New Perspectives: Portfolio Projects for Business Communication

307 Pages·2009·10.766 MB·English

by  Carol M. Cram

New Perspectives: Portfolio Projects for Business Communications
Advisory Board Members and Textbook Reviewers
We are extremely grateful to the advisory board members and textbook reviewers listed below, and would
like to take this opportunity to acknowledge them for their contributions in the development of this text.
Their timely reviews, informed feedback, and excellent suggestions were tremendously valuable and
helped us to produce an outstanding text that will meet the needs of all our New Perspectives instructors
and students. Our sincere thanks to all!
Textbook Reviewers
Advisory Board Members
Brenda Carey, Campbell University
Duane Franceschi, Canyon College
James Katzenstein, California State University
Kevin Pratt, Columbia College
David Swarts, Clinton Community College
Lisa Turner, Missouri State University
Textbook Reviewers
Domenic Bruni, University of Wisconsin
Anthony Corte, University of Illinois
Linda Glassburn, Cuyahoga Community College
Michael Evans, Columbia College
Kristie Loescher, University of Texas
Nan Nelson, Phillips Community College of the University of Arkansas
Vesta Whisler, Valdosta State University
About the Author
Carol M. Cram is the author of over forty textbooks on computer applications, business communications,
and Internet-related subjects for college-level courses. In addition, Carol facilitates seminars on business
communications for corporate and government clients and frequently shares teaching strategies with
colleagues at educational conferences and forums throughout North America. As a long-time faculty
member at Capilano University in North Vancouver, British Columbia, Carol has held various positions
including coordinator of the Executive and Project Administration program, chair of the Faculty
Professional Development committee, and consultant for business and computer courses in
Continuing Education.
Carol has an M.A. from the University of Toronto and an M.B.A. from Heriot Watt University in
Edinburgh, Scotland. Carol lives with her husband and daughter on beautiful Bowen Island, off the coast
of Vancouver in British Columbia, Canada.
Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
New Perspectives:
Portfolio Projects
for Business
Communications
Carol M. Cram
Capilano University, North Vancouver, BC
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
New Perspectives: Portfolio Projects for Business © 2010Course Technology, Cengage Learning
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New Perspectives Series iii
Preface
The New Perspectives Series’critical-thinking,problem-solving approach is the ideal way
to prepare students to transcend point-and-click skills and take advantage of all that
business communication tools have to offer.
The goal of this new Portfolio Projects text is to provide review of critical business communi-
cations concepts,hands-on instruction using selected applications to teach skills related to
the concepts,and multiple exercises to give students many opportunities to put the concepts
and skills they’ve learned into action.
With the New Perspectives Series,students understand whythey are learning whatthey
are learning,and are fully prepared to apply their skills to real-life situations.
About This Book
This book provides a thorough, hands-on overview of business communications concepts and
applications, and includes the following:
• Fifteen business communications portfolio projects designed to teach students how
to write common business documents including e-mails, reports, proposals, and
presentations
• Multiple exercises in each project that give students hands-on practice in creating
and revising business documents
• Three exercises in each project that cover the document development process:
Practice, Revise, and Create
• Coverage of how to use Word to facilitate the document creation process, including
working with styles, mail merge, outlining, and sections
• Coverage of how to use PowerPoint to create compelling presentations
• Coverage of how to use Outlook to organize e-mail messages, add signature lines,
and create folders
• Numerous examples of business documents that students can use as templates to
help them create meaningful documents of their own
This book is the perfect supplement to any Business Communications textbook, providing
opportunities for students to apply the concepts they have learned to solve real-world
business problems and to produce work that is up to professional standards.
System Requirements
This book assumes a typical installation of Microsoft Office 2007 and a typical installation of
Microsoft Windows Vista Ultimate (with the Aero feature turned off), Windows Vista Home
Premium, or Windows Vista Business. (Note: You can also complete the projects in this book
using Windows XP.) The browser used for any steps that require a browser is Internet Explorer 7.
www.cengage.com/ct/newperspectives
Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
iv New Perspectives Series
The New Perspectives Portfolio Projects Approach
Context
Each project focuses on a specific document type, such as a proposal, brochure, or sales
letter, and provides students with seven distinct exercises.
Document Essentials
Each project includes extensive conceptual information that provides students with practical tips and
techniques for creating the project document. Numerous screen shots provide examples for students
to adapt. Tables present document creation guidelines in an easy-to-read format that students can
immediately apply.
Key Points
Key Points, which appear in the margin in labeled boxes, offer expert advice and best
practices to help students better understand how to create useful business documents.
