Lessons

      Pre-write

  1. Follow e‑mail protocol and etiquette.
  2. Set goals.
  3. Know your readers.
  4. Choose strategies based on the goals and readers.
  5. Use a standard letter format.
  6. Use a standard memo format.

     
    Examination 1

    Submit only one document for this examination. Choose the document type you most want to receive feedback on from the list below. Follow the instructions to write the document and submit it to your instructor. Then, do not submit one of the other documents:

    E‑mail case
    Report case
    Letter case
    Memo case

     

    Prepare Your Notes
  7. Learn how to overcome writer's block.
  8. Prepare notes for your e‑mail, memo, letter, or report.

    Organize the Writing
  9. Organize the notes.
  10. Use special organizational patterns for some messages.

    Introduce the Content
  11. For e‑mails and memos, always write a clear, meaningful subject line.
  12. For letters, use a "Subject" or "Re" line if your company customarily uses it.
  13. Write a clear, complete introduction.
  14. For e‑mails, letters, and memos, write a cordial beginning or buffer.
  15. State the contents of the document.
  16. For reports, state conclusions and recommendations in the introduction.

    Present Explanations in Blocks
  17. Write the explanations in blocks.
  18. Keep explanations of a subject together in one block.
  19. Check each block for focus.
  20. Check each block for completeness.
  21. Open each block with a statement of the contents.
  22. Use headings to open blocks.
  23. Practice Writing the Thesis, Generalizations, and Headings.

     
    Examination 2

    Submit only one document for this examination. Choose the document type you most want to receive feedback on from the list below. Follow the instructions to write the document and submit it to your instructor. Then, do not submit one of the other documents:

    E‑mail case
    Report case
    Letter case
    Memo case

    Present Lists Clearly
  24. Create lists.
  25. Open list blocks.
  26. Mark the list items clearly.
  27. Keep list items in a single list.
  28. Keep list items in the same format.
  29. For reports, present information in tables when possible.
  30. Use information blueprinting to be explicit.  
     

    Write Clear, Complete Explanations
  31. Write to build conclusions in the reader's mind.
  32. For reports, write clear, complete, relevant explanations.
  33. Use key words consistently.
  34. Fully explain each new concept word or phrase.
  35. Use full phrases to define words clearly.

    Write Conclusions that Have Impact
  36. Write a conclusion that achieves your goals.

     
    Examination 3

    Submit only one document for this examination. Choose the document type you most want to receive feedback on from the list below. Follow the instructions to write the document and submit it to your instructor. Then, do not submit one of the other documents:

    E‑mail case
    Report case
    Letter case
    Memo case
    Write Clear, Effective Paragraphs, Sentences, and Words
  37. Use paragraphs to organize information.
  38. Write concisely.
  39. Combine sentences to show relationships. Separate sentences to make them clearer.
  40. Write clear, simple, straightforward sentences.
  41. Write strong, direct sentences.
  42. For reports, write clearly and simply for non-technical readers.
  43. Use words the reader will understand.  
     

    Prepare a Polished, Correct Final Draft
  44. Use your spell checker and grammar checker.
  45. Proofread.
  46. Format the e‑mail to be readable.

    Examination 4

    Submit only one document for this examination. Choose the document type you most want to receive feedback on from the list below. Follow the instructions to write the document and submit it to your instructor. Then, do not submit one of the other documents:

    E‑mail case
    Report case
    Letter case
    Memo case
      

     

Examination 1: Report Case
Options for this Examination

You have two choices for the examination.

  1. You may use the case study below. Copy it and paste it into a Word document. Copy the questions provided below and paste them into the Word document after the case study text. Answer the questions there. Then write your revision of the report after the answers to the questions. Submit the Word document to your instructor.

  2. Instead of the case study, you may use a report you have actually written since the time you studied the materials to demonstrate your ability to apply the skills to your daily work activity. The report should be in a Word document. Copy the questions provided below and paste them after the text of your document. Answer the questions there. Submit the Word document to your instructor.

Important
The first question you must answer asks you what your goals are. You must write your goals in reader terms: What will the reader know, believe, or do? Do not write what you will do: "inform the reader," "explain to the reader." Don't turn the goal into something you will actually do: "The reader will be informed . . ." To help you, start each objective with "The reader will . . ." and follow with some word like "know" or "believe," or some action.

If you need help understanding how to write goals in reader terms, read the explanation at this link. You will have to complete this examination again if you do not write the goals in reader terms.

  1. What are your goals for the primary reader? Describe them in reader terms. (IMPORTANT: See Guideline 2, "Set Goals" on how to write goals in reader's terms.)

  2. Who are other potential readers and what are your goals for them?

  3. Analyze the readers using these guidelines from the lessons:

    What do these readers expect?

    Do these readers really need something else or something more?

    How much do the readers know?

    What are the readers' education and expertise levels?

    What are the readers' positions or professional levels?

    What are the readers' attitudes about you and the subject?

  4. Choose strategies based on the goals and readers. These are the areas of strategies:

    What readability level should you use?

    What level of difficulty should you use?

    Should the explanation be abstract or concrete?

    Should the feedback loop be abstract or concrete?

    What level of formality should you use?

    What tone should you use?

    What stance should you use?

This is the list of skills you must demonstrate that you have mastered:

  • Follow e mail protocol and etiquette.
  • Set goals.
  • Know your readers.
  • Choose strategies based on the goals and readers.
  • Use a standard letter or memo format.

Case study

You are a school counselor writing a report about a child that will go to the child's parent and the committee in the school that reviews children's needs. The first draft of the report follows. You may notice grammatical errors that you would correct if you were re-writing the report. Revise the report based on your objectives and analysis of the readers. While you may feel some information is not necessary, please include all of the information in this writing exercise.

This is the first draft of the report:

After observing Simon on March 13, I have some thoughts and I'm really not happy with the situation. Hopefully, we will find the reason he is acting this way at school and come to a solution that will eliminate the problem you described in the written and verbal reports based on what you observed at home. We have found them to be true in the classroom and lunch-room behavior. You should know it is unacceptable.

I have spoken with one the counselors at Maclung Hospital about Simon’s behavioral problems at school. Based on the behavioral problem description I presented to the counselor, the counselor said that type of behavior is normal for the average 5-year old. This is his first full year in school and he is the only child at home. Since Simon is the only child, he is not around a lot of children. I asked them if they still felt the child should be evaluated, and they replied yes.

I like to get a second opinion since it was stated to me that his behavior problems are so outstanding that if it continues he may get suspended again or excluded from school. Therefore, the counselor has placed Simon on the waiting list for a session with them and said she would call me when they have the next opening. She also said if Simon’s behavior gets worse, please notify her as soon as possible.

I also noticed that Simon was enrolled in Washington School during pre-school for a couple of months. There, they never experienced any problems with Simon’s behavior. This makes me very concerned about how people in general might be handling the child's behavior in the classroom and at home.