Student Guide
COURSE 1
MODULE
2
Media and Messages:
Building a Foundation of Communication Skills
Acknowledgements
Ford Motor Company
Cheryl Carrier, Paul Poledink, Shelley Savera, Mike Schmidt
Education Development Center, Inc.
Tony Artuso, Elizabeth D. Bjork, Kristen Bjork, Anastasia Bogushevskaya, Christine Brown,
Bethany Carlson, Jen Clarke, Jennifer Davis-K ay, Bettina Dembek, Maria D'Souza, Rebecca
Gondek, Stacy Grossman, Vivian Guilfoy, Karen Hlynsky, Tajah Holmes, Ilene Kantrov, Cora
Landy, Emily McLeod, Sarah Madsen-Hardy, Johannah Nikula, Jennifer Sennett, Paul Shiffler,
Anne Shure, Sonya Tung, Daniel Lynn Watt, Vivian Wong
We are particularly grateful to the following consultants, reviewers, and pilot teachers who
provided invaluable suggestions and feedback:
Sharon De Carlo, Yolanda Carter, Donna Gilley, Jane Heiple, Kelly Henderson, Leslie James,
Rick James, Stacie Jefferson- Oliver, Rochelle Lamar, Marta Ries, Reginald Ross, K aren Roth,
Sherry Shanahan, Gay Swavy, Dan Tobin, Laura Tracey, Nancy Urban, William Wood,
Richard Zinser
We also appreciate the assistance provided by the Slater Mill Historical Site and
Zachary Yocum.
Copyright© 2003 by Ford Motor Company. Second printing 2005.
Printed on recycled paper
Ford Partnership for Advanced Studies (Ford PAS)
COURSE 1:
Building Foundations
How do people dream up new products? How are products made and marketed to customers?
How do people communicate their ideas and knowledge in the workplace? How has the
workplace changed in the United States over time? What will it be like when you’re ready to
enter the workforce?
Building Foundations introduces you to the worlds of business, product development, and
manufacturing, and helps you develop skills—important for both college and the workplace—
that you’ll use throughout the rest of the F ord PAS curriculum. In Module 1, you’ll work in
teams to solve problems related to inventing, developing, and producing products like soft
drinks and bicycles. In Module 2, you’ll develop important communication skills as you take
on the roles of employees of different departments at a fictional fast-food company called
Quick ‘n Tastee. In Module 3, you’ll inter view people in the workforce today and use historical
documents to understand how and why the workplace has changed over time. Y ou’ll develop
your research skills in order to create an exhibit for a class Web site that describes the lives of
people working during different periods of U.S. histor y.
Module 1
From Concept to Consumer: Building a Foundation in Problem-Solving
Module 2
Media and Messages: Building a Foundation of Communication Skills
Module 3
People at Work: Building a Foundation of Research Skills
MODULE 2:
Media and Messages
TABLE OF CONTENTS
MODULE OVERVIEW
11
ACTIVITY 1: WHAT’S TH E M ESSAGE?
1
2
ACTIVITY 2: P LACES AN D PRODUCTS
4
13
ACTIVITY 3: H ELP WANTED
9
40
ACTIVITY 4: WHAT’S YOUR CODE?
12
59
ACTIVITY 5: LOGOS AN D SLOGANS
13
77
15
ACTIVITY 6: AD AP PEAL
82
FOR FURTHER R EADING
96
REFERENCES
98
Module Overview
What is your favorite fast-food restaurant? Why do you like it? Many people like fast-food
restaurants because the food doesn’t cost much and you can get something to eat quickly .
Imagine that you own a fast-food restaurant. F or the first several years, your restaurant is
quite popular. People especially like the big, juicy bur gers and tasty shoestring fries you
serve. But times change, and people become more interested in eating healthful foods.
Sales begin to fall at your restaurant. What do you do?
In Module 2, Media and Messages, you’ll tackle this question when you take on the role of an
employee at a fast-food company called Quick ’n T astee. The company is considering
expanding its menu to appeal to a wider range of customers.
Throughout Media and Messages, you’ll face several communication challenges associated
with the company’s new venture. For example, you’ll work with a team to select three food
products to add to Quick ’n Tastee’s menu and use persuasive speaking skills to explain
your choices effectively. You’ll also develop and present an advertising campaign in
Microsoft® PowerPoint® for Quick ’n Tastee’s new product line. By the end of this module,
you’ll understand the importance of knowing your audience and your purpose when you are
speaking or writing. You’ll know how to communicate so that your audience gets the message
and the purpose is clear.
Module 2: Media and Mess ages • Overview • 1
ACTIVITY 1:
What’s the Message?
INTRODUCTION
What’s the message? This is the question you’ll encounter as you begin your exploration of
communication. In this activity, you’ll watch a television commercial and learn about some of
the techniques used to communicate messages and persuade audiences. Y ou’ll also find out
how to keep a Media Log to record your obser vations of advertisements and learn helpful
methods to expand your note-taking skills, both in listening and reading for information.
Learning Goals

Use various note-taking techniques to summarize the main ideas in informational text.

Identify a variety of persuasive techniques in verbal and visual communications.
FOR YOUR GLOSSARY
Communication
Feedback
Paraphrasing
Communications
Media
Persuasive speaking
Module 2: Media and Mess ages • Activity 1 • 2
TV COMMERCIAL MESSAGES
Media and Messages is about becoming more aware of and improving your communication
skills. Consider the meaning of the word “communication.” Communication is the exchange
of information, messages, or ideas. One meaning of the word communications is the means
or media for transmitting messages. Telephones, television, books, person-to-person discussions,
DVDs, the Internet—these are all means of communication.
Let’s look at how information is transmitted and how effectively messages are communicated
in a television commercial. Watch the commercial and consider the following questions:
1. What’s the message?
2. Who is it intended for? How do you know?
Then think about how persuasive the commercial is. Advertisers use specific techniques to
persuade consumers to purchase products or ser vices. Read about the kinds of persuasive
techniques in Table 1.1.
Module 2: Media and Mess ages • Activity 1 • 3
Table 1.1: Persuasive Techniques
Persuasive
Technique
Nature of Message
Bandwagon
Don’t be left out. Ever yone has this; so should you.
Best Quality
Why settle for less when you can have the best?
Best Value
You get more for your money with the product.
Celebrity
A famous person uses the product or ser vice.
Endorsement
Financing
A great deal, available only for a short time!
Plans
Homestyle
The product is simple and basic—nothing fancy—for “regular ” folks.
Negative
Another company’s product is much worse than ours. (Usually the
Advertising
second-rate product is not directly named—the viewer recognizes it
through indirect clues.)
New and
All new! Better than ever!
Improved
Repetition
The name of the product is repeated more than four times. Think
you’ll remember it?
Scientific
Research has been done to prove the superiority of the product, or a
“Evidence”
knowledgeable expert recommends it. For example, “Four out of five
dentists recommend this toothpaste.”
Testimonial
A personal story shows how much the product helped someone.
Traditional
The product has been around forever, so it must be great.
Watch the commercial again and consider whether any of these techniques are used. Where
have you seen or heard some of these techniques in other commercials? This list does not
include every persuasive technique. Can you think of other techniques that are not listed?
Module 2: Media and Mess ages • Activity 1 • 4
MEDIA LOG GUIDELINES
Throughout this module, you’ll record information about advertisements in one form of
media—television, magazine, newspaper, or the Web. The word media is a plural form of
medium, which means a publication or broadcast that carries advertising, or a mode of
artistic expression or communication.
Part of your notebook will become a Media Log, in which you make
entries about advertisements in one form of media. Y ou’ll become a
“specialist” in this form of media by selecting and evaluating 10
advertisements in the form you are assigned. F or example, if you
are assigned newspapers as your form of media, you will select and
evaluate at least 10 newspaper advertisements throughout the course of the module.
For each advertisement, track the following information in your Media Log.
Module 2: Media and Mess ages • Activity 1 • 5
Your goal is to learn how to use this form of media most effectively to communicate information.
You’ll apply your expertise in Activity 6, when you work with a team to develop an advertising
campaign for Quick ’n Tastee, the fast-food company that wants to expand its menu. Before
the end of this session, note the medium that you’ll research in your Media Log.
HOMEWORK 1.1
Select one print advertisement to bring
to class. This advertisement may be
used to evaluate persuasive techniques
in print advertisements.
Module 2: Media and Mess ages • Activity 1 • 6
NOTEWORTHY IDEAS
Communication, as you know, is the exchange of information, messages, or ideas. While it
takes skill to effectively convey messages through speaking, writing, or other media, it also
requires skill to effectively receive and interpret messages. If you’ve ever talked with a friend
about a movie or about a book you’ve read, you know that people often interpret messages
very differently. People’s interests, opinions, and learning styles all affect the way they
process information and interpret various messages. In this module, you’ll get a chance to
look at the different ways that you and your classmates interpret the same messages and the
different tools that you use to help process and remember information.
One tool that people use to help them process information that
they’ve heard or read is note-taking. Note-taking might include
writing a to-do list, jotting down your friend’s cell phone number on
a scrap of paper, listing the main points of a class lecture in your
notebook, and outlining the major events in John Adams’s life. But
usually we don’t give much thought to the ways that we might take
notes more efficiently. For example, when you take notes about a class lecture or a textbook
chapter, do you write notes in your own words instead of writing exactly what you hear or
read? Do you draw pictures to help you remember things?
Throughout this module, you’ll take on the roles of different employees of the fast-food company
Quick ’n Tastee. In order to help Quick ’n T astee succeed in its new ventures, you’ll need to
take notes and record such information as the company ’s goals, as well as your team’s
decisions and proposals. You are about to hear from Quick ’n T astee’s director of business
development about the company ’s history and current plans for a new menu.
As you listen to the presentation, take notes about the following information:
1. Quick ’n Tastee’s company history
2. The company’s new business plan
3. Yamayama’s role in Quick ’n Tastee’s new business plan
4. Any other information that might be useful to a new employee
Module 2: Media and Mess ages • Activity 1 • 7
Remember that you are not writing down the entire presentation; rather , you should take
notes that will help you as a new employee. After you take notes, work with your team to
compare the content of your notes and the strategies you used to take notes. Answer the
following questions as you develop a list of note-taking tips to give another group of students:
1. What do you think is the purpose of taking notes? Does it differ for different people?
2. What is challenging about taking notes about a presentation?
3. What strategies help you take notes?
4. Did the different people on your team select different content to take notes about? If so,
what do you think was the reason for these differences?
5. Did people use different strategies for taking notes? Did you learn anything new from
looking at your teammates’ notes?
After hearing about Quick ’n Tastee, read Team Communication Techniques and take notes
about it. You’ll use these communication techniques as you work in teams for the Quick ’n
Tastee Company. If you take good notes, they will help you apply the techniques throughout
the module.
DID YOU KNOW?
HOMEWORK 1.2
You may not be surprised to know that
Finish reading and taking notes about Team Communication
Techniques. In your notebook, list which note-taking skills you
see as your strengths and which you need to focus on improving.
businesspeople spend more of their
communication time speaking than they
do writing or reading. But did you know
that businesspeople spend most of their
Think about the people with whom you communicate regularly .
How are your listening skills? Over the next few days, pay
attention to your attitude toward the person who is speaking,
your attitude about the topic of conversation, and what you
know about the topic of conversation. How do all of these
factors affect how you listen? Write your observations in your
communication time listening? As much
as 45 to 55 percent of all workplace
communication is listening! With an
increasingly diverse workforce, developing
listening skills is necessary to promote
understanding and teamwork.
notebook. Provide details to support your comments.
Module 2: Media and Mess ages • Activity 1 • 8
Team Communication
Techniques
In today’s workplace, employees very often work in teams to accomplish complex tasks. Creating a team
environment in which everyone contributes and respects one another is important. When team members
are aware of specific techniques to communicate effectively, team meetings are more productive and more
enjoyable. While team members use many techniques to achieve success, this reading focuses on techniques
to use when speaking persuasively, listening actively, and giving and receiving feedback.
Persuasive Speaking
As a team member, you’ll need to develop your skill in persuasive speaking, using oral language convincingly
to communicate a point of view. You’ll need to communicate your interests in a way that builds on the i nterests
of other people involved in the discussion. F or example, imagine that you are part of a team evaluating product
choices for a toy manufacturer. The team consists of a manager who used to be a teacher , a financial analyst,
and yourself, a mechanical engineer. Each member of the team likes a different toy for a different reason.
You really like one toy ’s clever design. How can you convince the rest of your team to go with your toy choice?
You might start by saying what is good about the toy from your point of view—its clever design. Then y ou
might appeal to your teammates’ points of view . For example, you might mention the educational elements of
the toy to win the support of the former teacher , or explain that investing in the machiner y needed to assemble
the toy can lower the costs of producing other toy designs that the factor y manufactures, which might convince
the financial analyst that your choice is a good one.
Active Listening
Active listening means participating in a discussion while you
are “just” listening. Active listeners use specific techniques to
show they are listening and help the speaker communicate more
clearly. Each technique may be used for specific reasons. Some
techniques of active listening are described here, including
supporting and encouraging, paraphrasing, summarizing, and
inquiring. Learn and practice these techniques. They work!
In the United States, people tend to
focus on a person’s speaking ability
as the most important characteristic
of an excellent communicator.
Although a person’s speaking skills
are the easiest to obser ve, good
listening skills are highly appreciated
in the workplace.
Supporting and Encouraging
Supporting a speaker involves both body language and speech. Making eye contact, gently nodding your
head, and sitting up and slightly leaning for ward show the speaker that you are paying attention. In a small
Module 2: Media and Mess ages • Activity 1 • 9
team you may verbally encourage the speaker with brief comments, such as “Uh-huh,” “I see,” and “ Yes.”
