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Exam prep BCU100

Business Communication 100 (STADIO)

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BCU100 – 2022 1 Exam prep

Question 1: Chapter 1 – The fundamentals of communication (All aspects) Mchoice 10 marks
Communication barrier – Something that hinders communication from being effective
Extrapersonal communication – Occurs between a human and anything not defined as human (animal, object, plant)
Formal communication – typically in written form and used to disseminate important info in a professional manner.
Informal communication – spread via more relaxed or informal channels, occurs informally in the workplace and often
described as travelling via the grapevine.
Interpersonal communication – Takes place between 2 or more people
Intrapersonal communication – occurs within your own mind (inner-monologue / self-talk)
Listening skills – Ability to receive information and appropriately interpret it.
Organisational communication – takes place within organisations with the purpose of reaching a common goal or objective.
Mass communication – distributed via mass media channels (radio, tv, magazine)
Reading skills – ability to process and understand written text.
Speaking skills – Ability to accurately verbalise your thoughts and ideas to other people.
Writing skills – Ability to effectively communicate thoughts onto paper (or device that requires typed words)

COMMUNICATION AS A PROCESS
Effective communication is when a receiver interprets the meaning of a message the same way it was intended by the sender.

5 elements of the communication process:

Sender/Initiator: The source of the message. The person who thing of the message the encodes it meaning the sender
translates thoughts into words and signals that can be understood or decoded by the recipient.
Message: The contents being sent. A message can be spoken, written, or in unspoken form.
Receiver: The intended target of the message. The receiver decodes the message which means they interpret it.
Channel/model/vehicle: How the message is sent from sender to receiver.
Feedback/an effect: Once the receiver has decoded the message, they provide feedback or a response to the sender. Some
sort of signal to show they have interpreted the message.

Barriers to effective communication:

Semantic noise: How we may attribute different meanings and interpretations of certain words. Possible language barriers
(not understanding jargon used, or the language used)
Psychological noise: Internal noise the receiver may have towards the sender or the message. Eg. Offensive language not
being received well. Receiver having prejudices, biases, strong feelings towards the sender. Strong feelings make it difficult to
concentrate.
Phycological noise: Any biological influences on the message. Poor articulation caused by accent, auditory or visual
impairments.
Physical noise: Any type of noise external to the sender or receiver that makes it difficult for the message to be heard /
interpreted.

Contexts / Environments for communication:

Physical context: Tangible environment where communication occurs. Eg at a conference (the hall, the lighting, the
temperature)
Cultural context: Any norms, rules or behaviours specific to communication that are unique to various cultures. Eg eye
contact being disrespectful to some cultures.
Historical context: Considering any previously sent messages sent by the sender. Eg an email from your manager to see her
immediately could make you feel nervous but once you have received these emails many times you may know there is no
reason to feel this way and you can be relaxed.
Psychological context: The nature of your relationship with the sender or receiver as well as the moods and feelings that
either have during the interaction. Eg if you have a poor relationship the conversation may seem strained, if you have a good
relationship, it would be more relaxed.

The linear communication model:

Characterises communication as a one way process where a message is sent from the sender to the receiver and hat is where
ends. (Especially information passed through radio or television)

This model excluded feedback from th e process and says he sender can only be the sender and npt also the receiver and visa-
versa. It does also recognise that noise is a crucial factor that affects communication.

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Criticisms of this model: It represents that communication is being sent in one direction only which is not true, as this means
the receiver never sends communication back to the sender. This model is seen to have limitations as communication Is
supposedly structured, neat and inflexible; which is not the best reflection of how most forms of communication play out.

The interactive communication model:

Explains communication to be a process where the receiver of the message can provide feedback or respond to the sender. Ie
the sender and receiver continue to switch places. It differs from the linear model as it frames this process as a continuous
process.

The sender and receiver are both having different fields of experience (perceptions, feelings, opinions, values and past
experiences that a person holds – things that can be shared with other people.) The more these fields overlap the more they
can understand and interact together and visa-versa for the more these experiences differ. Again, noise is still a factor that
affects the effectiveness of communication.

Criticisms of this model: It says that Criticisms of this model: is a consecutive process with a distinct sender and receiver. It
does not consider the effect that a non-verbal message may have on a verbal message if they are sent simultaneously. It also
fails to consider that interpersonal communication is dynamic and the nature of your conversation may change as you learn
and grow to know someone.

Transactional communication model – Most progressive model of communication process. Most realistic and best
interpretation of communication. Describes communication to be ongoing in nature & views both sender and receiver to
have equal responsibility in ensuring that shared meaning takes place during the conversation (multiple messages together
create a meaningful interaction among communicators)
When communicating a small gesture signalling that you are listening and engaging is called “minimal response” smile, gasp
etc. This model also recognises that communication changes over time due to noise, nature of the message, fields of
experience and the relationship.

TYPES OF COMMUNICATION

Intrapersonal communication – Occurs within your own mind (inner-monologue) Think or wonder to yourself, a conversation
with yourself even if it is not verbalised. Or self-talk occurs when the internal communication is about yourself, it can be
positive by offering guidance, encouragement, support, love etc. It can also be negative by being critical of yourself or putting
yourself down (doubt)

Interpersonal communication – Takes place between 2 or more people (most obvious definition of communication) Can be
verbal and non-verbal. Most often between individuals who are interdependence (have a connection or relationship that
allows then to be able to have this communication) and the way you communicate can impact this relationship.
Interpersonal communication exists on a continuum or a scale of impersonal and personal communication and factors include
roles, rules and messages.

Impersonal communication Personal communication

Information Interaction based on social roles of each person. Interaction occurs based on the personal role of each
Roles May lead to treatment of people as objects person.
fulfilling a role rather than a unique individual.
Rules Interaction in line with societal rules that are Interaction occurs not in accordance to any societal
appropriate to the social role of each person. rule but based on personal rules established between
parties.
Messages Topics of discussion will be narrow and not Nature of topics discussed will e broad and rage from
personal or emotional. impersonal to very personal and emotional.

Extrapersonal communication – Occurs between a human and anything not defined as human (animal, object, plant)

Organisational communication – Takes place within organisations and reflects the purpose of the business and allows for all
involved to reach a common goal and achieve their objectives. This form of communication can be viewed from multiple
perspectives:

• Process: Ongoing process so no beginning or end. Constantly evolving as the company changes (eg advancement of
technology) Occurs in all areas of business, helps develop strategies, planning, decision making. It also occurs when there
is a change in the external environment and takes place among employees. And those who interact externally (customers,
stakeholders & suppliers)

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• People: Allows for various relationships to develop; both purely work-based and more personal. Allows or employees and
employers to achieve objectives and brings carious people together.

