Tools of Communication

Tools of Communication

There are various tools that helps in the process of communication. These tools have been developed by human beings from the dawn of civilization or before. They help us in communicating sometimes universally sometimes within a group. Here are some of the tools discussed in brief. There can be many more tools that help in the process of communication. This is not the end of the list.

i) Language: The main function of each and every language is to communicate. Each language has various forms. It is one of the foremost and important tool of communication. It is the most clear and comfortable tool to use. Each and every individual uses this tools in the process of communication. There are different languages in this world. We need to have knowledge of a particular language in order to communicate in that language. That’s why depending on the use of various languages in the world there are different linguistic groups.

ii) Script: This is a group of symbols used to express the language in the written format. They are also highly essential useful tools of communication. One limitation with script is we have make a conscious effort to acquire knowledge about a particular script. This consumes a lot of time. This is also regarded as the tool of the educated mass.

iii) Drawing/Painting/Sculpture/Visual art: Many individuals are blessed with creativity. They use their creativity to communicate in an artistic manner. Their art is well accepted in the society and gives them high regard. These artistic creations reflect nothing else but communication. They express themselves with the help of art. These art may be in the form of drawing (child) or painting (professional), they convey the same meaning. Artistic creations are more stylish in nature in terms of communication. A small piece of art can convey thousands of sentences by its form, size, colour combination, shades etc.

iv) Body: Our body is one of the most important tools of communication. Whether we are using language or not it is always present in the process of communication. Without body cues our communication may be confusing. Our words must be supported by proper actions reflected by the body. They may be in the form of gestures, postures, eye contact, spacing etc. Every action or non-action is part of Body. This type of tool is otherwise known as body language.

v) Silence: In particular situations silence can also act as an important tool for communication. There are many instances where either we don’t use language/words or we are not in a position to use those. In such situations silence has the power to convey the message effectively. The silence inside a temple indicates purity and nearer to godliness. The silence inside an examination hall suggests discipline and law abiding.

vi) Dress/costume: This is also an important tool for communication. Dress has been an integral part of every culture, tradition, custom and practice. They give shape to our personality and individuality. Dress also reflects culture and behavior. An individual’s behavior can always be guessed by the kind dress one is wearing. It has the potential to convey many things without the use of words. School uniform, mask, traditional attire etc. can convey the purpose. We can identify an individual from the dress.

vii) Surrounding/Environment: Many a times just by reflecting to the environment we get a lot of message. Many things are communicated by the environment itself. We need not engage in words to understand a particular situation or context. The environment is powerful enough to communicate the message and convey us convincingly.

BIODATA, RESUME AND CURRICULUM VITAE

BIODATA, RESUME AND CURRICULUM VITAE

There are three terms used and described as under:

 Bio-data

Bio-data is a paragraph summary of who a person is and can be written for any purpose whatsoever.

 Resume

Resume is a statement containing specific information relating to education, training and experience. It is usually a single page and is used for applying for job.

Curriculum Vitae

Curriculum Vitae is like a resume but it may be much longer spreading in to 3 to 4 pages.
The above definitions bring out the subtle differences among the various terms used. However, in India they are being used almost interchangeably. In this Unit, the term resume has been used.
The word resume has two popular connotations:
(i) Resume as a noun
It is even pronounced differently. It stands for a detailed bio-data, personal record sheet or curriculum vitae.
(ii) Resume as a verb
It means restart. Job hunting or job change should be thought of as a process of giving a restart to ones‟ life and working career. The concerned person must remember that the resume is not about his past job. It is about writing all about self so that he can give a fresh start to his working life. It must talk about the person and his accomplishments as would fit the requirements of job he is applying. It should highlight his personality and focus on how well he was equipped to perform the future job.
Resume is the most important document a person creates for himself. It should be available with him all the time. It must be revised and updated from time to time – perhaps once in six months in the prime years of his working life. It is everybody‟s duty to plan his career in such a way that he can add something more exciting and more topical to his resume in line with the contemporary needs of business and industry.
When resumes are mailed unsolicited to possible employers, these are also scanned quickly by the persons concerned – they skim through the resume in 1 – 2 minutes. It means that resume should be as brief as possible so that it can attract the attention of the quick readers. One of the most difficult tasks is to secure an appointment for an interview - that is the first and very important step in getting recruited. Good resumes pave the way for the interview.
Someone has compared resume with a bouquet of flowers. Every blossom should be chosen with a lot of care and every flower should be set in a way that adds to the beauty of the bouquet.
Thus learning to write resume is a very skillful job. Each job one applies for may require fine-tuning of the resume to suit. Experience has proved that although considerable effort is required for turning out a brief but attractive resume, it is very rewarding to individuals. It can propel applicants on faster trajectory of career progression.

