Chapter 9: Communicating in the Job-Search Process
TEACHING SUGGESTIONS
The teaching techniques for this chapter are the same as the preceding chapters (see Chapter 6). Some instructors will tackle this chapter early in the semester as a way to get to know their students. Others may want to wait until students have had more practice writing business documents and teach the chapter after teaching Chapters 1–8. Either way, before students write their employment documents, they should review the stages of the writing process discussed in Chapter 5.

The relevance of the steps in the planning process may seem obvious to instructors, but many students may not see their employment documents as requiring the same level of planning as they did (or will do) with their other correspondence assignments. Many may think that just because the documents are all about them, they do not need to meet the reader’s needs or cultivate a “you” view. However, résumés and cover letters are the perfect opportunity to show how a student’s business goals and communication goals are intertwined. Of course, to do this, students must know what their business goals are, which they can do by using many of the tools this chapter discusses on identifying appropriate jobs.

Though the chapter provides several hypothetical employment prompts to which students may respond, we believe the best assignments for this chapter involve real-life situations. That is, students should be encouraged to apply for internships and other positions that actually exist and for which they are currently qualified. Students do not necessarily need to send their letters and résumés to these companies, but the authenticity of the assignment is more obvious to students when they are applying for positions they could potentially hold.

To practice interviewing skills, students may want to participate in informational interviews with people in their fields and have the interviewee rate their (the students’) performance. In addition, schools’ career services offices may offer in-person or virtual interview opportunities where students can get feedback on their skills. Incorporating these activities in teaching the chapter will be useful.

The Manager’s Hot Seat video “Diversity in Hiring: Candidate Conundrum” may be useful as you discuss this chapter with your students. More on the video is presented below.
Text Summary, Lecture Outline
The Job Search
Slide 9-1
The job search is probably one of the most important tasks you will ever do. The job you choose is directly related to your success and happiness.
Slide 9-2
Several logical steps are involved in the job search process from building a network of contacts and identifying appropriate jobs to finding those who offer the jobs and preparing the application documents. Today we also include a continuing step of keeping abreast of job opportunities and new jobs competencies needed.
 
Slide 9-3
Building a network of contacts with classmates, professors, and business people often begins long before you begin a formal job search.

Your classmates may have contacts who can help you, and in the future they may be in positions to help you in making career changes.

Professors often have contacts through their consulting and other activities. Knowing a professor in your major is particularly important.

You can get to know businesspeople through participating in your school’s professional associations, part-time jobs and internships, and various other ways.
Slide 9-4
Internships should not be overlooked as a means of gaining valuable experience and of learning more about a particular field. Students should be encouraged to seek internships, as many employers will hire from their intern pools or look specifically at graduates who have had internships. The information in Chapter 9 regarding the job process will mostly be discussed in the context of full-time, post-graduation employment, but the information is equally applicable to internships or part-time employment.
Slide 9-5
Identifying appropriate jobs begins with analyzing both yourself and outside factors. This knowledge will help you effectively match yourself with an appropriate job.

In addition to analyzing your education and work experience, you should analyze your personal qualities and special qualifications.
 
Education is usually your strongest quality coming directly out of school, but you should look carefully at the knowledge and skills you have acquired, not just courses and grades. Determine your strongest points so you can emphasize them.

Personal qualities play a key role in jobs. Some jobs demand that people be good at working independently while others require teamwork. Your friends and family can often be excellent sources for helping you identify your best qualities.

Work experience in your major area is highly valuable. But be careful not to overlook skills you have developed in other work—both paid and non-paid experience should be analyzed. Think especially about transferrable skills such as leadership, organization, training, communication, and attention to detail that any employer in any field would value.

Special qualifications can set you apart from others. For example, you might get an edge from speaking another language; using a particular computer or software program; or engaging in sports, hobbies, and other interests.
 
Analyzing external factors such as current and projected job markets, economic needs, location preferences, family needs, and other limiting external factors is necessary in order to be realistic in your decision.
Slide 9-6
Finding your employer is the next step in the job search process. The sources best for you are usually determined by your career path as well as where you live.

Career Centers: Most schools have career centers or offices that serve both its graduates and the community. In addition, these centers often provide other services such as counseling, maintaining files on those looking for jobs, and providing company information.

Network of Personal Contacts: Because personal contacts are the leading source of finding jobs, you should be sure to include them in your search for work.

