Title: Beyond the Research Paper
Course: Question Banks

Q: Which of the following is NOT a characteristic of effective presentation?
- Content (Incorrect. The content is a characteristic of effective presentation because it is the material to be presented.)
- Organization (Incorrect. An effective presentation relies on good organization to relay the correct message.)
- Delivery (Incorrect. Delivery can enhance the material and provide an effective presentation.)
- Documentation (Correct. Documentation doesn’t relate to the presentation of the material itself.)
A: Documentation

Q: Which of the following statements is NOT true of organization in a presentation?
- The presentation should continue in a logical and well-supported manner. (Incorrect. This is true so that the audience can follow along with your material.)
- The closing serves as a resolution of the problem or a summary of the situation. (Incorrect. The closing is the conclusion of your presentation and does resolve or summarize the material.)
- The audience experiences good organization as a sense of flow. (Incorrect. This is true because the organization of material is related to flow.)
- Good organization doesn’t require a strong opening since the focus is on the body sections. (Correct. A strong opening is needed to catch the audience’s attention and to provide a roadmap for the body sections.)
A: Good organization doesn’t require a strong opening since the focus is on the body sections.

Q: You are just starting on your presentation and are in the planning stage. What should you consider in order to create an effective presentation?
- Color, font, and size (Incorrect. These aren’t necessary elements to consider in the planning stage of the presentation.)
- Time, space, and length (Incorrect. These points will come after you’ve made some initial decisions about the reason for the presentation.)
- Beginning, middle, and end (Incorrect. These are three elements of a presentation, but they can be considered after the planning stage.)
- Audience, purpose, and message (Correct. These three elements will affect the choices that you make for your presentation.)
A: Audience, purpose, and message

Q: Which of the following statements about visuals in a presentation is FALSE?
- Visuals should convey an important point. (Incorrect. This statement is true since the visuals should enhance the message.)
- Visuals should be clearly understandable. (Incorrect. This is true because the audience will be using it as a tool to understand the message.)
- Visuals should be visible by the entire audience. (Incorrect. The audience will need to be able to view the visuals; otherwise, it’s just irritating)
- Visuals do not need to relate to your message if they look good. (Correct. This is false because all visuals should relate to your message.)
A: Visuals do not need to relate to your message if they look good.

Q: Which question is helpful when determining if the visual will enhance your presentation?
- Is the visual trendy? (Incorrect. Trendy visuals might be more relatable, but being trendy isn’t a requirement for visuals.)
- Will the visual cause the audience to laugh? (Incorrect. Depending on the situation, funny visuals might not be appropriate.)
- None. Visuals shouldn’t be used in a presentation. (Incorrect. Visuals can enhance a presentation and relay a message, too.)
- Is a visual required for the presentation assignment? (Correct. If the visual is required, it should certainly be included in the presentation.)
A: Is a visual required for the presentation assignment?

Q: During peer review, you receive feedback about your PowerPoint presentation. Which of the following pieces of feedback should you dismiss and not consider while revising?
- Visuals should be used to make concepts easier to understand. (Incorrect. This is helpful feedback so that the visuals link to the written word.)
- Visuals should reinforce your message. (Incorrect. This feedback is helpful so you can determine if the visuals enhance the presentation overall.)
- They should illustrate important points that are otherwise hard to understand. (Incorrect. This is good feedback that can explain why visuals would be effective in a presentation.)
- Add cute clip art to each slide, even if they don’t match your message. (Correct. Visuals should be used only if they enhance your presentation.)
A: Add cute clip art to each slide, even if they don’t match your message.

