Enhancing Business Writing Skills Handbook Aug 2009 V5

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Enhancing Business

Writing Skills

Facilitated by Mosedimosi Business

Training

September to October 2009

ALL RIGHTS RESERVED COPYRIGHT

The views expressed in this document are not necessarily those of the Setas.


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Table of Contents

Module 1........................................................................................................................................51 Planning and constructing documents.................................................................................................5

1.1 The importance of written communication.........................................................5

Methods of communicating........................................................................................................5Value of the written word..........................................................................................................7

Resistance to writing..................................................................................................................7Cultivate your writing skills.......................................................................................................7

1.2 Set the objective(s)..............................................................................................9

1.3 Purpose and Scope..............................................................................................................121.3.1 Purpose.............................................................................................................................121.3.2 Scope.................................................................................................................................12

1.4 Planning the document..............................................................................................................131.4.1 When following the planning process, you need to:...................................................13

1.4.2 State the purpose............................................................................................................. .......14

1.4.4 Gather required information ..................................................................................................16Notes on drafting a questionnaire ....................................................................... ......... .......18

1.4.5 Analyse your information ....................................................................................... ........ ......181.4.6 Determine the solution ........................................................................................................ ..19

1.4.7 Organise your document............................................................................................... .........20

Module 2......................................................................................................................................212.1 Mind Maps.........................................................................................................................................21

2.1.1 Introduction.....................................................................................................................212.1.2 Drawing Basic Mind Maps................................................................................... .........22

2.1.3 Improving your Mind Maps......................................................................................... ..232.2.1 Terms of Reference ...............................................................................................................24

2.2.4 Preliminary findings................................................................................................................272.2.5 Conclusions ............................................................................................................................28

2.2.6 Financial implications...................................................................................................... ......29

2.3 Tactics to get rid of writers block..........................................................................................30

Module 3..................................................................................................................333.1. The foundations of your writing skills..............................................................33

The system focuses on four rules.............................................................................................33

Its foundations are................................................................................................................. ...34English a complex language.............................................................................................................34

What you are up against learning English:..................................................................................34H. Schultz v The New York Cleaning Department......................................................................353.2 Grammar...........................................................................................................................................38Education is when you read the fine print. Experience is what you get if you dont..............................39

3.2.3.2 Word use......................................................................................................................................41Be precise, avoid jargon and clichs........................................................................................41

3.2.3.3 Useless words...............................................................................................................................423.2.3.4 Nice words...................................................................................................43

Nice man......................................................................................................... .........43Nice food..................................................................................................................43

Nice flowers.......................................................................................................... ...43

3.2.3.5 Positive and negative words.........................................................................................................43

3.2.3.6 Dont use big words.....................................................................................................................463.2.3.7 When to use a BIG word..........................................................................................................46

3.2.4 Pomposity........................................................................................................................................48Creative pomposity...............................................................................................................................49

3.2.5 Verbs...............................................................................................................................................513.2.5.1 Active and Passive.......................................................................................................................51

Active voice.............................................................................................................................52Passive voice............................................................................................................................52

Example....................................................................................................................................52

3.2.5.2 When to use the passive voice.....................................................................................523.2.6 Sentences.........................................................................................................................................55

Major punctuation marks are . ? ! : ; -......................................................................................55

Minor punctuation marks are , ( ) ........................................................................ .......55Sentence length........................................................................................................................55

Sentence structure................................................................................................................55Enhancing your Business Writing SkillsSeptember to October 2009

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3.2.7 Paragraphs.......................................................................................................................................57

3.2.7.1 Signposts......................................................................................................................573.2.8 Punctuation......................................................................................................................................60

Option 1.......................................................................................................................................67Option 2.......................................................................................................................................674 Producing documents which are clear, effective and professional............................................. .........69

4.1 Ambiguity..........................................................................................................................................69

4.2 Choosing the correct tone.....................................................................................................70

4.3.6 Ten principles for effective writing.................................................................................................77..................................................................................................................................................................79

5.1 Inter-office memos.............................................................................................................................805.2 Letters.................................................................................................................................................82

5.2.1 Structure of a letter.........................................................................................................................825.2.2 Business letter examples.................................................................................................................86

Example:..................................................................................................................................................895.2.2.3 Responding to an enquiry/request for information......................................................................90

5.2.5 Exercise................................................................................................................................. ..99Decide what type of complaint the following complaints are and choose one that you are going to

respond to in writing........................................................................................................................99Your customer complained that another customer received a reduced rate, but he paid the full

price. He insists to also pay the reduced rate............................................................................ .......99

A very rude customer complains about a rude staff member...........................................................99A customer complains that one staff member made a promise and another now says that thepromise cant be fulfilled as its against the policy..........................................................................99

The closest to perfection a person ever comes is when he fills out a job application form...................107

Leads to action..........................................................................................................................108Gets to the point........................................................................................................................108Is user friendly...........................................................................................................................1085.4.2 Informal reports.............................................................................................................................109

5.4.2.1 Layout of an informal report: example....................................................................... ......1105.4.2.2 Language and tone of informal reports..............................................................................110

5.4.3 Proposed structure of final report.................................................................................................117Report writing - example of an executive summary............................................................................ ..118

Purpose...................................................................................................................................................118

Methodology..............................................................................................................................118Findings......................................................................................................................................118Conclusion &.............................................................................................................................118

Recommendations......................................................................................................................118

5.4.5 Example of a structure of a business plan ......................................................................119Executive summary...................................................................................................................119Introduction and background.....................................................................................................119Business outline.........................................................................................................................119Data gathering...........................................................................................................................120Operations.................................................................................................................................120Financial.....................................................................................................................................120Risk / reward assessment.........................................................................................................120

5.4.6 Financial and statistical reports ............................................................................................120

5.4.6.1 Numbers.............................................................................................................................121Comparison the key to understanding.............................................................................122

Columns.............................................................................................................................122Decimals.............................................................................................................................122

Consistency........................................................................................................................122Diagrams............................................................................................................................122

Colours...............................................................................................................................122...........................................................................................................................................124

5.4.7.2 Guidelines for writing an effective prcis..........................................................................124Original document..............................................................................................................125

Action: underline key words or ideas.................................................................................126

