BCM108_Business Communication(Draft 3)-converted-converted

Sentence F states that the teacher became frustrated at times which is followed by C (starts with 'But' which indicates that in spite of something Ms. Sullivan's efforts were rewarded). Sentence B follows stating how the teacher's efforts were rewarded and is the conclusion to a set of events. SUMMARY Business people are required to produce a significant amount of written material. We are not just talking about emails we send out to our partners but also about business proposals, contracts, presentations, speeches, brochures, and even your company’s official website. If any of these have poor grammar in them, it will reflect negatively on you and your business. Business partners will view it as a lack of effort or attention to detail, and will be inclined to think you’re treating your partnership the same way. Your potential business partners will also view poor grammar skills in a negative light. Great writing with good grammar will help present your business as reliable and trustworthy. Effectively worded business communications are purposeful, professional and easily understood. They allow the recipient to take in the message without guessing at the writer’s intent, transposing misplaced words or deciphering poorly constructed sentences. Error-riddled messages are a turn-off for both internal and external readers. Poor grammar is often associated with ignorance of or disregard for established rules, as well as laziness or rushing. Businesses should strive to create thoughtful, polished messages that represent their commitment to accuracy and thoroughness. The quality of external business communications helps customers form impressions about businesses. Customers prefer to conduct business with well-run, professional organizations. Visually appealing advertisements or properly formatted letters lose their spark when customers discover grammatical errors. While most customers will not flood a business with phone calls regarding poor grammar in correspondence, they will remember the offenses. Some may even make it their mission to alert other customers to avoid the offenders. First impressions mean a lot. Imagine receiving an advertisement for “Peace of Mind Tutoring Service” which reads “Piece of Mind Tutoring Service.\" Allowing inadequately proofread documents to escape final inspections gives off a negative impression. It ruins opportunities for businesses to display their attentiveness and reliability, making it easier for perceptive competitors to capitalize on 200 CU IDOL SELF LEARNING MATERIAL (SLM)

these mistakes.While usage errors such as typing “desert buffet” instead of “dessert buffet” may elude a spell checker, trained human eyes should catch these grammatical offenses. Effective word choice means the difference between clear understanding of messages and confusion. Sentences that make readers have to reread for clarity may mark the end of active reading, which is counterproductive to the goal of business writing. Business writing is not about wowing the reader with large words and complex sentence constructions. It is about getting a point across, using the most efficient means. Providing concise, actionable steps when giving instruction eases frustration and increases reader compliance. Leaving messages open to interpretation often means trouble, as readers may create their own rules or ignore confusing directives altogether. KEYWORDS • Talking heading: A report heading that identifies not only the topic of the report section but also the major conclusion. • Team: A group of individuals who depend on one another to accomplish a common objective. • Tone: The writer’s attitude toward the reader and the subject of the message. • Transmittal document: A letter or memorandum that conveys the finished report to the reader. LEARNING ACTIVITY Given below are sentences taken from an application for the post of a sales officer. Rearrange the sentences in the correct order and organize them into separate paragraphs. i) My present job requires me to not only to sell goods but also to keep an account of the sales and do some typing too. i) I am 26 years old and hold an MBA degree. ii) I am interested in applying for the post of a sales officer which was advertised in The Hindustan Times on 30th of July20xx. iv) I enclose my CV and will be happy to give you further information if required. v) You can contact me at my home phone or on my mobile during business hours. vi) The reason for wanting to leave this job is that I find the office routine too monotonous. 201 CU IDOL SELF LEARNING MATERIAL (SLM)

vi) I have been working in a department store for the last three years where I have been the sole in charge. vii) Since the job advertised involves traveling and meeting people, it would suit my abilities and temperament. UNIT END QUESTIONS Complete the sentence by filling in the appropriate blank/blanks from the options provided. 1. Challenges must be to realize the of a greater regional economic integration. a. Overcome... Potential b. Suppressed ...power c. Ignored... benefits d. Sustained... Advantages e. Attempted. ..battles 2. He’s got a sharp ................. He might just get into trouble, if he isn’t careful. a. Tongue b. Mouth c. Intellect d. Vision e. Brain 3. Sentence Completion In each of the following items some parts have been jumbled up. You are required to re-arrange- 202 CU IDOL SELF LEARNING MATERIAL (SLM)