Technology Skills
Each project includes a Technology Skills section, which provides hands-on coverage of a set
of software skills related to the project document. Examples of technology skills include how
to use outlining in the project on proposals, how to animate charts in the project on sales
presentations, and how to create and modify styles in the project on brochures.
Tips
Tips, which appear in the margin in labeled boxes, provide helpful hints and shortcuts for
more efficient use of the software. The Tips appear in the margin at key points throughout the
Technology Skills sections to provide students with extra information when and where they
need it.
Assessment
Each project includes seven exercises: a Technology Skills exercise, a Practice exercise, a Revise
exercise, a Create exercise, and three case studies.
My Portfolio
The text concludes with a summary exercise, My Portfolio, in which students select
documents they have completed in the projects or create new documents to include in a
personal portfolio. Students can then use their portfolios to demonstrate to current or
prospective employers their business communications skills and related software skills,
showcasing their capabilities and talents.
Reference
A combination Glossary/Index promotes easy reference of conceptual and technology-related
material.
www.cengage.com/ct/newperspectives
Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
New Perspectives Series v
Our Complete System of Instruction
CourseCasts – Learning on the Go. Always available…always relevant.
Want to keep up with the latest technology trends relevant to you? Visit our site to find a
library of podcasts, CourseCasts, featuring a “CourseCast of the Week,” and download them
to your mp3 player at http://coursecasts.course.com.
Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State University Computer
Science Department where he is responsible for teaching technology classes to thousands of
FSU students each year. Ken is an expert in the latest technology trends; he gathers and sorts
through the most pertinent news and information for CourseCasts so your students can spend
their time enjoying technology, rather than trying to figure it out. Open or close your lecture
with a discussion based on the latest CourseCast. Visit us at http://coursecasts.course.com to
learn on the go!
Instructor Resources
We offer more than just a book. We have all the tools you need to enhance your lectures, check
students’ work, and generate exams in a new, easier-to-use and completely revised package.
This book’s Instructor’s Manual, PowerPoint presentations, data files, solution files, figure files,
and a sample syllabus are all available on a single CD-ROM or for downloading at
http://www.cengage.com/coursetechnology.
Skills Assessment and Training
SAM 2007 helps bridge the gap between the classroom and the real world by allowing
students to train and test on important computer skills in an active, hands-on environment.
SAM2007’s easy-to-use system includes powerful interactive exams, training or projects on
critical applications such as Word, Excel, Access, PowerPoint, Outlook, Windows, the
Internet, and much more. SAM simulates the application environment, allowing students to
demonstrate their knowledge and think through the skills by performing real-world tasks.
Powerful administrative options allow instructors to schedule exams and assignments, secure
tests, and run reports with almost limitless flexibility.
Acknowledgments
My students are first in line for thanks. Their enthusiasm and willingness to learn and grow
continue to inspire me. I also wish to thank my friend, mentor, and colleague, Dr. Thomas
McKeown. I also want to thank the New Perspectives team: Marie Lee, Executive Editor; Kathy
Finnegan, Senior Product Manager; Brandi Shailer, Associate Acquisitions Editor; Leigh
Robbins, Associate Product Manager; Julia Leroux-Lindsey, Editorial Assistant; Jennifer Goguen
McGrail, Senior Content Project Manager; Christian Kunciw, MQA Supervisor; and Serge
Palladino, MQA tester. My thanks to the following Advisory Board members for their helpful
feedback: Brenda Carey, Campbell University; Duane Franceschi, Canyon College; James
Katzenstein, California State University; Kevin Pratt, Columbia College; David Swarts, Clinton
Community College, and Lisa Turner, Missouri State University. Thanks as well to the following
textbook reviewers for their thoughtful insights: Domenic Bruni, University of Wisconsin;
Anthony Corte, University of Illinois; Linda Glassburn, Cuyahoga Community College; Michael
Evans, Columbia College; Kristie Loescher, University of Texas; Nan Nelson, Phillips
Community College of the University of Arkansas; and Vesta Whisler, Valdosta State University.
As always, special thanks to my wonderful mom and dad and ever-tolerant husband Gregg
and daughter Julia. Finally, I wish to thank Pam Conrad, my Developmental Editor, for her
incredible patience, good humor, support, and encouragement. She is truly a jewel.
