The items that we ordered were delivered late. (passive voice ă
preferred style)
Rewrite the following sentences using the passive, beginning with the
words indicated.
(a) You should have written the order number clearly.

The order ⁄
(b) The forwarding agent sent the order by train instead of by truck.
The order ⁄
(c) I will not pay the invoice until the faulty cameras are replaced.
The invoice ⁄
(d) You omitted the spare screws from the order.

The spare screws⁄
(e) You sent the replacement parts by normal post instead of by

courier.
The replacement parts⁄
(f) You shipped the consignment more than a month late.

The consignment⁄
(g) Someone broke open two of the packages during the delivery of the
consignment.
Two⁄
(h) You have sent us the wrong components for a second time.
The wrong⁄
(i) A faulty chip caused the computer to crash.

The computer⁄

(b) Reply to a Letter of Complaint
CLASSY BIKES LTD

22 - 33 Uni Avenue, Singapore, 1145
Tel: 02 ă 22882882 Fax: 02 ă 22883883
Your ref: NK/ 22

Our ref: ED/ RG
18 November 2009
Mr Nelson Kang
Chief Buyer
The Bicycle Shoppe
Bayan Lepas Industrial Zone

P.O. Box 2
10810 Penang
Malaysia
Dear Mr Kang,
Your order No 45256
We thank you for your letter of 14 November in which you informed us that we
had made an error when supplying the above order.
We are very sorry we sent you forty racing bicycles instead of mountain
bicycles. This time of the year is a particularly busy one for us and there are
several orders coming in. There must have been a mix-up in the packing
department.
We have already despatched replacements for the forty racing bicycles and
instructed our representative in Penang to collect the wrongly delivered goods
as soon as possible.
Finally, we would like to apologise for the inconvenience caused and to thank
you for your patience in this matter.
We look forward to hearing of the safe arrival of the replacements and to doing
further business with you.
Yours sincerely,
Elain Dan
Elaine Dan (Ms)
Sales Manager

ACTIVITY 6.12
1. Using the line reference given, look back at the text and find the
reference for the words in italics.
(a) ⁄ in which you informed us ⁄ (line 1)
„you‰ refers to ...................................
„us‰ refers to ......................................
(b) „wrongly delivered goods‰ (line 8) refers to ..............................
(c) „the replacements‰ (line 12) refers to .......................................
2. Give the meaning of the phrase „a mix-up‰ as it is used in the text.
3. What was the reason given by Ms Dan for the mix-up in the
delivery of the bicycles?
4. How will the wrongly delivered bicycles be returned to Classy

Bikes Ltd?
6.3 WRITING RESUMES

When you apply for a job, your prospective employer wants to know about you. He
would especially want to understand your qualifications and prior work experience
(please refer to Figure 6.4). Some companies obtain this information by getting their
prospective employees to fill up a job application form. Other companies may require
their prospective employees to submit resumes with their application forms.
Figure 6.4: Applying for a job requires you to prove your worth to your prospective employer
Source: [Untitled clip art of a job interview]. Retrieved February 11, 2010, from:
http://blog.professorastronomy.com/2005_11_01_archive.html

A resume is a summary or inventory of your qualifications and experience. Your

resume should include your:
Ć Education;
Ć Training and skills;
Ć Experience; and
Ć Achievements.
Your resume should not include personal information such as your marital
status, your date of birth, etc.
Resumes help employers:

Ć Become familiar with a potential employee's work experience and education
prior to the interview;
Ć By serving as a reminder, after an interview, of an employee's assets; and
Ć Screen out unqualified applicants in a highly competitive marketplace.
Companies today receive many resumes every month. Your resume must stand
out above the rest and provide your prospective employer with a good picture
of your abilities.
ACTIVITY 6.13
Answer the following questions based on the text.
1. What are the options open to a company that wants to obtain

information about its prospective employees?
2. What kind of information does a prospective employer look for in

a resume?
3. What kind of information should you not include in a resume?
4. What purpose does a resume serve after a candidate has secured

the job applied for?

ACTIVITY 6.14
Read the following passage and choose the appropriate word or phrase
from the box to complete the blanks. Each word or phrase should be
used only once. In some cases, the first letter of the blank has been
filled in for you.
resume advertisement applicants

ambitions career prospects working environment
requirements personal qualities experience
application form interview duties
professional training letter of application further details
cover letter
There are various ways of answering an__________1 for a job. You may
be instructed to phone to arrange an__________2, obtain
f__________d__________ 3 and/or an a__________f__________ 4
Alternatively, you may be instructed to send a full r__________ 5 which
should be accompanied by a c__________l__________ 6, or to write a
full l__________of a__________7.
Whichever method is used, it is essential that prospective a__________

8 should read the advertisement very carefully to ensure that they
fully understand the type of e__________ 9, skills and p__________
q__________ 10 the employer requires. Prospective applicants should
also note the d__________ 11 they will have to perform, as well as the
w__________e__________ 12, salary, general conditions and
c__________p__________ 13 which the job offers.
They should then carefully consider if the job is suitable for them and
if they are suitable for the job. They should compare their previous
experience and p__________t__________ 14 with the r__________ 15
of the job, and also take into account their future a__________ 16.

The following resume was written by David Khoo in response to a job

advertisement. Read it carefully and then answer the questions in Activity 6.15.
DAVID KHOO
38 PERSIARAN RIMBA HUTAN Ć 31400 IPOH, PERAK
PHONE: 05 ă 5492 8280 Ć MOBILE: 014 ă 2134 207
Post applied for: Senior Systems Programmer
Education
1982 ă 1995 St MichaelÊs School, Ipoh

Malaysian Higher School Certificate (STPM)
Mathematics B
Physics A
Chemistry B
General Paper A
1996 ă1998 National University of Malaysia

Bachelor of Computing Science (1st Class Honours)
Work Experience
2001 ă present Company: GCG Merchant Bank

Post Systems Programmer
Responsibilities: Development and programming of financial
systems using C/UNIX incorporating
LAN/WAN technology and relational
databases
1999 ă 2000 Company: Data International
Post: Trainee Systems Programmer
Responsibilities: Assisting in the development of a new online
information system for a financial services
company
Referees
Mr Joseph Tinggom Mr Johan Bakar

Systems Manager Data Processing Manager
GCG Merchant Bank Data International
Jalan Harimau Jalan Lok Nawi
31300 Ipoh 59200 Kuala Lumpur
Current Salary: RM38,000.00 p.a.

ACTIVITY 6.15
Answer the following questions by referring to David KhooÊs resume.
1. Which job is David applying for?
2. In which year did David obtain his Malaysian Higher School

Certificate?
3. In which discipline did David obtain his degree?
4. Where was DavidÊs first job?
5. Which of the referees is currently DavidÊs colleague and what is

his post?
6. David earns RM38,000 p.a. What does „p.a.‰ stand for?
Ć There are seven steps to writing effective business letters ă decide on

purpose, determine what to say, note down the main ideas, order the main
ideas, write the first draft, read and edit, and rewrite if neccessary.
Ć „Good news‰ or „neutral‰ letters include letters of enquiry, request, reply to

enquiries, acknowledgement of receipt of letter, introduction of self and
organisation, information about an organisationÊs services and activities,
granting loan, confirming success at an interview, and giving special offers.
Ć Ordering information or arranging ideas and paragraphs is an important

aspect of writing effective business letters.
Ć Persuasive letters are written based on the AIDA formula ă Attention,

Interest, Desire and Action.
Ć „Bad news‰ letters start with a courteous opening line, explain the situation,
give the bad news and then close with a positive closing paragraph.

Ć There are many ways of applying for a job. You may be required to
download/ submit an application form, arrange for an interview or send in a
resume.
Ć A resume should contain information about your educational background,

qualifications and work experience; and give details of referees and contact
information.
Bad News Letter Neutral Letter

Good News Letter

Topic  Tables,
7 Charts and
Graphs
LEARNING OUTCOMES
1. Describe the various graphic aids (tables, bar charts, line graphs, pie
charts and pictographs) often used in business communication;
2. Identify the type of data best suited to be represented by the
respective graphic aids;
3. Interpret data presented by these graphic aids; and
4. Use words and expressions which describe changes or movements
depicted by these aids.
 INTRODUCTION
This topic introduces a variety of exercises that aim to develop your skills in
comprehending numerical data presented in the form of tables, charts and
graphs. Also included are exercises to develop your ability to interpret
flowcharts as well as Gantt charts. In addition, there are exercises that will hone
your vocabulary and grammatical skills to facilitate your understanding of these
different types of graphic aids.

124  TOPIC 7 TABLES, CHARTS AND GRAPHS
7.1 TYPES OF GRAPHIC AIDS

Graphic aids are an important part of business communication, and tables are
one of the most common of these aids. All graphic aids that are not tables are
considered figures.
The most common types of graphic aids are bar graphs, pictographs, line graphs,
pie graphs, organisation charts, flowcharts, line drawings, cutaway drawings and
photographs.
7.1.1 Tables
Tables are commonly used for presenting numerical data. They are convenient
for presenting lots of data and giving absolute values when precision is very
important.
However, since they present items one at a time in columns, tables emphasise
discrete rather than continuous data. Tables are not visual; you need to use your
mind to translate each number into a relationship with every other number. This
makes it hard to show trends or direction via tables.
7.1.2 Bar Graphs

A bar graph uses bars of equal width in varying lengths to represent:
Ć A comparison of items at one particular point in time;
Ć A comparison of items over time;
Ć Changes in one item over time; and
Ć A comparison of portions of a single item.
The horizontal and vertical axes represent the two elements being illustrated,
such as time and quantity. Bars can extend in either a vertical or horizontal
direction. Bars can also appear on both sides of the axis to indicate positive and
negative quantities.
Bar graphs cannot represent exact quantities or provide comparisons of

quantities as precisely as tables can, but are useful for readers who want to
understand overall trends and comparisons.

