Course Code: SS203

Semester- 2

ENGLISH-2
COMMUNICATION SKILLS
PART-2
By: Lecturer Saad Abdur Rehman
Listening & its Strategies:

It is known to be the ability to accurately receive and interpret messages in the communica on process. It is
the prime step that one comes in contact with while engaging in an act of communica on. It is regarded as the key to
effec ve communica on. Without the ability to listen effec vely, messages are easily misunderstood. It is a mental
ac vity requiring an on-guard a en on to its content.

• :
The term “Recep on” denotes the exquisite art of gracefully receiving something that has been sent, delivered,
given, or inflicted.
•
It is the act of finding out who someone is or what something is.
•
Comprehension means understanding text: spoken, wri en, and/or visual. Comprehension is an ac ve and
complex process that:
o includes the act of simultaneously extrac ng and construc ng meaning from text.
o enables readers to derive meaning from a text when they engage in inten onal, problem-solving, and thinking
processes.
o is a lived and ins tu onally situated social, cultural, and intellectual prac ce that is much more than a seman c
element of making meaning.

Levels of comprehension:
When readers read or view a text, they can understand it on different levels. Deep comprehension
occurs when all levels have been considered.
1. Literal comprehension: It occurs at the surface level when a reader/viewer acknowledges what they can see
and hear. The details are stated and clear for anyone to iden fy. Literal comprehension is o en referred to as
‘on the page’ or ‘right there’ comprehension. This is the simplest form of comprehension.
2. Inferen al comprehension: It requires the reader/viewer to draw on their prior knowledge of a topic and
iden fy relevant text clues (words, images, sounds) to make an inference. Inferen al comprehension is o en
referred to as ‘between the lines’ or ‘think and search’ comprehension. This level of comprehension requires
more skill but can be achieved by young children.
3. Evalua ve comprehension: It requires the reader to move beyond the text to consider what they think and
believe in rela on to the message in the text. It is at this point that readers/viewers are required to jus fy their
opinions, argue for a par cular viewpoint, cri cally analyze the content and determine the posi on of the
author. Evalua ve comprehension is o en referred to as ‘beyond the text’ and includes ‘big picture’
comprehension. O en there is no right or wrong answer but rather a jus fica on for thinking in a par cular
way.
•
Evalua on is the structured interpretation and giving of meaning to predicted or actual impacts of
proposals or results. Or, the making of a judgment about the amount, number, or value of something; assessment.
•
The fact of keeping something in one's memory. Or, the ac on of absorbing and con nuing to hold a substance.
Or, preserva on of the a ereffects of experience and learning that makes recall or recogni on possible.
•
The verb recall means to remember something. Or, to bring (a fact, event, or situa on) back into one's mind;
remember. Or, the act of retrieving informa on or events from the past.
Memory recall is a retrieval process in your brain that allows you to select the informa on that has been stored
based on a series of cues. Memory recall can access stored informa on in both short-term and long-term memory.

Types of Listening:
Listening can be purposeful. It can be categorized into several types based on the criterion they fulfill. Those types
follow as under;

The listener only pays a en on to the piece of informa on that s/he finds beneficial for her/him(self). Or, the
listener tends to hear only what s/he wants to.

This type of listening shows the caring a tude of the listener. In essence, when the listener listens to
someone’s story extending sympathy towards them. This type of listening usually occurs amongst close friends,
acquaintances, or rela ves.

This type of listening is similar to sympathe c listening but the listener not only just listens but experiences
the feelings of the speaker herself/himself. It requires not only listening with your ears but with your heart and
emo ons. That is when you can feel the pain/mirth of the speaker. Or, you can say pu ng yourself in the shoe of the
other person is known to be empha c.

It qualifies that the listener should be judgmental in nature, understanding what is said and evalua ng, judging,
and forming an opinion. Cri cal listening proves very useful in businesses. A type of listening that is intended to enable
a listener to analyze the merits and demerits of a certain thing.

It is referred to as paying a en on to the kind of informa on being conveyed by the speaker and listening with
the goal of learning, understanding, and grasping informa on.

A type of listening which is just intended for entertainment purposes and there’s no need of remembering
anything. The listener seeks certain informa on which they will appreciate, and meet his/her needs and goals e.g.;
when you listen to music, or gossiping between friends also counts under this type.

It highlights ac vely absorbing the informa on given to you by a speaker, showing that you are listening and
interested, and providing feedback to the speaker so that s/he knows the message was properly/accurately received.
Effec ve listening enables you to;
 Paraphrase: - It simply means rewording or reproducing the informa on that you’ve received.
 Answer open ques ons: - Simply in yes or no.
 Feeling Reflec on: - To guess the speaker’s feelings, emo ons, or tone.