Q: Your roommate finished preparing her PowerPoint and would like you to take a look at it before she presents tomorrow. You notice that she has paragraphs written on each slide that she plans to read aloud for the presentation. What feedback could you give her to make this presentation more effective?
- Change the font size so that the audience can read along with you. (Incorrect. The audience doesn’t require a presentation to read along -- that material could just be sent a different way.)
- Switch the font color for each slide to keep the audience engaged. (Incorrect. The amount of text on the slide is the main issue, not the font color.)
- Add extra clip art to the edges to grab your audience’s attention. (Incorrect. Extra clip art can be distracting and doesn’t address the issue of too much text on one slide.)
- Condense the material to instead guide you in speaking. (Correct. Using paragraphs and reading the material aloud is not usually engaging to an audience.)
A: Condense the material to instead guide you in speaking.

Q: Which of the following is a common misstep leading to a bad presentation?
- A mix of logic, data, emotion, and inspiration (Incorrect. This mix can lead to a good presentation and is a good guideline while preparing.)
- 10 slides, 20 minutes, 30+ font size (Incorrect. This 10/20/30 guideline is helpful to use when preparing a good presentation.)
- Clear speech and eye contact (Incorrect. Good presentations usually include clear speech and eye contact.)
- Too many transitions and special effects (Correct. These can be distracting and can be a cover for not enough research or material in the presentation.)
A: Too many transitions and special effects

Q: Which of the following is NOT a common misstep leading to a bad presentation?
- Page after page of text (Incorrect. This is a common misstep that can be distracting and boring to audiences.)
- Big headlines and distracting backgrounds (Incorrect. These elements can take away from the content and overall message.)
- Built-in clip art. (Incorrect. This is actually a common misstep leading to a bad presentation.)
- 10 slides, 20 minutes, 30+ font size (Correct. Kawasaki’s 10/20/30 guideline can lead to good presentations!)
A: 10 slides, 20 minutes, 30+ font size

Q: What are four basic methods for delivering a speech or presentation?
- Introduction, body, transitions, and conclusion (Incorrect. These are elements of a speech or presentation, but they are not methods for delivery.)
- PowerPoint, Word, Excel, and Access (Incorrect. These might be helpful Office applications, but they aren’t methods for delivering a presentation.)
- Ceremonial, demonstrative, informative, persuasive (Incorrect. These are different tones that might be used for a speech or presentation, but they aren’t methods for delivery.)
- Manuscript, memorized, impromptu, and extemporaneous (Correct. These methods refer to the level of written preparation ahead of time.)
A: Manuscript, memorized, impromptu, and extemporaneous

Q: Which of the following is NOT an element of speech delivery to focus on while rehearsing?
- Breath (Incorrect. This is an element of speech delivery that can affect your voice and posture.)
- Articulation (Incorrect. This element of speech delivery makes your wording clear for your audience.)
- Pitch (Incorrect. This is an element of speech delivery that should be considered and practiced ahead of time.)
- Introduction (Correct. This is part of your material and not an element of speech delivery.)
A: Introduction

Q: Which of the following is NOT true about the elements of speech delivery?
- Controlled body language and gestures help to reinforce your points (Incorrect. This is true as your body language and gestures can emphasize your material.)
- Vary your pitch to avoid sounding monotonous. (Incorrect. It’s important to keep your audience’s attention so they’ll listen to your material.)
- Pronounce words so that your audience can follow the nuances of your argument. (Incorrect. Correct pronunciation ensures that audiences hear you correctly and can keep up with your stance.)
- Pausing in a presentation is distracting and should be avoided. (Correct. Pauses can focus the audience’s attention and create anticipation, while also giving you time to think about what you’re going to say.)
A: Pausing in a presentation is distracting and should be avoided.

Q: What are the four elements a strong infographic should have?
- Interactive abilities, colorful visuals, bold fonts, and a web-ready format. (Incorrect. These are good to have, but are not the four essential elements.)
- Colorful images, good data, interactive abilities, and an introductory paragraph. (Incorrect. An infographic probably won't have an introductory paragraph.)
- Good data, large type, striking photographs, and a strong conclusion. (Incorrect. An infographic probably won't have a conclusion.)
- Good data, a compelling narrative, striking visuals, and a shareable, accessible format. (Correct. A strong infographic will have all of these elements.)
A: Good data, a compelling narrative, striking visuals, and a shareable, accessible format.

