Modern Business Writing - Fasset
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| |Enhancing Business Writing Skills | |
| |Facilitated by Mosedimosi Business Training | |
| |September to October 2009 | |
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| |ALL RIGHTS RESERVED COPYRIGHT | |
| |[pic] | |
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| |The views expressed in this document are not necessarily those of the Seta’s. | |
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Table of Contents
Module 1 4
Planning and constructing documents 4
Cultivate your writing skills 5
Set the objective(s) 6
Purpose and Scope 8
Planning the document 9
Module 2 16
Mind Maps 16
Structure of draft report 19
Tactics to get rid of writer’s block 24
Module 3 25
The foundations of your writing skills 26
English a complex language 27
Grammar 30
Word use 33
Pomposity 39
Verbs 41
Sentences 44
Paragraphs 45
Punctuation 47
Module 4 54
Producing documents which are clear, effective and professional 54
Ambiguity 54
Choosing the correct tone 55
Style in business writing 57
Ten principles for effective writing 60
Module 5 61
Document types, layout, structure and content 61
Checklist: Inter-office memos 62
Structure of a letter 64
Business letter examples 68
E-mail 80
Informal reports 88
Proposed structure of final report 94
Report writing - example of an executive summary 95
Example of a structure of a business plan 96
Financial and statistical reports 97
Guidelines for writing an effective précis 100
Persuasive report writing 102
Preparing the Notice 105
A specimen agenda of a routine board meeting 111
The minutes of a meeting 112
Specimen minutes of a monthly board meeting 119
Module 6 121
Analysing and editing your own documents 121
Proof reading 121
Editing 122
Presentation 123
Document polishing check-list 127
Gunnings Readability Index (The fog index) 128
Where do you go from here? 130
Can you raed tihs? Olny srmat poelpe can. 131
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|To learn is to change. Education is a process that changes the learner. |
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|George B Leonard |
Module 1
1 Planning and constructing documents
[pic]
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
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.
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, particularly books, magazines and articles on websites and blogs related to your field 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”
• the written word is mightier than the sword
• the most brilliant ideas cannot be implemented if they are not reduced to writing.
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?
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 tax should be paid by all.
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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 reference to 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 government’s intention 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 organisation’s 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 usually well 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 nature of the texts to be produced.
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 1.4.1 When following the planning process, you need to:
❖ Understand why the document is required (the purpose, objective), and the terms of the brief
❖ Know the due date and undertake that you will have the document complete 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 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 are re-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
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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)
• Education level
• 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 the document
4. That the audience has time to read the entire document
5. That the audience has a strong interest in the subject of the document
6. That the author will always be available to discuss the document
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 |
|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 right|
| |people |
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?
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 |
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|Secondary |
|Books, internet, reports, newspapers, magazines, pamphlets, and journals |
|Information may be inaccurate, out of date, or biased |
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|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. |
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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.
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.
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.
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 unnecessary ideas you've gathered. This outline becomes the basic "structure" of your document.
Module 2
2. Writing with increased confidence in a structured
and disciplined manner [pic]
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 writer’s 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.
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 information in 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.
• 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 the effectiveness 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.
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"?)
• 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 |The reasons for undertaking the |
|to investigate the issues raised in this article on Beacon University’s increasing use of |study are outlined |
|online technology 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 |Any assumptions made in the study|
|rethinking what they offer and the way they offer it. |are noted |
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|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. |The scope or extent of coverage |
| |is clarified |
|Information was gathered by way of interviews with the selected academics. This was | |
|supplemented by a review of current literature on e-learning. | |
| |Methodology (how the research was|
|Although expressions of interest were sought from students for focus group discussions, |conducted) is outlined |
|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 | |
|literature makes clear the issues for students in the current educational-economic |Limitations of the study are |
|climate. |explained |
| | |
|In this report, the issues raised in Gelonesi’s article are identified and set amongst the| |
|current literature relating to online learning. These findings are then contextualised at| |
|Beacon by considering the perceived student and staff .needs as identified through | |
|structured interviews. |Plan of the report is specified |
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2.2.3 Procedures
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.
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
|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|Restatement of questions/problems that|
|costs, but as Gelonesi (2002) points out, online delivery is not necessarily a cheaper way|led to the preparation of the report |
|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 |Summary of key points |
|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 Beacon’s 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 be ignored, universities need to | |
|embrace this development, not as a replacement for face-to-face teaching, but as an |Link back to the purpose of the report|
|alternative delivery mode. In some situations it may well be a more flexible alternative | |
|that better suits the needs of students. As Professor Anne Martin, Deputy Vice-Chancellor| |
|at Deakin University notes, “…[online learning is] a developing field and it’s very | |
|exciting but it’s important it’s offered only where it’s going to be better, more | |
|effective and more efficient” (in Gelonesi, 2002, p.3). | |
What are the conclusions you have come to?
2.2.6 Financial implications
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What are the benefits vs. costs and risks from the suggested solution?
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 writer’s 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
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
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.