these parts which are labeled P, Q, R, and S to produce the correct sentence. Choose the proper sequence and mark in your Answer Sheet accordingly. Feeling flattered by praise of the fox to the piece of cheese (P) / the crow began to cow (Q) / it held on its beak (R) / unmindful of what happen (S) The proper sequence should be: a. SPRQ b. QSRP c. RSPQ d. QSPR 4. Rearrange the following parts (i, ii, iii and iv) in proper sequence to obtain a correct sentence. i. The CEO ii. of making the right decision iii. was not scared iv. despite a loss in profits a) i, ii, iii, iv b) i, ii, iv, iii c) i, iii, ii, iv d) ii, iii, iv, i 5. 5. Rearrange the following parts (1, 2, 3 and 4) in proper sequence to obtain a correct sentence. a. the CEO b. of making the right decision c. was not scared 203 CU IDOL SELF LEARNING MATERIAL (SLM)

d. despite a loss in profits i. abcd ii. abdc iii. acbd iv. bcda SUGGESTED READINGS • Lesikar R.V., Petit J.D. (2016). Business Communication. New Delhi: Tata McGraw. • Chaturvedi, P.D. (2016). Business Communication. New Delhi: Pearson Education. • Raman, M., Sharma, S. Technical (2017). Communication-Principles and Practice New Delhi: Oxford University Press. • Murphy, R., (2015). Elementary Grammar.UK: Cambridge University Press. • Murphy, R., (2015). Essential Grammar in Use, 4th Edition. UK: Cambridge University Press. • Hewing, M. A (2015). Advanced English Grammar.UK: Cambridge University Press. • http:// www.basic English org. • www.everyday English com. • www.edufind .com. • www. language.com. • www.dauniv.ac.in 204 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT-12VOCABULARY – II Structure Learning Objectives Introduction Idioms Figurative Idioms Prepositional Idioms Collocations Types of Collocations 12.4.Analogy 12.5.Summary 12.6.Keywords 12.7.Learning Activity 12.8.Unit End Questions 12.9.Suggested Readings LEARNING OBJECTIVES In this unit we would • Explain the idioms • Discuss the types of collocation • State the concept of analogies INTRODUCTION For the language to be effective, an important prerequisite is abundant vocabulary or word power. Words are the very essence of written communication. Words translate thoughts and carry the message through to the reader.They lay emphasis as and when required. Words have the potential to make or mar the language of the business communicator. 205 CU IDOL SELF LEARNING MATERIAL (SLM)

IDIOMS An idiom is a commonly used phrase or expression that doesn't follow the usual language patterns or that has a meaning other than the literal. Phrases that, when dissected, don't seem to make much sense, are often idiomatic. For example, when you read “They can't come up with the answer,” or “The director stood up for herself,” or “The play ended with a bang,” you probably know what the writer means. But if you look up the definition of each word in these phrases, the meaning of the expression as a whole does not make sense. Idioms aren't something you memorize. If English is your native language, you already know thousands of idioms, so you don't question what they mean. But if you try to learn the idioms of another language, or if you are trying to learn English, you'll find that idioms can be a real challenge. Figurative idioms Figurative idioms are expressions so common you don't question their source: let the cat out of the bag, he has a monkey on his back, it's the straw that broke the camel's back, you're splitting hairs, the ball's in your court, and so on. Many figurative idioms have become clichés and empty of true meaning. You can use them occasionally—but don't overuse them. Prepositional idioms The most common idiom is an expression that depends on the choice of a particular preposition. The choice may seem arbitrary. For example, why do we say “She put up with him” rather than “She put on with him”? “At home” rather than “in home”? Why is it “sick of him” rather than “sick from him”? Why do we get in a car but on a boat? There is no logical reason; the expressions are idiomatic. Notice in addition that many words take different prepositions to form different idioms. For example, to wait on someone is different from to wait for someone. Prepositional idioms don't follow rules you can memorize. Fortunately, you can usually rely on your ear and your experience. When you're in doubt about the right preposition for an expression, check a dictionary. The entry for a word sometimes gives you a phrase showing which preposition to use. When the word is associated with several idioms, they are often listed at the end of the entry. Examples of prepositional idioms Although far from complete, this list illustrates the importance of prepositions in forming idioms. 206 CU IDOL SELF LEARNING MATERIAL (SLM)