Classified Advertisements: Both newspapers and professional journals are sources for employment opportunities of many kinds. However, they vary widely in the types and levels of people they seek. Be sure you are using the ones most appropriate for you.

Online Sources: Databases are being used more than ever as a source for job information. Large companies will post position announcements on company portals. Some will advertise positions on company Internet sites, too. And, of course, some databases containing job information can be accessed on special websites.

Employment Agencies: Agencies specializing in helping you find jobs vary widely in the services they provide and the way they operate. Fees can be charged to the company, the job seeker, or both. Temping can lead to permanent employment with a good fit.
 
Personal Search Agents: Using a personal search agent to focus on particular positions, locations, etc. is a time-saving strategy. You can set up one easily at many online job databases by completing a profile describing what kind of position you are seeking. The agent will email or alert you when these jobs are posted.

Webpage Profiles: Posting a résumé to a Web page is becoming more widely used by recent graduates. Employers often search university Web pages for prospective new employees. Linking your résumé to a club in your major makes it easier for employees to find students with the appropriate interest.

Prospecting: Prospecting involves contacting potential employers directly either in person or by mail. You identify where your qualifications match an employer’s needs and attempt to persuade the employer of the fit.
Slide 9-7
Once you have identified a job opportunity, you will need to prepare documents to help you in the job search process. Whether you are applying in person, by mail, or by email, you will need some written documents. These documents are the résumé (traditional, scannable, or digital), a reference sheet, a cover message, and any other related messages.
 
You will need to determine whether to prepare the traditional print résumé, the scannable print résumé, or a digital résumé. If your interview is exclusively face-to-face, the traditional résumé format is usually preferred for its aesthetic help to create a favorable impression. But if you know your résumé will be scanned, the scannable format should be used. When in doubt, the hybrid format can be used. If you are submitting a résumé online, you will need to submit your résumé in a format the employer requests or one that is easily used by the employer.
The Traditional Print Résumé
Slide 9-7
Selecting the background facts is the place to begin. While the résumé does not need to include all you have ever done, you should include the most significant items.

Arranging the facts into groups shows the employer your ability to organize and be logical. Most people group their facts into Education, Experience, Personal Qualities, and sometimes References.
 
However, there are numerous other possibilities for groups. Chapter 9 provides a list of possibilities.

Constructing the headings helps the reader know what follows. Your résumé needs a main heading as well as subheads. Subheads should be parallel in form. Also, they should be consistent in placement and in size and style of type.

Including contact information is critical. Not only does the potential employer need to be able to reach you, but the easier you can make it the better. Today, most people include address and telephone numbers (cell or land line), fax, numbers, and email addresses. However, some applicants are limiting contact information for privacy reasons to an email address or phone number. Sometimes students will have more than one address or phone number (a campus address and a home address; a home phone number and a cell phone number). Though it is acceptable to put both numbers on a resume, the student really only needs the address or number where the employer can reach him or her. This is a good time to remind students to make sure their outgoing messages are appropriate and professional for potential employers who call.

Including a statement of objective helps the potential employer understand what kind of work you want to do. However, authorities disagree on both whether or not one is essential and what should be included in it. Generally, we recommend including the objective, as it is helpful for letting your audience know where to direct your resume, especially if the audience is a human resources specialist who sees many resumes for many different positions. In fact, some employers may look specifically to an objective for a job number, job title, or other relevant information. To write a good objective, avoid flowery, excessive language and stick to something simple that includes the type of position (e.g., full-time, part-time, internship, volunteer), the field (e.g., management, accounting), and start date (e.g., beginning immediately, Summer 2010). Some people will write an objective directly to a specific company and specific job (e.g., A Summer 2010 marketing analytics internship with Target Corporation, job code #2546).
 
Slide 9-8
Presenting the information depends highly the requirements of the position. As with any business document, a resume must be audience centered. Present yourself in the best possible light. Think about the job requirements and then tailor your resume to show how you meet the reader’s need. Consider the résumé an advertisement for you.

Take care in ordering your information and using strong action verbs to describe your experiences. Simple present and simple past tense verbs are the standard. Chapter 9 provides a list of possibilities.

References may be listed on the résumé or on a separate reference sheet, but including references may not be necessary. Regardless, using “References available upon request” is considered outdated and unhelpful. Of course you would supply references if they were requested. You may want to fill the space with something more helpful to the reader instead.

