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Evaluating Texts and Communication Aids
Week 8
Evaluating Messages
Communication Aids and Strategies Using Tools in
Multimodality Technology
• “It is the use or availability of several different Creating is “the development and/ or
modes, methods, systems, etc.” production of spoken, written or multimodal texts in
• Multimodal materials are tools for communication print or digital forms” and is an embedded literacy
expectation across all disciples.

Multimodal is the strategic use of “two or more

Multimodal Text 1: Infographics
communication modes” to make meaning, for example
• Uses words and images to communicate a clear image, gesture, music, spoken language, and written
message language.
• Effective in illustrating multifaceted topics
• More appealing and effective as a communication
tool compared to a densely written report A. Multimodal Text
• The use of texts and images helps you evaluate the
While the development of multimodal literacy is
soundness and relevance of the message being
strongly associated with the growth of digital
communicated
communication technologies, multimodal is not
synonymous with digital. The choice of media for
Multimodal Text 2: Advertisement multimodal text creation is therefore always an
important consideration.
• They communicate layers of messages to a target
audience through the use of words and images • A multimodal text can be paper- such as books,
• The possible images are conveyed both literally and comics, posters, picture storybooks, graphic novels,
subliminally newspapers, brochures
• A multimodal text can be digital- from slide
presentations, e-books, blogs, e- poster, web pages,
Multimodal Text 3: Editorial Cartoon and social media, through to animation, fil and
video games, digital storytelling, live action
• Communicating a message through words and filmmaking, music videos, etc.
images • A multimodal text can be live- a performance or an
• Use of multimodal text is relevant event
• Its main purpose, though, is not to amuse you but • A multimodal text can be transmedia- where the
to persuade you. A good political cartoon makes story is told using “multiple delivery channels”
you think about current events, but it also tries to through a combination of media platforms, for
sway your opinion toward the cartoonist's point of example, book, comic, magazine, film, web series,
view. and video game mediums all working as part of the
Questions for Evaluation: same story.

• What is the message conveyed?

• What is the purpose of the message?
• Who is the target audience of the message?
• and What is the effect of the message being
conveyed? Modes:
• Are there other perspectives?
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• Linguistic- vocabulary, structure, grammar, • Light text on dark slides, needs to turn down
oral/ written language the lights or even turn them off.
• Spatial- proximity, direction, position of layout, • Dark text on light- colored slides can usually be
organization of objects read with lights on and shades open.
• Audio- volume, pitch, rhythm, sound effects
Keep the glitz factor low.
• Gestural- movement, facial expression, body
language • Fades, transitions, backgrounds, sound effects,
• Visual Resources- colors, vectors etc. can be a real pitfall.
• Always practice the final version.

During the Presentation

Use of Multimedia Presentation
• Talk to the audience, not the screen.
Multimedia presentation refers to the “integration
• Have your laptop or paper version of your notes
of animation, audio, graphics, text, and full- motion
in front of you
video through computer hardware and software for
education, entertainment or training”. • Make sure to have sufficient knowledge on your
topic.
• Can you present without reading your notes?
• Do you have credible and reliable information
Stages in Making Multimedia Oral Presentation
from purposeful research?
• Prepare yourself emotionally, psychologically,
and intellectually for the presentation.
Planning a Presentation
• Use your voice, eyes and body effectively.
• Knowing your purpose.
Rules of Thumb
• Objective? Relevance?
• Analyzing your audience.
• Who? Age? Interests? Relevance?

Making sense of your context.

• Venue? Occasion? Materials?

• Constructing your presentation slides.
• Power point, keynote, Prezi

Your Presentation Software

• Make slides extremely concise and visually

uncluttered.
• Six lines of text per slide is enough
• Bullet points should be no more than two to six
words and not complete sentences

Use images.