• Messages: Creating and exchanging both verbal and non-verbal messages within a company. Sharing and distributing
information. They are connected via various channels including face-to-face, email, phone call, documentation. Messages
within an organisation are often scrutinised for validity, accuracy, and professionalism.

• Meaning: Creates and defines events within the organisation. People assume different roles when they interact, which
gives meaning to the interaction (or event) that is taking place. If a task is being assigned, the communication has
meaning because there is a role and responsibility to assign the task to be done.

HR Function (Human resources): This communication can be updating employees on new policies and procedures, safety
measures & guidelines or even a performance review or appraisal.

Mass communication – distributed via mass media channels (radio, tv, magazine) sent to a large audience. An individual can
also take part in mass communication via Facebook or Instagram for example and is correctly defined as mediated
communication which describes communication between a group of people using technology as a medium.

FORMAL VS INFORMAL COMMUNICATION

Formal communication – Used commonly in the workplace and typically in written form and used to disseminate important
info in a professional manner and you would usually use the pathways established by the business.

Advantages of formal communication:

- Allows for the flow of info in a methodical systematic fashion.
- Serves the needs of the organisation.
- The organisation can easily identify the source of formal communication and the direction in which it is flowing.
- Allows for various management functions such as planning, organising, directing, controlling and coordinating.
- Aims to prevent misunderstandings and rumours from being created and spread.
- Follows the official chain of command within the organisation which acts a means of support to managers and other
superiors when effectively managing their subordinates.

Disadvantages of formal communication:

- Time-consuming and the process can be very rigid.
- Info may become distorted as it needs to pass through many levels of authority.
- Restricts the free flow of info as it can only be transmitted through established channels.
- Employees may choose not to use formal channels or follow formal policies despite being instructed to do so.

Formal communication flows in 4 directions:

- Downward communication: In terms of hierarchy, messages are transmitted from higher to lower levels.
- Upward communication: Flows from lower to upper levels.
- Horizontal communication: Flows laterally across an organisation. Occurs between people of the same level.
- Diagonal communication: Crosses levels as well as functions in an organisation.

Informal communication – spread via more relaxed or informal channels, occurs informally in the workplace and often
described as travelling via the grapevine. Includes interactions, messages and conversations over which an organisation has
less control. E.g., small talk, impromptu off the record chats.

Informal communication information spreads quickly and it can have a negative impact if the information spread is incorrect
or misinterpreted. It can also be helpful in the organisation as a means to communicate a quick message to everyone
involved, if it is always done via a formal channel such as email it is possible for someone to not get the message on time if
there is an urgency to the message. (i.e., not reading emails for the day and miss a deadline)

THE COMPONENTS OF SUCCESSFUL COMMUNICATION

Knowing how to write an email efficiently, present to a large group of people, listen intently to someone else, or read for
meaning will put you ahead of the game in the workplace.

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Writing skills – Ability to effectively communicate thoughts onto paper (or device that requires typed words)
There are very few academic and professional environments that do not require you to have mastered this component of
language.

General – On a daily basis you are required to translate your thoughts into writing. Applying for your driver’s licence or
completing a lease agreement. Additionally, this needs to be done in a way that is meaningful.

Academic – If the person evaluating your writing cannot understand what you are trying to say, or if you inaccurately convey
your answer, this will affect your academic success. Effective writing skills will enable you to write valuable notes or annotate
information from a textbook.

Professional - Take minutes of a meeting or write up a report, give warnings to employees, compose important proposals,
convey your thoughts and opinions to both your superiors and subordinates. For an organisation to take you seriously you
will need to impress them with a well-crafted CV. When using email, you need to be able to communicate professionally and
clearly. There are several career paths that are largely based on being able to write effectively excellent writing skills and this
will set you apart from other applicants.

Speaking skills – Ability to accurately verbalise your thoughts and ideas to other people.
A confident speaker will know how to use words in the correct grammatical and lexical forms. Verbalising words affectively
would require you to have mastered the correct phonological and graphical forms of each letter that make up the words were
using. the role that speaking plays is being able to negotiate or debate a topic. The term “gift of the gab” means the speakers
skills are highly effective.

General - you may be having either a casual or formal conversation. we may also engage in meaning negotiation which means
you may exchange several messages before figuring out what each person is saying.

Academic - in the academic setting, you are often required to engage in various oral interactions such as oral presentations.
but there are many instances especially as your advance in your academic career where you could be required to stand up
and speak in front of an audience.

Professional - ask and answer questions in an interview, but you also need to be able to present yourself to an employer in a
polite yet professional manner, greeting the individuals you meet and being able to successfully end a conversation.

oral communication makes most professional interactions possible, which in turn enables professionals to develop the vital
understanding needed to plan, organise, coordinate, and make decisions about important matters. besides using your

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speaking skills to master general professional interactions, effective verbal skills will allow you to successfully coordinate
meetings and to participate in those meetings. you may find yourself in a position where you are required to hold a workshop
or present a proposal to your employer. knowing how to execute these tasks in a professional manner can only add to your
credibility and reputation as an employee.

Listening skills – Ability to receive information and appropriately interpret it.

You cannot be an effective communicator unless you are an affective Listener. Listening is defined as “A state of receptivity
that permits understanding of what is heard and grants the listener full partnership in the communication process”

listening is a five-step process:

1. we receive a message
2. we attempt to understand it
3. remembering and retaining what you have heard
4. critically evaluating and judging the message
5. responding to the message

Active listening is the process of responding to speaker in a way that tries to clarify and meaningfully engage with what their
message is trying to say. you are knitting the speakers whole message together and includes taking into consideration the
content of their message as well as their emotions behind the message.

three techniques for active listening:

1. paraphrase what you think the speaker means – show interest, put it in your own words when you respond. This will
allow a chance to get clarification or elaboration.
2. show what you understand what the speaker feels – show empathy, this gives the speaker a chance to reflect and
extend their message.
3. ask the speaker questions – This aids in understanding and provides the speaker some support to want to elaborate.

General - listening skills required in order to effectively engage in both casual and formal conversation. consider all the social
interactions that you encounter on a daily basis. E.g., public shows, videos, songs, radio. they require you to listen should you
wish to enjoy or gain information from them.

Academic - teachers commands in school, lecturer presenting information on a certain topic. just as you may need to present
you may also be required to listen to others presentations.