Q: Above all else, what is the best rule to follow when creating an infographic?
- Find a good template, and make the data fit that mold. (Incorrect. It is important to make your data fit your infographic, not the other way around. The data needs to fit a space it was designed for.)
- Limit your information. Too much will lose the reader’s focus. (Incorrect. While too much information may hinder the infographic, it is not the most important rule. Some infographics will have a lot of information present and still be very effective.)
- Using bar charts, flow charts, and graphs is most effective. (Incorrect. Charts and graphs have a great ability to portray information. However, it has not been proven that they are most effective.)
- Start with the data and build the infographic around the data. (Correct. Your data should lead your infographic. You do not want to mold your data around an existing infographic.)
A: Start with the data and build the infographic around the data.

Q: Which of the following is NOT a characteristic of an effective infographic?
- It uses visuals and data to tell a story. (Incorrect. Remember, we're looking for the answer that is NOT a characteristic of an effective infographic, whereas telling a story with visuals and data is characteristic of effective infographics.)
- It distills complex information into an easily understood form. (Incorrect. Remember, we're looking for the answer that is NOT a characteristic of an effective infographic, whereas this is an important feature of good infographics.)
- It can be entertaining and informative. (Incorrect. Remember, we're looking for the answer that is NOT a characteristic of an effective infographic, whereas this is what infographics should be trying to do.)
- It compresses as much data as possible into one page. (Correct. Infographics can contain a good deal of information, but they're not trying to cram data into visual form; they're selecting data to tell a story.)
A: It compresses as much data as possible into one page.

Q: Before even starting the poster, you should plan what your written word will look like using a Word Processor. There are several things that will differentiate a poster from a written piece of work. Two of the things to focus on when starting the writing process are identifying the target audience and ensuring that you are not overloading the poster with graphs or charts. What are three other key elements when working on the written section?
- Finding appropriate images, checking the chart keys, and normalizing the graph scales. (Incorrect. These aren't the focus when working on the written section.)
- Writing headings, writing footnotes, and writing out detailed instructions about how to read the poster. (Incorrect. If it's not fairly self-explanatory how to read the poster, the poster is too complicated.)
- Checking sources, formatting citations, and bringing the word count up to at least 500. (Incorrect. The word count should be minimal, less than 150 words.)
- Using bullet points, using sections with headers, and keeping the word count down. (Correct. Bullet points help differentiate a poster from a paper, sections with headers help with the flow of information, and keeping the wording down helps keep the viewer’s attention.)
A: Using bullet points, using sections with headers, and keeping the word count down.

Q: After drafting the written section, the concept step begins. What is not a focus of the concept phase?
- The layout of information. (Incorrect. How you will present and position the information is a major part of the concept phase.)
- The size of the poster. (Incorrect. The size of the poster and digital images are necessary considerations in this phase.)
- The flow of information. (Incorrect. The concept phase should determine whether the reader is going left to right, top to bottom, etc.)
- The color scheme. (Correct. At this point, color should not be a factor. Where information will go and how it will be positioned and presented should be the main focus.)
A: The color scheme.

Q: After drafting the written section, the concept step begins. Which of the following is a focus of the concept phase?
- The header and body fonts.
- The color scheme.
- The size of the headers.
- The layout and flow of information.
A: The layout and flow of information.

Q: In the design phase, there are a lot of things to consider, such as negative space, visuals, color schemes, and fonts. As it pertains to a poster, what is negative space?
- The part of the poster where you put any information that the reader may not want to see. (Incorrect. While there may be information that is negative in nature, this is not what is meant by negative space.)
- The inch border that lines your poster edges where information cannot be printed. (Incorrect. You do need to consider the edges where information may be cut off when printing, but this is not negative space.)
- A section where you reverse the color scheme, using orange instead of blue or white instead of black. (Incorrect. This is not negative space.)
- Areas of the poster that are left blank to allow the reader to rest their eyes. (Correct. Negative space is blank spaces on the poster. This is important because too much information or visuals can overwhelm the reader.)
A: Areas of the poster that are left blank to allow the reader to rest their eyes.