• Pictures, graphs, charts, cartoons, and other

images can be extremely helpful.
• Avoid dark images that won’t show up well on a
screen.
• Always choose white or light- colored slide
backgrounds.
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Evaluating and Reflecting on the Presentation • Most formal academic writing at university is set by,
and written for, an academic tutor or assessor, and
• How did I perform as a speaker? Did I fulfill the
there should be clear criteria against which they will
role effectively?
mark your work.
• How did I communicate my message to my
• You will need to spend some time interpreting your
audience? Did my presentation make any visible
question and deciding how to tackle your
impact on them?
assignment.
• What should I continue to do effectively?
• If you are writing for yourself – for example making
• What should I improve on for next time?
notes to record or make sense of something – then
Communication (Academic Writing) you can set your own criteria such as clarity, brevity,
and relevance.
Week 9
• Once you have a clear idea of what is required for
your assignment, you can start planning your
Academic Writing research and gathering evidence.
• Once you have a plan for your writing, you can use
• Academic writing is clear, concise, focused,
this plan to create the structure of your writing.
structured and backed up by evidence. Its purpose is
Structured writing has a beginning, middle and an
to aid the reader’s understanding.
end, and uses focused paragraphs to develop the
• It has a formal tone and style, but it is not complex
argument.
and does not require the use of long sentences and
complicated vocabulary. 2. Create the overall structure
• Each subject discipline will have certain writing
• Some academic writing, such as lab or business
conventions, vocabulary and types of discourse that
reports, will have a fairly rigid structure, with
you will become familiar with over the course of your
headings and content for each section.
degree. However, there are some general
• In other formats, writing usually follows the same
characteristics of academic writing that are relevant
overall structure: introduction, main body and
across all disciplines.
conclusion.
• The introduction outlines the main direction the
Characteristics of academic writing writing will take, and gives any necessary background
information and context.
Academic writing is:
• In the main body each point is presented, explored
• Planned and focused: answers the question and and developed. These points must be set out in a
demonstrates an understanding of the subject. logical order, to make it easier for the reader to
• Structured: is coherent, written in a logical order, follow and understand.
and brings together related points and material. • The conclusion brings together the main points, and
• Evidenced: demonstrates knowledge of the subject will highlight the key message or argument you want
area, supports opinions and arguments with the reader to take away. It may also identify any gaps
evidence, and is referenced accurately. or weaknesses in the arguments or ideas presented,
• Formal in tone and style: uses appropriate language and recommend further research or investigation
and tenses, and is clear, concise and balanced. where appropriate.

Steps in writing academically:

Arrange your points in a logical order
1. The first step to writing academically is to clearly
define the purpose of the writing and the audience.

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• When you start writing you should have a clear idea • Using signalling words will help the reader to
of what you want to say. Create a list of your main understand the structure of your work and
points and think about what the reader needs to where you might be taking your argument.
know and in what order they will need to know it. To • Use signalling words to:
select the main points you want to include, ask ▪ add more information eg furthermore,
yourself whether each point you have considered moreover, additionally
really contributes to answering the question. Is the ▪ compare two similar points eg
point relevant to your overall argument? similarly, in comparison
• Select appropriate evidence that you will use to ▪ show contrasting viewpoints eg
support each main point. Think carefully about which however, in contrast, yet
evidence to use, you must evaluate that information ▪ show effect or conclusion eg
as not everything you find will be of high quality. therefore, consequently, as a result
• Grouping your points may help you create a logical ▪ emphasise eg significantly, particularly
order. These groups will broadly fit into an overall ▪ reflect sequence eg first, second,
pattern, such as for and against, thematic, finally.
chronological or by different schools of thought or ▪ (Adapted from Signal words from Clark
approach. College, Vancouver)
• You can then put these groups into a sequence that
the reader can follow and use to make sense of the • Words like this help make the structure of your
topic or argument. It may be helpful to talk through writing more effective and can clarify the flow and
your argument with someone. logic of your argument.
• It may be helpful to arrange ideas initially in the form • Here are some examples in practice:
of a mind-map, which allows you to develop key o “Using a laboratory method was beneficial as a
points with supporting information branching off. causal relationship could be established
between cognitive load and generating
attributes. However, this method creates an
Write in structured paragraphs artificial setting which reduces the study's
ecological validity.”
• Use paragraphs to build and structure your ▪ In this example the use of the word
argument, and separate each of your points into a however at the beginning of the second
different paragraph. sentence indicates that a contrasting
• Make your point clear in the first or second sentence point of view is about to be made. It also
of the paragraph to help the reader to follow the line suggests that the writer may have more
of reasoning. sympathy with the second opinion.
• The rest of the paragraph should explain the point in o “Firstly, the concepts and person-centered care
greater detail, and provide relevant evidence and will be defined.... Next, communication will be
examples where necessary or useful. Your discussed... Finally, the relationship between
interpretation of this evidence will help to loss and communication will be examined.”
substantiate your thinking and can lend weight to [Taken from a Healthcare essay]
your argument. ▪ In this example the writer has used
• At the end of the paragraph, you should show how signaling words to demonstrate the
the point you have made is significant to the overall sequence of their argument by using
argument or link to the next paragraph. Firstly, next, finally making the structure
of the essay very clear.
o “Employee satisfaction is justifiable to
Use signaling words when writing employees because it causes an improvement
on their well-being (Grandley, 2003). Moreover,
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employees that are in a good mood at work are • You need to show how the information you found
less likely to act because their true feelings are has helped you to develop your own arguments,
in accordance with the needed display of ideas and opinions.
emotions (Grandley, 2003).” [Taken from a • Organising your evidence can be an overwhelming
Business School essay] task – especially when you need to manage many
▪ The use of the word moreover tells the different sources.
reader that the next sentence will provide
further evidence or information to Academic writing is concise, clear, formal and active. It
support the statement made in the first does not need to be complex or use long sentences and
sentence. It also suggests that the writer obscure vocabulary.
strongly agrees with the first statement. Be concise

