Writer

When I consider how my light is spent”, and “How Soon Hath Time”, the poet refers to his blindness and the use of time. From the death of his infant son, to the death of his wife, down to Milton becoming blind, surprisingly, he had yet to let these obstacles stop him from being the amazing writer/Poet we was. “When I considered how my light is spent”, is a sonnet referring to his blindness nd his secret obsession with time.

Towards the end of this sonnet he questions his God as to why Milton’s “one talent” (line 3) was taken from him (his sight) and how it is possible to serve God with his blindness. Milton knows that he is talented, “though my Soul more bent to serve therewith my Maker, and present my true account, lest he returning chide;” (lines 4-6) his soul desires “bent” to use his skills in the service of his “Maker,” God, but doesn’t know how to deal with it: “And that one talent which is death to hide” (line 3). It is ironic because here is a man who is incredibly talented, et isn’t able to use his talents.

Because its “Lodged with [me] useless, though my soul more bent”, where he almost bluntly states that he knows he has an amazing talent, which is his astounding ability to write amazing poems and such writings. “He does consider his blindness briefly in the poem, but taking Milton’s work so literally as to suppose that his blindness was all that he was talking about doesn’t give credit to Milton’s completely abstract thinking nor his depth of understanding holy literature. “( Georgii ). The start of the poem goes smooth as he tells the reader is view of being blind.

Then midstream the poem he slips into the conversation about god as his maker and how Milton is supposed to serve God in his blind state. He refers to “Light”, which is also referred to in the bible. He attempts to describe man’s relationship with god. I believe he is referring to light in the form of which Jesus speaks of light when quoting the Bible (all forms) Jesus says, “and no one would light a lamp and put it under a clay pot. A lamp is placed on a lampstand, where it can give light to everyone in the house. Matthew 5:15;Contemperary English Version): “Jesus proceeded here to show them that the very reason why they were enlightened was that others might also see the light, and be benefited by it.

When people light a candle, they do not conceal the light, but place it where it may be of use. So it is with religion. It is given that we may benefit others. It is not to be concealed, but suffered to show itself, and to shed light on a surrounding wicked world” (Barne’s). In the scripture it also says “For there is nothing hidden that will not be disclosed, and nothing concealed that ill not be known or brought out into the open. (Luke 8:17). As I am still referring to Milton’s “Light”. His talent is nothing to hide, but feels as though, due to his loss of sight. Because he can no longer see light he is forced to “see” in another way. Fore his blindness does not attect ni ty to write, but it only makes it more difficult but not impossible. The bible also states, “The light of the body is in the eye; therefore when thine eye is single thy whole body also is full of light; but when thine eye is evil, thy body is full of darkness.

If thy whole body therefore be full of light, having no part dark, the whole shall be full of light” Here, eye does not literally mean eye in the sense of seeing but in the sense of what is within a person. Solely speaking that Milton isn’t necessarily an evil person but due to his own insecurities feels as though. Because of his “dark world and wide”, feels he has not yet seen the light. Milton claims his talent is “useless”, and by not using his talent to write an epic poem, Milton thinks he’s wasting it.

In the Biblical story, “a master gives servants oins (talents) to turn a profit on them; when one servant buries the talent instead, the master chides him for not putting it in the bank and earning interest. The master is supposed to be God” (web. ) So this chimes into “lest He returning chide”, that he wants his “true account” meaning he wants to be recognized for what he’s worth. His One talent was far more than a biblical day-laborer could expect to earn. “His state Is kingly: thousands at His bidding speed, And post o’er land and ocean without rest; They also serve who only stand and wait”.

Meaning that god is holy and bove all, because he created your talent he only serves those who wait. By the end of this poem he shows that he has learned the conclusion to his hidden talent which is not to sit and do nothing or wait without any effort or prolonging for what you want but Instead, he’s trying to say that god only serves those who wait for better or remain faithful to his kingly name. While this amazing epic poem stresses the fact that god is behind you, one of his other sonnets expresses otherwise, “How soon hath time”, talks about aging and how it happens so fast.