TOPIC 7 TABLES, CHARTS AND GRAPHS  125
7.1.3 Pictographs
A pictograph is a variation of a bar graph that uses symbols instead of bars to
illustrate specific quantities of items. Normally, a pictograph shows the changes
in particular items over a period of time.
The symbols should realistically correspond to the items, for instance, using the
symbol of a cow to represent milk production.
Pictographs provide novelty and eye-catching appeal, particularly in documents

intended for consumers. The use of pictographs is however, limited by the fact
that symbols cannot adequately represent exact figures or fractions.
7.1.4 Line Graphs

A line graph uses a line between the horizontal and vertical axes to show changes
in the relationship between the elements represented by the two axes. Line
graphs usually plot changes in quantity, or in position, and are particularly
useful for illustrating trends.
However, line graphs suffer from the same weakness as pictographs. Three or
four lines representing different items can appear on the same graph for
comparison. These lines must be differentiated by colour or design and a key
must identify them.
7.1.5 Pie Charts

A pie chart or pie graph is a circle representing a whole unit, with segments of
the circle or pie representing portions of the whole. These charts are often used to
indicate distribution trends.
Pie charts or pie graphs are particularly good at providing a quick visual impression
of a particular item but less effective in representing exact quantities. This difficulty
can be overcome by using call-outs which indicate the exact quantity of the item.
They are useful if the whole unit has between three and 10 segments.
Colours and shading are used to highlight segments of special importance or to

separate one segment from the pie for emphasis.
In preparing a pie chart, it is normal practice to place the largest segment at the
12 oÊclock position and then move clockwise, with the remaining segments in
descending order of size.
ACTIVITY 7.1
1. Match the labels in the box to the following graphic aids. Which of
these aids do you think have good visual impact?
pictograph bar chart pie chart line graph table
(a)
Answer: ______________________________________
(b)
Answer: ______________________________________
(c)
Answer: ______________________________________

(d)
Answer: ______________________________________
(e)
Answer: ______________________________________
2. Answer these questions by refering to information found in the

five graphic aids mentioned earlier.
(a) Which footwear brand had higher sales in 2000?
(b) What was the difference between the number of pairs of Nike
and Reebok shoes sold in 2003?
(c) In graphic (b), how many more cars were produced in 1996
as compared to 1994?

(d) In which year was the largest number of Ford cars produced
in the United States?
(e) How many cars did Chrysler produce in 1989?
(f) In graphic (d), which item recorded the biggest difference in
costs between 2001 and 2002?
(g) What was the amount spent on fuel in 2001?
(h) Which item in graphic (e) made up the smallest proportion of
the total expenditure on software development?
(i) What proportion of total software development expenditure
was spent on designing and troubleshooting?
3. Complete the table.

Type of Data Strengths Weaknesses
Tables For numerical data. Able to provide
very precise data.
Bar graphs Ć Comparison of Cannot
items at one represent
particular time. exact
Ć Comparison of quantities
items over time. or provide
Ć Changes in one precise
item over time. comparisons
Ć Comparison of of quantities.
portions of a
single item.
Pictographs Novelty appeal
and eye- catching.
Line Graphs Changes in quantity
or in position.
Pie Graphs Difficult to
represent exact
quantities.
4. In your opinion, how do graphic aids help to enhance business

communication?

7.2 TABLES
In this subtopic, we will learn about:
Ć Interpreting data; and
Ć Describing changes in data
7.2.1 Interpreting Data

This section gives you practice in interpreting data from tables. Table 7.1
compares the quantity of cars sold in Malaysia in 2000 and 2002.
Table 7.1: Car Sales in Malaysia (2000 and 2002)
CAR SALES IN MALAYSIA (2000 and 2002)
Company 2000 2002 % change
Proton 1,351,875 1,443,652 6.8
Ford 714,097 758,207 6.2
Chrysler 274.333 300,893 9.7
Honda 264,705 279,765 5.7
Toyota 128,546 140,983 9.7
BMW 91,730 85,205 -7.1
Nissan 77,888 74,232 -4.7
Mazda 93,138 64,155 -31.1

ACTIVITY 7.2
Using the information in Table 7.1, match the first halves of the sentences
(in Column A) with the correct endings (in Column B).
Column A Column B
(a) Proton (i) Slightly more cars than Honda.
(b) In 2002, BMWÊs production (ii) Was the second largest car
manufacturer.
(c) Ford (iii) Produced more cars than any other
manufacturer.
(d) In 2000, NissanÊs production (iv) Over twice as many cars as Chrysler.
(e) In both periods, Ford produced (v) Was 7.1% lower than in 2000.
(f) In both periods, Chrysler (vi) Was around 15,000 less than MazdaÊs.
produced
ACTIVITY 7.3
Look at the data in the table below to locate the errors in the paragraph that
follows. Cross out the errors and write your corrections above them.
Car Production by Japanese Manufacturers in
the United States 1985 - 1989
1985 1986 1987 1988 1989
Sokayama (Honda) 13 44 55 231
Litrefree (Toyota) 145 238 324 366 362
*Figures are in Ê000 and are fictitious
The number of cars made by major Japanese manufacturers in the United
States grew considerably during the period from 1985 to 1989. Toyota
started making cars in the United States in 1985. In its first year, it
produced 14,000 cars. This was much more than Honda, the leading
Japanese car manufacturer in the United States. Both ToyotaÊs and
HondaÊs production fell in 1987 and 1988, (only slightly in 1987 but
sharply in 1988). In 1989, however, ToyotaÊs production rose very sharply
ă from 55,000 to 321,000. Honda, on the other hand, produced 362,000
cars ă five thousand more than in the previous year.

7.2.2 Describing Changes in Data

You will now be introduced to vocabulary that is often used to describe a change
or movement in the quantity or price of an item/ items.
Read the following newspaper extracts. The underlined words and expressions
describe a change or movement in terms of quantity or price. Please refer to
Figure 7.1.
Figure 7.1: Sample of words used to describe a change of quantity and price
The use of appropriate adverbs can also describe how changes in price/quantity
take place, for example as shown in Figure 7.2:
Figure 7.2: Changes in graphs
Read the sentences below. Some of them do not make sense. Explain why and
make the necessary changes.
(i) Sales of PCs fell steadily throughout last year.
(ii) Car sales plummeted marginally at the end of June.
(iii) The price of oil rocketed gradually in 1973.

(iv) The retail price index edged up sharply at the beginning of the year.
(v) Share prices dipped slightly towards the close of trading.
(vi) The government expects unemployment to continue to fall steadily.
ACTIVITY 7.4
Read the following extracts and underline the words that describe a
change or movement in terms of quantity or price.
(a) Rado Bank said net profit last (b) Sales of Malaysian-made cars
year grew by 12% and revenues plummeted again last month
went up by RM1.5 billion to despite a slight upturn in the
RMl2.88 billion. economy. Foreign importers
continued to strengthen their
However, this year, the bank
position, with European
expects cost increases to
producers edging up to third
accelerate and margins to come
position. The ringgit continues to
under growing pressure.
weaken, prolonging the slump in
Accordingly, it has boosted
Malaysian-made car exports to
provisions for general
the Middle East.
contingencies to RM500 million.
The bank also reported an
advance in the volume of
lending despite the unsettled
local economy.
(c) Petrobras, the Brazilian (d) Ramli Bahari, chairman of

petroleum products monopoly, Malaysian Computer Designs,
increased the price of petrol on said on Friday that its personal
Monday by two cents. This is the computer shipments had risen
fifth price hike in the last month, sharply. Ramli said that
confirming the steady upward deliveries should climb to more
trend since the beginning of the than 25,000 units this year,
year. compared to 17,000 last year.
However, price reductions are
still eating into profit margins.
Adapted from: Sweeney, S. (2003). English for Business

Communication. TeacherÊs Book. London: Klett.

2. Indicate which of the given words below mean „to increase‰

(), „to decrease‰ () and „to stay the same, that is, to remain
constant‰ ().
(a) To drop (e) To touch bottom
(b) To soar (f) To remain at
(c) To rise (g) To edge down
(d) To fall
3. Three of the verbs above have an equivalent noun form. For

example, the noun form of to increase is an increase. Identify these
three verbs. Think of other verbs that could be included in this list.
Do they have equivalent noun forms? If so, what are they?
ACTIVITY 7.5
Use the prepositions in the box below to fill in the blanks in Text A and
Text B. Each preposition may be used more than once.
over under at by from of to
Text A
MalaysiaÊs biggest semi-conductor production company, Uniconductor
Berhad, raised net earnings _____________ (a) 13.2% last year _____________
(b) RM418 million, an increase _____________ (c) RM16 million. Preliminary
consolidated group profits rose_____________ (d) 9.2% _____________ (e)
RM490 million after tax.
Text B
At the end of June, sales stood ____________(a) RM125 million, having
risen _____________ (b) a previous low point _____________ (c) RM98
million. Then, in July, they crept up ______________(d) just
____________(e) RM130 million, but declined again _____________ (f)
just _____________ (g) RM120 million in September and October. This
fall continued throughout the latter half of the year when sales
decreased _____________ (h) another RM30 million.

7.3 LINE GRAPHS

Line graphs usually plot changes in quantity or in position and are useful for
highlighting movement or trends. You need to be able to read and interpret data
from graphs as well as to use data to plot graphs.
7.3.1 Interpreting Line Graphs
ACTIVITY 7.6
The line graph shows the movement in the price of gold in the year
2001. Study it carefully and fill in the blanks in the the text below,
using the words provided in the box.
marginally slightly steadily sharply gradually
The price of gold rose _________(i) during the first quarter from its
turn-of-the-year price (RM255 per ounce) but turned up
___________(ii) towards the end of June and continued to climb until
the end of the third quarter, when it fell ___________(iii).
However, it picked up __________(iv) again in November and

December and is expected to rise ________(v) in the New Year.

ACTIVITY 7.7
The graph below shows the sales for DuPint and Delottery for a year. A
set of 12 cards is given below the graph. Each card describes DuPint and
DeLotteryÊs sales for a month. Study the graph and indicate the month
that each card represents by filling in the blanks.
(a) Month: ________________ (b) Month: ________________

Sales had decreased to $230 The previous monthÊs sales had
million in the preceding month reached a peak at $290 million.
and levelled off at that figure in They now dropped by $40 million.
the last month of the quarter.
(c) Month: ________________ (d) Month: ________________
Sales had finished the previous Sales had remained above the $200
year at $220 million. They million mark since the beginning
started the new year with a rise of the year but now dropped by
of $30 million over the first $70 million to reach $190 million,
month. the lowest point for the year.
(e) Month: ________________ (f) Month: ________________
In spite of a $10 million drop in Sales had reached $250 million.
the last month, sales still They now fell by $20 million.
finished $20 million up in the
same month in the previous
year.