– Carol M. Cram
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Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
vi New Perspectives Series
Table of Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iii Organizing Memo Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Action Request . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Project 1
Formatting a Memo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Business Communications Overview. . . . . . . . . . . . . . . 1
Technology Skills—Using Borders, Tables, and Lists . . . . . . . . . . . .46
Business Communication Essentials . . . . . . . . . . . . . . . . . . . . . . . . . .2
Practice: Procedures Memo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Defining Business Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Revise: Summarizing Progress Memo . . . . . . . . . . . . . . . . . . . . . . .50
Identifying Reader Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Create: Request Memo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Developing Clarity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Identifying Formatting Requirements . . . . . . . . . . . . . . . . . . . . .7
Understanding Reader Needs . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Project 4
Using a Positive Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Everyday Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Technology Skills—Using Writing Tools in Word . . . . . . . . . . . . . . .15 Everyday Letters Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Practice: Identify Reader Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Identifying Letter Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Revise: Clarity and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Structuring an Everyday Letter . . . . . . . . . . . . . . . . . . . . . . . . . .56
Create: Reader-Oriented Message . . . . . . . . . . . . . . . . . . . . . . . . . .19 Formatting Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Determining When to Use a Form Letter . . . . . . . . . . . . . . . . . .62
Identifying the Components of a Form Letter . . . . . . . . . . . . . .62
Project 2
Technology Skills—Merging Letters in Word . . . . . . . . . . . . . . . . . .64
E-Mail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Practice: Confirmation Form Letter . . . . . . . . . . . . . . . . . . . . . . . . .68
E-Mail Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Revise: Request Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
Understanding E-Mail Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Create: Acceptance Form Letter . . . . . . . . . . . . . . . . . . . . . . . . . . .69
Writing Subject Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Using an Appropriate Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Formatting E-Mails . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Project 5
Identifying E-Mail Program Features . . . . . . . . . . . . . . . . . . . . .29 Sales Letters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Technology Skills—Handling E-Mail in Outlook . . . . . . . . . . . . . . . .30 Sales Letters Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
Practice: Routine E-Mails . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Analyzing Sales Letter Characteristics . . . . . . . . . . . . . . . . . . . .74
Revise: E-Mail Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Identifying Reader Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . .75
Create: Vacation Request E-Mail . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Using the Persuasive Message Structure . . . . . . . . . . . . . . . . . .76
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Technology Skills—Editing Clip Art and Word Art . . . . . . . . . . . . .78
Practice: Targeted Sales Letters . . . . . . . . . . . . . . . . . . . . . . . . . . .82
Project 3
Revise: Writer-Oriented Sales Letter . . . . . . . . . . . . . . . . . . . . . . . .83
Memos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Create: Sales Letter for Study Tour . . . . . . . . . . . . . . . . . . . . . . . . .84
Memo Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Identifying Memo Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
New Perspectives Series vii
Project 6 Project 9
Messages with Negative News. . . . . . . . . . . . . . . . . . 87 Reports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Messages with Negative News Essentials . . . . . . . . . . . . . . . . . . . .88 Report Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142
Using Persuasive Techniques in a Refusal Letter . . . . . . . . . . . .88 Identifying Report Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142
Structuring a Refusal Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . .89 Developing the Report Structure . . . . . . . . . . . . . . . . . . . . . . .144
Writing a Complaint Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90 Developing the Report Content . . . . . . . . . . . . . . . . . . . . . . . .147
Replying to a Complaint Letter . . . . . . . . . . . . . . . . . . . . . . . . .93 Adding Reference Materials . . . . . . . . . . . . . . . . . . . . . . . . . . .150
Technology Skills—Creating Envelopes and Labels . . . . . . . . . . . . .95 Adding Support Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . .151
Practice: Reply to Complaint Letter . . . . . . . . . . . . . . . . . . . . . . . . .98 Technology Skills—Enhancing Multiple-Page Documents . . . . . . .151
Revise: Complaint Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99 Practice: Comparative Report Organization . . . . . . . . . . . . . . . . . .156
Create: Refusal Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100 Revise: Analytical Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101 Create: Report: Descriptive, Comparative, or Analytical . . . . . . . .158
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160
Project 7
Press Releases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Project 10
Press Release Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106 Newsletters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Identifying the Press Release Audience . . . . . . . . . . . . . . . . . .106 Newsletter Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164
Selecting Suitable Subjects for Press Releases . . . . . . . . . . . . .106 Identifying Types of Newsletters . . . . . . . . . . . . . . . . . . . . . . .164
