CRITICAL BOOK REVIEW

COURSES : BUSINESS ENGLISH

SUPPORTING LECTURER: Sabda Dian Nurani Siahaan. S.Pd., M.B.A

The autor : groub 6

1.Adhika christhoper sirongo rongo

2.Fadila Saragi
3.Jantra Fadli Barus
4.Maceru Edwardo Hutagaol

STUDY PROGRAM ENTREPRENEURSHIP

FACULTY OF ECONOMICS

MEDAN STATE UNIVERSITY

2021
 PREFACE

We would like to express our gratitude to the presence of God Almighty who has
given the grace and gifts bestowed upon the autors, so that they can complete this task.As for
our task is "Critical Book Report. The task of this critical book report is prepared with the
hope of increasing our knowledge and all of our insights.

If in our CBR writing there are various errors and shortcomings in writing, then to the
readers, we the autors apologize profusely for the corrections that have been made. be an
evaluationThis is so that in making this assignment. Hopefully with the creation of this task it
can provide benefits for both autors and readers.

Medan,3 October 2021

The autor,group 6
 TABLE OF CONTENTS
PREFACE.............................................................................................................................................2
table of contents.....................................................................................................................................3
CAPTER 1 INTRODUCTION..............................................................................................................4
A. Background of the CBR............................................................................................................4
B. Purpose of the CBR...................................................................................................................4
C. Benefit of the CBR....................................................................................................................5
CAPTER 2 IDENTITY OF THE BOOK.............................................................................................6
A. Identity of the Book 1................................................................................................................6
B. Identity of the book 2................................................................................................................6
CAPTER 3 SUMMARY OF THE BOOK.............................................................................................7
A. Summary of the book 1.............................................................................................................7
B. Summary of the book 2.............................................................................................................8
CAPTER 4 ADVANTAGES AND DISADVANTAGES OF BOOK.................................................12
A. advantages of the book 1 and 2................................................................................................12
B. disadvantages of the book 1 and 2............................................................................................12
CAPTER 5 CLOSING.........................................................................................................................13
A. conculusion..............................................................................................................................13
B. Suggestion...............................................................................................................................13
 CAPTER 1
INTRODUCTION

A. Backgroud of the CBR

The development of science is minimal due to the low interest in reading students at
this time. Criticizing books is one way that can be done to increase the relevance of
reading interest.

Criticizing Book (Critical Book Review) is an activity to review a book in order to

know and understand what is presented in a book. Basically, a book review focuses on
evaluation (explanation, interpretation and analysis) of the strengths and weaknesses,
what is interesting, and how the book can change perceptions and ways of thinking as
well as a consideration of whether the knowledge gained is able to increase
understanding of a particular field of study. . In addition, criticizing books can also
train our ability to analyze and evaluate the discussion presented by the authors. So
that it becomes a valuable input for other writing creative processes.

Criticizing a book cannot be done if the critic does not read the entire book. By doing
this review, readers can find out the quality of the book by comparing the work of the
same authors or other authors and can provide input to book writers in the form of
criticism and suggestions on the systematics of writing, content, and substance of the
book.

B. Purpose of the CBR

The objectives in making Critical Book Review, namely:

1. Fulfill one of the mandatory tasks given by the lecturer in the Entrepreneurship
course

2. Provide an overview to the reader about the identity of the book, the summary of
the book, the advantages and disadvantages of the book, both in terms of systematic
writing, as well as the overall cohesiveness of the book content and its implications
from various aspects.

3. Adding insight to the critics because it is presented in the book problems and
solutions that will add to our knowledge.

C. Benefits of the CBR

The benefits in making a Critical Book Review, namely:

 1. As a student engaged in the world of Education. These books need to be criticized
because it can improve students' skills in make a good and correct research report.

2. Increase students' knowledge of the theory and application of the results of the
researchers' ideas so that this knowledge can be a new inspiration for students as
prospective teachers in compiling or designing effective learning. Improve the results
of the analysis in each book that will be criticized.