Organizing the special groupings for strength requires careful planning. Sections should be titled clearly, organized with the reader in mind, and presented clearly and consistently. Three different organizational strategies include the reverse chronological, functional/skills, and accomplishments/achievements plans.
Slide 9-9
Writing impersonally and consistently is desirable on résumés. Most résumés avoid the use of personal pronouns (I, we, you), and most do not use complete sentences. However, they are consistent in heading form and organization within sections.

Making the form attractive includes attention to layout, printing, and paper choices. The résumé should be attractive, inviting the reader to continue reading it.
Slide 9-10, 9-11, 9-12
Traditional résumé example: Point out required elements. Let students ask questions regarding their own resumes.
The Scannable Print Résumé
Slide 9-13
Including keywords is a strategy that helps ensure that your résumé is retrieved when appropriate positions are being filled.

Choosing these keywords carefully means choosing words that are usually nouns, especially job titles, as well as jargon, buzzwords, and acronyms appropriate to work you want to do.

Presenting the information in a format that can easily be read by a scanner improves your chances of having your résumé retrieved when needed. Using scannable fonts and avoiding graphics, italics, and underlining helps as well as using white paper with black ink to increase contrast.
 
Slides 9-14, 9-15
Scannable print résumé example: Ask students to talk about the differences between the scannable and traditional print résumé.
The Digital Résumé
Slide 9-16
The digital résumé is one that is submitted online. It ranges from simple, low-end formats to complex, high-end formats.

The ASCII or text file is a low-end format that removes formatting. Files in .doc, .rtf, and .pdf attempt to retain formatting. The .pdf format does this very well across platforms while the .doc and .rtf are widely used. When one wants to include high-end multimedia components in a résumé or cover message, the .htm format provides a widely used standard.
Slide 9-17
Digital Résumé Example. Ask students to talk about when/why they would use this type of résumé. Ask them to identify differences between a digital résumé and a scannable or traditional print resume.
The Reference Sheet
Slide 9-18
Include references that will provide information that supports those qualities the employer is seeking. Checking with the employer first is a good idea.

Plan the organization and presentation of the references to work for you. Usually this means listing your strongest reference first.

Present the reference sheet in the best possible form. Making it a coordinated component with the design of your résumé and cover message gives it a carefully planned look.
Slide 9-19, 9-20
Reference Sheet Example. Remind students to ask their references for permission before giving names to potential employers.
The Cover Message

The print cover message is much like the sales message—you illustrate a need and sell a product (you) to fill the need.
 
Slide 9-21
Gaining attention in the opening is important because the busy executive has other things to do. You need to use what works best in each case.

Selecting content should be guided by the job requirements. Of course, if you are strong in an area you know is important to any employer, be sure to emphasize those strengths.

If you are responding to an advertisement, you can address the needs mentioned directly and precisely.

If you are prospecting, you will need to use your own best judgment to access what that one company’s needs are and include content which addresses those needs.

Organizing for conviction means choosing an organizational plan that emphasizes your strengths. You may use a reverse chronological, functional or skills, or accomplishments plan. Conviction is also enhanced by careful word choice and reader-viewpoint language.

Driving for action in the close entails being clear and direct in letting the reader know what action you expect next. Normally, you request an interview, more information, or even an application.

Email cover messages take different forms depending on the document type it introduces. The primary job is to highlight the applicant’s strengths and get the reader to review the résumé.
Slides 9-22, 9-23, 9-24, 9-25, 9-26
Cover message examples. Point out the organizational structure and rhetorical strategies. Remind students of the importance of incorporating principles they learned in Chapters 5 into their writing process for this document.
Slide 9-27
Ad analysis
The Interview
Most successful résumés and letters of application result in an interview. Generally these are face-to-face, but some use videoconferencing technology, too. While the written documents helped you get the opportunity to interview, the key to getting the job will be a successful interview.
Slide 9-28
Investigate the company before you go to the interview. Learn the nature of its business and its activities. This information will both show the recruiter you did your homework and enable you to ask questions from a solid knowledge base.

Present a professional appearance because your dress sends a message to the interviews. Pay attention to all aspects of good grooming.
 