WRITING STYLE-EVOLUTION OF IDIOMS, MAXIMS AND PROVERBS

WRITING STYLE-EVOLUTION OF IDIOMS, MAXIMS AND PROVERBS

Story of kicking the bucket

One view is the bucket in the story does not refer to a bucket as such but to a wooden frame used in the olden days to hang freshly killed pigs.

Another theory is that the idiom was coined by looking at the way people took their own lives. Such persons kept the bucket upside down to stand on, put the noose hanging from the ceiling around their neck and then kicked the bucket from underneath.

Story of sour grapes

Leila was „head over heel‟ in love with Rahul but he „spurned her overtures‟ and married Pooja. Leila was very much upset but went about pretending that she „knew in her heart of hearts‟ that Rahul was not the sticking type. Someone said it is a clear case of „sour grapes‟ as mentioned in Aesop‟s fable, „The Fox and the Sour Grapes

There is seldom one best way of writing – invariably there are several equally good styles of writing. Writing style reflects the personality of writers and constitutes their body, soul and taste. Style cannot be taught; it is unique to a person. However, everyone can improve his writing style.

The core of writing style is writing sentences that create interest, make meanings clear, keeping them short, making every word count and by varying sentence pattern. Use of most suitable idioms, maxims and proverbs can embellish ones‟ writing style as these are the crystalline form of a language and glitter in a sentence like diamonds in a necklace.

A very large variety of idioms, maxims and proverbs is available and students would do well to build up own repertory of these. They act like a pickle in an Indian food – pickle is rarely eaten by itself but when used judiciously with meals, it adds aroma, flavour and taste. They should focus on the evolution of these idioms, maxims and proverbs and become adept at using them skillfully.

PICKLE EFFECT OF IDOMS, MAXIMS AND PROVERBS

PICKLE EFFECT OF IDOMS, MAXIMS AND PROVERBS

Drawing a parallel from the world of food, it can be said that idioms, maxim and proverbs are like a pickle which is rarely eaten by itself. But when used judiciously with the meals, it adds aroma, flavour and taste to the food.
(1) Idiomatic expressions, maxims and proverbs are not bound by the usual rules of grammar. For example, it may be recalled that, „Many a ship have floundered on these strong seas‟.
(2) When people are hungry and famished, they can just boil some rice and gulp it down. It may kill their hunger but this is not what they usually do. They cook different types of food, add spices / flavourings and then eat them with relish. They not only fill their stomach but also do it royally.
In the same way, while writing or speaking, people do not merely use some words that somehow carry meanings across to readers; they try their best to add beauty and style to the diction to make it attractive so that it has the requisite impact. For example, consider a friend who is always vague in his expressions, rambling and dilly-dallying – he is never able „to come to the point‟. His manner of speaking can be expressed effectively in a few words that he is fond of „beating about the bush‟.
Another colleague is always clear, specific and to the point – „no hemming and hawing‟, no faltering and „no beating about the bush‟. The same could be stated more powerfully that he always „hits the nail on the head‟.
Writers can pick up idioms, maxims and proverbs from a large number available in all languages. They enhance style of writing and are attractive to the receivers of message. There are many such expressions that are vying with one another and wanting, willing and asking to be picked up by the communicators. Thus if senders of message have a better command over the language and vocabulary, they would be more proficient in selecting the right ones. A few examples are:
(1) The colleague who always speaks to the point can also be described as a person who never „minces his words‟ or he is „cut and dry‟.
(2) Raju, a villager, was always getting drunk and falling in the gutter. He would beat his wife „black and blue‟, snatching her money and „blowing it up on drinks‟. His family was fed up with him. He did not have any friends „worth the name‟. When Raju‟s life came to an end, his family „breathed a sigh of relief‟. One fine morning, he was found dead in a gutter. Someone said that Raju „breathed his last‟ but one could also say that he „kicked the bucket‟.

ROLE OF IDIOMS, MAXIMS AND PROVERBS

ROLE OF IDIOMS, MAXIMS AND PROVERBS

Use of idioms, maxims and proverbs helps in embellishing style of communication. However, we have to learn to use them judiciously and with deep understanding;

(1) Idiom

It is an accepted phrase, construction or expression in a language. However, it may be contrary to the usual pattern of a language and has meanings that are different from the literal ones. It can often be a peculiar phraseology, a dialect or a language.

(2) Maxim

It is a concisely expressed principle or rule of conduct and is a statement of general truth or precept.