CAPTER 2
IDENTITY OF THE BOOK
A. Identity of the book 1

Title ENGLISH FOR BUSSINESS COMMUNICATION

Year 2020
Writer Mable Chan
ISSN 1138481688
Publisher Rotledge

B. Identity of the book 2

Title HOW TO WRITE EFFECTIVE BUSSINES ENGLISH

Your guide to excellent professional communication
Year 2019
Writer Fiona Tablot
ISSN 1789660203
Publisher KoganPage
 CAPTER 3
SUMMARY OF THE BOOK
A. Book 1
TITLE : ENGLISH FOR BUSSINESS COMMUNICATION

a. Capter 1:written and spoken communication in the workplace

Questions for reflection

1.What are the spoken and written communication means available in the
workplace?

2.Which profession are you in? Is spoken or written communication more

dominant in your workplace? Why?

3.What are the difficulties and challenges you face in spoken and written
communication?

Needs analysis

Check the following boxes and determine if you have the following workplace
communica tive needs, and your familiarity with such topics:
Are you familiar with

I the most frequently used communication genres in your workplace or in other

professions?

2 what makes effective business communication? 3 what plain English is all

about?

4 the features of business English?

5 different features of spoken and written discourse?

6 the letter format and layouts?

7 pertinent research findings regarding email (e.g. the text features of emeil,
embedded email)?

8 conventions and tips of writing email messages? 9 the needs of writing negative
messages in the workplace?

10 the two different approaches in conveying negative messages"

11 the four considerations for bad news bearers"

12 different goodwill messages available" 13 the content, structure and use of tone
of goodwill messages?

14 conveying persuasive messages as in preparing enquiry messages, invitation

messages, job application letters and sales correspondence?

15 writing business reports and proposals? 16 ways to make winning

presentations?

17 recent findings about small talk in the workplace (e.g. gender, participants
involved, topic, functions, situations)?

b.Capter 2:Features of bussines communication

Another way to make communication effective is to use parallelism. According to
the Harbrace College Handbook (Hodges, Horner, Webb, & Miller, 1994, p. 253),
"parallelism reinforces grammatically equal elements, contributes to ease in
reading, and provides clar ity and rhythm." This concems using elements in
sentences that are grammatically similar or identical in structure, sound or
meaning to facilitate understanding. Read the following examples:

1. Our company is recruiting people with decision-making capabilities who can

think logi cally, and they should also have the ability to analyse situations quickly.

Parallelism: Our company is recruiting people who can think logically, analyse
situa tions quickly and make decisions. In this version, the attributes required are
presented using verb phrases (can think/can analyse/can make) and it is much
easier for the readers to identify what the people can do.

2. One must read this textbook if you want to learn English writing. Parallelism:
You must read this textbook if you want to learn English writing.In this version,
you is used in both parts to facilitate understanding.

3. The features that favour this model include more durability, better noise
reduction, and there are more functions..Parallelism: The features that favour this
model include more durability, better noisereduction and more functions.

In this version, noun phrases are consistently used (more durability/better noise
reduction/ more functions) for readers to understand clearly the advantages of this
model.

c.Capter 3:Email and emerging social media for different communicative

purposes
Writing effective email messages

The purpose of business correspondence varies. As reported in Evans (2014), we

communicate in the workplace for a variety of reasons, of which informing,
reporting and requesting are the dominant communicative purposes. No matter
what the purpose is, clear communication with the readers is of top priority. To
ensure readability, there are a number of principles to follow.