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|The dictionary is the only place where success comes before work.” |
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|Mark Twain |
Module 3
3 Avoiding common errors and grammar mistakes
[pic]
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
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: |
| |
|If GH stands for P as in hiccough |
|If OUGH stands for O as in dough |
|If PHTH stands for T as in phthisis |
|If EIGH stands for A as in neighbour |
|If TTE stands for T as in gazette |
|If EAU stands for O as in beau |
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|The POTATO would be spelt GHOUGHPHTHEIGHTTEEAU |
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|(FROM James Clark, Stoep Talk, The Star, Thursday 25 November 1993) |
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
[pic]
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 OK to use Hydrochloric Acid to clean out pipes?
Signed. H Schultz – Plumber
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
It’s real nice of you to trust me. I am now cleaning many more pipes with Hydrochloric Acid.
Signed. H Schultz – Plumber
[pic]
Dear Mr Schultz
Don’t use Hydrochloric Acid for cleaning pipes. It poisons the water.
Signed. B Pearson
The moral of this story is ….?
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 |CONTINUOUS |
| | |
|he works |he is working |
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|PERFECT |PERFECT CONTINUOUS |
| | |
| |he has been working |
|he has worked | |
Past
| | |
|SIMPLE |CONTINUOUS |
| | |
|he worked |he was working |
| | |
|PERFECT |PERFECT CONTINUOUS |
| | |
| |he had been working |
|he had worked | |
Future
| | |
|SIMPLE |CONTINUOUS |
| | |
|he will work |he will be working |
| | |
|PERFECT |PERFECT CONTINUOUS |
| | |
| |he will have been working |
|he will have worked | |
Conditional
| | |
|SIMPLE |CONTINUOUS |
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|he would work |he would be working |
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|PERFECT |PERFECT CONTINUOUS |
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| |he would have been working |
|he would have worked | |
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|Education is when you read the fine print. Experience is what you get if you don’t. |
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|Pete Seeger |
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|“Yesterday is history |
|Tomorrow is a mystery |
|Today is a gift – That is |
|Why it is called a present!” |
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 variety and precision. Try to keep long words below 10% of the total by cutting 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 electric current.
• 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.
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 clichés
correspondence i.e. letter
communication e.g. report, memo, telephone call
illustration 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”
But remember – ultimately, Accuracy and Clarity are 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 Rather
Real Really
Somewhat Very
Slightly Extremely
For example: He is rather intelligent. It is very large, very high, very clear.
3.2.3.4 Nice words
Find a more descriptive adjective as a substitute of “nice”
|Nice man |Nice woman |
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|Nice food |Nice house |
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|Nice flowers |Nice holiday |
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3.2.3.5 Positive and negative words
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 Complaint
Can’t Disagree
Unfortunate Difficult
Prejudiced Unable
Wrong Neglect
Negative phrases
EXAMPLES OF NEGATIVE PHRASES
Your delay
Your dissatisfaction
Why didn’t 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 doesn’t 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 won’t find our product unsatisfactory
We are sure you will find our product satisfactory
You won’t 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 service
3.2.3.6 Don’t 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. Don’t put on airs. Say what your mean, mean what you say, and don’t 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. It’s SIMPLER or more familiar than the short word equivalent. Average is
more familiar than mean, and sponsorship, more familiar than aegis.
U 2. It’s UNIQUE. It can’t 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. It’s RICH. It conveys precision. Examples are: implement, document,
designate, develop, introduce. For instance, calling a marriage license a
document is more precise than paper.
E. 4. It’s 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.
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 regard
to _____________________________
The necessary enquiries have been instituted
with a view to ascertaining the causes _____________________________
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 the sections we
have 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 my typing
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 Clinton’s 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. Hillary’s 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 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.”
That’s how history is rewritten. (Source: Space, Barry. Untitled. Sunday Times Magazine: p3).
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
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
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 insurance claim
________________________________________________________________
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.
________________________________________________________________
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 too short 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.
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 should not 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 prospects the transfer will offer me.
When people write long, unstructured sentences, and the ideas in them ramble on and merge into the next idea, this usually means that they did not plan what they wanted to say in the first place. If a writer decides on the central ideal of a paragraph before writing it, he or she will usually put the topic sentence first. This will make it easier for the reader to understand immediately what the paragraph is about.
3.2.7.4 Use the order of your paragraphs properly
Paragraph 1 should refer back to any previous communication, action etc., and should set your letter in context.
The middle paragraph(s) should deal clearly with the matter(s) you are writing about.
The closing paragraph should look to the future, explaining exactly what action you are taking now, or what you want the receiver to do. Be specific. Do not write "Please let me know" - rather say "Please let me know by return of post", or "Please send me the cheque by close of business on Friday, 4 August 2000"
3.2.7.5 A paragraph is a theme – a cluster of related sentences.
• Separate the themes into paragraphs and the reader will be able to get an understanding of the central message. Do not include more than one theme per paragraph.
• Good paragraphing helps to make reading easy and clear.
• If the paragraphs are short, the reader can concentrate easily on each aspect of the report. If, on the other hand, the paragraphs are long and heavy, the reader will very soon get confused and give up. Short paragraphs make reports look easier to read.
• A good ‘rule of thumb’ is that paragraphs should on average be 6 sentences or fewer. Sometimes a one-sentence paragraph is very effective to grab the reader’s attention or to make a key point.
