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UNIT – II
2. EFFECTIVE COMMUNICATION

2.1 Social English and Cultural Awareness

2.1.1 Social English

Social English is the language of everyday communication in oral and written forms. Examples include:
when your students are talking to their friends on the playground or in the school bus.

An individual may say words clearly and use long, complex sentences with correct grammar, but still
have a communication problem - if he or she has not mastered the rules for social language known as
pragmatics.

You have invited your friend over for dinner. Your child sees your friend reach for some cookies and
says, "Better not take those, or you'll get even bigger." You're embarrassed that your child could speak so
rudely. However, you should consider that your child may not know how to use language appropriately in
social situations and did not mean harm by the comment.

2.1.2. Pragmatics involves three major communication skills:

a. Using language for different purposes, such as

 Greeting (e.g., hello, goodbye)

 Informing (e.g., i'm going to get a cookie)
 Demanding (e.g., give me a cookie)
 Promising (e.g., i'm going to get you a cookie)
 Requesting (e.g., I would like a cookie, please)

b. Changing language according to the needs of a listener or situation, such as

 talking differently to a baby than to an adult

 giving background information to an unfamiliar listener
 speaking differently in a classroom than on a playground

c. Following rules for conversations and storytelling, such as

 taking turns in conversation

 introducing topics of conversation
 staying on topic
 rephrasing when misunderstood
 how to use verbal and nonverbal signals
 how close to stand to someone when speaking
 how to use facial expressions and eye contact.
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EXERCISES

a) Going Home for the Holidays

Jill: You look quite happy today. Have you won a prize or something?
Jack: No. I’m actually going to my hometown for the summer holidays this year.
Jill: Really? That’s great news.
Jack: It is indeed. I’ll be seeing my family after 3 long years. You can't even imagine how
thrilled I am. I miss my family so much!
Jill: When are you leaving?
Jack: Tomorrow. The flight takes off at 6pm.
Jill: Have a nice trip, Jack.

b) Getting a New Car

John: Hey Avira. I heard you’re buying a new car. Is that right?
Avira: Yes. I’m finally buying my first new car!
John : So, which one will it be?
Avira: I’m still not sure. I am so excited about it, I’ve test driven almost every car that fits my
budget.
John : Really? Wow. You’re really enjoying this, aren’t you?
Avira: Obviously! After all, it’s the first car that I’ll be buying with my own hard-earned money.
John: You have all the rights to feel this way. It’s a big thing. Congratulations!
Avira: Thank you!

c) Talking to Your Family.

Jim: Where did you go in the morning, Ram? Where have you been?
Ram: I went for a job interview.
Jim: How was it?
Ram: I got the job!
Jim: That’s great! What kind of job is it?
Ram: I’ll be teaching at the high school.
Jim: Teaching is a good job. Do you think you will like it?
Ram: I’m sure I will like it! That’s why I applied to be a teacher. Now I’ll be one!

d) Talking to a Friend.
Amir: Hi there, Anbu.
Anbu: Hello Ted.
Amir: You haven’t been around. Where have you been, busy bee?
Anbu: I got a new job at Conery High School.
Amir: That’s great! Since when?
Anbu: I started last week.
Amir: Congratulations Anbu! So, are you working as a teacher?
Anbu: Yes, I teach science there now.

e) Talking to Your Boss.

Ted: Hello Jim, I have something to tell you!
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Jim: Ted, what’s the matter?

Ted: I got a new job.
Jim: Okay. So, you are leaving us.
Ted: It’s just that it’s closer to my house.
Jim: Are they paying you more than we do?
Ted: A bit more, yes.
Jim: Where will you be working?
Ted: I’ll be at Vbox downtown branch.
Jim: Yeah, Vbox has been recruiting a lot of our staff.
Ted: Yes, even the recruiter told me so.

f) Talking to a Former Colleague.

