Workplace Writing Skills Essay Sample
Contentss
Introduction …………………………………………………………………………………………………………………… .
– 1 Instructional Handouts and Worksheets Writing Features
– 2 Talking vs. Writing………………………………………………………………………………………………………………… .
– 3 Guidelines for Appropriate Tone ……………………………………………………………………………………………… . .
– 4 Function. Form. Style. Tone ……………………………………………………………………………………………………… .
– 6 Forming Lists ……………………………………………………………………………………………………………………… . .
– 7 Different Types of Writing Complaint To Another Business…………………………………………………………… . .
– 8 Ailment about a Product …………………………………………………………………………………………… .
– 9 Response to a Complaint – Not at Fault …………………………………………………………………………
– 11 Response to a Complaint – Apology ………………………………………………………………………………
– 12 Response to Requests for Information and/or Opinion Practice …………………………………………………………
– 13 Practice 3 Verb Tenses …………………………………………………………………………………………………
– 14 Record of Spoken Ideas Talking Topics ………………………………………………………………………………
– 15 Record of Your Spoken Ideas ……………………………………………………………………………………… . .
– 16 Record of a Speech …………………………………………………………………………………………………… . .
– 17 Minutes of a Meeting ………………………………………………………………………………………………… .
– 18 Proposal Guidelines ………………………………………………………………………………………………………………… .
– 19 Outline a Proposal……………………………………………………………………………………………………… .
– 20 Practice …………………………………………………………………………………………………………………… . .
– 21 Effective Words Transitional Words and Phrases
Examples ……………………………………………………………………………………………………………………… .
22 To Add to the Same Idea………………………………………………………………………………………………… .
23 To Show Importance ……………………………………………………………………………………………………… .
24 To Show Direct Contrast ………………………………………………………………………………………………… .
25 To Show an Unexpected Result ……………………………………………………………………………………… . .
26 To Show Cause and Effect ……………………………………………………………………………………………… . .
27 Direct/Less Direct Language
Examples ……………………………………………………………………………………………………………………… .
28 Practice Less Direct Language – Editing …………………………………………………………………………… . .
29 Practice Less Direct Language ………………………………………………………………………………………… . .
30 Practice with Proposals ……………………………………………………………………………………………………
31 Discussion …………………………………………………………………………………………………………………… . .
32 Christine Polk. South Berkshire Educational Collaborative. 01230
Grammar
Sentence Structure
No “fragments” ………………………………………………………………………………………………………………
33 No “run-on” sentences ……………………………………………………………………………………………………
34 Verbs
6 Verb Tenses Chart ……………………………………………………………………………………………………… . .
35 Parallel Verb Form – Practice……………………………………………………………………………………………
36 Simple Present Tense – Use …………………………………………………………………………………………… . .
37 Past Tense – Use …………………………………………………………………………………………………………… .
38 Verb Tenses – Practice ……………………………………………………………………………………………………
39 Verb Tenses – Practice and Use ……………………………………………………………………………………… . .
40 Verb Tenses – Use ………………………………………………………………………………………………………… . .
41 Spelling
Learn to Spell Difficult Words ………………………………………………………………………………………………………
42 Improve Your Spelling …………………………………………………………………………………………………………………
43 Assessment of Instruction
Writing Checklist ……………………………………………………………………………………………………………………… . .
44 Student Feedback ………………………………………………………………………………………………………………………
45 Self-Assessment OF Improvement ……………………………………………………………………………………………… . .
46 Curriculum Resources
Useful Websites …………………………………………………………………………………………………………………………
47 Bibliography ………………………………………………………………………………………………………………………………
Christine Polk. South Berkshire Educational Collaborative. 01230
Introduction
What does this resource contain?