This type of listening is intended to grasp, hold, grip, or completely understand the meaning and the idea of
the speech well. Or, to pay a en on to the details in order to retain as much as you can.
How to improve Listening skills?
1. Be a en ve / Focused or Concentrated while something is being delivered to you.
2. Request Clarifica on about what you have not understood well. Keep on asking ques ons ll your doubts walk
away.
3. Paraphrase whatever you have listened to, in your own words. If you are able to do so, means that you have
understood it completely. If you can’t do so, you s ll have not got the gist of the topic.
4. Avoid Noise or any other distrac ons while listening, in order not to let your focus divert from the track.
5. A Body Language/posture in accordance with the act will help you to adapt to the environment more efficiently
which will further lead you to a be er understanding.
6. Listen carefully, and pay a en on to verbal and non-verbal delivery.
7. Have eye contact with the speaker and no ce his/her nodes, gestures, or leaning forward.
8. Listen to the delivery with a posi ve a tude and ac ve mind.
9. Listen to understand and not to refute.
10. Avoid emo onal involvement while focusing only on the content, not the person.
11. Curb the impulse to interrupt.
12. Avoid jumping to conclusions while the delivery is s ll in process.
13. Take notes.
14. Take listening as a challenging job to retain as much as possible.
15. Summarize whatever you have gained, to make the key points that will help you in remembering the topic.

Reasons to improve Listening:

1. To show care about others and to generate feelings of care.
2. To ensure that both of the par cipants are at the same wavelength.
3. To work be er in a team-based environment.
4. To help people start listening to you.
5. To show support.
6. It can also resolve problems and also answer many ques ons.

Benefits of Improving Listening:

1. To gain informa on and get exposed to new ideas as it is the easiest way to get informed.
2. To ques on and test evidence and hypothesis.
3. To get inspired.
4. To get mo vated.
5. Most importantly, to improve your own communica on skills.

Barriers to Listening:
Prejudices refer to preconceived no ons, biases, or stereotypes that individuals hold towards certain groups
or individuals. These biases can create a barrier to effec ve listening by causing individuals to make
assump ons, interpret informa on based on their biases, or disregard informa on that does not align with
their preconceived ideas.

Accent and language differences can hinder effec ve listening when there is difficulty in understanding the
speaker's pronuncia on, intona on, or vocabulary. Communica on barriers may arise due to unfamiliarity with
certain accents or languages, leading to misinterpreta on or incomplete understanding of the message being
conveyed.
 Outside distrac ons are environmental factors that divert a en on away from the speaker and hinder
effec ve listening. These distrac ons can include noise, interrup ons, visual s muli, or compe ng demands
for a en on. When individuals are unable to focus on the speaker due to external distrac ons, their ability to
fully comprehend and engage with the message may be compromised.

Personal behavior encompasses individual habits, a tudes, and ac ons that can impede effec ve listening.
Examples of personal behavior barriers include interrup ng the speaker, engaging in side conversa ons,
displaying nonverbal cues of disinterest (e.g., fidge ng, avoiding eye contact), or being preoccupied with
personal thoughts or concerns e.g., thinking about something else or being angry, worried, or depressed. These
behaviors can disrupt the listening process and prevent ac ve engagement with the speaker's message.

Lack of a en on refers to a state in which individuals are not fully focused on the speaker and their message.
It can occur due to various factors such as mental distrac ons, mul tasking, daydreaming, or preoccupa on
with personal concerns. When individuals are not fully a en ve, they may miss important details,
misunderstand informa on, or fail to grasp the speaker's intended meaning, resul ng in ineffec ve listening.

Grammatical Lapses:
("Lapses" refers to temporary or brief periods of ina en on, forge ulness, or failure to maintain a certain standard. It
can indicate a momentary error or a devia on from the expected or desired behavior or performance. In the context of errors or
mistakes, "lapses" typically imply a temporary lapse in judgment, ac on, or adherence to a par cular standard or requirement).