3.2.8 Punctuation
3.2.8.1 Meaning
(1) The use of various signs or marks for dividing words, or groups of words, from one another.
(2) It is an artificial means of indicating the various stops, pauses and stresses which would occur if the sentences were spoken instead of written.
3.2.8.2 Purpose
Its object is to help in making the sense and grammatical relationships easier to understand and thus to avoid ambiguity.
Punctuation marks may be divided into two groups.
(1) "True" punctuation marks which differ from each other only in a time sense. In order of length of pause these are: -
(a) Comma (,)
(b) Semicolon (;)
(c) Colon (:)
(d) Full stop or period (.)
(2) Other marks, which are used more or less in an explanatory manner, to bring out the full sense of the words that are affected by them. These are:-
(a) Question mark (?)
(b) Exclamation mark (!)
(c) Inverted Commas - double and single (" " ' ')
(d) Parenthesis or brackets ( )
(e) The dash (-)
(f) Apostrophe (‘)
(g) Hyphen (-)
(h) Asterisks (*)
(i) The caret or mark of omission
(j) Capitals.
A. USES OF THE COMMA
(1) To separate words or groups of words in a list; e.g. The chief exports
are gold, diamonds, wool, feathers and hides.
(2) To mark off the nominative address:-
e.g. Dear Sirs,.......... Ladies and gentlemen, .......... John, come here!
3) At the beginning and end of participial phrases; e.g. The Prime Minister, speaking in Afrikaans,
4) said .....
(4) To separate words used in apposition; e.g. London, the capital of England, stands on the Thames.
(5) Gerundial infinitives should be marked off by commas; e.g. To tell the truth, I am in difficulties.
(6) To mark off the absolute construction:
e.g. Considering the state of affairs, it is what I expected. Do not, however, write: "The lecturer, having finished the lesson, the students left the room". (N.B.) The comma after lecturer should be omitted).
(7) Interjections are marked off by commas, preceding and following them: e.g. however, indeed, therefore, thus, unfortunately, etc.
(8) To separate phrases or clauses which interrupt the connection between other parts of the sentence; e.g. (1) If you will permit it, I shall leave now.
(2) The man, whose money was stolen, was very wealthy.
(N.B.) NOTE that a first noun clause is not separated from the principal clause, though a succession of noun clauses are separated from each other by commas; e.g. The speaker said (1) that he had seen the district, (2) that he had questioned the people, and (3) that he was convinced that they had a grievance.
(9) When "and" is used between a series of words, the comma is omitted, though it is generally included when the conjunction is used between clauses.
B. USES OF THE SEMI-COLON
This mark indicates a longer pause than that required by the comma.
(1) To mark off co-ordinate clauses in compound sentences; e.g. Johannesburg is an interesting place; Durban is a pretty town; but Pretoria is the most attractive of them all.
(2) It is often used for effect, since the comparatively long pause that it allows gives the reader time to grasp the significance of preceding words; e.g. To be or not to be; that is the question.
C. USES OF THE COLON
(1) To introduce a quotation; e.g. Most people know the proverb: "Time is money".
(2) To introduce a series of names explaining a previous statement; e.g. The chief towns in South Africa are: Johannesburg, Cape Town, Durban; etc.
(3) Between two statements in opposition to each other; e.g. To err is human: to forgive divine.
D. USES OF THE FULL STOP
(1) To mark the end of a complete sentence.
(2) At the end of every abbreviation.
There is a tendency for beginners to over-punctuate their work, but this may be counteracted by reading the work aloud, giving each stop its due pause.
E. THE DASH
(1) Used to give the reader a sense of strong, deliberate continuation; to introduce an unexpected ending to a sentence; e.g. He was always ready to spend money - on himself.
(2) Used before i.e. to indicate a pause; e.g. Write the following in narrative form - i.e. as a story.
(3) To introduce a list of names and indicate a strong continuation; e.g. He has visited many cities - London, New York, Paris......
(4) Doubled, it serves the purpose of brackets; e.g. At the age of twelve - such is the power of genius - he knew Latin.
F. QUESTION MARK (OR MARK OF INTERROGATION)
(1) Is placed at the end of every sentence that contains a direct question; e.g. Where are you going?
A common omission in business correspondence is found in such sentences as: Will you please send me 1 box oranges?
G: EXCLAMATION MARK
(1) Used after sentences expressing emotion, exclamatory sentences or interjections; e.g. He failed! What a pity! "Oh!”, she gasped.
H. THE PARENTHESIS
Encloses explanatory words which clarify or amplify the meaning of a sentence; e.g. A receipt for fifteen rands (R15) is enclosed.
I. INVERTED COMMAS
(1) Double. (a) Used to enclose a quotation or title; e.g. Have you read "Les Miserables?" We read that in the "Cape Times".
(b) To enclose words used in direct speech; e.g. "I shall be honoured", he said, "to accept the position".
(c) To enclose unusual words, or words used in an unusual manner; e.g. In Venice each year "King Carnival" holds high festival.
(2) Single. (a) To enclose a quotation within a quotation; e.g.
He said "I saw in the ' Mercury' that ' Hamlet’ was being staged".