Yesh: Hi Yashraj!
Yashraj: Ted! Haven’t see you in weeks. Did you quit your job?
Yesh: Yeah, sorry Yashraj, I couldn’t tell you earlier.
Yashraj: No problem. What are you doing these days?
Yesh: I got a new job!
Yashraj: Great! Where are you working now?
Yesh: I’m now working at Vbox.
Yashraj: You are so lucky, Ted! I’ve always wanted to be a part of the Vbox team.
Yesh: Don’t worry, Yashraj. I’ll let you know when they start hiring again.

2.1.3 Cultural Awareness

Cultural Awareness is the foundation of communication and it involves the ability of standing
back from us and becoming aware of our cultural values, beliefs and perceptions.

Cultural awareness becomes central when we have to interact with people from other
cultures. People see, interpret and evaluate things in a different ways. What is considered an
appropriate behavior in one culture is frequently inappropriate in another one.

2.1.4 Diversity and Tolerance

How Do We Manage Cultural Diversity?

We are generally aware that the first step in managing diversity is recognize it and
learning not to fear it. Since everyone is the product of their own culture, we need to increase
both self-awareness and cross-cultural awareness. There is no book of instructions to deal with
cultural diversity, no recipe to follow. But certain attitudes help to bridge cultures.

Admit that you don’t know. Knowing that we don’t know everything, that a situation does not
make sense, that our assumptions may be wrong is part of the process of becoming culturally
aware. Assume differences, not similarities.

Suspend judgments. Collect as much information as possible so you can describe the situation
accurately before evaluating it.
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Empathy. In order to understand another person, we need to try standing in his/her shoes.
Through empathy we learn of how other people would like to be treated by us.

Systematically check your assumptions. Ask your colleagues for feedback and constantly
check your assumptions to make sure that you clearly understand the situation.

Become comfortable with ambiguity. The more complicated and uncertain life is, the more we
tend to seek control. Assume that other people are as resourceful as we are and that their way
will add to what we know. “If we always do, what we’ve always done, we will always get, what
we always got.”

Celebrate diversity. As a company find ways of sharing the cultures of your diverse workforce,
i.e., in 2002 Deutsche Bank carried out multiple initiatives around the theme of “tolerance:
diversity, identity, recognition” which they called “Initiative Plus 2002.” They encouraged
employee projects and organized an annual colloquium of global experts.

If we want to have successful friendships and business relationships in an international

context, then we have to understand and accept the differences.
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2. 2 Writing Paragraphs

2.2.1. What is a Paragraph?

A paragraph is a group of number of sentences grouped together and relating to one topic, or, a
group of related sentences that develops a single point.

2.2.2 Principles of writing a paragraph

A basic paragraph structure usually consists of five sentences: the topic sentence, three
supporting sentences, and a concluding sentence. But the secrets to paragraph writing lay in four
essential elements, which when used correctly, can make a okay paragraph into a great
paragraph.

 Unity. Unity in a paragraph begins with the topic sentence. Every paragraph has one
single, controlling idea that is expressed in its topic sentence, which is typically the first
sentence of the paragraph. A paragraph is unified around this main idea, with the
supporting sentences providing detail and discussion. In order to write a good topic
sentence, think about your theme and all the points you want to make. Decide which
point drives the rest, and then write it as your topic sentence.
 Order. Order refers to the way you organize your supporting sentences. Whether you
choose chronological order, order of importance, or another logical presentation of detail,
a solid paragraph always has a definite organization. In a well-ordered paragraph, the
reader follows along easily, aided by the pattern you’ve established. Order helps the
reader grasp your meaning and avoid confusion.
 Coherence. Coherence is the quality that makes your writing understandable. Sentences
within a paragraph need to connect to each other and work together as a whole. One of
the best ways to achieve coherency is to use transition words. These words create bridges
from one sentence to the next. You can use transition words that show order (first,
second, third); spatial relationships (above, below) or logic (furthermore, in addition, in
fact). Also, in writing a paragraph, using a consistent verb tense and point of view are
important ingredients for coherency.
 Completeness. Completeness means a paragraph is well-developed. If all sentences
clearly and sufficiently support the main idea, then your paragraph is complete. If there
are not enough sentences or enough information to prove your thesis, then the paragraph
is incomplete. Usually three supporting sentences, in addition to a topic sentence and
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concluding sentence, are needed for a paragraph to be complete. The concluding sentence
or last sentence of the paragraph should summarize your main idea by reinforcing your
topic sentence.