This is non a course of study that encompasses all the stuffs needed for a class on effectual workplace composing accomplishments. Rather. it focuses on structured authorship pattern utilizing the participants’ ain workplace vocabulary. The particular targeted accomplishments are lone portion of a comprehensive course of study. This resource DOES NOT incorporate the needful exercisings. illustrations and theoretical accounts ; many other necessary accomplishments ; or the critical mention lists of grammar. spelling. punctuation. etc. These are non included because either my category did non necessitate them. or I could easy happen them in presently published resources. What this resource DOES contain is:
Instructional Handouts and Worksheets:
? “Writing Characteristics” provides basic consciousness about authorship ; ? “Different Types of Writing” provides pattern with some specific types of authorship that are used in the workplace ;
? “Effective Words” focuses on the niceties of workplace linguistic communication ; ? “Grammar” focal points on verbs. which frequently cause the most trouble ; ? “Spelling” includes schemes to assist scholars better their spelling. “Assessment of Instruction” – examples for teachers. scholars. and directors “Curriculum Resources” – lists of both cyberspace and print. Why are Workplace Writing Skills of import?
Businesss and organisations rely on efficient and effectual written communicating. Electronic mail is the most common manner to pass on in the workplace. Yet. it is really hard to compose effectual. clear e-mails with excessively small clip and excessively many to read and react to. Employees do non knowhow to compose efficaciously for the workplace. They are intimidated and frustrated. Misinterpretations occur. Much clip is lost in authorship and seeking to read ill-defined communications. Effective workplace composing accomplishments need to be deliberately taught. practiced. reinforced. and valued. Why did I develop this resource?
I developed this resource when I was learning Workplace Writing Skills to a group of bi-lingual supervisors at Kripalu. Center for Yoga and Health. Stockbridge. MA. This was funded by the Massachusetts Department of Elementary and Secondary Education with a Workplace Education Grant.
The contents are based on the authorship skills that the participants needed to larn and pattern. I found that bing published course of study did non supply the contextualized structured composing pattern to reenforce the specific accomplishments.
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 1
I am posting this resource on the web-site so it will be utile to other teachers. The success of these stuffs is demonstrated by the remarks of the directors that they have seen “amazing” betterment in the lucidity and truth of inter-departmental electronic mails by the participants. The participants themselves have noticed that they are much more confident and efficient in their authorship and that they make perceptibly fewer errors.
Who is this resource for?
This resource is designed to be used by an teacher: professional. workplace supervisor/manager. or voluntary. who will work with the scholar in a positive and supportive manner. Learners are native English speech production. bi-lingual. intermediate and advanced degree ESOL employees who want to better their written communicating in the workplace Ideally. scholars need an identified “mentor” to supply ongoing support. to redact their workplace communications. and reenforce the accomplishments learned.
How make you utilize this resource?
This resource is auxiliary stuff to bing course of study. As such. it is non consecutive. and is designed so that the teacher can pick-and-choose what is relevant. ? Partss can be used in the schoolroom and integrated into a composing lesson. ? Partss can be used as a stand-alone composing lesson.
? Partss can be used by the scholar as a prep assignment. a schoolroom assignment. or for extra pattern.
assess the learners’ demands and advancement throughout the class. aim the specific skills the scholars need. Some of those accomplishments are included in this resource. With each accomplishment. provide:
? Examples. samples. theoretical accounts. accounts etc. to learn the accomplishment. Published concern authorship and grammar books contain many good illustrations. The instructor’s function is to explicate the accomplishment or construct and enable the scholars to associate it to their ain workplace state of affairs.
? Structured pattern chances to reenforce the accomplishment. Many of the pattern activities in this resource require the scholars to utilize their ain linguistic communication relevant to their specific workplace demands.
The instructor’s function is to supply supportive rectification and counsel. ? Encouragement to utilize the accomplishments learned.
The instructor’s function is to promote the scholars to look into their workplace composing for the right usage of the accomplishments that they have learned. and describe the betterment in their authorship.
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 2
Talking V. Writing
Writing does non ever pass on your significance.
