CE103L- Computer Application and Communication Skills
Effective Communication
COMMUNICATION
A connection allowing access between persons or places.
Our emphasis is on the type of communication which is between Persons i.e. you
and anyone else.
(that anyone can be, I, your friend , your father, an interviewer, Chief executive of
a veteran construction company, a delegation of Ministers, the Vice Chancellor of
your University or a simple man on the street asking an address).
How to Communicate Effectively?
a) Communicating Effectively through Speech!
Always
o Speak Naturally! (Politely)
o Speak what you are required to speak! (Nothing irrelevant)
o Speak the words at there Time and at there Place!
o Start with a statement that everyone (the Audience) agrees on.
o If its important to speak about something irrelevant then try to make a
situation to speak of it!
b) Communicating Effectively through Writing!
Through writing there can be many ways of communication
e.g
i. Writing a Letter
ii. Writing a Report
iii. Writing a Presentation
Whatever the way is, you should write with;
HONESTY
State only that which you can support with factual evidence. Always acknowledge
the source of both evidence and ideas.
CLARITY
Be clear and direct in your style. Be direct about your aims and objectives. Don't
use more words than are necessary.
by: Mohammad Adil civilengradil@[Link]
CE103L- Computer Application and Communication Skills
REALITY
Explain what needs to be explained, for example, which particular definition of
patriarchy you are using in your argument, but assume your reader has basic
knowledge of the world.
RELEVANCE
Consider only that which is relevant to the topic, focus and objectives of your
argument or discussion. Do not include anything that you cannot link to your
argument or show its impact on the topic discussed. Do not put crucial
information in your conclusion that has not previously been discussed in the body
of your.
Now, ten tips for Effective Communication
1• WRITE FOR YOUR INTENDED AUDIENCE
Adapt your language and content to your audience. Some audiences need an
explanation of certain terms and procedures; others don’t. Some audiences want
to hear the full process of reasoning you followed, including alternatives
evaluated and rejected; others don’t, and want you to get right to the conclusions.
2• IN PROPOSALS, USE THE LANGUAGE OF COMMITMENT
Writing “Data will be collected” leaves the respons ibility unclear, and may lead to
a dispute as to who (contractor or client) is responsible for data collection. Instead,
write “We will collect data” or “ABC, Inc. will collect data.”
3• NUMBERS DON’T BELONG IN PROSE
Prose is an ineffective way to communicate quantities; tables and graphs
communicate them marvelously. If a paragraph contains more than four numbers,
you probably need a table or graph.
4• YOUR ABSTRACT IS TOO ABSTRACT
One detestable, yet popular, mode of writing abstracts reads something like this:
“Experiments were performed or Results were analyzed”; leaving the reader no
clue about the results. Put the key results in the abstract; this will help the reader
determine whether the full paper is worth reading.
5• DON’T STUFF THE GOODS IN AN APPENDIX
Young writers often find it convenient to write a very short body of their report,
putting all the “meat” in the appendix. Appendices are appropriate for back-up
material, such as raw data sheets or lengthy computer output; but results the
reader is interested in belong in the body, along with proper analysis.
6• TELL US WHAT’S INTERESTING ABOUT YOUR GRAPHIC
In a report, graphics and text should form a sandwich. First, text referring to the
graphic (e.g., “The relationship of X to Y is shown in Figure 3”); then the graphic
by: Mohammad Adil civilengradil@[Link]
CE103L- Computer Application and Communication Skills
itself; then, text offering some analysis of what’s interesting or important about
that graphic? You expect your reader to pause, look at the graphic, and draw some
information out of it; as a writer, you should do the same. It helps assure the
reader that they’re getting out of the graphic the point you intended to
communicate.
7• DESIGN YOUR TABLES AND FIGURES TO HIGHLIGHT WHAT’S
IMPORTANT
Often the analysis of data presented in a table or graph hinges on a sum (or an
average, or other statistic), but the reader, looking in the table or graph,
can’t find that sum. Don’t make your reader do the summing! Your graphic
should not only highlight important statistics, but also be laid out in a manner that
reveals the logic of the data analysis you followed.
8• NOTHING NEW IN THE CONCLUSIONS
Conclusions should not contain new data or analysis; they are supposed to draw
meaning from analysis presented in earlier sections of a report. (They can also be
used for offering opinions and recommendations for future actions.)
Sometimes by the time I get to writing the conclusions, I’ve written about a new
insight gained, perhaps with a little analysis to support it. Good intention; wrong
style. It’s time to go back to the analysis section, add what’s needed to support the
new conclusion, and trim some material from the conclusions section, now that
the supporting analysis is properly presented elsewhere.
9• ARE THE OBJECTIVES AND CONCLUSIONS CONSISTENT?
Read your conclusions and compare them with the objectives you declared in
the introduction of your report. You may find that you have accomplished
something quite different than what you stated earlier. Maybe you were vague
about the objectives when you first wrote them; maybe analyzing the data
led you down some new paths. Either way, it’s time to go back and revise the
objectives so the report will accomplish its declared purposes.
10• ONE POINT ONLY, PLEASE
In short communications (i.e. memos, request letters, and emails) limit yourself to
one point. Otherwise, the recipient may be ready to respond to some requests right
way, but not others; or perhaps some items will be neglected while the recipient
pays attention to others. If you must request several items, make it obvious by
numbering them. That gives the recipient a ready checklist to follow.
by: Mohammad Adil civilengradil@[Link]
CE103L- Computer Application and Communication Skills
Lecture 1
Analysis of a topic
Few terms you should know;
1. Critical analysis is the process of dividing into sub-parts and analysing another's
claims to consider: what concepts (ideas) they are based on (true or false or
uncertain); how far they agree with the available evidence; and how logical the
structure of the argument used to present them is.