(g) Month: ________________ (h) Month: ________________

The most difficult period was Sales had been steady for a
now over and in the following month at $250 million. They
month recovery began. Sales now increased slightly, picking
increased by $30 million to up by $10 million to reach $260
reach $220 million. million.
(i) Month: ________________ (j) Month: ________________
Sales had reached their worst Sales increased again by the
level for the year and they same amount they had risen the
bottomed out at $190 million preceding month, which
for a month. brought them up to $250
million.
(k) Month: ________________ (l) Month: ________________
Sales stabilised at $250 million, Sales had been constant for a
the level they had reached the month when they soared from
previous month. $230 million by $60 million to
reach $290 million, a new
record for the company.
7.3.2 Plotting Line Graphs

The following is an extract from the financial report of the Japanese advertising
agency Dentsu Incorporated. Read the report and draw the line graph in the
space provided.

ACTIVITY 7.8
The companyÊs net income increased considerably during the 1990s.

However, during the early 1990s, growth was very slow. This was
because most of the agencyÊs clients are Japanese companies and the
Japanese economy grew slowly during the first half of the decade. Net
income actually fell by $4 million from $25 million to $21 million in 1992
and revenues remained stagnant during the period 1993 to 1995.
As the Japanese economy grew faster during the late 1990s, the
companyÊs income increased significantly. The recovery started in 1996,
when net income reached $30 million. It rose by $8 million in 1997 and by
a further $24 million in 1998.
Then, in 1999, there was a very sharp increase and income reached a
record level of $102 million. In fact, income peaked in 1999 because in
2000, there was a slight fall in income to $96 million.
Adapted from:
R. Barnard and
J. Cady (1994).
Business
Venture 2,
Oxford
University Press

7.3.3 Useful Phrases

When interpreting line graphs, it is helpful to use linking words to show cause
and effect. Look at Figure 7.3:
Figure 7.3: Examples of linking words that show cause and effect
ACTIVITY 7.9
Use appropriate linking words to link the following sentences.
Linking
Effect Cause
words
(a) Group earnings rose slightly owing to the low volume of
consumer spending.
(b) The low volume of high interest rates.
consumer spending
(c) This dramatic slump in some badly planned
profits diversification moves.
(d) Earnings began to grow some necessary
again restructuring.
(e) This period of zero growth the prolonged recession.
(f) Profits slumped again uncertainty in high-risk
countries.
(g) The group began to perform the appointment of a new
well again senior management team.

7.4 GETTING TO KNOW GANTT CHARTS

A Gantt chart is used for scheduling and tracking key events that are necessary to
complete a project. A Gantt chart shows the steps involved in a project and their
relationships over time.
The Gantt chart in Figure 7.4 was created by Armin Ahzab, a development team
leader at an advertising firm, DÊlight Advertising. ArminÊs Gantt chart shows the
key stages involved in developing an advertising clip for Brio ConfectioneryÊs
latest product ă Snap It!
Figure 7.4: Gantt Chart on the Development of Advertising Clip for Brio Confectionery
A Gantt chart is constructed with a horizontal axis representing the total time span
of the project, broken down into increments (days, weeks or months). In the chart
above, the project is scheduled to be completed between November 1 and 18.
The vertical axis of the Gantt chart consists of a listing of the key tasks that make
up the project. In the example given, the key tasks begin with „Brainstorm‰ and
end with „Final Presentation.‰

The graph area of the Gantt chart contains horizontal bars. For each task, the
length of the horizontal bar indicates the duration of that task or step. Work to
prepare „Video Presentation‰, for example, will commence on Nov 8.
The Gantt chart can also contain features such as milestones. A milestone is an
important checkpoint or interim goal for a project. In the Gantt chart above, the
„Final Presentation‰ is considered a milestone.
Dependencies are another variant. Dependencies refer to the idea that some
activities are dependent on other activities being completed first. In this chart,
„Copywriting‰ is dependent upon the „Brainstorming‰ that precedes it.
It sometimes helps to have an additional column containing numbers or initials

which identify who on the team is responsible for which task.
A Gantt chart can also help a team to document progress on a project. As the
project progresses along, the chart is updated by filling in the task bar to a length
proportional to the amount of work that has been finished.

ACTIVITY 7.10
1. Answer the following questions:

(a) A Gantt chart is normally used for scheduling and tracking
the key events and steps that are necessary to complete a
project. What else can a Gantt chart be used for?
(b) What does the length of the horizontal bars on a Gantt chart
indicate?
(c) What is meant by „dependencies‰?
(d) Which company developed this Gantt chart?
(e) Armin Ahzab is the team leader for this project. How many
members does he have on his team?
(f) Who will proofread the advertising copy developed by
Armin?
(g) What is Samy responsible for?
(h) Which member of the team will work the longest on this
project? What are the tasks that this person will work on?
(i) Which task will take the longest to complete?
(j) Which task has not yet been assigned to a team member?
Why?
(k) The „Final Presentation‰ is considered a milestone. Which
other event is also considered a milestone of this project?
(l) When will the slides be developed?
2. Based on your understanding, why are Gantt charts useful in

project management?

ACTIVITY 7.11
Mr Liew is a prosperous businessman. He has three sons and a daughter. Mr

Liew and his wife occupy the master bedroom in his house. However, there
are only three other bedrooms. Mr LiewÊs eldest son and daughter have a
room each. His two younger sons have to share a room. But the boys are
growing up and they each want a room of their own. Tired of the constant
pestering, Mr Liew decides to build an extension to his bungalow. To
accommodate the extension, it is necessary to tear up the old driveway to Mr
LiewÊs house. This is the Gantt chart that Mr Ashroff from Ashroff and
Loong Architect Sdn Bhd has developed for Mr Liew.
Fill in the blanks below with information from the Gantt Chart.
Mr LiewÊs house is more than 30 years old and he no longer has the building
and site plans. Mr Liew, therefore, had to first engage ______________ (1) to
survey the site. The survey was carried out on ______________(2). The plan
was then given to Ashroff and Loong Architect Sdn Bhd who
______________ (3) for the extension.
The architects worked very hard and were able to complete the plan in
______________ (4) days. The plans were then submitted to the
______________ (5). Approval was obtained on ______________ (6). The
following day, ______________ (7) commenced work on ______________
(8) tasks. The first was ______________ (9) and the second was
______________ (10).

On ______________ (11) the concrete slab was poured on the site of

the extension and concrete was also poured for Mr LiewÊs new driveway.
The frame of the extension to Mr LiewÊs house was put up
in ______________ days (12) and in another ______________ (13) days
the roof was also completed.
Workmen from ______________ (14) then took just a day to

______________(15). Once this was completed, the workers from
______________ (16) then completed the finishing of the exterior on
______________ (17). Mr Liew was extremely happy. The extension to his
house had been completed in just ______________ (18) working days.
Ć In this topic, you did several exercises which gave you insight into data
presented via graphic aids such as tables, charts and graphs.
Ć You also learned to interpret information that is presented sequentially via

graphic aids.
Ć The many grammar and vocabulary activities were designed to help you
correctly use words and expressions that describe changes and movements in
graphically displayed information.
Bar chart Line graph

Gantt chart Pictograph

Topic  Memos, E-mails
8 and Faxes
LEARNING OUTCOMES
1. Name the different types and parts of a memo;
2. Use appropriate language in e-mail;
3. Describe the format, style and layout in faxes;
4. Write good memos, e-mail and faxes; and
5. Practise rules of subject-verb agreement.
 INTRODUCTION
This topic will introduce you to the different styles and layout used in memos,
e-mails and faxes. It explains some of the fundamental differences between
memos and business letters, and describes common practices when sending e-
mail and faxes. The topic also contains activities and exercises to give you
practice in using subject-verb agreement involving singular and plural subjects.
8.1 MEMORANDUM
A memo ă or memorandum ă is a form of written business communication. Memos
are circulated within a company, and rarely go out to clients. However, a government
department may use memos to communicate with other government departments or
authorities. It is less formal than a letter, which is regarded as a serious document that
must be carefully filed.
A memo may communicate information, explain new procedures, announce

changes, make requests, confirm results or offer advice. The format, style and
TOPIC 8 MEMOS, E-MAILS AND FAXES  145
organisation of memos vary enormously, mainly because of the influence of

corporate culture and also because they can be used to communicate with one or
many people who may be of similar or very different status.
8.1.1 Advantages of a Memo

A memo has several advantages, which are detailed below:
(a) The same message is communicated accurately to many people at the same
time;
(b) It takes little time to construct because it is informal yet provides a written
record for filing and reference;
(c) It allows the writer to convey detailed or difficult information logically; and
(d) It indicates, by the companyÊs letterhead, that it is an internal piece of
communication and part of company procedure.
8.1.2 Parts of a Memo

A memo comprises the following parts:
 Heading (To, From, Date, Subject);
 Body (written in short paragraphs, blocked to the left margin);
 Reference initials (optional); and
 Attachment notation.
8.1.3 Distribution List

This is a list comprising the names of people to whom the memo will be sent. It is
used when a memo is sent to a group rather than an individual. The names are
listed at the bottom of the memo in alphabetical or rank order and indented to
the first tab.

146  TOPIC 8 MEMOS, E-MAILS AND FAXES
Figure 8.1: Parts of a memo

ACTIVITY 8.1
1. The following are some basic rules about memos. Compare these
rules to those for writing a business letter. How do they differ?
SOME BASIC RULES ABOUT MEMOS

A Heading: „To‰
B Heading: „From‰
C Date
D Subject heading/subject line
E Only about one subject
F Body should be aligned to the left margin
G Should not be longer than one page
H Names kept brief e.g. M. Ismail or even Ismail
I Position of receiver and sender
J No addresses
K No full greetings or closings
L Initialled by sender, not signed in full
2. The different parts of a memo are listed below in a jumbled-up

state. Rearrange the parts and list them down in their correct order.
(a) body of the memo
(b) name(s) of anybody else who will receive a copy of the memo
(c) conclusion or recommendation
(d) date
(e) deadline
(f ) name of the person sending the memo
(g) initials of the sender
(h) request for cooperation
(i ) name of the person to whom the memo is sent
(j ) brief introduction to the memo, either giving background
information or the main point of the memo
(k) subject heading

3. Read the following request memo. Briefly describe the content of the
different parts of the memo numbered 1 to 7.
8.2 TYPES OF MEMO

There are many types of memos that are routinely sent out in an organisation.
Some of the most common types include:
8.2.1 Directive Memo

A directive memo states a policy or procedure that you want your co-workers to
follow. The body of the memo starts with a clear, concise sentence that states the
purpose of the memo, for example: The purpose of this memo is to let all
members of the ABC department know that doughnuts will be provided every
Friday morning at 8am.
You then explain the rationale for such a decision or procedure.