2.2.3. The Three Parts to Good Paragraph Writing:

The 'text book' structure for a paragraph is as follows:

a) Topic Sentence

The topic sentence states what the paragraph will be about. It gives the topic of the
paragraph, and it also restricts the topic to one or two main ideas which can be explained fully in
the space of one paragraph. The controlling idea is the specific area that the topic is limited to:

topic controlling idea

Studying abroad has two main benefits

b) Supporting Sentences

Supporting sentences explain and develop the topic sentence. Specifically, they discuss
the topic sentence by explaining the main ideas and discussing those more fully using reasons,
examples, facts, results, statistics, or anything else that proves your ideas are true.

The supporting sentences that explain the benefits of studying abroad are:

People get a better job when they return home (1st supporting idea)

 Better qualifications & experience mean better pay and promotion (reason)
 Now has a high standard of living (result)

Students gain independence (2nd supporting idea)

 Students have to cope with the challenges of living alone and meeting new people
from different cultures.(example)
 Students will become more confident in their life and relationships (result)

c) Concluding Sentence (Optional)

A concluding sentence can be used to signal the end of the paragraph. It tells the reader the
important points to remember. It is often a paraphrase of the topic sentence.

All in all, it is clear that studying abroad is a beneficial experience.

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Concluding sentences are optional and paragraphs often do not have them. You won't get
marked down if you do not have a concluding sentence in IELTS, but it is a good way to add
coherence to your paragraph.

EXERCISE:

I. Write short paragraphs on the following subjects:-

1. Rainy Day
2. A Walk
3. A Holiday
4. Globalization
5. Nano technology
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2.3 CV (Resume) / Job Interviews

2.3.1 The Difference between a Curriculum Vitae and a Resume:

A resume is a one or two page summary of your skills, experience, and education.

While a resume is brief and concise -- no more than a page or two -- a curriculum vitae is longer
(at least two pages) and provides a more detailed synopsis.

Curriculum vitae (CV) includes a summary of your educational and academic

backgrounds as well as teaching and research experience, publications, presentations, awards,
honors, affiliations, and other details. In Europe, the Middle East, Africa, or Asia, employers
may expect to receive a curriculum vitae.

2.3.2. How to Write a Resume:

Step 1: Find a Job for Your Resume

Learn why this step is important to writing a good resume. Don't make the mistake so
many make by doing this step after they write their resumes.

Step 2: List of Keywords for Your Resume

Recruiters and employers search for keywords, so you need to put them in your
resume if you want to be found.

Step 3: Choose a Resume Format

One size doesn't fit all when it comes to resume format. Make a resume format which
will make your job search a success.

Step 4: Your Resume Heading

Believe it or not, there's a right way and a wrong way to do this easy step. Be sure
you do it the right way!

Step 5: Your Resume Job Objective

The pros and cons of having a job objective statement, how to write a good one, and
some good options for not having one.

Step 6: Your Summary of Qualifications

If the employer reads only this part of your resume, does she get the very best of
what you have to offer? Find out how to make your Summary shine!

Step 7: Your Work Experience

Know how to write your work history on your resume to make the best of it, even if
you have tough problems. In this step, you'll learn:
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Step 8: Your Resume Achievement Statements

Achievement statements tell the employer you're worth hiring, or at least
interviewing for the job. Spend time on this part so you use your resume real estate wisely.

Step 9: Listing Education on Your Resume

Where to put your Education section, what to list in it, and how to deal with many
college degrees or no degree at all.

Step 10: Community Service and Other Lists on Your Resume

Where and how to put all those lists of community service, skills, and other things
that need a place of their own on your resume.

EXERCISES:

I) Write a resume to apply for the post of marketing executive.