Professional - any professional interaction that you partake in will require you to listen effectively. E.g., a manager briefing
her team, professional discussions, presentations, workshops and meetings all require employees to have effective listening
skills because they are often important decisions that are made during these interactions.

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effective listening enables employees to achieve their professional objectives. Enables employees to empathise with the
speaker and to ask clarifying questions. develop good, professional relationships and to fully comprehend an issue or topic.
facilitate decision-making and find appropriate solutions. It assists in unifying the activities performed by team member and
leads to the achievement of shared goals.

Reading skills – The ability to process and understand written text.

considered the tool for life and being literate is one of the most important skills you can hone in every area of your life.
reading provides you with the ability to learn new things and having knowledge is certainly powerful. advancements in
technology have change the way that we receive and interpret information.

General – road signs, learners license test. the more you read the more comprehensive your vocabulary and general
knowledge will be. this in turn will aid any interactions with that you have with others, because you may be able to contribute
to many topics or subject areas when conversing.

Academic - research-based strategy of reading for meaning. Formulated bases on how proficient readers make sense of
challenging texts. when used correctly it is a strategy that can help readers to master three important steps or stages of
critical reading.

These stages are:

1. predicting what will be the text before reading it
2. actively searching for information that is relevant and important while reading the text
3. and reflecting on the things you have learned after reading the text

this strategy is particularly useful when dealing with academic texts, because you are often required to engage with, unpack,
critically evaluate, and form an opinion of what you are reading.

Professional – e.g., policies, guidelines, imported documentation, employment contract, proposals, reports, emails, project
instructions and company notices. in order to respond to any of these communications successfully, you will first need to
make sure that you are able to read and understand them effectively.

BARRIERS TO EFFECTIVE COMMUNICATION

Noise is a significant factor that can hinder the effectiveness of communication.
Communication barrier – Something that hinders communication from being effective

Physical - physical sound or disturbances in the communicator’s immediate environment or somewhere close by. Specifically,
something becomes a physical barrier when the sound or disturbance is enough to draw either the speaker or listeners’
attention away from the communication.

Psychological - Emotions affect the way you communicate and interact with others. you have difficulty listening to another
person speak because your mind is preoccupied with those feelings. psychological barriers can be largely attributed to the
emotions you are feeling while communicating.

mutual trust has significant weight in whether the communication is successful or not; if you do not trust the person, you're
interacting with it is likely you will not believe the information you are receiving.
Language - Speaker and receiver do not have the same level of fluency in a language. Unfamiliar words will obstruct your
communication because these words have no clear meaning to you. Poor pronunciation and articulation of words or not
verbalising these words correctly or clearly. Heavy accents may affect your recognition of words that you are otherwise
familiar with.

a dialect can be plainly defined as a version or form of a language formed over time as a result of specific geographical region
or social group.

Cultural - Cultures are defined as well as differentiated by the values, beliefs and norms that comprise them. Cultures have
varying levels of acceptance in terms of what forms of body language and gestures are appropriate. If the culture is unfamiliar
to you it may lead to unnecessary misunderstanding or conflict. Verbal messages may differ from culture to culture and not
everyone may agree with, understand or accept differing cultural messages.

- you may disagree with each other's beliefs causing tension throughout the communication
- you may lack understanding of each other's beliefs completely, which in turn would result in unmeaningful communication.

A stereotype is defined as a widely held but fixed and oversimplified image or idea of a particular type of person or thing.
“Hostile stereotype” would be one of the negative connotations associated with it. In certain African cultures, non-verbal

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communication is unacceptable and in many European cultures these types of non-verbal communications are not considered
appropriate or disrespectful.

Other forms of non-verbal communication can also vary from culture to culture:
Physical space- densely populated countries are more likely to be accepting of accidental touch or lack of personal space
when communicating.
Touch –
Gestures –
Facial expressions –
Posture –
Paralanguage - this is a term used to refer to all non-lexical elements of speech: in other words, your pitch or tone

Perceptions - there are differences that lie purely in the way we think and perceive the world. In many ways these different
perceptions and thoughts are a result of our cultural experiences and backgrounds. perception refers to how people see the
world around them, which includes how they perceive the people with whom they interact. A person’s perceptions help them
to filter the world around them and can affect how they interpret information as that filter come sometimes hinder
communication.

expectations - when our preconceived thoughts or ideas about something or someone are challenged during an interaction,
we may start to lose focus or interest in what the individual is saying. The communication may not go as you had thought it
would.

Prejudice - means that we have formed an opinion about something or someone that is not based on actual experience or
any valid reason, this often occurs when we have a lack of knowledge or are ignorant about a certain topic and fill in the
blanks with assumptions.

Technological barriers - Technology has helped us to minimise various communication barriers it has also introduced a
unique set of barriers. The rapid advancement of technology has changed the way we do things in every sphere of our lives
but unfortunately, not everyone can keep up with that advancement. Examples of barriers is Communication can be cut
short almost immediately if you lose connectivity, disconnect from the Internet, or employees are not fully informed how the
system works.

Structural barriers - Information is able to flow through an organisation as a result of structure and without structure
communication would be chaotic. Organisations with unclear structures will have trouble communicating effectively. If
systems used for sharing information and communicating with their employees are inefficient, this may be problematic. If the
employee does not understand their role in this communication system, it may result in information being lost or inaccurately
distributed.

Organisations with overly complex structures or hierarchies may also experience ineffective communication. If they have
many management levels then information is at risk of being lost or distorted as it travels through those levels in the
organisation. The more “distance” that there is between a sender and receiver of a message, the more likely the message is
to become unclear or inaccurate. Ignoring those structures can also result in inefficient communication.

COMMUNICATION IN THE BUSINESS CONTEXT

Business communication does differ from communication that occurs in other contexts but the fundamentals of the
communication of the same. Business communication in different terms of how it takes place and what it is being used for.
Predominantly it is the sender's responsibility to achieve the full primary goals of business communication by:

Ensuring that the receiver understands - their message is clear enough that the receiver understands the message in the same
way the sender intended it to be understood = shared meaning.

Ensuring the response from the receiver - business communication goal is achieved when the receiver demonstrates their
understanding of the message.

Nurturing a favourable relationship - to develop a strong and meaningful relationship in the business context, both parties in
the communicative act should relate to each other on a positive, personal and professional level.

Ensuring organisational goodwill – refers to the benefits that the organisation can reap in response to the goodwill of its
customers. Those sending messages on behalf of the company are responsible for sending positive ones. E.g., messages that
frame the organisation in a good light. If this dealing has been positive, we can say that it is contributed to the goodwill of the
organisation.