8.2.2 Response Memo

The response memo responds to a request for information. It comprises four
parts ă the purpose statement, summary, discussion and action. It always starts
with a short paragraph stating the purpose, followed by a summary of the
information requested, a discussion of the important points, and the action you
are going to take or feel should be taken.
8.2.3 Trip Report Memo

This is usually sent to a supervisor after an employee returns from a business
trip. It follows the same format as the response memo. In the action section,
include relevant information that you may have come across after returning from
the trip or recommendations that you might want to make.
8.2.4 Field Report Memo

A field report memo highlights a problem and reports on the procedures taken to
resolve the problem. It has the following sub-sections ă purpose, summary,
problem leading to the decision to perform the procedure, methods, results,
conclusions and recommendations.
8.2.5 Transmittal Memo

This is the first document in a report package. The functions of the transmittal
memo include announcing the release of a report (giving the date, by whom the
report was authorised and the general purpose of the report). It also summarises
conclusions and recommendations, credits the project team for their work, and
notes special points of interest.
8.2.6 Announcement Memo

This type of memo issues an announcement to all staff members at the same time.
8.2.7 Instruction Memo

This type of memo gives instructions that need to be complied with by the staff.

8.2.8 Authorisation Memo

This type gives the green light for an action to be taken.
ACTIVITY 8.2
Read the following extracts taken from different types of memo.

Identify the types of memo that you think these extracts belong to.
Check your answers. You will notice that the function of the
information contained in these extracts reflect the names of the memos.
(a)
The statistics on half-year expenditure which you asked for are
attached.
(b) To ensure the photocopier is used properly, bear in mind the

following procedures:
Ć Use the machine for only up to 30 minutes at a time; and
Ć Allow the machine to cool off for at least five minutes
before the next photocopying session.
(c)
Please order the Accounting Computing Packages from the
supplier identified and arrange for their installation as soon as
possible.
(d)
Employees are entitled to a 15% discount on our products at
any of our branches.

8.3 SUBJECT-VERB AGREEMENT

There are many rules on subject-verb agreement. Study the following rules and
examples carefully:
1. When two or more subjects are connected by or or nor, the verb must
agree with the subject closest to it.
S S
Example: (a) Either the head of department or the section leader
V
has to attend the meeting.
S S V
(b) Neither the representatives nor the members are
absent today.
S S
(c) Either the union representatives or the section head
V
has to leave the meeting.
S S V
(d) Neither the manager nor the employees are to be
blamed.
2. Each of the words in the following list goes with a singular verb.
every
each
one
everyone
anyone singular verb e.g. is, was, has, does, takes, walks
someone
anybody
somebody
nobody

ACTIVITY 8.3
Complete the following sentences with the correct form of the verb
given in brackets.
1. Each and every one of the employees (is/are) eligible

for promotion.
2. Somebody, if not all, (has/have) to volunteer to

travel for the company.
3. Either the brochure or the work samples (has/have) to

be enclosed in the mail.
4. Neither the new models nor the old ones

(prove/proves) to be cost effective.
5. One of the machines (cost/costs) RM13,420.00, which is

more than we budgeted for.
8.4 E-MAILS
Electronic communication is one of the fastest growing communication
trends in the world today. Electronic mail (e-mail) enables an individual to
create a message within a mail application on a computer and then, with the
push of a button, send it to the electronic mailbox of another individual. It is sent
via intranet (LAN) and via the World Wide Web (www).
Mail applications offer a number of options, depending on their sophistication

and/or knowledge of the user. For example, messages can be spell-checked,
stored without being sent, copied, sent to multiple receivers, forwarded to other
users, printed and have replies automatically generated, delivery confirmed or
files attached.
8.4.1 Netiquette
Netiquette refers to etiquette on the Net. It maintains and promotes goodwill
between the writer and the recipient. A professional e-mail message should be
courteous and confident.

Netiquette Dos Netiquette DonÊts

Be polite and civil Use capital letters (shouting)
Keep e-mail short and brief Post flame bait
Respect privacy Use emotional language
Stay on topic Send out unsolicited mass e-mails
Reply promptly Claim e-mail as urgent when they are not
ACTIVITY 8.4
1. Do you enjoy sending e-mails? Why?
2. With reference to netiquette, what are some of the doÊs and donÊts
when it comes to sending and receiving e-mails?
8.4.2 Net Addresses

Each part of a Net address has a specific purpose appropriate to the writer and
the reader. Net addresses must be accurately written. One incorrect digit or letter
will send the e- mail to the wrong location. The general rule for Net addresses is
that it must be presented in lowercase. A Net address contains the userÊs ID at a
site or domain. The domain identifies the organisation running the site and the
kind of site. The organisation suffix at the end of the e-mail address identifies the
type of organisation, as indicated by the following.
Com Commercial business
Org Non-profit organisations
Edu Educational institutions
Gov Government organisations
Net Companies or organisations that run large networks
8.4.3 Addressing E-mails

By pointing and clicking the mouse, or by using arrow keys and then pressing
the „enter‰ key, one or more names can be selected from our address book and
automatically entered into the „to‰ field. Your own name or computer account
will automatically appear in the „from‰ field. „Date‰ is also automatically
generated by the application. It is optional but highly advisable to supply a
subject line. E-mails generally take the format of a standard memo.

An e-mail or Internet address consists of specific parts. It typically takes the

following form: name@machine name.organisation.type of organisation.country
An example of an e-mail address is: hezrim@yahoo.com.my
8.4.4 Layout
The layout of an e-mail message is the frame for your message. The acceptable
minimum parts for an e-mail message are as follows:
 Recipient Ês name
 Sender Ês name
 Subject
 Date
 Body
 E-mail address
 At least one other option, apart from the e-mail address, of contacting the sender
8.4.5 E-mail Abbreviations

Abbreviations are sometimes used in e-mails. The following are some examples:
btw (by the way), fyi (for your information), imho (in my humble opinion), fwiw
(for what itÊs worth), hth (hope this helps) and afaik (as far as I know).
Figure 8.2: Abbreviations used in e-mails

ACTIVITY 8.5
1. Complete this e-mail using expressions contained in the previous

sample given, that convey the same meaning as the underlined
expressions.
Jaya, thanks for your plans on reducing the budget of the sales
department. I would be grateful if you could (1) send copies to
Sarah Ismail of any e-mails you send to me. (2) With this e-
mail, you will find a Word document with my comments.
Please let me know if, for any reason, you cannot open the (3)
document that comes with this e-mail. (4) I am sending your
proposals to all members of the board.
(5) Greetings,
Devi
2. Complete the extracts from these e-mails, using the abbreviations

previously introduced.
(i) I am not sure about this, but _________ there seems to be a
reorganisation going on in the company.
(ii) You asked about sales figures for three years. Please see
the attached document.________. Good luck in preparing
next yearÊs budget.
8.5 FAXES
Faxes are a well-established means of communication in modern business and are
widely used because of their speed, convenience and flexibility. They are as fast as a
telephone call and relatively cheap. They are more convenient than e-mail because
any sheet of paper can be put through a fax machine and they can be used by
companies with no Internet connection. The format used varies widely but will
mainly be dictated by a companyÊs preferences or the software used to generate the
faxes. However, there are certain practical considerations which affect some aspects
of the layout e.g. the need to know how many pages are being sent and the need to
specify sendersÊ and recipientsÊ telephone numbers in case of failed transmission.
The style of text in faxes may sometimes be much more informal than in a letter.

8.5.1 Sending Faxes

Adeline Chan in Singapore is on the phone with Tan Sim Hock from Kuala Lumpur.
Tan: Yes, I think you will be interested in our latest designs
Chan: Can you send them by fax?
Tan: Sure. I will fax you right now. What is your fax number?
Chan: 02 for Singapore followed by 3976 3421.
Tan: OK. I have got that.
Chan: Can you also fax the specifications that you think we need?
Tan: I will fax you everything we have. There are about 17 pages.
Chan: If you could fax it now, that would be great!
8.5.2 Layout of Faxes

The following is a layout of a fax cover sheet:
FAX COVER SHEET1
Date: 19 November 2010 To fax number: +02 3976 3421

To: Adeline Chan From: Tan Sim Hock
Number of pages including this cover sheet: 17

Dear Adeline,
It was good to hear from you again. The following pages give details of the latest
additions to our range. If you require any further information, please do not
hesitate to contact me.
Best regards,
Tan Sim Hock
This fax may contain confidential information2. If you are not the intended
recipient3, advise the sender4 and destroy this document. If you do not receive all
pages, or if any pages are illegible, please phone (6) 03-2284 6545 immediately.
Key:
1. Cover sheet: The first page of a fax showing who it is from.
2. Confidential information: Things that others should NOT know.
3. Intended recipient: The person who should receive the fax.
4. Advise the sender: Tell the person who sent it.

8.5.3 Receiving Faxes
Tan: Did you get my fax?

Adeline: You are not going to believe this, but the paper got stuck and
the machine jammed.
Tan: No problem. I will send it again.
15 minutes later
Tan: Did the fax go through this time?

Adeline: Yes but pages 6 and 11 were not legible. I could not read them.
Tan: No problem, I will resend them.
ACTIVITY 8.6
Tan Sim Hock sends a fax to Milan. The person receiving the fax phones
Tan. Read what is said and complete the statements using expressions
from the last section of the sample fax cover sheet given in the previous
page.
1. „Milan Auto Exec here. We have received a fax from you to a

company called Milan Fashion House. Our fax numbers are very
similar. There must be some mistake.‰
Milan Auto Exec (MAE) is not the___________ ___________, and so

they tell the person sending the fax.
They___________the___________.
2. „The designs you received are top secret. Could you please tear
them before throwing them away?Ê
The information is ___________. Tan wants MAE

to___________the fax so that no one else sees it.
3. „Do not worry. There is something wrong with our fax machine so
we cannot read most of the pages anyway.‰
The person cannot read the fax: the fax, including most of
the ___________ ___________, is ___________.