In formal academic writing it is important to be

concise. This helps your reader to understand the points
you are making.
Revise, edit and proofread your work

• Most writing will require several drafts and revisions

Here are some tips to help you:
in order to improve the clarity and structure. It is rare
that a writer will make the very best decisions in the • Only include one main idea per sentence.
first draft. • Keep your sentences to a reasonable length
• Academic writing must be supported by evidence (generally not more than 25 words). Long sentences
such as data, facts, quotations, arguments, statistics, can be difficult to follow and this may distract from
research, and theories. your point.
• This evidence will: • Avoid repetition.
o add substance to your own ideas • Avoid using redundant words. For example:
o allow the reader to see what has informed your • Use “because” instead of “due to the fact that”.
thinking and how your ideas fit in with, and differ • Use “alternatives” instead of “alternative choices”.
from, others in your field • Use “fundamentals” and not “basic fundamentals”.
o demonstrate your understanding of the general
• Use “concisely” instead of “in as few words as
concepts and theories on the topic
possible”.
o show you have researched widely, and know
• Reading your work aloud may help you to identify
about specialist/niche areas of interest.
any repetition or redundant words.
• There are several methods that you can use to
incorporate other people's work into your own
written work. These are: Use formal language
o paraphrasing
In academic writing you are expected to use formal
o summarizing
language.:
o synthesizing
• You are likely to use a combination of these • Avoid using colloquialisms or slang terms such as
throughout your writing, depending on the purpose 'sort of' or 'basically'. Instead, you could use
that you are trying to achieve. 'somewhat' or 'fundamentally'.
• Be aware that your writing should not just be a • Write words out in full rather than shortening them.
patchwork of other people's ideas made up of For example, instead of writing “don't” or “isn't” you
quotes, paraphrases and summaries of other would be expected to write “do not” or “is not”
people's work. • The use of clichés is not appropriate in academic
writing. These are phrases such as “at the end of the

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day” or “in the nick of time.” Instead of this you Some useful hedging words and phrases to use in your
might write finally or at the critical moment. work are:
• Use a blend of active and passive verbs
• “This suggests...”
• Most verbs can be used in either an active or passive
• “It is possible that...”
form. It is usually appropriate to use a mixture of
• “A possible explanation...”
passive and active forms within academic writing.
Always check with your department to see what • “Usually...”
form of writing would be most appropriate for your • “Sometimes...”
subject area. • “Somewhat...”
• The active voice places the subject of the sentence in Read the following two sentences:
charge of the action.
• For example: “The research assistant designed the “Research proves that drinking a large volume of fizzy
survey.” Here the research assistant (the subject) drinks containing sugar leads to the development of type
designed (the verb) the survey (the object). II diabetes.”
• It is usually more direct and easier to read than the
passive voice.
• However, sometimes you may want to emphasize “Research suggests that high consumption of fizzy drinks
what is happening rather than who is doing it. To do containing sugar may contribute to the development of
this you can use the passive voice. type II diabetes.”
• The passive voice places the subject at the end, or In sentence 1, the statement is presented as proven fact:
may leave it out completely. that a high volume of sugary fizzy drinks will definitely
• For example: “The survey was designed by the lead to type II diabetes. This leaves no room for doubt or
research assistant.” Here the survey (the object) was criticism or the fact that some people may drink large
designed (the verb) by the research assistant (the volumes of fizzy drinks and never develop type II
subject). diabetes.
• The passive voice is more formal than the active
voice. It is often used in academic writing as it is seen In sentence 2, the writer has used 'hedging language' –
as more impersonal and therefore more objective. 'suggests' and 'may contribute' – to show that while
However, it is not always easy to read and it may add there is evidence to link sugary drinks and type II
unnecessary words. diabetes, this may not be true for every person and may
• Adapted from Writing with Style by Stott and Avery, be proven to be incorrect in the future.
2001, p.54.

