Students will be able to converse well with

effective speaking and listening skills in

English.SRW SKILLS

LSRW- LISTENING, SPEAKING,

READING, WRITING
 Active Listening: Meaning and Art of Listening

Process and Types of Listening

After Traits of a Good Listener, Ten Thumb Rules for Listening

studying ,
Listening Techniques using Ted Talk Audio listening with script reading

this unit Listening and Note taking

you will Pronunciation, Speaking Style & Content

know
Communication
 LISTENING SKILL SPEAKING SKILL

Components of
Communication READING SKILL WRITING SKILL
 one should recognize and understand the
various sounds of a language

Then he/she should learn to discriminate

between the different sounds

This is possible only if the learner gets an

opportunity to listen speeches made by adults

Then only one can acquire the ability to speak

After speaking comes reading

For communication Last of all comes writing

process
Communication Skills
The listening and reading While listening and reading
skills are called Receptive the communicator is at the
Skills (Passive Skills) receiving end

Speaking and writing are While speaking and writing

called Productive Skills the communicator is at the
(Active Skills) transmitting end
TOTAL COMMUNICATION
PROCESS
Writing
9% Speaking
30%
Reading
16%

Listening
45%
Active listening
 Listening

• Listening is the most important communication skill.

• We probably spend more time using our Listening
Skills than any other kind of skill
• Real Listening is an active process
• Listening requires attention
 Effective listening

• Effective Listening is the process of analyzing

sounds, organizing them into recognizable patterns,
interpreting the patterns and understanding the
message by inferring the meaning.
• Many of the problems we experience with people in
our daily lives are primarily attributable to
ineffective listening or lack of listening
Listening comes first

LISTENING

SPEAKING

READING

WRITING
 Listening and hearing are not the
same. Hearing is the first stage of
listening.

Hearing occurs when our ears pick

up sound waves which are then
transported to our brain.This
stage is our sense of hearing.
Listening is
not hearing
Listening Skill

The skill of listening is the ability to receive and understand

different speech sounds of a language

It is the training of one’s ears to understand and discriminate the

meaningful messages communicated by the sounds of a language
 Importance of listening

• Communication is not complete without effective listening

• An attentive listener stimulates better speaking by the speaker
• A good listener learns more than an indifferent listener
• A good listener can restructure vague speaking in a way that produces clearer
meaning
• A good listener learns to detect prejudices, assumptions and
attitudes
Active listening process

Hearing

Filtering

Comprehending

Remembering

Responding
HEARING
•Hearing is the first essential step
in the listening process
•Relates to the sensory perception
of sound.
• For learning to be effective,
hearing needs to be done with
attentiveness and concentration.
 FILTERING

• Involves sensing and filtering of heard sounds.

• The heard message is categorized as wanted or
unwanted.
• The unwanted message is discarded.
• The sense of judgement of the individual comes into play,
that is, the filtering process is subjective
• A person chooses to retain what makes sense to him.
 COMPREHENDING

• The listener understands what the speaker has tried to

convey
• This activity can be described as absorbing, grasping or
assimilating
• The listener uses his knowledge, experience, perception
and cognitive power.
REMEMBERING
The assimilated message is stored in
memory to facilitate future recall.
RESPONDING

Responding to a message takes place at

the end of the communication,
immediately after or later, to show that
the message is being received and
comprehended.
 TYPES OF LISTENING

BY:
DR. S EEMA VERMA
(AS S IS TA NT PROFES S OR)
DE PARTME NT OF A PPLIE D S CIE NCES & HUMANITIES
ABES E NGINE E RING COLLEGE , GHAZIABAD
 Informative
Listening