A comma splice is a gramma cal error that occurs when two independent clauses (complete sentences) are
joined together with only a comma, without any coordina ng conjunc on or appropriate punctua on. It involves
incorrectly using a comma to separate two complete thoughts that should be either separated by a period or joined
with a coordina ng conjunc on (such as "and," "but," "or," "so," etc.) or a semicolon.
Here's an example of a comma splice:
 "I went to the store, I bought some groceries."
(In this example, "I went to the store" and "I bought some groceries" are both independent clauses that can stand
alone as separate sentences. However, they are incorrectly joined by a comma without any coordina ng conjunc on
or appropriate punctua on, crea ng a comma splice.)
To correct the comma splice, you can either separate the two independent clauses into separate sentences:
 "I went to the store. I bought some groceries."
Or you can join them using a coordina ng conjunc on:
 "I went to the store, and I bought some groceries."

Alterna vely, you can use a semicolon to join the two independent clauses:
 "I went to the store; I bought some groceries."

Run-ons, also known as fused sentences or fused run-on sentences, are gramma cal errors that occur when
two or more independent clauses (complete sentences) are improperly joined together without appropriate
punctua on or coordina ng conjunc ons. A run-on sentence can result in a lengthy, confusing, or run-together
structure that lacks the necessary breaks or connectors to indicate the separate clauses.
There are two types of run-on sentences:

This type of run-on sentence occurs when two independent clauses are joined together without any
punctua on or coordina ng conjunc on. It gives the impression of two complete thoughts merging into one
without proper separa on.
 For example:
"I woke up early I went for a run."

This type of run-on sentence occurs when two independent clauses are joined only by a comma,
without any coordina ng conjunc on or appropriate punctua on. Although a comma is used, it is insufficient
to separate the two independent clauses correctly.
For example:
"She loves to read, she spends hours at the library."
To correct run-on sentences, there are a few methods:
A. Separate into Two Sentences:
Divide the run-on sentence into two separate sentences, each containing a single independent clause.
For example:
 "I woke up early. I went for a run."
 "She loves to read. She spends hours at the library."
B. Use a Coordina ng Conjunc on:
Add a coordina ng conjunc on (such as "and," "but," "or," "so," etc.) a er the comma to join the
independent clauses properly.
For example:
 "She loves to read, and she spends hours at the library."
C. Use a Semicolon:
Replace the comma with a semicolon to create a stronger separa on between the independent
clauses.
For example:
 "She loves to read; she spends hours at the library."

 (By employing these correc ons, run-on sentences can be transformed into clear, concise, and gramma cally
correct sentences).

Fragments are incomplete sentences that lack a subject, a verb, or both, making them gramma cally incorrect.
Unlike complete sentences, which express a complete thought, fragments are missing essen al components and o en
cannot stand alone as independent sentences.
Fragments can be created in various ways:

A fragment may lack a subject, which is the noun or pronoun that performs the ac on in a sentence.
For example:
 "Running through the park."
(In this fragment, "Running" is the verb, but it lacks a subject to indicate who is performing the ac on).

A fragment may lack a verb, which is the ac on or state of being in a sentence.

For example:
 "On a sunny day."
(This fragment describes a condi on or situa on but does not contain a verb to express an ac on or state).

A fragment can occur when a dependent clause (a group of words with a subject and verb that cannot
stand alone) is used without an independent clause (a complete sentence).
For example:
  "Although I studied hard for hours."
(This fragment presents a dependent clause but does not provide the independent clause to complete the
thought).

To correct fragments and make them into complete sentences, it is necessary to add the missing components.
Here are some examples:
A. Adding a subject:
"She was running through the park."
B. Adding a verb:
"We enjoyed the picnic on a sunny day".
C. Adding an independent clause:
"Although I studied hard for hours, I s ll found the test challenging."
(By ensuring that fragments contain both a subject and a verb, and can stand alone as complete thoughts, they can
be transformed into gramma cally correct sentences.)

Parallelism, also known as parallel structure or parallel construc on, is a gramma cal and rhetorical technique
that involves using similar gramma cal structures, pa erns, or forms within a sentence or across mul ple sentences.
Parallelism enhances clarity, rhythm, and balance in wri ng or speech by crea ng a sense of harmony and consistency.
Parallelism can be applied to various elements within a sentence or a series of sentences:

Wrong form: "She loves, like, admire reading."

Correct form: “She loves, likes, and admires reading.”
In this example, the verbs "loves," "likes," and "admires" should be in parallel form, either all singular or plural
according to the subject."

Wrong form: “I enjoy cooking, gardening.” Or “I enjoy to cook and gardening.”

Correct from: "I enjoy cooking and gardening."
Here, the parallel noun phrases "cooking" and "gardening" should be used which are both gerunds,
emphasizing parallelism. Moreover, two noun phrases should be joined through proper means that is, by using
‘and’ or any other suitable coordinate conjunc on.