(b) When words are borrowed from another author, they are usually enclosed in single inverted commas as a token of acknowledgement.
The correct position of inverted commas is outside all other marks such as exclamation and question marks.
J. APOSTROPHE
(1) To denote the omission of a letter or letters; e.g. you'll, don’t etc. (These words must not be used in business correspondence).
(2) To denote the possessive case; e.g. Girls’ High School, Princess’s Palace.
K. HYPHEN
Is used to unite the parts of a composite word; e.g. ox-eyed, worn-out, never-to-be-forgotten; etc.
It has been dropped from many compound words which are now written as one word;
e.g. bareheaded, breakdown.
It should however be used where there is ambiguity e.g. re-form, and reform.
L. ASTERISKS
Indicate the deliberate omission of words from a copied or repeated message.
A series of dots is sometimes used instead; e.g. "Come',' cried the Baronet -"cheer up, man, and fill another tumbler; here's ****** going to give us the Tailor".
M. CAPITALS
A capital letter is used: -
(1) To mark the beginning of a sentence.
(2) As the first letter of the first word in a quotation.
(3) For proper nouns.
(4) For the names of ships, books, papers, titles and events.
(5) For all proper names.
(6) For words which are to be emphasised - in advertisements.
(7) For pronoun "I" and interjection "O" or "OH".
(8) In words: Dear Sir, or Madam, at the beginning of a letter, and in Yours, at
the end.
3.2.8.3 Punctuation exercise
Without removing any words, please punctuate the following paragraph. There are no mistakes in the paragraph below.
He told me where he was going to see James and I replied that he might see Brenda there at the same time the dog started barking again I had to shout as I asked will you tell him I I tried to quieten the dog but I failed to shut him up of course I should have given him a bone I know Bill did not hear me I thought he smiled as he went away without my having had a chance to question him for the second time I went home dissatisfied
|Never be afraid to try something new. Remember, amateurs built the ark; professionals built the Titanic. |
| |
|Anonymous |
3.2.8.4 Punctuation options
Option 1
He told me where he was going - to see James - and I replied that he might see Brenda there. At the same time the dog started barking. Again I had to shout as I asked, “Will you tell him I-?” I tried to quieten the dog, but I failed; to shut him up, of course, I should have given him a bone. I know Bill did not hear me. I thought he smiled as he went away, without my having had a chance to question him. For the second time I went home dissatisfied.
Option 2
He told me where he was going to see James, and I replied that he might see Brenda there at the same time. The dog started barking again. I had to shout as I asked, “Will you tell him I … I tried to quieten the dog, but I failed to shut him up. Of course, I should have given him a bone, I know.” Bill did not hear me, I thought. He smiled as he went away. Without my having had a chance to question him for the second time, I went home dissatisfied.
Module 4
4 Producing documents which are clear, effective and professional
[pic]
At the end of this module delegates will be able to:
• Choose concise language
• Avoid repetition
• Express ideas concisely
• Ensure quality
• Select and develop an appropriate style and tone
4.1 Ambiguity
Avoid ambiguity – write as clearly and accurately as possible.
An ambiguous word or phrase can have disastrous results.
Have a look at the following phrases and try to work out their various meanings.
• Bi-monthly
• Notice in a pharmacy: We dispense with accuracy.
• Letter to an insurance company: Dear Mr Jennings, I am glad to inform you that my husband reported missing is now dead.
• In reply to your letter, I have given birth to a 2 kg boy. I hope this is satisfactory.
• I was thrown from my car as it left the road. I was later found in a ditch by some stray cows.
• I had been driving for 40 years when I fell asleep at the wheel and had an accident.
• I was on my way to the doctor with rear-end trouble when my universal joint gave way causing me to have an accident.
• Mrs R has not clothes and has not had any for a year. The clergy have been visiting her.
• I want money as quick as you can send it. I have been in bed with my doctor all week and he does not seem to be doing me any good.
• Re your enquiry, the teeth in the top are all right but the ones in my bottom are hurting terribly.
4.2 Choosing the correct tone
4.2.1 Word tone
When writing, the words you choose to use carry two kinds of meaning
• “denotative meaning” - what the words actually means
• “connotative meaning” - the emotional value of the word and its associations
snake - a reptile
snake - devious and untrustworthy
If you are not sure of both meanings of a word, be careful of using it. When in doubt, keep it simple and keep to the words you are sure of.
| | | | | | |
|slim |thankful |steadfast |angry |wayward |unacceptable |
|slender |grateful |determined |mad |erratic |unsuitable |
|thin |appreciative |stubborn |enraged |untrustworthy |inappropriate |
|scrawny |indebted |firm |furious |unreliable |impossible |
|lean |obliged |obstinate |irate |changeable |unfit |
What can happen if you use the wrong tome?
4.2.2 Tone in text
It is a “strange but true” fact that you can often assess a person’s personality, educational level, gender, mood, attitudes etc. relatively easily from a piece of his/her writing.