Appreciative
Listening
Comprehensive
Listening

TYPES OF LISTENING

Empathetic
Listening Critical
Listening
 • Appreciative Listening- this for deriving aesthetic pleasure,
Listening for fun—to laugh, cry, use your imagination, or
extend your creativity as we do when we listen to a
comedian,musician or entertainer.
TYPES OF
• Empathetic Listening- we provide emotional and moral support
LISTENING
in the form of it. You try to put yourself in another person’s
place or see the world through his or her eyes e.g psychiatrists
listening to their patients.
• Comprehensive –listening to comprehend ideas
and information in order to achieve a specific
purpose or goal e.g listen to lecture and Listening
to announcements
• Critical Listening: Listening to understand, analyze,
and evaluate messages so you can accept or reject
a point of view, make a decision, or take action
• when the purpose is to accept or reject the
message or evaluate it critically. e.g listening to
sales person before making purchase or listening
to politicians .
HOW TO IMPROVE LISTENING
SKILLS
BY:
DR. S EEMA VERMA
(AS S IS TA NT PROFES S OR)
DE PARTME NT OF A PPLIE D S CIE NCES & HUMANITIES
ABES E NGINE E RING COLLEGE , GHAZIABAD
 The 10 Principles of
Listening
1. Stop Talking
“If we were supposed to talk more than we listen, we would have
two tongues and one ear.” -Mark Twain.
Don't talk, listen. When somebody else is talking listen to what they
are saying, do not interrupt, talk over them or finish their
sentences for them. Stop, just listen. When the other person has
finished talking you may need to clarify to ensure you have
received their message accurately
2. Prepare Yourself to Listen
Relax. Focus on the speaker. Put other things out of mind. The
human mind is easily distracted by other thoughts – what’s for
lunch, what time do I need to leave to catch my train, is it going to
rain – try to put other thoughts out of mind and concentrate on the
messages that are being Communicated
The 10 Principles of Listening
3. Put the Speaker at Ease : Help the speaker to feel free to speak.
Remember their needs and concerns. Nod or use other gestures or
words to encourage them to continue. Maintain eye contact but
don’t stare – show you are listening and understanding what is being
said.
4. Remove Distractions :Focus on what is being said: don’t doodle,
shuffle papers, look out the window, and pick your fingernails or
similar. Avoid unnecessary interruptions. These behaviours disrupt
the listening process and send messages to the speaker that you are
bored or distracted.
The 10 Principles of Listening
5. Empathise : Try to understand the other person’s point of view.
Look at issues from their perspective. Let go of preconceived ideas.
By having an open mind we can more fully empathise with the
speaker. If the speaker says something that you disagree with then
wait and construct an argument to counter what is said but keep an
open mind to the views and opinions of others.
6. Be Patient : A pause, even a long pause, does not necessarily mean
that the speaker has finished. Be patient and let the speaker continue
in their own time, sometimes it takes time to formulate what to say
and how to say it. Never interrupt or finish a sentence for someone.
The 10 Principles of Listening
7. Avoid Personal Prejudice: Try to be impartial. Don't become irritated
and don't let the person’s habits or mannerisms distract you from what
they are really saying. Everybody has a different way of speaking – some
people are for example more nervous or shy than others, some have
regional accents or make excessive arm movements, some people like to
pace whilst talking - others like to sit still. Focus on what is being said and
try to ignore styles of delivery.
8. Listen to the Tone :Volume and tone both add to what someone is
saying. A good speaker will use both volume and tone to their advantage
to keep an audience attentive; everybody will use pitch, tone and volume
of voice in certain situations – let these help you to understand the
emphasis of what is being said
The 10 Principles of Listening
9. Listen for Ideas – Not Just Words :You need to get the whole picture,
not just isolated bits and pieces. Maybe one of the most difficult aspects of
listening is the ability to link together pieces of information to reveal the
ideas of others. With proper concentration, letting go of distractions, and
focus this becomes easier.
10. Wait and Watch for Non-Verbal Communication :Gestures, facial
expressions, and eye-movements can all be important. We don’t just listen
with our ears but also with our eyes – watch and pick up the additional
information being transmitted via non-verbal communication. Do not jump
to conclusions about what you see and hear. You should always seek
clarification to ensure that your understanding is correct.
DIFFERENCE BETWEEN HEARING
AND LISTENING
HEARING LISTENING
Hearing only refers to your ears Listening means to interpret
picking up noise. the noise, understanding it and
provide an adequate response
to it.

Hearing is a passive occurrence Listening is a conscious choice

that requires no effort. that demands your attention
and concentration .

Hearing is a physical ability.