Action: write note-form summary .....................................................................................126

5.4.8 Persuasive report writing ......................................................................................................1265.5.1 Definition of a meeting.................................................................................................................130

5.5.2 Cycle of a Meeting........................................................................................................................130

This cycle is for a monthly meeting assuming it is held on the 1st of each month. Numbers inbrackets are target dates for each action..................................................................................130

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For less frequent meetings, the principle of an agenda sent out a week before, minutes sent outwithin the week after, should still be applied.............................................................................130For weekly meetings, the dates change from a week to a couple of days. This cycle may seemto set very tight deadlines, but:..................................................................................................130If you dont enjoy typing up your minutes, they only get worse with procrastination ...............130If you have to phone a participant and ask for clarification on content, it is better to do it whiles/he can still remember what was said......................................................................................130................................................................................................................................................................131

5.5.3 The Stages in the cycle..................................................................................................................1325.5.4 Preparing the Notice......................................................................................................................133

5.5.5 Specimen of notice of board meeting............................................................................134BATAVIER ENGINEERING SOUTH AFRICA LIMITED...................................... ..134

5.5.7 A specimen agenda of a routine board meeting......................................................... ..136For meeting of directors to be held in the Board Room on................................................136

5.5.8 Note-taking skills..........................................................................................................................137

5.5.8.1 Get the complete picture..............................................................................................137First Step PREPARATION.............................................................................................137

Second Step - DURING THE MEETING................................................................. ........137Third Step - AFTER THE MEETING...............................................................................138

Suggestions........................................................................................................................138

5.5.8.2 Ways to streamline notes.............................................................................................140

5.5.9 The minutes of a meeting..............................................................................................................1415.5.10 Necessity of minutes......................................................................................................1425.5.11 Minutes of narration........................................................................................................143

Chairperson .......................................................................................................................144BATAVIER ENGINEERING SOUTH AFRICA LIMITED...........................................................146

Present: Mr L King (Chairman).................................................................................. ...146Vote No Description Amount........... .....147

Module 6....................................................................................................................................1486.1 Proof reading ...........................................................................................................................1486.2 Editing......................................................................................................................................150

6.3 Presentation............................................................................................................................ ..1516.4 Document polishing check-list.................................................................................................155

6.6 Where do you go from here?....................................................................................................159

6.7 Can you raed tihs? Olny srmat poelpe can........................................................................160

To learn is to change. Education is a process

that changes the learner.

George B Leonard


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Module 1

1 Planning and constructingdocuments

After attending this module delegates will be able to

Understand the need and importance of written communications in

their business environment State the objectives and characteristics of different types of written

communications

State the purpose and scope of the proposed document

Compile a plan for the process of conceiving and writing the

document

Consider the information needs of their audiences

Follow the required steps to gather information

Analyse and process information

Submit a potential solution.

1.1 The importance of written communication

Methods of communicating

The most practical ways to communicate with other persons in business are

Face to face

By telephone


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In writing

Most of us prefer talking face to face or on the telephone because we are

more practised at it. Feedback is also quicker and more effective we can

make certain that the listener understands the message.

Writing has the benefit of forcing us to think the matter through. Writing

encourages us to gather the facts before we communicate an idea,

instruction or message. It prompts us to present the facts in a logical

fashion.


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Value of the written word

The written word is vitally important in business:

it provides a permanent record of the communication

it can be shared among many people

it is readily accessible when stored on paper or magnetic media(memory stick, hard disk)

it can be re-used and be expanded upon for new ideas.

However, time spent thinking, writing, typing, reading and clarifying is

expensive. We must therefore use time effectively to prevent

miscommunication which forces the reader to refer back to the writer.

Resistance to writing

Writing requires

a disciplined mind

taking responsibility; an attitude of do it now

being creative

an understanding of the needs of the reader

proper planning

a good command of language

Cultivate your writing skills

discover your brain power:

Both the left and right side of the brain are engaged in writing.

Left brainers tend to produce precise, structured, procedural writing

(non-fiction). Right brainers tend to produce imagery, fantasy, drama,

comedy (fiction). Whether left or right orientated YOU CAN WRITE.

initially force yourself and practise

critically analyse the writing of others

sharpen your language skills through extensive reading, particularlybooks, magazines and articles on websites and blogs related to yourfield of expertise

witness the power of your writing: people act upon your ideas,requests, commands, expression of appreciation, etc

discover your own creativity (even if it is producing a dry procedure

manual). Soon you will produce valuable new ideas from your own

think-tank


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the written word is mightier than the sword

the most brilliant ideas cannot be implemented if they are not reducedto writing.


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1.2 Set the objective(s)

In the finance related professions a host of documents require to be

compiled; e.g. letters, e-mails, contracts, proposals, reports, minutes. While

each one has its own format and structure, the essence of communication is

the same: providing information on which decisions can be based.

Get the purpose clear to make sure that you communicate most effectively

and efficiently with the reader. Always get the IN ORDER TO ACHIEVE

WHAT? quite clear in your mind. This forces you to focus on the result

rather than being content with the reason.

Formulate the what, who, how, when, why, where.

Here are some questions to ask:

WHY WRITE?

Would speaking not be more effective than writing?

WHO AM I WRITING TO?

How skilled is the reader in the subject matter?

Who else will read it?

Why will they want to read it?

What do they know already?

WHAT DO I WANT TO ACHIEVE?

Is it to inform? To persuade? Or to record?

What does the reader need to know?

What does the reader need to do?

What answers do I need from the reader?

HOW WILL THE READER REACT?

Are they senior of junior?

What sort of tone should I use?

How can I make it clearer?

WHEN WILL IT BE READ?

By when must it be completed?

Might it be read in years to come?


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WHERE WILL IT BE READ?

Home or abroad?

In the office or at home?

At a meeting?

In court?

Internal or external to the organisation?

All these points concern the Reader rather than the Writer. Think of the

reader

Exercise: Write a report on why you believe taxshould be paid by all.

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______________________________________________________________________


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1.3 Purpose and Scope

1.3.1 Purpose

There is always (or should always be) a reason for asking someone to spend

time and effort in compiling a document, and this needs to be clear. The

purpose is the criterion against which the agreement, report, proposal; etc.

will be judged and must be stated specifically. If this is not done, when the

naming, shaming and blaming begin, who is wrong? Take a report as an

example

the manager/client who requested the report without defining the

purpose properly and/or communicating it clearly, and

the staff member/service/provider who agreed to write it without a clear

idea of what s/he was supposed to achieve, and did not ask!