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Benefits of effective nosiness communication

• The employee’s benefits

If you can conduct yourself in an interview confidently you are more likely to get the job. It can also help you in getting the
promotion you want. If you're able to demonstrate that you are a competent communicator and can maintain good
relationships with people in the workplace, then you are likely to move up the organisational hierarchy quickly.

Mastering your communication skills will help you be a better performer. For most professionals’ ability to write, speak, read,
and listen competently will help them achieve their work goes faster and more accurately. If you are able to relate positively
to others, then you are more likely to be successful in the business world.

• The organisation’s benefits

ultimately a business’s success rests on the ability to communicate effectively, whether that communication takes place
internally or externally. An organisation is only as good as the parts that make it whole.

Question 2: Chapter 3 – Interpersonal communication [Successful interpersonal relationships] 3.4 T/F 10 marks
INTERPERSONAL COMMUNICATION - fundamentals are based on your attitude and your communication style and are
Influenced by the unique qualities of an individual and the communication starts and ends with you.
A strong relationship can aid in communicating effectively. Relationships play a role in how the message is understood, once
an interpersonal relationship has been developed messages are usually understood better. The relationship can also affect
the meaning of the message so it is important to build rapport with others in the workplace.

A healthy self-image
A person’s idea regarding their appearance, personality and abilities (how you see yourself) This forms the basis of strong
interpersonal relationships because it acts as a filter in your interactions. It influences how you see or interpret yourself, the
people you interact with and the circumstances you find yourself. We are always changing and we learn who we are by
interacting with others. Thus, each interaction can alter our self-image so an unhealthy self-concept may be directly linked to
our interactions with others. The same is said for our self-image which can influence our interactions.
E.g., if you think highly of yourself, you may have an inflated ego, and treat others as less than you which results in strained
relationships.

A healthy self-image will result in the ability to:

- Celebrate others
- Show affection
- Listen and learn from feedback in a healthy way
- Provide feedback in a constructive way
- Engage in positive speech
- Be a better communicator

Confidence
Refers to the feeling or belief of being certain of something, having trust in something or someone. A key factor in building
social skills and developing interpersonal relationships. Confidence in yourself and others helps develop trust which is the
foundation of strong relationships. When people trust each other, communication is effective and they can express
themselves confidently.

People who lack self-confidence are shy and this results in difficulties communicating assertively. Developing confidence, self-
esteem will result in a willingness to communicate, start conversations and build relationships. Lack of confidence results in
beating around the bush rather than getting straight to the point and is therefore a barrier in communication.

Tolerance and respect

Having consideration for the person you are communicating with.

Tolerance is the ability to endure something or someone you do not agree with. Apply a fair and objective attitude towards
others regardless of differences. Involves putting aside personal opinions to hear another’s view point. A lack of tolerance will
drive a wedge between teams which has a negative impact on interpersonal communication and relationship building.

Respect refers to having a high regard for something or someone in terms of their feelings wishes or rights. Mutual respect
allows both parties to meet on mutual grounds and prevents communication from being one sided.

Empathy
Refers to the ability to understand and share another person’s thoughts and feelings even if you have not experienced them
yourself. Put yourself in someone else’s shoes. Empathy involves attempting to gain a better understanding of another

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person buy getting to know their perspective. Apply this understanding to interpret what they are saying so you can
reciprocate communication in a valuable way. It allows you to connect with others on a deeper and personal level as you are
actively considering their views.

Practical ways to show empathy:

- Acknowledge how the speaker feels to show your support
- Share: Being vulnerable makes the other person open up (but do not make it about you)
- Show gratitude for extending their trust by opening up
- Show interest: Hold back from talking or sharing and listen, make eye contact. Ask questions can encourage more talking
- Be encouraging and supportive: Physical contact shows caring (hug or touch on the arm) or offer to help or kind words

Question 3: Chapter 3 – Interpersonal communication [Non-verbal communication] 3.8 columns 5 marks

NON-VERBAL COMMUNICATION involves the underlying characteristics of communication and plays a significant role in how
a message is conveyed to a listener. It refers to any communication that is not written or spoken. By understanding the
characteristics of non-verbal communication, we can better communicate with listeners.

Appearance – First impression often based on appearance. Not only clothes but also choice of hairstyle, tattoos, and make-
up. How you present yourself says a lot about you.

Dress the part, be aware of what your appearance says about you and use this to your advantage.

From a speaker’s perspective, their choice of appearance can be a physical interpretation of their self-image and how they
feel. From the receiver’s perspective, the speaker’s appearance may influence the way in which they are understood by the
receiver.

Body language - (Kinesics) The study of the relationship between communication and non-verbal body motions. Positive body
language helps convey your message clearly and confidently. Relates to:

• Facial Expression: Before anything is said a lot can be communicated by the look on your face. Facial expression is often
involuntary and unconscious = strong indicators of true feelings. It is critical to pay attention to the nuances of the other
person’s facial expressions as this will enable you to better deliver and receive a message when communicating and give
you a strong indication of what they are feeling.
Smile – happy, scowl – angry, rapid blinking – nervous.

Be aware of what is written on your face, emotions are typically shown in facial expressions.

• Posture: The way in which you hold your body. Includes folding arms, slouching, crossing legs, standing up straight.
Movements indicate a range of emotions – sadness, confidence, frustration.

Correct posture helps you project your voice and control your breathing – this helps you communicate in a relaxed way.

• Gestures: Include using hand signals usually to emphasise what is being said - Waving, pointing.
They aid in expressing an idea or emotion. Can be used in a positive way but also signal true emotions of the speaker or
listener - fidgeting – nervous, fist – anger.

It is best to use light hand gestures nothing rapid or vigorous.

Touch - (Tacesics) The study of the relationship between physical touch and interpersonal communication. Touch can be used
in platonic ways and they can differ across cultures – hugs not always accepted. Appropriateness of touch also differs across
environments – only handshake in the workplace. It is critical to be aware of the boundaries of touch when communicating.
i.e., be aware of the culture and environment.

Should be used sparingly, don’t overuse it.

Touch can be used by a speaker to enhance the effect of the message being conveyed.
High 5 – congratulations, light touch on arm – concern, handshake – professional greeting, hug – concern or greeting.

Space – (Proxemics) The study of how personal space relates to the process of communication. Space between speaker and
receiver depends on the relationship - personal relationship space = 45cm to 1.2m / less personal = 1.2m to 3m. Influenced on
social norms, cultures, environments, degrees of familiarity between the parties communicating and personality.