Hes Just turned 24 and everything is feeling like its going so fast. His life is excelling at a faster rate than he’d like, and he Just wants to do great things with his life. I don’t think he feels as he’s done enough for where he is, even though he clearly has. At the end he calms down and takes a break. He says the heavens will lead him to where he should be. And he wants to use all of his talents God gave him, and use them to his full potential. “My hasting days fly on wtih full career, But my late spring no bud or blossom shew’th. Perhaps my semblance might deceive the truth,

Marina Less, an 18th century female writer, gets plenty of fan mail, yet she only rarely replies. She feels compelled to answer to one woman in particular, Pierce, an older female dreaming to be a writer. Less’ inspires Pierce by relating to her in many ways. Being a female writer in (1866), she appeals to her character and credibility by sharing personal experiences and shared values. She also informs Pierce about the qualities that she herself has that helped her to succeed.

Time and wisdom is what Less feel is necessary to become a successful writer. By making a personal connection between the two women, Less is able to tell Price what it takes. The most important qualities that Less says are needed are wisdom and experience. With that being said, one gains wisdom through experience- you cannot make your writing believable without it. Using loaded words such as “genuine, trashy, and unripe”, Less expresses the importance of waiting until you have been more fulfilled in life. Less also appeals to Pierce’s emotions by “stooping to her level” to con next more strongly with Price.

In this way, Price will take Less’ advice more to heart. Because this letter is written in 1866, the reader is lead to imply that women had very little rights. Women were given no respect in general, much less while being a woman author. Still today is the 21st century; women authors are using pen names so that their readers will see them as equals. They feared their male readers would not want to read her books because she is a woman. Considering all of this plus the time period, Price is at a disadvantage. In order to connect to on a more intimate level, Less uses feminism to unite their goals in a world run by men.

Less reassures Price that even though she is a woman and although she is monotony she can still do whatever she puts her mind to. Although the reader is unaware of Pierce’s writing abilities, Less feels confident in her and uses her own credibility to relate the two writers together in order to boost Pierce’s confidence as a writer. Informing Pierce of their common ground, Less’ persuades her by tapping into her emotions. Because she feels compelled to respond, she also succeeds in motivating Pierce by using rhetorical schemes such as personal experience and the two women’s shared values.

Throughout a person’s life, weather as a student or as a professional, one will come across technical writing. Writing technical reports is an integral part of a student’s life especially those preparing for a professional career in the field of Science and Technology, Information Technology and the like. Just the same, professionals must keep a record of their research and study by writing a report about it. Communicating the results of a study is an imperative part of doing research.

Early on in the planning stages of a research, the writer must consider several points in writing such as report topics, report audience, report purpose and report type. In choosing a topic, it is important to decide a specific subject to focus on, as well as to keep in mind the intended readers or audience of the report. A technical report must contain a methodical presentation of the study that includes its approach and methodologies, and most importantly, significant findings of the study. The content of the report must be organized in a manner fitting to the standard outline of any scientific and technical reports.

Elements of a Report Basically, a report contains three major sections or elements. These are: front matter, text (or the body) and back matter. The front matter contains all the materials following the body of the report. Its purpose is to orient readers to the report’s content including: front cover, title page, abstract; list of the specific chapters, headings, figures and tables for easy referencing. The contents of the front matter, except the cover and title page, are written only after the report has been completed. Front Matter Generally, the front cover is optional but it protects the printed report.

The front cover identifies the report number, the title of the experiment, title and numbering of series (if the report is issued in a series), the author(s), publisher(s), date of publication, and distribution limitations. The title page provides the same information as the cover but it also contains the name of the organization that conducted the experiment, the sponsoring organization for the experiment, and data needed for the description and bibliographic control by libraries, abstracting services and other organizations that acquire such information.

An abstract differs from an executive summary in that it presents the purpose, scope and limitations, methods, conclusions and recommendations of the study but not in full detail. It comes after the title page and before the table of contents. The table of contents identifies pagination of major headings and subheadings in the study. A List(s) of Figures is required for a study that contains 5 or more figures or/and tables, or both, but is optional for fewer than five. Another optional part of the front matter is the foreword.

Written by another authority in the field of study and not the author, a foreword explains the importance of the study and the good qualities of the report being introduced. Information about the foreword writer must appear before the last paragraph. After the foreword is the preface. A preface is different from a foreword in that it is written by the author of the report and explains the purpose for writing the report. A foreword and a preface are not interchangeable, and ideas presented are not redundant.