Anticipate questions and prepare answers that cover such topics as your education, work experience, organizations, interests, career goals, and desired location. Be ready to answer more difficult questions, questions which give the interviewer a chance to evaluate your thinking skills. In stress interviews, you may even be asked tough or illegal questions.
 
Put yourself at ease so that the interviewer sees you as a calm, collected prospective employee.

Use whatever approach works best for you to keep control of your emotions.

Help control the dialogue so that you can bring out your strong points. You can do this by extending responses as well as through your questions. Your goal is to be certain the interviewer knows what is more important to know about you.
Slide 9-29
By carefully considering possible answers to typical interview questions, you can choose an appropriate strategy for the case at hand. This not only prevents off-the-cuff responses but presents you in the best possible light. Students may work in small groups to brainstorm answers to some of the more common interview questions. Students can find common interview questions in Chapter 9 as well as on their school’s career services website.

Some of today’s digital tools provide users with interactive practice on forming strategies for typical interview questions. Some even give alternative strategies and point out the strengths and weaknesses of different responses under various conditions. Some software programs also provide this kind of interactive practice.
Writing Other Job Search Messages
Slide 9-30
Following up and ending the application includes such things as a brief thank-you note or telephone call. If you have not heard from a company and need to make a job decision, it is perfectly fair to inquire about the status of your application.

Writing a thank-you message is a courteous and wise step to take. It shows the reader you are still interested in the position. It singles you out from the competition since so few others make the added effort.

Constructing a follow up to an application is necessary when you have not heard from an employer after a reasonable time. Such messages are brief and take the form of a routine inquiry.

Planning the job acceptance is important. It says “yes” directly and builds goodwill. You will also want to be sure you confirm starting date and place. The message takes the form of a favorable response.

Writing a message refusing a job requires the form of a refusal. Be sure to present the refusal clearly yet positively. Strive to maintain goodwill.
 
Writing a resignation message should be done with care. It should be as positive as possible.
 
Using this message as an opportunity to vent what you think is wrong with the company, simply burns bridges. Be sure you will not later regret your statements. Most resignation messages use the indirect order required by bad news, ending with goodwill.
Slide 9-31
Thank-you message example

The thank-you message gives writers a chance to set themselves apart by showing good business etiquette. It also gives writers a chance to show their continued interest in the position as well as add confirming or new information.
Continuing Job Search Activities
Slide 9-32
Maintaining your résumé helps you keep a focus on the job market. It allows you to evaluate your skills and accomplishments.

Reading job ads in professional journals gives you valuable information. Not only will you know what skills are in demand and what salaries they are demanding in the workplace, but reading will also help you select and build skills in areas that interest you.
Answers for the Critical Thinking Questions

1. “Building a network of contacts to help one find jobs appears to be selfish. It involves acquiring friendships just to use them for one’s personal benefit.” Discuss this view.

This argument can be supported, for one can “use” people in building a network of contacts. A counter argument is that one doesn’t have to “use” people in these efforts. In fact, one can form mutually beneficial relationships and make true friendships. Only if the contacts developed actually do harm (and most do much more good than harm) should they be condemned.

Perhaps the answer depends on how one makes the contacts. It is possible and desirable that these contact relationships be sincere and rewarding to all concerned.

Other logical arguments may be made.

2. Maryann Brennan followed a broad program of study in college and received a degree in general studies. She did her best work in English, especially in the writing courses. She also did well in history, sociology, and psychology. As much as she could, she avoided math and computer courses. Her overall grade-point average of 3.7 (4.0 basis) placed her in the top 10 percent of her class. What advice would you give her as she begins her search for a career job?

Although she has serious limitations in today’s job market, Maryann has marketable skills. Especially marketable are her writing skills. She also has a broad liberal background and a good grade average, which suggests high intelligence and good analytical ability. She should apply for work that requires these abilities—for example, general management, sales, or work for which the employer provides a training program for beginning employees. In fact, she could apply for any work other than in specialized fields such as finance, accounting, or computer science. Even so, she would be advised to overcome her limitations in these areas in the coming years.

3. Discuss the value of each of the sources in finding jobs for a finance major (a) right after graduation and (b) after 20 years of work in his or her specialty.

A university career center would be a very good source right after graduation. In most cases, after 20 years, it would not. However, some universities are beginning to initiate services for their alumni.

A network of personal contacts can be useful at graduation if the contacts include business executives. The network it is more likely to be more valuable over time as the person’s contacts move up to higher positions.