Wrong form: “The cat is running, curious and playful.” Or “The cat is friendly, curiously and playfully.”
Correct form: "The cat is playful, friendly, and curious."
The adjec ve clauses "playful," "friendly," and "curious" should be used because they are parallel in structure,
each modifying the noun "cat" in a consistent manner. Moreover, either all the verbs should be used or all the
adjec ves but both shouldn’t be mixed.

Wrong Form: “She not only excels in academics, she also excels in sports.”
Correct form: "She not only excels in academics but also sports."
This example showcases parallel structure in the correla ve conjunc ons "not only...but also," maintaining
consistency in the sentence structure. Secondly, according to a grammar rule, a subject and a verb shouldn’t
be repeated in a sentence unless they are altered.

Wrong form: “She writes and speaks with clarity and confidence and listens with empathy.”
 Correct form: "She writes with clarity, speaks with confidence, and listens with empathy."
The sentence pa ern of "verb + with + noun phrase" is not broken, but repeated in parallel form, crea ng a
rhythm and balance in the sentence.

 Parallelism helps to create balance, rhythm, and symmetry in sentences and paragraphs, making the wri ng
more coherent and pleasing to read or hear. It also aids in emphasizing and highligh ng important ideas or
concepts by presen ng them in a consistent and structured manner.

A pronoun reference occurs when a pronoun is used to refer back to a noun (or another pronoun) men oned
earlier in the sentence or a previous sentence. The pronoun is intended to avoid repe on and make the wri ng or
speech more concise and fluid. However, for the pronoun reference to be clear and effec ve, it must be clear which
noun the pronoun is referring to.
For example:

"John and Michael went to the store. He bought some groceries."

In this case, it is unclear whether the pronoun "he" refers to John or Michael since there is no clear
antecedent (the noun or pronoun to which the pronoun refers). This lack of clarity can confuse the reader or
listener.

"John and Michael went to the store. John got Michael a chocolate and he then went to buy some groceries."
By specifying the noun (John) in the second sentence, the pronoun reference becomes clear and
eliminates any confusion.
Types of Pronoun References:

Anaphora refers to a situa on where a word or phrase refers back to an earlier word or phrase in a
discourse. In other words, anaphoric references occur when a pronoun or other linguis c element is used to
refer to something that has already been men oned.
Example:
o John bought a new car. It is red.
In this example, "it" is an anaphoric reference that refers back to "a new car" men oned earlier. The
pronoun "it" helps avoid repe on and allows for smoother communica on.

Cataphora, on the other hand, refers to a situa on where a word or phrase refers forward to a
subsequent word or phrase in a discourse. In cataphoric references, the pronoun or other linguis c element is
used before the noun or noun phrase it refers to.
Example:
o When they arrived, the children were hungry. They ate a lot.
Here, "they" is a cataphoric reference that refers forward to "the children" men oned later in the
sentence. The pronoun "they" is used before its antecedent for stylis c or rhetorical purposes.

 (Both anaphoric and cataphoric references play important roles in maintaining coherence and reducing
redundancy in language. They help to link informa on and establish connec ons within a text or conversa on).
To ensure proper pronoun reference, consider the following guidelines:
A. Make sure the pronoun and its antecedent agree in gender and number:
"She brought her book." (The pronoun "her" refers to a female person.)
 B. Clearly iden fy the noun or pronoun that the pronoun is referring to:
"The cat was hungry. It meowed loudly." (The pronoun "it" refers to the cat.)
C. Avoid ambiguous pronoun references:
"Sarah went to the park with her friend. She had a great me."
(The pronoun "she" clearly refers to Sarah, avoiding confusion.)
(By establishing unambiguous pronoun references, you can enhance the readability and understanding of your
wri ng or speech).

Etiquettes and Manners:

Both e que es and manners play a significant role in social interac ons. The two concepts revolve around
human behavior and are o en used interchangeably. However, the two are different at their core and shouldn’t be
confused with each other.

“E que e is a code of conduct and a set of societal rules that acts as a catalyst for posi ve human interac ons.”

“On the other hand, manners are behaviors that reflect a person’s a tude.”

A key difference between e que e and manners is that the former changes with a change in societal
customs and norms, while the la er remains largely unchanged across communi es.
E que e provides a structure within which good manners can flourish. It’s good manners to follow proper
e que e. For example, e que e may dictate the rules of talking to someone. In some cultures, shaking hands is
regarded as a proper code of introducing yourself to strangers or mee ng someone, while in other cultures, shaking
hands is frowned upon. Good manners will prompt you to say ‘please’ or ‘thank you’ when needed and not interrupt
another person. These are universal courtesies.