2.3.3 CURRICULUM VITAE (CV):

The following curriculum vitae sample shows the appropriate format for an international
curriculum vitae.

Curriculum Vitae Format

Your Contact Information:

Name
Address
Telephone
Cell Phone
Email

Optional Personal Information:

Date of Birth
Place of Birth
Citizenship
Visa Status
Gender
Marital Status
Spouse's Name
Children

Employment History:
List in chronological order, include position details and dates
Work History
Academic Positions
Research and Training
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Education:
Include dates, majors, and details of degrees, training and certification
High School
University
Graduate School
Post-Doctoral Training

Professional Qualifications:
Certifications and Accreditations

Computer Skills:

Awards:

Publications:

Books:

Professional Memberships:

Interests:

EXERCISE: You are applying for the post of Teaching Assistant. Write a CV related to that.

2.3.4 Job Interviews

A job interview is a type of employment test that involves a conversation between a

job applicant and representative of the employing organization. Interviews are one of the most
popularly used devices for employee selection.

Sample Job Interview Questions:

Typical Interview Questions:

 Why do you want to work for this company? Why are you interested in this job?

 Have you done this kind of work before?

 What kind of training or qualifications do you have?
 Tell me about yourself. Why should we hire you?
 What do you do in your spare time?
 What do you think of working in a group?
 How do you react to instruction and criticism?
 With the kind of work experience you have had, do you think this job would bore you?
 Why did you choose this line of work?
 How well do you work under pressure or tight deadlines?
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 How often were you absent from work in your last job? Have you ever had any serious
illness or injuries? Do you have any health problems?
 Are you bondable?
 Have you ever been fired or quit a job?
 Why haven't you worked recently?
 What are your long-term goals or career plans?
 What do you feel are your greatest strengths?
 What do you feel are your weaknesses?
 How would you describe your last employer?
 What five words would be describe you?
 What did you like about your last job?.
 Why did you leave your last position?
 What are your long range goals?
 What kind of machines or equipment have you worked with?
 What type of salary are you looking for?
 What do you know about our company?
 Do you have any other skills of experiences that we have not discussed?

2.3.5 Job Interview Tips

 Do your research
 Practice your answers
 Look the part
 Stay calm
 Ask questions
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2.4 Presentation Structure

2.4.1. The Importance of Structure:

Without a defined structure, your audience may not be able to follow your
presentation Many factors can influence your choice of structure, but the most important
consideration is your presentation's purpose or goal. You need to identify what you want to
achieve – do you want to inspire, motivate, inform, persuade, or entertain people?

Your audience's needs also affect the structure you choose. For example, those who are
new to your topic need more background information than people with more expertise and
experience. So, in this case, you'd want to choose an approach that gives you ample time to
explain the context of your subject, as well as to reinforce your main points.

2.4.2. Organising Your Presentation

1. Open – Body – Conclusion:

The Open – Body – Conclusion approach is one of the most practical structures you
can use for presentations.

 Tell audience members what you're going to tell them (introduction).

 Tell them (body).
 Tell them what you told them (conclusion).

This structure is simple, effective and easy to remember. Its repetitive nature allows
you to reinforce your points, which helps others remember them. It is also flexible: you can
adjust the introduction and body to persuade, motivate, educate, or entertain them.

2.4.3. Possible Structure for a Presentation:

A possible structure for a presentation is - The first letters make an easy-to-

remember acronym: Bomber B.

BANG: Something that you say or do at the beginning that gets the attention of the audience.

OPENING: Thanking the organizers for inviting you, a few words about yourself, telling the
audience the topic and structure of your presentation.

MESSAGE: The main points of your presentation. Decide on just three kdy points at the
planning stage and write them down as three short sentences.

BRIDGE: Make it clear to the audience how your message connects to their needs/interests.

EXAMPLES: Use practical, easy to understand examples to make your points clear.
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RECAP: short for ‘recapitulation’. A summary of your main points.

BANG: A link back to your first Bang! To give a sense of closure.

2.4.4. Presentations – Key Phrases:

This is a list of phrases to help you make a professional presentation in English.