Classified advertisements are not likely to be major sources for job opportunities at graduation time. Most employers do not use such ads heavily to find new finance graduates. But companies do advertise for higher positions. After 20 years, our finance major should be qualified for such a position.

Online databases are useful both immediately after graduation and after working 20 years. They can be searched to filter the most appropriate jobs in one’s area of interest and expertise. Also, they are an easy way to stay abreast of the current openings and skills needed for various types of jobs. These databases can be used to locate openings either within one’s current firm or location as well as openings across the country.

Employment agencies are used infrequently for a college graduate’s first job. They are most used for the higher-level jobs that are open only to experienced workers.

Webpage profiles are appropriate for those starting out or shortly after graduation. Initially Web pages were best used by those in technical fields, but as the tools for creating webpages get easier to use, a wider variety of job seekers are using them.

Prospecting can be productive for the finance major seeking a first job. The chances of finding a job are reasonably good, as hiring beginning people is a common occurrence. Prospecting for a high-level job that requires experience, however, is not likely to be productive. As such jobs are limited in number, the finance major 20 years out of college would waste time going from company to company.

4. Assume that in an interview for the job you want, you are asked the questions listed in the text under the heading “Anticipating Questions and Preparing Answers.” Answer these questions.

As the answers to these questions will vary widely, you must evaluate each answer on its merits. You may find it helpful to ask the students to assist in the evaluations of their classmates’ responses. Class participation will add interest and will help the students to understand the subject matter.

5. The most popular arrangement of résumé information is the reverse chronological three-part groupings with education, experience, and personal details. Describe two other arrangements. When would each be used?

Functional or skills. This plan involves identifying the major functions or skills needed for the job one is seeking and explaining the experience you have in that area. This form emphasizes one’s qualifications in the areas identified. Also, it is particularly useful when one has had a number of jobs with overlapping job requirements.

Accomplishments/Achievements. The accomplishments plan presents a picture of one as a competent worker. It puts precise numbers and facts behind job skills and tasks undertaken. An achievements plan extracts precise skills from one’s entire set that are particularly relevant to the position being sought.

6. Distinguish between the print résumé and the digital résumé. When would each be most appropriate?

The print résumé is used in situations where one is face-to-face with an employer or when one is applying by mail. The traditional and scannable print résumés differ in format, noun and verb emphasis, and keyword sections. The traditional print résumé uses strong action verbs in describing accomplishments. It can also be prepared with a wider variety of fonts and styles than the scannable format, making it more visually appealing. The scannable format is machine read and emphasizes nouns. It should use fonts that are accurately read by scanners and avoid underlining, italics, graphics, and anything scanners would have trouble interpreting accurately.

The digital format is used in situations where one transmits application documents electronically—usually by email. Job seekers should send digital résumés in formats employers request or ones that are easily accessible by most employers. These formats allow job seekers to enhance their documents with visuals and sounds.

7. What is meant by parallelism of headings?

Headings are parallel in structure when they are worded in the same grammatical form. That is, they are all sentences, all noun phrases, and so on. Equal-level headings in each part of the résumé should be parallel.

8. Describe the cover message and résumé you would write (a) immediately after graduation, (b) ten years later, and (c) 25 years later. Point out similarities and differences, and defend your decision.

Each student’s description should emphasize the changing emphasis in content over time. Soon after graduation one’s education usually deserves major emphasis. Then after one’s career employment begins, experience begins to gain emphasis. Toward the end of one’s working career, experience deserves most of the emphasis and education is a minor point.

9. What differences would you suggest in writing cover messages for jobs in (a) accounting, (b) banking, (c) advertising copy writing, (d) management, (e) sales, (f) consulting, and (g) information systems?

The students’ analyses will differ with perceptions of the work to be done. But generally their answers should reflect these job characteristics:

a. accounting—conservative, knowledgeable, industrious
b. banking—conservative, neat, intelligent
c. advertising copy writer—imaginative, creative, glib
d. management—a leader, knowledgeable, personable
e. sales—personable, industrious, knowledgeable
f. consulting—knowledgeable, personable, experienced
g. information systems—technically competent, innovative, personable, team player

10. Discuss the logic of beginning a cover message with these words:  “This is to apply for…” and “Please consider this my application for the position of…”

Such beginnings are dull and unimaginative. They belong to the stereotyped beginnings that characterized letters written in the distant past. They do little to make the message stand out from the competition and to sell the writer’s qualifications.