Often a report is requested because there is a "bit of a problem" showing.

The report aims to find out how big the problem is - like an iceberg there

may be a huge amount of hidden material or very little.

Under these circumstances, the report would need to begin with a referenceto the "tip of the iceberg" - the reason that a problem has been noticed, or

an investigation requested.

1.3.2 Scope

It is also necessary, when requesting or undertaking a report, to be clear

about how wide an area needs to be covered. If the brief is "What are the

implications for medical aid fund administrators of the governmentsintention to introduce a national health insurance scheme", the brief is wide,

and the report is a huge undertaking. If the brief is "Jane, find out why Mary

Lekabe is again absent from work", Jane simply needs to find out what the

story is with Mary and get it onto a single sheet of paper. She does not have

to investigate the organisations sick leave policy and recent Labour Court

judgements on that topic.

The scope of a report to be written in terms of an act or regulation is usuallywell defined and needs to be strictly complied with. It is essential that the

author of such a report makes a careful study of the topics specified and the

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1.4 Planning the document

Before you start to write, you need to be clear about what you want to

achieve and what you want to say. This will involve proper planning. If you

plan a letter, agreement, proposal, report; etc well, it will save time - and

will save much drafting and redrafting.

1.4.1 When following the planning process,

you need to:

Understand why the document is required (the purpose, objective), andthe terms of the brief

Know the due date and undertake that you will have the documentcomplete and ready on that date

Plan how you will proceed to gather information

Plan how you will meet the deadline - estimating how long each part of

the process will take. Allocate a time to each section, and get on with it

without procrastination

Proceed with your information gathering

Record the results of your information gathering

Consider the information. This requires time for you to "mull it over",

chat to someone about it (make sure that you do not chat about

confidential information to an unsuitable partner), let it simmer in your

head etc. You need to plan some time to evaluate your conclusions

Consider what can be done about the problem or to meet the objective -

this usually involves going into "creative mode" where you generate as

many alternative solutions as you can think of

Draft the document - and let it sit a while (you must make provision for

this time interval!). If it is a complex or very important report, for


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instance, you might ask someone to read it and discuss it with you.

Check that you have findings in Findings, conclusions in Conclusions etc.

Redraft the document (professional documents are not written - they arere-written.)

Proof-read it and check the presentation.

1.4.2 State the purpose

Get the purpose clear to make sure that you communicate most effectively

and efficiently with the reader. Always get the IN ORDER TO ACHIEVE

WHAT? quite clear in your mind. This forces you to focus on the result

rather than being content with the reason.

Ask the objectives questions given in paragraph 1.2 above.

What are the objectives for your document?

1.4.3 Consider the audience

Even before starting to gather information it is imperative that you consider

your readers. Unlike letters and memos, reports and proposals usually have

a far wider distribution. Many people may be involved in a decision-making

process and need to read the information in the document.

Your job is to make it easy for the reader. In order to make reading your

document easier, think in terms of the reader.

Each audience has unique needs. Some audience considerations include:

Need (for the information)

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Position in the organisation

Knowledge of your topic or area

Responsibility to act

Age

Biases

Preferences

Attitudes

Some false assumptions commonly made regarding audiences are:

1. That the person who will first read or edit the document

is the audience

2. That the audience is a group of specialists in their field

3. That the audience is familiar with the subject of thedocument

4. That the audience has time to read the entire document

5. That the audience has a strong interest in the subject ofthe document

6. That the author will always be available to discuss thedocument

To avoid making these false assumptions, writers should identify everyone

who might read the document; characterise those readers according to their

professional training, position in the organisation, and personal traits; and

determine how and when the reader might use the document.

Audiences are basically of three kinds:

Primary People who have to act or make decisions

on the basis of the document


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Secondary People who will be affected by actions the

primary audiences are going to take in

response to the document

Intermediate People responsible for evaluating the

document and passing it on the rightpeople

For the document you intend to write, who are your audiences?

Primary

Secondary

Intermediate

1.4.4 Gather required information

Once you have a clear understanding of the purpose and scope of your

document and

who you are writing for, you are ready to gather information.

It is necessary to identify the information sources and to determine the

organisational procedures for obtaining and distributing information.

What type of information do you need for your document?


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Who/what are your information sources?

The information you gather can be of two types: Secondary and Primary.

Secondary refers to information gathered and recorded by others. Primary

refers to information you gather and record yourself.

Type Sources Caution

Secondary Books, internet, reports,

newspapers, magazines,

pamphlets, and journals

Information may be

inaccurate, out of date,

or biased

Primary Meetings, interviews,

questionnaires, surveys,

observation, experiments,

historical information, and

raw data

Information must be

gathered carefully to

ensure it is accurate and

bias free.

At this point you should be doing your research. Think where you are going

to find your information. If the purpose of your report requires market

research, you will have to consult professional researchers. For certain

types of information you can consult your own professional institutes.

Magazines, journals or newspapers and institutions such as the BER of the

University of Stellenbosch, Statistics SA and the BMR of UNISA may offer

just the information you are looking for. A vital resource is the Internet.

Conduct a search using keywords to find information that will be useful to

you in search engines such as Google, Yahoo, etc. Subscribe to RSS feeds

such as those offered by Google Alerts.


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Notes on drafting a questionnaire

Ask yourself:

How am I going to get people to answer my questions?

How many questions will my target group be prepared to answer?

How am I going to record their answers or get back their

questionnaires?

Do my questions relate directly to what I want to know?

Do I want closed questions? Open-ended questions? Opinions?

Facts? Ideas?

Are my questions appropriate - courteous, not personally

offensive or invasive?

Are they clear, unambiguous and easily understandable?

Are my questions in the correct sequence to get people thinking?

It is always best to test a questionnaire on a small pilot group before using it

to investigate. You may think it is clear, polite etc, but two or more heads

are better than one in this respect.

1.4.5 Analyse your information

Now that you have information, you need to analyse it.