This verbal feedback is so important in Japan that in a telephone conversation it is expected that the listener
will continually make these comments. Other wise the speaker can’t tell whether the person is listening and
may stop and ask, “Are you listening?” Encouraging a speaker does not mean that you agree with what the
speaker is saying. It shows that you are interested in what the speaker has to say .
Paraphrasing
Paraphrasing is restating in your own words what you think
someone has said. Paraphrasing is a valuable skill to use in team
meetings—it lets team members know that you are tr ying to
understand them and that you value what they have to say .
Normally we tend to ask questions such as, “ What do you mean?”
When you paraphrase, you open up the discussion, allowing
The following types of beginning
phrases communicate that you
are paraphrasing:
• In other words, . . .
• You’re suggesting . . .
• If I understand you correctly,
people to clarify and expand on their thinking.
you think . . .
Begin paraphrasing in a friendly and sincere way by focusing on the person ’s ideas rather than what
you think.
Summarizing
After several people have shared their viewpoints, it helps to move a team discussion for ward by summarizing
the major issues, concerns, or decisions. For example, you might say, “The main issue seems to be that we’re
wondering whether everyone will love Japanese fast food as much as we do.” Summarizing this way allows
people to refocus, especially if the discussion has become sidetracked. Summarizing a discussion can also
help people who tend to focus on details to see the “big picture.”
Probing and Inquiring
A good listener needs to know how to probe further to clarify a team member ’s thinking. “Tell me more about
that” may be all you need to say. Sometimes you may need to ask questions to better understand what a
team member is saying. For example, a team member might speak in general terms that are unclear to the
rest of the team, such as, “I think Japanese food is good.” T o better understand the speaker ’s thinking, you
could inquire, “What do you think are the benefits of Japanese food for Quick ’n T astee?” If team members
are “big picture” thinkers, this type of inquir y helps focus the team on specifics.
Body Language
Many people forget that eye contact and body language are important parts of communicating well. If you’re
listening actively, your body language should show that you’re interested in what the speaker is saying. T o
Module 2: Media and Mess ages • Activity 1 • 10
show the speaker that you’re listening, it’s a good idea to frequently make direct eye contact with the person
who’s talking. You should avoid body language or postures that make it look like you’re bored or angr y.
DILBERT by Scott Adams
DILBERT reprinted by permission of United F eature Syndicate, Inc.
Feedback
A productive team needs to have team members who are respectful of one another . Successful team
communication involves being aware of your teammates—their thinking and their feelings. Giving and
receiving feedback, information you relay to someone about what that person has just said or written,
requires thoughtful, positive interaction between team members. Becoming familiar with specific skills and
techniques will improve your ability to give and receive feedback in team meetings as well as in other situations.
Giving Feedback
Good feedback is information that is helpful to the receiver . It is specific, descriptive, and focuses on the area(s)
in which the speaker has asked for a response. F or example, if a team member is practicing a presentation, you
may be asked to focus on how effective your teammate’s body language and voice are in communicating the
content. If a person asks for feedback in a general way , be sure to ask what type of information will be most
helpful. When giving feedback, make sure that the language you use is constructive (promoting improvement or
development) rather than judgmental (harshly critical). For example, “I think your enthusiasm for the new Quick ’n
Tastee menu is clear. I would also like to hear more information about the new menu.” This feedback is both
respectful and helpful to the receiver. In this example, the feedback begins with “I think . . .” This communicates
to the receiver of the feedback, “ This is my opinion and it’s okay if you don ’t agree with me.”
Receiving Feedback
Receiving feedback is difficult for many people, but responding well to feedback is an essential skill in the
workplace. Being open to hearing other people’s opinions about your ideas, presentations, or writing allows
Module 2: Media and Mess ages • Activity 1 • 11
team members to give more helpful feedback. There are particular strategies you can use to receive feedback
well. Beforehand, be clear about the type of feedback you want. If you are doing a presentation and are
especially concerned about your body language and voice, let team members know your concerns. Also, if
someone’s feedback is confusing, ask the person for more of an explanation.
Resist the urge to defend your action or work. If you feel the need to explain your reason for an action, do so
in a way that allows for more interaction. F or example, “So it was not enough information for you when I listed
all the new menu items?” This will help you get more specific feedback. F inally, as you think about the
feedback, you may consider the knowledge of the person who is giving the feedback. Does this person know
a lot about the topic? You do not have to agree with all the feedback, but you should seriously think about it.
Most importantly, respond to feedback after ward by thanking the person and acknowledging how or whether
the feedback has been helpful.
Module 2: Media and Mess ages • Activity 1 • 12
ACTIVITY 2:
Places and Products
INTRODUCTION
Quick ’n Tastee has an exciting new business idea in the works, and it’s your job as an
employee in the Business Development Department to help turn this idea into reality . In
this activity, you will work in teams to analyze information about restaurant locations and
consumer preferences for fast-food restaurants. Your job is to select a new line of Japanese
food for Quick ’n Tastee’s restaurants, as well as two restaurant locations at which to introduce
the new product line. Throughout this activity, you will encounter a variety of communication
challenges, such as persuasive speaking, listening, paraphrasing, giving and receiving
feedback, and writing and revising a short report. By the end of this activity , you’ll have a
business proposal that is ready to be carried out.
Learning Goals

Identify and apply active listening techniques in a team meeting.

Give and receive feedback appropriately in a team meeting.

Analyze market research data to make recommendations about marketing strategies.

Organize and present information in a short report that ser ves the purpose, context,
and audience.
FOR YOUR GLOSSARY
Ethnicity
Reflective writing
Informational writing
Revising
Persuasive writing
Short report
Socioeconomic status
Module 2: Media and Mess ages • Activity 2 • 13
CATEGORIES OF INFORMATION
Now it is time to work with a Restaurant Information team to decide which products to include
in Quick ’n Tastee’s new product line and where to launch the new product line.
Yamayama Food describes the foods in Yamayama’s product line. Your job will be to select
three of these products to add to Quick ’n T astee’s menu. Restaurant Information includes
information about five of Quick ’n Tastee’s restaurant locations. At each location, 200 residents were surveyed about how frequently they eat out, whether they would be interested in
having Japanese food at Quick ’n Tastee, and their preferences about fast food in general.
Before you can compare the different restaurant
locations, you need to decide how you will
compare them. Read through Restaurant
Information and discuss with your
Restaurant Information team the types or
categories of information about each location
that these surveys tell you. Generate a list of
categories that will help you make decisions
about where to launch the new product line.
For example, one category might be the type
of location of each restaurant—one might be
ATTENTION NOTE-TAKERS
You are responsible for recording the
categories of important information.
Summarize your team’s work on the
chart paper provided. You will need this
information during the next meeting when
you organize the details of the restaurant
locations on your chart. After your team
meeting, write a reflective entr y in your
notebook about your note-taking skills.
in a rural area, while another one might be
in a city. At this stage, don’t worry about details specific to a particular restaurant location.
For now, focus on the main categories or types of information that you think are most important
to consider when making your decisions about the new product line.
Module 2: Media and Mess ages • Activity 2 • 14
DID YOU KNOW?
Businesspeople often plan special meals made up of a countr y’s or region’s delicacies
for colleagues who are visiting from out of town. Even if the dish offered seems quite
unusual, it’s polite for business guests to tr y at least part of each dish on the table. F or
example, if you were traveling to Scotland on business, you might be ser ved haggis, a
traditional food made of lamb liver, oatmeal, and suet cooked and ser ved in a sheep’s
stomach. Common dishes a business guest might encounter in Germany are leber wurst
(liver sausage) and hassenpfeffer (rabbit stew). Business guests visiting Indonesia
might be served krupuk with their meal. Krupuk is a big, crispy cracker made from fish
flakes, crab claws, shrimp paste, or fruit mixed with rice, dough, or sago flour . By
tasting a dish, you let your host know that you appreciate the meal and are working
to learn more about your hosts’ culture.
HOMEWORK 2.1
Consider the Japanese foods described in Yamayama Food.
To help you pronounce some of the menu items, review the following
pronunciation guide:
- so- ’ buh]
˘ ke’
˘
Yaki Soba [ya
Udon [oo don’]
˘
Ramen [rah’ men]
Donburi [don bor’ e]
Gyoza [ge- yo- ’ zuh]
Are there any ingredients you have never heard of? What do you think of
these foods? Which foods do you prefer? Why? Which foods don ’t appeal
to you at all? Why? Write your answers in your notebook.
Continue to work on your Media Log.
Module 2: Media and Mess ages • Activity 2 • 15
Yamayama Food
Module 2: Media and Mess ages • Activity 2 • 16
Restaurant Information
Module 2: Media and Mess ages • Activity 2 • 17
Module 2: Media and Mess ages • Activity 2 • 18
Module 2: Media and Mess ages • Activity 2 • 19
Module 2: Media and Mess ages • Activity 2 • 20
Module 2: Media and Mess ages • Activity 2 • 21
ORGANIZE THE QUICK ’N TASTEE
INFORMATION
Now that you have defined your categories, your Restaurant Information team’s job is to
organize the information in Restaurant Information so that you can easily compare the
restaurants and select the two restaurants and three food products that will be most
appropriate for the new product line, a decision you will make in a few days.
To help you plan your work, refer to
Organizing Information and consider
ATTENTION NOTE-TAKERS
Your record of this meeting is ver y
the following questions:
important to the team! During your next
1. Why do you think tables of information
team meeting, your chart will provide the
data needed to make the final decisions
are helpful?
2. Which categories of information will
you use as headings in your table?
about the restaurant locations and food
products. After your team meeting, write
a reflective entry in your notebook about
your note-taking skills.
Work with your team to think through the
various ways to organize the information
visually in a table. Develop a one-page format
to present the information for all five restaurants.
HOMEWORK 2.2
Read the Giving Feedback Assessment and Receiving
Feedback Assessment and review your notes on team
communication techniques. Also, if you volunteered to
role-play the meeting, practice your role.
Module 2: Media and Mess ages • Activity 2 • 22
Organizing Information
Making decisions often involves sifting through complex information. Y ou can make the decision-making
process easier by organizing the information graphically, such as by making a graph, table, or diagram.
These types of graphics show how pieces of information relate to one another .
The type of graphic you use depends on the type of relationship you want to show . For example, you can use
a table to organize complex information for a quick scan. T ables have rows of information that go across and
columns of information that go down. The information in the rows shows one set of details, and the information
in the columns shows another set of details.
Table 2.1
Venue
Type of
Location
Capacity
Type of Events
Price of
Admission
Minimum
Age
Urban
900
Live music (various
$5-20
18
No charge
No minimum
genres); DJ’s
(downtown)
Small town
500
Country music
age
Urban
1,200
Comedy
$15-25
21
To organize information in a table, start by considering the categories of information that you think will be
helpful to you. Then, once you have these categories, decide what information to put in rows and what
information to put in columns. Typically, the categories of information are used as the headings of columns.
The first column is the main categor y; all the other columns will relate to this column. In Table 2.1, which
displays information about a variety of entertainment clubs, venue (place or location) is the main categor y.
Other categories that relate to venue are type of location, capacity, types of events, price of admission , and
minimum age—and these are the headings of the remaining columns. Each row shows all the information
about one venue organized by category.
Module 2: Media and Mess ages • Activity 2 • 23
TEAM MEETING ROLE PLAY
Now that your Restaurant Information team has or ganized the important information about
each restaurant location, your next step is to meet to decide on the three products and two
locations you will recommend for Quick ’n T astee’s new product line. In this meeting you will
use many of the skills you read about in Team Communication Techniques. For example,
you’ll use persuasive speaking when you take a position and then encourage your teammates
to agree with your position.
To help you prepare for this meeting, first obser ve and evaluate the way meeting participants
communicate with one another during a role play of a team meeting. As several members
of your class act out a meeting, take notes on their communication skills. W atch for examples
of effective and ineffective communication. You might note your obser vations in a table,
for example:
Effective Communication
Ineffective Communication
Restated comments in own words .
Gave vague feedback.
As a class, discuss and evaluate the communication you obser ved in the meeting. Consider
the following questions:
HOMEWORK 2.3
Continue to work on
your Media Log.
1. What communication skills do you think the meeting participants used?
2. Did the meeting participants do anything that was inappropriate
for the situation? What? Why would that behavior be considered
inappropriate?
3. What would you suggest they do differently?
4. How would you rate each team member ’s communication in
this meeting?
Module 2: Media and Mess ages • Activity 2 • 24
DECISIONS, DECISIONS
Now it’s time to meet with your Restaurant Information team to make decisions about the
three products and two restaurant locations you’ll recommend for the new product line. Use
the meeting agenda that follows and make sure that you address each item. As you meet,
pay attention to how each team member communicates a point of view . Keep in mind the
main points from your class evaluation of the meeting role play .
Meeting Agenda
ATTENTION NOTE-TAKERS
1. Decide on two restaurant locations.
In the next session, note-takers will present
2. Decide on three products for the new
their team’s decisions and the reasons for
these decisions, so take good notes! After
product line.
3. Explain your reasons for each choice.
your team meeting, write a reflective entr y in
your notebook about your note-taking skills.
HOMEWORK 2.4
Write a reflective entry in your notebook about your team
meeting. Select a communication skill that your team used
well and explain why you were successful. Refer to your notes
about team communication techniques from Activity 1. Then
select a skill that your team didn ’t have as much success with
and explain what team members could do to improve.