11. “In writing cover messages, just present the facts clearly and without analysis and interpretation. The facts alone will tell the employer whether he or she wants you.” Discuss this viewpoint.

This is a thought question and may produce various opinions. Some may feel that employers are sufficiently intelligent to interpret the significance of the facts. Others may feel that interpretations, even though obvious, help the reader by drawing attention to the interpretations. Probably the best answer is that interpretations can be useful when they do not insult the reader’s intelligence, when they show the writer’s understanding of the work to be done, and when they are not overdone.

12. When should the drive for action in a cover message (a) request the job, (b) request an interview, and (c) request a reference check?

A request for the job would be most unusual in a first application letter. Perhaps it would be justified when there has been previous contact between reader and writer (other than writing).

A request for an interview is appropriate in cases when an interview would be the next logical step in the job filling procedure. If geographic distance is great, however, additional communication may be necessary before an interview is appropriate.

A request that references be consulted is appropriate when one can conclude that the reader will want to screen applicants further before talking to them (as when travel distance is great).

13. Discuss some of the advantages that writing a thank you note to the interviewer gives the writer.

Some of the things students should be able to bring up include being viewed as courteous and interested in the position and company. They also get their name before the employer again and in a favorable light. And it gives them an opportunity to supply additional facts forgotten in the interview as well as follow up on anything mentioned in the interview.

14. Identify some of the benefits one gains from continuing to read professional journals for job information after one is employed.

Reading ads keeps one abreast of the skills in demand, the locations and pay of jobs in the field, and any new directions or changes in the field. With this information, employees can keep up their skills and knowledge, becoming more valuable both to their current employer as well as marketable should a job change be desired. This also helps keeps one’s job interesting and challenging.
Suggested Answers to Critical Thinking Exercises
1. Criticize the following résumé parts: (They are not from the same résumé)

a. Work Experience
i. The words don’t tell what was accomplished—what skills were gained, extent of responsibilities, etc.
ii. The third job shifts from first to third person.
iii. Only the second one has the location of the employer

b. References
i. The second and fourth addresses have no courtesy titles (Mr., Ms.)
ii. Addresses not complete. Street information missing on two.
iii. Email addresses and phone numbers would be useful to the employer.

c. Education
i. The first one is in first person. Also, it is questionable information, especially if college work also is presented.
ii. The third entry would be better if degree status were included.

d. Qualifications
i. Shifts from first to third person.
ii. Parallelism errors are present (he knows, he is experienced, I know, he is knowledgeable, he has proven)
iii. More powerful action-oriented verbs are needed (e.g., motivate salespeople, screen applicants, select sales people)

2. Criticize these sentences from cover messages:

a. Beginning Sentences
i. A traditional type of beginning—routine—but it’s too general and doesn’t aim for a particular type of work.
ii. Use of an employee’s name can be an attention getter.
iii. Mentioning the source of the posting is good, as is mentioning the position you’re applying for; however, the statement may sound over confident and too aggressive.
iv. The statement is too general to be helpful. Also, if you didn’t want to work for the employer you wouldn’t apply, so this statement says the obvious. It’s better to spend the space in the letter showing (not telling) your reader how interested you are.

b. Sentences Presenting Selling Points
i. The statement is too general. What courses were taken, and how do they qualify the writer for the job?
ii. This statement is a good instance of the reader backing up a claim (“highly skilled”) with supporting evidence of where and how he/she became skilled. The writer could perhaps be more specific. What does “highly skilled” mean?
iii. This is a very matter-of-fact statement, but it does not tell indicate the writer’s job or position. It likely restates what is on the résumé and does not add to the writer’s qualification.
iv. These are great qualities, but they are quite generic. This could be true of many positions. The writer would need to tie these qualities to specific requirements of the position for this statement to be useful.

c. Sentences from Action Endings
i. This statement is presumptuous and high pressure; it shows aggressiveness. This statement may be appropriate where aggressiveness is valued.
ii. This statement is weak and pleading. This is a hint more than a request for an interview. The “it would be appreciated” is awkward and impersonal.
iii. This statement begins appropriately but then shifts to a command that is too strong. The writer is not really in a position to command the reader.

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