In your academic work, you should not present Boosters

something as a fact that might not be. In academic
writing, you can use language that we often refer to as You might want to express a measure of certainty or
hedges or boosters to show how confident you are about conviction in your writing and this is when 'booster'
an argument or claim you are discussing. language can help.

Some useful booster words and phrases to use in your

work are:
Hedges
• “Clearly” (only use if you are certain it is clear)
When writing, be careful of using words such as • “There is a strong correlation...”
"definitely" or "proves". Ask yourself whether your • “Results indicate...”
statement is a fact or whether there may be some doubt
either now or in the future. Take the same sentence as used in the previous section:

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• “Research suggests that high consumption of example, you might write: "Smith's research from
fizzy drinks containing sugar may contribute to 2012 finds that regular exercise may contribute to
the development of type II diabetes.” good cardiovascular health."
• “Research indicates a clear link between the • When you are writing about your conclusions or
high consumption of a large volume of fizzy what you have found then use the present tense. For
drinks containing sugar and the development of example: "In this case there is not a large difference
type II diabetes.” between the two diameter values (from Feret's
• In sentence 1, the writer has used the hedging diameter and calculated equation), which again is
language 'suggested' and 'may contribute', to probably due to the fact that the average circularity
show that while there is evidence to link sugary ratio is on the high end of the scale, 0.88, and
drinks and type II diabetes this may not be true therefore infers near circular pores."
for every person and may be proven to be • If you are writing about figures that you have
incorrect in the future. presented in a table or chart then use the present
• In sentence 2, the writer still uses language to tense. For example: "These figures show that the
allow for doubt and argument but it is clear that number of birds visiting the hide increase every year
this writer is more convinced by the research. in May..."
• It is important to use the correct tense and voice • The most important voice to get across in your
in your written work. You will probably need to writing is your own; it is how you can show the
use different tenses throughout depending reader (usually your tutor) what you are thinking,
upon the context. what your views are and how you have engaged
critically with the topic being discussed. You can do
Only use first person voice in reflective writing this by building an effective and persuasive
• Academic arguments are not usually presented argument for your reader.
in the first person (using I), but use more Make an argument
objective language, logic and reasoning to
persuade (rather than emotional or personal • Your argument is how you express your viewpoint
perspectives). and answer the question you have been set, using
• This may not apply, however, if you are asked to evidence.
write a reflective report based on your own • Your argument can help you plan the structure of
thoughts and experiences. your work and guide you to find the evidence you
need to support it.
Use past tense to speak about your method
• Make sure that your argument runs throughout your
• If you are writing about an experiment, you carried writing and that everything you include is relevant to
out or a method you used then use the past tense. it. Try to sum up your argument in a few words
For example: "Our experiment showed wide before you start writing and keep checking that it
variations in results where the variable was altered remains the focus as you research and write your
even slightly." work.