Module 2: Media and Mess ages • Activity 2 • 25
HOW DID YOU DECIDE?
OK, note-takers! Now it’s time to present your Restaurant Information team’s decisions and
explain why you made those decisions. Then ever yone will answer the following questions:
1. How did you reach agreement on the locations and the food choices?
2. Did someone have an idea that gave you a different perspective and helped you come
to consensus?
3. Did all the teams agree on locations and food choices? If not, have the teams made a
persuasive case for their different choices?
THE POWER OF PERSUASION
Your next task as a member of the Business Development Department of Quick ’n T astee
is to write a short report that describes your team’s recommendations for the two restaurant
locations and three products for the new product line. The audience for this report is T racy
Coleman, chief executive officer of Quick ’n T astee.
Before you begin writing your report, read Types of Writing. Your class will discuss
characteristics of persuasive writing.
HOMEWORK 2.5
Work on the first draft of your short report. T o help you prepare
for the task of writing a short report to T racy Coleman, read
The Short Report and refer to the Sample Short Report. Also,
look over the Short Report Assessment. This assessment lists
the necessary elements of your short report and the guidelines
that will be used to evaluate your work.
Module 2: Media and Mess ages • Activity 2 • 26
Types of Writing
There are many types of writing, including reflective, persuasive, and informational writing. The type of writing
you use depends on your purpose for writing. F or example, business reports are used to record, or ganize,
analyze, and interpret information, so a business report is likely to involve informational writing. A newspaper
editorial is used to communicate personal opinions, which are often based on facts, so a newspaper editorial
is likely to involve persuasive and informational writing. A journal is used to record personal experiences and
feelings, so a journal is likely to include informational and reflective writing.
First read the descriptions of the three types of writing. Then read the three sample paragraphs and decide
which type of writing is used in each paragraph.
Reflective Writing
Reflective writing is used to describe a writer ’s personal feelings about a particular
topic. It is one of the least formally structured forms of writing. Examples of reflective
writing include personal journal entries and personal letters.
Persuasive Writing
Persuasive writing is used to convince the reader to agree with a particular point of view and per haps to
take some specific action. The first step in persuasive writing is to express a position on the subject. The next
step is to list specific points to support that position, including facts and examples.
One strategy is to start with the most important point to get the reader ’s attention.
Another strategy is to save the most important point for last so that you end in the
most convincing way. If you refer to information from particular sources to support your
position, it’s important to cite your sources correctly. An example of persuasive writing
is a business memo that describes several options for the future of a company , then
makes a particular recommendation.
Informational Writing
Informational writing is used to provide facts—for example, explaining a subject or
giving directions. Any terms that might be unfamiliar to the reader should be explained
or defined. Some examples of informational writing include a manual that explains
how a machine works, a brochure that explains company policies, and a business
report that tells the results of a sur vey.
Module 2: Media and Mess ages • Activity 2 • 27
Three Sample Paragraphs
Identify which type of writing is used in each paragraph.
Paragraph 1
Paragraph 2
Paragraph 3
Questions for Reflection
1. What type of writing is used in each sample paragraph?
2. What characteristics of each paragraph helped you to identify the type of writing used?
Module 2: Media and Mess ages • Activity 2 • 28
The Short Report
Short reports are important workplace documents because they present information clearly and briefly .
Short reports answer questions in the workplace, such as What is new? What remains to be done? What’’s
the problem? What’s the solution? What do you recommend?
Short reports include elements of informational and persuasive writing. An informational short report alerts
readers to new information, such as the introduction of a new company policy . An informational and persuasive
short report presents information about a topic and recommendations based on the information. If you are
presenting information that will be used to support a decision, you might include a sentence to clarify your
sources, such as, “Over the past two weeks I have been studying . . .” or “ According to . . .”
Like all well-written documents, effective short reports must connect the author ’s purpose with the reader ’s
needs and interests. Because short reports are designed to communicate key pieces of information quickly ,
they should be kept to one or two pages in length. It’s helpful to or ganize short reports using headings, lists,
underlining, and tables to emphasize important information and ideas.
A short report is often conveyed in the form of a memo, which begins as follows:
Heading. The heading lists the date, the names of people who should receive the memo, the name of the
author, and the subject. Below is the format of a heading.
DATE:
(Complete date, including the year)
TO:
(Readers’ names and job titles)
FROM:
(Author’s name and job title)
SUBJECT:
(The topic)
The short report itself includes the following sections:
Introduction. The introduction states the subject and purpose of the report. It previews the main ideas and
the order in which they will be presented, without going into detail. The introduction tells the reader what to
expect in the report and should capture the reader ’s attention.
Body. The body of the report presents facts and information to support the main ideas. Headings and underlining can
be used to highlight important information, numbered lists can be used to indicate a sequence of information,
and bullets can be used to indicate a list of information that does not follow a particular sequence.
Conclusion. The conclusion states any recommendations and/or indicates any actions the reader should take.
Module 2: Media and Mess ages • Activity 2 • 29
Sample Short Report
Module 2: Media and Mess ages • Activity 2 • 30
PRACTICE REVISING
Now you have an opportunity to practice your revising skills, making changes to a piece of
writing with a focus on the flow and or ganization of the writing. Work with your teacher to
exchange feedback about a sample report, using a procedure in which you and your classmates
take on the role of the author of the report and your teacher takes on the role of the reader .
Begin by reading the Revising Guidelines. Then, exchange feedback with your teacher using
the Reader/Author Revising Roles that follow. Pay attention to how your teacher gives this
feedback because soon you will take on both roles when you pair up with another student to
exchange feedback about your short reports.
Reader/Author Revising Roles
Reader: Read the author ’s work aloud. Pause periodically to consider items from the Revising
Guidelines. Read carefully to understand the writer ’s work, and follow the steps for reviewing
each part of the report:
Introduction: After each sentence, ask yourself , “Is this the author ’s main point?” If not,
continue reading. If so, restate the main point in your own words.
Body: Periodically ask yourself, “What is the point of this section, and how does it fit into the
report so far?” Answer out loud.
Conclusion: Summarize the main points. Identify sections that are well-written, as well as
confusing sections.
Author: Listen carefully to the reader and take notes that will help you when you revise your
report. Answer any questions the reader poses. After hearing the reader read and comment
on your work, you should know whether the reader got the main point and how difficult it was
for the reader to understand, and you should know where the reader expected additional (or
fewer) examples, more (or less) information, improved or ganization, or clearer writing.
Module 2: Media and Mess ages • Activity 2 • 31
HOMEWORK 2.6
Finish the first draft of your short report.
Also, bring to class a print advertisement that you think is tar geted to a particular
group based on age, gender, ethnicity (membership in a particular group based
on a common racial, national, tribal, religious, linguistic, or cultural heritage), or
socioeconomic status (rank of people with respect to social position, usually
measured by such criteria as education, occupation, and income).
Module 2: Media and Mess ages • Activity 2 • 32
Revising Guidelines
When you write, you may not get it right the first time. All writers, including professionals, revise their writing
several times before they are satisfied with the results. Revising involves reviewing the purpose, main idea,
organization, and style of your writing and making necessar y changes. As you revise, you clarify your main
idea, remove any unneeded information, add information to support your points, reor ganize to clarify the
logic and flow of your ideas, and adjust the style to make it more appropriate for your purpose and audience.
Use the following guidelines to revise your writing.
1. Look at the big picture: Read the entire piece of writing before making any changes. Read your piece
out loud or listen to someone else read it. Reflect on the writing as a whole and decide if your main
idea is presented clearly.
2. Consider the organization of your information: After the first reading, consider how clearly you
organized your information. Decide if and how you can arrange your information more effectively .
3. Cut, add, or rewrite: Cut any information that doesn’t support your main idea. Add information if more
detail is needed to support a point. Make sure that you address the main ideas throughout your writing
and rewrite sections that seem unclear. Keep the importance of the opening and closing sections in
mind and review these carefully and often. Making changes to the body of your text might mean that
you need to change your opening and closing.
4. Refine: After completing steps 1 through 3, consider your style of writing. Did you choose language that
is appropriate for your audience and purpose? Make sure that you have variation in your sentence
length and smooth transitions between ideas.
Module 2: Media and Mess ages • Activity 2 • 33
SUGGEST REVISIONS
Work with a partner to exchange feedback about the first drafts of your short reports, using
the Reader/Author Revising Roles on page 31. Take turns in the roles of reader and author .
Before you begin exchanging feedback, review the Giving Feedback Assessment and
Receiving Feedback Assessment for the guidelines you will use to evaluate yourself after
you exchange feedback.
After you exchange feedback, evaluate yourself using the assessments. Then begin revising
your short report.
HOMEWORK 2.7
Finish revising your short report.
VOTE ON RESTAURANTS AND FOOD
Now it’s time to vote on two restaurants and three food products for Quick ’n T astee’s new
product line. After you hear the results of the vote, write a reflective paragraph about how
you feel about the decision. For your reflection, consider the following questions:
1. Are you happy about the decision? Why or why not?
2. Think of a situation in your life when you were unhappy about a decision. How did
you deal with the situation? How did the situation turn out?
HOMEWORK 2.8
Write a reflective entry in your notebook about your writing skills. F or this reflective entry,
select a skill listed in the Short Report Assessment that you used effectively in your short
report and explain why you were successful. Then select a skill that you didn ’t have as much
success with and explain what you could do to improve.
Read Sample Resumes and answer the Questions for Reflection.
Module 2: Media and Mess ages • Activity 2 • 34
Sample Resumes
The success of a company is heavily dependent on the quality of its staff . Finding highly qualified and skilled
employees is not always a simple task. A resume is one tool that helps employers make decisions about
which candidates to consider for positions in their company . A resume is a brief account or summar y of one’s
professional or work experience, qualifications, and education. The content and form of resumes often var y,
but generally all resumes contain the following information:
• Personal data (address, phone, e-mail address)
• Job objective (the job you want to have and the kind of or ganization you want to work for)
• Work experience
• Details about your education
• Other experience (for example, membership in or ganizations, volunteer work)
• Achievements and skills (for example, awards you have received, fluency in other languages,
proficiency in using computer software)
The pages that follow show examples of two different styles for resumes.
Module 2: Media and Mess ages • Activity 2 • 35
Module 2: Media and Mess ages • Activity 2 • 36
Module 2: Media and Mess ages • Activity 2 • 37
Questions for Reflection
1. What is the purpose of a resume? How are resumes used?
2. When you read the resumes, which information did you notice first? Why?
3. What do you think are the essential components of a resume? Why?
4. What information about yourself would you highlight in a resume? Why?
5. What information is difficult to convey in a resume?
Module 2: Media and Mess ages • Activity 2 • 38
EXTENSIONS
2.1
Pick one feature of your school, such as the librar y, the music program, the a thletic
program, or the science program, and write an informational paragraph about it
as if you were writing a section of a brochure.
2.2
Pick another feature of your school that you feel could use improvement, such
as the cafeteria food, the science laborator y, or student privileges, and write a
short report to your school administrators outlining the problems and your
proposed solutions.
Module 2: Media and Mess ages • Activity 2 • 39
ACTIVITY 3:
Help Wanted
INTRODUCTION
Quick ’n Tastee needs your help! The company needs to hire employees to design the packaging
and develop a marketing strategy for its new line of Japanese food. The company has
received many applications for a market research analyst position and is having trouble
deciding whom to hire. In this activity, you’ll take on the role of a member of the Human
Resources Department at Quick ’n Tastee and help make hiring recommendations based on
how well the applicants communicate their skills and strengths through cover letters,
resumes, and interviews. You’ll also get a chance to practice these skills as you consider
what your dream job is and go through some of the steps of applying for it.
Learning Goals

Identify the elements of an effective cover letter and resume.

Apply revising and editing skills to improve clarity, persuasiveness, readability, and
correctness (grammar, usage, punctuation, and spelling) of written materials.

Use effective communication skills as both an inter viewer and an interviewee in a mock
job interview.
FOR YOUR GLOSSARY
Cover letter
Human Resources
Resume
Editing
Job interview
Stereotyping
Module 2: Media and Mess ages • Activity 3 • 40
MEDIA EXERCISE
Many advertisements for products are tar geted to a specific group. For example, you won’t
see a lot of car commercials during children ’s television programs because the audience isn ’t
old enough to drive! Targeting specific groups of customers helps a company effectively
meet the needs of its customers. But sometimes tar geting a specific group leads to making
generalizations or promoting stereotypes about that group. Stereotyping is holding an
exaggerated or oversimplified belief about a group of people, such as an ethnic or religious
group, without regard for individual differences. Read through the advertisements from the
1940s and discuss the following questions with your team:
1. To what group is this advertisement tar geted? What about the advertisement makes
you think that?
2. What generalization or stereotype about this group does the advertisement make?
Advertisements from the 1940s
Next you’ll examine contemporary advertisements and determine how, if at all, stereotyping
of groups has changed over the years. F or each posted ad, answer the questions your
teacher writes on the board.
Module 2: Media and Mess ages • Activity 3 • 41
CRITIQUE COVER LETTERS
A cover letter is usually written in response to a specific job posting. It introduces the applicant to an employer, and highlights and expands on information in an accompanying
resume. A cover letter usually includes answers to the following questions:
1. What job are you applying for?
2. How did you find out about the job?
3. How will your skills meet the needs of the employer?
So how does an applicant sum up
On average, only one job offer is made and
in one or two pages why he or she
accepted for every 1,470 resumes and cover letters
would be perfect for a job? And
that are sent to employers and job-placement
what can an employer really learn
agencies (Bowles, 2003). With such a competitive
about a person from a letter or
job market and so many people applying for the
resume? You are going to help
same jobs, employers have limited opportunities to
Quick ’n Tastee answer those
get to know applicants, and applicants have limited
questions. The company is launching
opportunities to communicate why they should be
a new marketing campaign and it
hired. One of the first opportunities a company has
needs to assemble the best possible
to learn about applicants is through their cover
team to accomplish its goals. Quick ’n
letters and resumes.