The purpose of the analysis is to make sense, objectively, out of the

information you have gathered. You will not want personal bias of any kind

to enter into the analysis.

Information is compared and contrasted in an effort to find new ideas or

select the best ideas. Separate facts and figures need to be interpreted by

explaining what they mean --what significance they have.


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At what conclusions have you arrived?

It is essential, before you start an investigation, to have the willingness to

learn from what you discover,

and the courage to act on the new information.

1.4.6 Determine the solution

Based on your analysis, you will be ready to offer a solution (or solutions) to

the problem you have been studying.

Your conclusions have to reflect your findings. Personal integrity demands

that you put aside your favourite opinions and leave behind your pride and

your prejudices. Let your conclusions reflect exactly what you found - even

if you don't like them.

Therefore the gathered information should be the basis for making this

decision. There is also a tendency in business report writing to "slant"

information to lead the reader to the decision the writer wants. Make sure

you report all pertinent information--good and bad. The credibility of the

document (and your credibility) is at stake.

Generate as many possible solutions or courses of action as you can

think of to deal with any problems you have uncovered

Go back and work out which of the solutions you thought of are possible.

Of the possible courses of action, which do you think would be best? This

could be a single action or a number of actions. These are your

recommendations.


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What are the solutions you hope to offer your management/client?

1.4.7 Organise your document

You've got your topic, your information, and your proposal/recommendation.

Now you're ready to determine how to present your information.

Before actually writing, organise your information into an outline form. You

can formulate an outline for your document by choosing the major and

supporting ideas, developing the details, and eliminating the unnecessaryideas you've gathered. This outline becomes the basic "structure" of your

document.


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Module 2

2 Writing with increased confidencein a structuredand disciplined manner

At the end of this module delegates will be able to:

Apply mind mapping skills

Introduce the content with terms of reference, purpose and

background

Achieve flow by means of simple language, short sentences, good

paragraphing and descriptive headings

Structure contents in a logical sequence

Select relevant information in line with the objective of the document

Uphold the integrity of the facts in conclusions and recommendations

Overcome writers block

2.1 Mind Maps

A Powerful Approach to brainstorming and drafting your document

2.1.1 Introduction

How to use the tool:

Mind Maps are very important techniques for improving the way you

brainstorm content and drafting your document. By using Mind Maps you

show the structure of the subject and linkages between points, as well as

the raw facts contained in normal notes. Mind Maps hold information in a

format that your mind will find easy to remember and quick to review.


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Mind Maps abandon the list format of conventional brainstorming. They do

this in favour of a two-dimensional structure. A good Mind Map shows the

'shape' of the subject, the relative importance of individual points and the

way in which one fact relates to the other.

Mind Maps are more compact than conventional notes, often taking up one

side of the paper. This helps you to make associations easily. If you find out

more information after you have drawn the main Mind Map, then you can

easily integrate it with little disruption.

Mind Maps are useful for:

summarising information

consolidating information from different research sources

thinking through complex problems, and

presenting information that shows the overall structure of your

subject

Mind Maps are also very quick to review, as it is easy to refresh informationin your mind just by glancing at one.

Mind Maps can also be effective mnemonics (a word intending to help your

memory). Remembering the shape and structure of a Mind Map can provide

the cues necessary to remember the information within it. They engage

much more of the brain in the process of assimilating and connecting facts

than conventional notes.

2.1.2 Drawing Basic Mind Maps

To make notes on a subject or preparing your draft document using a Mind

Map, draw it in the following way:

Write the title of the subject in the centre of the page, and draw a

circle around it.

For the major subject subheadings, draw lines out from this circle.Label these lines with the subheadings.

If you have another level of information belonging to the subheadings

above, draw these and link them to the subheading lines.


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Finally, for individual facts or ideas, draw lines out from the

appropriate heading line and label them.

As you come across new information, link it in to the Mind Map

appropriately.

A complete Mind Map may have main topic lines radiating in all directions

from the centre. Sub-topics and facts will branch off these, like branches

and twigs from the trunk of a tree. You do not need to worry about the

structure produced, as this will evolve of its own accord.

2.1.3 Improving your Mind Maps

Your Mind Maps are your own property: once you understand how to make

notes in the Mind Map format, you can develop your own conventions to

take them further. The following suggestions may help to increase theeffectiveness of your Mind Maps:

:

Use single words or simple phrases for information

Most words in normal writing are padding, as they ensure that facts are

conveyed in the correct context, and in a format that is pleasant to read. In

your own Mind Maps, single strong words and meaningful phrases can

convey the same meaning more potently. Excess words just clutter the Mind

Map.

Print words:

Joined up or indistinct writing can be more difficult to read.

Use colour to separate different ideas:

This will help you to separate ideas where necessary. It also helps you to

visualise the Mind Map for recall. Colour also helps to show the organisation

of the subject.


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Use symbols and images:

Where a symbol or picture means something to you, use it. Pictures can

help you to remember information more effectively than words.

Using cross-linkages:

Information in one part of the Mind Map may relate to another part. Here

you can draw in lines to show the cross-linkages. This helps you to see how

one part of the subject affects another.

Key points:

Mind Maps provide an extremely effective method of taking notes and

preparing the main points for writing your report.

They show not only facts, but also the overall structure of a subject and the

relative importance of individual parts of it. Mind Maps help you to associate

ideas and make connections that you might not otherwise make.

Acknowledgement: "Mind Map" is a trade mark of the Buzan Organisation

2.2 Content structure

Once you have compiled a mind map you are ready to draft your document.

The example below is that of an investigative report. You can borrow from

this approach to compile other documents such as proposals and

agreements.

2.2.1 Terms of Reference

This section sets the scene for your report. It should define the scope and

limitations of the investigation and the purpose of the report. It should say

who the report is for, any constraints (for example your deadline, permitted

length) - in other words, your aims and objectives - the overall purpose of

your report and more specifically what you want to achieve.

Write down the answer to the following questions:

to whom is the report to be addressed?

why are you writing the report (What is the "tip of the iceberg"?)


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what is the objective of the report?

how wide is your brief?

when must the report be ready?

2.2.2 Introduction/background

This will help to tune your readers in to the background of your report. It is

not another name for a summary and should not be confused with this.