The reader creates the significance.
Talking utilizations many more communicating tools:
Writing has no organic structure linguistic communication ;
has no tone of voice ;
has no facial looks.
Writing has merely words.
Be careful what you write.
Be careful with anything that concerns
negative
emotions.
Practice
E-mail received: I heard at the meeting that you said I was rude to you! Response: I ne’er said you were rude to me.
? Read each sentence below stressing the bold word.
? Discuss the significance and deduction of each statement.
? Add another sentence to clear up the significance of each.
1.
I ne’er said you were rude to me.
2. I
ne’er said you were rude to me.
3. I ne’er
said
4. I ne’er said
you were rude to me.
you were rude to me.
5. I ne’er said you were
rude to me.
6. I ne’er said you were rude to m vitamin E.
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 3
Guidelines for Appropriate Tone
Tone – The attitude of the author to the topic and audience. It affects how the reader will comprehend the message.
Planing to Write
? What is your intent? What is your purpose?
Merely compose when you have a clear sense of why you are composing. ? Who is your audience? What is the best manner to make your reader? Writing is ever an extension of the relationship you have with a individual. Try to visualise the individual reading and responding to your authorship.
Showing the Information
? Be Confident
You can experience confident if you have planned. organized. and are knowing about the stuff. You want the reader to make as you ask or to accept your determination. If you write confidently you will be more persuasive.
? Be Courteous and Sincere
You can construct good will for yourself by utilizing a tone that is polite and sincere. Without earnestness. niceness can sound condescending. If you are respectful and honest. readers will be more willing to accept your message. even if it is negative.
For illustration:
Not: You didn’t read the instructions carefully. therefore your system has shut down. But: The system may automatically close down if any installing mistakes occur.
? Write at an Appropriate Level of Difficulty
Write at an appropriate degree of trouble in order to clearly convey your message. Your composing demands to fit the reading abilities of your audience. Do non utilize complex transitions or footings that the reader will non understand. Conversely do non utilize simple footings or insufficient illustrations if the reader is capable of understanding your authorship.
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 4
? Use Nondiscriminatory Language
Nondiscriminatory linguistic communication is linguistic communication that expresses equality and regard for all persons. It does non utilize any prejudiced words. comments. or thoughts. Make certain your authorship is free of sexist linguistic communication and free of prejudice based on such factors as race. ethnicity. faith. age. sexual orientation. and disablement.
Use gender-neutral linguistic communication.
Not: Chairman
But: President
Not: Executives and their married womans
But: Executives and their partners
Not: Beloved Gentlemans:
But: To Whom It May Concern:
Not: Each pupil must supply his ain lab jacket.
But: Students must supply their ain lab jackets. Or: Each pupil must
supply his or her ain lab jacket.
Avoid demeaning or stereotyped footings.
Not: After the misss in the office receive an order. our office fills it within 24 hours. But: After the office receives an order. our office fills it within 24 hours. Omit information about group rank.
Not: Connie Green performed the occupation good for her age.
But: Connie Green performed the occupation good.
? Stress the Benefits for the Reader
Write from the reader’s position. Alternatively of composing from the position of what the reader can make for you. compose in a manner that shows what you can make for the reader. A reader will frequently read a papers inquiring “What’s in it for me? ” Stressing reader benefits will assist you to avoid sounding egoistic and uninterested
Not: I am treating your order tomorrow.
But: You will have your order in two hebdomads.
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 5
Function. Form. Style. Tone
Practice
Compare these three electronic mails. Think about:
?
?
?
?
Function – the relationship to the reader and the intent
Form – the organisation. format. building
Style – the type of composing
Tone – the attitude of the author
Write a answer to each reflecting the features of each. Use the class resources including the “Writing Checklist. ” W riting Class Participants. Just a reminder to convey your pre-course appraisal to category on Wednesday. if I have non got it already. Besides. thank you for e-mailing me transcripts of your recent communications. They have helped me plan the class and precedences.