The last part of the front matter is the list of abbreviation and symbols, although some reports place this at the back matter. This list is required if there are numerous (usually five or more) abbreviations, symbols, and acronyms used in the report. The list supplies the information of what each abbreviations, symbols, and acronyms stands for. Body The report body is the text portion of the formal report which contains the executive summary; introduction; methods, assumptions and procedures; results and discussion; and conclusion. There are two types of a summary, the descriptive and the informative.

A descriptive summary provides the table of contents in a narrative form, while an informative summary presents the synopsis of the problem or topic, results, conclusions and recommendations. Next to the summary is the introduction. The introduction of a report aims to prepare the readers about the subject matter including its background, its purpose, scope and plan for undertaking such study. In the methodology section, a comprehensive discussion of the procedures in data collection, assumptions and descriptions of the research methodology is presented.

Results and discussions follow the methodology. Here, the interpretation of the data collected is presented and discussed according to its significance in the development of the study. In this section, the writer must write as clearly (read: easy to understand by the readers), and informatively as possible, the scientific content of the study. Major headings in this part of the report should reflect the contents of the sections. The conclusion section presents and analyzes the results from the discussion, and evaluates those results in the context of the entire work.

The conclusion is organized in order of importance to the study. Recommendations based on those evaluations are often cited in this section although they can be contained in a separate paragraph following the conclusion. The references section cites, in alphabetical order, all the previous works and information consulted in the conduct of the study. Finally, some reports may contain explanatory notes that supplement explanations of terms or ideas for the readers.

It can appear as footnotes (on the same page where the term is) or as endnotes (at the final section) in the report. Back Matter The back matter, like the front matter is not in narrative format because it functions as supplementary pages for the report. It clarifies the body of the report through the appendices, it lists the terms alphabetically for easier comprehension through the glossary; it lists symbols, abbreviations and acronyms; and shows where additional information can be found through the bibliography.

Sometimes, a distribution list is included and it follows the index or glossary, in cases where there is no index in the back matter. This list shows complete mailing address of the recipients of the report. For federal agencies, only their office addresses are shown under The Privacy Act of 1974 which forbids listing of the names and home addresses of federal agents. Having a distribution list is quite useful if errors that can lead to misunderstanding may come up in the future, and corrections need to be made.

Conclusion At first glance, writing formal reports could seem to be daunting and strenuous. Perhaps this is so because of the “technicalities” that it requires for the format and the style of writing. But over and beyond this hurdle, learning to write a carefully crafted and analysed technical report is imperative for the success and development of many disciplines and professions.

Reference

1. Alfred, G. J. , Brusaw, C. T. , & Oliu, W. E. (2002). Technical Writer’s Companion. Bedford/St. Martin’s:

In my life, I had different events that have affected my personality and way of viewing stuff. Each category of events can be arranged from oldest to recent and put in a timeline. The timeline is a way to view your history in one part of your life. Writing skills are one of the major events that can be perfect for a timeline. This is because writing starts with you from an early age and keeps improving. Hence, this essay will be laying out my history in writing.

I was born in Abu Dhabi in December 28, 2000. Actually, this was my birth date, but my writer was born in my first academic years. Everyone has a writer inside him that starts small and weak then grows big and strong. In kindergarten, I first learned how to write the English alphabets.

The idea was to trace the alphabets until we know how to draw them. In grade one, the English teacher used to give us handwriting workbook to practice writing and improve the looking of our words. These workbooks used written examples. Under these examples, we should trace these words, and under the tracing, there was two lines for copying the sentences. In addition, teachers taught us how to write our names in both Arabic and English.

From grade 3 to 5, were introduced to the idea of spelling tests and dictation. The procedure was that the teacher gives us a list of words to practice on. Then on the test day, she/he examines us on these words. Sometimes it is a paragraph instead of independent words. At first, I got average marks, and then I improved a lot. I remember that when I got some words spelled wrong, I was punished to write that word tens of times.

It was annoying at that stage but now I realized that it was so beneficial for me. It made me have less spelling mistake onward.
In grade 5, I started the real writing. I started to write short paragraphs and connect them, in order to make a good essay. In grade 6, we learned how to write narrative essays and stories. I remember that I had nearly the same events when I wrote stories. It was all about going to a place with my family and not following my uncle’s rules, which lead to problems and dangers for us. At the end of my story, I used to put somehow an advice to follow the rules and not be reckless.