Organizing Content for a Press Release . . . . . . . . . . . . . . . . . .107 Developing Newsletter Stories . . . . . . . . . . . . . . . . . . . . . . . . .165
Developing a Press Release Style and Format . . . . . . . . . . . . .108 Formatting a Newsletter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .169
Technology Skills—Using Reviewing Features . . . . . . . . . . . . . . . .110 Technology Skills—Structuring Documents . . . . . . . . . . . . . . . . . .171
Practice: Special Event Press Release . . . . . . . . . . . . . . . . . . . . . . .115 Practice: Consumer Newsletter . . . . . . . . . . . . . . . . . . . . . . . . . . .177
Revise: New Restaurant Opening Press Release . . . . . . . . . . . . . . .117 Revise: Company Newsletter . . . . . . . . . . . . . . . . . . . . . . . . . . . . .178
Create: Charity Event Press Release . . . . . . . . . . . . . . . . . . . . . . . .118 Create: Newsletter Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119 Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180
Project 8 Project 11
Proposals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Brochures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Proposal Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122 Brochure Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184
Identifying Proposal Types . . . . . . . . . . . . . . . . . . . . . . . . . . . .122 Exploring Brochure Formats . . . . . . . . . . . . . . . . . . . . . . . . . . .184
Developing the Proposal Content . . . . . . . . . . . . . . . . . . . . . . .123 Using Brochures to Promote Products and Services . . . . . . . . .185
Structuring a Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124 Using Brochures to Distribute Information . . . . . . . . . . . . . . . .187
Formatting a Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127 Technology Skills—Working with Styles . . . . . . . . . . . . . . . . . . . . .189
Technology Skills—Organizing Content in Word . . . . . . . . . . . . . .128 Practice: Informational Brochure . . . . . . . . . . . . . . . . . . . . . . . . . .194
Practice: Proposal Development . . . . . . . . . . . . . . . . . . . . . . . . . .134 Revise: Services Brochure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .195
Revise: Proposal Revision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135 Create: Products or Services Brochure . . . . . . . . . . . . . . . . . . . . . .196
Create: Proposal Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136 Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .197
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138
Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
viii New Perspectives Series
Project 12 Project 14
Web Communications. . . . . . . . . . . . . . . . . . . . . . . . 199 Presentation Planning. . . . . . . . . . . . . . . . . . . . . . . . 245
Web Communications Essentials . . . . . . . . . . . . . . . . . . . . . . . . . .200 Presentation Planning Essentials . . . . . . . . . . . . . . . . . . . . . . . . . .246
Using Instant Messaging . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200 PACED Step 1: Determine the Purpose of the Presentation . . .246
Defining Social Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202 PACED Step 2: Analyze the Audience for Your Presentation . .247
Exploring Web Site Structure . . . . . . . . . . . . . . . . . . . . . . . . . .204 PACED Step 3: Develop the Content for the Presentation . . . .248
Creating Value-Added Web Content . . . . . . . . . . . . . . . . . . . .208 PACED Step 4: Use Electronic Technology to Prepare
the Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .250
Technology Skills—Working with Online Content . . . . . . . . . . . . .209
PACED Step 5: Practice Delivery of the Presentation . . . . . . . .251
Practice: Web Site Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .214
Technology Skills—Creating a Presentation in PowerPoint . . . . . .252
Revise: Blog Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .214
Practice: Volunteer Orientation Presentation . . . . . . . . . . . . . . . . .257
Create: About Us and FAQ Pages . . . . . . . . . . . . . . . . . . . . . . . . .215
Revise: Instructional Presentation . . . . . . . . . . . . . . . . . . . . . . . . .258
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .217
Create: Descriptive Presentation . . . . . . . . . . . . . . . . . . . . . . . . . .259
Project 13
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .260
Job Search Documents . . . . . . . . . . . . . . . . . . . . . . . 219
Project 15
Job Search Documents Essentials . . . . . . . . . . . . . . . . . . . . . . . . .220
Sales Presentations. . . . . . . . . . . . . . . . . . . . . . . . . . 263
Creating Cover Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .220
Sales Presentations Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . .264
Creating Networking, Prospecting, and Thank You Letters . . .223
Identifying Guidelines for a Sales Presentation . . . . . . . . . . . .264
Using the ASCENT Guidelines to Organize Resume Content . .227
Developing Content for a Sales Presentation . . . . . . . . . . . . . .266
Identifying Resume Components . . . . . . . . . . . . . . . . . . . . . . .227
Using Diagrams to Present Content . . . . . . . . . . . . . . . . . . . . .268
Identifying Types of Resumes . . . . . . . . . . . . . . . . . . . . . . . . . .231
Delivering a Sales Presentation . . . . . . . . . . . . . . . . . . . . . . . .270
Formatting a Resume . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .234
Technology Skills—Working with Visuals in PowerPoint . . . . . . . .272
Technology Skills—Working with Paragraphs . . . . . . . . . . . . . . . .236
Practice: Key Points for a Sales Presentation . . . . . . . . . . . . . . . . .277
Practice: Job Posting Analysis and Cover Letter . . . . . . . . . . . . . .239
Revise: Corporate Sales Presentation . . . . . . . . . . . . . . . . . . . . . .278
Revise: Networking and Prospecting Letters . . . . . . . . . . . . . . . . .240
Create: Sales Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .279
Create: Resume . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .240
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .281
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .243
My Portfolio . . . . . . . . . . . . . . . . . . . . . . . . 284
Glossary/Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REF 1
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