Listening is a skill that can be
learned.
Hearing is considered to be a Listening is biological as well as
biological phenomenon. psychological process.
In hearing, after the brain receives In listening , after the brain
the nerve impulses it may or may receives the nerve impulses and
not sends feedback. deciphers it ,it then sends
feedback.
Basis of Distinction Active Listening Passive Listening

Active listening means mindful and actively hearing and attempting to Passive listening means showing like listening to the speaker but not making an attempt to
Definition
comprehend the meaning of the speakers. comprehend the meanings.

Listener connects with the world and actively participates with the goal of
Connectivity Level Listener disconnects himself from the outsiders and has minimal interaction with others
problem-solving

Self-Responsibility Take responsibility for their own learning and growth Avoids responsibility for learning and problem-solving

Accepts and retain information as-is with no intention to question or challenge the idea
Mental Approach Sharp mind, alert to explore, reflect on the information
for improvement

Self-Motivation Level Strong Weak

Engagement Level High Low

Will-Power Strong-willed, interested in new ideas, open-minded Narrow-minded, low or no will power, unreceptive to new ideas
 Traits of a good listener

Ten Traits of a Good Listener

They-

Hear you out – free of judgment.

See both sides of the story.
Know when to step in.
Put themselves at speaker’s place
Follow up on their promises.
Give the speaker their undivided attention
Provide appropriate nonverbal communication
Pace the conversation
Recall previous information
Effective Listening & Note-Taking
One way to enhance listening
Using a systematic approach to the taking and reviewing of your notes
Add immeasurably to your understanding and remembering of the content of lectures.
a permanent record of key information
helps you distinguish where your ideas came from and how and what you think about those
ideas.
Effective Listening & Note-taking
 Six good reasons to take notes

 Notes are a useful record of key information, and the sources of that
information.
 Writing notes helps you remember what you heard.
 Taking notes helps you to concentrate and listen effectively.
 Selecting what to note down increases your understanding.
 Notes create a resource for exam preparation.
 Notes taken in classes often contain information that can’t be found
elsewhere.
 Before Class

 Develop a mind-set geared toward listening.

 Test yourself over the previous lecture while waiting for the
next one to begin.
 Read assigned material (SQ3R) or at least S (skim) and Q
(question) to acquaint yourself with main ideas, new terms,
etc.
 Do what you can to improve physical and mental alertness
 Choose notebooks that will enhance your systematic note-
taking(Cornell System of Note-taking)
 Intend to listen.
 During Class
 Listen for the structure and information in the lecture. Use signal
words such as:
 “Today I want to cover...” Introduction and/or Title
 “Four points...” “Three causes...” Organizational cues
 “Next I want to discuss...” Change of topic
 “I emphasize...” “To repeat...” Cues regarding importance
 Pay attention to the speaker for verbal (louder or higher pitched
inflections) and body language cues of what’s important.
 Be consistent in your use of form, abbreviations, etc. (key your
abbreviations).
 During Class

 Make a conscious effort to concentrate on what

the speaker is saying
 Label important points and organizational
clues: main points, examples.
 Ask questions if you don’t understand.
 Instead of closing your notebook early and
getting ready to leave, listen carefully to
information given toward the end of class.
After Class: SAME DAY AS LECTURE (Reduce, Recite,
Reflect)
 Clear up any questions raised by the lecture by asking either the
teacher or classmates.
 Fill in missing points or misunderstood terms from text or other
sources.
 Edit your notes, labeling main points, adding recall clues and
questions to be answered. Key points in the notes can be
highlighted with different colors of ink.
 Make note of your ideas and reflections, keeping them separate
from those of the speaker.
 After The Class
 Clear up any questions raised by the lecture by asking
either the teacher or classmates.
 Fill in missing points or misunderstood terms from text
or other sources.
 Edit your notes, labeling main points, adding recall clues
and questions to be answered. Key points in the notes
can be highlighted with different colors of ink.
 Make note of your ideas and reflections, keeping them
separate from those of the speaker.
 After The Class
 A checklist for editing your notes:
 Did you state the main topic of the lecture?
 Are all words intelligible?
 Are symbols and abbreviations keyed?
 Is the structure clear? If not, you may need to rewrite.
 Did you write cue words in the left margin for self-testing?
 Did you miss any points? You may need to compare notes
with a classmate.
 After The Class
Periodically (Review)
 Review your notes: glance at your recall clues
and see how much you can remember before
rereading the notes.
 Look for the emergence of themes, main
concepts, methods of presentation over the
course of several lectures.
 Make up and answer possible test questions.
 BOOKS PRESCRIBED

