MNG81001

Management Communication
Week 3: Lecture Notes
Managing the writing
process

MNG81001 2018 Session 1 Topic 3 1

 Week 2: Key takeaways Readings
• Incorporating and • Handouts 2.1 – 2.14
documenting sources (you will find these on the BB
• Understand plagiarism under Unit Content: Week 2)
• Use sources
• Effectively
• Understand the elements of
the SCU Harvard referencing
style

MNG81001 2018 Session 1 Topic 3 2

 Topic 3
1. Planning and finding Handouts and Readings
sources
2. Critical thinking –
generating ideas
3. Writing and evaluating an
introduction
4. Writing and evaluating a
conclusion
5. The seven components of
writing style and the
advantages of effective
6. Editing and proofreading

MNG81001 2018 Session 1 Topic 3 3

 Writing skills
• Planning research and finding sources
• Writing in plain English (the seven components
of the writing style)
• Editing and proofreading

1.Plan 2. Draft 3. Edit

Read: R3.1 The Skill of Writing in Plain English

MNG81001 2018 Session 1 Topic 3 4

Planning research and finding sources
Plan your research
• Analyse the assignment task
• Find and narrow your topic
• Determine what kind of research you need
• Draft your working thesis
• Create a working bibliography

MNG81001 2018 Session 1 Topic 3 5

Find your sources
• Develop strategies for finding your sources
• Find sources in databases
• Find sources on the Web
• Find multiple sources
• Find print sources
• Keep track of your sources
Know when to stop researching and start writing

MNG81001 2018 Session 1 Topic 3 6

Evaluate your sources
• Determine the relevance of your sources
• Evaluate database and print sources
• Evaluate Web sources

Read: R3.2 Analysing assignments and

R3.3 Planning your assignments
H3.1 How to read an academic journal

MNG81001 2018 Session 1 Topic 3 7

Checklist for evaluating database Checklist for evaluating Web
and print sources sources
• Source • Source
• Author • Author
• Timeliness • Purpose
• Evidence • Timeliness
• Biases • Evidence
• Biases

MNG81001 2018 Session 1 Topic 3 8

 Library database
Speed Can find information quickly
Accessibility Available 24/7
Organisation Materials organised for efficient
search and retrieval
Consistency and quality Librarians review and select
sources
Comprehensiveness Sources represent a wide body
of knowledge
Permanence Materials are available for many
years
Free of bias Sources required to meet
certain standards of
documentation and intellectual
rigour
Free of commercialisation Sources are largely commercial-
free
MNG81001 2018 Session 1 Topic 3
Web sources
Can find information quickly
Available 24/7
Must look in many different
places for information
Anyone can claim to be an
‘expert’
No guarantee full breadth of an
issue represented
Materials can disappear or
change
Sources may have particular
agenda and little knowledge or
experience of subject matter
Sources may have commercial
agenda
9
Finding sources using the SCU Library

MNG81001 2018 Session 1 Topic 3 10

 Planning documents
• Options for ordering • Strategies for sorting
information information
– The direct order – Traditional written
– The indirect order outline
– The problem solving – Tree diagram
order – Triangle
– Mind map

Read R3.4 Common instruction words,

R3.5 How to evaluate sources of information and
R3.6 Organising information.

MNG81001 2018 Session 1 Topic 3 11

Sorting information

MNG81001 2018 Session 1 Topic 3 12

MNG81001 2018 Session 1 Topic 3 13
 Brainstorming

Process for generating creative ideas and solutions through intensive and
freewheeling discussion and thinking. Suggest as many ideas as possible, no
matter seemingly how outlandish or bizarre. Analysis, discussion, or criticism
of the aired ideas is allowed only when the brainstorming session is over and
evaluation session begins.

MNG81001 2018 Session 1 Topic 3 14

 Mindmap

MNG81001 2018 Session 1 Topic 3 15

 Writing and evaluating an introduction
An introduction offers the reader an overview of the whole
assignment. It usually includes the following format or identifying
features:
• A statement of ‘hook’ to gain the reader’s attention
• Contextualising material providing relevant background information
• The topic and the focus
• The rationale or reason for writing the assignment (PURPOSE)
• The controlling argument (THE THESIS STATEMENT)
• An indication of the organisation (BLUEPRINT)
• Basic definitions.

See R3.7 How to write a good introduction.

MNG81001 2018 Session 1 Topic 3 16

 Purpose
Brief background/contextual
information

“This report will

Thesis statement
argue that …” or “This
Specific statement outlining
report will advance
main argument
the idea that …”

“In order to explore these

Blueprint/map
issues, this report will first…”;
of the report
“This will be followed by …”;
“The report will conclude
with…” etc.
MNG81001 2018 Session 1 Topic 3 17
 Thesis statement (see H3.2 for examples)

• tells the reader how you will interpret the significance of the
subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what
to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an
interpretation of a question or subject, not the subject itself. The
subject, or topic, of an essay might be managerial communication ;
a thesis must then offer a way to understand the concept.
• makes a claim that others might dispute.
• is usually a single sentence.
The rest of the paper, the body of the essay, gathers and organises
evidence that will persuade the reader of the logic of your
interpretation.