Use present tense to conclude or discuss established Structure your argument

knowledge
• Guide your reader through your argument in a logical
• If you are writing about established knowledge then way. Think about what questions your reader might
use the present tense. For example: "Diabetes is a have. If you can answer these questions through
condition where the amount of glucose in the blood your argument, it will seem more convincing.
is too high because the body cannot use it properly." • Present both sides of the debate, along with your
(Diabetes UK, 2015) thoughts, linking together the different elements.
• When you are reporting on the findings or research • You can then work towards a conclusion by weighing
of others then you should use the present tense. For the evidence and showing how certain ideas are
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accepted and others are rejected. Your conclusion chronological period can be disadvantageous as
should make clear where you stand. characteristics of the term.”
• Use language to show your strong
Develop your argument
agreement/disagreement/cautious agreement
• Develop your argument by considering the evidence with sources.
and drawing your own conclusion. • Example:
• If you are considering a range of opinions, try to • “Smith's (2009) findings show a clear...A serious
group them together under different headings. weakness with this argument is...The research
• Look at the strengths and weaknesses of the suggests...”
different sets of evidence and present these clearly • Include “so what” summary sentences
and in a critical way. This will help to show you (evaluative sentences) at the end of paragraphs.
understand what you have read. • Example:
• Take the evidence into account in developing your • “This shows that it is detrimental to strictly
own argument and make clear what your viewpoint categories chronological periods with artistic
is. Perhaps your argument has strengths and genres, as many art historians suggest different
weaknesses as well – it is fine to acknowledge these. movements were taking place in separate
geographical locations at the same time.”
Include your own voice in your writing
• Using different verbs in your writing will show
• Your voice will emerge through your discussion, your understanding of the sources, for example:
interpretation, and evaluation of the sources. • “Stevenson (2015) explains that...”
• Here are some ways you can establish your voice • “Stevenson (2015) argues...”
in your writing: • “Stevenson (2015) describes how...”
• Make your unattributed (not referenced) • You can also use verbs to show your agreement
assertion at the start of paragraphs followed by or disagreement with other author's arguments.
evidence, findings, arguments from your For example:
sources. • “Stevenson (2015) correctly identifies...”
• Example: • “Stevenson (2015) fails to consider...”
• “To date there is no well-established tool to • “Stevenson (2015) reveals... “
measure divided attention in children. Current
methods used to assess divided attention usually Communication for Various Purposes
involve a variation of the CPT with an additional Week 9
task included e.g., counting, or listening to
auditory stimuli (Salthouse, 2003).” Communication for Various Purposes
• Explicitly tell your reader what the connections This lesson is focused on communication for
are between sources. various purposes most especially how you would be able
• Example: to obtain, provide, and disseminate information and how
• “Smith (2009), however takes a different to persuade or argue before the audience. The target
approach...” skill is more of oral rather than writing. To begin, a brief
• Explicitly tell your reader what the connections overview of the registers in language is presented to
are between those sources and your main remind you of the language usage expected of you.
assertion.
• Example:
• “Netzer's argument challenges the term Register (Nordquist, 2018)
'renaissance', as it displays repeatedly the use of
classical imagery during the medieval period, It refers to the way a speaker uses language
therefore illustrating that canonizing a differently in different circumstances determined by

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factors as social occasion, context, purpose and o Know how to deal with any unpleasant incident
audience. or conflict with your audience.

Logistics

Formal Register (Nordquist, 2018) o Know who will introduce you if you are the
speaker.
It is used in professional, academic, or legal
o Know who will speak before and after you. Their
settings where communication is expected to be
delivery especially their performance will
respectful, uninterrupted, and restrained. Slang is never
somehow affect the audience’s expectation of
used and contractions are rare.
you.
o Know the venue. Find out if the area will affect
your delivery.
Register (Nordquist, 2018) o Know the facilities. Be ready of things you need
It refers to the way a speaker uses language which are not available in the venue.
differently in different circumstances determined by
factors as social occasion, context, purpose and
audience. Content of report/ speech/ lecture

Formal language Register (Nordquist, 2018) Be aware of the type of the speech you will
deliver:
• It is more appropriate for professional writing
and letters to a boss or stranger
• Is impersonal; not written for specific person and
• Informative- you must contribute new
without emotion. Also, it observes rules in
information
formal writing.
• Entertainment- you should be lighthearted,
amusing, lively
• Persuasive- you should be convincing

Preparing for the speech

1. Read a lot. Research about your topic. Get some

Preparing a speech or an oral report
facts and support from various credible sources.
This concept will help you in your preparation for 2. Prepare your introduction, body and conclusion.
a speech delivery you will perform as a task. Consider You may write down your speech if there is a
them as guide while you can also be creative on your need to or you may simply create an outline of it
own. so that you are sure you don’t miss salient ideas.
Also, this will help you organize your speech.
3. Rehearse by practicing aloud and get feedback.
Elements to consider You may practice in front of the mirror to take
note of the non- verbal language you use.
4. Use technology. It will make your speech more
interesting as it captures students’ attention.
Audience
Explore the use of aids discussed in the previous
o Know their profile (age, interests, profession, topics so that it will help you in your speech.
other backgrounds)
o Know how much they know about the topic.
o Know how to read their postures and gestures.
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Delivering the report/ speech/ talk Body

Take note of your language, most especially the • Focus on the two or three analyses you
following: mentioned depending on the time allotted in
your speech. If it is the usual one-to-two-minute
• Paralinguistic cues- facial expression, posture,
speech, you may focus on one or two important
gesture and movement
points that would justify your stand.
• Prosodic features- articulating the sounds well
• Give the analysis in an organized manner. Use
(intonation, tone, stress, pauses and rhythm).
transitional devices for logical presentation.
• Use facts or statistics to explain ideas. They are
best support to your stand regarding the issue
Extemporaneous speaking
you are presenting.