(3) Proverb

It is a short saying in common use that strikingly expresses a maxim. It is an enigmatically saying in which a profound truth is cloaked or hidden.
.Idioms, maxims and proverbs are specimens of language in its crystalline form. These are often compared to the glittering diamonds in a gold necklace.
These are used to express feelings, thoughts and ideas in a succinct, effective and attractive way. Normally a matter that requires several sentences or a whole paragraph may be expressed in 2 or 3 words. The combination of these words has meanings that are far removed from its literal meanings. For example, when it is said, „In a nutshell‟, it means saying in a few words. When someone feels that the Government machinery moves at „a snail‟s pace‟, he means that there are usual bureaucratic delays that send people „from pillar to post‟. One can „cut the long story short‟ and simply say „red tape‟.
If a person can build up a good repertory of idioms, maxims, proverbs and quotations and then recollect them to suit the occasion, he is already well on his way to becoming a good writer and / or a good speaker.
Words contained in these idioms etc may not convey any sense by themselves but, with reference to the context, they lend themselves much meanings and thoughts. These also add a touch of beauty and style to ones‟ communication.
For instance, consider the words, „eating one‟s own words‟. On the face of it, these words sound absurd for how can one eat one‟s words. Using these words suitably as an idiom in a sentence, it can be said that the new manager was „talking tall‟, threatening to pull up the employees who have failed to turn up for a cultural event on a holiday. However, when union leaders accosted him, he had „to eat his own words‟.

WRITING STYLE

WRITING STYLE

Many good ideas are lost because they are expressed in dull, wordy and involved way. No two people write exactly alike. Even writing about the same thing such as writing an essay in a school classroom, two persons will invariably say it differently.
“To write well is at once to think well, to feel rightly and to render properly. It is to have, at the same time, mind, soul and taste”.
There is seldom only one best way of writing – there are usually several equally good ways of writing.
Ben Johnson has said, “For a man to write well, there are required three necessaries: to read the best authors, observe the best speakers and much exercise to your own style”.
However, everyone must remember following four axiomatic truths about writing style:
(1) Style cannot be taught
(2) Each person‟s style is his / her own personality
(3) Style is unique to him / her
(4) Each one of us can improve our style

Written communication - overview

Written communication - overview

Writing skills can be cultivated and acquired although they entail a lot of hard work. Effective writing skills can impart individuals a competitive edge over rivals because pen is mightier than the sword. Written communication is a delayed response and hence more creative. Compared with oral communication, it permits limited cycle to respond and lag time for feedback takes longer and in some cases, it may not happen at all.
Adaptation is the basic principle as writers have to work hard to express their thoughts accurately. They must visualize what receivers know, feel or think and then select the right words and phrases. It is easier communicating with single person or homogeneous groups rather than mixed and diverse groups. However, governing rule is to keep it simple and short (KISS).
Written communications involve learning at three levels – choosing the right word, constructing good sentences and designing appropriate paragraphs. Effective writers must understand the importance of language and use of correct grammar. Since words form the building blocks of effective communication, the way words are used constitute crucial part of writing skill. There are seven ways words are used - as nouns, verbs including tenses, adjectives, adverbs, pronouns, prepositions and conjunction.
Proper use of punctuation signs embellishes the style of communicators who also tend to experiment and innovate with them as their usage changes over time. Writers should be well versed in the use of the twelve punctuation signs – full stop, comma, semicolon, colon, question mark, exclamation mark, quotation marks, apostrophes, hyphens, dashes, parentheses and capital letters.

POWER OF PUNCTUATIONS

POWER OF PUNCTUATIONS

Punctuations are a set of conventions that make it easier to read any language. In the English language the various rules are no more than conventions. Conventions are agreed ways of separating a text so that the readers‟ eyes and brain can assimilate easily. These conventions are like table manners that change over time. These are like fashions with which most writers try to experiment and innovate. However, some rules are clear and remain unaffected and have been explained for each of the punctuation mark in the following paragraphs:

(1) Full stop (.)

It is the longest pause that a reader should observe while reading a text. Full stop is used:
 At the end of a sentence except in interrogative and exclamatory sentences.
 After the initials or abbreviations e.g.
P. Dhingra for Pankaj Dhingra
Esq. for Esquire
These days full stop is omitted from well-known abbreviations like UNESCO, WHO, WTO, BHEL etc

(2) Comma (,)

It is the shortest pause and is used extensively. It is a troublesome punctuation and a few tips are:
 Put comma where one would pause while reading a sentence aloud
 To set off a noun of address e.g., „Mr. Verma, please get this bill settled‟
 To indicate omission of a word e.g., „Quality is excellent; the appearance, attractive; the price, low‟.
 To separate direct speech from the rest of the sentence e.g., „Mr. Seth, you have been very careless in your work‟.
Commas are useful in separating one part of a sentence from another. They also have a role in speaking; they may not suggest a pause long enough to be noticed but if observed properly, these can enhance your skills in delivering a speech.

(3) Semicolons (;)

If two sentences are closely related in meaning and it is not desirable to separate them by a full stop, semicolon is used. For example,
„You type the letter; I shall type the bill‟.