Ensure readability

We need to write with readers in mind, which is particularly important when

communicating via email for effective and efficient communication. To be reader-
centred, the following are some principles to be observed:

1. Use a descriptive subject line

Like letter writing, a subject line indicating the key message to be delivered is
essential. In letter writing, the subject line is put after the salutation (e.g. Dear Dr
Chan); in email messages,we just need to enter the subject line in the box
provided (i.e. after the recipient field and before the main message). Early studies
examining both commercial and academic email messages compiled by native
English speakers (e.g. Gains, 1999) reported that the subject lines in commercial
emails are mainly used to seek attention or make a personal statement while those
in academic emails tend to be more creative. Please see the following examples:

Commercial email

Subject: LBIS USEFUL INFO? (inform, initiate)

SS13: Subject: Young Disabled on Holiday (request, initiate)
SS27: Subject: Below Min Premium (request, respond)
SS44: Subject: Men's Toilet on 2nd Floor (direct, initiate)

d.Capter 4:Conveying negative and goodwill messages

Negative messages
A framework for analysing negative messages Evidence based on a review of
research on a variety of professions which require delivery of bad news suggests
that there are three inter-related phases of tasks involved: preparing, actual
delivery of the bad news, and shoring. An early study of US marshals (McClena
hen & Lofland, 1976) showed that they first reveal the facts leading to the bad
news (i.c. preparing), regard the situation as routine in delivering the bad news
and then manipulate the news to make the recipients think that it is not as bad as
what they believe (i.e. shoring). A similar three-phase process was also found in
Clark and LaBeff (1982) when examin ing how physicians, nurses, law
enforcement officers and clergy "report death." Preparing involves locating a
structured setting to deliver the news like a quiet room for privacy. When
delivering the bad news, direct terminology is used. The last stage is wrapping up
involves signing the death certificate and making arrangements for the body. In a
recent which of corporate executives, Bies (2013) also found signs of a multi-
phase process in the study of delivery of bad news. These phases were preparation
(e.g. giving advance warning), deliv ery (e.g. account giving) and transition (e.g.
public relations activities). There seems to be a standard three-phase model that
guides the delivery of bad news in different professions in the workplace. The
following focuses on the preparation and delivery phases.

e.Capter 5:Persuasive messange,

Persuasive strategies: Aristotle's three modes of persuasion

According to Aristotle (1954), there are three modes of persuasion: ethos

(character); pathos (emotion) and logos (reason and logic). These three modes of
persuasion can take the audi ence from where they are to where you want them to
be: "There is persuasion through charac ter whenever the speech is spoken in such
a way as to make the speaker worthy of credence. [...] There is persuasion through
the hearers when they are led to feel emotion [pathos] by the speech. [...]
Persuasion occurs through the arguments [logoi] when we show the truth or the
apparent truth from whatever is persuasive in each case" (Aristotle, 1991, p. 39).
Ethos s related to the credibility of the speaker/writer, which can be realised
through one's virtu ones Virtu ous character, intelligence and knowledge of the
subject or attempt to show goodwill. One does not need to possess all these
attributes but should be able to at least demonstrate them. Pathos is to appeal to
the hearer/audience's emotion (e.g. anger, patriotism, fear, confidence, kindness).
We judge differently when we are happy, angry or afraid. The use of pathos is the
a way of convincing the audience by creating an emotional response to an
impassioned pl or a convincing story.

f.Capter 6:Persuasive messange,enquiry and invitation messange

nquiry messages

In an analysis of 522 email messages from a Malaysian private educational

institute (AlAfnan, 2015), the four main communicative purposes are discussion
messages (36%). enquiry messages (33%), courier messages indicating enclosure
(17%), and informing mes sages (14%). ). Enquiry messages were found to be the
second most common communicative purpose of email messages in the corpus.
Thirty-three percent (173 email messages) of the corpus belonged to this type of
messages. Findings of the study show how the moves of an enquiry message help
real realise the the communicative purpose of requesting actions: M1: Iden M2:
Salutation (79%); M3: Requesting action (100%); M4: Closing tifying topic
(99%) (80%); and M5: Signature (92%).
Enquiry messages refer to the messages that are mainly requests or responding to
requests in the workplace. The request is the core move in the first email that
carries the enquiry, and the response is the main one in the second email in the
chain that carries the reply. Both are jointly regarded as a single communicative
purpose. The three con tent moves are the main move of the communicative
purpose, including "requesting or responding to requests." which appeared in all
enquiry messages, an intertextual move that related the email to previous
correspondence and the supporting move mainly used to further explain the main
move. According to Jalilifar and Beitsayyah (2011), based on an analysis of 100
English business