Q: Adele's roommate has a lot of design experience, so Adele asks her for advice about her poster presentation for Chemistry. Her roommate suggests she add more negative space. What does that mean?
- The part of the poster where you consider and refute objections to your argument.
- The part of the presentation where you explain the limitations of your experimental approach.
- A section where you reverse the color scheme, using orange instead of blue or white instead of black.
- Areas of the poster that are left blank to allow the reader to rest their eyes.
A: Areas of the poster that are left blank to allow the reader to rest their eyes.

Q: When giving an online presentation, there are several things to consider about your appearance on camera. Which one of the answer choices is NOT one of them?
- The color or patterns of your clothing. (Incorrect. Loud patterns or colors can be distracting and should be avoided. Dark colors are the best to wear in this situation.)
- Looking at the web camera, not at the screen. (Incorrect. Many presenters look at the screen, the participants, etc. It is important to remember that the people viewing the presentation are looking at the presenter and to look into the camera.)
- Being mindful about the use of hand gestures or movements. (Incorrect. Hand gestures or movements can be distracting when overused. Try to limit hand gestures or plan them with your presentation.)
- Taking off your glasses so that they don't create glare. (Correct. If you need glasses to see and read, wear them! Glare shouldn't be a problem.)
A: Taking off your glasses so that they don't create glare.

Q: When giving an online presentation, which of the following is NOT something you should practice to ensure the best speech and verbal presentation and keep your audience’s attention?
- Make sure your speaking pace is slightly slower than normal. (For the best effect, you should speak slightly slower than normal to keep your audience’s attention and help with any connection lag.)
- Use pauses to ensure your audience doesn’t fall behind. (Incorrect. There should be plenty of places where a natural pause can be taken. Pausing will help the audience stay on track with your presentation.)
- Use inflections in your voice to keep the attention of the audience. (Incorrect. When seemingly speaking to yourself, it is easy to become monotonous. Be sure to use voice inflections to keep your audience’s attention.)
- Varying your volume between very quiet and very loud to keep the audience engaged. (Correct. You should vary your volume, but you don't want to get too quiet or loud.)
A: Varying your volume between very quiet and very loud to keep the audience engaged.

Q: Sound is a crucial element of giving an online presentation. What is the best thing you can do to help create a great sound experience for your audience?
- Do the recording with the door shut to lessen noise. (Incorrect. Ideally, you should present in a room by yourself with the door shut and no distractions, but this is not the best way to control sound.)
- Turn the volume on the computer all the way up. (Incorrect. Having the volume on your microphone turned up my help, but having your computer volume all the way up could create additional noise from alerts or notifications.)
- Play background music softly so any other noise is muffled. (Incorrect. It is not recommended to play any background music, as the computer may pick that up over your voice, and it can be very distracting, even if it does lessen the other external noise.)
- Use a headset with a microphone or an external microphone. (Correct. Using a headset or external microphone will hyper focus on your voice and provide the clearest sound for your audience.)
A: Use a headset with a microphone or an external microphone.