(4) Colons (:)

Colon is used to:
 Introduce a list e.g., „Please arrange these items: a personal computer with printer, a pad, a pack of envelops, gum stick, paper pins and paper clips‟.
 Introduce an explanation e.g., „The problem is this: we cannot get trained hands at such a short notice‟.
 Separate two contrasts e.g., „Managers make plans: insincere workers sabotage them‟.

(5) The question marks (?)

It is used after a direct question e.g., „Can I help you?‟
It should never be used after an indirect question. Grammatically, an indirect question is not a question at all e.g., „The Accounts Manager asked Mr Malhotra why he did not put the amount in fixed deposit‟.

(6) The exclamation marks (!)

It is used at the end of a sentence that expresses a strong feeling e.g., „Congratulations to all the winners!‟

(7) Quotation marks or inverted commas (“ ”)

These are also used in the text. A few tips are:
(i) The direct words of a speaker (the words that one actually hears) are enclosed in inverted commas. Since these are also used to enclose quotation ascribed to an eminent person, these inverted commas are also known as quotation marks.
(ii) An interrupted speech is also put within inverted commas e.g., “I would rather starve,” he said, “than accept such a job”.
(iii) Titles of books, magazines, newspapers, essays, poems etc are also enclosed in inverted commas e.g., “City of Sorrow” has raised a lot of interest.

(8) The apostrophe (‟)

Ever since there is an emphasis on conversational English to be adopted as the preferred style of writing, this has become very popular. A few tips are:
(i) It is used in place of an omitted letter in a contraction e.g., „doesn‟t for does not‟.
(ii) All possessive nouns contain an apostrophe e.g., A week‟s wages, Customers‟ views etc
(iii) Apostrophe is also used to form plurals of alphabets and figures:
 Dot your i‟s and cross your t‟s.
 Let us take up the issue with a few of the MP‟s.
 His phone number is all 2‟s.

(9) Hyphens (-)

A few rules are:
(i) It is used to join parts of a compound word e.g., maid-servant etc
(ii) It is used to combine a word with its prefix e.g., Post-dated etc

(10) The dash ( -)

A few useful rules are:
(i) It is used to show a sudden change of thought e.g., „The substance of the story is us – but do you have the time to listen to me‟.
(ii) It is also used for explanation e.g., „In this term, there are three core subjects – Strategic Management, Project Management and Quality Management.

(11) Parentheses ( )

They serve the purpose of double dashes. They separate from the main sentence, a phrase or a clause that does not belong to it e.g., „The scheme (see the enclosed brochure) is designed to give you the maximum return on your money‟.

(12) Capital letters

It is not a part of punctuations but it is useful to understand where in a text, capital letters are used:
 First alphabet of a sentence
 First alphabet of a quotation
 All proper nouns
 Names of religious sects, political parties
 All nouns and pronouns referring to God
 Pronoun „I‟
 Interjection „O‟
 All words in a heading excepting the articles, prepositions and conjunctions
 Abbreviations of degrees, titles etc
 Forms of address e.g., Dear Sir / Madam etc

WORDS AS BUILDING BLOCKS OF LANGUAGE Preposition & Conjunctions

WORDS AS BUILDING BLOCKS OF LANGUAGE

Preposition & Conjunctions

These are little words – „By‟, „To‟, „With‟, „About‟, „Over‟ etc and are used to make prepositional phrases which consist of a preposition plus its object that can be either a noun with or without adjective or a pronoun. For example,
 „In‟ the morning
 „Under‟ the bridge
 „By‟ Shakespeare
 „To‟ them
Prepositions come as a part of a package. They are bound by their objects to form prepositional phrases. These cannot be looked at in isolation!

Conjunctions

These are words used to join or conjoin words or group of words. Conjunctions have two sub classes:

(i) Coordinating conjunctions

These can be easily remembered by adopting an acronym of „FANBOYS‟.
F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S - So
A few illustrations are:
 Amit loves coconut „and‟ bananas.
 Sanjay is poor „but‟ honest.
 Ruchi wanted biscuit „or‟ chocolate

(ii) Subordinating conjunctions

They join or conjoin groups of words of unequal status and are not much in use.

WORDS AS BUILDING BLOCKS OF LANGUAGE

WORDS AS BUILDING BLOCKS OF LANGUAGE

 Pronouns

A conventional definition of pronoun is that it is a word used in place of one or more nouns. It replaces or represents a noun or nouns. For example,
„Ram wondered where Rani was‟ can be rewritten as „he wondered where she was‟.
Pronouns have four sub classes:
 Personal nouns
 Reflexive nouns
 Indefinite pronouns
 Demonstrative nouns
These are explained in the following paragraphs:

(i) Personal pronouns

These have three further categories – Subject, Object and Possessive and each category has three forms – First person, Second person and Third person and each of them can be either singular or plural as shown below:
                                                            Singular                          Plural
First Person
Subject                                                      I                                   We
Object                                                     Me                                  Us
Possessive                                             Mine                                Ours