Technical Communication, (Second Ed.); O.U.P., Meenakshi Raman & S.Sharma

New Delhi,
2011.
2. Business Communication for Managers, Payal Mehra, Pearson, Delhi, 2012.
3. Personality Development, Harold R. Wallace et. al, Cengage Learning India Pvt.
Ltd; New Delhi
2006.
4. Practical Communication by L.U.B. Pandey; A.I.T.B.S. Publications India Ltd.;
Krishan Nagar,
Delhi 2013.
5. Personality Development & Soft Skills, Barun K.Mitra, Oxford University Press,
New Delhi, 2012.
Speaking Skills
 WHAT ARE SPEAKING SKILLS?

7 • Verba (words
% l spoken)

38 • Voca (tone, range, appeal, credibility of

voice)
% l
• Visu (physical appearance, gestures, eye
55 contact)
al
%
Speaking consist of 3parts

To Speak

To Speak.

To Speak
 Speaking skill is the art of
communications and one of 4
productive skill, that must mastered
in learning foreign language.

Good speaking skills is the act of

generating words that can be
understood by listeners.

Speaking A good speaker is clear and

informative.
skill
 Articulation Pronunciation Voice quality

Accent Intonation Pause

Elements of
good Punctuation
speaking
 Speed

Clarity

Punctuation

Pronunciation

Familiarity

Fluency
Guidelines
for speaking Expressions
 The speaking skill
A person who can speak English can:
• Produce the characteristic English speech sounds and sound patterns both in isolation and
combination.
• Use appropriate stress and intonation patterns.
• Use appropriate words and structures to express the intended meanings.
• Recall words and structures.
• Organize thoughts and ideas into logical sequence.
• Adjust speech according to audience.
Stress

• Stress is the degree of force with which a syllable

or a word is uttered.
• It is also defined as the degree of prominence a
syllable has.
• Words with more than one syllables have a
stressed syllable. In /teibl/ first syllable is
prominent.
• In committee and recommend second syllable is
stressed.
What is Word Stress?

In English, we do not say each syllable with the same

force or strength. In one word, we accentuate ONE
syllable. We say one syllable very loudly (big, strong,
important) and all the other syllables very quietly.
Activity
• Let's take 3 words: photograph, photographer and
photographic

• Do they sound the same when spoken?

No. Because we accentuate (stress) ONE syllable in each
word. And it is not always the same syllable. So the shape of
each word is different.
 •

• PHOTO GRAPH 3 #
1
• PHOTO GRAPHER 4 #
2
• PHO TOGRAPHIC 4 #
3
 One word, one stress. (One word
cannot have two stresses. So if you
hear two stresses, you have heard
two words, not one w word.)

The stress is always on a vowel.

Rules for
word stress
Why stress is crucial in English

• Stress is crucial in English pronunciation. It can be

called a grammatical device in English.
• A part of the meanings of a word depends on
stress. it serves to mark the function of words in
spoken English.
 1-primary level

2-secondary level

3-tertiary level
Levels of (unnecessary degree of
stress complexity)
 • 1-word stress :It shows that what syllable in a
word is stressed e.g. useful, is stressed on the
first syllable, advantageous has a primary stress
on first and secondary stress on third syllable.
• 2-Sentence stress: It shows what words in a
sentence are stressed