Communica on e que e refers to the accepted ways of communica ng with others in any place. It includes
behaviors and strategies that help you convey informa on clearly while maintaining posi ve rela onships with your
supervisors, colleagues, and clients.

Good communica on e que e is crucial for effec ve business opera ons. It ensures that employees
understand your message correctly, reducing misunderstandings and fostering stronger workplace rela onships. It also
reflects your skills as a communicator, signaling leadership quali es and poten al professional opportuni es in the
future.

The process of learning e que e is more difficult than learning good manners. The former requires conscious
effort and dedica on. Moreover, e que e changes according to customs and norms. The e que e you display at a
dinner party will be different from the way you present yourself at an office party. Let’s look at some e que es and
manners that should be considered while communica ng;

It’s important to pay a en on to the way you communicate with others. Use respec ul language
that makes your listeners feel valued.
For Example;
 Say ‘Please’ and ‘Thank You’ to express your gra tude.
 Avoid speaking loudly when you’re conversing with someone.

Use email, phone calls, instant messaging, or text messaging based on the situa on's urgency and the
level of detail required.
For Example;
 Sending a quick text message to your supervisor for a non-urgent update.
 Using email or video calls to communicate major changes to a project.

Adapt your communica on style based on the person you're addressing and the organiza on's work
culture.
For Example;
 Addressing your teacher as "Mr. Abdur Rehman" or "Mrs. Dilawar" unless they specify otherwise.
 In a relaxed work environment, addressing colleagues and supervisors by their first names.

Use friendly and polite language, rephrase ques ons as indirect inquiries, and express gra tude when
appropriate.
For Example;
 Instead of asking directly, "Can you help me?" you can say, "I was wondering whether you could help
me?"
 Adding a simple "thank you" at the end of an email to express apprecia on.

Respect privacy, ask for permission to use the speakerphone, ac vely listen, and be mindful of your
speaking volume.
For Example;
 Before discussing sensi ve informa on, let the person know if others are listening and ask for
permission to use the speakerphone.
 Ac vely listen, take notes, and respond appropriately during the conversa on.

It emphasizes the importance of displaying a posi ve and respec ul a tude towards others in both
verbal and non-verbal communica on. This e que e helps to build trust, enhance collabora on, and promote
posi ve rela onships in personal and professional se ngs.
For Example;
 Showing kindness, warmth, and considera on for others.
 Listening ac vely, and fostering a sense of goodwill and coopera on.

Take into account the recipient's availability and preferences when scheduling calls or sending emails.
For Example;
 Knowing your colleague is busy later in the day, you schedule a phone call in the morning when they
are more recep ve.
 Sending a no ce in advance to ask if it's acceptable to email or call at a certain me.

Provide necessary informa on while keeping messages concise, using headings or lists for clarity.
For Example;
 Organizing informa on under headings or in a bulleted list to make it easier to read and understand.
 Including all necessary details in an email to minimize the need for follow-up ques ons.
 Test audio and video beforehand, mute your microphone when not speaking, and be a en ve during
the call.
For Example;
 Tes ng your microphone and camera before the call to ensure they are working properly.
 Mu ng your microphone when you're not speaking to avoid background noise disrup ons.

Double-check for errors, ensure correct recipients, and a ach necessary files before sending emails or
messages.
For Example;
 Reading through your email before sending it to catch any spelling or gramma cal errors.
 Double-checking the recipient list and a achments to ensure everything is accurate.

Offer feedback in person or via video/phone calls, focusing on improvement rather than poin ng out
mistakes.
For Example;
 Se ng up a private mee ng with a colleague to discuss areas of improvement in their work.
 During the conversa on, focusing on specific sugges ons for enhancement rather than dwelling on
mistakes.

Respond to messages to confirm understanding, show apprecia on for shared informa on, and
maintain open communica on.
For Example;
 Responding to an email from a colleague to confirm that you received the message and understand
the updated informa on.
 Sending a quick "thank you" email in response to a memo or announcement to show apprecia on for
the informa on shared.

How to communicate in different cultures?