I started to write independent texts away from school starting from grade 7. At that year, I started to write my own diaries. I record what happened in my day and what experience I learned. The idea came to me when I was watching a cartoon and I saw that a character is writing diaries. He was looking after his diary always and take care of it. He influenced me to try that type of writing, but unfortunately, that did not last for a long time.

In grades 8 and 9 we went in more serious types of writing. I learned how to write a persuasive essay for convincing people. I remember that one of the subjects to write about was why we should change the food in the school’s canteen. Then in grade 11, we were taught how to analyze both novels and movies. We used to extract the theme and the timeline in addition to vocabulary analysis.

In my final high school year, argumentative essay was our assigned type of writing. One topic we studied in this field was whether spending a lot of money in space researches is beneficial or not. Some people say yes and the other say no, because other people can actually benefit from this wasted money including poor families. Also in 2017, I started to write both formal and informal email messages. It was a new way of writing. The year next I was learning the way of writing essays for English proficiency tests. Now in the time being I am learning how to write a secondary research paper by using data from reliable sources.

In conclusion, everyone has a writer inside him that he should improve and work on. As you read, my writer was born when I was in my early academic stage and still working on it now. My real start was in grade 4 to 7. Then I went to a stage that is more serious from grade 8 to freshman year of university. I will try my best to learn from other experts and improve until I get the mastery level.

I am going to conduct an experiment by comparing and contrasting the linguistic choices between two newspaper articles with different views on the same event but different representations of the event and other aspects strategically placed to determine whether words have the power to manipulate or persuade ones thoughts through the ideologies of their own. Article 1’s headline is more elaborated and uses much more animated lexical choices, which paint more of a picture in the readers mind.

Article 2 is more simplified and straight to the point, summarising bluntly. A1 is in the present tense to give a more dramatic effect and add impact. A2’s lexical choice “evicted” is in a past tense as if to say, the decision has already been made. The rest of the sentence is in a future tense, emphasising the certainty of the eviction. A2 is in a passive voice drawing attention away from the doers. A1’s in an active voice, drawing focus to the positive actions. A1s lead focuses the subject on the confrontation using lexical choices to create an effect of epicenes, representing the travellers like freedom fighters.

A2’s lead focuses on the matter in hand and the Councils demands. Both leads reflect the ideologies of the writers. Both articles were selective on the choice of quotes ensuring they reflected the ideologies of the articles. A1 mainly uses sources considered with good credentials because people usually listen to and respect points from authority figures and therefore are more likely to agree or be persuaded by them, also because ‘elite sources are considered newsworthy by the media. The articles use unidentified sources to disclaim ideological responsibilities.

The specific sources they use really reflect their overall ideological message. Both use representatives i. e. ”Council spokesman “and “a source” instead of specifying the actor, which indicates writers “doubts or contention over the facts’” (Bell. A 1991) or it may not suit the articles representation. A1 uses a human interest figure to put the matter into perspective because the travellers views may still be rather bias and propagandarish. A1 avoids labelling council sources with professional titles to devalue their quote, in one case they use a marital title instead in-order to derogate their authority.

A2 uses qualifier determiner + noun phrase (the Dale Farm) to label travellers to subtly disclaim allegations of prejudice, emphasising dispute with that specific community. Both use a first name basis source to indicate their support. A1 qualifying labels represent the authorities negatively to demean them. A2s qualifiers were quite neutral, maybe because the writer was more focused on justifying their actions rather than belittling the travellers. A1 mentions support of respected public figures i. e. celebs, Bishop and UN worker.

A2 mentions political figures as support, readers respect ‘elite’ views and might think ‘if they believe it’s right or wrong then it must be’. A1’s sequence of information is in an anachronical order, throwing the reader into the scene before elaborating and adding further cohesion. They lay down the ground work and build suspense before reaching the climax

1. Sets scene of confrontation to grab audience’s attention.
2. Celebration pictures.
3. Reasons for celebrating (injunction).
4. Pictures of traveller’s defence strategies.
5. Council’s response to injunction.
6. Issues – politics.
7. Opposing army pictures.
8. Preparations for war.
9. Supporter pictures.
10. Architecture eviction plans.
11. Finale – battle.