4.2.2.1 Exercise
Edit the following pieces of writing:
From: Bethuel Unkind
To: All staff
Date: Tue, sept, 15, 2009 8:31 AM
Subject: Locking of offices
Dear colleaques
As a key Custodian of the National Office i am requesting everyone that we are living with danger and people of now-adays are untrustfull even if we are both colleaques but we dont like each-other so my advise is these ,to all of us: Please please lock your offices 3 steps away from your office. Because within a second an incident happend, Everyday there is a report of theft, e.g. wallet,handbag,cellphone, carkeys,are stolen when you ask the person that did they broke in to your office,she or he would say i am not sure?
Does these sure give me an answer {no}.You will ask she or he another question was your office locked when that happend the answer will remain the same i am not sure that i did lock or not.SO good people lets work hand in hand, because according to all these i have mentioned it shows every-one that other people are irresponsible for their own belongings together with the state assets, because when you live your office being unlocked you invite any danger to happened into it.
When all these happened they run over to Security to report,and they send them to me Is where they started to hit the rocks Because when i started to ask questions of what happened ,people start to contradict themselves, when you request them to write reports on what happened they failled to comply.They want me to remind them about submiting their reports, Then is there you see them started to be irritated.whereas their the ones who came-up with a problem.
So let me advise on these i am a key-custodian and the rules that i am using if all of us can comply with them there will be no theft all over our Departments,Nationaly Provincialy and Regionaly
So the motto is 3 steps away from your office you lock it to AVOID DANGER'''''''''
I AM VERY VERY STRICTLY WHEN COMING TO LOCKING AND UNLOCKING OF YOUR OFFICES, BECAUESE YOU PUT THE STATE PROPERTY IN DANGER INSTEAD OF PROTECTING AND SECURING THEM ,
Hope we will comply posetively
Kind regard
Bethuel
4.3 Style in business writing
STYLE – The way something is written as opposed to its content.
4.3.1 What constitutes style?
Style is the personal aspect of writing. It is hard to pin down precisely but the following factors will certainly influence our style.
Word choice - Use of adjectives
- Abbreviations, e.g. can’t, won’t
- Using names and/or personal pronouns
Sentence construction - Long or short
- Main point at front or hidden
Asking direct question of the reader - “ … ask yourself what would happen if …”
Using the imperative - “Do not contact Dr Mathers without first …”
The blend of active/passive voice
Paragraphing - Use of headings and layout
Imagery - Creating an atmosphere
Tone - Formal, light-hearted, commanding, inviting
4.3.2 Should we vary our style?
A novelist is likely to have a distinctive style of writing. In the context of “literature” this is important – professional writers often work hard to perfect a distinctive style.
In business writing people will also have their own natural style. However, in business it is a great advantage to be able to adapt style to the needs of the situation. We do not want an inappropriate style to prevent our message achieving the desired result.
The style will depend on the AIM – particularly WHO we are writing to, and for what PURPOSE. Clearly different styles are required for a factual, scientific or technical report, and a persuasive memo asking for an increase in your budget. Remember, writing is a creative activity – so think about the style you use.
4.3.3 A positive personal style
This style is appropriate when we want to appear enthusiastic or confident – e.g. giving good news, action requests (especially from superior to less senior people), getting people to take note of a proposal.
If the right balance is struck it will create a positive and favourable impression. If over-done it can appear too flamboyant or pushy.
To be positive:
• Use the active voice, stand up en be counted. Be precise.
“I will present the results at the next committee meeting on 22 May”
rather than
“The results will be presented at a future meeting of the committee”
• Avoid weakening words and phrases such as possibly; maybe; perhaps;
“It would be concluded that …”
• Use names and personal pronouns to make it more friendly
• Try to write more like you speak
• State your opinions and the facts clearly.
4.3.4 Technical and scientific reporting style
Traditionally, technical and scientific reports have been written in the passive voice. All the evidence shows scientists prefer to read a simple style, yet they tend not to write it themselves, since they are afraid they will be accused of ignoring scientific objectivity and injecting too much opinion into their writing.
Recent surveys have shown that scientific colleagues regard a simple active style as not only easier to read, but also as evidence of greater technical competence. This esteem is due to the writer’s apparent dynamism, thoughtfulness and enthusiasm for the subject. It also shows regard for the ordered and objective way they communicate. Consequently the style in which we report enhances the image of our work.
The message is clear: if we wish to gain recognition for our technical expertise – we must write in simple terms.
4.3.5 George Orwell’s five rules for using language to express thoughts
1. Never use a long word where a short one will do.
2. If it is possible to cut a word, delete it.
3. Never use the passive voice where you can use the active voice.
4. Never use a foreign phrase, a scientific word or jargon if you can think of an
everyday English equivalent.
| |
|In matters of style, swim with the current; in matters of principle, stand like a rock. |
| |
|Thomas Jefferson |
4.3.6 Ten principles for effective writing
1. Use variety in your writing. On the average, sentences should be short; 18 - 20
words is ideal. Paragraphs should contain 5 – 7 sentences.
2. Avoid weak language. For example words such as rather, very, little, pretty.
We should all try to do a little better and be very watchful of this
rule, for it is a rather important one, and we are pretty sure to
violate it now and then.
3. Avoid clichés, buzzwords, and jargon.
4. Avoid unnecessary words (padding) such as “the, that, I think, I feel, I believe”.
5. Use active not passive sentences.
6. Write as you would talk. Use conversational and familiar language. And always
remember your “company” manners.