letters enquiring information from local and international companies, the

following moves are generated: Move 1: Establishing the negotiation chain (e.g.
through addressing and greet ing the addressee, defining participants); Move 2:
Opening (providing information); Move 3: Requesting information (c.g. asking
for catalogues, price lists: asking for details; giving opinions, indicating intention):
Move 4: Closing.We can see from the different studies that enquiry messages are
mainly about asking forinformation, advice or help for different individual
purposes. In order to elicit a reply, simpl including what you request and what you
want to know, however, may not work.What follows is an authentic enquiry
message which is too writer-centred.

Invitation messages

An invitation is a directive and politeness behaviour intended to "commit the

reader to some future course of action" (Searle, 1979, p. 14). A typical invitation
message aims at invit ing a reader to participate in a social-business activity (Yli
Jokipii, 1996) organised by the writer or the writer's company for social or
business purposes (Chakom, 2007). The typical moves for invitation, as advised
by Chakorn (2002) are as follows: Move 1: Invitin Invitation messages
Move 2: Establishing the context; Move 3: Detailing: (a) Structure of the event:
(b) prominence of the event, (c) evaluation/indication of benefit, Move 4:
Soliciting response/anticipating acceptance; Move 5: Statement of limitation;
Move 6: Expressing thanks.

Zhu (2001), in her study on English and Chinese trade fair invitation letters,
emphasises the persuasive orientation and divergent cultural preference in
persuasion such as strong preference to logic appeals (reason and evidence) in
English invitations, and Chinese invita tions' emphasis on both logic and emotions
in a formal and respectful manner so as to estab lish a host-guest relationship for
long-term collaboration. Chakom (2002, 2007) found that English and Thai
invitations have similar move structures and common linguistic features. In line
with Zhu's (2001)'s findings, English invitations tend to focus on rational appeals
whilst Thai ones tend to use logos (reason and benefit), ethos (writer's claim, e.g.
sincerity) and pathos (reader's emotion, e.g. being respected) for relationship-
building purposes.

g.Capter 7:Formal business reports\proposals

Overall structure of business reports

A comparison is made between the structure of business reports as commonly

depicted in business communication textbooks and that of authentic business
reports collected from the workplace (Yeung, 2007). While textbooks suggest six
sections to be included in a business report, including Executive Summary;
Introduction: Methods: Findings; Conclusion; and Recommendations, only
Introduction, Findings and Interpretations and Recommendations seem
compulsory in authentic business reports.

*Many business reports essentially contain the following sections:

*Introduction (Why did you write the report?)

*Methodology (How did you gather the data?)

*Findings/discussion (What are the results?) Conclusions (An interpretation or

summary of the results)

*Recommendations (What suggestions can you make?)

Content and structure of a proposal

A proposal generally has three major parts:

1. Preliminary section
a Title page
b Table of contents
c. Executive summary/abstract

2.Body
a Introduction (statement of the problems; objectives/purposes)
b.The proposed plan
c.Budget/timeline/personnel
d. Conclusion

3. Supplementary section
a.References
b. Appendices
h.Capter 8:Making oral presentations
Planning your presentation
Planning a presentation is like planning other written messages: You have to first
determine the purpose of your presentation and understand your audience before
organising the infor mation and content.

Knowing your purpose

The first most important step in preparing for your presentation is determining
what you want to achieve. Most presentations have the same purposes as written
messages: To informor to persuade, through establishing goodwill, entertaining or
other logical means. Many presentations reflect a combination of both
purposes.Informative presentations aim to pass on information for training or
teaching purposes. In training sessions organised for staff (e.g. sales training), the
primary purpose is to inform,and the secondary purpose is perhaps to persuade the
staff why they need to follow organi sational practices and culture.