• Art of giving speeches with a time allotted for the Conclusion

preparation.
• Relies only on the speaker’s depth of knowledge
and their ability to explain what they know in a • Thematically tie together the introduction and
coherent, engaging manner. conclusion. You may use also strategies
mentioned in the introduction. However, it is
more persuading if you use a call for action. Stir
Extemporaneous speaking- Format your audience’s minds as to what they can do to
1. Introduction respond to your stand also.
• Another option is you may give a restatement of
• Use attention getting device that captures your the question and the answer/ thesis.
audience’s interest. You may use a strategy such
as an adage, facts, question, famous lines from Communication for Work Purposes (Inquiry
literary pieces or songs, etc. Letter) Week 10
• Link your strategy to the topic. Make sure it has
a connection to the topic/ issue you will talk Business letters (Business correspondence)
about.
• State your question. You may read the question Bernardez and Pascual (2014)
as a usual practice. Correspondence is simply a form of
• State your thesis. This is where your stand communication by letters. It deals with the transmission
regarding the issue comes in. You may formulate of messages arising out of the production, distribution,
your thesis this way: and sale or purchase of anything of value. It may also
refer to exchange of letters arising out of transaction in
any form.
Developing a Thesis Statement
In business correspondence, there are two
➢ It is a one sentence statement that summarizes
principal characters: the sender and the receiver. The
the entire speech.
bridge of understanding between the sender and
➢ It should include your topic and your main ideas.
receiver is the language which is basically considered as
Ex.: Cellphones should be allowed in school because they the medium of communication.
can save lives, serve as learning tools and teach
teenagers responsible use of technology.
Parts of the formal letter (essential parts are
highlighted)

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2. Semi- block or modified block style. This is a letter
style where the inside address is written in full-
1. Letterhead. A printed heading consisting of the
block but every beginning of the paragraph of the
name of the organization or company and
body is indented. The complimentary close and the
address of the sender with zip code.
signature may abut upon the right margin.
2. Dateline. The date when the letter is written.
3. Simplified style. This letter is basically similar in
3. Inside address. This shows the name of the
form with that of the full- block style. All its parts
receiver, his designation, and address.
abut upon the left margin; however, it does not
4. Attention line. This indicates the name of the
have a salutation and complimentary close. It
person to whom the letter should be referred.
contains a subject line and a signature line, all
5. Salutation. This refers to the opening words of
words written in capital letters. The messages are
the letter as Sir, Dear Sir, or Gentlemen. This is
usually itemized and numbered.
punctuated with colon (:).
6. Subject Line. This indicates the subject referred
to in the letter which should preferably be in one
To construct an effective business letter, one should
line only and be written in capital letters.
remember the four C’s:
7. Body of the letter. This refers to the entire
message of the letter. 1. Conciseness- this means brevity. The letter is concise
8. Complimentary close. This is the closing if it conveys the message only in a few words.
expression of courtesy, as Truly yours, very truly 2. Clarity- This demands that the letter must be made
yours, Respectfully yours, which is punctuation clear so as not to make the meaning confusing. The
with a comma (,). letter should not be susceptible to double
9. Signature line. This refers to the signature over interpretation.
the printed name of the sender with designation, 3. Courtesy- This simply refers to politeness in words.
if any. No one appreciates a letter that contains words
10. Identification initials. The initial that comes offensive to decency.
before the bar refers to the identity of the person 4. Completeness- These calls for the inclusion of all
who directed the formation of the letter, the necessary information that the recipient should
initial after the bar identifies the person who know. The essential details should be made
typed the letter (ex: EBB/ ABC) complete.
11. Enclosure line. This indicates that a separate
document is enclosed.
12. cc.notation (carbon copy). Under this line is the Letter of Inquiry
name of the personnel to whom a copy of the
letter is furnished. • written by a company/ school/ organization to
13. Postscript notation (P.S.). It is used to highlight or another to inquire for business or to find out more
emphasize an item. information about the business of the recipient.