Tastee has placed an ad for a
marketing research analyst and has received a number of job applicants’ cover letters
and resumes. As you take on the role of a member of Quick ’n T astee’s Human Resources
Department—the department responsible for hiring new employees, among other responsibilities—
you’ll read through a few of those cover letters and analyze how well these applicants have
communicated their strengths and skills.
Take a few minutes to read Market Research Analyst Job Description, which describes the
open position at Quick ’n Tastee, and think about what kind of a person would be a good
match for this job. Then read Applicant Cover Letters, which includes letters of application
from three candidates for the job. For each of the applicants, consider the following questions:
1. Overall, what first impressions do you have about this person based on the cover letter?
What would you guess about this applicant’s personality from reading the letter?
Module 2: Media and Mess ages • Activity 3 • 42
2. What skills does the applicant appear to have that would make him or her a good fit
for the job?
3. Overall, does this applicant do a good job of communicating his or her qualifications
and interest in the job? Why or why not?
4. What, if any, reservations would you have about this applicant as a potential employee
of Quick ’n Tastee?
5. Would you recommend bringing this applicant in for a job interview, a meeting to
evaluate a person’s qualifications and suitability for a position? Why or why not?
HOMEWORK 3.1
Look through the classified listings in your local newspaper or on an
Internet job board. Go to the Ford PAS Web site for suggested
Internet sites with job listings. Choose a listing for a job that
you would really like to have one day, even if you do not yet have the
relevant skills and qualifications for this dream job. W rite a first draft
of a cover letter that you might submit if you were applying for this
dream job. Bring your cover letter and the job description to class.
Module 2: Media and Mess ages • Activity 3 • 43
Market Research Analyst
Job Description
Module 2: Media and Mess ages • Activity 3 • 44
Applicant Cover Letters
Module 2: Media and Mess ages • Activity 3 • 45
Module 2: Media and Mess ages • Activity 3 • 46
Module 2: Media and Mess ages • Activity 3 • 47
COVER LETTER ESSENTIALS
Determine the purpose of a cover letter and how one should be structured. Consider the
following questions:
1. Overall, what is the purpose of a cover letter? Who is the audience for the letter?
2. Go through each paragraph of the sample letter and discuss: What is the purpose of
this paragraph? What is the applicant tr ying to communicate in this portion of the letter?
3. Is there anything in this letter that you think is unnecessar y to include in a cover letter?
Is there any information missing from this cover letter?
DREAM JOB COVER LETTERS
Find out what your classmates’ dream jobs are and whether their cover letters are convincing
enough to land the job! As you read your partner ’s cover letter, think about the purpose and
structure of a good cover letter. Does this letter specify which skills your partner has that
would be a good fit for the job? Does the letter show a good understanding of the needs of
the employer and how your partner ’s skills would meet those needs?
Using the Revising Guidelines on page 33, make a list of notes to the writer of this letter that
might help in improving the letter.
When you receive your own letter back, reread it and consider the feedback written by your
classmate. Make your own notes about how to revise your letter in order to make it clearer ,
more comprehensive, and more compelling.
HOMEWORK 3.2
Continue to revise your cover letter.
Module 2: Media and Mess ages • Activity 3 • 48
THE NEXT STEP: EDITING
Revising, as you know, involves reviewing the purpose, main idea, or ganization, and style of
your writing and making necessar y changes. As you revise, you clarify your main idea,
remove any unneeded information, add information to support your points, and adjust the
style to make it more appropriate for your purpose and audience.
After you’ve made these changes, you need to edit your writing so that your words and
sentences are clear and correct. Editing involves line-by-line changes to improve the
readability and correctness of your writing. When editing, pay careful attention to the
following aspects of your writing:
• Vocabulary: Replace any words or phrases that are awkward or confusing, as well as
words or phrases that are used over and over again.
• Spelling and Grammar: Check for spelling errors, including ones that Spell Check
could have missed, and check for grammatical errors.
• Sentence Structure: Correct sentences that are fragmented, run- on, or rambling.
• Punctuation: Be especially careful about using commas and apostrophes correctly .
Work with your partner to edit your cover letters. Replace any words, phrases, and sentences
that are awkward or confusing. You should also carefully check your writing for spelling,
grammar, and punctuation errors.
DID YOU KNOW?
HOMEWORK 3.3
Job listings advertised in newspapers, Internet job-boards,
Write a final draft of your cover letter
and company Web sites represent only a portion of available
based on the edits your partner suggested.
Attach a copy of the job description.
job openings. Many career counselors recommend that in
addition to perusing job listings and mailing out resumes,
the most effective job searching t ool is networking—talking
Download The Making of a Sushi Chef
from the Ford PAS Web site and use the
“Track Changes” feature to edit it. Hand in
a version with the changes tracked,
as well as a version with your
changes accepted.
to all the people you know about the kinds of work they do
and the kinds of work you are interested in learning more
about doing. According to Forbes, taking advantage of
one’s personal network—including friends, family, and
friends of friends, is responsible for nearly 75 percent of
all successful job searches.
Module 2: Media and Mess ages • Activity 3 • 49
CRITIQUE JOB INTERVIEWS
Some people fear that job inter views
will feel like a scene from a horror
movie. They get nervous that they
will say the wrong thing or have to
answer questions they don’t know
the answers to, that their cell phone
will ring in the middle of the
interview or their pen will leak all
over their brand-new suit.
But job interviews are really just a
conversation. They are a way for the
applicant to get to know a little more
about the company and for the
employer to get to know more about
the applicant. Usually an inter view is
the first opportunity that an applicant
has to show the employer what he or
Alex sits in the black chair, looking up at the hands o n
the clock above him. He knows that as each second
passes, he is closer to it. He wipes his sweaty hands on
his pants, and notices his legs are wobbling with fear .
It is getting closer. His mouth is dr y. He reaches into
his bag to get his bottle of water . His hands shake as
he tries to open the bottle. It is coming any minute.
He’s feared it for a week now, ever since he got that
phone call that told him when and where to meet for it.
Suddenly the door across the room creaks open. He
takes a deep breath, preparing for the worst. A tall man
slowly steps forward. He looks down at his notebook,
then glances up at Alex. A smile slowly creeps onto his
face. “Alex,” he says slowly. “We’ve been waiting for
you. It’s time for—” Alex knows what is coming, but still
has to brace himself to hear the words come out. “It’s
time. . . for your—INTERVIEW!”
she is like as a person. It’s a chance
to highlight aspects of oneself that can ’t be captured in a resume or cover letter . So while
you definitely should not be afraid of job inter views, you should make sure to prepare in
order to make the most of your opportunity to communicate your skills and strengths to
your potential employer.
Later on you are going to practice job inter views. But first, you’ll get a chance to watch and
critique two interviews. Quick ’n Tastee is still trying to fill a market research analyst position.
As you watch the videos of the inter views, take notes on the inter viewee’s communication
skills, such as the way the inter viewee speaks, acts, and uses body language. W atch for
examples of both effective communication skills and inappropriate inter view behavior. It
might help to note your obser vations in a table.
Module 2: Media and Mess ages • Activity 3 • 50
Positive Examples
Negative Examples
Answers question thoroughly.
Does not make eye contact.
After you take notes about the inter views, consider the following questions:
1. What communication skills did each inter viewee use?
2. Did either interviewee do anything that was inappropriate for the situation? If so, do you
think that would affect your decision about whether to hire the person? Why or why not?
3. What suggestions would you give each inter viewee about how to improve his or her
communication skills?
4. Overall, which person did a better job of communicating his or her strengths during
this interview?
HOMEWORK 3.4
Prepare for your interview for your dream job and for your role as inter viewer of your classmate
for his or her dream job. Read the cover letter and job description of the person that you will
interview. Then read Conducting Interviews and choose four of the sample questions to ask.
You may want to tailor your questions to the particular job that your classmate is applying for .
However, keep in mind that you are all “applying” for jobs that you hope to be qualified for one
day. Therefore, keep the questions focused on interests and future plans, as it will be difficult to
answer specific questions about qualifications or past experiences.
Also review your own dream job description and cover letter and think about how your skills
and strengths will fit the needs of this employer . Review the sample questions and take notes
about how you would answer them in an inter view.
Module 2: Media and Mess ages • Activity 3 • 51
Conducting Interviews
Conducting interviews can be just as challenging as being inter viewed. You want to create an atmosphere in
which the job candidate has an opportunity to excel and you can learn how this person would fit in as an
employee at your company. The following are some tips for conducting successful inter views.
Create a Friendly Atmosphere
When the candidate enters the room, greet him or her . Indicate your enthusiasm about having the opportunity
to meet and learn more about him or her .
Choose Your Questions Wisely
Don’t ask questions that you could answer by looking at the candidate’s resume. The inter view is an opportunity
to get beyond the resume and get to know the applicant’s personality and working style.
Avoid general questions—they tend to produce general responses. Ask instead about how the inter viewee
handles specific situations. For example, don’t ask, “How do you deal with conflict?” Instead, phrase your
question this way: “Tell me about the last instance when you had a disagreement or a conflict at work.”
Follow up with questions to learn more about the inter viewee. Find out how the conflict was resolved, what
happened afterwards, and whether the inter viewee would handle that situation differently in the future.
Allow for Silences
WHAT YOU CAN’T ASK IN A JOB INTERVIEW
Give the candidate time to
process the question and
Although an effective job inter view involves finding out a lot about a
formulate an answer.
candidate, there are some questions that you are not allowed to ask.
Federal and state anti-discrimination laws prohibit you from asking
Sample Questions
certain questions about candidates’ personal lives. Questions to
avoid include the following:
Read the following sample
interview questions and choose
• How old are you?
four that you will ask in your
• Are you married?
mock interview:
• Are you a citizen?
1.
• Are you planning on having children soon?
What interests you most
about this position and why?
2.
What makes you especially
• Are you disabled? Do you have any medical problems?
• What is your religion?
qualified for this position?
Module 2: Media and Mess ages • Activity 3 • 52
3.
What are some of your strengths and weaknesses?
4.
What do you expect to be doing in five years and how will this job help you meet your goals?
5.
Give an example of how you handled a major crisis or problem.
6.
Would you say you are a follower or a leader? Give examples.
7.
What is an accomplishment (not necessarily in your work or school life) that you are most
proud of? Why?
8.
Give an example of a situation in which you showed initiative.
9.
What have you learned from other jobs that will help you with this job?
10. How do you manage your time?
11. How well do you work under pressure? Give examples.
12. What’s the biggest challenge you’ve ever had? How did you handle it?
13. What in particular attracts you to a career in . . . ?
Module 2: Media and Mess ages • Activity 3 • 53
DREAM JOB INTERVIEWS
By now you’ve gone over the questions in your head. Why do you really want to be a _______?
How will working as a _______ help you pursue your lifelong goals? What special skills will
you bring to the job as a _______? Now you’re ready to put your communication skills to the
test as you make the case for why you should land your dream job. This is just a practice
interview, so try not to be ner vous. Just be yourself. Oh, and make sure there’s no food stuck
between your teeth!
Before you begin the inter views, review the Interviewer’s Communication Assessment and
the Interviewee’s Communication Assessment to see the guidelines you will use to evaluate
yourself after the interview.
Select one person on your team to start in the role of the inter viewer. Conduct the interview as if
it were real, staying in your assigned roles for the entire inter view. The team member who is not
a part of the inter view should actively observe the interview and take notes about the following:
1. What communication skills is the inter viewee using?
2. What communication skills is the inter viewer using?
3. Does the interviewee do anything that is inappropriate for the situation? If so, why do
you think it happened?
4. Does the interviewer do anything that is inappropriate for the situation? If so, why do
you think it happened?
5. Is there anything that the inter viewee could have done to improve his or her
communication of relevant skills and interest in the job?
After the interview is complete, have the obser ver in your team lead a discussion, or debriefing,
of the interview using the following questions:
1. (To the interviewee) Do you think you communicated your skills and strengths well? W as
it harder or easier than you expected? What preparation helped you with this inter view?
What do you think you could have done better?
2. (To the interviewer) What was difficult about asking questions and conducting an
interview? Was there anything you could have done better as the inter viewer? What
impressed you about the inter viewee? What could the inter viewee have done better?
Module 2: Media and Mess ages • Activity 3 • 54
The observer should share any thoughts or notes about what occurred during the inter view.
Repeat the interview and debriefing process two more times so that each team member has
the chance to take on the role of inter viewer, interviewee, and observer.
When your team is finished with the inter views, evaluate your communication, using both the
Interviewer’s Communication Assessment and the Interviewee’s Communication Assessment.
HOMEWORK 3.5
Write a reflection in your notebook on your team’s inter view process, addressing the
following questions:
1. What communication skills did you and your teammates use?
2. What was difficult about conducting the inter view? What techniques helped you learn
about the interviewee and keep the conversation going?
3. What was difficult about being the inter viewee? What helped you perform well in the
interview? What would you do differently next time?
Read Communication Codes and answer the Questions for Reflection.
Finally, bring to class a print advertisement that contains communication codes. Here is an
example of communication codes in a print advertisement for a telecommunications company:
The ad shows a picture of a teenager sitting at a computer . Next to the picture are the following
sentences spoken by the teenager (communication codes are in italics): “I’m awesome at
playing on-line games.” “I sent my friend in California these totally rad digital pictures.”