7. Don’t nominalise by adding “tion” or “ment” to verbs. For example, don’t say
“utilisation of” when you mean “use”.
8. Don’t dangle. For example: “The document was filed by the employee who had
been working on it in the wrong drawer”.
9. Use active verbs. Stay away from forms of the verb “to be, to make, to do, to have”. A sentence beginning “There are …” is a sure tip off that you are falling into bad habits. Don’t write, “There are several tax problems requiring resolution,” when you can write, “Several tax problems require resolution”.
10. Write to express not to impress.
Based on Robert Gunning
Module 5
5. Writing for a specific readership and for different
circumstances
[pic]
After attending this module delegates will be able to:
• Plan the content and layout of the business letter
• Draft templates for various routine letters
• Formulate written responses to complaints
• Adopt the correct approach to e-mail
• Evaluate examples of good and poor e-mails
• Respond to clients’ e-mails
• List forms of e-mail etiquette
• Embark upon précis writing
• Develop a framework for a routine report
• Propose a framework for an investigative report
• Develop an outline for a proposal
• Explain the concept and content of the executive summary
• Interpret financial and statistical information on behalf of the reader
• Explain the concept and structure of a persuasive report
• Construct the content and layout of a notice of meeting
• Organise the content and layout of an agenda
• Explain the structure and contents of a set of minutes
• Apply Gunning's Readability Index
5.1 Inter-office memos
5.1.1 Checklist
1. Define your topic and state it accurately
2. Consider your reader when you determine the tone of the memo. In most cases,
use a friendly informal style.
3. Put the main point of your memo in the first sentence.
4. Use the body of the memo to provide necessary details and background
information. All sentences should be directly related to the topic stated in the subject line.
5. Memos should be specific, to the point, and contain simple, direct language.
They must evoke response and action.
6. Keep copies of the memos you write. They are often useful for future reference.
7. Do not use a salutation nor a complementary close. However, if you wish to, it is
permissible to use the name of the person you are writing to in the beginning of
the body.
8. Keep your paragraphs short and crisp. If necessary number them.
9. Only write a memo when a telephone call is not sufficient, or when a written
record is needed, or when you have to reach many people.
10. Be sure your terminology, sentence length and structure, and paragraph length
and structure all make for quick, clear, easy reading. Itemisation and tabulations may help.
5.1.2 Example Memo
From: IT department
To: Limpopo area reservation staff
Date: 15 September 2009
New Monthly Reporting System
We’d like to go over some of the changes in the new monthly reservation reporting system that we discussed at Monday’s special meeting.
This new system will save you time when reporting future sales. We understand your concern about the effort that will be required initially to input your visitor data. However, we are confident that you will all soon enjoy the benefits of this new system.
Here is a look at the procedure you will need to follow to complete your area's client list:
1. Log on to the company web site at
2. Enter your user ID and password.
3. Once you have logged on, click on "New Visitor".
4. Enter the appropriate visitor information.
5. Repeat steps 3 and 4 until you have entered all of your visitors.
6. Once this information has been entered, select "Place Visitor".
7. Choose the client from the drop down list "Visitors".
8. Choose the camp from the drop down list "Camps".
9. Click on the "Process Visitor" button.
As you can see, once you have entered the appropriate visitor information, processing reservations will require NO paperwork on your part.
If in doubt about any of the procedures described above please contact me.
Thank you for your help in putting this new system into place.
Regards
Rebecca Fundi
5.2 Letters
5.2.1 Structure of a letter
The business or formal letter usually consists of the following parts:
Address
The address of the (private) writer of a business or formal letter is written on the right-hand side of the page. A letter from an organisation will have an official letterhead.
The name and address of the recipient are written on the left-hand side of the page.
Example 340 Walker Street
SUNNYSIDE
0002
15 September 2009
The Commissioner
South African Revenue Service
Private Bag X923
Pretoria
0001
The business or formal letter is always directed to a person or designation and not to the name of the organisation. For instance, a letter to SARS is directed to The Commissioner.
Date
Position the date above the details of the addressee.
Salutation
Double space (or as much as you need to put the body of the letter in the centre) and include the salutation.
When the recipient’s name is known the most common form of salutation is:
Dear Mr Khumalo
Should the recipient have a title, for example “Professor”, it must be used in the place of “Mr”. The abbreviated form of the title may be used: for example Prof., Dr, Rev.
Note: A full stop is not used in abbreviations when the abbreviation ends with the same letter as the word or title which has been abbreviated.
When the recipient’s name is not known you may use the form Dear Sir or Dear Madam.
The term Messrs is no longer in use.
Subject line or heading
The subject line is an indication of what the letter is about. It must be short, even a single word and clearly detail the contents of the letter.
Use capital letters
The abbreviation “Re” to introduce the content reference (i.e. Re interest on provisional tax) is no longer used.
There is no full stop after the subject line.
A line is left open after the salutation and the content reference.
It is no longer considered wrong to write business letters in the first person. Generally, when you are writing on behalf of your firm you should say we, but if you have had personal contact with the addressee, e.g. by telephone, you may say ‘I’.