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Proxemics can influence the message being communicated and the space between can be used to enhance the message e.g.,
drawing close to deliver news gets the receiver excited, or withdraw and move backwards from someone who is nervous.
Proxemics also influence HOW a message is received. E.g., invading personal space makes people anxious and the message
may be received in a negative manner rather than the way it was intended. Maintaining appropriate distance ensures the
receiver is comfortable & this aids in developing relationships as the receiver is more inclined to continue conversation.

Do not stand too close or too far, physical spacing can be used to your advantage if used properly (It helps to enhance your
message) Do not invade personal space.

Time – (Chronemics) The study of time as a form of non-verbal communication, involving how a person perceives time and
uses it in their interactions with others. Our sense of time and our timing may affect and constrain our interactions.

E.g., How long do you expect to wait for a reply in a conversation, how long does it take for a silence to become
uncomfortable.

Different cultures value time and its use differently, some put emphasis on punctuality while others value flexibility. In
business time is precious and people often do not actively listen as they are worried about their schedule (less willing to
listen). Chronemics is the way we understand or interpret the duration of time, a person’s punctuality, and the activities a
person spends their time on.

When listening you should slow down and be present, this enables you to hear clearly. When speaking take your time, rushing
may result in an unclear message and confusion. Be on time to show respect to others.

If concerned for time – a speaker might speed up the rate of speaking / using shorter sentences, A receiver may respond
abruptly - messages are cut short and may cause confusion or miscommunication. Arriving early or on time shows respect or
eagerness, being late may show apathy to the other party or task at hand.

Question 4: Chapter 5 –Writing for digital and print [The basic writing process, semantics & introductions] short 28 marks
5.4 5.5 5.8.1
THE BASIC WRITING PROCESS:
Writing should have the aim of informing the reader, regardless of the platform it is viewed on. There are a few steps that you
can follow to develop a well-written text.

Target audience – who, you need to create content that is tailored to your specific readership, not only so that they will
understand it fully but also because shows our readers that you are knowledgeable in your industry. Readers will be more
likely to read your writing in the future and share your content with others. If you don’t know your target audience, pitch
your writing to average reading age group. Plain English so anyone can understand, simplify it to make it easy but use stylistic
techniques to keep it interesting.

Questions to help you identify your audience:

What is the purpose of your product or service?
Who is your competition?
What would your customers want?
What does a customer gain by choosing your product or service?

Plan your Piece – roughly write down your ideas, planning is an important stage. This is so you can consolidate your collection
of ideas to give you somewhere to star and not lose your train of thought. If it does not make sense to you, it won’t make
sense to your audience. It is good to plan as you can have it approved before you complete it, otherwise your efforts may be
wasted if it gets rejected. Try using linear plan (bullet points) or a bubble diagram (mind map)

Structure your plan – lay out your core statements or main argument, then decide on your sub headings, which may not be in
the final piece but will help you group your information. Group your earlier ideas and info under the relevant subheadings.
This is your plan basically done but you can support each point by finding sources to back them up (should not be the basis of
your entire argument or plan)

Create a draft – this can be a challenging process. It is advised to choose a comfortable environment for you to focus as the
area you choose can have a profound effect on your writing experience. You need minimal distractions, a comfortable seat,
and plenty of water…. This might take a while

Your first draft should include all of the most important elements of your piece so you have everything you need when you
revise it. The more thorough your draft is the less time you spend on revision. Don’t worry if it is not perfect, just aim to have
all the info in a way that makes sense and in a logical order. This is where you start to create flow.

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Methods to create the first draft

• The refinery method: explore and experiment, write without inhibiting yourself. It helps gain momentum if you are
intimidated by the blank page.
• jigsaw method: I you don’t like to write in a linear way you can write different pieces in no particular order and put it
together after.
• Spurt method: Write a few sentences at a time, take small breaks, rather than writing the entire piece in one go. E.g.,
Write 100 words or 30 minutes then 10 min break.
• Perfectionist method: Constantly revise and perfect by writing 1 page at a time and reviewing it then moving on.
• Incubation Method: Let the idea sit for a while before writing. Keep a notebook to write ideas down as they come to you.
Not the best way if you have a deadline.

Revise – Revise your draft to transform it into its final form. You will refine and tweak your ideas and the order of information
and paragraphs to make sure it flows well and discusses the information you aimed to cover in your planning stage. Remove
unnecessary sections, and implement feedback if you had someone look over the draft for approval. Most importantly ask
yourself if this piece achieves your goal, does it answer your questions etc. Have someone read over it to see if it makes sense
(especially if your audience is mostly non-experts)

Proofread – Final stage, either you or professional editor will do this for you. Get rid of obvious mistakes and correct any
punctuation, grammar and spelling errors, fact check each point. Changing the background colour of the document tricks the
brain into thinking it has read something new and you are more likely to pick up previously missed mistakes.

Tips for effective proofreading

• Clear your head, take a break and come back later.

• Print your document and proofread it on paper (again to trick your brain)
• Do this in a quiet place with no interruptions.
• If you lose concentration easily, break the piece into sections and proofread a section at a time with breaks in between.
• If you have a deadline, prioritize the parts that need to be read thoroughly and separate the ones that you can skim
through.

SEMANTICS:
Creating a well-written sentences and paragraphs that flow logically and create interest. Choose words carefully. Subtle
differences in meaning can completely change the way that a reader perceives your piece.
Long, wordy sentences that are filled with cliché expressions and unfamiliar terms are confusing and frustrating to read. If a
document is complicated & if the reader is patient, they will read to the end, but will likely not understand what they have
read. If they are impatient, they will give up reading long before the end. One of the simplest rules in writing is to ‘keep it
simple’

Avoid wordiness – Using too many words, or using words in a way that is confusing. Inconvenient to the reader, will lose
interest & not absorb the message. It is your job to inform or entertain and capture the attention of the audience till the very
end. Write concisely so your readers can find the key points quickly.

• Cross out unnecessary words – get rid of repetitive or meaningless words or sentences.
• Avoid nominalisation – When a noun is used instead of a verb which obscures the verb. Often happens when the writer
tries to appear formal and intelligent.

The pitfalls of negative language and the passive voice – Don’t word things in a negative way (e.g., Keep this instead of Don’t
do this…) negatively formed sentences can be long and drawn out more than necessary. Using a passive voice adds
unnecessary words and becomes confusing.