Persuasive presentations
influence the belief and action of the audience. According to Aristotle, this is
usually achieved through three types of appeal: ethos (i.e. building the cred ibility
of the speaker): pathos (i.c. emotional appeal) and logos (logical appeal). In the
work place, you make persuasive presentations to make your boss support your
ideas or your clients/customers agree to buy your products or services. Celebrities
or government officials make persuasive presentations to justify their policy and
elicit the audience's support. Your purpose statement is the guiding principle
which can affect your content and strategy or appeal to be used in the
presentation. Before you start your next step, outline the purposeand make it as
specific as possible..Knowing your audience

Adapting to your audience is the second key element before a presentation. Basic
informa tion, such as the size of the audience, age, gender, experience, attitude
and expectations should all be taken into serious consideration. A large audience,
for example, usually requires a more formal and impersonal approach. Other
audience characteristics also determine the kind of content you are going to
include and the strategies to be used. Ask yourself the fol lowing questions before
you think about the content and presentation strategies:

1.What makes the audience attend the presentation? What do they want to get out
of my presentation?
2 How much do they know about the topic?
3Are they hostile? Sceptical? Indifferent?
4How can I make the topic appealing to the audience?
5. How can I relate the information/content to their needs?
6 What else should I do to address their needs?
7.How can I establish my credibility and earn their respect?
8 Which appeals would be most effective in making my point? Facts and
statistics? Exam ples? Analogies? Anecdotes? Empathy? Humor?

9.What measures should I take to reinforce their understanding?

Once you have determined the purpose of your presentation and identified the
needs of the audience, it is time for you to collect data and organise the
information logically. The struc ture of a presentation is as follows:

Step 1: Tell the audience what you are going to say

Step 2: Present the information Step 3: Repeat what you have just said

i.Capter 9:Socialisation
Roles of small talk

Interaction in the workplace can be used to achieve different purposes. Holmes

(2000) defines core business talk as "relevant, focused, often context-bound on-
task talk, with high information content" (pp. 36-37). Work-related talk is related
to work in general while social talk about cultural activities and phatic includes
utterances like greetings. Small talk shifts along this continuum and is non-work
related though it is multifunctional in the workplace.

In the workplace, people do not just rely on official talk but also on small talk
which is crucial to getting the job done. Holmes (2000, pp. 48-49) suggests that
small talk "typically serves to establish, maintain and renew social relationships,
with the most common use of small talk being therefore to maintain solidarity and
collegiality in the workplace." People in higher positions may also use small talk
to ask others to do something, and this is related to the positive face needs of both
speakers and listeners (Laver, 1981). While a boss may use small talk to ask you
to do something in a less authoritative way, a subordinate can also report an
unachievable work goal or show disagreement through small talk. Thus, small talk
allows one to present information in an indirect way. When silence occurs in a
conversation. small talk can be used to fill the gap to avoid unpleasant feelings
(Holmes & Stubbe, 2003). It can be used at the beginning of a conversation as a
transition to work-related talk. It can also be used in the final phase to finish a
discussion on a positive note. According to Pullin (2010). the senior members of
staff being interviewed expressed the following points concerning the need for
face-to-face communication:

*building empathy/rapport;
*accepting others' points of views without necessarily agreeing with them;
*including people in both business and social conversations; showing interest in
*staff as individuals and asking about their well-being such as personal interests
and goals.
j.Capter 10:Business meetings and negotiation
Expressions used for establishing interpersonal relationship in meetings

The following shows five main interpersonal language categories in meetings and
the social (solidarity or power-related) dimensions and discursive practices
invoked (Handford, 2010):

1.Pronouns: Signalling the social relationship

2.Backchannels: Signalling listener solidarity.
3.Vague language: Signalling solidarity over knowledge
4. Hedges: Negotiating power over knowledge
5.Deontic modality: Negotiating power over actions