Good presenters always use language (sometimes single words, sometimes phrases) which
shows where they are in their presentation. These ‘signposts’ make it easier for the audience to:

 follow the structure of the presentation.

 understand the speaker more easily.
 get an idea of the length and content of the presentation.

The sentences and phrases below follow the logical progression of a well-balanced presentation.

Welcoming:

 Good morning and welcome to [name of company, name of conference hall, hotel, etc.].
 Thank you all very much for coming today.
 I hope you all had a pleasant journey here today.

Introducing yourself:

 My name is Ramu and I am responsible for … .

 My name is James from [name of company], where I am responsible for … .
 Let me introduce myself; my name is Lakshmi and I am responsible for … .

Introducing your presentation:

 The purpose of today’s presentation is to … .

 The purpose of my presentation today is to … .

 In today’s presentation I’d like to … show you … . / explain to you how … .

 In today’s presentation I’m hoping to … give you an update on… / give you an overview
of … .
 In today’s presentation I’m planning to … look at … . / explain … .

You can also outline your presentation to give the audience a clear overview of what they can
expect:

 In today’s presentation I’m hoping to cover three points:

 firstly, … , after that we will look at … , and finally I’ll …

 In today’s presentation I’d like to cover three points:

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 firstly, … , secondly … , and finally …

Explaining that there will be time for questions at the end:

 If you have any questions you’d like to ask, please leave them until the end, when I’ll be
happy to answer them.
 If there are any questions you’d like to ask, please leave them until the end, when I’ll do
my best to answer them.\

Starting the presentation:

 To begin with … .
 To start with … .

 Let’s start by looking at … .

 Let’s start by looking at … .

 I’d like to start by looking at … .

 Let’s start with / start by looking at … .

Closing a section of the presentation:

 So, that concludes [title of the section] … .

 So, that’s an overview of … .
 I think that just about covers … .

Beginning a new section of the presentation:

 Now let’s move on to … .

 Now let’s take a look at … .

 Now I’d like to move on to … .

 Next I’d like to take a look at … .

 Moving on to the next part, I’d like to … .

 Moving on to the next section, let’s take a look at … .

Concluding and summarizing the presentation:

 Well, that brings us to the end of the final section. Now, I’d like to summarise by … .
 That brings us to the end of the final section. Now, if I can just summarise the main points
again.
 That concludes my presentation. Now, if I can just summarise the main points.
 That’s an overview of … . Now, just to summarise, let’s quickly look at the main points
again.
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Finishing and thanking:

 Thank you for your attention.

 That brings the presentation to an end.
 That brings us to the end of my presentation.
 Finally, I’d like to finish by thanking you (all) for your attention.
 Finally, I’d like to end by thanking you (all) for coming today.
 I’d like to thank you (all) for your attention and interest.

Inviting questions:

 If anyone has any questions, I’ll be pleased to answer them.

 If anyone has any questions, I’ll do my best to answer them.
 If anyone has any questions, please feel free to ask them now.
 If anyone has any questions, please feel free to ask them and I’ll do my best to answer.

Referring to a previous point made:

 As I mentioned earlier … .
 As we saw earlier … .
 You may recall that we said … .
 You may recall that I explained … .

Dealing with (difficult) questions:

 I’ll come back to that question later if I may.

 I’ll / We’ll come back to that question later in my presentation.
 I’ll / We’ll look at that point in more detail later on.
 Perhaps we can look at that point at the end / a little later.

Other phrases and key presentation language:

word, phrase meaning, function

Briefly ‘very quickly’

take a look at ‘look at’

take a brief look at ‘quickly look at’

return to ‘go back’, ‘explain again’

I’ll outline ‘I will explain’

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here we can see to draw attention to a specific point on a slide

as you can see here to draw attention to a specific point on a slide

(let’s) move on to to start a new subject

(let’s) continue with to start a new subject

(let’s) continue by looking at to start a new subject

to illustrate this point when giving an example

using ‘we’ and ‘us’ instead of ‘I’ connects you to your

let’s, we can, we will
audience.