Limit technical terms and jargon – Acronyms like KPI (key performance indicators) or scientific names. Also “business clichés”
like pushing the envelope and think outside the box. It is extra work for the reader, rather explain a concept fully instead of
use a technical term some people won’t understand.
Sometimes it is practical if there is no ordinary word to use instead. If you use an acronym at least include the full phrase the
first time you use it in a piece. Avoid jargon completely in social posts or public (website) as this can be accessed by anyone.

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Simplicity is best – If a reader has to go back and forth to understand what has been written they will be unlikely to
recommend your work to anyone else. Keep it simple and focus on 3 main areas:

• Use plain words – Lengthy or complex words can make you seem higher in status or arrogant and are seldom used in
business. Certain things can be made easier for inexperienced people or foreigners e.g., Debit / credit = cash in / cash out.
Exclusively = only, sufficient = enough.

• Reduce cross-references – Cross reference is when you require a reader to go back and forth in your text to understand
the point (refer to other parts of your text) Sometimes they are difficult to avoid but doing this too often might result in
the reader forgetting the point or not understanding.
E.g.: former / latter, aforementioned / abovementioned.

To avoid misunderstanding in an email conversation or coming across as passive-aggressive, rather restate your previous
points instead of saying “as per my previous email”
Writers should place cross references at the end of the piece so readers only have to flip to other sections once.

• Consider different layouts – Using different ways of structuring your piece will be visually interesting and prevent the
reader from getting bored. E.g., vertical lists instead of long blocks of text, tables are useful when comparing as you can
see them side by side.
If you have lengthy information, you can consider using algorithms/diagrams and decision trees. These are useful for
if/then concepts.

Avoid cliches and slang – Slang is a term given to words and phrases that are very informal, commonly used in speech and
not writing. For business text keep it professional, using slang is a way to ensure people do not take you seriously. However,
your target audience may be appropriate enough to use slang (e.g., an advertisement aimed at teenagers) Sometimes it is
hard to avoid completely but mixing technical terms and slang can create confusion about the style of the piece.
Slang is time-specific, i.e., words that are common now may not be used in the future so text that uses slang may not age well
and having outdated slang undermines the credibility or meaning.

A cliché is a phrase that has been used so much that it shows unoriginality therefore it is good to avoid them completely (it is
worse than overusing slang). Readers will become bored if they think you could not think of an original way to communicate
your message.

- Cliches are usually abstract – can be difficult to understand the meaning

- You avoid getting to the point (beat around the bush) if you use too many
- Cliches come across as not being genuine or sounding insincere
- Smiles can have the same effect as cliches and can become a cliché itself

Clarify pronouns – He, she, them, they, it: These can become complicated so ensure the antecedents of the pronouns (the
word it refers to) is clear.

• Too many antecedents – can be confusing if a sentence has multiple possible antecedents for one pronoun and the
meaning is lost. (e.g., mentioning too many people and then saying something about one of them without specifying who)

• No antecedent – using a pronoun but no antecedent (e.g., it, “it” does not have an antecedent / what is it? Rather be
specific)

• Vague / hidden antecedent – If the antecedent functions as an adjective rather than a pronoun. If the pronoun refers to
something but the sentence together describes doing something you would not do. Again, be more specific with the
pronoun to explain fully and not lose the meaning.

Take caution with synonyms and homophones – A synonym is a word that has a similar meaning to another word. A slight
change in meaning can drastically change the sentence.
A homophone is words that sound the same but are spelt differently and have completely different meanings.

INTRODUCTIONS:
Find a balance between summarising and writing in a way that captures attention. Look at your main point as this will be the
focus of your introduction & add some summaries from the rest of your points. (Often best to write the introduction once you
have finished writing your piece) An introduction tells the reader briefly what they will gain or why they should read on.

Pitfalls of introductions - Using incomplete sentences, repeating what is said in your document, using old-fashioned ways to
start your text.

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Question 5: Chapter 11 - Communication in an organisational context [Positive and negative communication & complaints]
11.3 11.4 11.6 short 20 marks
POSITIVE COMUNICATION
Encourages a healthy, constructive dialogue, highlights what can be done rather than informing of a problem. Suggests
alternatives and choices in decision making and aims to sound helpful and encouraging. It does not always have to have a
positive topic or message but should achieve these aims. Positive communication is not the absence of negative
communication but is a combination of verbal and non-verbal that is positive and enhancing.

It is optimistic and constructive (delivered a positive result) in its means and outcomes and promotes development. Positive
communication does not happen naturally and is a desirable skill that should be developed.

Positive communication begins with positive intentions and the communication should take the initiative and be actively
involved in being a part of the interaction. The individuals involved should be adaptive and able to adjust the ways in which
they address one another based on age, social status, gender and identity. Being able to adapt is key to improving the quality
of communication. Empathic listening is another important element and means the other party feels supported and
understood.

Positive communication is used to inform, instruct, encourage participation, motivate, change opinions, generate new ideas
or promote discussion. I.e., it is used to build something new or add to an existing concept or relationship.

How to communicate positively:

- Frame messages in a positive way
- Be constructive
- Choose positive words and phrases
- Use modifiers to reduce the impact of a negative statement (e.g., may instead of will)
- Offer an empathetic statement that acknowledges that you understand the person’s point of view
- Be specific and brief
- Take responsibility for your words (e.g., use “I”)
- Pay attention to non-verbal signs such as body language, gestures, eye contact, posture and tone

Delivering positive messages:

- Don’t interrupt the person that is speaking, remain calm, speak slowly and clearly
- Do not assign blame (Don’t use accusing words such as you and your)
- Set aside opinions, attitudes and beliefs (both sender and receiver)
- Address others by their name or preferred title to show respect and interest in them
- Make sure you have all the facts
- Sometimes people will not always agree with you, take time to listen (show a willingness to listen to them) and
acknowledge (they have the right to their own opinion and different views)
- Know the preferred outcome so you can steer the conversation in the desired direction

3 skills needed to achieve effective positive communication:

• Sensory acuity & awareness – be aware of actions and responses of others.
• Flexibility – change your behaviour to get the response you want, shift tone, body language and choice of words to
affect the outcome.
• Authenticity – Understanding what is said and how it is said should convey the same message

7% impact comes from the words you speak, 93% is conveyed non verbally (body language) for this reason use short sentence
with common words to ensure easy understanding and leave little room for misinterpretation or misunderstanding. Long
sentences with jargon should be avoided unless all parties are familiar with them.