2. A Claim, in academic terms, is something that is asserted to be true or valid, and
which must be based on factual evidence. Academics critically analyse and
evaluate the evidence upon which claims are based.
3. Argument is the process of putting together and linking evidence to support or
reject a claim.
Academic writing is based around argument, which includes the logic structure
used to hold a text together.
4. Opinion, in academic terms, is the judgement or viewpoint reached after
analysing, assessing and evaluating arguments, claims and evidence. Academic
opinion is objective, like that of a judge who weighs the evidence (for and
against) and judges each case on its merits. (Personal opinion which is based on
beliefs or codes of ethics, rather than evidence, is not acceptable in academic
terms as it cannot be tested in the same way.)
5. Hypothesis
a. A hypothesis (plural hypotheses) is an explanation for something based
on known facts but which has not yet been definitely proved to be true.
For example, it is hypothesised that humans can contract the human form
of BSE (mad cow disease) through eating me at not just infected cows but
from other animals that have eaten infected cows or through the milk of
infected cows. We have some evidence for this but it is not yet sufficient
for the case to be considered proven. A hypothesis gives the basis for
further tests to be carried out. The results may or may not support the
hypothesis.
b. A hypothesis can also be used as the basis for further reasoning.
For example, if water once existed on the moon - as several scientists have
hypothesised - then life in some form is likely to have existed on the moon.
A hypothesis thus, tends to have conceptual links with the future, either in
terms of the discovery of new information or in terms of progressing ideas.
6. A theory is a set of reasoned ideas intended to explain facts or events.
For example, Darwin's theory of evolution. Often two or more theories exist to
explain the same set of circumstances, for example, Big Bang versus Steady State
by: Mohammad Adil civilengradil@[Link]
CE103L- Computer Application and Communication Skills
theory in Physics. Theory is often contrasted with practice. Theory refers to ideas
or suppositions and practice refers to what actually happens, events.
In some cases, theory is used more generally to refer to a set of ideas.
For example, economic theory, music theory.
In conceptual terms, a theory links back to the past, either as an explanation of
already existing facts or to refer to an existing body of knowledge (which may, of
course, be added to).
Steps in analysis of topics
1. What does the topic means?
2. What it DOES NOT mean?
3. What is its Audience?
4. What is its need for the Audience?
5. What are its merits/de -merits, pros and cons, advantages and
disadvantages, costs and benefits?
6. Is it feasible to speak/write/present such a topic or need some
modifications?
(Assignment: Prepare a PowerPoint Presentation on the example which we
discussed in class regarding analysis of topic.)
_______________________
by: Mohammad Adil civilengradil@[Link]
CE103L- Computer Application and Communication Skills
Lecture 2
Analysis of Audience
Introduction
When we are to present/write for/speak about a topic, then the first step which
helps us in arranging an effective work is to know that “Who you are
communicating to?” i.e. our audience.
The fact is, that we have to face a verity of audience in our daily life. On the basis
of Level of Knowledge, Experience, Position within an organization, Level of
point of view and relation with us, audience can broadly be classified as;
1. Experts
These are audience with substantial knowledge and interest in the subject. The
might have studied the subject in-depth and may hold positions of great
responsibility in that area.
e.g. The Vice-Chancellor addressing in a meeting of Vice-Chancellors,
Writing for a journal in your own field or a Civil Engineer presenting his field
work to Civil Engineers.
2. Executives/ Managers
Audience with decision making authorities over us. An executive may be an
expert or a non professional.
e.g. A site engineer writing to his supervisor.
3. Technicians/ Operators
By example, these type of audience operates machines, program the
computers, mix concrete, excavate earth, do repair work etc. There is a need of
communicating with them briefly in clear words and directly take them to results
rather leaving them with questions in there minds. And they should be informed
about practical aspects rather theoretical.
4. Non Professional/ General
These are people with superficial knowledge of the subject and having no
intrinsic interest in it. For this type of audience we should be using common
vocabulary, we should be aware of it that they have almost no concept in our
discussion and we should limit our discussion to a required level.
e.g. A Civil Engineer or architect writing for an owner of the house, An
astronomer writing for a newspaper.
Adapting Presentation/Speech/Writing according to our Audience
The answer to “What are the areas of consideration to manipulate our
Presentation/Speech/Writing according to our audience?” is;
by: Mohammad Adil civilengradil@[Link]
CE103L- Computer Application and Communication Skills
1. To set Contents
i. with Deep/Shallow discussion
ii. with Long/ Short discussion
iii. with relevant or mixed discussion
2. To set Concepts
Depends on knowing, the audience is familiar to the topic, if not
then is it worth time and effort for explanation.
3. To set Vocabulary
i. which is familiar to the audience
ii. if not, then either replace the terms with simple words or
elaborate the terms.
4. To Organize
What should we show first to the audience, procedures or results.
5. To select method of development or address.
i. Chronological
ii. Sequential
iii. General to Specific
iv. Specific to General
v. Cause/Effect
vi. Division/Classification
6. Use of Visuals
i. Are Charts/Graphs understood by the audience?
ii. Do sketches require complete detail?
iii. Would flow charts make the process clearer?
If u do it all you are ready to start your professional life…………….!
by: Mohammad Adil civilengradil@[Link]