• accountable for (responsible for)—I am accountable for the errors in the book. • accountable to (answerable to someone)—I am accountable to the board of directors. • adapt from (a model)—He adapted the design from one he had seen in Europe. • adapt to (a situation, an environment)—The children soon adapted to the new school. • agree on or upon (something)—We agreed on a date for the meeting. • agree to (do something)—We agree to pay the damages. • agree with (people, opinions)—The women who were polled agreed with the judge. • annoyed at or with (a person)—The physician was annoyed at her for the interruption. • annoyed by (something)—The physician was annoyed by the constant interruptions. • assist at (an event)—He assisted at the service. • assist with (someone or something)—Mr. Nguyen assisted with the refreshments and the flowers. • contend for (a position, a prize)—The candidates have contended for the office twice. • contend with (an obstacle)—The candidate has to contend with his lack of personal charm. • depart for (not to, a destination)—They depart for Canada tomorrow. • depart from (a destination, a tradition)—They departed from their routine today. • grateful for (a benefit)—I am grateful for my musical talent. • grateful to (a person)—I am grateful to you for the help. • impatient at (a delay)—They were impatient at having to wait so long. • impatient for (a result)—We are impatient for an answer from the administration. • impatient with (a person)—He was impatient with the clerk. • part from (leave)—I parted from the group early this year. • part with (a possession)—I parted with the Volvo reluctantly. 207 CU IDOL SELF LEARNING MATERIAL (SLM)

COLLOCATIONS A familiar grouping of words which appears together because of their habitual use and thus creating the same meaning is called collocation. Suppose, when we say heavy rain instead of big or strong rain, it conveys the meaning that it is raining heavily. Although in the above example strong rain or the big rain conveys the same meaning. In fact, both of them are also grammatically correct. But, the use of big rain or strong rain will sound strange. Thus, we use heavy rain to sound natural and a lot better English. Similarly, there are many such examples where we use a particular set of groups of words to sound naturally correct. A group of words that are expected to be together can also be defined as collocations. Some more examples of collocations are to do homework, to make the bed, to take a risk, etc. Besides the reasons mentioned above, there are reasons as well for using collocations. These are: • Making the use of the English language natural and interesting • As it follows a particular order, it helps in adhering to pre-decided and a proper structure of the English language • Helps in beautifying the language • Make better use of words or group of words by presenting it in better form • It enhances the use of language and thereby comparatively leads to innovation of the English language Types of Collocations 1. Verb Collocations The collocations which are used extensively tend to involve verb + noun formation in the day to day situations. Here are some of the examples of these words for you to understand them better. In each of these examples the verb has other meanings as well, but combining it with the words will result in a group of words. • To save time 208 CU IDOL SELF LEARNING MATERIAL (SLM)

• You will save a lot of your time if you concentrate on your studies rather than browsing through the internet. • To come prepared • You have a presentation tomorrow, so make sure that you come prepared. • To find a replacement • Indian team needs to find a replacement for Sachi as soon as possible. 2. Adjective Collocations Many collocations can be formed when you add adjectives with noun and adverbs. Here are a few examples of how you can make collocations using a single adjective. • Deep: Deep feeling, deep pockets, deep sleep, deep trouble. • Heavy: Heavy rain, heavy sleeper, a heavy drinker, heavy snow, heavy traffic. • Strong: Strong smell, strong sense, strong denial. 3. Noun Collocations In this type of collocations, you can use a verb as well as a noun to form the group of words. Service industry, tea leaf, dogs bark, water flows, paper flutters, blurred vision, critical analysis. 4. Business Collocations Mostly, the use of collocations is critical in various types of businesses and work situations. Here, there are numerous ways in which you can form a collocation using verbs, nouns, adjectives, and adverbs. They can be combined with keywords and a business expression can be formed. Some of the important business collocations are: Security blanket Cash flow Opinion poll Make money Forgive a debt Counterfeit money 209 CU IDOL SELF LEARNING MATERIAL (SLM)