Second Person
Subject                                                   You                                  You
Object                                                    You                                   You
Possessive                                            Yours                                Yours

Third Person
Subject                                                He, She,                             It They
Object                                                 Him, Her,                           It Them
Possessive                                          His, Hers,                           Its Theirs

(ii) Reflexive Pronouns

These are unique and easily recognizable group of pronouns that end in „–self‟ in singular form or „–selves‟ in plural form as explained below:

Person                         Singular                        Plural

First Person                 Myself                        Ourselves
Second Person           Yourself                       Yourselves
Third Person              Himself                        Themselves

(iii) Indefinite pronouns

These pronouns use the same words as are used in adjectives and can, therefore, be confusing. However, we must remember that the indefinite pronouns stand alone by themselves whereas adjectives always modify nouns. For example,
 Sanjay would like some. Here „some‟ is indefinite pronoun.
 Sanjay would like some spinach. Here some is used as „adjective‟ as it precedes and modifies a noun.

(iv) Demonstrative pronouns

These are a group of four pronouns – „This‟, „That‟, „These‟ and „Those‟. Similar to indefinite pronouns, the same words are also used as adjectives. However, as explained above, pronouns always stand alone - demonstrative pronouns are no exception.

Indefinite article – use of „a‟ and „an‟

Indefinite article – use of „a‟ and „an‟

Article „a‟ is used:

 In singular nouns e.g., a meeting, a message, a class etc
 With words starting with a consonant e.g., a man, a situation, a behaviour etc
 With words beginning with sound of „y‟ or with „o‟ as in one e.g., a young-man, a one-rupee coin

Article „an‟ is used:

 In singular nouns starting with a vowel e.g., an engineer, an officer etc
 With words where first alphabet is not sounded e.g., an honourable person etc

(iv) Demonstratives

These are – „this‟, „that‟, „these‟ and „those‟. Everyone must learn to use them properly in oral and written communication.

(v) Number words

These have two subgroups:
 Cardinal numbers like one, two, three etc
 Ordinal numbers like the order in which things occur - first, second, third etc

(vi) Possessives

 These are words that are used as adjectives e.g., Rita‟s friend, Anita‟s puppy
 We also have possessive pronouns like me, your, his, her, its, our, their etc

(vi) Quantifiers

These are – „some‟, „many‟, „several‟ etc

 Adverbs

These are words that modify verbs, adjectives and even other adverbs. Two types are:
(i) Those that modify verbs e.g.,
 Ruchi drives the car „carefully‟.
 Rohil parked the car „there‟.
 Anjana parked the car „yesterday‟.
(ii) Those that modify adjectives
These are – „very‟, „much‟, „too‟, „enough‟ etc

WORDS AS BUILDING BLOCKS OF LANGUAGE

WORDS AS BUILDING BLOCKS OF LANGUAGE

Adjectives

Adjectives play three roles as below:
(i) Noun modifiers
As noun modifiers, they always precede the nouns they modify e.g.
 Loud explosion
 Beautiful girl
 Sick old man
 Golden voice etc

(ii) Predicate adjectives

The predicate adjectives follow the linking or descriptive verbs and describe the subject e.g.
 The play was terrific
 The crust turned brown
 Please keep quiet

(a) Articles

In all there are three articles (the, a, an) in the English language and can be categorized as:
 Definite article – „the‟ is the only article in this category
 Indefinite articles – „a‟ and „an‟ are the only two articles in this category
Their applications are discussed as follows:
Definite article – the use of „the‟:
 To define, particularize or single out a noun e.g., I have read „the‟ book.
 To make obvious of what we mean e.g., „The‟ movie ran for three hours.
 To single out the superlative form of noun e.g., „The‟ best employee of „the‟ firm.
 To highlight title of the dignitary e.g., „The‟ Chief Justice
 To single out things that are one of its kind e.g., „the‟ sky, „the‟ sun, „the‟ moon etc
 To common noun that represents a class e.g., „The‟ staff should be part of management.
 To adjectives that indicate a class of persons e.g., „The‟ rich should help „the‟ poor.
 To a distributive measure e.g., Milk is sold by „the‟ litre or by „the‟ kilogram.
 To abstract nouns when particularized e.g., „The‟ honesty of taxi driver was applauded.
 To the names of rivers, mountains, seas, scriptures, newspapers etc e.g., The Ganga, The Himalayas, The Arabian Sea, The Geeta, The Hindustan Times etc
Indefinite article – use of „a‟ and „an‟
Article „a‟ is used:
 In singular nouns e.g., a meeting, a message, a class etc
 With words starting with a consonant e.g., a man, a situation, a behaviour etc
 With words beginning with sound of „y‟ or with „o‟ as in one e.g., a young-man, a one-rupee coin
Article „an‟ is used:
 In singular nouns starting with a vowel e.g., an engineer, an officer etc
 With words where first alphabet is not sounded e.g., an honourable person.