Negotiation outcome

There are two negotiation outcomes: Distributive and integrative. Views on the
expected out comes of the negotiation may also be culturally based. Specifically
the expected outcomes of any negotiation may be either integrative distributive.
Integrative outcomes, or win-win situations produce mutual benefits to both the
parties. Integrative negotiations result in great benefit for both parties and stable
relationship (Bazerman & Neal, 1982; Fatchi, 1996). Dis tributive outcomes are
the result of competition among the negotiators. Distributive negotia tion is a win-
lose scenario in which the negotiators believe that they have opposing interest and
incompatible alternative choices (Phatak, 1997). Americans tend to have a short-
term distributive way of negotiation, as they are concerned with their own
interests and view nego tiations competitively, often arriving at distributive
outcomes. In contrast, most Asians view negotiation as a long-term relationship
and a cooperative task (Lewicki & Litterer, 1985).

k.Capter 11: Employment and appraisal interviews

Employment interviews
There are two main types of employment interviews: Structured and unstructured
interviews. Structured interviews are defined in different ways in the literature.
According to Campion, Palmer, and Campion (1997), for example, structure is
"any enhancement of the inter view that intended to increase psychometric
properties by increasing standardisation or otherwise assisting interviewer in
determining what questions to ask or how to evaluate responses" (p. 656).
Huffcutt and Arthur (1994) defined structure as "the degree of discretion. that an
interviewer is allowed in conducting the interview" (p. 186) and proposed two
dimen sions: (a) Standardisation of interview questions and (b) standardisation of
response scoring. No matter how structure is defined, it is clear that a structured
interview has pre-determined rules for the interviewer in terms of the questions to
be asked, and how the evaluation has to be done.
 Appraisal interviews
To make an appraisal interview work, an opportunity for interaction between the
appraiser and the appraisee is required. Instead of using a top-down, one-way
feedback process, effective appraisal interviews should allow employees to
express what they feel, and to plan. for follow-up actions after the interview.
Generally speaking, appraisal interviews are "dia logical interactions between
equal partners" (Asmuß, 2013, p. 555).

B. Book 2
TITLE : HOW TO WRITE EFFECTIVE BUSSINES ENGLISH
Your guide to excellent professional communication

a.Capter 1:Why are you writing ?

What's the purpose of your writing?

People sometimes think of business writing as a 'soft' skill as op posed to the 'hard'
skills of finance, law, IT, etc. But I think this description is misleading. The label
'soft' can give the impression that business writing is an easy skill, and it isn't.
Business writing has a critical impact on the whole business cycle; it can win busi
ness, it can lose business and it can communicate the framework by which results
can be achieved.

So, at the outset of my training workshops, I always take time to ask people why
they actually write in their job and what outcomes they seek, individually and as
teams. Unless they are marketers by profession, the following aspects of business
writing usually come top of the list:

1 to inform or record;
2 to cascade information;
3 for compliance;
4 to seek information;
5 to write specifications;
6 to achieve a standard;
7 to write reports with recommendations;
8 to persuade;
9 to promote services.

b.Capter 2:Business writing for today?

Academic writing requirements

Students are generally required to write structured essays, research papers and
theses. These are largely marked on the basis of how well students have managed
to access the right information, pro cess this, show prose/composition skills and
accuracy, and conform to a fairly standard presentation format. By and large, the
structure involves a beginning (topic and purpose), a middle (evidence and
argument, or thesis) and an end (conclusion). The words and tone used must be
relevant for the world of academe. This can require a formal, objective,
impersonal style and an extensive, specialized vocabulary can gain marks.

Business writing requirements

The workplace is quite different. Yes, you certainly need to know how to access
the right information and process this when you write. You need to be accurate
too. Many companies require you to follow a standard house style. But,
increasingly, you may be encouraged to make suggestions about how the house
style could evolve, in view of business circumstances and customers' needs and
changing com munication expectations. This is great news for upcoming genera
tions who can make their mark more quickly than ever before!