(Nurturing Connec ons)
Engaging in effec ve communica on across cultures requires mindful strategies that embrace understanding,
empathy, and respect. Consider the following principles to enhance cross-cultural interac ons:
1.
Delve into your mo va ons, biases, assump ons, a tudes, as well as personal preferences and
dislikes that shape your communica on style and objec ves.
2.
Expand your knowledge about various cultures and their values, both within and outside your own
cultural sphere. Recognize the diversity that exists and seek to understand the perspec ves of others.
3.
Strive to communicate using language that is universally understood, avoiding slang, jargon, or
technical terms. Employ everyday vocabulary that facilitates comprehension and connec on.
4.
Avoid hasty judgments or conclusions. Allow others ample me to express themselves fully. Cul vate
an atmosphere of relaxa on and openness, remaining adaptable to different communica on styles and
approaches.
5.
Take into account the physical and human se ngs in which communica on occurs. This encompasses
the environment, customs, past prac ces, and the ming of interac ons. Understanding these contextual
factors fosters effec ve communica on.
 6.
Sharpen your listening skills and be fully present in conversa ons. Pay a en on to explicit signals while
remaining a uned to subtle, implicit cues. Cul vate an awareness of nonverbal communica on and its
significance. Establish common goals to facilitate mutual understanding.
7.
Create a safe and comfortable environment that encourages open dialogue. Welcome construc ve
feedback and be open to adjus ng your message to ensure clarity and mutual comprehension. Pose though ul
ques ons and ac vely listen to responses.
8.
Strive to comprehend and appreciate the unique worldview of others. Treat individuals with the same
respect and kindness that you desire. Nurturing empathy helps to bridge cultural gaps and forge meaningful
connec ons.

 (By embracing these principles of cross-cultural communica on, we can cul vate harmonious and enriching
exchanges, fostering mutual understanding and respect among individuals from diverse cultural backgrounds.)

Email and its types:

An email, short for "electronic mail," is a method of exchanging digital messages over the Internet. It is a widely
used form of communica on for both personal and professional purposes. With email, users can send and receive
messages, documents, and files to individuals or groups of people around the world, as long as they have an internet
connec on.

1.
An email address uniquely iden fies the recipient or sender of the message. It typically follows the
format of "[email protected]." The username represents the individual or organiza on, while the
domain refers to the email service provider or the company's domain name.

2.
The subject line provides a brief summary or descrip on of the email's content. It helps recipients
understand the purpose or topic of the message before opening it.

A saluta on in an email communica on is the phrase used to greet the recipient. It sets the tone and
establishes a polite or professional connec on.
For Instance, you can write your saluta on as;
 Good morning Mr. (last name)
 Hello Ms. (last name)
 Dear Ms. (last name)
 Mr. (last name)
 A very good morning!
 Hey! (First name)

The opening sentence, also known as the opening line or introduc on, is the first sentence or
paragraph that follows the saluta on in an email or le er. It is where you begin the main content or purpose
of your message. The opening sentence usually provides context, introduces the topic, or states the reason for
wri ng. It grabs the recipient's a en on, encouraging them to con nue reading. The opening sentence can be
personalized, engaging, or straigh orward, depending on the purpose and rela onship with the recipient.
For Instance, your opening lines could be;
 I hope you had a great start to the week.
 I trust you're doing fine.
  I hope you're all fun and frolic.
 I hope this email finds you well.

5.
The body of an email contains the main content, including text, images, links, or a achments. It allows
users to communicate messages, share informa on, ask ques ons, or provide updates.
For Instance, you could start composing the body of your email with;
 I am reaching out about...
 I'm ge ng back to you about…
 This is to follow up from…
 As discussed in the foregoing discussion…
6.
Emails can include various types of a achments, such as documents, images, spreadsheets, or
mul media files. These a achments are o en used to share addi onal informa on or collaborate on projects.

7.
CC and BCC op ons allow users to include addi onal recipients in the email. CC recipients are visible
to all other recipients, while BCC recipients remain hidden from others.

The closing sentence in an email, also known as the email closing or email sign-off, is the final
sentence or phrase before your name or signature. It typically concludes the message and leaves a las ng
impression.
Here are some common examples of closing sentences in emails:
 "Thank you for your a en on."
 "I appreciate your prompt response."
 "Please let me know if you have any further ques ons."
 "Looking forward to hearing from you soon."
 "Thank you once again for your assistance."
 “I'd appreciate your prompt a en on to this ma er.”
 “Please advise, as necessary.”
The choice of closing sentence depends on the purpose of the email, the level of formality, and
your rela onship with the recipient. It is essen al to select an appropriate closing sentence that aligns with
the content and tone of the message.