2.4.4. Exercise: (Speaking practice)

Choose an object that you have with you, or that is in the room. Give a sales presentation
about why it is the best of its kind and why everyone should have one.
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2.5 Presentations – Being Lively and Persuasive

2.5.1. A persuasive and lively presentation

Talking comes naturally to us and we have conversations every day, every minute and we don’t
even give them a second thought. But too many people, when faced with the prospect of speaking in front
of an audience are ill-at-ease and tongue-tied. Suddenly, speaking seems strange and a burden. They may
be suffering from fear of public speaking or their concerns may stem from lack of experience.

Stuttering and fumbling over words, glancing at the audience, jogging the memory for
queries – and you have lost the game of winning over the audience even before you began.

Confidence comes from being well-prepared. What kinds of sentences shall be used? Is
the speech going to be conversational, lively or formal. Whatever the style, it cannot be dull and
flat. To a degree, all this depends on the preparation of speech.
When preparing to give a persuasive speech, it is critical to ensure everything is planned and
written down in a proper manner, taking all the essential elements into consideration.

2.5.2. Delivering Powerful and Persuasive Presentations:

With increasing importance placed on the use of presentations to deliver impressive and
memorable messages, empowering your people with the skill sets to deliver purposeful and
powerful presentations is a must. It is imperative that managers, facilitators and sales personnel
possess the knowledge, skills and ability to convince audiences that their products and services
are worth investing in.

 Key Points:

 Deliver information in a lively and thought-provoking manner

 Make effective presentations that will result in increased sales
 Increase participants’ confidence and establish an action plan to increase their influence
range
 Generate interest from the audience and influence decisions.

 The core of your persuasive speech

As a presenter you must know that every action of yours will have a
consequence and the audience will respond accordingly. When you wish those consequences to
be positive, you must put in the appropriate actions that will result in specific reactions. Once
you decide on what action you expect from the audience, you can now go about the business of
figuring out how to write a great persuasive speech to convince them.
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 Content of the speech:

A speech should contain all the important points. Each point needs to reveal clarity
of thought.
 Opening consists of a clear description of the issue and your opinion
 Be completely tuned to the audience you are trying to persuade
 Provide facts, reasons, examples and statistics to support your opinion
 Show clear reasoning
 Include strategies such as summaries or stories to help the audience remember the message
 Answer all opposing views calmly and clearly
 End with a strong call to action stating your opinion

 Plan and Draft the speech:

Once you decide or know what you’re going to be speaking about, the first step is to
plan and draft your speech. It may be necessary to perform research to collect the backup
evidence, examples, facts, statistics, anecdotes, jokes etc.
 Clarify Your Position – What is the issue on hand and how do you feel about it? Your
opinion and the solution you are offering to the issue.
 Understand The Audience – Who is your audience? What do they know about the issue and
what is their opinion? Do they agree with you, disagree or are they neutral?
 Backup Your Opinion – Is there any research that backs up your opinion? Where is that
information available? What evidence do you have to clarify your position and convince the
audience?
 Grab Their Attention – What surprising facts and statistics do you have to tell them? How can
you make sure your speech has a great impact? Would you prefer beginning with what your
audience might agree with and then go to the controversial topics.

 Presentation of Speech:
Think of the verbal and non-verbal techniques you will use to capture the interest
of your audience.
There are outlines and templates that will help immensely in the creation of a
persuasive speech. They are easy to use the outcome is a professional speech that covers all the
points.

 Preparation:
Preparing to give a persuasive speech is as important as writing it down.
Highlight the words and phrases that will be stressed upon to make an impact.
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Repetition of certain important phrases is the key to success as that will get the message
across and make it more memorable.
Speak in front of the mirror for practice. This will help evaluate and improve posture,
gestures, eye-contact and everything else. Recording an audio/video also plays the role of a good
critique.