Attention spans are lessening, thanks to the 1-want-it-now' im mediacy of the

information age. There are fewer occasions when business writing is seen to have
the academic-style beginning, mid dle and end structure (other than in certain
formal reports). Seize the opportunity to develop communication skills that you
may not have come across previously.

c.Capter 3:Quality matters

To make mistakes is only human

The troub is that whate our proficiency in a language, we're all likely to make
written mistakes sometimes. A tip that really works is: don't expect your writing
to be right! You often achieve better results by expecting it to be wrong. That way
you are more likely to:
*spot mistakes at draft stage;
*remove them before sending writing out;
* present a totally professional corporate image.

Checking, even double-checking your writing before you send may take more
time but pays great dividends. That's why many compa nies ask me to train staff
to do exactly this, because although it may be second nature to you, that's not the
case for many.

d.Capter 4:Writing across generations-for collange as well as clients

Write to get that job

This is the first step in your career cycle. Research and get a feel for the brand of
the organization you're applying to. Then use the #wordpowerskills writing
system I've shown you earlier in the book, to help you promote brand you'. There's
also more help on CVs/résumés later on. But here, let's focus on: What can you
best deliver? What will you be passionate about in the job you seek? Why that
organization?In any written interaction with a prospective employer, cover these
aspects. Don't then overlook the equally important bits such as:

*matching your answers to all the questions asked;

*vetting for mistakes;
* caring about presentation.

e.Capter 5:Telling your stor though social media

Get into the social media mindset

From the simple sharing of a message to in-depth conversation, to following the

latest news, to opening transactions and closing deals, social media is an intrinsic
part of our world. Incidentally, I'm describing 'social media' as a collective
singular here, in the sense of the activity on social media. Grammatically, it would
also be correct to write that social media 'are' part of our world.
If you can write well, not only are you improving your career prospects generally,
you can also deal with any social media, where the written word takes centre
stage. What you need to write depends on your personal and company story, the
points you want to make, the goals you need to achieve, and how you write to at
tract and maintain readers' interaction with you, as the story evolves.This chapter
is about getting you involved in the social media mindset.

f.Capter 6:Standard or variant English?

Writing for both native and non-native

English speakers

You'll have noticed that when I refer to native English speakers this means anyone
who speaks any variety of English as their first lan guage.

If you're a non-native English speaker, you may know these categories: English as
an acquired language (EAL), English as a foreign language (EFL), English for
speakers of other languages (ESOL) and English as a second language (ESL). The
book is suitable for all and terms I use are

*native English (NE) speaker or writer to mean someone whose first language is
English, and native English (NE) writing to refer to their writing;
*non-native English (non-NE) speaker or writer to mean someone whose first
language is not English, and non-native English(non-NE) writing to refer to their
writing.
g.Capter 7:Writing globally?or in multinational teams?
Converting thoughts into words, then into writing

We all face real challenges when communicating. How do we con vert what we're
thinking into words and convey meaning pre cisely? Writing words down can
bring additional problems. Will the words work on paper or on the screen, when
we're not there to explain them?

The factors that can distort intended meanings can naturally be a far greater
challenge for non-native speakers of English. Empathize with the extra step they
have to take: translating their words from their native language into English before
they write them down. So if you are a non-native English speaker a systematic
approach like this can help:

1 Identify the thought effectively in your own language.

2 Translate it correctly from your own language into English.
3 You may then need to convert the thought captured in English into the correct
written English word.
4 Then make sure that the correct written English word' isactually one that your
readers will understand.
5 Having done all this, your English writing should enable readers to respond the
way you want. That's what you are in business for!Let's see how we can all
minimize any further distortions from planning stage through to delivery.

h.Capter 8:E-mail and instant messanging

Writing e-mails

When it comes to writing e-mails, two fundamental findings emerge:

* E-mails are written by virtually all levels of staff in all types of company.
Largely gone are the days of the traditional secretary: we mostly have to design
our writing ourselves.

*Looking at the statistics, it's easy to see how such vast e-mail usage can lead to
information overload. So it's crucial to maintain quality and make things as
relevant and easy as possible for the reader, so your e-mails stand out for the right
reasons - not because your English or your content is wrong.

i.Capter 9:Punctuation and grammar tips

Parts of speech and other grammar

Parts of speech
In English grammar, words are categorized into what we term parts of speech.
These include nouns, pronouns, adjectives, verbs, ad verbs, prepositions,
conjunctions and interjections.