A2s sequence is more structured in the sense of ‘opening’, ‘body’ and ‘conclusion’, sought of an open and shut case.

1. Verdict – outline decision.
2. Dispute.
3. Support.
4. Negotiations.
5. Threats.
6. Remorse.
7. Selective traveller sources.
8. Resistance.
9. Plea.
10. Denied.

What is mentioned and not mentioned is a clear indication of the writer’s intentions on the representation of the article. Each article is coming from n ideological view point with every linguistic choice made. A2 makes excessive use of modal verb “will”, to reinforce the Councils authority as in to say the travellers will comply and nobody is above the law, this gives inkling that the writer is more conservative. A1 uses a lot of modal verbs expressing probability, therefore devaluing the Council’s authority revealing a more liberal attitude. A2 is tactful when using pronouns, i. e. personal pronoun “we” is used frequently to give the readers a feeling of inclusivity, so that the Council can align themselves with the reader.

Both discourses make use of the 3rd person pronouns i. e. “they”, “them” and “their” but A2 uses it in the context to distinguish between ‘us’ and ‘them’ further aligning themselves with the reader. A1 uses it to avoid repetition. Both articles use rhetorical questions, which forces the reader to agree with the question and provokes them to think about the question. i. e. “is there not equality under the law of this country? ” and “what are we doing throwing these people into destitution? Do we want more poverty in the country? A1 uses antithesis i. e. “aren’t complicated larmingly simple” and “Is there, or is there not”. A2 uses “human rights for minorities, but  majority have human rights too” this is used to make the argument stronger and by contrasting the two opposites it forces the reader to compare the two ideas and therefore puts emphasis on the intended idea adding impact. A1s extraposition “take a stand if we don’t this will just carry on with other traveller communities” adds weight to their point by enlarging the proportion of the statement and adding more conviction to their argument. Both use three part lists i. e. Police, council and bailiffs”, “orange, yellow and blue”, “their homes, their land, the money they’ve spent” etc. because people are comfortable with things that come in three and it gives the sentence rhythm making it more memorable.

A1 uses plenty of metaphors ‘small platoon’, ‘opposing forces’ etc. This paints a more elaborate picture in the reader’s minds and stimulates their imagination. Also it adds colour to the text and can have powerful emotional connotations, therefore being a powerful persuasive tool. A2 uses very few metaphors but for the purpose of figurative speech i. e. go on the table” and “weight behind” this is to express a complex idea through the comparison of two ideas, which has the effect of simplifying the idea intended to be expressed. A1 uses copious amounts of collocations dominantly in metaphoric models i. e. ‘stand-off’, hard-standing’ etc. to add a degree of epicenes. The lack of collocations used by A2 suggests that they want to de-dramatize the confrontation and keep the matter in perspective. A1 uses lots of epithets i. e. ‘long-awaited’, ‘last-stand’, ‘latest twist’ etc. this adds flavor to the lexemes provoking a degree of suspense.

A2’s lack of epithets suggest that they want to present the information bluntly. Both use many presuppositions, for example the sketch saying “leave the site or the LibDem conference will be transmitted  the implicature is that the authorities cannot do anything except talk. or “the court will find in the Councils”, presuming that the court will agree with them or “we are doing the right thing because it is a breach in criminal law”, the presumption is that they know what is right but what may be legal in one country may be illegal in another, so doesn’t really determine what is right and what is wrong.

An implicature of “if you are human beings imply that to have morals is to be human, which is a strong statement because it pries on the readers moral values. Presuppositions reveal the ideologies of the writer and manipulates or persuades the reader towards their perspective of the matter. A2 uses the sound bites “the time for talking in almost over” Sound bites capture the overall message of the writers intentions and are attention grabbers, making the statement much more memorable.

Both Articles are in a declarative mood because they both have the primary purpose to inform and both choose different lexis to represent the articles differently. A1 uses a theatrical approach in their lexical choices, painting a more elaborate picture and dramatizes the discourse. They use lots of emotive language, with strong connotations i. e. “dangerous”, “joy” etc. This draws on the readers emotions and therefore persuades them to agree with their point of view. A2 uses less emotive language and uses more of a descripted approach, this is a registry tactic, choosing a more political register.