WORDS AS BUILDING BLOCKS OF LANGUAGE

WORDS AS BUILDING BLOCKS OF LANGUAGE

Word is a fundamental building block of any language. These are used in different parts of a sentence. Word‟s part in a sentence or speech is not inherent in the word itself – it comes from the way the word is used in the sentence. It is thus an important part of the skill set of the communicators.
Words can be placed in any part of the sentence or speech. It is decided by the way it is going to be used i.e., whether as a noun, a verb, an adjective etc. Important types of words have been detailed in the following paragraphs:

(1) Nouns

Noun is a Latin word and its literal meaning is „name‟ – it is the naming ability of words. We need to name:
 A person
 A place
 A thing
 An idea
Types of nouns are:

(i) Proper nouns

These are names of specific persons, place or entity. First alphabet of these nouns is always in capital e.g., Anil, Agra etc

(ii) Common nouns

These are names of generic category like „boy‟, „boss‟, „brother‟ etc. Here first alphabet is not a capital. A quick test is that if noun can be modified quickly by adding an adjective, it must be a common noun! For example, a good boy, a nice boss, the older brother etc

(2) Verbs

Verb is a word used to express action or to describe a state of being. Verbs are of two types:

(i) Action verbs

They express action e.g.,
 Sheena smiled
 Ruchi replied etc

(ii) Linking verbs

They describe the subject e.g.,
 Food was tasty
 Book became the best seller
 Movie got a very good response

Tenses of verbs

All verbs have tenses. Two importance aspects of tense are:
(i) All verbs have three tense forms:
 Present e.g., „is”
 Past e.g., „was‟
 Future e.g., „will / shall‟

(ii) All verbs have four conjugation forms:

Present                       Past                      Participle                      Continuous

Write                         Wrote                     Written                          Writing
Speak                         Spoke                     Spoken                          Speaking

ROLE OF LANGUAGE / GRAMMAR IN COMMUNICATION

ROLE OF LANGUAGE / GRAMMAR IN COMMUNICATION

Communicators must understand the role and importance of language and use of proper grammar in enhancing their written communication skills:

(1) Importance of language

A Chinese sage of distant past was once asked by his disciples what he would do first if he was given the power to set right the affairs of the country. He answered, “I would certainly see that the language is used correctly”. “Surely”, said the disciples, “This is a trivial matter. Why should you deem it so important?” The Master replied, “If language is not used correctly, then what is said is not what is meant, then what ought to be done remains undone. If this remains undone, morals and art will be corrupted, justice will go astray. If justice goes astray, the people would stand about in helpless confusion”.
Lee Iacocca, the famous former CEO of Chysler, USA emphasized it further, “You can have brilliant ideas but if you can‟t get them across, your ideas won‟t go anywhere”. It must be remembered that knowledge is nothing but messaging of information and communication; it is the only factor of production that is not subject to the law of diminishing returns.

(2) Importance of grammar in a language

Grammar is a branch of linguistics dealing with the form and structure of words (Morphology) and their interaction in a sentence (Syntax). The study of grammar reveals how the language works. By
mastering the rules of grammar, one can become a better „wordsmith‟ – an essential ingredient for becoming a good communicator.

THREE LEVELS OF LEARNING WRITING SKILLS

THREE LEVELS OF LEARNING WRITING SKILLS

Learning how to write effective communication, can be described at three levels:

 Choosing the right words
 Constructing sentences
 Designing paragraphs

(1) Choosing the right words

A skilled writer should choose words such that the receiver gets the meaning in a precise manner, without different interpretations. Following guidelines are useful:
(i) Searching words that the receiver understands
Adaptation is a process of simplifying; it is not as easy as it sounds because:
 Many individuals write at a more difficult level
 Writers know the subject better than the receiver
Extensive experience supports simplification.

(ii) Using familiar words

Familiar words enhance communication because they are easy to understand and absorb. Human memory favours familiar words as it speeds up filing and storage! For example, use:
 „Show‟ in place of „demonstrate‟
 „Use‟ instead of „utilise‟
 „Try‟ for „endeavour‟

(iii) Choosing short words

Short words communicate better; use:
 „Quit‟ in place of „terminate‟
 „Agreed‟ in lieu of „accorded‟
 „Last year‟ instead of „previous year‟

(iv) Using technical words with caution

Every field of specialization has words that have specific meaning in that field and should be used when communicating with persons from the same area of specialization. They do not communicate well with others and hence should be used with caution, if at all.