 Apart from letters, business organisations use documents such as memos, e-

mails and faxes. These forms of business communication are taken seriously
and therefore ought to be unambiguous and well presented.
 The important aspects of memos, e-mails and faxes such as format, layout
and style are covered in this topic.
 A memo is a form of written business communication which is circulated

within a company.
 Memos communicate information, explain new procedures, announce

changes, make requests, confirm results or offer advice.
 E-mails usually comprise the following components ă the recipientÊs name,

senderÊs name, subject, date, body of the email and the e-mail address.
Ideally, it should also contain at least one other option, apart from the e-mail
address, of contacting the sender.
 Netiquette refers to etiquette on the Internet, and aims to maintain and

promote goodwill.
 The main advantages of faxes are speed, convenience and flexibility.
Announcement memo Netiquette

Directive memo Request memo
Response memo Transmittal memo
Field Trip memo Trip Report memo

Topic  Cover Letters
9 and Resumes
LEARNING OUTCOMES
1. Describe the format for writing cover letters;
2. Apply the AIDA formula when composing cover letters;
3. Explain the differences between solicited and unsolicited letters; and
4. Write different types of resumes.
 INTRODUCTION
This topic provides you with useful guidelines for writing a cover letter. It
introduces you to expressions that can be used for different parts of a cover letter
and gives you the format for writing different types of resumes.
9.1 COVER LETTER

The letter of application is the cover letter for your job application. Ideally, the letter
should be one to two pages in length and should be accompanied by a resume or
curriculum vitae (CV). The cover letter, which should be brief, serves to:
Ć Draw attention to relevant qualifications and work experiences listed in the
resume;
Ć Make a match between what you have to offer and the potential employerÊs
needs;
Ć Persuade your potential employer to consider your application carefully; and
Ć Support your request for an interview.

160  TOPIC 9 COVER LETTERS AND RESUMES
9.1.1 Guidelines for Writing a Cover Letter

When writing a cover letter, the following should be taken into consideration.
(a) First Paragraph

Use one of the following to draw the readerÊs attention to what you want to
offer and the job/position you are applying for:
Ć Summarise the job opening;
Ć Name the job opening; or
Ć Ask about the availability of a job opening.
(b) Middle Paragraph(s)

Use one of the following in each of your middle paragraphs to persuade the
reader to invite you to an interview.
Ć Education;
Ć Work experience;
Ć Ability to work with others and/or alone;
Ć Interest in your field;
Ć Interest in the company; and
Ć Responsibilities in previous positions.
(c) Closing Paragraph

In the last paragraph, you can request an interview, stating that you will be
happy to come to the employer Ês office whenever convenient. Make it easy
for the reader to follow up by providing your telephone number and e-mail
address.
ACTIVITY 9.1
When applying for a job, you would normally attach a cover letter with
your resume. What is the purpose of a cover letter?

TOPIC 9 COVER LETTERS AND RESUMES  161
9.1.2 Useful Key Phrases

Below are some useful key phrases you can use in your cover letter to apply for a
position that has been advertised:
Ć I am writing to you in response to your advertisement for ...
Ć I wish to apply for the position of ⁄
Ć As you can see from my enclosed resume, my work experience and
qualifications match the requirements for this position.
Ć I look forward to an opportunity to speak with you in person.
Ć I can be contacted at 03- xxxx xxxx or at the address above.
Ć Please accept this letter as an expression of interest in the position of ...
Ć I am enquiring about the prospects of employment in the Credit Division of
your bank. An article in the xxxx stated that the bank is rapidly expanding
and⁄
Ć I have enclosed a copy of my resume for your review.
Ć I believe I possess the right combination of ⁄ skills.
Ć My current position has provided me with the opportunity to ...
Ć I would welcome the opportunity to meet with you to discuss my
potential contributions to your company.
Ć I look forward to an early reply.
ACTIVITY 9.2
Sample Cover Letter 1 in the following page was written in response to

an advertisement in the newspaper. Based on the guidelines for writing
a cover letter, answer the following questions/do the following tasks:
(a) The word order in the cover letter has been jumbled up.
Rearrange the words/groups of words so that the letter reads
correctly.
(b) How is the cover letter similar to a „persuasive‰ letter? How does
it use the AIDA (Attention-Interest-Desire-Action) formula
described in Topic 6?

Sample Cover Letter 1
Aloysius Tan Kim Hock

14, Jalan USJ2/4
Taman Crystal
Subang Jaya
46000 Petaling Jaya
12 April 201_
Mr Yeap Hin Lee

Personnel Manager
Logistics Inc.
1516, Persiaran Kelab Emas
47200 Klang, Selangor
Dear Mr Yeap,
Application for the Position of Chief Supervisor
In response to your advertisement for a Chief Supervisor specialising in

Port Regulatory Law / am writing/ which appeared in the New
Settlement Times on Sunday, April 12. / I / As you can see from my
enclosed resume,/ match the requirements for this position / my
experience and qualifications.
I / that I graduated from the Malaysian Marine School in Malacca /would

like to point out/ I was hired directly upon graduation/ with a Diploma
in Port management / due to my expertise in port authority regulations.
During the four years that I worked for Gudang and Co., / in our region.
/further deepened /my knowledge of regulatory laws/ I / My
employer / wanted to promote me to head the team of assistants /
also thought highly of my abilities / after my first year of employment.
I/ to personally discuss / look forward /the position with you./ to an

opportunity /I/ within the next five days to arrange an interview./ will
call you.
Sincerely,
Enclosure

There are two types of letters of application: solicited and unsolicited. A solicited
letter is one where you are responding to a position advertised. An unsolicited
letter is one where you express interest in a position at your own initiative and
take a chance on being hired.
ACTIVITY 9.3
1. Read the following unsolicited Sample Cover Letter 2. The main

verbs/verb phrases have been removed. Complete the letter by placing
the missing verbs/verb phrases in the correct position for each of the
numbered sentences.
Sample Cover Letter 2

14, Jalan USJ2/4
Taman Crystal
Subang Jaya
46000 Petaling Jaya
Mr Yeap Hin Lee
Personnel Manager
Logistics Inc.
1516, Persiaran Kelab Emas
47200 Klang, Selangor
Dear Mr Yeap
Application for the Position of Chief Supervisor
Please accept this letter as an expression of interest in the position of Area Sales Manager.
(1) I enclosed a copy of my resume for your review (have). (2) I familiar with the
requirements to succeed in the sales profession and believe that I possess the right
combination of marketing and management skills (am).
(3) In my current position I coordinate two local area sales teams. This provide me the
opportunity to work in a high-pressure team environment where it is essential to be able
to work closely with my colleagues in order to meet sales deadlines (has provided).
Thank you for your time and consideration. (4) I the opportunity to personally discuss
my potential contributions to your company with you (would welcome). Please
telephone me at (603) 3522-0259 after 4pm to suggest a time that we may meet. (5) I to
your reply (look forward).
Sincerely,
Aloysius Tan
Enclosure

2. Read Sample Cover Letter 2 again and answer the following

questions:
(a) What is the position applied for?
(b) What are the qualifications and work experience necessary for
this job?
(c) What makes this applicant special?
(d) How is the potential employer expected to make contact with
the applicant?
(e) Do you think the applicant has impressed his potential
employer? How?
9.2 RESUME
A resume is a document that contains a record of your qualifications, work experience
and achievements. It is a summary of your personal data, including your educational
background, skills, qualifications, work experience, references, hobbies and interests.
It is also sometimes referred to as a curriculum vitae (CV).
A well-designed resume presents information in sections with headings. There

are three types of resumes:
(a) Basic resume

Comprises all the normal parts of a resume but is simpler and shorter.
Suitable for school-leavers or those who have little work experience.
(b) Functional resume

Uses a different order of presentation to highlight a wide range of skills and
work experience. Starts with the most recent work experience that matches
a potential employerÊs needs, followed by subheadings to highlight job
functions. This type of resume uses the advertisement as a guide for specific
functions, e.g., supervisory, marketing, training.

(c) Specific resume

Prepared for a specific job with emphasis on qualifications, skills and
experience which are particularly relevant to the job. Presents experience in
terms of criteria advertised. Highlights strengths with action words (verbs)
such as achieve, adapt, initiate, install, prepare, report, research, supervise,
inspect and make.
ACTIVITY 9.4
What is the purpose of highlighting your skills and work experience in

your resume?

ACTIVITY 9.5
Study the format of the following three resumes. Based on your

understanding of resumes, state the type of resume that each represents.
1. _________________ 2. _________________ 3. _________________

Name Name Name
Address Address Address
Telephone Telephone Telephone
Date Date Date
Employment Objective Employment Objective Employment
State reason for wanting job State reason for wanting job Objective
State reason for
Employment experience Educational qualifications
wanting job
Present employment history, Present in one of three
starting with most recent to ways: (a) reverse Educational
first position. Give title of each chronological order, (b) in qualifications
position, brief description of order of those most List all certificates,
each job function, particularly relevant to the position or subjects covered,
those relevant to the position (c) in order of importance, awarding institution.
applied for and indicate specific for example, degree,
Work experience
achievements or initiatives diploma or trade
Mention all work
accomplished. certificate.
experience including
Educational qualifications Skills experience voluntary, part-time
Fully identify qualifications, Emphasise particular skills and student vacation
awarding institution, details of and relate to the position. work.
course subjects; present in Draw attention to any
Achievements
reverse order, emphasise reference by the potential
State special
qualifications important to employer to these skills.
achievements in
potential employer.
Work Experience school and other
Activities and interests Date/Position/Duties organisations.
Present evidence of /Responsibilities
Activities and interests
interpersonal skills, other held and achievements
Highlight interests
relevant skills, community
Personal Interests and and special skills.
involvement or sporting
Hobbies Arrange from most
interests.
Highlight activities which recent to least recent.
Professional memberships involve ability to mix with
Referees
Highlight membership in other people as well as
Provide names and
professional associations. capability to work alone
contact numbers of
Referees Referees/references individuals who have
Provide one professional and Provide names and contact agreed to recommend
work-related referee and numbers. Send your skills and recent
another who will provide photocopies of written work.
character reference. An academic references and keep original
reference is also useful. copies for the interview.