As a broadsheet The Guardian in general is more aimed at professionals and may consider their readers as intelligent and therefore presume that they want a more descriptive and informative discourse. The discourse is formal and they use more complex lexis and Standard English to reflect their stereotypical audience of upper middle class readers. The Mail is a tabloid aimed generally at the working class and has a secondary purpose to entertain, thus why the language is more informal. They use imple and frequently colloquial and non-standard lexis because if you use the language of your readers it strengthens your persuasion because they can identify with the linguistics and so the writer can manipulate the readers thoughts through language they’re familiar with. A1 makes good use of pre-modifiers i. e. last gasp, tense etc. to add suspense and climax. The lexis chosen by the papers have been specially chosen to have a certain amount of impact/effect on the reader in-order to manipulate the reader’s perspective to homogenize with their ideologies.

The angle of facts from A2 represents the travellers as a burden to society, whereas A1 angle of facts represents the travellers as fighting for their human rights Both use the euphemism ‘travellers’ A1 uses “ethnic minority” and A2 “minority”, “physical support” and “physical solidarity” this is so that they are politically correct in some cases and to not cause offence to the reader and to turn a negative into a positive to a degree. ‘note the repetition to emphasize “physical”. A1 and A2 dominantly use passive sentences in their discourses but for different effects.

A1 plays on the passiveness of the process transitivity in order to victimize the travellers and draw attention to the ‘doers’ bad actions. A2s passive sentences draw attention away from the ‘doers’. A1 uses nominalisation i. e. “joy”, “happy”, “dangerous process” etc. This is to emphasize their good properties/actions(A. mooney 2011 p70)” and maintain the positive aspects by disregarding the doer. The writers use over-wording, this is to reinforce the overall massage of that representation. A1 uses the equivalence of “homeless into destitution? more poverty? ” And A2 uses “racist, as it is now politically correct ethnic minority. ” This adds lexical cohesion and emphasizes the statements points adding impact. A2 uses contrastive pair “if they can’t live in a scrapyard, where can they live? ” By contrasting these two pairs they put emphasis on the pair which has priority for the function of the statement, adding extra impact. A1 makes intentional use of alliteration i. e. Battle of Basildon, Death of Danger etc. Alliteration makes the phrase catchy and memorable adding impact.

A1s copious amounts of pictures entices the readers almost placing them at the scene. The pictures have been strategically selected to represent the travellers in a positive light. They use symbolism in some pictures using arms aloft gesture which is associated with revolutionists and somewhat represents them as freedom fighters. The pictures were predominantly women and also use gender labels i. e. female, woman, maybe this was because women are perceived as less threatening than men therefore less aggressive, which will have more of a positive representation.

Both articles use the superlative ‘largest’ but for slightly different effect. A1 uses it to increase the scale of the scene, which escalates the picture. But A2 adds the post-modifier Irish to draw attention to the members and size of the community which people might negatively stereotype as gypsies. This experiment reinforces the Sapir-Whorf hypothesis of linguistic relativism being that “language has a bearing on the way we think” It also adds collateral to the theory of ‘newspeak’ in that by “controlling language you can also control thought”(A.

Mooney 2011 p32, p41). So to conclude I agree with Orwell (1998) that language can corrupt thought because as we’ve discovered using particular linguistic choices can have a particular persuasive effect on the readers and therefore can be used to manipulate or change ones perspective towards the writers ideological view but at the same time everybody is an individual with their own ideologies and perspectives, so yes language ‘can’ corrupt thought but may not necessarily do so.

References

1. Mooney. A 2011 Language, Society and Power: introduction, Routledge: London * Bell. A 1991 The Language of New Media, Blackwell: Oxford
2. Fowler. R 1991 Language in the News: discourse and ideology in the press, Routledge: London

When it comes to business, everything must be kept formal and serious in order to achieve acceptable results or outputs. There is no room for error: everything is crucial as it is, as it affects the business either positively or negatively. This is applicable in all aspects of business, not only in the advertising, production, or marketing aspects but also in the simplest sense, business messages. Business messages are important because it conveys information about the business, whether in written or in verbal form.