MNG81001 2018 Session 1 Topic 3 18

 The thesis statement is the main idea of a writing assignment and
helps control the ideas within the paper.

Relevance:
• Does the thesis statement closely match the essay title and add
something new?

Completeness:
• Does it contain enough information on:
– The topic and focus of the essay?
– The purpose of the essay?
– The organisation of the essay?

Clarity:
• Is all the information clear to the reader?

MNG81001 2018 Session 1 Topic 3 19

 Ask yourself the following:

• Do I answer the question? Re-reading the question prompt after

constructing a working thesis can help you fix an argument that
misses the focus of the question.
• Have I taken a position that others might challenge or oppose? If
your thesis simply states facts that no one would, or even could,
disagree with, it’s possible that you are simply providing a
summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are
too vague often do not have a strong argument. If your thesis
contains words like ‘good’ or ‘successful,’ see if you could be more
specific: why is something ‘good’; what specifically makes
something ‘successful’?

MNG81001 2018 Session 1 Topic 3 20

• Does my thesis pass the ‘So what?’ test? If a reader’s first response
is likely to be ‘So what?’ then you need to clarify, to forge a
relationship, or to connect to a larger issue.

• Does my essay support my thesis specifically and without

wandering? If your thesis and the body of your essay do not seem
to go together, one of them has to change. It’s okay to change your
working thesis to reflect things you have figured out in the course
of writing your paper. Remember, always reassess and revise your
writing as necessary.

• Does my thesis pass the ‘how and why?’ test? If a reader’s first
response is ‘how?’ or ‘why?’ your thesis may be too open-ended
and lack guidance for the reader. See what you can add to give the
reader a better take on your position right from the beginning.

MNG81001 2018 Session 1 Topic 3 21

 The blueprint

• The substance of the article.

• The main topics you will cover and ONLY the
main topics.
• You must follow the same order in the body as
the blueprint.

MNG81001 2018 Session 1 Topic 3 22

 Writing and evaluating a conclusion
• The importance of conclusions should not be
underestimated.
• The conclusion is the capstone on your essay and closing
statement.
• It is the last thing the reader will encounter before they
finish the piece.
• It needs therefore to leave a favourable lasting impression.
• The objective is to bring all the relevant points into
alignment, crystallising the logic of your approach, and
making your point of view utterly transparent.
• No reader should ever walk away from an essay without a
clear idea of what it was trying to say.

MNG81001 2018 Session 1 Topic 3 23

Identifying features:
• Refers back to the
– Title
– Introduction
– Thesis statement
– Main points
– Summary of whole essay (main results or findings and
limitations)
• Looks forward to:
– Offering predictions and recommendations
– Further research
• Ideas about the topic for the reader to consider.

MNG81001 2018 Session 1 Topic 3 24

 Conclusion
Refer back
to thesis
statement

Summary of key points

made in reaching your
position

Final comment – bigger picture

MNG81001 2018 Session 1 Topic 3 25

 Writing style
Effective writing is the result of:
1. careful planning
2. using good clear writing that considers the reader’s needs
and gets the message across easily and quickly
3. critical editing.

Each stage is part of the writing process. In the planning stage

you need to take time to identify your purpose, consider your
receiver, decide what you want to say and put this in a logical
and appropriate sequence. In the editing stage you check the
content for accuracy and completeness and edit the structure
and writing style for logic, clarity and conciseness.

MNG81001 2018 Session 1 Topic 3 26

• In the writing stage, your tools are:
– the words, sentences, paragraphs and layout of
your message.
• You need to make these work for you to
convey your meaning concisely, courteously
and confidently.

MNG81001 2018 Session 1 Topic 3 27

The seven components of writing:
1. The words (language you use)
2. The sentences you write
3. The paragraphs you construct
4. The rhythm of flow that you achieve
5. The tone you adopt
6. The order of information
7. Layout

MNG81001 2018 Session 1 Topic 3 28

 1. Language

Language is the communication tool that

exposes or expresses meaning and gives a form
to ideas, feelings and events as these are
transmitted to others. Vocabulary is the stock of
words in a language. These words have been
assigned meaning through use and convention.
In choosing words that will work for you, keep
the following guidelines in mind.