(v) Adding vigour to words

Our senses and mind do not respond equally to all words – words with vitality attract better attention. Thus one must add zing to one‟s writings by using strong words. As a rule, a word is strongest when used as a verb, followed by when it is used as a noun. Adjectives and adverbs are comparatively weak and should be used sparingly. A few useful tips are:

(a) Selecting strong and vigorous words

The main purpose of any writing is to attract the attention and time of the reader. We know that strong and vigorous words attract attention from senses and mind. Use:
 „Tycoon‟ in place of „eminently successful businessman‟
 „Boom‟ instead of „period of business prosperity‟

(b) Using concrete words

Using concrete words makes writing more interesting instead of abstract words. Use of specific words adds exactness in ones‟ expressions.

(c) Preferring active to passive verbs

Active form of expression is better than the passive form - it is stronger and shorter. Passive form has a place only when „doer‟ is not important.

(d) Avoiding camouflaged verbs

Do not camouflage verbs in to nouns; they dilute expressions. For example, use:
 Cancel and not cancellation
 Acquire and not acquisition

(vi) Selecting words for precise communication

One should have good command over the vocabulary. It helps in searching for the correct words and phrases that convey precise meanings in a given situation. Writer must try to have a very good collection of idioms, maxims and proverbs. They are very powerful in conveying ones‟ thoughts in a precise manner.

(vii) Avoiding sexist words

These are words that show male dominance e.g., manly figure or manly habits.
(viii) Avoiding pronouns indicating sex
Do not use pronouns like he, she, him or her. This can be done by:
 Making them plural
 Rewording the sentence
 Going in for neutral expression like one, someone etc

(ix) Avoiding words derived from masculine words

Do not use words like manpower, chairman, postman, watchman etc

(x) Avoiding words that are demeaning to women

Words like womanizing, prostituting etc should be left out of writing as they offend some readers.

(2) Constructing sentences

Length of the sentence is the most important feature of constructing sentences. In general, sentences should be adapted to readers. Long sentences are hard to read and harder to absorb. Short sentences enhance readability. A sentence should have 16 to 18 words, on the average. Sometimes longer or shorter sentences may be justified. A few good suggestions are:

(i) Limiting content of a sentence

Limiting content of a sentence would reduce its length. However, it should not be overdone. Too many short sentences make the reading choppy!

(ii) Economizing on words

Always look for shorter ways of saying things. A few suggestions are:

(a) Avoiding cluttering phrases

Go in for shorter expressions like:
 „If‟ for „In the event that‟
 „Like‟ for „Along the lines of‟
 „To‟ for „With a view to‟

(b) Eliminating superfluous words

Some words do not add any meaning and a quick scrutiny can go a long way.

(c) Avoiding round about ways of saying things

Round about ways of saying add words and verbosity to the sentences. Being direct makes it simple, short and impressive.

(d) Avoiding repetition of words and phrases

Repeating words and phrases is very boring and should be excluded from ones‟ writing. Only exception is when the writers want to emphasize something.

(iii) Determining emphasis in the construction of sentence

Short sentences emphasize content and long sentences dilute it although determining emphasis in a sentence is largely a matter of judgement.

(iv) Imparting unity to a sentence

All parts of a sentence should relate to one „single thought‟. This unity is often violated in the following three ways:

(a) Including unrelated thoughts

Unrelated thoughts vitiate unity of a sentence and can be taken care of by:
 Using separate sentences for unrelated thought
 Making one thought subordinate to the other
 Adding words to show that the thoughts are related

(b) Giving excessive details

Giving too many details dilutes the unity of a sentence. Avoid details or put them in a separate sentence within parenthesis.

(c) Constructing illogical sentences

Constructing illogical sentences can spoil the unity of a sentence. It results from:
 Mixing active and passive forms of expressions
 Going in for mixed construction of sentences.

(v) Using correct rules of grammar for sentence clarity

Rules of grammar have emerged as a result of some customs but mostly because they help write logically and clearly. Students must know these rules of grammar to acquire effective writing skills.

(vi) Learning power of punctuation

This is a group of distinctive signs that are used in writing and every writer must learn them properly. Some of the uses change like fashion over time and writers must remain updated on them. They add power to ones‟ expressions.

(3) Designing paragraphs

Paragraphs form the third link that is critical to acquiring effective writing skills. Besides words and sentences, they play a major role. Paragraph designing requires a clear thinking and a systematic mind. Design of paragraphs has a direct impact on the layout and presentation of the writing and contributes significantly in attracting and retaining readers‟ attention. A few guidelines are:

(i) Paragraphs should exhibit unity of idea or topic

Contents of a paragraph should relate to one idea (group of thoughts) or topic. However, unity can vary and so can the size of a paragraph. Ideally, a good test for a paragraph is that it should be possible to reduce the contents of a paragraph to one sentence or one statement. If it is not possible, unity of the paragraph is likely to suffer.

(ii) Paragraphs should be kept short

A paragraph should consist of 8 to 9 lines only. Paragraphs larger than 10 lines should be critically examined and „fat‟ cut off
 Large paragraphs are heavy and make reading dull and difficult
 Short paragraphs appear well-organized and invite readers to read on with attention
Paragraph positioning enhances layout design. Suitable system of headings and subheadings can further improve the attractiveness of the prose. These days printers use colour schemes for titles etc to give „come hither‟ look to the readers.