They can be two separate sections or combined: background detail could

include details of the topic you are writing about. You could take the

opportunity to expand on your Terms of Reference within the introduction

and give more detail as to the background of the report.

Report writing - example of an introduction


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In an article entitled, Few honours for e-degree, Joe

Gelonesi (2002) presents many a cautionary tale for

institutions embarking on e-learning. The purpose of

this study was to investigate the issues raised in this

article on Beacon Universitys increasing use of onlinetechnology in the delivery of its courses. The

information gathered was to assist in continuous

improvement and decision-making with regard to

modes of course delivery.

Based on Federal Government and industry reports

(DEET 1999; McInnis 2001; Smith 2001) it was

assumed that competition from private educational

organisations will increase and that student

engagement with universities is changing. This will

necessitate universities rethinking what they offer

and the way they offer it.

The experiences of academics currently teaching in

three Schools were considered in terms of changing

student needs and acceptance of the new

technologies by students and academics.

Information was gathered by way of interviews with

the selected academics. This was supplemented by a

review of current literature on e-learning.

Although expressions of interest were sought fromstudents for focus group discussions, none were

received and interviews were therefore limited to

academic staff. While the lack of a student voice on

such an important issue is a limiting factor, much of

The reasons for

undertaking the

study are

outlined

Any

assumptions

made in the

study are noted

The scope or

extent of

coverage is

clarified

Methodology

(how the

research was

conducted) is

outlined

Limitations of

the study are

explained

2.2.3 ProceduresEnhancing your Business Writing SkillsSeptember to October 2009

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This section outlines how you investigated the area. How you gathered

information, where from and how much (e.g. if you used a survey, how the

survey was carried out, how did you decide on the target group, how many

were surveyed, how were they surveyed - by interviews or questionnaire?)

What do you need to do to investigate the problem?

call a meeting, visit information sources or arrange interviews?

speak to people who have already expressed views on the problem

areas or on possible solutions?

send out questionnaires or set up a telephone "hot-line"?

search the web for topics published internationally?

research business custom, regulations, industry standards?

consult other offices that have undertaken similar projects?

2.2.4 Preliminary findings

It reflects the current situation - it describes the size, shape and nature of

the "iceberg below the water line".

This is the main body of the report, where you develop your ideas. The

nature of this section will depend on the brief and scope of the report. The

sections should deal with the main topics being discussed - there should be

a logical sequence, moving from the descriptive to the analytical. It should

contain sufficient information to justify the conclusions and

recommendations that follow. Selection of appropriate information is crucial

here: if information is important to help understanding, then it should be

included; irrelevant information should be omitted.


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What are your findings?

2.2.5 Conclusions

These are drawn from the analysis in the previous section and should be

clear and concise. They should also link back to the Terms of Reference. At

this stage in the report, no new information can be included. The

conclusions should cover what you have deduced about the situation - bullet

points will be satisfactory.

Report writing - example of a conclusion


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Online learning has become an important aspect of

the way education is delivered. Initially, in tertiary

education this push came about as a way of reducing

course delivery costs, but as Gelonesi (2002) points

out, online delivery is not necessarily a cheaper way

of doing things. Some in the education sector also

argue that online education is second-rate because

education is fundamentally interpersonal, and

technology interferes with and reduces this

interaction.

However, it is becoming evident that students are

seeking greater flexibility in their engagement with

universities. For tertiary institutions like Beacon

University, online delivery is an important way of

providing this flexibility. As a major provider of

tertiary education, Beacon has begun to introduce an

online component into many of its courses. Most of

Beacons course materials are online, as are some

administrative processes. A significant move is now

being undertaken to put student support services

online.

So, while the concerns about online education cannot

Restatement of

questions/problem

s that led to the

preparation of the

report

Summary of key

points

Link back to the

purpose of the

report

What are the conclusions you have come to?

2.2.6 Financial implications

What are the benefits vs. costs and risks from the suggested solution?


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2.2.7 Recommendations

Write down your recommendation with emphasis on how the

project/solution will be implemented

Recommendations always look forward, to the future, and each point which

you make under Recommendations is a "should". Once again, your

recommendations must arise logically from your conclusions. Summarise

the key strengths and weaknesses of the resources. Discuss strategies that

can be implemented to minimise the risk factors. Suggest starting off with a

test market

2.3 Tactics to get rid of writers block

Start brainstorming

Jot down all the possible ideas you can think of. At first, these will be fairly

logical. Then, as you run out of options, you'll find that you start to come up

with more innovative ideas. These might be just what you need to get you

going again.

Ease into your writing


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Start your writing session with something that's 'easy' - a routine letter, e-

mail or even a 'to do' list. Then go back to your difficult assignment. You

may find, as others have in the past, that a half-hour session of processing

simple correspondence is a good warm-up for a writing session.

Take some time out

Only you know how much time this should be. It might be a few minutes, an

hour or even a day. Sometimes the subconscious simply needs time to work

its magic.

Revisit the last few pages

If you have already written some content go back a few pages and revise.

You could even retype the last page completely, and see if that releases

new ideas.

Use the tried and true 'carrot' trick. Reward yourself!

Think of something you'd really, really like. A chocolate? See a movie that

night? Dinner out? New clothes? Give yourself a reward that is

commensurate with the size of the task - and DO IT.

Pressure Cooker Tactics

Some of us work well only under pressure. You'll probably know if this

applies to you by thinking back to how you handled the previous

assignments. If you can produce when the pressure's on, then set yourself a

deadline. Don't make that deadline too unrealistic, though, or you may find

that you're setting yourself up for failure - again.

Change the time and venue

J.K. Rowling wrote the first Harry Potter book in extended stints in a cafe (or

so the story goes). Roald Dahl (children books author) worked in a battered

garden shed. Try changing the venue or the time of your writing - from the

office to a coffee shop (if you have a laptop); from late afternoon to early

morning; perhaps even at a table in the corner of your bedroom.

Meditate or go walking


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Sometimes it helps to get out in the fresh air, or to sit quietly and move into

a meditative state and just let the ideas flow. Or not flow. Perhaps what you

need is to dissociate yourself from the world for a while.

The dictionary is the only place where success comes beforework.

