Five of those areas relate to audience: P What are your purposes in writing or speaking? How do members of your audience differ? I What information must your message include? B What reasons or reader benefits can you use to support your position? O What objections can you expect your reader s to have?
What negative elements of your message must you de-emphasize or overcome? C How will the context affect reader response? Think about your relationship to the reader, morale in the organization, the economy, the time of year, and any special circumstance. PAIBOC allows students to quickly identify the six key areas in planning messages and designing messages.
A simplified model of two-person communication with feedback, stressing the importance of audience, is the focus of Figure 2. Its principal parts are described on PP and PP For instance, once a message is put into secret code, the receiver must have the codebook in order to decipher, or decode, the message.
Similarly, business messages sent in the wrong code make no sense to the receiver. They are just as secret. These could be at work, at school, or in their personal lives. Have them identify what they believe were noise factors. Ask the students to list what steps could have been taken to minimize the noise.
To better understand channels, have students in groups analyze some or all of the channel possibilities in Exercise 2. Kitty and Steve believe the more a writer knows about the audience when composing, the more likely the message will succeed.
Many students, however, are uncertain what steps can be taken to assess audience. Therefore, writers must avoid being self-centered. Have Student A share a non-traumatic story with Student B about a significant interaction with another person in which Student A was displeased or misunderstood.
Role play, re-creating the event as best possible. Afterward, have each student discuss what they thought and felt during the role play. What did Student A learn about the other person?
Emphasize that making hasty generalizations about audience from demographics is dangerous. For instance, belonging to one ethnicity or another does not guarantee loyalty to a particular product or service, even if it is more likely to be used by members of that group. Students must understand that demographics are just one of many tools at their disposal.
Afterward, consider challenging the assumptions students have made—what do they base their conclusions on? Are there any groups left out of their analysis? What might these issues suggest about the limitations of demographics and psychographics? For instance, an introvert may prefer to read information while an extravert may prefer to have a phone or a face-to-face conversation.
Which wanted more detail? Which might have delayed making decisions? Which might be introverted? What other dimensions might be represented? Why do the students think so? Have them consider the values applied to these terms. All have strengths and weaknesses, but do the students privilege some personality dimensions more than others? Should they? To illustrate this concept, have students spend minutes comparing fads popular this year to those two years ago. Five years ago. Ten years ago. Are there any constants?
What is different? What might the actions of the past suggest about the future? Use PP through PP to illustrate these concepts. Differences can even exist among and within departments and subsidiaries within the same organization. Students must use a combination of observation, research through asking colleagues questions, and trial-and-error to learn these differences. Spend at least 10 minutes defining and explaining organizational culture and discourse communities and how they affect both spoken and written messages.
Use this terminology throughout your discussion of audience and throughout the course as you discuss assignments students will write. What might the practice in question reveal about either? Ask the class if they believe such a practice would work in a different discourse community or organizational culture.
Why or why not? In effect, your classroom is one discourse community, and students certainly will have to adapt to your standards throughout the course. Invite them to ask questions and practice skills to assess its boundaries.
For 15 minutes, have students list what similar and dissimilar qualities each might have with regard to organizational culture. For instance, who might the heroes be? Where might casual dress be acceptable? How might success be determined? At the conclusion, take a quick poll of how many students might want to work for each. Take another five minutes to discuss with students why some organizations might seem more or less appealing. Let students share why.
These are illustrated in PP for use in a to minute discussion. Ask the students to share what kind of words the term brings to mind. What specific examples are problematic? What language would they substitute? Would the change accurately convey the same information? Help them by using a common advertisement featuring images of people.
From those images, have the students share their perceptions. Who is the ad aimed at? What assumptions has the advertiser made about that audience? Its needs and lifestyle? Who is excluded from the ad? If the image is non-inclusive, what might the effect be on overlooked individuals?
A good example might be a letter explaining to students a policy or procedure, such as applying for financial aid, registering for classes, or moving into the dormitory. Contrast that with a letter to alumni requesting donations or a memo to staff and faculty explaining a contractual or human resources issue. For minutes, have students as a class review each message to decide how strategy, organization, style, and if applicable, document design and visuals are used by the writer to communicate the message.