Receiving positive messages:

- Requires listening skills
- Avoid looking away or focusing on something other than the speaker (disrespectful)
- Don’t use selective listening to hear only certain words as you might miss the point
- Don’t finish the speaker’s sentence (rude and unprofessional) – making early assumptions or judgements
- Show you are listening by appearing focussed and attentive
- Body language should be positive - face forward and react (nod or respond) at the correct times, and maintain eye
contact
- A validating statement to the speaker shows that you heard a positive message and listed, it builds rapport and shows
you paid attention (e.g., “Thank you for sharing this with us”)

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- Showing empathy is a highly regarded skill, it allows you to identify mentally and emotionally with the speaker (see
things from their perspective)

NEGATIVE COMMUNICATION
Referred to as destructive communication and is the result of poor or ill-judged communication efforts. It has the potential to
trigger conflict, divisions or resistance. Sometimes it can cause minimal harm or temporary confusion and other times
immense harm (e.g., if the incorrect action is taken this time and money is wasted) Deadlines can be missed as a result,
clients are inconvenienced and contracts broken.

Negative communication is counterproductive, creates a negative environment, causes strained relationships, unhappy
employees, provocation of conflict, slower communication and delays. Stress and conflict results in high turnover of
employees. Uncertainty within the staff – not sure of their roles or value or requirements, decreased morale.
Gestures that show conflict are pointing a finger at someone (aggressive and accusatory) rather use intonations to add
emphasis. Fidgeting shows you are impatient, distracted or nervous.

Finishing sentences for people is a sign of impatience or thinking they know better than the other person. Avoid this
completely.

Delivering negative messages:

• Passive-aggressive communication
Behaviour that is indirectly aggressive and a combination of both. This communication is unpredictable to work with and can
be seen as a type of self-defence mechanism. May show resistance to requests or demands by acting stubborn or
procrastinating or sulking. Spreading gossip, forgetting meetings, deliberately losing documents to show slow progress.
They may say they are fine even when upset, deny their feelings, refuse to be open and thus shut down communication.

Examples of passive-aggressive communication:

- Using unnecessary criticism
- Using sarcasm
- Engaging in sabotage
- Using subtly offensive statements
- Withholding praise or information
- Ignoring established channels of communication to deal with issues

People who engage in passive-aggressive communication may feel they are victims of circumstance they have no control
over, unwilling to work towards more positive communication or have a fear of direct confrontation.

• Bullying and intimidation

Involves making threats or putting undue pressure on others. May entail the use of physical violence, verbal abuse and
blackmail. Often used to manipulate an individual in order to gain a professional advantage.

Typically includes:
- Insults or ridiculing an individual in front of others
- Physical violence
- Making threats
- Shouting, yelling or screaming
- Hostile body language such as turning away when someone is speaking
- Sabotage or taking credit for one’s work
- Continually finding fault in an individual’s work
- Bullying an individual based on their race, sex, gender, religion, age, or disability or ability

• Failure to listen
Leads to an environment characterised by a disregard for personal feelings and can devalue interpersonal relationships.
Someone who delivers a negative message may not listen to the responses as they might believe that the response is not
worth listening to, this results in the listeners feeling their input is not valued.

• Blaming others
Involves failure to take responsibility for a mistake or error and can be the result in trying to protect your self-image. Blame
culture is seen as employees reluctant to speak about their wrong doing, shy away from accepting responsibility. Blaming is
counterproductive and people that blame damage interpersonal relationships. This behaviour hampers effect5ive problem
solving and causes poor productivity.

Signs of blame-culture:

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- Ambiguity or uncertainty over work responsibilities

- Gossip
- Attempts to hide mistakes
- Placing blame on others
- Mistakes being blamed on a specific person (Scapegoat)
- Avoiding official channels of communications

Receiving negative messages:

Can be stressful being on the receiving end of negative complaints, it causes feelings of doubt and insecurity and interferes
with the ability to perform tasks as expected. When receiving a negative message, remember the other person may feel they
are acting rationally and are unaware of their negative behaviour and the harm it could be causing.
Recognising our own role in this situation is important, our own behaviour may influence the wrongdoer and have
unintended effects.

Ask yourself these questions when receiving a negative message:

- Is the person under pressure?
- What role do I play in this situation?
- How can I make sense of this person’s behaviour?
- Did I in any way contribute to this situation?
- Did I act in any way that had unintended consequences, even if it seemed right at the time?
- What new thoughts or behaviours can I learn from this situation?

These questions help us make sense of the negative message and to see if we have lived up to expectations or met the
promises that we made. Handling and receiving negative communication can be hard, and working towards constructive
resolution of conflict can lead to personal growth.

COMPLAINTS
Business can only solve issues hey are aware of so it is important that employees and customers are able to provide feedback
and raise issues. Tif this is not managed properly it can lead to further dissatisfaction. Dissatisfaction results from many
different sources, sometimes at the fault of the business or simply a misunderstanding from the customer.

There should be a set of formal policies and procedures for handling complaints and is essential to have a visible and
accessible complaints policy, these policies & processes should be carefully planned and consistently implemented. The
benefits of having a policy in place is higher levels of customer service, increased customer advocacy ad loyalty, employees
that are committed to customer service and maintaining good relationships. Employees with access to standard operating
procedures in dealing with customer complaints have higher levels of clarity in their work expectations.
E.g., ISO certification’s guide for complaints handling is a good example.

Manny businesses think complaints need to be avoided at all costs but there can be some useful information obtained from
complaints and can assist in product development, handling risk and finding growth opportunities. 20% of complaints is from
employee error or attitude, the rest is from process errors and so it is essential to develop a system that can manage
complaints that arise from these issues.

Handling customer complaints:

Dissatisfied customers typically take their business elsewhere and may share negative experiences with others. The % that
actually file a complaint thinking that it can be resolved is small. Therefore, complaints need to be resolved efficiently to
ensure customer satisfaction and maintain a good customer data base.

A customer relationship management (CRM) system can be used to handle complaints and create solutions for issues. These
system’s key functions include receiving complaints, handling complaints, sending feedback to the customer. Other options
aside from a CRM system is free helplines, live chats, links to report dissatisfaction and online chat software or social media
sites.

A complaint should be treated as important and attended to fully, an employee must give the customer their full attention.

Steps to take when dealing with a difficult customer (use the same steps to handle an employee complaints):
• Listen - Ensure the customer knows you are listening; a business may have a set few questions or phrases in the policy to
help show that the employee is listening.
• Empathise - Show understanding (not agreement) and share the feelings, “put yourself in their shoes”
• Avoid making excuses - The customer is not interested in hearing an excuse, or justification for the issue, the reason for
the problem is not their concern they only want to know how and when it will be resolved (what corrective action will be
taken)

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• Record the complaint - The record should include information such as time, date, contact details of the customer, and a
summary of the complaint.
• Agree on a course of action - Involve the customer (ask how they would like to proceed with the complaint)
• Follow through with any promises - This step will maintain trust so if you say you will do something in a certain amount of
time, make sure you do it (e.g., promise to call in 24 hours to update them) even if there has been no progress still call
and inform the customer.