Q: If you want to make a short, personal post with a link that elaborates on your idea and include a hashtag that makes your post visible when searched, the platform with this intended purpose would be:
- Facebook (Incorrect. You can definitely create a short post with a hashtag on Facebook, but it is not the best platform for this type of post.)
- MySpace (Incorrect. MySpace is a very old social networking site, and does not have the best interfacing abilities such as searching a hashtag.)
- LinkedIn (Incorrect. You can also do this on LinkedIn, but the intended purpose of LinkedIn is business networking, not short posts with hashtags.)
- Twitter (Correct. Twitter is designed around short posts. You can do this on any platform, but Twitter is centered around tweets less than 280 characters.)
A: Twitter

Q: Your digital footprint is:
- A measurement of how interactive you are on social media platforms. (Incorrect. There may be a tool that does track this measurement, this is not what a digital footprint is.)
- The resume you post on LinkedIn in response to a job posting. (Incorrect. The resume you post becomes a part of your digital footprint but is not the entire footprint.)
- The login information for all of the social media platforms that you sign up for. (Incorrect. The login information should be personal and private to you. It should not be a part of your digital footprint.)
- The trail you leave based on what you post online or what is posted about you. (Correct. Your digital footprint includes anything you post or are tagged in online that can be found on the web.)
A: The trail you leave based on what you post online or what is posted about you.

Q: What is one thing you should be wary of posting on a social media platform?
- A professional headshot
- Educational institutions you attended
- Your job title
- Your phone number or other personal information
A: Your phone number or other personal information

Q: Which of the following is not a category of hard news stories?
- Breaking news (Incorrect. Breaking news stories give information as it is available and provide the known details of a new circumstance. They are considered hard news stories.)
- Investigative reports (Incorrect. These reports focus on finding the answers to questions or issues. They require in depth research and discussion and provide information that people need to know. They are hard news stories.)
- Analysis reports (Incorrect. These news stories take the facts that are known and seek to explain why they happened. These are considered hard news stories.)
- Historical reports (Correct. Historical reports typically cover things in history that led to what we do today (the first Thanksgiving, the history of an annual parade, etc). These are soft new stories.)
A: Historical reports

Q: A story in a high school newspaper that details the specifics of what to do to be prepared for your freshman year, including helpful materials and supplies to have is an example of what type of news story?
- An opinion piece (Incorrect. Some information in this type of story may be opinion based, but giving specific details on ways to be successful in your first year of high school is not an opinion story.)
- An investigative report (Incorrect. There may be some investigating needed for this story, but overall, this is not an investigative report.)
- Breaking news (Incorrect. This topic isn't reporting the news as it happens.)
- A how-to piece (Correct. A news story that tells a reader the best way to do something is a how-to piece.)
A: A how-to piece

Q: Why is it imperative to understand your audience, no matter what type of news story you are writing?
- Knowing the audience helps the writer select which facts they want to report so that they can please their readers. (Incorrect. Although some news sources report facts more selectively than others, most journalists try to report the facts that are available to them, regardless of whether readers will like it or not.)
- Writers must know their audience because they live in the community and if they get things wrong, it could result in awkward interactions. (Incorrect. This may be true in some situations, but it's not the main concern here.)
- Writers should know their audience so they can sell more advertisements. (Incorrect. This isn't true of non-commercial news outlets.)
- Knowing what the audience wants or expects to hear is crucial to keeping them engaged and informed. (Correct. If a news station or paper does not know their audience, they will not know what kind of soft and opinion news they need to incorporate.)
A: Knowing what the audience wants or expects to hear is crucial to keeping them engaged and informed.

Q: When writing an editorial or op-ed piece, which of the following is NOT important to consider?
- The audience and what they may already know. (Incorrect. You must consider the audience and what they may know, their background, their education, etc. to form your tone and choose the content you will include.)
- The purpose and side you want to convey. (Incorrect.Understanding the purpose behind writing is crucial so that you stay on topic. When we write with emotions, it’s easy to stray. The purpose will help create cohesion.)
- A solution to the problem under discussion. (Incorrect. If there is a problem being discussed, what are other solutions for the problem? It is important to propose solutions as well.)
- The perfect headline for your piece. (Correct. The final headline is usually chosen by the editor.)
A: The perfect headline for your piece.