Looking frontward to seeing you on Wednesday.
Christine
Hi Everyone. Hope you are holding a good hebdomad and consciously believing about your authorship. It was great to be with you last hebdomad and acquire to cognize you and happen out what you need to better your authorship. The electronic mails you copied me on helped me make up one’s mind what to learn you. It’s all traveling to be really utile and practical. Your criterion of authorship is really good – but we need to work on a few things to do it better. By the manner. I’m sorry to trouble oneself you about this. but I truly necessitate the pre-course appraisal. So. see this a reminder. If you could give it to me on Wednesday I would truly appreciate it. I’m looking frontward to seeing everyone once more on Wednesday. We will hold binders and press releases and worksheets to pattern the authorship accomplishments. It’s traveling to be fantastic. Thankss. Hugs. Christine
W riting Class Participant:
I need your pre-course appraisal if you have non given it to me. Bring it to category on Wednesday.
Christine Polk
Teacher
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 6
Forming Lists
Lists organize and classify thoughts.
Lists make a series of points clear and more convincing.
Lists can be used as a mention to remember/confirm/clarify something antecedently said or agreed upon.
Principles
? Lists need to incorporate points of the same classification/category. For illustration: decisions must be separate from recommendations. causes from effects. past from nowadays. etc.
? Lists need to hold parallel grammar building.
They must get down with the same portion of address.
For illustration: all are sentences. all begin with verbs. etc.
If an point can non be phrased in a parallel building. it is likely a different class. ? Lists need to be limited to five points per class.
Lists need to be easy to understand and retrieve.
If there are more than five points. make more classs. or split the information into smaller pieces.
? Lists need to be organized harmonizing to importance or how the points relate to each other. ? Lists need to hold slugs or Numberss.
Practice
Correct the undermentioned bulleted list.
Wayss to guarantee effectual authorship:
? Short sentences are a good thought.
? Divide your composing into paragraphs.
? Editing your composing before you send it is indispensable.
? You must avoid spelling errors.
? To look into your composing. read it out loud.
Use: Write a list of ways to guarantee workplace safety.
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 7
Ailment
Practice
Brainstorm jobs you have had with other concerns.
Choose one to compose a ailment about.
Follow these guidelines.
Tone
Keep it short.
Focus on the consequence you want instead than on a person’s or company’s incompetency. Use whatever tone – light/angry/disappointed/concerned – you think will acquire consequences. But. be tactful. Make non be harshly critical.
1. Opening
If possible say something positive about the company or your relationship. Introduce your job.
? We have enjoyed a long-standing relationship. but
? I am concerned about
? I was disturbed to see
? Last month we ordered
2. Focus
Explain the job. Make certain you have all the information about the job. Mention the stairss. if any. that have been taken to decide the job. so far. State go oning cases of the job or failure to work out it. ( Complaints are frequently documented in authorship because speaking has non worked. )
? This is non consistent with
? This type of misconstruing makes it hard for us. ? I was under the feeling that we agreed on
? My outlook was that
? In our old treatments. we said
3. Action
State the company your solution and when you want it implemented. You could advert acceptable options or inquire the reader for some. ? What can we make to rectify the job?
? What options can you propose?
? When will you cognize
4. Shutting
Mention a specific follow-up measure and day of the month.
Be as pleasant and positive as possible.
? I want to work with you.
? I appreciate your attending to this and I expect
? I would wish you to
? I don’t want to call off. so
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 8
Ailment about a Merchandise
Practice
Brainstorm jobs you have had about merchandises.
Choose one to compose a ailment about.
Follow these guidelines.
Goal
To compose to the right individual who will take duty to repair your job. You frequently need to compose about a ailment because speaking has non worked. Tone
Keep it short.
Be tactful. Make non be excessively critical. Be every bit positive as possible. 1.