Some other grammatical points of interest

Commas can separate one group of words in a sentence from an other so that the
meaning is clear. You will see how they flag up different meanings in these two
sentences:

Sanjay, our vice-president has left the company.

Sanjay, our vice-president, has left the company.

In the first sentence, the writer is telling Sanjay that their vice-president
(somebody else) has left the company. In the second sentence, the writer is telling
somebody (whose name is unknown to us) that Sanjay (who is the vice-president)
has left the company.

j.Capter 10:Pratical conventions and common confusions

International date format

This was devised to make the way we write dates internationally understandable.
It is based on the following format:

YYYY-MM-DD.

In this format, YYYY refers to all the digits (eg 2025), MM refers to the month
(01 to 12) and DD refers to the day (01 to 31). When there is any doubt, it's really
useful to write your dates in English this way.

Some confusions

Days and weeks

If you write 'next Tuesday', people can get confused as to whether you're referring
to the first Tuesday that follows after the day you wrote this - or whether you
mean a Tuesday in another week. So, as an example, if you write it on a Monday,
is 'next Tuesday' the following day (which I would take it to mean), or the
Tuesday of the following week? If you write it on a Friday, it is easier to see that
it would have to be the Tuesday of the following week.

"This coming Tuesday' has the same meaning as 'next Tuesday'. So do be careful.
I know of instances where misunderstandings about this have led to missed
appointments. Ironically, the people who misunderstand the correct use of the
expression are the ones who can get angry. Also, imagine the cost if you book
foreign travel for the wrong date. The best arrangement is always to write the
precise date you mean, for example: 'next Tuesday, 4th November.

'In a couple of weeks' literally means in two weeks', as 'couple' means 'two' in
English. It is true that a couple of weeks' can be used in a looser sense, meaning in
about two weeks, but it's best to check. As another example, the Dutch expression
'paar dagen' means a few days, but the Dutch often wrongly translate this into
English as a couple', or 'two' days. So where orders are concerned, it's always best
to clarify what is meant

k.Capter 11:Paper is here to stay

The tips I have given you so far in the book will help here, as the writing system I
teach works across all writing tasks. That said, I think it would help you to
remember three particularly relevant points when it comes to writing for print:

1 Any mistakes you make are likely to be more apparent as readers have more
time to focus on errors.

2 Any claims you make can be analysed with greater scrutiny when people have
time to reflect on and revisit what you say.

3 If it's a stand-alone piece of writing, with no opportunity for an online, phone or

face-to-face chat to clarify things, you can especially see why your words need to
say what you mean them to say, in a way that's not open to misunderstanding
 CAPTER 4
ADVANTAGES AND DISADVANTAGES OF THE BOOK

A. ADVANTAGES BOOK 1 AND BOOK 2

BOOK 1
I really like this book because it can help the teaching and learning process so
that it can improve speaking and communication skills in English.
BOOK 2
I am very open with this book because of the reasonable information and
practical implications, easy to understand and apply in real business
correspondence settings.
B. Bab 2 (sesuaikan judul)
dst
 CAPTER 5
CLOSING
A. Conclusion

Each written work certainly has characteristics that are different from one another,
both in terms of language, advantages, and disadvantages. Every book must contain
information that has been clearly explained by the author regardless of the
shortcomings contained in each book, but it is certain that each book will bring
benefits to readers in terms of getting more information.This book contains a wealth
of information that can bemake readers interested in reading and analyzing this
book.Above has been presented a summary and also the advantages and
disadvantages ofeach book which is expected to be a comparison between opinions
onreaders of the book.

B.Suggestion
In the advantages of the book to be more maintained and strengthened again, and
regarding the shortcomings of the book to be further researched to achieve better
results CBR Entrepreneurship maximum.

Cover book 1 Cover book 2