This is why it is important that in order to write effective business messages, good organization skills are necessary. Business messages by definition, seeks to convince the reader that what is being said is true, and is a reliable matter (Purdue University Writing Lab, 2007). At times, it aims to persuade the reader regarding an action to take, or think about something in a certain way the giver of the message desires.

It is important to have organizational skills at this point so that what you are writing coincides with the thought you want to convey to your intended reader (OrganizationalSkillsFacts. com, 2007). If what you wrote seemed ambiguous and lacks proper organization, then there is a high possibility of your message being misunderstood. This would surely affect the outcome you are expecting for the purpose of sending the message. In writing business messages, you should be direct to the point as much as possible to avoid any confusion.

But you should also keep in mind that you are persuading your reader to a certain line of thought or a course of action, so the message you are writing should be clear and properly organized (Speakshop, 2008). When it comes to business, there really is not much room for errors. When it comes to writing business messages, in order to avoid errors, it is important to have good organization skills, because it is the key to achieving a clear and well-organized message that you wish to deliver to a certain audience or reader.

References:

OrganizationalSkillsFacts. com. (2007). Improving Organizational Skills. Retrieved June 14, 2008, from http://www. organizationalskillsfacts. com/improving-organizational-skills. html Purdue University Writing Lab. (2007). Writing Business Messages. Heavilon: Purdue University. Speakshop. (2008). Storytelling and Presentation Skills. Retrieved June 14, 2008, from http://www. definingstory. com/

Produce a detailed and linguistically well- informed analysis of the editor’s letter from Elle magazine (July 2012) which focuses on the process of ‘synthetic personalisation By harpur91 Produce a detailed and linguistically well-informed analysis of the editor’s letter from Elle magazine Ouly 2012) which focuses on the process of ‘synthetic personalisation What I am going to look like, in relevance to the above question, is the process of synthetic personalisation in the magazine, ELLE (July 2012).

I am therefore going to nclude work produced by Norman Fairclough and his ideas on this process, but also including lexical features, conversationalisation; in which can be spilt up into numerous features combined under this discourse. Firstly, however, I am going to have to understand the terms In order to produce a detailed and linguistically well- Informed analysis of the editors letter from said magazine. The first area I am going to focus on is Synthetic personalisation’.

Fairclough defined this concept as being “a compensatory tendency to give the impression of treating each of the people handled’ en masse as an individual” (Fairclough 2001 :52) this therefore it begins to become a process of addressing the mass audience, whilst speaking to them as they were Individuals. Thus, showing off an element of conversationalisatlon, not only that, but It begins to show Ideas of Informality with the language used throughout articles etc___ However when looking deeper into the Issue. we begin to see that this is only a cover-up, an attempt to give the impression that they are speaking on an informal, one-to-one basis.

This therefore shows elements of manipulation; giving us, as the udience a false sense of intimacy, or fake intimacy (Hoggart 1957) with the writer. Furthermore this begins to signify the phoney sense of belonging we have with the text given, we are not seen as being an individual but as a collective group of people. Falrclough would therefore describe and label the concepts spoken above as conversationallsation. As we begin to progress, we begin to see a clear difference In both private and public outputs. “People do not expect to be spoken down to, lectured or got at’.

They expect to be spoken to in a familiar, friendly and informal anner as they were equals on the the same footing as the speaker” (Scannell, 1996:24) not only does this relate to radio and television, but it could be incorporated into the magazine and Journalist Industry. People reading Journalistic products such as ELLE magazine; expect to be treated In a certain way, a way In which Is Informal, conversational In order to gain that Illusion of Individualisation, rather than them addressing the audience as a whole.

Conversationalisation is a “term used by Fairclough (1994:260) who describes it as ‘a restructuring of the boundary between ublic and private orders of discourse’ Fairclough also notes that it involves the use of language that is normally associated with conversation” (Baker 2011 :22) because of tnls, we can Degln to see tnls development Detween tne relatlonsnlp 0T tne speaker and reader therefore creating this emotional connection, rather than it Just being informational.

Furthermore “it could be argued that in capitalist societies, conversationalisation is often used as a way of securing customer loyalty by helping them create the appearance of a personal relationship” (Baker 2011 :23) this therefore inks back to the idea that companies/ in this case ELLE magazine writers have the ability to address a mass audience, but making them feel like they are being spoken to individually. And when it builds this relationship with the reader, they are able to exploit them through subtle, inclusive language.