 The various sections in this topic provide guidelines for writing effective
cover letters and resumes.
 The formats of these types of correspondence, as well as the content of the
various sections of each document, are also discussed.
 Various activities are included in the topic to help you develop skills in
writing cover letters and resumes that could attract prospective employers.
Cover letter Resume

Topic  Business
10 Reports
LEARNING OUTCOMES
1. Describe the format and layout of short and long reports;
2. Organise information so as to write good reports;
3. Differentiate between different types of short reports;
4. Explain the need for good presentation in long reports;
5. Use prepositions in context; and
6. Use adjectives, adjectival phrases, adverbs and adverbials
appropriately in reports.
 INTRODUCTION
This topic introduces you to several activities related to business report writing.
It outlines the salient features of both short and long reports including the layout,
format and content. In addition, the topic also presents exercises on the use of
prepositions, adjectives and adverbs which will assist you in writing effective
reports.
10.1 PLANNING AND WRITING REPORTS

Planning and writing reports are important skills expected of most working
adults. Usually, we write reports when asked to by our boss or superior. It is
important to remember that there are several types of reports. These can be long
or short; formal or informal. Reports can serve various purposes ă some inform,
some provide background information about something, and some make
recommendations or suggest a course of action.

TOPIC 10 BUSINESS REPORTS  169
10.2 LAYOUT OF SHORT REPORTS

The aim of a short report is to place information on a page in such a way that the
information is easily seen and understood at a glance. A good short report
should contain the following characteristics:
Ć A clear indication of your purpose;
Ć Accurate and objective information;
Ć A suitable ordering of information; and
Ć Appropriate formatting.
In a short report, ordering of information is important. Usually, this means

highlighting the main points and leading the reader to a logical conclusion. A
direct approach is recommended when the reader is familiar with the situation
but an indirect ordering is acceptable when the reader is unfamiliar with the
situation, or likely to resist a proposal for changes, or if the report contains bad
news.
The format for short reports varies, depending on the kind of information being
conveyed. This topic, however, focuses on three short report formats commonly
adopted at the workplace ă the formal report, letter and memo.
The letter and memo formats have been discussed in Topics 6 and 8 respectively,
so the discussion here will focus only on the formal report.
A formal report comprises:

Ć A title page containing the title of the report, the recipientÊs name, his/her
position and/or organisation, the writerÊs name and position (and
organisation if appropriate) and the date;
Ć An introduction;
Ć Sections with headings in the body;
Ć Conclusion;
Ć Recommendations (if any); and
Ć Attachments (if they contain useful information).

170  TOPIC 10 BUSINESS REPORTS
A sample title page is given in Activity 10.1.
ACTIVITY 10.1
Study this sample of a title page in a formal report and use the checklist
to note the information found on the title page.
Sample title page of a formal report
RECOMMENDATIONS FOR DEPRECIATING MACHINERY
Prepared for
Henry Tan, Director
Speed Construction
35-37, Jalan Taman Overseas
25000 Kuantan
By
Gerald Nathan, CPA
Kassim and Chong Accounting Services
300 Jalan Selat Baru
25300 Kuantan
4 October 2010
Checklist:
Title page Details (“ )
Title of report
RecipientÊs name
 position
 organisation
WriterÊs name
 position
Date

10.3 TYPES OF SHORT REPORTS

There are three widely used types of short reports:
(a) Justification report;
(b) Progress report (and completion report); and
(c) Periodic report.
Sometimes, descriptive headings are used to guide the reader through these
reports.
10.3.1 Justification Report

This report highlights a course of action or idea, and then presents evidence to
support why something should, or has been done. Basically, the format is as
follows:
Ć Introduction ă Presents purpose of report and describes proposal / course of
action.
Ć Body ă Describes the present situation, need for change, costs and benefits.
Ć Conclusion ă Evaluates changes and provides recommendations.
10.3.2 Progress Report

This report provides information on the progress of a project and forecasts
future development.
Ć Introduction ă Identifies the reportÊs purpose with a subject line and
describes the current status of the project.
Ć Body ă Presents positive features of the operation, describes problems that
arose and how they were solved, and includes schedule and costs.
Ć Conclusion ă Points to the future.

10.3.3 Periodic Report

This report keeps management informed at regular intervals by providing
information on some aspect of the organisationÊs operations over a specific
period.
Ć Introduction ă Identifies the reportÊs purpose with a subject line and then
presents relevant facts and figures.
Ć Body ă Presents objective information on achievements and problems.
Ć Conclusion ă Summarises the findings and closes with a recommendation if
appropriate.
ACTIVITY 10.2
1. Refer back to the outlines of the justification, progress and periodic

reports.
(a) Do the reports include recommendations at the end? Why?
(b) In each case, do you think the report was written upon
request or as a regular exercise?
2. Now, read the sample justification report below and answer the
questions that follow.
To: Sinnathamby M., General Manager

From: Charlotte Soong, Head of Research
Date: 21 June 2010
Subject: Appointment of Ms Norlaila Yakub to the position of Laboratory

Supervisor
Ms Norlaila was appointed to the position of Laboratory Supervisor on 20 May 2010

because she was clearly the best applicant for the position, even though several of
the other applicants were more experienced and had greater seniority.
During the interviews, we shortlisted three applicants: Ms Norlaila Yakub, Mr

Edward Lee and Mr Idrus Mohd Ngah. All three were equally well trained at a
technical level and seemed equally diligent and productive. Ms Norlaila, however,
was the only applicant who had pursued further studies. She has completed a
special course on the ACOL computer analysis system which we propose to buy
next year and she has completed the first two years of a management diploma.
These extra studies exactly fit Ms Norlaila for the new position.

Furthermore, she impressed us during the interview with her communication skills
and understanding of her colleagues. In her annual appraisal for the last three
years, she scored higher than any other applicant in communication skills,
interpersonal relationships and leadership.
From the above, it can be seen that Ms NorlailaÊs promotion was not based on any
discrimination against her male counterparts. If she had simply been as good as the
other applicants, her promotion would have been justified in terms of the
companyÊs affirmative action policy. But in this case, Ms Norlaila was promoted on
the grounds of superior abilities.
(i) What does the subject line contain?

(ii) What is the purpose of the report mentioned in the introduction/
opening paragraph?
(iii) What are the justifications given for Ms NorlailaÊs appointment?
(iv) How does the concluding paragraph support the decision?
(v) Evaluate the justification report. Is it effective in achieving its
purpose?
10.4 PREPOSITIONS
Prepositions may be defined as any word or group of words that relate a noun or
pronoun to another word in the sentence.
Imagine you have two nouns: report and supervisor.
How many ways can you connect the two nouns to express ideas?
The report about the manager

The report by the manager
The report for the manager
The report in front of the manager
The words in bold relate two nouns to each other. These relationship words are
called prepositions. However, it can sometimes be difficult to know what
preposition comes after a noun or a verb so it is good to familiarise yourself with
some of them.

Look at the following examples. Note how the prepositions connect the two
nouns. The prepositions are underlined.
Ms Norlaila was appointed to the position

of Laboratory Supervisor on 20 May 2010 Ms Soong gave reasons for Ms Norlaila's
because she was clearly the best appointment.
applicant for the position.
Some common prepositions are shown in Table 10.1.
Table 10.1: Common Prepositions
about before despite of to

above behind down off toward(s)
across below during on under
after beneath for out until
against beside from over up
along besides in since upon
among between into through with
around beyond like throughout within
at by near till without
An important element of English sentences is the prepositional phrase. This

consists of a preposition (PREP) and its object (O). The object of a preposition is a
noun or pronoun.
Table 10.2 provides examples of prepositional phrases.
Table 10.2: Prepositional Phrases
the alternative to job cuts interest in my idea a rise in prices

attention to detail a need for change a rise of 5%
an application for a grant an order for goods the solution to the problem
a cheque for RM3,500.00 a fall of 4% the reason for the change
the return on investment value for money a vote of confidence

ACTIVITY 10.3
Read the sample justification report given in Activity 10.2. Identify the
prepositions used in paragraphs 2 and 3. Use these prepositions in
sentences of your own.
The following are exercises to help you further understand the topic.
ACTIVITY 10.4
Read the following periodic report and answer the questions below.
To: David Tham, Plant Manager

From: Mohd Azman bin Che Wan, Personnel Manager
Date: 23 February 2010
Subject: Monthly Absenteeism Report
Overview
The absenteeism rate for January was 6%, an improvement of 1.5% over January
last year. For the last 12 months, the mean absence rate has been 6.8%.
Breakdown of absences by shift and department
*Medical certificates produced per department
Shift Assembly Production Transportation
1st 8 of 202 1 of 28 1 of 20
2nd 10 of 202 2 of 28 2 of 20
3rd 19 of 200 N/A 1 of 10
Success of „notification‰ drive
Supervisors are now urging their staff to phone in when they are not able to come
to work. Here is a breakdown of notifications.
Shift Assembly Production Transportation
1st 6 of 8 0 of 1 0 of 1
2nd 10 of 10 0 of 2 2 of 2
3rd 12 of 19
At this stage, it would appear that many staff are letting their supervisors know
when they are unable to work. Occasional reminders from supervisors may be
necessary to make this an ingrained habit for all staff.
BH

(a) Is the report prepared at regular intervals? What is the frequency?
(b) Which part of the report contains the purpose of the report?
(c) What is the current status of the problem?
(d) Which of the following can be found in the body of the report?
Ć Statistics of current situation
Ć Statistics of previous period
Ć Positive features of recommendation
Ć Problems incurred
Ć Measures taken to solve problem
Ć Report on the day-to-day implementation
Ć Summary report on the results of implementation
Ć Costs involved
(e) Does the conclusion make a recommendation, point to the future or

both?
ACTIVITY 10.5
Fill the gaps in these sentences with a suitable verb or noun + preposition
from the list given in the box. You may need to change the verb form so that
the sentence is grammatically correct. The first one has been done for you.
account for advertise for apply to approve of backlog of

base on benefit from bid for blame for bring up ✓
(a) In the middle of the meeting, our client brought up the subject of
compensation.
(b) All reports need to be carefully written and above all facts.