MNG81001 2018 Session 1 Topic 3 29

• Use simple language
• Remove unnecessary words
– repeat again ……….repeat
• Avoid clichés
– much of a muchness; to all intents and purposes
• Choose concrete language
– An old vehicle or A rusted green late nineties Ford.
Consider your audience when using jargon
Consider active or passive tense
– Ling completed the assignment or The assignment was completed
by Ling
Choose non-discriminatory, inclusive language
– My girl will answer the phone or My assistant will answer the
phone
Use parallel language
– Sitting and walking or sitting and walked

MNG81001 2018 Session 1 Topic 3 30

 Activity: find the clichés!

• This insightful intervention left me over the moon. I immediately

saw the need to proactively scale up our branding, benchmark our
strategic thinking and outsource our customer-oriented marketing,
while also accessing our hymn sheets, of course (so that we could
all sing from the same ones, while at the same time noting the
bullet points, ticking all the boxes and focusing on the bottom line).
It is a win-win situation, with all the numbers heading north. But
bear with me while I try to connect you, because your call is
important to us. In fact, I'll bend over backwards to progress this
peace process, action the roll-out and facilitate joined-up
government, and I hope you'll go that extra mile with myself too.
Education, education, education. Thank you for holding: we look
forward to taking your call.

– Source: http://www.economist.com/style-guide/clich%C3%A9s

MNG81001 2018 Session 1 Topic 3 31

 Linking and connecting your ideas
(see H3.3 Linking words)

Basic connectors

MNG81001 2018 Session 1 Topic 3 32

 Hedging words and phrases

An important feature of academic writing is the

concept of cautious language, often called
hedging’ or ‘vague language’. In other words, it
is necessary to make decisions about your
stance on a particular subject, or the strength of
the claims you are making.
A wide range of words and phrases can be used
in hedging
(see H3.4 Hedging words and phrases)

MNG81001 2018 Session 1 Topic 3 33

 2. Sentence structure
Three main types of sentences
1. A simple sentence with one clause – the main
clause – which stands alone.
2. A compound sentence with two main clauses
which are able to stand alone – i.e. two simple
sentences usually joined with a CONNECTING word
such as ‘and’ or ‘but’.
3. A complex sentence with one main clause and
one or more subordinate or dependent clauses.
https://owl.english.purdue.edu/exercises/5/
MNG81001 2018 Session 1 Topic 3 34
 Activity: Simple Sentences

Source:
https://www.dlsweb.rmit.edu.au/lsu/content/4_WritingSkills/writing_tuts/sentences_LL/activity
1.html

MNG81001 2018 Session 1 Topic 3 35

MNG81001 2018 Session 1 Topic 3 36
 Sentence Length

Here are some guidelines for business documents:

--limit your sentence length to 25 words or less.
--the more dense (technical or difficult) the
information, the shorter the sentences should be.
--limit the amount of technical information in one
sentence, and try to present only ONE main idea
per sentence.
Source: Holt, S. Success with Graduate and Scholarly Writing.

MNG81001 2018 Session 1 Topic 3 37

Long, complex, wordy sentence:

‘Marketing capacity-building included issues such as partnerships and alliances

with internationally branded retailers, building service and support centres in
overseas markets, opening resident sales offices and branches abroad,
contracting direct agents or distributors abroad and opening showrooms or
retail outlets abroad, in order to move towards a higher degree of
internationalisation’ (Shoham et al., 2002).

Better:

‘Marketing capacity-building is essential to achieve a higher degree of

internationalisation. Successful companies do this by aligning with
internationally branded retailers, They also open local offices, service and
support centres, showrooms, and retail outlets’.
Source: Holt, S. Success with Graduate & Scholarly Writing.

MNG81001 2018 Session 1 Topic 3 38

 Avoid Short, Choppy Sentences

• Short, choppy sentences should be avoided

’See Table 2. New nurses earned $64,000 in
2016. This is too low.’

’New nurses earned $64,000 in 2016, as

shown in Table 2. This starting salary is too low
given the education and training required to
practice.’

MNG81001 2018 Session 1 Topic 3 39

Common problems with sentences
• Sentence length
– Overly long or involved sentences are difficult to read.
• Sentence sprawl
– Too many related ideas for the reader to remember.
• Too many qualifications and modifications.
• Readability
– Short sentences of 15 – 20 words in length are easier
to understand/
• Punctuation
MNG81001 2018 Session 1 Topic 3 40
 3. Paragraph structure

• Strategies to create different types of paragraphs

• A statement of the subject
• A statement of the intention in the piece of
writing
• Background information
– A question
– An anecdote
– An opinion
See: R3.8 Writing paragraphs

MNG81001 2018 Session 1 Topic 3 41

 2.
1. Point 3. Evidence 4. Link
Explanation

MNG81001 2018 Session 1 Topic 3 42

 Activity: Check your paragraphs
Does each paragraph Yes OK No
Present an idea or thought?
Discuss, explain or develop?
Express clearly the ideas, thoughts, or facts as
intended?
Use a strategy suited to either an introductory,
main body or concluding paragraph?