(iii) Positioning topic sentence to advantage

Writers must become aware of the importance of positioning topic sentence in the design of a paragraph. It can help in designing good paragraphs. However, where it should be placed in a paragraph depends upon the writers‟ plan:

(a) Placing topic sentence first

It is the best option and many firms have adopted it as a policy guideline.

(b) Placing topic sentence last

Here the beginning sentence in the paragraph serves as an introduction. The paragraph ends with the topic statement that is the real content.

(c) Placing topic sentence in the middle

If topic sentence is placed in the middle of a paragraph, it dilutes the content. It is rarely used but, in specific situations, it can impart the requisite impact.

(iv) Leaving unnecessary details out of the paragraph

This requires good visualization of the receiver. One can make the paragraph smarter by omitting extraneous details. Much depends upon the writers‟ judgement.

(v) Paragraphs should move the text forward

Each new paragraph is the next additional step in moving towards the goal of the message. If each paragraph represents the orderly development of the ideas, it facilitates move forward. Smoothness in writing style and good proficiency in choice of words and sentences can move the idea forward through each paragraph. Once a while, short paragraph is incorporated to organize the transition from previous paragraph to the next.

BASIC PRINCIPLES OF WRITTEN COMMUNICATION

BASIC PRINCIPLES OF WRITTEN COMMUNICATION

The core principle of any communication is that of „adaptation‟. The sender must use words, phrases, signs and signals that the receiver is familiar with. Sender must be very sensitive and good at visualizing the level of audience. If it is not done, he may be talking Greek to some one – it is like using a foreign language quite unknown to the receiver. Following two aspects must be borne in mind:

 Process of adaptation
 Governing rule of adaptation

(1) Process of adaptation

One has to work hard to be able to express one‟s thoughts accurately. It is so difficult that most people seem to be happy in using the first word that flashes in their mind. The process should begin with visualizing the receivers – what they know, feel or think. It often means communicating with readers (who are customers) at levels lower than yours.
Adaptation is easier if one is communicating to a single person or a homogenous group. If addressing a mixed or diverse group, one has to adapt at the lowest level.

(2) Governing rule of adaptation

An overriding rule that should govern the adaptation process is that of simplicity. Choice of simple words and phrases, woven in to simple sentences and use of simple rules of grammar can propel a person forward and fast in his learning curve for developing effective writing skills. The „KISS‟ principle is easy to learn and remember; it is a reminder to „keep it simple and short‟.

WRITTEN COMMUNICATION SKILLS

WRITTEN COMMUNICATION SKILLS

Writing makes a person perfect. It is an important part of communication skills in the hands of budding managers and leaders. Since writing is a deliberate and intended expression of one‟s thoughts and feelings, its quality is usually better than oral communication which can be immediate, quick response and faster than written communication. Although an ancient wisdom suggests that one should think before speaking, the quality of choice of words, phrases and sentences is not as good as it is in written communication.
Writing is a skill that can be acquired. Perfecting the art of writing, however, requires a lot of hard work. It is a skill that can distinguishes a person from the group. A successful executive, while sharing the reasons for his quick promotions in the first five years‟ of his career admitted that it was largely because he could write better than others. The verbal edge is the winning edge - a competitive edge over rivals.
There is a famous saying, “reading makes a full man, conference a ready man and writing an exact man”. It must be understood that whatever is written or said is the real self of the persons doing so. A good writer feels from the heart and then writes.

Written communication is a very critical recipe for success of managers and leaders. Following famous statement also underpins the importance of writing skills:

“Beneath the rule of men entirely great,
The pen is mightier than the sword!”

Written communication has the following unique features:

(1) Creativity

Written communication is the product of a well thought out process: It is not a spontaneous response as is the case with oral communication. Message written in the form of letters (and even emails) are deliberate and creative.

(2) Delayed response

Since crafting a written communication takes some time, the response to the sender is not as prompt as it is for the oral communication.

(3) Limited cycles of exchange

In oral communication whether face-to-face or otherwise, in a short span of time, it can complete several cycles of communication and all doubts get cleared quickly. In written communication, ideally responses should be complete and clear in the first instance but in case, some clarification is needed, one has to make do with one or two cycles of communication only.

(4) Feedback from the receiver

There may be considerable time lag in receiving the response from the receiver. A fax message (telex of old days), may be answered quickly, possibly within a few hours. If it is a letter, receiver may take a day before it is read and responded, if at all. Similarly, a written report (including soft copy sent on line) may be read in a few days. Thus time lag is longer. In many cases, it may not happen at all. Lack of feedback / response can arise from lack of concern, forgetfulness or even contempt!