(c) The managing director was very satisfied; he my

recommendations.
(d) If we want to fill the post, we will have to ________ a qualified

technician.
(e) The clerk managed to the two missing packages.
(f) Computer operators wanted. Please the manager within.
(g) The whole company is going to the China experience.
(h) The management and the workers each other the

strike.
(i) The clerks had to work long after five to deal with the orders.
(j) Our agent RM2,000 to replace the merchandise destroyed in

the fire.
ACTIVITY 10.6
The following report was written by a student who had a work stint with
a large accounting firm during the holidays. The student has been asked
to write a progress report on his studies because his employment during
the next holiday depends on the successful completion of his
coursework. His studies have also been interrupted due to illness.
1. Read the report and write the sub-headings in the appropriate

space numbered (1) to (4).
Overview Second Semester Conclusion First Semester
2. Complete the body of the report by correctly filling the spaces (a)
to (i) with the words provided in the box.
during in at periods of of
available for in from in

95, SS3/21, Taman SEA

46100 Petaling Jaya
Selangor
20 December 2012
Mr Kenneth Au
Student Coordinator
Human Resources Department
DÊLloyds Accounting Consultants
53050 Kuala Lumpur
Dear Mr Au,
(1) ___________
By the end (a)__________November 2012, I had completed 24 credits of the Bachelor of

Business at Open University Malaysia. There are 28 credits (b)__________this course.
(2)_________
(c)________March, I was diagnosed as having hepatitis and consequently was granted

leave of absence for the first semester. (d)_________this time I undertook some study-
related reading but was too ill to maintain extended (e)_________concentration.
(3)_________
In the second semester, I enrolled (f)________Financial Accounting, Management of

Organisational Performance, International Accounting and Accounting Systems. For these, I
received a credit, distinction, credit and pass respectively. Many of these subjects contain a
practical component which I believe will be very useful in my work with DÊLloyds.
(4)_________
With only another four subjects to complete the course, I expect to gain the Bachelor of
Business by June 2011. These subjects are Strategic Financial Accounting, International
Trade, Strategic Management and Strategic Information Systems.
My health is excellent and I will be (g)_________work from 3 January 2013. Please call
me (h)_________63505021 to let me know if holiday work is available this year. I look
forward to hearing (i)_________you.
Yours sincerely,
Calvin Lim

10.5 WRITING LONG REPORTS

Formal reports are major documents written to provide comprehensive
information and expert opinions. They are written for specific purposes, for
example, to investigate the suitability of a particular site or to analyse
achievements over a set period. They are therefore usually long and require
careful organising.
At the writing stage of preparing a long report, your first task is to produce the
main text ă the part which contains an introduction to the findings, the body of
your findings, your conclusions and recommendations. You will later need to
prepare additional parts which can appear either before or after the main text.
Details about each of these additional parts and a suggested writing sequence are
given below.
10.5.1 Sequencing a Long Report

The following is the sequence to follow when writing a long report:
(a) Develop an outline with main headings and sub-headings;
(b) Begin with the purpose statement and introduction;
(c) Write the main body of the report;
(d) Draw conclusions from the information you have presented in the body of
the report and relate it to the purpose;
(e) Write the conclusions, then your recommendations;
(f) Optional ă Prepare the preface, abstract, synopsis or executive summary
after presenting facts and findings;
(g) Add a list of references (bibliography) if you include researched material in
your report;
(h) Include a table of contents and a table of graphics (diagrams, charts,
graphs). Each item is to be placed in the order it appears;
(i) Write the letter of transmittal; and
(j) Prepare the title page to complete the report.

10.5.2 Presentation
Presentation is the arrangement of information on a page. It gives the reader an
initial impression of your organisation, so it is important that sufficient attention
be paid to the layout if you wish to project a professional image.
The presentation of information in letters, memos, faxes and reports follows set
conventional rules. However, there is some degree of flexibility allowed,
depending on the formality of the communication. What is most important is the
content, which has to be set out clearly and well spaced. The following are
techniques you can use to make the presentation of information in your
document more impactful.
 Headings
 Underlining
 Indentation
 Shading
 Numbered lists or sections, as in reports
 Space between paragraphs, left and right margins
 Headers and footers
You have already studied about the layout for specific types of letters under
Business Writing 1 and 2.
Please note that proper presentation of a letter, or other business documents, is

important as it helps the recipient understand what the sender wants to say. It is
only when the communication has been clear and effective that the recipient can
take appropriate action promptly.

10.5.3 Parts of a Long Report
(a) Introductory section

Title page
Letter of transmittal
Table of contents
(b) The body (main text)

Introduction
Discussion and analysis of findings
Development of ideas
Conclusions
Recommendations
(c) Final section

References
Appendices
Long reports are similar to short reports as they both comprise three main parts:
(a) Introductory Section

This section starts with the purpose statement that defines the reportÊs main
task or topic. It also presents the terms of reference, which are the
instructions for writing the report. Finally, state the reportÊs scope and
limitations.
NOTE: When writing to an expert reader who is familiar with the content,
you can start with the conclusions and recommendations first.
(b) The body (main text)

This section usually investigates and analyses the findings and proposes
solutions for problems involved.
Present both the advantages and disadvantages.
Use headings to highlight main ideas.
A numbering system helps if the body of the report contains many ideas.

(c) Final Section

This section contains the conclusions and recommendations. Set these out
as separate sections.
The conclusion section summarises and evaluates the reportÊs main facts. It
is short. Do not present new information in the conclusion section.
Recommendations are the writerÊs attempt to provide at least some answers

to questions and issues raised by the report. State clearly the action
required. Recommendations are not needed if the long report is intended as
a database for others who will be responsible for planning and making
recommendations.
The language in a report should be simple, matter of fact, and as objective as

possible. Make sure that the information is relevant and up to date.
10.5.4 Writing Introductions

Read through the extracts given below. These extracts are all examples of the
introductory section in long reports.
You will note that although they share common features, they are either
organised differently, convey different kinds of information, or order their
information differently, based on instructions received to write the report.

EXTRACT A:
Report On Company Attitudes to Safety
(A) Terms of Reference

In response to many complaints and the formation of a Safety and
Security Committee, the Operations Manager requested the Committee
to investigate the current problems regarding safety at work. A report
making recommendations for improvements was to be submitted by
Friday, 25 August 2012.
(B) Procedure
To identify specific sources of complaint, the investigation adopted the
following procedures:
1. Interviews were held with both supervisory and operations personnel.
2. A questionnaire was designed, focusing on current:
 Attitudes to safety;
 Working conditions; and
 Labour problems.
3. A cross-section of accident reports covering 2011 and 2012 was studied.
4. On-the-job attitudes to safety regulations were observed on five
separate occasions, twice on each shift.
5. A study of current theory and practice in safety attitudes and
standards was made.
EXTRACT B
Introduction of Flexitime System
Purpose and Scope

During the management meeting on 7 October 2012, this department was
requested to investigate the feasibility of introducing a flexitime system for all
lower managerial and office workers at company headquarters. The report
was to be submitted by 25 November 2012 and was to discuss:
(a) The organisation of the system;
(b) Financial implications;
(c) The effect on work performance; and
(d) Employee reactions to the scheme.

EXTRACT C
Methods of Clearing Oil Spills at Sea
1. Overview
This report presents the findings of research into three methods of
clearing oil spills at sea as alternatives to the companyÊs current use of
sinking agents. These were: burning, booms and chemical dispersants.
Controlled tests of the alternative methods were held. Burning was
rejected as being unsuitable for deep water conditions. It was therefore
decided to recommend the use of chemical dispersants. Several types of
dispersants were considered and YN 1100X was finally selected.
2. Problem
After a series of accidents involving company tankers at sea, the
company came under severe public criticism for its use of sinking agents
to disperse oil spills. The sinking agents used, although the most
effective available, were found to have contaminated fishing gear and
greatly damaged the flora and fauna. It was therefore decided that this
department should research alternative methods of clearing oil spills,
with the aim of finding an alternative method which, while equally
effective, and within a similar cost range, would be less detrimental in its
side effects.
3. Scope
Three alternative methods were considered: burning, booms and
chemical dispersants. These were discussed in sections 4, 5 and 6
respectively.

ACTIVITY 10.7
Read the explanation given on Parts of a Long Report. Then, go through

the extracts carefully, noting the sub-headings used in each of the
extracts.
Tick () in the appropriate column in the checklist provided if the

information is found in each of the extracts.
CHECKLIST OF CONTENTS FOR INTRODUCTORY SECTION
TYPES OF INFORMATION EXTRACTS

A B C
1. Purpose: reportÊs main task/ topic
2. (a) Terms of reference: instructions for writing the
report
(b) Who requested the report
(c) Background of the request
(d) The deadline for submission
3. Scope of report
4. Conclusions
5. Recommendations
10.5.5 Writing Conclusions

The following activity sums up how conclusions in reports can be written.

ACTIVITY 10.8
Look at the following concluding sections from four reports.

What information does each contain: conclusions, recommendations, or both?
A In conclusion, the accident was caused by the use of outdated and
faulty machinery and not by any negligence on the part of the
operator. We therefore recommend that Mr Yahya CheÊ Long be
reinstated and that the possibility of purchasing new and more
modern machinery be explored.
B Thus, the complaints regarding the quality and quantity of food in

the staff cafeteria would appear to be valid and we have already
taken steps to ensure that matters improve.
C From the findings of the research, it would seem that the use of
chemical dispersants is the only one of the three methods
considered which is:
(a) Completely effective;
(b) Within a satisfactory price range; and
(c) Not harmful to marine life.
Of all the types of chemical dispersants currently in the market,

YN1100X is the least toxic and best meets our requirements.
D Ms Sarah has worked diligently and produced work of

consistently high standard. She started in the credit department
before moving to investment banking last month. She rarely takes
time off and can usually complete her work before deadlines. She
is a reliable and diligent employee and is held in high regard by
both her superiors and subordinates. She has always been loyal to
the company and is willing to accept extra responsibilities.
Besides English, Ms Sarah speaks Mandarin and French rather
fluently. She would have no difficulty in carrying out the duties
of a more demanding position.