Key in a PIN Annual turnover GO bankrupt Cease to trade Hard-earned money Deposit a check Close a deal Open an account ANALOGY Ananalogyisatypeofwordproblem.Itismadeupof two-wordpairs.Yourgoalinsolving an analogy is tofindawordthatcorrectlycompletesthesecondpair.Boththepairshavethesamekindofrelationship. To solve the analogy,youneedtofindthatrelationship. • Ananalogylookslikethis:puppy:dog::kitten:cat • Whenyousayitoutlouditsoundslikethis: “puppy is to dog as kitten is to cat” Thereare different types of comparisons such as these: 1. Part to Whole, in which one word is a part or piece of the other as innose : face :: ace : deck of cards 2. Antonyms, words that have the opposite meaning as innight : day :: cold : hot 3. Synonyms, words that have the same or similar meanings as inhappy : glad :: sliding : skidding 4. Description or Characteristic, in which one word describes the other wordas insandpaper : rough :: ocean : wet 5. Item to Category, in which one word names something that falls into thegroup named by the other word as inbird : blue jay :: season : winter 6. Rhyme words: nose : hose :: dryer : hire Worker to tool: mechanic:wrench:programmer: computer There are many more types of analogies. Sometimes you just have to invent arelationship (type) that solves a certain analogy. For instance, there might be onethat just counts the letters in the words. 210 CU IDOL SELF LEARNING MATERIAL (SLM)

Here’s an example: nose:take:apple: happy Order matters! You must place the parts of the analogy in the same order onboth sides of “:”. For instance, if the analogy relationship is “Whole to Part,” andyou place “whole” first on one side then “whole” must be first on the other side SUMMARY • Ivor Brown, in his introduction to the third edition of Roget’s Thesaurus, has beautifully summed up the significance of word power and its effective use for any good writer. He says, ‘Words as well as ideas are the raw material and that he requires in good supply. • But words can be the decoration as well as the tools of good writing. This does not mean that they should be splashed around recklessly: a good artist with the riches of his paint box at hand does not use them in a lavish or slapdash way. • The artist considers, selects and blends tints to get both strength and delicacy in the finished picture.So it is with words. To have a copious supply and to use it with judgement is an excellent foundation for good writing and for the possession of what is called style.’ • Business writing, whether it be letters or emails, has for most people become an almost daily practice. This sheet provides a detailed list of core vocabulary and phrases that are frequently used when writing business letters or business e-mails in English. It can be a valuable starting point for students who need to use English on an everyday basis for written business communications. If you are a teacher, you might find this specific English terminology and letter lingo useful as well. • Oftentimes, these expressions are employed in very specific trade sectors, and thus the core vocabulary sheets go a long way in helping both the instructors and the students inform their formal written expressions. • Building a better vocabulary of English language is one of the most important things to do. • Adequate vocabulary is the basic need to manage almost all the aspects of everyday life efficiently, while by building educated vocabulary you can have confidence in speaking publicly. • Whatever professional field you belong to, the ability of using the right word at the right place 211 CU IDOL SELF LEARNING MATERIAL (SLM)