The editor’s letter from ELLE magazine, shows off similar ideas of this informality of conversationalisation, we as the audience, when reading this text, may see it as being something you would sit amongst friends and chat about, thus giving that informal conversation (e. . “l wanted to pick the star of the show, the person you all want to date – sorry I mean meet) this shows that Joke like attitude women may converse in when with their girlfriends. Thus showing, in essence a form of popular opinion, allowing the readers to feel some sort of connection.

Not only this, but specific language used throughout texts of this nature, i. e. fashion magazines, show a clear representation of that conversation amongst friends. And like said previously, the writer begins to address you as an individual, rather than a collective group. This therefore is a clear representation of language; that they are being supportive friends therefore helping another friend out in need. Lexical features are also used throughout this text in order to reinforce the idea of the writer personally addressing their ideas to an individual.

For example, pronouns such as; l, you and we are used throughout this text, to make the reader feel connected to this historical fashion debut. An example of this would be; “this is the first time in ELLE’s 27-year history we have put a man on the cover. I didn’t take the decision lightly- after all, this is a LUXARY fashion magazine for women” not only is it addressing all women, whom have some sort of interest in fashion, but it begins to show off an element that, you as the reader had some sort of insight in picking and being a part of this event.

Not only this, but the editor begins to apologise to those, whom thought R-Patz (Robert Pattinson) would grace their historical cover. “l feel I have to apologise to the R-Patz fans who hoped our first-ever cover man would be him (and told me repeatedly on Facebook and Twitter! ) Again, with the synthetic personalisation aspect, we begin to see that there is a clear formality of the writer-reader element. The fact they apologised, signifies the element of intimacy, thus allowing those to thought he would grace the cover, some clarification into why they chose David Beckham instead.

When analysing the editor’s letter in more detail, we begin to see the use of pronouns and how the language and context it is used in conforms to the idea of togetherness. The pronoun; we, is used during the letter, this therefore shows the representation of a hared identity of the audience, not only that but it becomes clear that the language used is in a specific way in which creates the idea of a togetherness for the audience, that they feel a part of this.

The pronouns used do not Just simply and directly conform to the friendly stereotype between writer-reader but, they are also used in terms of exclusively, where there used amongst the editorial team therefore contributes to” setting up the producer as a team; the anonymous group voice is a Trlen01y gossip In tne orlentatlon Deneatn tn 5/6) tnls tnereTore hows that the editorial team act like a family, in which create the illusion of a wider- social informal friend-like association between writer-reader.

For example “l knew I had made the right decision as I noted the giddiness among the editorial team before the shoot” this shows the clear representation of the pronouns used in order create the family-like background for the reader, it signifies a family into which collectively decides on what is right. And because of this, we as the audience/reader feel like this is addressing us on a personal/individual level. Not only does language ncorporate the idea of directly addressing an individual rather than a collective group, but the use of parenthesis can also create the idea of a quiet word between friends, therefore backing up this element.

Within the editor’s letter from ELLE “we have done two covers for the newsstand issue (so you can go out and buy the alternative, too) and a very SPECIAL illustrated collectors’ cover for our loyal and much-valued subscribers (weVe also made a video for your eyes only, subscribers” with this, it represents ideas that if you are a loyal subscriber you can get extra ontent etc.. which therefore could symbolise ideas of your much closer friends. Therefore you are able to talk more and gain a more insightful understanding of the content. However this could be represented in a completely different light.

The fact that this may mean the exploitation of individuals, in which creating the idea that you can get more from this issue if you become a subscriber, therefore reinforces the capitalist society. Overall when looking at what has been said, I can conclude that synthetic personalisation has played a massive part in the print industry, focusing ore on the fashion magazine ELLE, the fact we are able to see and understand the linguistic features used in order to create this illusion of a friendship connection between writer and reader and how, they have used their power in order to manipulate the audience.

And because of this, the audience finds it more helpful knowing that they have some sort of “friend” to lend a helping hand. Not only that, but because the private and public have started to merge, we are seeing elements of public events being used for private consumption. But people are able to interpret hings different when there in private, than they could if they were in public.

But overall, there are so many elements in ELLE magazine which represent the linguistic attributes in exploiting an audience through language and grammer.