State your job
Be as specific with day of the months. theoretical account Numberss. descriptions etc.
First sentence
? On ( day of the month ) I ordered/bought/purchased by phone/internet/mail/in your shop … . . Merchandise jobs
? Part of the product/order ( specify ) was missing/broken/damaged. ? It is defective/does non work. ( How? )
? It is really hapless quality. ( How? )
? It is the incorrect item/color/size/quantity/style/model.
? I am returning the enclosed … . . because … .
? There was no packing slip/directions.
Transporting jobs
? … . . arrived/got here/delivered excessively late/damaged.
Charge jobs
? The invoice/billing/information is wrong/incorrect.
? I was billed excessively much/for the incorrect point.
? There is a problem/mistake/an mistake on my bill/account/invoice. ? I cancelled the order on ( day of the month ) but I have been billed for it.
2.
Focus
Why do you necessitate to compose?
State the stairss that have already taken to decide the job. ? I have telephoned ___ times. ( Give day of the months and who you spoke to. ) ? I was told that the item/credit/check will be sent/replaced. It has non arrived. ? I left a message on your voice-mail and hold had no response. ? Your representative could make nil about this.
? The individual I talked to could non assist me.
Add your sentiments if you like.
? I am disappointed/concerned/disturbed.
? This is evidently unacceptable/unsatisfactory.
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 9
3.
Action
State the company your solution and when you want it done.
You could advert acceptable options.
If possible say something positive about the company.
? I have been utilizing your concern since … . and have ever had first-class service. ? You were recommended to me by… as an first-class company. ? I bought this from you because of your first-class repute. Requesting
? Please … . .
? I would appreciate if you would … . .
? I would wish you to … . .
? I want/expect you to … . .
? You need to … . .
Action
? … . replace/exchange it.
? … . send/give me a credit/refund.
? … . direct me the losing points.
4.
Shutting
Mention a specific follow-up measure and day of the month.
? Please write by ( day of the month ) . Please look into my reference so there is no error. ? I will anticipate … by ( day of the month )
? Please name my phone ( figure ) and leave a message about what you will make and when.
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 10
Response to a Ailment
when you are Not at Mistake
Practice
? Brainstorm ailments that you have had.
? Chose one to react to.
? Follow these guidelines.
Tone
Keep a impersonal tone and stick to the facts.
Be gracious.
1. Opening
Thank the individual for composing about the job. Acknowledge the individual and the feelings. Peoples write ailments to be heard. to acquire sympathy. an apology. action. or some fiscal accommodation. “I’m sorry” and “I regret” means you did nil wrong. “I apologize” means you did make something incorrect.
? Thank you for your e-mail showing your letdown. ? I appreciate you allowing us know about this.
? I understand your defeat.
? I regret you had trouble/difficulties.
? We regret the misunderstanding/miscommunication about … . . ? We are regretful to hear about … . .
2. Focus
Relate to the particular job. Explain why you are non at mistake. Do non propose that the reader portions the incrimination. even if s/he does. ? Unfortunately this was beyond our control/out of our custodies ? I’m sorry that we couldn’t make anything about
? Our handbook/policy/information says
? We were under the feeling that
? The information you provided indicated
3. Action
Relate to what the reader wants.
? I looked into what happened. and I learned that … . .
? Unfortunately I can non ( make whatever the reader wants ) but I can … . . ? … . . is. of class. out of our control.
? I will go through your missive on to …… .
4. Shutting
End on a positive note.
? We are committed to/take pride in high-quality client service. ? You are of import to us.
? We look frontward to seeing you once more and swear that ( reference things from the missive that will be better. )
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 11
Response to a Ailment
Apology
Practice
Insight ailments that you have had.
Choose one to react with an apology.
Follow these guidelines.
Tone
Express your sorrow and concern. but non excessively much.
Don’t make alibis or offer long accounts.
Sincere apologies can assist repair relationships.