will provide you an added value, while it is of great help in maintaining effective and convenient communication. Since business English communication is used at the workplace, sound vocabulary is equally important for the people from different professions. • Enriching vocabulary must be regarded as one of the winning strategies in maintaining high competence and efficiency at the organizational level. There are various situations when the employees need to communicate clearly, so that the message may be conveyed in a way it’s been intended. In this way, developed vocabulary skills are of a great advantage to the employees. As a leader, a manager can convey his message in an effective and efficient way on the basis of his rich vocabulary, so that he can direct and guide the employees towards the accomplishment of organizational goals and objectives successfully. • At the higher professional front, managers, supervisors, consultants or the employees with higher grades need to communicate more effectively and efficiently than their subordinates. They may often need to give presentations. • There are events that call for business meetings, discussions, seminars, conferences or the training and development programs. In managing those events successfully and effectively, their effective communication skills are evidenced by their rich vocabulary with professional and vivacious and sparkling conversational style. • The one, who wants to make his or her name as a successful freelance business writer, needs to enrich his vocabulary to reap rich results in his ambition. A high vocabulary is highly needed in producing various pieces of writing successfully. A piece of writing that provides clear message and perception is an indicative of his or her vocabulary skills that have been acquired. • There are several ways through which one can build vocabulary. One of the most important methods of improving vocabulary is to read different stuff constantly or increasing the amount of time that you spend in reading. Using thesaurus is also a great way, while it helps you know and understand the word formations. It is thus building vocabulary from word roots is one of the best ways to success. KEYWORDS • Unsolicited application letter: An application letter written to an organization that has not 212 CU IDOL SELF LEARNING MATERIAL (SLM)

advertised a vacancy; also called a prospecting letter. • Verbal message: A message comprising spoken or written words. • \"You\" attitude: A viewpoint that emphasizes what the reader wants to know and how the reader will be affected by the message. LEARNING ACTIVITY 1. Match the idioms in A with their meanings in B. A – Idioms: a.think on your feet b.on the fly c.plays it by the ear d.lose sight of e.read between the lines B – Meanings: i. To think and react quickly, especially in a situation where things are happening very fast ii. To decide how to deal with a situation as it develops rather than planning how you are going to react iii. To find meanings that are intended but that are not directly expressed in something said or written. iv. Done while someone or something is operating or moving v. To forget about an important idea or a fact because you are thinking too much about other things 213 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT END QUESTIONS A. Descriptive Questions 1. Remove the business jargon and rewrite in a more natural style: • ƒ Responding to your esteemed favour of 3rd instant, we are rushing our latest price-list. • ƒ We beg to acknowledge the receipt of your esteemed favour of 5th instant. • ƒ We beg to thank you for your letter of 10th ultimo. • ƒ We hereby acknowledge the receipt of your letter. • ƒ We are in receipt of a favour dated 10th instant. 2. Complete the following collocations a) a home. b) trouble c) I really hate when she criticizes everybody. It reallyrattles d) Every day I used to go to Temple under false . I never wanted to, but my parents made me go every day. B. Multiple Choice Questions 1. Choose the explanation that catches the spirit of the idiom/phrase: Crocodile tears a) True tears b) Insincere tears c) Very angry d) Very Sad 2. Choose the explanation that catches the spirit of the idiom/phrase A snake in the grass 214 a) A secret or hidden enemy b) An unreliable person c) Unforeseen happening CU IDOL SELF LEARNING MATERIAL (SLM)

d) A dangerous enemy 3. Choose the correct meaning of the phrase below: Status quo a) the previous condition b) the existing condition c) direct d) lack of authority 4. Choose the correct meaning of the phrase below: Carte blanche a) complete authority b) issue the warrant c) no authority d) lack of authority 5. Choose the correct meaning of the phrase below: By hook or by crook a) By any means b) To avoid taking sides c) To relax d) Feel uncomfortable Answers: 1. (b) 2. (a) 3. (b) 4.(a) 5.(a) SUGGESTED READINGS • Lesikar R.V., Petit J.D. (2016). Business Communication. New Delhi: Tata McGraw. • Chaturvedi, P.D. (2016). Business Communication. New Delhi: Pearson Education. • Raman, M., Sharma, S. Technical (2017). Communication-Principles and Practice New Delhi: Oxford University Press. • Murphy, R., (2015). Elementary Grammar.UK: Cambridge University Press. 215 CU IDOL SELF LEARNING MATERIAL (SLM)

• Murphy, R., (2015). Essential Grammar in Use, 4th Edition. UK: Cambridge University Press. • Hewing, M. A (2015). Advanced English Grammar.UK: Cambridge University Press. • http:// www.basic English org. • www.everyday English com. • www.edufind .com. • www. language.com. • www.dauniv.ac.in 216 CU IDOL SELF LEARNING MATERIAL (SLM)

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