Mark Twain


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Module 3

3 Avoiding common errors and

grammar mistakes

At the end of this module delegates will be able to:

Resort to accuracy, brevity, clarity: the ABC of business writing

Explain the need for applying a simple vocabulary

Modify useless, negative, big, redundant, words

Solve ambiguity and pomposity

Distinguish between active and passive verbs Compile sentence and paragraph structures

Apply appropriate punctuation

3.1. The foundations of your writing skills

In writing your major task is to create a message which is clearly

understood and will induce the reader to take the desired action. Readers

should not be left with questions or irritations in their mind.

Writing, to be professional, requires working to a system.

The system focuses on four rules

A clear objective

Correct grammar

Proper structure

Attractive layout


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Its foundations are

1. Accuracy

2. Brevity

3. Clarity

- the ABC of good writing

English a complex language

For many people who will be reading your documents, English will be their

second or third language. If you do not know your reader, assume always

that her/his home language is different from yours.

We are living in a country with 11 official languages. Co-workers may speak

Sotho, Afrikaans, Venda, Zulu, Tswana, or Xhosa.

If you assume that the person receiving your letter, memo, e-mail, report or

minutes is not a first language English speaker, you will probably be right.

It is therefore vital that you keep vocabulary and sentence structure simple

in all the documents you produce.

What you are up against learning English:

IfGH stands for P as in hiccoughIfOUGH stands for O as in dough

IfPHTH stands for T as in phthisisIfEIGH stands for A as in neighbourIfTTE stands for T as in gazetteIfEAU stands for O as in beau

The POTATO would be spelt GHOUGHPHTHEIGHTTEEAU

(FROM James Clark, Stoep Talk, The Star, Thursday 25 November1993)


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H. Schultz v The New York Cleaning Department

A saga in three acts!

Act 1

Dear Sir.

I find Hydrochloric Acid fine for cleaning pipes. Is this OK?

Signed. H Schultz Plumber

Dear Mr Schultz

In response to your enquiry regarding the use of Hydrochloric Acid for

cleaning pipes should be clearly recognised that this is not efficacious. The

Hydrochloric Acid interacts with a variety of metals to produce salts of

various natures, depending on the composition of the metals involved,

which would be more than mildly toxic to any person or persons (or animals)

who might ingest the substance in question. The precise result which would

stem from such ingestion would depend, amongst other less crucial matters,

on the proportion of Hydrochloric Acid and metallic radical to other dilutory

substances in the original combination of substances that induces the salt

producing reaction initially.

Signed. B Pearson, New York Cleaning Department

Act 2

Dear Mr Pearson

Thank you for your interesting letter. Can you please now tell me if it is OKto use Hydrochloric Acid to clean out pipes?



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Dear Mr Schultz

As was explained in our previous letter to you it is the opinion of this

Department that the use of Hydrochloric Acid for cleaning would increase

the susceptibility of the population at large to varying degrees of virulence.

The precise degree of virulence in any specific case would depend, of

course, on the total amount, and percentage of toxic content in that total

amount, of debilitating solution imbibed, and naturally the frequency of

such reflections by the person or persons in question.

We trust the position is now clear to you.

Signed. B Pearson, New York Cleaning Department

Act 3

Dear Mr Pearson

Its real nice of you to trust me. I am now cleaning many more pipes with

Hydrochloric Acid.


Dear Mr Schultz

Dont use Hydrochloric Acid for cleaning pipes. It poisons the water.

Signed. B Pearson

The moral of this story is .?


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3.2 Grammar

3.2.1 Introduction

The rule is to be natural and human, not pompous and unnatural. If in

doubt, ask: What would I say to this person face to face? Writing should

be more like speaking.

Letters and documents become difficult to read if they contain:

LONG WORDS

LONG SENTENCES

LONG PARAGRAPHS

3.2.2 Getting tenses right

Present

SIMPLE

he works

CONTINUOUS

he is working

PERFECT

he has worked

PERFECTCONTINUOUS

he has been working

Past

SIMPLE

he worked

CONTINUOUS

he was working

PERFECT

he had worked

PERFECTCONTINUOUS

he had been working


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Future

SIMPLE

he will work

CONTINUOUS

he will be working

PERFECT

he will have worked

PERFECTCONTINUOUS

he will have beenworking

Conditional

SIMPLE

he would work

CONTINUOUS

he would be working

PERFECT

he would have worked

PERFECTCONTINUOUS

he would have beenworking

Education is when you read the fine print.Experience is what you get if you dont.

Pete Seeger

Yesterday is historyTomorrow is a mysteryToday is a gift That is

Why it is called a present!


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3.2.3 Words

3.2.3.1 Introduction

Short words are easier to read than long words because they are easier to

recognise and interpret. We get more practice in using the words we speak;

so when we see a word which we do not use in conversation, it is harder for

us to understand.

Never try to impress the reader by deliberately using long words

Always try to use words whose meanings are precise, and not open to

doubt

Use a short word (or even two or three) instead of one long one.However, at times we may need to use some long word for varietyand precision. Try to keep long words below 10% of the total bycutting out the unnecessary ones.

Write to express not impress!

What does hot mean? List the possible meanings of the word hot

One factory has this accident recorded: An electrician put a sign hot on a

bare and protruding piece of metal. A workman was careful to equip

himself with metal tongs before trying to pick it up. He got the shock of his

life.

To an electrical engineer hot means alive with electriccurrent.

To a metallurgist it may mean simply high in temperature.

To some physicists the first meaning would be radioactive.

To some of the men around the office the first meaning of

hot is sexy.


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3.2.3.2 Word use

Keep it short and simple!

Rather than: Use:

discontinue stop

submit for consideration propose

proceed go

commence start

occurrence event

dispatch send

in respect of of, about

make modifications to modify, change

demonstrate show

is in a position to can

we would be grateful if you would please

facilitate help

Be precise, avoid jargon and clichs

correspondence i.e. letter

communication e.g. report, memo, telephone

callillustration graph or diagram

a large proportion of many

concerning about

at the present time now

currently now

despite the fact that although

furnish particulars give details

in conjunction with with

in the course of during

on account of the fact that because

assuring you of our best attention NOTHING. Leave it

out!

Enclosed please find I enclose

Trust this meets with your approval NOTHING. Leave it

out!