1. Opening
Acknowledge the error.
? We have received your missive of February 19. 2009 about …… . . 2. Focus
Admit your error and accept duty for the mistake: the “pure apology” sentence. Do non propose that the client portion the incrimination ( e. g. by proposing s/he is excessively sensitive ) . Do non fault person else.
? Thank you for advising us about … .
? We are regretful to hear about … . .
? We regret the mistake … .
? I apologize for … .
? Rarely happens.
? You are right.
? That should non hold happened.
? I understand your disappointment/frustration.
3. Action
Be clear about the solution. accommodation or compensation ( if asked and appropriate ) . ? We will non bear down you for … . .
? Enclosed is … .
? We are willing to … .
? As a item of our regret … .
4. Shutting
Try to reconstruct the customer’s religion. You could apologise once more. Explain how you will avoid similar jobs in the hereafter.
End on a positive note.
? Again. my sincere apology.
? We have high criterions for … . .
? We are taking stairss to guarantee that this does non go on once more. ? We appreciate your concern and hope that … . .
? We look frontward to seeing you in the hereafter.
? You are welcome to name me to discourse this further.
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 12
Response to a Request
for Information and/or Opinion
Practice
Write a response to this e-mail from your director.
Department Heads:
In readying for the managers’ meeting. I want to cognize your sentiment about how the present economic state of affairs has impacted your occupation and your section.
1. What challenges have you faced?
2. What alterations have you needed to do?
3. What challenges do you see in the hereafter?
4. What can we make to run into these challenges?
5. What is positive about our current state of affairs?
Please respond this hebdomad.
Thank you.
Christine
Follow these Guidelines:
? Use a bulleted narrative format.
? State your most of import points early.
? Be specific. Give illustrations.
? Make certain you emphasize what a great occupation you are making.
? Be supportive of the challenges.
? State the positive and potentially positive.
? Be clear if you want your director to make something shortly.
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 13
Response to a Request
for Information and/or Opinion
Practicing 3 Different Tenses
Write a response to this e-mail from your director. ( or a director from an fanciful company. )
Department Heads:
We are up-dating the information we give to new employees about our company. We want to cognize what you think is the most of import information to include. 1. What our company is like now: including the values. work environment. outlooks etc.
2. A description of our company’s background and history.
3. What our company will be like in the hereafter.
Please respond this hebdomad.
Thank you.
Christine
Follow these Guidelines:
? Use a bulleted narrative format.
? Be specific. Give illustrations.
? Use the right verb tense.
Question 1: Simple Present.
Question 2: Simple Past.
Question 3: Simple Future.
? Underline each targeted verb tense.
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 14
Talking Subjects
To Use with Practice of:
Record of your Spoken Ideas
Record of a Address
Minutess of a Meeting
1. What are the major differences between immature staff members and older staff members? How is age important?
2. What specific ways can you increase workplace safety?
3. Should all employees take first-aid classs. such as CPR? Why or why non?
4. In the development of the budget. what is more of import. higher wage. or better benefits? Explain.
What farther benefits would you wish?
5. What are the advantages and disadvantages of a multi-cultural work force? 6. What can the top disposal learn from the staff?
How make you propose they can larn?
7. What can be done to promote more and better qualified campaigners to use for gaps?
8. What are the indispensable features of an effectual director? 9. What advice would you give to new employees?
10. What are the best methods of training staff?
11. Choose YOUR OWN TOPIC.
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 15
Record of Your Spoken Ideas
Practice
Speak on a subject for about 2 proceedingss from the “Talking Topics” list. Write an electronic mail in response to:
“Send me an e-mail about the thoughts you spoke about. ”
Follow these Guidelines.
? Include as much about your spoken thoughts as you think is appropriate. Sometimes self-generated thoughts are non suited for a written record. Expand and delete harmonizing to your ulterior ideas.
? Organize your thoughts with slugs.