9.
An email signature is a block of text that is automa cally appended to the end of an email. It usually
contains the sender's contact informa on, such as their name, job tle, phone number, or website.
For Instance,
 Best Wishes,
(name)+ Addi onal info will follow.
 Warm regards,
(name)+ Addi onal info will follow.
 Yours Sincerely,
(name)+ Addi onal info will follow.
 Have a pleasant day ahead.
 Best,
(name)+ Addi onal info will follow.
 Cheers!
 {When an email is sent, it typically travels through various servers and networks before reaching the recipient's
email server. The recipient can then access the email using an email client, such as web-based interfaces (e.g., Gmail,
Outlook) or standalone applica ons (e.g., Thunderbird, Apple Mail).
Emails have revolu onized communica on by providing a quick, efficient, and convenient way to send and
receive messages across distances, making it an integral part of personal and professional interac ons in the digital
age.}

A Sample Email is attached to make you understand the format:

Before you start wri ng your next email, think about whether you want to use a plain-text email or include
more complicated forma ng like images and custom fonts.
1.
Plain-text emails are simple emails with black text on a white background. They're good for people who want
straigh orward messages without fancy stuff. You can add links, but keep it simple. Plain-text emails may land in the
main inbox and increase open rates.
2.
Forma ed emails are more detailed and colorful. They're used for marke ng and newsle ers. The design
should match the content and not distract readers. The goal is to get people to respond, not be overwhelmed by colors.

No fica on emails exist to tell the recipient something, and that’s it. In many cases, there’s no CTA… you just
want to make sure that they receive your message.
1.
Welcome emails are your chance to make a good first impression on new subscribers. Keep it simple and
relevant. You can answer common ques ons or provide helpful links. Ask why they subscribed to learn more about
them. Use welcome emails to nurture their interest.
2.
Transac onal emails are one-to-one and contain important informa on like order confirma ons. Just deliver
the necessary details, like tracking links and a thank you.
3.
Reminders are also one-to-one and aim to remind recipients of something important, like an upcoming event
or unpaid invoice. For SaaS companies, remind customers when their free trial is ending to encourage them to
subscribe.

Informa onal and announcement emails exist to share new pieces of informa on with readers. Since the
format is one-to-many, you should be careful about the forma ng, content, and even the subject line to avoid ge ng
lost in the inboxes of your many recipients.
1.
Newsle ers are emails that provide new informa on and can fall into different categories:
Educa onal newsle ers with helpful advice or resources related to your products or the problem you solve.
 Announcement newsle ers highligh ng upcoming events or sales.
 Feature newsle ers showcasing new key elements of your website or pla orm, along with online reviews.
 Promo onal newsle ers offering special deals or incen ves for future purchases.
 Ensure your newsle ers offer valuable content to reward subscribers. Keep them concise and engaging, with
a clear and no ceable call to ac on.
2.
Announcement emails are standalone messages that deliver important news. They can be used to launch
crowdfunding campaigns or introduce new products. Make sure the subject line clearly conveys the purpose of the
email.
3.
Promo onal emails are popular in e-commerce. They announce sales, discounts, special offers, early access,
and exclusive content. Aim to inform and excite customers by ge ng crea ve and standing out from other brands.
4.
If you're struggling to find new team members, sharing job offers with your subscribers can be effec ve. Even
if they don't apply themselves, they may recommend suitable candidates. Targe ng your exis ng followers can simplify
the hiring process.

This type of email focuses on the CTA, since you want the readers to do something specific. CTA stands for Call
to Ac on. The CTA is a crucial element in an email as it guides and mo vates the recipient to engage further with the
sender's content or offerings.
1.
 Lead nurturing emails build rela onships with subscribers and convert them into customers. Use email
sequences based on their behavior to send targeted content. For example, promote a "JavaScript for beginners" course
to subscribers who have shown interest in JavaScript. Gather enough data to personalize the emails effec vely.
2.
Email campaigns can be used to gather valuable feedback from customers. Customer advice helps improve
products and email marke ng strategies. Addi onally, posi ve reviews from loyal customers can be used to enhance
ra ngs on pla orms like Google or Facebook through review request emails.

The email types above are the most common and important, but they’re not the only ones. Here are short
explana ons of some other types of emails that you can use to stay in regular contact with your email subscribers;
1.
A progress email informs your subscribers about your business’s progress toward a goal, like a product launch
or update.
2.
Stores with loyalty programs should spend me crea ng effec ve milestone emails. These emails inform
customers when they reach a certain level of points, upgrade to a new er, or become eligible for a reward.
3.
By sending a customer an anniversary email once a year, you show them that you care about them and value
their business.
4.
You should always send an abandoned cart email to subscribers who placed items in their cart but didn’t
complete their purchase. These simple reminders can lead to many extra sales.
(Many of these are only useful in certain situa ons, but that doesn’t mean they shouldn’t be part of your
marke ng strategy.)