Types of
stress
 TONGUE TWISTERS

A phrase that is designed to be

difficult to say…
 INTRODUCTION

Listening and trying to say tongue twisters is one way to improve your English pronunciation. They
are fun to try and are a challenge for anyone! So don't worry if you make mistakes. Just have fun!
Betty Botter bought a bit of butter. The butter Betty
Botter bought was a bit bitter And made her batter
bitter. But a bit of better butter makes better batter. So
Betty Botter bought a bit of better butter Making Betty
Botter's bitter batter better
How much wood would a woodchuck chuck if a
woodchuck could chuck wood? He would chuck, he
would, as much as he could, and chuck as much wood as
a woodchuck would if a woodchuck could chuck wood.
A Flea and a Fly A flea and a fly flew up in a flue. Said
the flea, "Let us fly!" Said the fly, "Let us flee!" So they
flew through a flaw in the flue.
A canner can can anything that he can, But a canner
can’t open a can, can he?
If two witches were watching two watches, which witch would watch which watch?
The sixth sick sheik's sixth sheep's sick
A big bug bit a bold bald bear and the bold bald bear
bled blood badly.
A mother to her son did utter "Go, my son,
and shut the shutter" "The shutter's shut"
the son did utter "I cannot shut it any
shutter!
Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked. If Peter
Piper picked a peck of pickled peppers, Where’s the peck of pickled peppers Peter Piper picked?
Theophilus Thadeus Thistledown, The successful thistlesifter, While sifting a sieve-full of unsifted
thistles, Thrust three thousand thistles through the thick of his thumb. Now, if Theophilus
Thadeus Thistledown, The successful thistlesifter, Thrust three thousand thistles through the
thick of his thumb, See that thou, while sifting a sieve-full of unsifted thistles, Thrust not three
thousand thistles through the thick of thy thumb.
Reading Skill
When do we use
reading
To learn the script of a language •
To learn concepts of any topic in details •
 To get entertained •
To get directions •
To understand instructions
In fact, Reading is the source of most of our
information.
4 styles of reading a
text
Depending on our purpose of reading, we adopt any of
the four styles generally:
Skimming
• Scanning
• Churning
• Assimilating
Skimming

1 2 3 4
Fast browsing of the entire We get a rough idea about Humans have an inborn habit When we are searching for an
passage. the topic of the passage of trying to do things information, and we have a
efficiently. They need to save large number of texts to
time. choose from, we do a fast-
browsing to decide which
texts to read, and which to
reject.
Scanning

• Look for specific

information in the
text
• It makes you “skip
morethan you
read.”
• Also called search
reading
Churning
Churning means interpretation and inference.

Churning

Interpretation: Getting Inference: Reading

the summary of all the between the lines.
important points on a Understanding facts that
topic. are not stated openly.
Interpretation: How
is it done?
Depending on the question, we need to decide what
angle we are going to take, to interpret a text.
Generally, a text contains discussion on more than one
keyword. You have to collect information on the specific
keyword that is asked in the question.
 In order to draw inference,
one has to apply one’s log
and try to connect the dots.

Inference:
How is it
drawn?
Techniques to do
Churning
Churning Techniques = Understanding 2 things:

Word
Meaning
Coherence
TECHNIQUES TO DO CHURNING

Churning Techniques = Understanding 2 things:

Word Same word, Different

Meaning meaning in 2 contexts
Unknown word, meaning
Coherence
guessed via context
Unknown word, guessed
via root words Reading
sense-groups Knowing
the topic beforehand.
TECHNIQUES TO DO CHURNING

Churning Techniques = Understanding 2 things:

Word
Meaning
Coherence

Discourse Markers
Word Meanings

Understanding different meaning based on

contexts.
Guess the unknown words from context.
Guess meaning from root words.
Read not the sentence, but sense-groups.
Try to get an overview beforehand.
Discourse Markers
• Discourse markers are words that come at the
beginning of sentences, like ‘clearly’, ‘therefore’, ‘lastly’,
‘on the other hand’, ‘however’, etc.

They indicate whether the sentence is an example, a

conclusion, or an opposite opinion.