Module 2: Media and Mess ages • Activity 3 • 55
Communication Codes
Think of the last time you were at the doctor ’s office or the last time you watched a television show about
doctors. The doctors and nurses may have spoken with one another using words that were unfamiliar to
you, such as “stat,” which means immediately, or “CBC,” which is an abbreviation for complete blood
count. These words and abbreviations are examples of communication codes that medical professionals
use with one another.
What Are Communication Codes?
All language is made up of codes because all words are actually symbols that signify certain meanings to
speakers of that language. Communication codes are words and phrases unique to a specific social, cultural,
or professional group. When people use these communication codes, they show that they are members of a
specific group and that they know the code. In addition to language, communication codes include clothing
and gestures. When people choose what they wear and how they behave, they show that they are members
of a group and that they know the code.
Using Language Appropriately
The language codes that people use in one group may not be appropriate for another group or situation. F or
example, it may be appropriate for a doctor to say “stat” in the hospital when speaking to a coworker , but not
in casual conversation with someone outside of the medical profession. Similarly , it may be appropriate to
wear jeans to a fast-food restaurant, but not to most weddings.
Appropriate communicators learn how language codes are used by different groups and they choose words
that are appropriate for these different audiences. T o avoid problems caused by the use of communication
codes unfamiliar or offensive to some audiences, appropriate communicators use specific and accurate
words that the particular target audience is likely to understand.
Module 2: Media and Mess ages • Activity 3 • 56
Using Gestures Appropriately
Imagine the misunderstanding that
Gestures can help members of a group clarify messages that are
might occur when someone from the
confusing to nonmembers. However, if you use gestures inappro-
United States—where shaking your
priately, the person to whom you are speaking may misinterpret
head back and forth indicates
them, causing misunderstanding. This type of misunderstanding is
“no”—communicates with someone
especially likely when people from different cultures communicate
from Bulgaria—where nodding up
with one another. Appropriate communicators learn and are sensitive
and down indicates “no.”
to how gestures are used by different groups, and they choose
gestures that are appropriate for their audiences.
Questions for Reflection
1. What is an example of a communication code that a group you belong to uses?
2. What problems may arise when people use communication codes?
Module 2: Media and Mess ages • Activity 3 • 57
EXTENSIONS
3.1
The Ford PAS Web site lists different sources that can help you create a resume.
Look through some of the resources, choose a resume style that you like, and
begin to create your own resume.
3.2
Different cultures have different customs for cover letters. F or example, a typed cover
letter is expected in the United States. Research different cover letter customs on
the Internet. Go to the Ford PAS Web site for suggested Internet sites. Why do you
think it is so important that a cover letter reflect expected cultural practices?
Write your answer in your notebook, including examples of the different
practices you learned about.
3.3
View the interview scene from the movie Big and write a notebook entr y about the
following questions:
1. Based on what you know about expected inter view behavior, why was the
interview funny?
2. How might the interviewer and interviewee improve their communication in
this interview?
Module 2: Media and Mess ages • Activity 3 • 58
ACTIVITY 4:
What’s Your Code?
INTRODUCTION
Based on your recommendations, Quick ’n Tastee has interviewed for and filled the market
research analyst position. The company has also recently filled several other positions.
Because of all the recent hires, the Human Resources Department plans to do an employee
training workshop on communication. It appears that an employee has sent several messages
that are not appropriate for the audience because they include unsuitable communication
codes. You’ll learn more about communication codes in this activity as you focus on the roles
of audience, purpose, and form in communication. You’ll start by developing a game made
up of your own communication codes—words and phrases unique to your social groups. By
the end of this activity, you’ll know what communication codes are and how to communicate
effectively for different audiences and purposes.
Learning Goals

Identify communication codes—language particular to specific social, cultural, or
professional groups.

Write messages using language that is appropriate for the intended audience and purpose.

Select an appropriate form for communicating a message by considering the intended
audience and the purpose of the message.
FOR YOUR GLOSSARY
Communication codes
Module 2: Media and Mess ages • Activity 4 • 59
DEVELOP GAME ITEMS
For the first part of this activity, you’ll work in a team to develop a game called What’s Y our
Code? This game is made up of your own communication codes. The format is similar to the
game show Jeopardy. To play the game, you read the answer , which is a communication
code, and then try to figure out the question, which includes the definition (or meaning) of the
communication code. After you develop items for the game, you’ll tr y them out on an adult
and then play the game as a class.
Here’s how the game works: The game board has several categories with items that are
worth various numbers of points. Each item has an answer , which is a communication code.
To get points, you have to figure out the definition of the code. There are many communication
codes related to the Internet, which could be part of this game. F or example, if the answer is
the code “Newbie,” you would get points by responding, “ What do you call a new Internet
user?” If the answer is the code “ TTYL,” you would get points by responding, “ What is e-mail
shorthand for ‘Talk to you later ’?”
Work with your team to develop one column of the game board by following these steps.
Select a Category
Work with your team to select a categor y for the game. For example, you might choose
“school,” “friends,” “sports,” or “music.” Share your categor y with the class to make sure no
one else has chosen that categor y.
Develop Answers and Questions
Develop five answers that relate to your team’s categor y. The answers should be communication
codes—any words or phrases that someone outside of your group does not use and may not
understand. For example, if your categor y is music and you are a teenager , write five words
or phrases related to music and used by teenagers but not by adults. Or if your categor y is
music and you are a musician, write five words or phrases related to music and used by
musicians but not by non-musicians. Once you have the answers, write the questions that
go with the answers. Use notebook paper to finalize a list of five answers and the related
questions. Each team member should write down the answers and corresponding questions
for later reference.
Module 2: Media and Mess ages • Activity 4 • 60
Make a Column for the Game Boar d
Set up your team’s part of the game by making a column for the game board. Y ou’ll need one
11" x 17" piece of paper, sticky notes, and a pen or pencil. Set up your column like the one
shown in Figure 4.1, with a box for the heading at the top center of the paper and five sticky
notes arranged in a column under the heading. Eventually you’ll have three layers of sticky
notes: a bottom layer that shows the questions, a middle layer that shows the answers, and a
top layer that shows the point values.
Write the category name as the heading. Then, set up the bottom layer of sticky notes, which
shows the questions (refer to Figure 4.2 for an example). On the five sticky notes you
arranged in a column under the heading, write the five questions, one question on each
sticky note (put the easiest item at the top of the column, under the heading, and the hardest
item at the bottom of the column).
Next, set up the middle layer of sticky notes, which shows the answers (refer to Figure 4.3 for
an example). Cover each question with a second sticky note and write the answer to this
question on that sticky note.
Finally, set up the top layer of sticky notes, which shows the point value of each item (refer to
Figure 4.4 for an example). Cover each answer with a third sticky note and write the point
value for getting this item correct on that sticky note.
Module 2: Media and Mess ages • Activity 4 • 61
HOMEWORK 4.1
Continue to work on your Media Log.
Also, ask an adult to tr y out the items in your team’s What’s Y our Code?
category and then ask the adult the following questions:
1. Was it difficult for you to answer the question?
Why or why not?
2. What item and answer would you develop for a game
based on communication codes used by your social or
professional group?
Module 2: Media and Mess ages • Activity 4 • 62
GAME TIME!
Now your class will play What’s Your Code? To play the game, follow the Game Steps until
all items on the game board have been selected. Each guessing team must choose items
only from categories that other teams developed. K eep in mind that your team earns points
by guessing the right question.
Game Steps
1. Game Show Host: Choose a team to be the guessing team.
2. Guessing Team: Choose another team’s categor y and a point value. For example, “We’ll
take Sports for 200.”
3. Game Show Host: Pull off the top sticky note and read the answer .
4. Guessing Team: Try to figure out the correct question that goes with this answer .
5. Team That Developed the Categor y: Give a thumbs up if the guessing team is close
enough to be considered correct. If not, let another team guess.
6. Game Show Host: When the guessing team is correct, pull off the middle sticky note to
reveal the question. The guessing team gets the point value of the item.
7. Game Show Host: Choose another team to take a turn at guessing (following steps 2–6).
Rotate through the teams until all of the items on the game board have been chosen. The
team with the most points at the end of the game wins. K eep track of each team’s points and
announce the winning team at the end of the game.
HOMEWORK 4.2
DID YOU KNOW?
At the Walt Disney Company employees call one another cast members even
Read Forms of Communication
and Cultural Awareness.
if their job is to clean the streets at Disney W orld. The goal is to make all cast
members feel like important contributors to the company. Cast members are
trained to treat one another as if they were customers.
Also, why do you think different
companies use different words
to refer to their employees?
Write your answer in
your notebook.
At Wal-Mart, employees call one another associates in an e ffort to treat every
individual with respect, one of the company ’s “Three Basic Beliefs.” Wal-Mart
strives to have a partnership between its associates, owners, and managers.
Similarly, as part of Starbucks’ mission to “provide a great work environment and
treat each other with respect and dignity,” employees call one another partners.
Module 2: Media and Mess ages • Activity 4 • 63
Forms of Communication
Once you’ve decided to communicate a message, your next decision is what form to select. W ill you use a
written form, such as a letter? Or an oral form, such as a telephone call? Or an electronic form, such as
e-mail? To make the decision, it’s helpful to think about the nature of each form of communication. F or
example, when writing a letter, you have time to develop a well- organized message, whereas when speaking
on the phone or face-to -face with another person, you have to develop your message quickly . With e-mail,
you can take time to develop your written message, but you can ’t get feedback from the audience’s body
language when they read your message, as you could if you delivered your message face-to -face.
Let’s say you want to persuade a congressperson to take action on a particular issue. A business letter is an
appropriate form to use because you can take time to write a clear and persuasive message about why it’s
important to take action on the issue. A business letter is also more formal than a telephone call or a face-to -face
conversation. On the other hand, when you want to persuade your parents to let you stay out past your curfew
and you think they might be skeptical, face-to -face communication is a good choice because you can obser ve
their body language and facial expressions and modify your message accordingly .
In the Workplace
There are many ways to communicate in the workplace. One way to talk
about these forms of communication is to consider the three channels
of communications—oral, written, and electronic—and the form of
media within each channel, such as face-to -face conversation (oral),
memo (written), and e-mail (electronic). Table 4.1 lists forms of media
Although letters, memos,
reports, and proposals can be
attached to e-mail, they are
not considered electronic.
and the channels of workplace communication typically used for each.
Notice that several media have the potential to involve more than one channel of communication. F or example,
you can have a meeting that involves the oral channel alone or you can have a meeting that involves all
three channels, such as by adding written handouts and an electronic P owerPoint presentation.
Module 2: Media and Mess ages • Activity 4 • 64
Table 4.1: Three Channels of Workplace Communication
Form of Media
Oral
Written
Electronic
Telephone Conversation
X
Interview
X
Meeting
X
X
X
Seminar
X
X
X
Workshop
X
X
X
Training Program
X
X
X
Presentation
X
X
X
Letter
X
Memo
X
Report
X
Proposal
X
E-mail
X
X
Fax
X
X
Voice Mail
X
X
Teleconference
X
X
Video
X
X
Synchronous Meeting Tool
X
X
X
On-line Mailing List (or ”E-list“)
X
X
Instant Messaging
X
X
Module 2: Media and Mess ages • Activity 4 • 65
What is a synchronous meeting tool? A synchronous meeting tool combines all three workplace communication
channels to allow people to interact on-line. It’s synchronous because people are communicating at the same
time—in contrast to asynchronous communication, like e-mail or voice mail, in which the communicator and
the recipient of the communication are not participating at the same time.
What is an on-line mailing list? An on-line mailing list, or e-list, is an electronic compilation of e-mail
addresses. With your name on an e-list, you receive e-mail, usually newsletters, on a regular basis from
the organization managing the list.
Choosing the Channel and Form of Media for Your Message
The channel and form of media you select can make a big difference in how effectively you communicate your
message. To determine which channel and form of media to use, consider the purpose of your communication
and the audience. For example, if your purpose is to present controversial information and your audience is
likely to be skeptical, face-to -face communication is a good choice because you can see how the audience is
responding and respond accordingly. Table 4.2 presents guidelines for choosing a channel of communication
in the workplace and Table 4.3 provides some examples.
Module 2: Media and Mess ages • Activity 4 • 66
Table 4.2: Choosing a Channel of Workplace Communication
Choose an oral message if . . .
you want immediate feedback.
Choose a written message if . . .
Choose an electronic message if . . .
you don’t need immediate
you need quick but not
feedback.
immediate feedback.
your message is simple and
your message is complex and
your message is simple, but
easy to understand.
requires planning.
you’re physically separated
(e-mail).
you don’t need a written record
you need a written record of
you don’t need a written record
of the interaction.
the interaction. However, this is
but you want to avoid time-zone
less common as an electronic
barriers (voice mail, fax).
message is often an acceptable
record.
you can get the audience
the audience is geographically
the audience is geographically
together easily.
spread out.
spread out, and you want to
reach them personally (video,
teleconference).
you want to solve a problem or
you want to avoid
you want to avoid miscommuni-
reach a decision.
miscommunication.
cation but you’re in a hurr y
and geographically spread
out (e-mail).
Table 4.3: Examples of Appropriate Channels of Workplace Communication
Oral Message
Written Message
Electronic Message
Call a colleague to find out if he
Send a letter to make a formal
Hold a teleconference to
or she has time to come help
offer of a position to a potential
communicate and get feedback
you solve a problem right now.
new employee.
on a major proposal from
colleagues at offices in three
different states.