? Prioritize them.
The most of import point/idea is ………
……… . is less important
On contemplation I do non now think that …… .
? Include thoughts and ideas you did non talk about. but are of import. Something else to see is …… .
I did non hold clip to advert ………
? Acknowledge the positive interaction.
I’m sword lily I had the opportunity to portion my thoughts with you.
Thank you for inquiring my sentiment.
? Mention hereafter programs
If you would wish to speak with me more …… .
I would be happy to develop these ideas.
Would you wish me to portion these thoughts with …… . .
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 16
Record of a Address
Practice
Listen to a individual talking about a “Talking Topic. ”
Follow these guidelines.
1. Make notes
? Write key words or phrases as the talker negotiations.
? Organize your notes with the chief thought and of import inside informations. ? Add any you missed when the talker stops.
2. Write the record on a separate piece of paper
? Start with an introductory sentence: who spoke about what subject. ? Include all the of import points. It is a sum-up of what is said. ? Write as a narrative with slugs.
? No “value judgments” . Keep your ain ideas out. Merely record what was said.
? Write so that if your audience was non present they would understand.
3. Share
? Read your “record” to the group.
? After you have shared. inquire the talker to clear up anything that is non clear.
4. Reflect
? After others have shared. discourse how the versions are the same and different.
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 17
Minutess of a Meeting
the record of treatments and determinations.
Practice
Listen to two or more people discoursing a “Talking Topic. ” Follow these guidelines.
1. Make notes
?
?
?
?
Record which individual is speaking.
Write cardinal words or phrases as the talker negotiations.
Form your notes with the chief thought and of import inside informations. Add any you missed when the treatment Michigans.
2. Write the “Minutes” on a separate piece of paper
Start with an introductory sentence about the subject of the treatment. Include all the of import points. It is a sum-up of what is said. Write as a narrative with slugs.
No “value judgments” . Keep your ain ideas out. Merely record what was said. Write so that if your audience was non present they would understand.
3. Share
Read your “Minutes” to the group.
After you have shared. inquire the talkers to clear up anything that is non clear.
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 18
Proposal
Purpose:
To recommend for ( do a instance for ) a certain action. policy. or place. Guidelines
Think about the reader before you start to compose.
? How much information does your reader demand?
? How does your proposal meet the needs/goals of the reader? ? Will your reader like your proposal. or necessitate to be persuaded? Organization ( Refer to “Outline a Proposal” )
1. Opening Statement
2. Your Position
3. Issues. Ideas
4. Decisions
5. Recommendations. Action Plan
6. Shutting
Tone
Be confident. but write as a carefully considered thought.
Have a collaborative tone.
Examples of Language to Use
I propose that/recommend that/suggest that
I have an thought for you to see.
This would enable us to
… . . will profit the company by
This will hold a important long-run benefit.
If you are concerned about… . so we can
It is of import that we be involved because
… . will show our support for
This will enable us to accomplish our end of
Everyone would profit
This should take attention of the job
I am confident that
I appreciate your consideration and look frontward to hearing from you. Please allow me cognize what you think
Christine Polk. South Berkshire Educational Collaborative. 01230
pg. 19
Sketch a Proposal
Make notes – usage this page as a templet.
? Organize your brainstorming thoughts.
? Use words and phrases. non sentences. Focus on the content. ? Use all or some of these thoughts in your concluding proposal.
1. Introduction: Opening Statement
What prompts this proposal? Why are you composing this?
Why is it of import?
2. Proposal
What do you desire your reader to make? ( This is your first sentence of the 2nd paragraph. )
What background information does your reader demand?
3. Ideas
After you have listed your thoughts. figure them in order of importance. Idea
Advantages
Disadvantages
4. Decision ( Based on your most of import idea. )
5. Proposal and Action Plan
6. Closing – What specific response would you wish?
Christine Polk. South Berkshire Educational Collaborative. 01230