They help us understand how an idea is developed in a

passage.
Reading Style 4 :
Assimilating
When we attempt to make a mental map of the entire
passage that we have read, it is called assimilating.
When we say we have understood a concept after
reading a chapter, we have actually done assimilation.
Steps to do
Assimilation
Churning has made available the information.
Convert the information into an idea. Think about
it at a personal level.
Look for pictures, videos and other texts related to
the topic to get better knowledge.
• Discuss with peers to get their view-points as
well.
• This will help you plant a mental-map of the
information you have read.
Writing
The act or art of forming letters and characters on paper, wood, stone, or other material, for the
purpose of recording the ideas which characters and words express, or of communicating them
to others by visible signs.
 Why Written Communication?
• Creates a permanent record
• Allows you to store information for future reference
• Easily distributed
• All recipients receive the same information
• Necessary for legal and binding documentation
 Writing Skills?
• The ability to write does not require a unique talent or an outstanding mental ability
• Everyone has the basic skills necessary to write well
• A basic understanding of writing and a commitment to writing well in all situations is needed
as a professionalQuestions a writer ask
 Questions a writer asks
• How do I begin?
• What is my purpose?
• How do I make my point clear?
• How do I create a logical flow?
• How do I say what I mean?
• How do I avoid grammatical errors?
• How can I make my message brief?
• How can I create a visual effect?
THREE-STEP WRITING
PROCESS
Step 1 Step 2 Step 3

Planning Writing Quality

controll
The Writing Process
Planning
Writing
Quality Control
The Writing Process
Planning

• Keep objectives in mind and research the topic

• Think about the audience
• Outlining helps organize thoughts
The Writing Process
Writing

• Follow your outline, use your handbook

• Inspiration is acceptable but must be carefully
reviewed
• Use the interview approach to supplement the outline
(who, what, where, when, how)
The Writing Process
Quality Control

• Reread your work

• Be critical of your own work
 Considerations while writing

• Who?
• What?
• When?
• Why?
• Where?
• How?
 Good Writing

• Completeness: all information needed is provided

• Correctness: relevant and precise information
• Credibility: support your argument
• Clarity: should not be vague, confusing, ambiguous
• Conciseness: to the point
• Consideration: anticipate the reader’sreaction
• Vitality: use the active voice rather than the passive voice
 Types of Writing

• E-mails
• Letters and Memos
• Agendas
• Reports
• Promotional Material
• Academic Documents
• Research (scientific) manuscripts
• White Papers
The Process of Writing

Prewritin
g

Publishin
g and Draftin
Presentin
g g

Editing
Proofreadin Revisin
g
g
The Process of Writing
•Prewriting is the stage in which you explore
possible topics, choose a topic, and then gather
details you can include in your writing.

•Drafting involves putting ideas down on paper

in a rough format.
• Revising is the stage in which you
rework your rough draft to improve
both its form and its content.

• Editing and proofreading are the

stages in which you polish your
writing, fixing errors in grammar,
spelling, and mechanics.

• Publishing and presenting

are the sharing of your writing.
COMMON ETIQUETTES IN WRITTEN
COMMUNICATION
While written communication affords greater flexibility, since it
can be edited and both composed and read at leisure or at
one's pace, a great deal of care needs to be taken, in order to
ensure its effectiveness; as it can serve as a point of reference,
which one can turn to time and again, thus creating a more
lasting impact.
FOCUS ON FORMAT
The various formal writing forms have a pre- determined,
universally accepted format that accompanies them. This
format, which is largely based on universal writing
conventions, serves to facilitate communication, by eliminating
miscommunication that may result through random writing
styles.
• Moreover, these formats are likely
to change with time, due to the
evolving nature of communication
and/or technology.
• For example, the semi block format
that was earlier the most relied
upon format for letter writing has
now given way to the full block
format, after the wide spread use of
computers.
 2. STUCTURING OF THE
CONTENT
• Introduction, Body and Conclusion:
While writing one should ensure that the
content is well organized, with the
overview/basic details comprising the
introduction; all major points with their
explanation and exemplification
constituting the body (preferably divided
into a separate paragraph each for every
new point, with titles and subtitles, if
necessary).
 3. ENSURING
• TheCONNECTIVITY
content that comprises a piece of
writing should reflect fluency and should
be connected through a logical flow of
thought, in order to prevent
misinterpretation and catch the attention
of the reader.
• Moreover, care should be taken to
ensure that the flow is not brought
about through a forced/deliberate use
of connectives , as this make the piece
extremely uninteresting and artificial.
 4. TEMPERING THE CONTENT
AS PER THE LEVEL OF
FORMALITY