The first paragraph
Give the reason for writing.
If you are replying to a letter, you should acknowledge receipt of it. If you have not used a heading, your first paragraph should also refer to the subject matter, e.g. “Thank you for your letter of 11 September 2009 about non-receipt of funds …”Most business letters, however, should have a heading.
Introduce your subject at the beginning of your letter so that the reader knows at once what you are writing about and why.
The body of the letter
This part of the letter should set out the information or question you have in mind. It must be clear, concise and easy to read. Make any request you may have (i.e. "I would be grateful if you could include your statement..."
Be sure of your facts and do not contradict yourself. There should not be any misunderstanding.
Plan carefully. State your business concisely, clearly and simply. Write only what is absolutely relevant.
Each new paragraph should contain a significant thought or argument.
The final paragraph
The way you finish your letter is important. The final paragraph is where you should clearly express your expectations or intentions. It is your opportunity to leave your reader in no doubt as to the purpose of the letter.
If there is to be further contact, refer to this contact (i.e. "I look forward to meeting you at...")
Never finish with such outmoded phrases as “Assuring you of our best attention at all times”.
The closing paragraph should be used to point the way forward precisely and
explicitly.
Conclusion
Close the letter with a thank you (i.e. "Thank you for your prompt help...")
The close of the business or formal letter must be in keeping with the tone of the salutation and letter. You cannot begin your letter with “Sir” and then end it with “Yours sincerely”.
The close most commonly used is “Yours faithfully”.
Include 4 spaces and type your full name and title. Sign the letter between the salutation and the typed name and title
The business or formal letter is signed legibly by the writer who then prints his name underneath his signature. A woman who writes a business or formal letter gives an indication of her marital status by adding Mrs or Miss or Ms between brackets before or after her printed name. (She may write her first name should she wish to do so). An indication of the writer’s rank, status or occupational responsibility may be given to avoid embarrassment or misunderstanding. A man does not normally add the title “Mr”, e.g.
A. Smith
(Managing Director)
A. Lessing (Prof.)
E.J. Miles (Mrs)
5.2.2 Business letter examples
5.2.2.1 Opening an account
The following letter outlines the terms of a newly opened business account.
Useful Key Phrases
• Thank you for opening an account with...
• I would like to take this opportunity ...
• Invoices are payable within ...
• As..., I will be happy to answer any questions you may have regarding...
• ...and therefore encourage the use of...
• We consider this incentive...
Dear ____,
YOUR NEW ACCOUNT
Thank you for opening an account with our company. As one of the leaders in this industry, we can assure you that our products and our services will not disappoint you.
I would like to take this opportunity to briefly set forth our terms and conditions for maintaining an open account with our firm. Invoices are payable within 30 days of receipt, with a 2% discount available if your payment is remitted within ten (10) days of receipt. We consider this incentive an excellent opportunity for our customers to increase their profit margin, and therefore encourage the use of this discount privilege whenever possible. We do, however, require that our invoices be paid within the specified time, for our customers to take advantage of this 2% discount.
At various times throughout the year we may offer our customers additional discounts on our products. In determining your cost in this case, you must apply your special discount first, and then calculate your 2% discount for early payment.
As the credit manager, I will be happy to answer any questions you may have regarding your new account. I can be reached at the above number. Welcome to our family of customers.
Yours sincerely
5.2.2.2 Enquiries – asking for information
We write an enquiry when we want to ask for more information concerning a product, service or other information about a product or service that interests us. These letters are often written in response to an advertisement that we have seen in the paper, a magazine, a commercial on television when we are interested in purchasing a product, but would like more information before making a decision.
Remember to place your or your company's address at the top of the letter (or use your company's letterhead) followed by the address of the company you are writing to.
Important Language to Remember
• The Start: Dear Sir or Madam
• Giving Reference: With reference to your advertisement (ad) in...
Regarding your advertisement (ad) in ...
• Requesting a Catalogue, Brochure, etc.: After the reference, add a comma and continue - ... , would (Could) you please send me ...
• Requesting Further Information: I would also like to know ...
Could you tell me whether ...
• Signature: Yours faithfully - (formal as you do not know the person to whom you are writing)
Example:
Corporate Secretarial Services cc
P O Box 789
Pretoria
0001
6 October 2009
The Manager
Progressive Office Automation (Pty) Ltd
2 Bloukranz Street
Highveld Ext 2
Centurion
0157
Dear Sir/Madam
CATALOGUE
With reference to your advertisement in yesterday’s (5 October) Pretoria News, could you please send me a copy of your photocopier catalogue.
I would also like to know if it is possible to lease your equipment instead of outright purchase.
Yours faithfully
(Signature)
Moeketsi Tshabalala
Administrative Manager
5.2.2.3 Responding to an enquiry/request for information
It is very important to make a good impression when responding to enquiries from potential customers. Of course, the best impression will be made by providing the materials or information that the perspective client has asked for. This positive impression will be improved by a well written response.
Remember to place your or your company's address at the top of the letter (or use your company's letterhead) followed by the address of the company you are writing to. You can also include a reference number for correspondence.