TOPIC
C 10 BUSINESSS REPORTS  187
10.6 ADJECT
TIVES
An adjecctive is a wo
ord that descrribes a noun or pronoun.. It adds info
ormation
such as number, coloour, type andd other qualitties to your sentence.
s Most of the
time, yo
ou will find adjectives
a in front of a no
oun or prono oun but that may
m not
always be
b the case.
Adjectives can be useed in two positions: beforee nouns and after

a verbs such as be,
become, seem, appear
ar and feel.
Examplees:

The following sentences are taken from the introductory sections of reports given
earlier. Study the underlined phrases and note the position of the adjectives.
(a) In response to many complaints and the formation of a Safety and Security
Committee, the Operations Manager requested the Committee to
investigate the current problems regarding safety at work.
(b) Interviews were held with both supervisory and operations personnel.
(c) A questionnaire was designed, focusing on current:

 Attitudes to safety;
 Working conditions; and
 Labour problems.
(d) A cross-section of accident reports covering 2008 and 2009 was studied.
(e) On-the-job attitudes to safety regulations were observed on five separate

occasions twice on each shift.
(f) A study of current theory and practice in safety attitudes and standards
was made.
In the examples above, the position of the adjectives is before a noun. It is not
often that we come across link verbs such as seem, feel and appear in business
documents because they suggest uncertainty.
On the other hand, adjectives after link verbs such as be and become are more
common.
E.g. Complaints are many.

The problems are current.
He has become wealthy.
The customer feels cheated.

ACTIVITY 10.9
1. Read Extract B again.

(a) Identify the adjectives and note their position in the
sentence.
(b) Are they all in the same position as those in the examples
above?
(c) What other adjectives can be used for the nouns identified?
Some adjectives are used after the noun. For example:

 The funds allocated to the project did not cover the
expenditure.
 The people questioned during the survey thought the
packaging was good.
 The issues discussed during the meeting were all resolved.
 Can I refer to one of the points raised during the last meeting?
 The goods ordered last week have arrived.
 The warning issued by the authorities was ignored.
2. Fill in the blanks below with the correct adjectives.
favourable furniture past coming future

variable international favourable Asian
Here are the results of my analysis of the (1)_________performance of

Cane-Wood International together with some predictions for the
(2)__________development of the (3)__________market.
Overall, the (4)__________year has been (5)__________for the Cane-

Wood Group in all three (6)__________regions. This has been the case
despite the (7)_________conditions from country to country. The
prospects for the (8)__________years look (9)__________on the whole
and only the situation in the East may give some cause for concern.

ACTIVITY 10.10
Read the following paragraph. The information is not arranged in an

organised manner. Based on the explanation given on introductions,
how would you divide the following introduction into sections and
what heading would you give each section?
Over the past year, short-term absenteeism (i.e. absenteeism for two
days or less) has risen by an average of 20% throughout the company,
with the highest increase (24.3%) occurring in the Production
Department. At the last managerial meeting, the Human Resources
Department was asked to investigate this problem and to determine
the reason(s) for the increase. This report details the findings of the
investigation and suggests ways in which absenteeism may be
reduced. The reasons for the absenteeism were determined in the
following ways:
Ć EmployeesÊ records were checked and interviews were held with
all staff members who showed persistent patterns of short-term
absenteeism;
Ć All departmental and section heads were interviewed; and
Ć Union representatives were consulted.
Once the reasons for absenteeism were established, a survey was

carried out in other companies to see if similar problems existed.
Particular attention was paid to companies which had experienced
high short-term absenteeism in the past but have since been able to
reduce the extent of the problem.
10.7 ADJECTIVE FORMATION

The following sub-sections briefly explain types of adjectives.
10.7.1 Single-Word Adjectives

Many single-word adjectives are not derived from other words e.g. past, section,
similar, high. However, you can recognise some of these adjectives from their
endings, for example:

-ion: Production Department

-al: managerial meeting, departmental heads
-ent: persistent patterns
Other common endings are as follows:

-able: adjustable
-ary: monetary policy
-ed: limited company
-ful: successful career
-ial: industrial sabotage
-ible: deductible income
-ic: economic policy
-ive: competitive market
-ly: costly mistake
-ous: ambitious plans
-y: fussy manager
ACTIVITY 10.11
Complete the following job reference with the correct form of the word
in brackets. Use your dictionary if you are not sure.
As requested, this is an appraisal of Ms Sarah who spent four years

working in my department. Science Corporation is a highly
(1)_________(success) company in precision (2)_________(science)
instruments in a highly (3) _________ (compete) market. During her
time with Science Limited, Ms Sarah was (4) _________ (responsibility)
for translating (5) _________ (promotion) literature into English. This
work requires someone who is (6) _________ (independence) and
capable of producing (7) _________(accuracy) translations of both sales
information and (8) _________ (technique) documentation. Ms Sarah
proved to be an extremely (9)_________(competence) and
(10)_________(loyalty) employee and I fully recommend her for the
position.

10.7.2 Two-Word Adjectives

Many adjectives are formed by joining two or more words together with a
hyphen, for example, short-term absenteeism and on-the-job attitudes.
There are many types of combinations:

Adj + noun: small-scale operation
Adj + noun + ed: short-sighted policy
Adj or adverb + past participle: low-spirited workers
Adj, adv, noun + present participle: problem-solving approach
Noun + adj: tax-free salary
A few compound adjectives consist of three or more words:

day-to-day operation up-to-date information
state-of-the-art equipment down-to-earth approach
ACTIVITY 10.12
Use one word to complete each of these sets of expressions.

1. trouble- __________maintenance
2. lead- __________petrol
3. interest-__________credit
4. __________- earned rest
5. __________-timed intervention
6. __________-service restaurant
7. __________-made man
8. short- __________contract
9. free -__________economy
10. medium- __________investment

10.8 ADVERBS AND ADVERBIALS

Adverbs describe actions. Adverbials are usually adverbs, adverb phrases or
prepositional phrases. Study the following forms of adverbs:
main verb
↓
1. The staff rarely attends office parties.
modal main verb
↓ ↓
2. The cashiers can usually take one hour lunch.
auxiliary frequency auxiliary

adverb
↓ ↓ ↓
3. Ms Sarah has always been loyal to the corporation.
main verb direct object adverbial

↓ ↓ ↓
4. She speaks French very well.
From these examples we can see that the adverb may appear:
1. Before the main verb;
2. Between a modal (e.g. could, will) and the main verb;
3. Between the two auxiliaries for frequency adverbs; and
4. After the direct object (NOT *She speaks very well French).
Uses of adverbs
Adverbs give information about verbs saying how, where, when, how often
something happens or is done.
Ms Sarah walked quickly. how?

to the next office. where?
a few minutes ago. when?
often how often?

194  TOPIC 10 BUSINE
ESS REPORTS
ACTIVITY 10.13
Look agaain at the reco

ommendation
ns given in Ex
xtract D of Acctivity 10.8.
(a) Ideentify the adv
verbs in the ex
xtract.
(b) No
ote the positio
ons of the adv
verbs.
(c) Ideentify the use of the adverb
bs: how? wheere? when? ho
ow often?
No A
Adverbs Position Use
Ć Two formss of reports ă long and sh hort ă may bee used at diffeerent times and
a
may be preesented using
g different forrmats.
Ć mation about reports is accompanied by

This inform b a number of o activities th
hat
focus on grammatical
g items such as
a preposition
ns, adjectivess and adjectivval
phrases as well as adverrbs and adverrbials.
 These exerrcises hone yo

our skills so th
hat you may be
b better ablee to write who
ole
sentences and
a paragrap phs in your reports.

TOPIC
C 10 BUSINESSS REPORTS  195
Adjective Progress report

Adverb ort
Repo
Adverbiaal Shortt report
Justificattion report Singlle-word adjecctive
Long rep
port Two--word adjective
Periodic report

References
Badger, I. (2003). English for work: Everyday business english. UK: Pearson
Education Limited.
Emmerson, P., & Hamilton, N. (2005). Five-minute activities for business english.
UK: Cambridge University Press.
Jones, L., & Alexander, R. (1989). New international business english. (TeacherÊs
Book). UK: Cambridge University Press.

MODULE FEEDBACK
MAKLUM BALAS MODUL
If you have any comment or feedback, you are welcome to:
1. E-mail your comment or feedback to modulefeedback@oum.edu.my
OR
2. Fill in the Print Module online evaluation form available on myVLE.
Thank you.
Centre for Instructional Design and Technology

(Pusat Reka Bentuk Pengajaran dan Teknologi)
Tel No.: 03-27732578
Fax No.: 03-26978702

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OUMH2203

Copyright © Open University Malaysia (OUM)

Module Writers: Jaya Pushani Ponnudurai

Developed by: Centre for Instructional Design and Technology

Printed by: Meteor Doc. Sdn. Bhd.

First Edition, September 2006

Copyright © Open University Malaysia (OUM), December 2012, OUMH2203

Copyright © Open University Malaysia (OUM)

Topic 1 Networking at the Workplace 1

Topic 2 Basic Telephone Skills 20

Topic 3 Discussions and Meetings 39

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Topic 4 Making Presentations 65

Topic 5 Business Writing 1 77

Topic 6 Business Writing 2 98

Copyright © Open University Malaysia (OUM)

Topic 7 Tables, Charts and Graphs 123

Topic 8 Memos, E-mails, and Faxes 144

Copyright © Open University Malaysia (OUM)

8.5 Faxes 155

Topic 9 Cover Letters and Resumes 159

Topic 10 Business Reports 168

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Copyright © Open University Malaysia (OUM)

COURSE GUIDE DESCRIPTION

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Table 1: Estimation of Time Accumulation of Study Hours

Topic 1 introduces you to different ways of introducing yourself and others, at

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Topics 8 to 10 provide input on memorandums, facsimiles, electronic mail and

TEXT ARRANGEMENT GUIDE

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Self-Check: This component of the module is inserted at strategic locations

Activity: Like Self-Check, the Activity component is also placed at various

References: The References section is where a list of relevant and useful

Copyright © Open University Malaysia (OUM)

TAN SRI DR ABDULLAH SANUSI (TSDAS)

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By the end of this topic, you should be able to:

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1.1 STARTING A CONVERSATION

1.1.1 Introducing Yourself

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When you introduce yourself, what should you say or do?

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1.1.2 Introducing Others

Phrases commonly used when introducing someone:

Mrs Au : Margaret, let me introduce you to Michael Hill, from our

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Adapted from: Jones, L., and Alexander, R. (1989). New international

1.1.3 It’s a Small World

Figure 1.1: Global citizens travel widely

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Imagine that you are the chairperson at an international conference held

1. Lo Wei Han (China)

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1.2 MAKING SMALL TALK

Figure 1.2: Small talk is not necessarily related to work

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What do you find difficult, or enjoyable, when talking to

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(b) Would your choice of conversation topics be different if your partner