Q: Which opening is the most effective for use in an editorial?
- I have lived in Greenville for 12 years, the last eight of which I have spent volunteering for various organizations including the Arts in Schools program, the YMCA, the Audubon Society, the Rotary, and many other organizations. During this session, the city council will consider HB 2234, which will cut funding for Arts in Schools, which is a great program. (Incorrect. This choice adds superfluous information that can distract from the flow of the narrative. Assume that readers are only interested in the essential parts of your story.)
- During this session, the city council will consider HB 2234, which will cut state funding for the Arts in Schools program, for which I have volunteered during the last eight years. I have lived in Greenville for 12 years. (Incorrect. This choice is backwards: The personal aspect should function as a segue into your point, not the other way around.)
- I have lived in Greenville for 12 years. For eight of those, I have served this community by volunteering for the Arts in Schools program, but during this session, the city council will consider HB 2234, which will cut state funding for this program I've worked so hard for. (Incorrect. The tone of this opening leads the reader to believe that the issue is really about you, not the foundation.)
- I have lived in Greenville for 12 years. For eight of those, I have served this community by volunteering for the Arts in Schools program. During this session, the city council will consider HB 2234, which will cut state funding for this wonderful program. (Correct.)
A: I have lived in Greenville for 12 years. For eight of those, I have served this community by volunteering for the Arts in Schools program. During this session, the city council will consider HB 2234, which will cut state funding for this wonderful program.

Q: Which of the following is NOT a best practice when writing an editorial or letter to the editor?
- Make sure to explain why you care about this particular issue. (Incorrect. Remember, we're looking for the answer that is NOT a best practice when writing an editorial or letter to the editor. Explaining why you're invested in the issue is an important part of editorial writing.)
- If you can, try to give your readers a call to action so that they can respond productively to the issue. (Incorrect. Remember, we're looking for the answer that is NOT a best practice when writing an editorial or letter to the editor. If it's appropriate, a call to action is a good thing to have in an editorial.)
- Consider your audience and try to build an argument that will resonate with them. (Incorrect. Remember, we're looking for the answer that is NOT a best practice when writing an editorial or letter to the editor.)
- Make sure to use technical terms and subject-specific language so that people know you're an expert on the subject. (Correct. On the contrary: You should use clear and simple language and avoid jargon and slang.)
A: Make sure to use technical terms and subject-specific language so that people know you're an expert on the subject.

Q: Which of the following likely would not occur in a memo’s closing?
- an invitation to reach out with questions. (Incorrect. This is a characteristic of a memo’s closing; memos often ask the audience to reach out with any questions.)
- a call to action, inviting others to act upon a plan. (Incorrect. This is a characteristic of a memo’s closing; memos often have a goal to take action.)
- a deadline or date telling when the change will occur. (Incorrect. Deadlines or due dates for deliverables often appear in a memo’s closing.)
- a complicated sentence that causes the reader to question the memo’s meaning. (Correct. Memos need to have succinct and simple language to help the reader get the most of their time.)
A: a complicated sentence that causes the reader to question the memo’s meaning.

Q: Which of the following is NOT a characteristic of a memo?
- A subject line (Incorrect. We're looking for the item that is not characteristic of a memo, whereas memos tend to have subject lines.)
- A closing, often with a call to action (Incorrect. We're looking for the item that is not characteristic of a memo, whereas memos tend to have a call to action.)
- A clear indication of the intended audience (Incorrect. We're looking for the item that is not characteristic of a memo, whereas memos are usually clear about their intended audience.)
- An informal, casual tone (Correct. Memos tend to have a professional tone.)
A: An informal, casual tone

Q: Which of the following answers describes the introduction of a formal letter?
- A space where you identify the call to action or next steps needed. (Incorrect. This part of a letter may occur within the letter’s closing or concluding paragraph.)
- A line or block that provides contact information, including your name, email, and position. (Incorrect. This description refers to the signature block element, which is after the closing, not within the introduction.)
- A singular body paragraph that focuses on one idea, such as a characteristic that was introduced in a job posting. (Incorrect. Body paragraphs are not in the introduction of a letter, but rather they are in the middle (body) of the letter.)
- A space allowing for you to give a first impression, identify yourself, and identify the purpose of your letter. (Correct. Introductions in formal letters do these actions; they help readers to see who you are, the purpose of the letter, and more.)
A: A space allowing for you to give a first impression, identify yourself, and identify the purpose of your letter.