What other audiences might these messages be addressed to? What assumptions have the writers made about the audiences? If time permits, ask students if they see opportunities for revision that might better communicate the message to the audiences.
In these examples—one aimed at workers and the other at the boss—the same general issue about work efficiency during a holiday is addressed.
Let students see that different audiences will have different expectations and that the writer will choose content and expression accordingly. The communication channel a writer or speaker chooses can affect the success of the message. Because paper messages are more formal, email should be used primarily for routine messages to people writers know. Writers should choose carefully the channel they use to communicate a message.
As PP shows, channels have a variety of properties. They should also be prepared to make mistakes, as even in the best of situations, there is always room for error. The goal is to minimize the potential for errors and to maximize the learning from them for the future.
LO Primary, secondary, initial, gatekeeper, and watchdog 2. LO , LO Choose empathy first. LO , LO Use strategy, organization, and style for any message; and document design and visuals for paper or electronic documents. What actions could you take to increase your control? LO to LO Student answers will vary. Though teens and somethings drive most consumer purchases of clothing and entertainment, younger consumers often complain of feeling alienated because of limited buying power which is changing!
Savvy consumers know their voices can be heard through letters and emails, participation in focus groups and surveys, boycotts and product protests, and simply passing up on purchases. That last point is important: no one has to buy anything, literally or figuratively, expressed in a message. What kind of culture would you like to join when you are next on the job market? Look for threads of explanation that use terms and concepts from this module. Challenge students to give detailed, complete answers.
LO to LO Of course, students may answer this question in any number of ways. Because external audiences are distanced from the organization, writers also may find internal audiences more familiar and, therefore, comfortable to write to.
Internal audiences typically provide more immediate feedback, too. The employee finds out quickly what works and does not. If the boss falls into these categories, shape the message to fit his or her needs in addition to those of the primary audience. If not, you have two options: focus on the primary audience or try to educate the boss.
Show the boss how the style of message meets the needs of the audience, even if the style differs from that of the boss. The potential clients are the primary audience. Secondary audiences include the local vendors who donated prizes to be awarded at the seminar. However, before she can reach that audience, she must first get her loan secured through a bank, which acts as both the initial and gatekeeper audience for the application. Secondary audiences will include any vendors, contractors, inspectors, or suppliers that will ultimately help her to build her restaurant.
The council members are the primary audience, while citizens, mayors, union representatives, department heads, blue-ribbon panelists, and affected city workers are the secondary audience. The watchdog audience includes anyone who has economic, social, or political power over the council; in this case, the voters, lobbying groups, and any group that has watchdog influence e. Acceptable answers are: 1. Direct mail, on-site posters; print ads in general newspapers; radio or television ads.
E-mail solicitations; Facebook promotions; ads on bulletin board sites. Print ads in trade or union newsletters or magazines; direct mail; promotions in AARP publications. Ads in both general and ethnic newspapers or magazines e. Ads in trade or union newsletters or magazines; radio or television ads; e-mail solicitations.
Print ads in ethnic newspapers or magazines e. Letters; ads at campgrounds or sporting goods stores; Facebook promotions. Personalized letters; ads in trade newsletters or magazines; promotions at conventions. Personalized letters; e-mail solicitations; Facebook promotions. Ads in college publications; LinkedIn promotions; ads on job Web sites. No single channel is likely to reach all members of an audience. Usually, a combination of channels is the best approach.
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Don't forget, we accept financial aid and scholarship funds in the form of credit or debit cards. Product Description. What are my shipping options? The estimated amount of time this product will be on the market is based on a number of factors, including faculty input to instructional design and the prior revision cycle and updates to academic research-which typically results in a revision cycle ranging from every two to four years for this product.
Pricing subject to change at any time. Kitty O. Locker was an Associate Professor of English at The Ohio State University, where she taught courses in workplace discourse and research methods. She received her B. She also wrote Business and Administrative Communication 6th ed. He teaches business and technical communication, composition, creative writing, journalism, public relations, freshman experience, and courses in film and literature he has designed.
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