Perhaps use: I hope this is what you

wanted


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But remember ultimately,Accuracyand Clarityare more important than

Brevity.

3.2.3.3 Useless words

There are several weasel words in the English language. These are words

which do not add anything to your writing.

It appears that Customer Service will

It should be noted that we will

There are some departments that will

You will be left with:

Customer Service will.

We will

Some department will ..

Other weasel words that should be edited out of writing

Actually Definitely

Hopefully Fortunately

Carefully Pretty sure

Quite sure RatherReal Really

Somewhat Very

Slightly Extremely

For example: He is rather intelligent. It is very large, very high, very clear.


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3.2.3.4 Nice words

Find a more descriptive adjective as a substitute of nice

Nice man Nice woman

Nice food Nice house

Nice flowers Nice holiday

3.2.3.5 Positive and negative words


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Analyse words for positive and negative emotional meanings. For example,

efficient is positive, so is punctual; you must is negative, so is

impossible or incorrect.

A positive tone encourages a favourable, desirable association with a

product or service. A negative tone is a red flag word. It plants seeds of

doubt, or conveys an image that is unfavourable, undesirable, unattractive,

or even frightening. However, too positive a tone will lead to accusations of

pushy.

Positive words

EXAMPLES OF POSITIVE WORDS

Appreciate Satisfaction

Assurance Responsible

Committed Quality

Confidence Honest

Dependable Service

Established Willingness

Negative words

EXAMPLES OF NEGATIVE WORDS

Blame Fault

Sorry Inconvenience

Failure Regret

Never ComplaintCant Disagree

Unfortunate Difficult

Prejudiced Unable

Wrong Neglect


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Negative phrases

EXAMPLES OF NEGATIVE PHRASES

Your delay

Your dissatisfaction

Why didnt you

We cannot understand your

You claim

You forgot to

You must

You are misinformed

Negative and positive ways of saying things

EXAMPLES OF NEGATIVE AND POSITIVE WAYS OF SAYING THINGS

Complaints department

Customer service

Our office doesnt open until 09h30

Our office opens at 09h30

I was surprised to learn that

I learned from your letter that

Mistakes are bound to happen

We shall take care to prevent a similar occurrence

We hope you wont find our product unsatisfactory

We are sure you will find our product satisfactory

You wont have difficulty operating your new mower if

Your new mower will operate efficiently and easily when

Your failure to write leads us to believe that you

Since we have not heard from you we are sure you

It will never happen again

We have taken the appropriate steps, or

We are committed to improving our serviceEnhancing your Business Writing SkillsSeptember to October 2009

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3.2.3.6 Dont use big words

In promulgating your esoteric cogitation, or articulating your superficial

sentimentalities and amicable, philosophical or psychological observations,

beware of platitudinous ponderosity. Let your conversational

communications possess a clarified conciseness, compact

comprehensiveness, coalescent consistency and a concatenated cogency.

Eschew all conglomerate of flatulent garrulity, jejune, babblement and

asinine affectations. Let your extemporaneous descanting, and

unpremeditated expatiation have intelligibility and veracious vivacity

without rodomontade or thrasonical bombast. Sedulously avoid all

polysyllabic profundity, pompous prolixity, psillacious vacuity, ventriloquil

verbosity and vaniliquent vapidity. Shun double entendres, prurient jocosity

and pestidiferous profanity, obscurant or apparent.

In other words, write plainly, briefly, naturally, sensibly, truthfully, purely.

Keep from slang. Dont put on airs. Say what your mean, mean what you

say, and dont use big words!

3.2.3.7 When to use a BIG word

There are four legitimate reasons for using a big word. Ask yourself if your

big word fits one or more of these four reasons.

S 1. Its SIMPLER or more familiar than the short word equivalent.

Average is

more familiar than mean, and sponsorship, more familiar than

aegis.

U 2. Its UNIQUE. It cant be said in small words. Most technical

vocabulary is

included here (amortise, inventory, appreciation), as well as

such non-

technical words as communicate, civilisation, democratic.

R 3. Its RICH. It conveys precision. Examples are: implement,

document,


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designate, develop, introduce. For instance, calling a marriage

license a

document is more precise than paper.

E. 4. Its ECONOMICAL. It saves a lot of small words.

Unemployment is more

economical than the fact that a lot of people are without jobs;

and

destination more economical than the place to which

(someone) is going.


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3.2.4 Pomposity

Avoid these phrases:

Herewith attached please find the document as requested by

yourselves

You are cordially invited

The above refers, your letter refers

Hope you find the above in order

Your attendance will be highly appreciated

Ensuring you of our best attention at all times

It would be highly appreciated if you

Suggest an alternative for the business terms and phrases:

I would like to give confirmation _____________________________

It is apparent that _____________________________

We are in receipt of _____________________________

Re your enquiry concerning _____________________________

It will be our endeavour _____________________________

Assuring you of our best attention at all times _____________________________

For the purpose of _____________________________

Trusting this meets with your approval _____________________________

I refer to previous correspondence regarding

_____________________________

It would be greatly appreciated if you would

advise us _____________________________

I would be pleased if you could arrange _____________________________

After some discussion within the Department

a decision was reached _____________________________

I hope this information will be sufficient in

resolving your problem area _____________________________

The Committee gave further consideration to a

memorandum containing proposals with regardto _____________________________

The necessary enquiries have been instituted

with a view to ascertaining the causes _____________________________Enhancing your Business Writing SkillsSeptember to October 2009

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It is desired to bring to the attention of all

employees that _____________________________

Eliminate the redundant words from the following sentences:

1. You will see what I mean if you refer back to the introduction

2. We will be able to meet the deadline if we combine together thesections wehave prepared

3. There are too many redundant phrases which add nothing

4. The consensus of opinion favours a June election

5. The new desks are oval in shape

6. Will you please repeat the sentence before I continue on with mytyping

7. Come on Monday together with your assistant

8. We are now currently employing two thousand staff

9. I have received your letter along with enclosures

10. The two departments will be amalgamated together in May

Creative pomposity

Judy Wallman, a professional genealogical researcher, discovered that

Hillary Clintons great-great uncle, Remus Rodham, was hanged for horse

stealing and train robbery in Montana in 1889. The only known photograph

of Remus shows him standing on the gallows. On the back of the picture is

this inscription: Remus Rodham; horse thief, sent to Montana Territorial

Prison 1885, escaped 1887, robbed the Montana Flyer six times.