As you can see, picking the best format and type of email is crucial. This is true for every type of business, from
fashion retailers to SaaS providers.
When you choose the format and the email type that’s best for your message, the results will be there—you’ll
retain customers, gather valuable feedback, and boost sales. And when it all works together, you can deliver an
excep onal customer experience directly to your email subscribers’ inboxes!

Letter Writing
A le er is a wri en message that can be handwri en or printed on paper. It is usually sent to the recipient via
mail or post in an envelope, although this is not a requirement as such. Any such message that is transferred via post
is a le er, a wri en conversa on between two par es.
Now that E-mails (Advantages and disadvantages) and texts and other such forms have become the norm for
communica on, the art of le er wri ng has taken a backseat. However, even today a lot of our communica on,
especially the formal kind, is done via le ers. Whether it is a cover le er for a job, or the bank sending you a reminder,
or a college acceptance le er, le ers are s ll an important mode of communica on. This is why it is important that we
know the intricacies of le er wri ng.

 A header that includes the nature/subject of the le er.

 Your address
 Your city (These will be at the right side of the page)
 Date
  Name of the person you are wri ng to.
 His occupa on. (These will be at the le side of the page under the above
 Office/company name. ones.)
 His Address.
 Saluta on.
 Opening line.
 Body of the le er.
 Closing line.
 Signature column.
(Your name and details)

Let us first understand that there are broadly two types of le ers, namely Formal Le ers, and Informal Le ers.
But then there are also a few types of le ers based on their contents, formali es, the purpose of le er wri ng, etc. Let
us have a look at the few types of le ers.
 1.
These le ers follow a certain pa ern and formality. They are strictly kept professional in nature and
directly address the issues concerned. Any type of business le er or le er to authori es falls within this given
category.
2.
These are personal le ers. They need not follow any set pa ern or adhere to any formali es. They
contain personal informa on or are a wri en conversa on. Informal le ers are generally wri en to friends,
acquaintances, rela ves, etc.

Semi-formal le ers are le ers we write to people who are not totally strange to us but are not close
enough to us to deserve personal le ers. E.g., our teachers, family, doctor, etc.
4.
This le er is wri en among business correspondents and generally contains commercial informa on
such as quota ons, orders, complaints, claims, le ers for collec ons, etc. Such le ers are always strictly formal
and follow a structure and pa ern of formali es.
5.
This type of le er is wri en to inform offices, branches, and subordinates of official informa on. It
usually relays official informa on like rules, regula ons, procedures, events, or any other such informa on.
Official le ers are also formal in nature and follow certain structures and decorum.
6.
A personal le er wri en on the occasion of a special event is known as a social le er. Congratulatory
le ers, condolence le ers, invita on le ers, etc, are all social le ers.
7.
A le er that announces informa on to a large number of people is a circular le er. The same le er is
circulated to a large group of people to correspond some important informa on like a change of address,
change in management, the re rement of a partner etc.
8.
Any le ers with respect to the employment process, like joining le er, promo on le er, applica on
le er etc.

Now that we have learned the basics of communica ng via le ers and the types of le ers as well, let us focus on some
ps for actual le er wri ng.

This obviously is the first step of the le er-wri ng process. You must be able to iden fy the type of le er you
are to be wri ng. This will be dictated by the person the le er is addressed to and the informa on that will be conveyed
through the le er. Suppose you were wri ng to the principal of your college to ask for leave, this would be a formal
le er (Types of formal le ers with samples). But say you were wri ng to your old college professor catching up a er a
long me. Then this would be a personal (informal) le er.

Opening a le er in the correct manner is of utmost importance. Formal le ers open with a par cular structure
and gree ng that is formal in nature. Informal le ers can be addressed to the person’s name or any informal gree ng
as the writer wishes. Even when closing the le er, it must be kept in mind what type of le er is being wri en. Formal
le ers end respec ully and impersonally, whereas informal le ers may end with a more personal touch.

Once you start wri ng, make sure to get to the point as soon as possible. Especially in formal le ers, it is
important to immediately make the le er’s purpose clear.
 A le er is always supposed to be polite and considerate. Even if it is a complaint le er, the point must be made
in a careful and courteous manner. So it is necessary to use polite expressions and civil language in all types of le ers.

The other important factor to be considered is the length of the le er you are wri ng. It should be kept in mind
that formal le ers are generally to the point, precise and short. Lengthy formal le ers tend to not have the desired
effect on the reader. The length of an informal le er is determined by the message in the le er and the rela on to the
recipient.