• The level of formality that is shared

between the sender and receiver
should define the use of salutations, the
vocabulary, the content, the format and
even the medium.
• Though not integral to the matter
communicated, this courtesy helps in
creating a balanced impression about
the communicator.
5. STEERING CLEAR OF
SHORT FORM
• People may not be aware of the
meaning of various short forms
and may thus find it difficult to
interpret them. Moreover, short forms
can at time be culture specific or
even organization specific and may
thus unnecessarily complicate the
communication.
 6. IMPORTANCE OF GRAMMER,
SPELLING AND
PUNCTUATION
• Improper grammar can at worst cause
miscommunication and at least result in
unwanted humour and should be thus
avoided. So too, spellings can create the
same effect or can even reflect a careless
attitude on part of the sender.
• Finally, effective use of punctuations
facilitates reading and interpretation and
can in rare cases even prevent a
completely different meaning, which can
 7. SENSITIVITY TO THE
AUDIANCE
• One needs to be aware of and
sensitive to the emotions, need
and nature of the audience in
choosing the vocabulary, content,
illustrations, formats and medium of
communication, as a discomfort in
the audience would hamper rather
than facilitate communication.
 8. IMPORTANCE OF
CREATIVITY
• In order to hold the readers' attention
one needs to be creative to break
the tedium of writing and prevent
monotony from creeping in.
• This is especially true in the case
of all detailed writing that seeks to
hold the readers' attention.
 9. AVOIDING EXCESSIVE USE
OF
JARGON
• Excessive use of jargon can
put off a reader, who may not
read further, as, unlike a captive
audience, the choice of whether
to participate in the
communication rests considerably
with the reader.
 10. AWARENESS OF THE
AUDIENCE/MEDIUM
• The medium needs to be chosen, as per its suitability to the
audience/content; while the content would need tempering as
per the medium/audience. For example, while an elaborate
message can be sent via a letter or an email, an sms, the
same content may have to be heavily edited.
• Like all effective communication, good writing could be said to
occur when the gap between 'what one desires to say and what
one is constrained to mean' is negligible or almost non-
existent.
DIFFERENT WRITING
STYLES
There are three types of
writing styles:
Colloquial
Casual
Formal
 COLLOQUI
AL
• Colloquial language is an informal,
conversational style of writing. It
differs from standard English in that it
often makes use of colourful
expressions, slang, and regional
phrases. As a result, it can be difficult
to understand for an a person from a
different region or country.
 CASU
AL involves everyday
• Casual language
words and expressions in a familiar
group context, such as conversations
with family or close friends. The
emphasis is on the communication
interaction itself, and less about the
hierarchy, power, control, or social
rank of the individuals
communicating.
 FORM
AL is communication
• Formal language
that focuses on professional
expression with attention to rules,
protocol, and appearance. It is
characterized by its vocabulary and
the grammatical arrangement of
words in a sentence. That is, writers
using a formal style tend to use a
more sophisticated vocabulary.
Which style you use will depend on
your audience, and often whether
your communication is going to be
read only by those in your
organization (internal
communications) or by those outside
the organization, (external
communications).
 SOME DOS AND DO
• NOTSJust like a reporter,
Be Specific:
communicate
the “who, what, where, why, when and how” of
what needs to done. Stay objective and
specific.
• Avoid the Passive Voice: Instead of writing
“The program was planned by Dane,” write,
“Dane planned the program.”
• Be Concise :There’s no need to be long-
winded. Get to the point. You’ll lose readers if
• Get Things Right :Take great care when spelling
people’s names,, and other specifics. And also
make sure that you do a careful proof of your
work.
• Know When Formal Language is Required: If
you’re writing an informal note to group
members, it’s fine to use contractions(“don’t”
instead of “do not”).However, if you’re writing for a
formal audience, like a proposal to the board of
directors, be more formal with your language.
• Read It Out Loud :One very effective way
to self-proof your work is to read it out
loud. This will help you determine if you’ve
used incorrect words, if your sentences run
on too
long, if your tenses don’tmatch, and more.
 CONCLUSI
• Utilize full ON
potential of written
communication
• What you write will ultimately define
you as a professional to your
colleagues and superiors
• Match the appropriate
communication method to the
recipient
• Eliminating excessive or unnecessary
communication will improve your
workflow
• Mastering these skills will improve your
THANK YOU.