Handling employee complaints:

The level of severity or seriousness of the complaint will determine what the response or course of action will be. Some larger
companies will have a dispute resolution or arbitration procedure to be followed while smaller businesses may make use of
informal procedures. Each situation should be dealt with on a case-by-case basis as not all solutions are the same. However, it
is important that complaints be handles consistently and fairly by following set out procedures or guidelines for complaint
resolution (formal or informal) These guidelines are useful in establishing a standard protocol that allows for fairness and
equal treatment of employees and customers. Having an open-door policy is an informal complaints procedure where
employees know they can come to you at any time with a complaint. Another way is to schedule regular employee meetings
and encourage them to speak about any concerns they may have. These techniques create a culture of openness and
discussion.

Employees must have access to the complaints procedure and be reassured that their complaints will all be handles with
fairness, confidentiality and consistency. Employees need to feel that their needs are important.

Common examples of complaints from employees:

Workplace harassment, job duties, issues with co-workers, policy changes, micromanagement, lack of sick leave, lack of paid
time off, pay.

Some complaints may seem superficial or not worth immediate action but the employee needs to feel heard and sometimes
simply want to make their frustrations heard (venting) and not require any action.
Along with listening comes the sill of asking questions, as they ensure that you fully understand the complaint and have
accurate information. Ask for specific facts.

Collect the following information:

• Who – who it is about, who are the witnesses, and who it affected?
• What – What happened, when it happened, and what proof there is
• When – When it occurred and whether it was in the past
• Why – why it happened and why the complaint is being made
• How – How the issue unfolded, how the complainant feels, how they can be helped, how other people have been
affected and how the company can assist.

Getting the complaint in writing is useful as a form of evidence (and so it can be referred to later if necessary) so the
complainant can be asked to submit a brief description of the issue as written proof of what happened and this formality
assures the complainant that it is being taken seriously. Complaints should never be shared around the workplace and the
person who receives the complaint should not discuss it with their colleagues.

Complaints must be dealt with in a timely manner and no time should be wasted in dealing with it as this can affect
productivity, morale and the well being of an employee. Once a complaint is resolved the complainant should be informed, if
it cannot be resolved or if further information is required, then an update should be given to the complainant and follow up
actions implemented as soon as possible.

Lodging a complaint:
Customers may lodge a complaint against a business for many different reasons (common is product or service) easiest way
to lodge a complaint is going to the company website to contact a customer service rep, or sending an email to the manager.
To write an effective complaint you must write clearly and concisely and should describe the issue along with any necessary
product information (lot number receipt number, serial number etc) and the sate you experienced the problem.

If the complaint has been on-going, you should explain when and who you spoke to and what was said. The complainant
should always have a clear goal and you should state exactly what you expect to be done and the length of time you are
willing to wait for it to be completed. If you have any documents, it is important to include these in the complaint. And finally,
your name and contact details.

Question 6: Chapter 8 - Language and editing [Punctuation] 8.5 short 15 marks

PUNCTUATION
Important for grammar as they serve as visual markers that indicate how a sentence should be read.

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Exclamation and question marks

! An exclamation mark Indicates extreme emotions such as excitement or anger. Used to celebrate or give praise or give
personality to your writing.
Do not overuse them, if used too frequently they lose their meaning and impact. The use of an exclamation mark depends on
the type and style of communication and can be inappropriate of not used correctly. E.g., in a business proposal or report
avoid them completely.

? A question mark is used at the end of a sentence to indicate a question and should not be used in indirect speech. E.g.,
asking a question as opposed to stating that a question had been asked.
It is important to use these correctly as readers often scan through an email to find what is being asked.

Commas, colons and semicolons

, A comma has many functions, can indicate a pause, or separate different points in a list. It can also add clarity to long
complex sentences by separating points.

: The colon can be used at the end of a clause to introduce a list, explanation, example or quote that is linked to the first part
of the sentence.

; The semicolon can serve a variety of functions, can indicate a pause, can be used to break up ideas in a sentence. Can be
used to link 2 separate clauses in one sentence rather than using 2 sentences. Commonly done with the word; however,
instead of a full stop.
You cannot use coordinating conjunctions (e.g., and/but) with a semicolon
Used to group items in a list into logical categories or at the end of each bulleted list where each point is part of a complete
sentence.

Dashes and ellipses

- Dashes are twice the length of a hyphen – used to form a piece of information as separate from but still part of the rest of
the sentence. Similar to brackets or a comma but adds a stronger emphasis. Can also indicate a pause or at the end of a
sentence the same way a semi colon is.

… Ellipsis in formal communication is used when quoting a source, to indicate a word or part has been left out but the
meaning has not been changed. It is the most misunderstood punctuation mark and is so often used incorrectly.
It is often used to indicate a paise or thinking, to add suspense, pr show emotion, how this is grammatically incorrect and you
should avoid this as it will confuse the reader wo will be unsure of what they are missing.

Hyphenation and compound words

- A hyphen is shorter than dash and can be used to connect 2 or more words in order to modify a noun or create a compound
adjective (pet-friendly)
And may be used to indicate that a word has been split by a line break.

A hyphen should not be used in the following cases:

- Phrases formed by an ‘-lee’ adverb and a past-participle adjective (e.g., Heavily armed policeman)
- Phrases formed with proper nouns or reign words (e.g., work completed on an ad hoc basis)
- Phrasal adjectives that occur after the noun being modified. (e.g., the actor is well known vs the well-known actor

There are exceptions to the rule so always consult a dictionary or the company’s guidelines when using compound or
hyphenates words to ensure they are correct and consistent.

Parentheses
() Parentheses also known as brackets are always used in pairs to enclose information that is not key to understanding the
meaning of a sentence. The information in brackets may be additional info, and acronym or abbreviation for of a word.
If the information in the parenthesis requires a question mark or an exclamation mark this should always appear within the
brackets.

Parentheses are used for:

- Additional information – etc etc (so far)
- Acronym or abbreviation – etc etc (UKZN)
- Clarification – etc etc (the chef)

Question 7: Article provided in question paper. Requirements: Understanding of content and providing answers in own words

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