Introduce a new employee
Send a document explaining
Send an e-mail message to
to coworkers.
changes in employee benefits at
several colleagues asking for
your company to all employees.
feedback on an idea.
Module 2: Media and Mess ages • Activity 4 • 67
Cultural Awareness
Companies across the globe have working structures and communication patterns that
are based on local cultural values. Therefore, the working structure and communication
patterns in companies in the United States are different from the working structures
and communication patterns in companies based in other parts of the world, such as
Europe, the Middle East, and Asia.
When doing business with companies from different cultures, it’s necessar y to build strong business
relationships. To form these relationships, it helps to understand and respect cultural differences in order to
avoid misunderstandings, frustration, embarrassment, or even a breakdown of the business relationship.
Japanese companies, in particular, function quite differently from U.S. companies. F or example, Japanese
businesspeople value harmony and place great importance on being a member of a group. Therefore, business
decisions in Japanese companies are rarely made by a single individual or even by a small group of people,
as might be the case in a U.S. company . Instead, business decisions in Japanese companies are often made
by consensus, which means that ever yone works together until they can agree on a solution that is acceptable
to all members of the group. R ather than emphasizing individual achievement, Japanese businesspeople
place a high value on team achievement and group loyalty .
Another feature of Japanese companies that differs from U.S. companies is the company structure. F or example,
communication in a Japanese company occurs between people with similar levels of responsibility . Therefore,
a junior staff member rarely initiates communication with a senior staff member .
Module 2: Media and Mess ages • Activity 4 • 68
DEVELOP MESSAGES
To whom are you writing or
speaking? The answer will tell
QUESTIONS TO CONSIDER ABOUT AUDIENCE
you a lot about what your
1. Who is the audience?
message will be and the way
2. How much does the audience already know about
you will deliver it. For example,
the topic and what does the audience need t o
to explain to a nine-year-old
know? If you and your audience have the same
child how to make brownies, you
amount of background information, it’s likely that
might use simple words, provide
your audience will understand you easily. But if
pictures, and break the task into
your audience has less background information
small steps that you explain in
about the topic, it will be helpful if you provide the
detail, such as, “Break the egg
information they will need to understand you.
open. To break the egg open, hit
3. What help does the audience need in order to
the egg on the side of a bowl
understand this information? For example,
until it cracks. Then split the
have you used language that is familiar to
shell apart with both hands and
your audience?
let what is inside the eggshell
4. What attitude does the audience have about
fall into the bowl.” To explain to
the topic? If the audience already has opinions
an adult how to make brownies,
about the topic, you should find out what these
you might use more complex
opinions are so that you can be prepared to
words that an adult is likely to
address them. For example, if the audience is
understand and you might not
likely to question your ideas, it will be helpful
include steps that an adult is
if you provide ample evidence to support
likely to know. For example, you
your statements.
might just say, “Beat the egg,”
and skip the information about
breaking the egg.
There are also many purposes for communicating, such as to inform, to persuade, to request
information, to confirm that you understand a message, and to entertain. The purpose of your
communication affects the content of your message and the form you select to deliver it. F or
example, if your purpose is to inform, you might include all of the relevant facts and present
them in a clear and direct way. On the other hand, if your purpose is to persuade, you might
emphasize particular facts.
Read Situation 1 and write messages for the two audiences listed. Then, after a class
discussion about Situation 1, read Situation 2 and write messages for the two purposes listed.
Module 2: Media and Mess ages • Activity 4 • 69
Situation 1: You went to a party at a friend’s house. Explain to each audience why you
were out past your curfew.
Audience 1: Your parents
Audience 2: Your best friend who wasn’t at the party
What form would you choose to deliver each of these messages? In person? Phone?
E-mail? Letter?
Situation 2: Flies have infested your school’s cafeteria. W rite messages for the following
two purposes.
Purpose 1: Persuade a school administrator to let students go out to lunch, which is
currently against the rules.
Purpose 2: Entertain a friend with funny details about the fly infestation.
What form would you choose to deliver each of these messages? In person? Phone?
E-mail? Letter?
Module 2: Media and Mess ages • Activity 4 • 70
INTERNATIONAL RELATIONS
Now evaluate messages from a human resources assistant at Quick ’n T astee to the chief
food production manager at Yamayama. As you read the messages, think about what you’ve
learned about communication codes. Refer to Forms of Communication in the Workplace
and Cultural Awareness, and work with your team to answer the following questions. Be
sure to take notes about your team’s discussion, which you can refer to when you revise the
messages for homework.
1. Who is the audience for each message? What do you know about the audience that
would help you evaluate whether the messages are appropriate?
2. Are there any examples of communication codes in these messages? How could you
change these words or phrases so that they are appropriate for the intended audience?
3. Are there any parts of the messages that are inappropriate? Why? What changes could
you make so that the messages are more appropriate?
4. What form would you use to send each message?
Message 1
Module 2: Media and Mess ages • Activity 4 • 71
Message 2
HOMEWORK 4.3
Read Logos and Slogans and Timeline of Coca-Cola Slogans.
Also, select one logo from a print advertisement to bring to
class. Make sure that the logo doesn ’t show the company name.
HOMEWORK 4.4
Revise the messages from Quick ’n Tastee to Yamayama and indicate which
form is appropriate for each message.
Keeping in mind the results of your class vote on two restaurant locations and
three food products, develop one idea for a logo and slogan for the new Quick ’n
Tastee product line. Bring the sketch of your logo and a written draft of your
slogan to class, and be prepared to discuss your ideas with another classmate.
Module 2: Media and Mess ages • Activity 4 • 72
Logos and Slogans
Advertising is calling something to the attention of the public by emphasizing qualities that are desirable and
will arouse a desire to buy. An advertisement often includes a slogan, a brief attention-getting phrase, a nd a
logo, an identifying symbol of a company or or ganization. The purpose of a slogan in an advertisement is to
communicate the main product message to the consumer . The slogan is the language that goes with the logo.
For example, what comes to mind when you hear the Nike slogan “ Just do it”? Probably the logo—the “swoosh.”
Making an Effective Slogan
An effective slogan should have the following qualities:
1. A slogan should be memorable. Consumers should be able to easily recall the slogan. The main product
message should be communicated in the advertisement and echoed in the slogan—the better the slogan
captures the intended product message, the more memorable it will be.
2. A slogan should communicate a key benefit of the pr oduct. Consumers should be able to tell how the
product would help them. For example, the slogan for Polaroid is “The fun develops instantly.”
3. A slogan should make it clear how the pr oduct is different from other similar products. For example,
the slogan for Coca-Cola in 1970 was “It’s the real thing.”
4. A slogan should communicate positive feelings about the pr oduct. For example, the slogan for Coca- Cola
in 1980 was “Have a Coke and a smile.” The slogan for K odak in 2001 was “Share Moments. Share Life.”
5. A slogan can be strategic. A company can communicate its business strategy in its slogan. F or example,
DuPont communicates its business strategy in the slogan “Better things for better living . . . through chemistr y.”
6. A catchy slogan can be tr endy. Having a trendy slogan doesn’t always work, but one popular trend is
to use a single word for a slogan. F or example, the slogan for IBM is “ Think.”
Making an Effective Logo
A logo is a symbol of a company or or ganization. It can be the company name designed in an unusual way
or it can be an image that represents the company . The goal of a logo is to communicate a company ’s
image—what the company is all about. A logo helps consumers recognize a company ’s product
immediately. There are several types of logos—text logos, symbol logos, and logos that are a
combination of text and symbol. To see examples of logos, go to the Ford PAS Web site.
Module 2: Media and Mess ages • Activity 4 • 73
Text logos are words that convey different impressions to the audience, depending on the shape and size of the
lettering. For example, thick letters convey strength and power. Script lettering conveys elegance and seriousness .
Slanted lettering conveys movement. A company name can be a logo if the lettering communicates the
intended qualities of the organization.
Symbol logos use an image that communicates an actual or abstract representation of a business. A symbol
by itself provides a wide interpretation of what a business is about. F or example, the United States Postal
Service logo has an image of an American bald eagle, which is often used to symbolize the United States.
The design of the eagle image suggests that the United States P ostal Service is fast, although it doesn’t
indicate what the Postal Service actually does. A symbol may be a play on the company name. F or example,
a symbol for an optical engineering company called W avelength Optics might be an ocean wave, even
though the company has nothing to do with the ocean. A symbol may develop an entirely new meaning
through its use as a logo. For example, at first, people didn’t associate the “swoosh” shape with Nike. But
as Nike increased its corporate presence, people have come to think Nike when they see the “swoosh.”
Text-and-symbol logos include both a symbol and a small amount of text, which clarifies what the symbol
stands for. For example, Ford Motor Company has the name Ford in a blue oval.
When deciding on the logo that best fits the image of a company , it’s important to consider how the audience
will perceive the logo. Here are some guidelines to follow when designing a logo:
1. A logo should fit with a company ’s image. To design a logo that communicates a conser vative image,
use colors like navy blue, maroon, and dark teal. T o project a contemporary image, use black and white
or bold colors and come up with a unique design.
2. A logo should be simple. The simpler the logo, the easier it will be to resize and recolor for various
design purposes. You may need various logo sizes—for example, one for a W eb version and one for a
print version.
3. A logo should be unique and r ecognizable. When people see a logo, they should immediately associate
it with the company it represents and no other . A logo should also be unique so that it doesn ’t violate
any copyrights or trademarks of other companies.
Module 2: Media and Mess ages • Activity 4 • 74
Timeline of Coca-Cola Slogans
These are Coca-Cola slogans from 1904 to the present. As you read the slogans, look for themes in the
messages. Do any patterns appear over time?
Module 2: Media and Mess ages • Activity 4 • 75
EXTENSIONS
4.1
Watch a television show and note the different communication codes
you hear during the show and during the commercials. Who is the
audience for the show? Who is the audience for the commercials? Do
the communication codes in the show and the commercials match—that
is, are they intended for the same tar get audience? How do you know?
4.2
With some classmates, develop and perform for your class a short skit
demonstrating an inappropriate use of communication codes or an
inappropriate use of a channel of communication. In writing, explain
how you would change the communication code or channel to make it
appropriate to the audience and purpose for your message.
Module 2: Media and Mess ages • Activity 4 • 76
ACTIVITY 5:
Logos and Slogans
INTRODUCTION
Almost 7,000 years ago, potters inscribed their marks on the potter y they made. These marks
could be considered the first logos. In this activity , you’ll take on the role of logo designer as
you create a logo and slogan for the new product line at Quick ’n T astee. What will your
design solution be? Will it send a traditional message, such as, “ We serve great food here”?
Or will it be focused on a specific audience, such as, “ Your kids will love our food”? By the end
of this activity, you’ll see that there are many different approaches to developing logos and
slogans, but that each approach must be appropriate for the intended audience and purpose.
Learning Goals

Evaluate the effectiveness of various logos and slogans in communicating persuasively to
a particular audience.

Apply prior knowledge and skills to listen actively in a one-to -one meeting.
FOR YOUR GLOSSARY
Logo
Slogan
Module 2: Media and Mess ages • Activity 5 • 77
SHARE LOGO AND SLOGAN IDEAS
Now you and a classmate will meet as a P oster team to share ideas for a logo and slogan
and to select one logo and slogan to present in a poster .
As you share ideas, keep in mind the results of your class vote about the two restaurant
locations and three food products for the new product line. Also refer to the list of persuasive
techniques in Activity 1 ( Table 1.1 on page 4). This information will help you develop an
appropriate logo and slogan.
Also keep in mind that you will have to justify your choice on your poster , so look over the
Logo and Slogan Evaluation Questions to help you evaluate each idea and take some time
during your meeting to discuss and take notes about why you selected your final choices for
a logo and slogan.
Before you begin sharing ideas, look over the One-to-One Communication Assessment
to see the guidelines you will use to evaluate yourself after you prepare your poster with
your teammate.
Logo and Slogan Evaluation Questions
Consider these questions when you prepare your team’s logo and slogan and when you
evaluate other teams’ work.
Logo Questions
1. Does the logo communicate Quick ’n Tastee’s intended image of selling more healthful
food products?
2. Will the logo help consumers immediately recognize Quick ’n T astee’s new product line?
3. Is the logo simple?
Slogan Questions
1. Is the slogan memorable?
2. Does the slogan communicate a key benefit of the product?
3. Does the slogan make it clear how the product is different from other similar products?
4. Does the slogan communicate positive feelings about the product?
Module 2: Media and Mess ages • Activity 5 • 78
DID YOU KNOW?
Even before children learn to read by sounding out letters in words,
they learn to recognize a handful of words by sight. Some of the
first sight words children recognize are words in logos, such as
McDonald’s or Coca-Cola. It’s easy for children to recognize these
words because the words have a distinctive format, such as a
particular type of lettering and particular colors. Children aren ’t
really reading the words—they just associate the format of the
word with the meaning it communicates.
HOMEWORK 5.1
Continue to develop ideas for a logo and slogan.
What do you think is the value of logos for diverse
audiences of consumers, such as people whose first
language is not English and people whose reading
skills are not well developed? Write your answer in
your notebook.
Module 2: Media and Mess ages • Activity 5 • 79
PREPARE POSTERS
Now that you’ve selected a logo and slogan for the new product line, work in your P oster
team to develop a poster that displays the logo and slogan as well as a justification for your
choices. As you work on the poster, keep in mind the Logo and Slogan Evaluation Questions
on page 78 that you read and discussed with your partner .
What to Include on Your Logo and Slogan Poster
1. A sketch of your logo
2. Your slogan
3. A written justification for your logo and slogan
You will present your team’s poster to the class, so spend some time now deciding who will
present which part. For example, one person on the team could present the logo and the
justification for the logo, and the other person could present the slogan and the justification
for the slogan.