Q: Ellen needs to write a letter of inquiry to see if a local organization can help with funding for nonprofit groups. Which of the following characteristics should Ellen’s letter aim to have?
- lengthiness; allowing Ellen to include all the details about the nonprofit so that the organization could know why they needed the funding (Incorrect. Letters of inquiry need to be limited in length. Their shorter length allows for the recipient to see exactly what information is being requested.)
- An introduction about Ellen in particular, in case the organization had an opening for a position (Incorrect. While it is appropriate to provide an introduction in a letter of inquiry, it should be brief without a secondary motive, such as acquiring a job.)
- A bold ending, explaining that Ellen’s nonprofit group may have to close if the organization does not provide funding (Incorrect. This trait would not be appropriate for a letter of inquiry. Instead, Ellen might conclude with a friendly ending that helped the organization see how to get back in touch with her.)
- brevity; being succinct and to the point to ask if the organization could help (Correct. By being brief, Ellen would likely be able to effectively address the question to the organization and receive a reply back to her letter.)
A: brevity; being succinct and to the point to ask if the organization could help

Q: Project proposals aim to pitch or share ideas with a select audience. Aline, who is working on a project proposal, needs help with identifying how to write to a business-oriented audience that she does not know. What should Aline do?
- Write informally, since business-oriented individuals are used to working in a fast-paced environment. (Incorrect. This audience will expect a formal, strong proposal. One that has informal language (such as conversational language) may not help Aline.)
- Use complicated and advanced language to prove that she knows the lingo. (Incorrect. It’s important to stay brief. Complicated language could add to the length of the proposal.)
- Submit an outline of the proposal first to see if she’s on the right track. (Incorrect. Proposal pitches are most effective when they are taken in a professional, formal light. Submitting an outline first could be detrimental or time-wasting if Aline doesn’t know her audience.)
- Write formally, since proposals will be seen by several business professionals and should be taken seriously. (Correct. Especially since Aline doesn’t know the individuals to whom she is pitching her ideas, Aline’s proposal will be taken more seriously if she writes it in a formal, professional manner.)
A: Write formally, since proposals will be seen by several business professionals and should be taken seriously.

Q: Puja is applying for a new job. The job application requires both a cover letter and a resume. How might Puja ensure that the two documents connect to each other and the application?
- Puja should place the same greeting on each of the documents to ensure that employers know that they all belong together. (Incorrect. While a cover letter would have a greeting, a resume’s format would not.)
- Puja could identify questions that she has from the application on both the resume and the cover letter, connecting them all together. (Incorrect. Questions might work well in a follow-up letter, but the resume and the cover letter do not need to include questions.)
- Puja might use the same organizational pattern for both the cover letter and the resume, so that they are the same. (Incorrect. Cover letters and resumes employ different strategies for organization; this method would not be effective.)
- Puja might highlight phrases from the job posting in both the cover letter and resume; using the same key words would help with cohesion. (Correct. Finding phrases from the job posting and utilizing them in application materials would be a critical thinking strategy.)
A: Puja might highlight phrases from the job posting in both the cover letter and resume; using the same key words would help with cohesion.

Q: Job interview questions and written works have several similarities. Which of the following is not a connection they share?
- evidence (Incorrect. Both written work and job interview questions are effective when they include evidence.)
- vivid details (Incorrect. Specific or vivid details can help to create efficacy in either a job interview answer or a writing assignment.)
- a main idea (Incorrect. Both types include main ideas.)
- style (Correct. Job interview questions and written materials carry different styles.)
A: style