 Conclusion
When preparing a persuasive speech, it is important to reveal your sense of
conviction to the audience, as that is going to reflect in their reaction. Use strong and clear
sentences that elicit confidence. You don’t want to come across as passive or timid.
Look directly at a member of the audience during the speech. Keep looking at different people,
one at a time. Let the face reveal your feelings.
Keep the entire speech centered and focused on the course you want to get across.
Never let concerns over what the audience might think cross you. Let them handle that. You
have to concentrate on conveying a single point of view, make sure it gets across cleanly and
tightly.

EXERCISE (SPEAKING PRACTICE):

I) You are the Director of Tourism for a city or region in your country. Give a
presentation about why people should come to visit.
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2.6 Style – Clarity and Emphasis

There is a strong trend to clarity and simplicity in business communication .Simpler

constructions and shorter sentences are easier to understand and have more impact. However,
complex formal language is not necessarily ‘wrong’. In some contexts- for example in legal
documents and formal reports it may actually be valued and expected. You always have to bear
in mind the company culture, the expectations of the audience,etc.

2.6.1 How to write a great email message – Clarity, Format:

 Write to be read.
 Write to be understood.
 Write to compel action.

Here are some quick guidelines on what makes a great message, and some questions you should
ask yourself about each message you send to any size audience.

Clarity:

A great email message gets the point across. And to do that, you need to consider the
audience. Put yourself in their shoes.

Are you using terms they understand?

Are you telling them something that’s interesting to them?

Know why they care about your message and incorporate that into your writing. Don’t
assume they’ll interpret your message the way you intend. Be direct.

Are you asking the reader to do something?

Make that clear, and separate that call to action from the rest of your message. Don’t be
shy, and don’t bury the request in a paragraph (or if you do – repeat it as a separate item at the
end).

Format

Don’t overlook this one – the way you format your message can really help serve the
other objectives of clarity and brevity.

Are you writing short paragraphs?

Make only one point in each paragraph. The white space between paragraphs makes
your message look less intimidating and more readable.
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Are you breaking out ideas separately?

If you’ve got to convey several ideas in a single email message, use subtitles. Simply
type a short phrase and bold it, as in a blog post.

Separating the ideas this way makes the message more readable and easier to skim, which
is important particularly if people will need to go back and reference your message later on.

2.6.2 Emphasis

What is emphasis?

When you emphasise on spoken words, the sound of the sentence has a change. In a
more linguistic sense, prominence given to a syllable, word, or words, as by raising the voice or
printing in italic type. For example,

Then he added for emphasis, "That's where Philadelphia flushes its toilets."

Emphasis causes attention:

An emphasized word says 'Look at me! I am more important than the words around me.
Pay attention to my meaning.' It makes the other person linger on that word as they search for
the special meaning you have inferred.

If I say 'You are so good’ it drags attention to the emphasized word 'good'. It can be as if
you just said 'good'. The other person will linger longer here, taking more notice of the feelings
that the word invokes and pondering more your intent in making this emphasis.

Using a pause before the word causes tension as the person wonders what will be said
next. 'You are so...good'.

Emphasis distracts:

When emphasis grabs attention for one word, it automatically removes attention from
other words, distracting the person from something which you want to slip in without them really
noticing them too much.

If I say 'You are so good to help tidy the house' you may be so focused on the 'good' that
before you realize it, you find that you have volunteered to help tidy up. If you do not help, then
you are refuting the sentence, including the emphasized 'good' that feels so nice.
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Emphasis implies a contrast:

Emphasizing something often leads to it being contrasted with something else. Note how
a simple change in emphasis changes the meaning of the line from the nursery rhyme 'Mary had
a little lamb.'

Mary had a little lamb Mary, not Tom, had the lamb

She had it once, but she does not

Mary had a little lamb
have it now

She had one, not two, and not 'the'

Mary had a little lamb
lamb

Mary had a little lamb The lamb was little, not big

Mary had a little lamb It was a lamb, not a dog

2.6.3 Writing Practice:

Collect some documents that you or your colleagues have written, academic writing,
work related e-mails etc. Study them. How could they be clearer and simpler?