Use the One-to-One Communication Assessment to begin evaluating your communication
with your Poster team partner.
HOMEWORK 5.2
Finish evaluating yourself using the One-to-One
Communication Assessment and write your
evaluation in your notebook. Then practice your part
of the poster presentation. To prepare for presenting
the justification of your ideas, refer to the notes
you took about the reasons for your logo and
slogan choices.
Continue to work on your Media Log.
Module 2: Media and Mess ages • Activity 5 • 80
PRESENT AND EVALUATE POSTERS
As each Poster team presents its poster, consider the Logo and Slogan Evaluation Questions
on page 78 and evaluate each poster in your notebook. Then, based on your evaluations,
select one logo and slogan to use in the advertising campaign. Y ou may want to select a
slogan developed by one team and a logo developed by another team. W rite your selection
in your notebook and explain why you think the logo and slogan you’ve selected are the best
choices. Your teacher will collect the evaluations and read several of them to the class, so
take good notes and be persuasive in explaining your decision!
HOMEWORK 5.3
Summarize the information in your Media Log in preparation for meeting with your
team to develop an advertising campaign. K eep in mind that you are the team expert
about the form of media that you evaluated in your Media Log, so your team is counting
on you to supply information about what techniques to use and how to use them. The
purpose of summarizing the information in your Media Log is to help you refer to the
information when you meet to develop each of the advertisements for the new product
line, so use a format that will help you find information quickly and easily . To get
started, answer the following questions based on the information you collected
in your Media Log and then summarize any other informationthat you
think will be helpful to your team.
1. What are the characteristics of the most effective ads in this form of media?
2. What persuasive techniques are used most effectively in this form of media?
3. What informative techniques are used most effectively in this form of media?
4. How did you determine who the tar get audience was for the ads you evaluated?
EXTENSION
5.1
Design a logo and slogan for your school or a club you belong to. Go to the
Ford PAS Web site for some suggestions.
Module 2: Media and Mess ages • Activity 5 • 81
ACTIVITY 6:
Ad Appeal
INTRODUCTION
In 1850, when P. T. Barnum decided to bring a Swedish singer named Jenny Lind to America,
few people knew of her. Barnum used newspaper ads and flyers to promote interest in the
singer. Though she had been practically unknown before arriving, Lind was met at the docks by
30,000 New Yorkers as a result of Barnum’s advertising campaign. In this activity , you’ll work
with a team to develop an advertising campaign for Quick ’n T astee’s new product line using
Microsoft® PowerPoint®. Your team’s goal is to develop interest in these new products with
effective television, magazine, newspaper, and Web advertisements. Who is the audience for
your advertising campaign? What is the purpose? What is the theme that will tie these different
advertisements together? These are just a few of the questions you’ll consider in Activity 6.
Learning Goals
• Develop and deliver an effective presentation that justifies a choice of marketing techniques.
• Use appropriate technology to enhance the clarity and persuasiveness of a presentation.
• Engage an audience during a presentation by using appropriate vocal variety and gestures.
FOR YOUR GLOSSARY
Pitch
Storyboard
Vocal variety
Module 2: Media and Mess ages • Activity 6 • 82
DEVELOP MEDIA GUIDELINES
Share your Media Log summaries with other students who focused on the
same form of media. Your goal is to develop guidelines for creating the most
effective advertisements in this form of media. T ake good notes because later
in this activity, when you work with an Ad Campaign team to develop an advertising
campaign, you will be the only person with this information.
To help you develop these guidelines, answer the following questions:
1. What are the characteristics of the most effective ads in this form of media?
2. What persuasive techniques are used most effectively in this form of media?
To answer this question, refer to the list of persuasive techniques in Activity 1
(Table 1.1 on page 4).
3. What informative techniques are used most effectively in this form of media?
4. How did you determine who the tar get audience was for the ads you evaluated?
PLAN AD CAMPAIGNS
The first step in your advertising campaign is to make some decisions about media strategy ,
audience, and purpose. As you meet with your Ad Campaign team, be sure to take good
notes so that you can use the information you discuss when you develop your advertisements.
Before you begin planning the ad campaign, look over the Presentation Assessment, which
lists the necessary elements of your ad campaign presentations and the guidelines that will
be used to evaluate your work.
Then compare the strategies used by different media to inform and persuade. Answer the
following questions:
1. How do television, magazine, newspaper, and Web ads differ in who they reach and how?
2. How do television, magazine, newspaper, and Web ads differ in how they inform
and persuade?
Module 2: Media and Mess ages • Activity 6 • 83
Next, discuss the audience and purpose for your campaign and the media strategies you
might use to address that audience and purpose. Answer the following questions:
1. Who is the audience for your advertising campaign?
2. What do you know about that audience that will help you shape the advertisements
appropriately?
3. What do you know about the competitors of Quick ’n T astee that you will want to
keep in mind in order to develop advertisements that set Quick ’n T astee apart from its
competition? Refer to specific information about the two restaurant locations from
Restaurant Information.
4. What do you know about the different forms of media that you will consider as you
shape each ad for your audience and purpose? F or example, do different forms of
media lend themselves to different persuasive techniques? Or will you use the same
persuasive technique for all ads? Refer to the list of persuasive techniques in
Activity 1 (Table 1.1 on page 4) to answer these questions.
HOMEWORK 6.1
Write down some ideas for the four advertisements
to use in your team’s advertising campaign.
Module 2: Media and Mess ages • Activity 6 • 84
DEVELOP ADVERTISEMENTS
Now your Ad Campaign team is going to develop four advertisements, one in each of the
following forms of media: television, magazine, newspaper, and Web. Begin by sharing the
ideas each student has developed for the advertisements.
For the television advertisement, create a stor yboard that shows the major scenes in the
commercial, including dialogue, graphics, and text. Refer to What Is a Storyboard?
Your storyboard doesn’t need to include all of the details that this description calls for . For
example, your storyboard doesn’t need to include information about lighting, unless
this information is important for the message you are tr ying to convey in the ad. Go
to the Ford PAS Web site to learn more about stor yboarding.
For the magazine, newspaper, and Web advertisements, develop sketches that show the
basic layout of the advertisement, including colors, graphics, and text. Don ’t worry about
showing every detail—instead, focus on the effectiveness and clarity of the messages in
your advertisement.
What to Include in Your Ad Campaign
1. A storyboard for a television advertisement
2. A sketch of a magazine advertisement
3. A sketch of a newspaper advertisement
4. A sketch of a Web advertisement
HOMEWORK 6.2
HOMEWORK 6.3
Continue to develop advertisements.
Develop a written draft of information for the
PowerPoint slide about the form of media you focused
on for your Media Log. For example, if you focused on
television ads, develop a written draft of information
about the television storyboard your team is creating.
Refer to What to Include on Your PowerPoint Slides
on page 87 to see what information to include in your
draft. Include speaker notes to go along
with each bulleted item on your slide.
Module 2: Media and Mess ages • Activity 6 • 85
What Is a Storyboard?
A storyboard is like a comic strip that shows what happens and when it happens sequentially in a script. A
storyboard consists of a series of drawings placed in sequence.
Storyboard artists start a project by making a series of tiny drawings, small enough that they can ’t include
much detail. This step allows them to work out any problems and make revisions.
Beside each frame in a stor yboard are notes that identify important information about dialogue, action,
sound effects, and lighting.
Sample Storyboard
Module 2: Media and Mess ages • Activity 6 • 86
DEVELOP POWERPOINT SLIDES
After you create the advertisements, develop from 6 to 14 P owerPoint slides: an introductory
slide, a concluding slide, and 1–3 content slides for each advertisement. F or each slide,
include speaker notes.
What to Include on Your PowerPoint Slides
Television Slide(s)
1. Description of the audience for the advertisement and a justification for this choice
2. Explanation of which television station the advertisement will be presented on and when
the advertisement will air (morning, afternoon, or prime time), and a justification for
these choices
3. Explanation of how the message is communicated in the advertisement
Magazine, Newspaper, and Web Slides
1. Description of the audience for the advertisement and a justification for this choice
2. Explanation of where the advertisement will be presented (what publication or W eb site)
and a justification for this choice
3. Explanation of how the message is communicated in the advertisement
HOMEWORK 6.4
Read Presentation Format and Style.
Module 2: Media and Mess ages • Activity 6 • 87
DID YOU KNOW?
Companies that advertise internationally need to think about how audiences in different
cultures may respond to their advertising and choose their words and images accordingly .
For example, on advertisements that appeared in India, Cadbur y made a comparison
between the war-torn Kashmir region and Cadbury chocolates by showing a map of the
Kashmir region accompanied by the slogan for Cadbur y’s Temptations product, “Too
good to share.” Many politicians and citizens of India were appalled at Cadbur y’s
cultural insensitivity, and Cadbury later apologized for appearing to make light of such
a serious situation. However, even when an advertiser thinks it has created a culturally
sensitive advertisement, the words or images chosen for the advertisement may send
unintended messages when translated into another language. This is one reason why
market research is an important part of advertisement development. Companies show
prospective advertisements to members of their intended audience and ask them
questions to make sure that their choices do not have unintended effects.
While it is widely understood that advertising blunders can occur when companies use
advertisements in different cultures without being careful about their market research,
some well-known tales of such blunders are actually urban legends. F or example, one
widely reported story tells how Chevrolet ran into problems selling the Chevy Nova in
Spanish-speaking countries because “no va” means “it doesn ’t go” in Spanish. In reality,
the Chevy Nova had no particular marketing problems in Spanish-speaking countries,
and “no va” is pronounced differently from “Nova.” Similarly , another story claims that
customers in Africa were surprised to see pictures of babies on the labels of Gerber baby
food jars because African companies traditionally put pictures of the contents on the
outside of the container to assist people who cannot read the labels. This stor y is also a
myth, though it has circulated in different forms for many years.
Module 2: Media and Mess ages • Activity 6 • 88
Presentation Format and Style
Once you know your audience, purpose, and content, you need to consider the format of your presentation
and your presentation style, or how you deliver your presentation. F or your presentation to be effective, you
need to combine supportive visual media with a well- organized, engaging delivery style.
Presentation Format: Designing Posters and Slides
When choosing between types of visual media to use with your presentation,
consider which graphics will best communicate your information. Sketches,
maps, graphs, charts, photographs, or even three-dimensional models may
help support your ideas and hold your audience’s interest. P osters and slide
shows are two main types of visual media. They may contain different kinds
of graphics, such as sketches or graphs. Use the following guidelines to
design posters and slide shows.
Posters
Place the title of the poster on top, using all capital letters and fewer than
eight words. Keep the style of headings consistent throughout the poster—
that is, aligned flush left or centered. K eep the headings short (three or four
words) and put them in lar ger type than the rest of the text.
Slide Shows
Begin your slide show with an introductor y slide and end with a conclusion
slide. Avoid small text in your slide show—text should be no smaller than 24
points. Finally, use art that is relevant to the content and doesn ’t distract from
the message. A simple layout often communicates more information than a
wordy or cluttered one.
General Format Tips
1. Include a title that describes the content of your presentation.
2. Keep background colors and patterns simple so that viewers can see the text clearly .
3. Avoid long lines of text and too many lines of text. T ry to limit sections of text to no more than seven
words in a line and no more than seven lines altogether .
Module 2: Media and Mess ages • Activity 6 • 89
4. Use consistent phrasing in bulleted text. For example, if one bullet says, “Bandwagon technique,”
another bullet shouldn’t say, “Uses the testimonial technique.”
5. Keep graphs simple and label them clearly.
6. Use color, but keep in mind that one color plus black offers the greatest contrast and that bright colors
may distract viewers from the significance of the content. Y ou can use several complementar y colors,
but one color should predominate.
Presentation Style: Delivering Your Speech
Think about your presentation with two questions in mind: How can I communicate with my audience
effectively? and How can I make the best use of my visual media? Addressing both of these questions will
help improve the quality of your presentation. F or example, you might have fantastic slides, but have you
prepared and practiced delivering your presentation enough to overcome ner vousness? Here are some
guidelines to follow to deliver a presentation effectively.
Consider Your Audience
Speak at a normal and lively pace. P roject your voice clearly so that
everyone in the room can hear you. Use language and a style that are
appropriate for your audience and for the setting of your presentation.
Provide a handout so that your audience can keep track of your
presentation. For example, provide printouts of your presentation slides
or a handout outlining your main points.
Be Aware of Timing
Be aware of your presentation timeframe. Once you know the total amount of time you have to work with, think
about how much time you should spend on each slide or visual aid. Allow more time for visuals that support
major aspects of your presentation.
Summarize and Add Suppor ting Details—Don’t Read!
Try to maintain eye contact with your audience and avoid reading directly from your poster or slide. Y our
goal as a presenter is to support the content of your visual aids by summarizing and adding details that
don’t appear on your visual aids. For instance, you might give examples to provide your audience a more
concrete idea about points made on a slide. Y ou must be familiar enough with your material that you can
speak without reading what is on the visual aids.
Module 2: Media and Mess ages • Activity 6 • 90
Use Vocal Variety
Effective presenters don’t use the same speaking rate, pitch, and volume throughout their entire presentation.
They use vocal variety—changes in the rate, pitch, and volume of speech, such as saying some words and
phrases quickly and some slowly, changing at times from a low-pitched to a high-pitched tone, and speaking
more loudly or softly at certain points. In his famous “I Have a Dream” speech, do you think Martin L uther
King Jr. spoke more loudly or softly when he said, “F ree at last! Free at last!”?