Place the main points in emphatic positions?

Use an order within the paragraph that leads

the reader through the idea?
Contain connections to link the sentences?

Relate to and achieve the writer’s purpose?

MNG81001 2018 Session 1 Topic 3 43

 4. Rhythm

Examples of techniques:
• A full stop
• A topic sentence
• A simple sentence
• A longer complex or compound sentence
• Repetition to emphasis key words
• Headings and subheadings
• Transitional expressions
• Linking words or connectives.

MNG81001 2018 Session 1 Topic 3 44

 5. Tone

• The mood or feeling expressed in apiece of writing. It

is an important part of the meaning of your message.
• The reader, like the listener, interprets meaning not
only from the words, but from the tone in which words
are conveyed.

Consider the tone of your emails!

 Reply to me now.
 Where is my grade?
 Look at my work now.

MNG81001 2018 Session 1 Topic 3 45

 6. Order of information

The order in which you present your ideas must

suit your communication purpose.
Some of the communication purposes are:
• To inform
• To persuade
• To instruct.
We will look more at ways to order information
to achieve the objective.
MNG81001 2018 Session 1 Topic 3 46
 7. Layout

The arrangement or presentation of information

on the page. It creates the first impression of
your message in the mind of your reader. Set out
any document to:
• Give maximum impact
• Achieve the communication purpose
• Improve readability.

MNG81001 2018 Session 1 Topic 3 47

 Editing and proofreading
• Proofreading shows that you take pride in your
work and that it is the best you can make it. It can
help you gain extra marks in your exams and
could even make the difference between an
entire grade!

• Good communicators know they need to

eliminate obstacles to understanding. The more
such obstacles they eliminate, the easier it is for
listeners and readers to focus on the thoughts
being conveyed.

MNG81001 2018 Session 1 Topic 3 48

Editing
(see: H3.5 Self editing
check list.pdf)
Review and change your text
with the intent to improve the
flow and overall quality of your
writing.
Remove entire sentences or
rewrite entire paragraphs.
Main goal is to ensure the
document makes sense, cut
down on wordiness, and clarify
any ambiguity.
MNG81001 2018 Session 1 Topic 3
Proofreading
(see: H3.6 Proofreading check
list.pdf)
Proofreading is the process of
examining the final draft of a
document or text — after it has
been edited — to ensure there
are absolutely no errors. You
need to review for spelling errors,
punctuation errors, typos or
incorrect use of regional English
(i.e. ensuring that you’re using
American English or British
English when necessary).
49
The advantages of writing in plain English
1. Efficiency
2. Equity
3. Effectiveness

MNG81001 2018 Session 1 Topic 3 50

 Activity: Review writing issues

• Review macros writing issues (see: H3.7)

• Review micro writing issues (see: H3.8)

MNG81001 2018 Session 1 Topic 3 51

 Want more help with grammar?
Raymond Murphy English Grammar In Use (
4th Edition)
https://archive.org/details/MurphyR.EnglishGrammarInUse4thEditio
n

Michael Vince Advanced Language Practice

https://www.scribd.com/doc/95661523/Macmillan-Advanced-Language-
Practice-With-Key-Cae-English-Grammar-and-Vocabulary-Michael

Please note: Our unit does not aim to explain and develop correct grammatical usage and
punctuation. However, it is suggested that you develop competence and confidence in
dealing with the mechanical details of spelling, grammar and punctuation in your writing.

See: H3.9 Tops on grammar and punctuation

MNG81001 2018 Session 1 Topic 3 52

 Want more help with style?
AGPS Style Manual
Style manual for authors,
editors and printers 2002,
6th edn. revised by Snooks
& Co 9the former AGPS
Style Manual).
SCU Library Call Number:
808.027 STYL
The SCU Harvard style
follows the standards
described in the 'Style
Manual for Authors, Editors
and Printers' 6th edition.

MNG81001 2018 Session 1 Topic 3 53

Want to improve your vocabulary?

A thesaurus is a reference work that

lists words grouped together
according to similarity of meaning
(containing synonyms and
sometimes antonyms), in contrast to
a dictionary, which provides
definitions for words, and generally
lists them in alphabetical order.
The main purpose of such reference
works for users ‘to find the word, or
words, by which [an] idea may be
most fitly and aptly expressed –
(Peter Mark Roget, architect of the
best known thesaurus in the English
language.)

MNG81001 2018 Session 1 Topic 3 54

 Want more help with punctuation?

• For more information on punctuation, please

see:
https://owl.english.purdue.edu/owl/section/1
/6/

MNG81001 2018 Session 1 Topic 3 55