Chapter 4 – Using Social Media and Creating Other Leadership Correspondence Kelompok 3 Eks B 36 A

2006 GSW Proceedings, 2022

Teaching writing plays a crucial role in improving learners’ language competence and mastery. As Walter Grauberg states (1997:213), writing “consolidates and reinforces language learnt orally”. Besides, writing—the core of “correspondence of all kinds”—offers learners “a means of individual and sometimes quite personal expression, which can be changed, revised, refined and kept as a record” (213). My learners are full scholarship learners who would like to pursue a career or apply for a graduate degree overseas. Therefore, they will definitely need to write a formal email while applying for a job/course abroad. Acknowledging the importance of writing in language teaching, this paper focuses on teaching writing a formal email.

Human IT: Journal for Information Technology Studies as a Human Science, 2000

Human IT, 2000

This study is an analysis of electronically transmitted letters (i.e. email messages) and traditional paper letters (i.e. hand written or typewritten letters on paper) from citizens to the authorities of the city council in Göteborg city. The norms for email are still in the process of being established. People are uncertain of how to formulate themselves in this rather new medium. Most studies of email have been made on email messages of one-to-many interaction in public mailing lists. This is a study of public one way, one-to-one email messages, where the receiver is an unknown authority. The overall purpose of this study is to try to establish which factors influence how people formulate themselves in a text based electronic medium. Do email messages to authorities conform to the business template of traditional formal letters, or is it the ease and rapidity of the electronic medium that pose the greater influence on the way the senders formulate their messages, or are there combinations of other factors? Results from this study confirm results from previous studies of email (Herring, 1996, Du Bartell, 1995, Danet, forthcoming), suggesting that email messages to authorities are less formal, shorter than the formal business template. Email often seems to serve communicative purposes replacing phone calls (Severinson-Eklundh, 1994).

The present paper attempts to investigate whether the spoken nature of e-mail messages has already started to affect business written communication. It looks at the register and context of the language and at the style used in commercial electronic mail. Sixty three business e-mail messages are analysed and later compared with forty business letters from the same company. From the analysis there emerges some evidence to suggest that electronically mediated communication is already affecting business written communication, showing a tendency towards a more flexible register. This paper also considers some of the implications that this emerging tendency in interpersonal business communication may have for materials writers, business English course designers and teachers of written communication.

(ÖZ) Corporations have many diverse forms of communications with other companies and within the corporation. One of these forms is e-mail and writing an e-mail has some criteria in formal formats. The e-mail should be clear, specific for the topic and the person. The subject of the study is giving these formats in Turkish medium instructed lesson content in fashion design program. By applying this study it was aimed to define the effect of Turkish medium ınstruction over the e-mail writing in a foreign language. Before the ıntroductıon of the e-mail formats, four different subjects are defined which are possible e-mail subjects of a textile and fashion firm. The participants first are asked to write an e-mail related with the given subjects by the ınstructor. Then the e-mail formats for each subject are studied for four weeks, one format for one week. The first week the participants are asked to write an e-mail about giving information within the company or to another partner. The students write their samples in Turkish first and then three different lecturers make revisions in terms of format and grammar. After the revision, participants are asked to write English version of the revised e-mail formats and the process continues for four weeks with other defined subjects. At the end of the application the grammar and content harmony in the English versions of the e-mails are evaluated and the results will be discussed in detail.

Handbook of research on …, 2008