Rate is the speed at which you speak. When you var y your speaking rate, you give
your audience a wider range of vocal patterns to listen to, which makes a presentation
more interesting. Varying your speaking rate also allows you to emphasize important
information. Pitch describes how high or low the tone of your voice is. Y ou can change
the pitch of your sentences to emphasize different messages. F or example, use an
increasingly higher pitch to ask a question. K eep your pitch low to express confidence.
You can vary the loudness of your voice to emphasize certain information. When you
practice a presentation, find places to var y your rate, pitch, and volume. This practice
will help you avoid a flat deliver y in which every sentence sounds the same.
Another way to add variety to a presentation is to var y the length of your sentences. By using a variety of
sentence lengths, you will naturally build in variation in your deliver y. Effective presenters also use pauses to
give the audience time to absorb the material. Plan your presentation so that each visual aid you introduce
contains the essential elements of the concept you are presenting. P resent your topic and direct the audience
to the visual aid that corresponds to what you are going to say . The audience should get the point of the
visual aid within five seconds after it appears. During this five seconds, don ’t say anything. Pause. This
simple act of pausing allows your audience to absorb the information and gives you a chance to review the
material before you begin.
Practice
Practice is the key to overcoming ner vousness and preparing yourself for an effective presentation. T o
practice, present your speech in front of a mirror and pay attention to your gestures and eye contact.
Module 2: Media and Mess ages • Activity 6 • 91
PRACTICE MAKES PERFECT
Now you’re ready to practice presentation techniques.
Gestures
Gestures can be used effectively for emphasis during a speech, but they can also detract
from a speech if they are not linked to the content. Answer the following questions, giving
several examples for each:
1. What gestures might be effective in a presentation?
2. What gestures might be distracting during a presentation?
Volume
A volunteer will read aloud passages from a children ’s book with a focus on volume. The
volunteer will begin reading softly and gradually increase the volume until the class can
hear. Your job is to raise your hand when you can hear your classmate’s voice clearly .
Attention volunteer: Notice which of your classmates have their hands raised. They will raise
their hands when they can hear you clearly. Gradually raise the volume of your voice until all
students in the class have their hands raised.
Vocal Variety
The next volunteer will read aloud another passage from a children ’s book, trying to
emphasize vocal variety. Pay attention to how your classmate speaks. Consider how the
following elements of vocal variety affect the overall presentation (take good notes so that
you can apply what you obser ve when you give your own presentation):
1. Rate: Is your classmate speaking slowly in some places and quickly in other places in a
way that helps express the meaning of the passage?
2. Pitch: Is your classmate saying some things in a high tone of voice and other things in a
low tone of voice in a way that helps express the meaning of the passage?
3. Volume: Is your classmate saying some things more loudly and other things more softly
in a way that helps express the meaning of the passage?
4. Overall: How does your classmate’s use of vocal variety help to express the meaning of
the passage?
Module 2: Media and Mess ages • Activity 6 • 92
Now meet with your teammates and practice your team presentation. Decide who will present
which slides and then practice presenting your assigned slides.
HOMEWORK 6.5
Practice your presentation.
Module 2: Media and Mess ages • Activity 6 • 93
GIVE AND EVALUATE PRESENTATIONS
Now it’s time for advertising campaign presentations. Answer the following questions for
each presentation:
1. What was especially effective about this team’s campaign? What is one suggestion
for improvement?
2. What was especially effective about this team’s presentation? What is one suggestion
for improvement?
After all teams have presented their advertising campaigns, meet with your team to evaluate
your work. Refer to the Presentation Assessment. Consider where you have done excellent
work and where your work doesn’t meet the standards for excellence.
Then share your team evaluation with the class and explain how you arrived at your
conclusions. Identify areas for improvement in future work.
HOMEWORK 6.6
Prepare for the Module 2 Test.
Module 2: Media and Mess ages • Activity 6 • 94
EXTENSIONS
6.1
Spend a day paying particular attention to the facial expressions and hand gestures of
people with whom you communicate. Make a list of common hand gestures people use to
emphasize a point. Record how many people make direct eye contact with you out of the
total number of people you obser ve.
6.2
Record a newscast on television. First, view it with the volume turned off and focus on the
gestures the speakers use. Then view the video with the volume on and relate the gestures
to what the speakers are saying.
6.3
Listen to radio ads that convey information by having an announcer read ver y quickly at
the end of the ad. What is the advertiser saying in this portion of the ad, and what effect
does the speed at which this portion is read have on the audience? Why might an
advertiser use this technique?
Module 2: Media and Mess ages • Activity 6 • 95
For Further Reading
Activity 1
Advertising
The Advertising Council (2002). Ad Council welcome. Retrieved August 30, 2002, from
www.adcouncil.org.
Activity 3
Editing
Flower, L. (1985). Problem-solving strategies for writing (2nd ed.). San Diego: Harcourt
Brace Jovanovich.
Sebranek, P., Kemper, D., & Meyer, V. (2001). Writers inc.: A student handbook for writing
and learning. Wilmington, MA: Great Source Education Group.
Writing Cover Letters
CareerCity (February 12, 2002). Resumes and cover letters. Retrieved August 30, 2002,
from www.truecareers.com/JobSeekerX/Resources/GetHired/Resumes.asp.
JobStar (February 12, 2002). About cover letters. Retrieved August 30, 2002, from
jobstar.org/tools/resume/cletters.htm.
Monster (February 12, 2002). Cover letter archives. Retrieved August 30, 2002, from
resume.monster.com/coverletter/.
Module 2: Media and Mess ages • Further Reading • 96
Sebranek, P., Meyer, V., Kemper, D., & Van Rys, J. (1996). Writers inc.: School to work: A
student handbook. Wilmington, MA: Great Source Education Group.
Thill, J. V., & Bovee, C. L. (1999). Excellence in business communication (4th ed.).
Upper Saddle River, NJ: Prentice Hall.
Writing Business Letters
Sebranek, P., Meyer, V., Kemper, D., & Van Rys, J. (1996). Writers inc.: School to work: A
student handbook. Wilmington, MA: Great Source Education Group.
Thill, J. V., & Bovee, C. L. (1999). Excellence in business communication (4th ed.).
Upper Saddle River, NJ: Prentice Hall.
Interviewing
CareerCity (February 12, 2002). Interviewing. Retrieved August 30, 2002, from
www.truecareers.com/JobSeekerX/Resources/GetHired/Interviewing.asp.
Monster (February 12, 2002). Interview center. Retrieved August 30, 2002, from
interview.monster.com.
Activity 5
Advertising History
Motion Picture, Broadcasting, and Recorded Sound Division, Librar y of Congress
(December 28, 2001). Highlights in the history of Coca-Cola television advertising.
Retrieved August 30, 2002, from memor y.loc.gov/ammem/ccmphtml/colahist.html.
Logos
Brown, J. M., & Miller, A. R. (2000). What logos do and how they do it . Gloucester, MA:
Rockport Publishers, Inc.
Activity 6
Advertising
The Advertising Council (2002). Ad Council welcome. Retrieved August 30, 2002, from
www.adcouncil.org.
The Advertising Council (2002). Media: The vehicle that delivers the creative . Retrieved
April 21, 2003, from www.adcouncil.org/np/tips_media_outreach/.
Module 2: Media and Mess ages • Further Reading • 97
References
Activity 1
Note-Taking Techniques
Sebranek, P., Kemper, D., & Meyer, V. (2001). Writers inc.: A student handbook for writing
and learning. Wilmington, MA: Great Source Education Group, Inc.
Team Communication Techniques
IRC Teaching Resources Guide (February 13, 2002). Communication skills for leading
discussion. Retrieved August 30, 2002, from www.irc.uci.edu/trg/80.html.
MIT Teaching and Learning Laboratory (February 13, 2002). Giving and receiving
feedback. Retrieved August 30, 2002, from
web.mit.edu/tll/services/giving_feedback.htm.
Did You Know?
Utica College, Division of Graduate and Continuing Education (March 26, 2003).
Professional development programs: Corporate workshops . Retrieved June 9, 2003,
from www.utica.edu/gce/professional/corptrain2.htm.
Activity 2
Background Information—Organizing Information
Sebranek, P., Meyer, V., Kemper, D., & Van Rys, J. (1996). Writers inc.: School to work: A
student handbook. Wilmington, MA: Great Source Education Group.
Background Information—Short Report
Thill, J. V., & Bovee, C. L. (1999). Excellence in business communication (4th ed.). Upper
Saddle River, NJ: Prentice Hall.
Module 2: Media and Mess ages • References • 98
Sebranek, P., Meyer, V., Kemper, D., & Van Rys, J. (1996). Writers inc.: School to work: A
student handbook. Wilmington, MA: Great Source Education Group.
Types of Writing
Sebranek, P., Meyer, V., Kemper, D., & Van Rys, J. (1996). Writers inc.: School to work: A
student handbook. Wilmington, MA: Great Source Education Group.
Minnesota State University at Mankato, EMuseum (n.d.). Japan food history. Retrieved June
11, 2003, from www.emuseum.mnsu.edu/prehistory/japan/food-h/food_history.html.
Yamayama Food
About—The Human Internet (January 10, 2002). Japanese cuisine. Retrieved August 30,
2002, from www.japanesefood.about.com/library/pictures.
Nipponia discovering Japan (January 10, 2002). Bon appetit! Retrieved September 3,
2002, from jin.jcic.or.jp/nipponia.
Activity 3
Editing
Sebranek, P., Kemper, D., & Meyer, V. (2001). Writers inc.: A student handbook for writing
and learning. Wilmington, MA: Great Source Education Group.
Conducting Interviews
American Express Small Business Network (n.d.). What you can’t ask in a job inter view.
Retrieved May 22, 2003, from
www10.americanexpress.com/sif/cda/page/0,1641,15689,00.asp.
Job-Interview.net (n.d.). Interview success plan: Inappropriate questions. Retrieved May
22, 2003, from www.job-interview.net/Guide/SPstep4.htm.
Did You Know?
GlobalCorps (n.d.). Networking tips. Retrieved May 22, 2003, from
www.globalcorps.com/jobinfo.html.
Activity 4
Background Information—Cultural Awareness
Elashmawi, F., & Harris, P. R. (1993). Multicultural management. Houston, TX:
Gulf Publishing Company.
Module 2: Media and Mess ages • References • 99
Communication Codes
Northwest Regional Educational Laboratory (Winter, 1999). Communication matters.
Retrieved September 3, 2002, from
www.nwrel.org/assessment/pdfnewsletter/cmwtr99.pdf.
Thill, J. V., & Bovee, C. L. (1999). Excellence in business communication (4th ed.).
Upper Saddle River, NJ: Prentice Hall.
Forms of Communication in the W orkplace
Thill, J. V., & Bovee, C. L. (1999). Excellence in business communication (4th ed.).
Upper Saddle River, NJ: Prentice Hall.
Audience, Purpose, and Form
Thill, J. V., & Bovee, C. L. (1999). Excellence in business communication (4th ed.).
Upper Saddle River, NJ: Prentice Hall.
Gill, K. & Proett, J. (1995). Teaching the writing process in high school . Urbana, IL:
National Council of Teachers of English.
Did You Know?
Starbucks (n.d.). Starbucks mission statement. Retrieved July 15, 2003, from
http://www.starbucks.com/aboutus/environment.asp.
Wal-Mart Stores (n.d.). About Wal-Mart: Three basic beliefs. Retrieved July 15, 2003, from
www.walmartstores.com/wmstore/wmstores/Mainabout.jsp?BV_SessionID=@@@
@0658542791.1058296247@@@@&BV_EngineID=cccfadcigjhjhfecfkfcfkjdgoodglh.0&pagetype=about&categoryOID=-8991&catID=-8242&subCatOID=10129&template=DisplayAllContents.jsp.
Activity 5
Logos and Slogans
Grantastic Designs (January 6, 2002). Logo design tips. Retrieved September 3, 2002,
from www.grantasticdesigns.com/logos1.html.
How Stuff Works (December 18, 2001). How ad slogans work. Retrieved September 3,
2002, from www.howstuffworks.com/ad-slogan.htm/printable.
Timeline of Coca-Cola Slogans
Ehrensing, E. (March 24, 2003). Personal communication.
Module 2: Media and Mess ages • References • 100
Activity 6
Presentation Format and Style
University of Kansas, Department of Communication Studies (June 6, 2001). Virtual
presentation assistant. Retrieved September 3, 2002, from
www.ukans.edu/cwis/units/coms2/ vpa/vpa.htm.
University of Kansas Medical Center (June 6, 2001). Designing effective visuals. Retrieved
September 3, 2002, from
www.kumc.edu/SAH/OTEd/jradel/Effective_visuals/VisStrt.html.
Did You Know?
Cozens, C. (August 20, 2002). Cadbury’s ad upsets India. Retrieved July 8, 2003, from
media.guardian.co.uk/advertising/story/0,7492,777819,00.html.
Erichsen, G. (n.d.). The Chevy Nova that didn’t go: Commonly told tale is just an urban
legend. Retrieved July 15, 2003, from
spanish.about.com/library/weekly/aa072301a.htm.
Mikkelson, B., & Mikkelson, D. P. (2001). Label fable. Retrieved July 15, 2003, from
www.snopes.com/business/market/babyfood.asp.
Slach, E. (1999). Advertising ain’t easy. The American Chamber of Commerce Estonia:
Estonian Advantage, 4(3). Retrieved July 8, 2003, from
www.acce.ee/newsltts/pdf/19_oct_1999.pdf.
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Module 2: Media and Mess ages • References • 101