Caught by Pinkerton detectives, convicted and hanged in 1889.

Judy allegedly e-mailed Hillary Clinton for comments. Hillarys staff sent

back the following biographical sketch:

Remus Rodham was a famous cowboy in the Montana Territory. His

business empire grew to include valuable equestrian assets and intimate

dealings with Montana railroad. Beginning in 1883, he devoted several


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years of his life to service at a government facility, finally taking leave to

resume his dealings with the railroad. In 1887 he was a key player in a vital

investigation run by the renowned Pinkerton Detective Agency. In 1889

Remus passed away during a function held in his honour, when the platform

on which he was standing collapsed.

Thats how history is rewritten. (Source: Space, Barry. Untitled. Sunday

Times Magazine: p3).


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3.2.5 Verbs

3.2.5.1 Active and Passive

The verb is the most important part of the sentence. It generally conveys

action. There are three types of verb:

1. the ACTIVE VERB (this is direct and concise: 4 words)

Thabo writes a lease

2. the PASSIVE verb (this has less impact: the same

message in

6 words)

A lease is written by Thabo

It is easy to recognise the passive voice it always has some form of the

verb to be in front of the verb: was, will be, must be

To convert it to the active, the reader has to answer the question by

whom?, e.g. The lease is written by whom? by Thabo.

In the above example the writer has answered the by whom? question.

But often the writer forgets to answer it and this leads to confusion. E.g. In

the event of a rail strike, road transport will be supplied.

By whom? No answer!

In this case the readers do not know who is going to take the action, so they

will probably have to spend time finding out.

3. the VERBAL NOUN (this is dull, verbose and is used as

padding, as in school essays. Total

of 10

The writing of the contact was words)

carried out by Thabo


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So WRITE in the ACTIVE VOICE unless there is a good reason for using the

PASSIVE.

Active voice

Leads to writing which is clear and generally more emphatic. The active

voice forces us to say exactly what we mean. We have to clarify who took,

or should take the action. The active leaves the reader with complete

understanding and steers clear of ambiguity and vagueness, and we have to

accept full responsibility for our statements.

Passive voice

Use of the passive avoids being specific; leaving room to manoeuvre, or as

a safeguard against being tied down too closely. Inappropriate use of the

passive is the most common fault in writing and leads to lack of directness,

more words, and confused and heavy reading. It is particularly risky to use

the passive where actions and procedures are involved they may never

get done by anyone.

Example

Passive

The problem of the need for revision of stock taking procedures was

discussed last year. It was pointed out that no responsibility could be

accepted for the inadequacy of the system at that time.

Active

We discussed the need to revise your stock taking procedures with Mr

Brian Dawes last year. We believed the system was inadequate then

and we could not accept responsibility for it.

3.2.5.2 When to use the passive voice


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Sometimes the passive may be appropriate

To avoid the impression of being critical of people.

e.g.: The accounts have not been completed.

To emphasise the object of the sentence rather than the subject.

e.g.: Standards of safety have been allowed to deteriorate.

To soften a passage which is predominantly active, particularly in

scientific reports where by whom will be self-evident.

e.g.: The computer was installed to mechanise the accounts.

3.2.5.3 Long word and passive verbs

Effective writing is clear, simple and direct.

To surround your ideas in a web of passive verbs, verbal nouns and

abstractions only confuses the reader.

Please rewrite the following sentences in the active form:

1. Your letter was received by us.

________________________________________________________________

2. The following action is to be taken when processing an insuranceclaim

________________________________________________________________

3. A cheque for R1 987,00 was sent to the customer by me.

________________________________________________________________

4. The audit was accomplished by us in under two days.

________________________________________________________________

5. Forty seven people were interviewed by the research team.

________________________________________________________________

6. The firm is being advised on this matter by legal experts.

________________________________________________________________

7. This will require the consideration of several factors on our part.


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________________________________________________________________


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3.2.6 Sentences

A sentence is a unit of thought. It should be able to stand on its own.

Sentences are separated by major punctuation marks.

Major punctuation marks are . ? ! : ; -

However, we must not overlook the use of minor punctuation marks.

Minor punctuation marks are , ( )

The golden rule is to always use punctuation marks to clarify the meaning

of the passage.

Sentence length

Sentences should on average be about 14 20 words long more than this,

and ideas can become clouded.

But it is best to vary the length of sentences; it is often dull and tiring if all

sentences are of the same length. In contrast, if the sentences are tooshort it is difficult to make the piece flow.

We can keep sentences short by:

- Keeping to one unit of thought per sentence

- Using active verbs

- Avoiding unnecessary words or phrases which add nothing to

the meaning

Sentence structure

Sentence structure is just as important as length

- The more difficult a text is, the simpler its structure should be.

The best order for a sentence is: subject, verb, direct object, e.g.

The company secretary writes the minutes.

- The essence of the message should be in the first part of the

sentence, as the reader always retains this part better.


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3.2.7 Paragraphs

3.2.7.1 Signposts

Every paragraph should begin with a brief statement of theme. This topic

sentence acts as a signpost to help the reader. The first sentence shouldnot be more than 14 - 15 words.

Efficient readers use the signposts when they skim a document to decide

how closely they need to read it.

3.2.7.2 A new idea or development needs a new paragraph

Paragraphs are there for your reader - to show him/her that you are

beginning a new point.

There should be one, clear idea per paragraph.

Every paragraph has a controlling idea. This is called the topic sentence

and is the thought or vital piece of information from which the rest of the

paragraph flows.

3.2.7.3 Introduce a paragraph with the topic sentence. It

should be quite short.

In the following example, please underline the topic sentence, and then work

out how you could restructure the passage so that it comes first.

After our discussions, I thought about the matter and felt that I needed advice.

I have always felt that our Personnel Officer is a competent woman, and she

has often shown integrity in staff matters so I decided to make an

appointment and to discuss the matter with her. She was very helpful and I

finally decided to accept the transfer to Cape Town, partly because of the

educational opportunities for my children and partly because of the

promotional prospect

Documents

Enhancing Business Writing Skills Handbook Aug 2009 V5