Optional Parts: attention line, subject line, identification Content

initials, enclosure line, carbon copy notation, postscript
• may comprise of the details that a company or an
notation (used only when the need arises).
industry person needs to know about other
company’s or industry’s products

Business letter Formats (common only)

1. Full- block style. Each line of every part of the letter Inquiry letter tips
begins at the left margin. All lines of words or
• Begin by stating who you are or giving your status
sentences are flushed at the left margin.
or position (student, researcher, interested
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consumer, etc.) and tell how you found out about I have read your online brochure and I would like to verify
the individual or entity that you are writing to. if the workshop offers discounted rates for
• Clearly state what it is that you are inquiring about undergraduate students.
and what you would like the recipient of your letter
I was also informed by my professor that you are looking
to do.
for volunteers to assist in your registration. I would
• Make your inquiry as specific as possible.
appreciate it if you can give me more details about this at
• You might want to briefly explain the purpose of
your convenient time. I would like to work as a volunteer.
your letter or what you hope to accomplish
• If appropriate, consider mentioning the letter I am looking forward to your workshop!
recipient’s qualifications for responding to your
Communication for Work Purposes (Writing a
inquiry.
• For example, you could explain that you are writing
Memorandum)
to the reader because she is a leader in her field and Week 10: ASYCHRONOUS CLASS
the accepted authority on the subject you are
interested in.
• Include the date by which you need the The Business Memo
information, services, etc. that you are requesting, • A memorandum is a concise, precise, and direct
and indicate that you await the reader’s response. form of disseminating instructions to personnel
• Thank the person for his/her time. who belong to the same service branch.
• Office memoranda are usually used for intra-
office dissemination of information to an
Sample body individual, to groups of individuals or to all of
I am a student at ABC College, and I would like to inquire those who are part of the corporate staff
about your research grants. I have been informed by the Uses of memo
school president that you offer grants to students who
want to do research in the field of science. • To give information
• To issue an instruction
I have worked on plant enzymes in my recent research • To request for help
project, and I would like to continue new plant enzymes • To give suggestions
that could be used in garbage degradation.
Advantages of Memos
I believe that this would be beneficial to our community
to help solve the garbage problem. Your grant is the only Memos are:
chance I could get to pursue the research and I hope I will
• Quick
be considered.
• Inexpensive
Please inform me about the process of application so that • Convenient
I may apply soon. • A Written Record
Thank you very much! Purposes of Memos
Sample body • To Inquire
• To Inform
As an AB Communication student, I am very interested in
attending your workshop on building communication • To Report
skills. • To Remind
• To Transmit
• To Promote Goodwill

Some types of Memos

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Persuasive Memo • The TO heading may specify an individual,
several individuals, a section or department or
• In a persuasive memo you must constantly keep
any other group, but it several executives are
your reader's feelings in mind.
named, they should be enumerated in the order
• Consider how the person will react to what you
of their rank, the first being the highest.
are saying.
• If other document accompanies the memo, an
• What would convince him or her most readily?
“attachment line” identifying the document
Directive Memo: should be indicated 2 spaces below the last line
of the message, abutting on the left margin.
• A directive memo states a policy or procedure • If directed to an official higher in rank, the memo
you want the reader or co-worker to follow. should be inscribed with FOR instead of TO.
• The length of the memo depends on how much • If directed to personnel or to official lower in
space is required to properly explain the rank, the memorandum inscribed with TO is
procedure. called.
Technical Memo:

• A technical memo is a concise presentation of Sample Memo

results, with a logical progression from the
principles which are core to the analysis towards
the conclusions that were drawn from the
results.

The layout

1) First write the word “Memo” (as a title in the

middle on top of page.)
2) Include “To” (who should get the memo?
readers' names and job titles)
3) “From” (who sent the memo? your name and
job title)
4) Date (complete and current date)
5) Subject (what is the memo about?)

Take Note:

• The message of the memo should be made clear

and concise. It shall start 2 spaces below the last
line of the four headers.
P.S.- Hi crush tani lab’ot kadi basa. Tuon mayu <3
• The headers’ lines shall take the place of the
inside address, the salutation, the
complimentary close and the date.
• It may be authenticated by the sender with his/
her initials beside his/her name OR with his/her
signature set approximately 2 spaces below the
last line of his message.
• There is no need for the inside address for the
recipients are deemed to be with the company
or firm where the memo emanates.

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Jifrich Van S. Dajay