Important Language to Remember
• The Start:
Dear Mr, Ms. Use Ms for women unless asked or indicated to use Mrs or Miss)
• Thanking the Potential Customer for His/Her Interest:
Thank you for your letter of ... enquiring (asking for information) about ...
We would like to thank you for your letter of ... enquiring (asking for information) about ...
• Providing Requested Materials:
We are pleased to enclose ...
Enclosed you will find ...
We enclose ...
• Providing Additional Information:
We would also like to inform you ...
Regarding your question about ...
In answer to your question (enquiry) about ...
• Closing a Letter Hoping for Future Business:
We look forward to ... hearing from you / receiving your order / welcoming you as our client (guest).
• Signature:
Yours sincerely (remember use 'Yours faithfully' when you don't know the name of the person you are writing and 'Yours sincerely' when you do.
Exercise
Write a letter in response to a customer enquiring about a product/service that your firm supplies, using the above outline as a guide.
5.2.2.4 Claim letter
The following letter makes claims against unsatisfactory work.
Useful Key Phrases
• As someone who has worked with ...
• we were very disappointed to find / see / have discovered ...
• As our written agreement stipulated, we expected ...
• I think you will agree that a communication problem exists.
• We would like you to ..., or provide us with a refund.
Corporate Secretarial Services cc
P O Box 789
Pretoria
0001
26 October 2009
Ms Zanele Moloi
Manager
Progressive Office Automation (Pty) Ltd
2 Bloukranz Street
Highveld Ext 2
Centurion
0157
Dear Ms Moloi
Tishimolto M 580 photocopier
As someone who has been using Tishimolto photocopying equipment for over 3 years, I am very disappointed with the quality of the copies I have been obtaining from the new machine.
As our written agreement stipulated, we required the machine to copy full colour documents. Instead, the only output we could achieve so far was black and white reproduction. I think you will agree that this is a serious shortcoming.
You must please deliver a photocopier capable of reproducing both black and white and colour, or cancel the lease.
Yours sincerely
(Signature here)
Tanya Ndou (Mrs)
Office Manager
5.2.2.5 Claim adjustment letter
The following letter adjust claims against unsatisfactory work or service.
Useful Key Phrases
• I was very disappointed to read your letter of ... dealing with ...
• As someone who values your business, I have already ...
• Also, we will deduct another X percent of the bill for the misunderstanding.
• Thank you for your patience.
Progressive Office Automation (Pty) Ltd
2 Bloukranz Street
Highveld Ext 2
Centurion
0157
30 October 2009
Mrs Tanya Ndou
Office Manager
Corporate Secretarial Services cc
P O Box 789
Pretoria
0001
Dear Mrs Ndou
Tishimolto M 580 photocopier
I was very concerned to read your letter of 26 October 2009 dealing with the issue of your newly acquired printer not being able to reproduce documents in colour. As someone who values your business,
I have given our technician, Thabo Mabuzo, instructions to come and investigate the problem as the equipment in question is definitely capable of printing in colour.
In the meantime you can make use of our equipment to print your documents. We will come and collect and deliver your copying work. Also, we will reduce your October lease bill by10 percent for the inconvenience you have suffered.
Thank you for your patience.
Yours sincerely,
(Signature here)
Ms Zanele Moloi
Manager
5.2.2.6 Regret letter
Exercise: Compose a letter to inform a candidate that (s)he has not been successful in her/his job application.
5.2.3 Answering complaints and enquiries
Welcome the letter of complaint. It gives you one of your best opportunities to improve your organisation’s goodwill. To take advantage of the opportunity, your attitude must be positive and helpful – not miserable or grudging.
Every complaint is important to the person who makes it, so don’t be offhand. Answer promptly and show that you are trying to be fair. Don’t argue or criticise; don’t antagonise with such phrases as ”you claim” or “you state”.
5.2.3.1 If you are in the wrong
Take the attitude that the reader is trying to help you. Don’t run your own organisation down by writing about “poor results” or “failures”, or remind the reader that the incident is “unfortunate” or that he/she has “complained”.
Acknowledge frankly that you are at fault, and apologise for any trouble that your reader has suffered (but if you suspect a law suit may result: beware).
Explain the cause of the trouble as honestly as you can; then state what you are doing to put matters right, and try to build goodwill.
5.2.3.2 If you are in the right – but will give way
Don’t try to make the correspondent feel small. Aim to get the maximum goodwill out of the situation.
Thank the reader for writing and sympathise. Then say what you are going to do: don’t sound grudging! Finally, suggest how similar trouble can be avoided in the future – be constructive, not critical of the past.
5.2.3.3 If you are in the right – and cannot give way
A difficult letter to write. Your aim is not only to save your organisation money; it is also to keep goodwill.
Try to educate the reader to use your product. Begin by getting on to some common ground, agree with something in the letter, thank them for writing and sympathise. Then state your point of view, and either say that you cannot accept responsibility or say w hat you can do to help; try to convince them that you are being fair. Suggest how similar trouble could be avoided in the future. Finally, regain their confidence in your organisation.
5.2.4 Structure for answering complaint letters
Case A: Company is wrong
1. Thank you for your letter
2. Say I am sorry, etc.
3. Explain what happened
4. Say what you will do about it (now and in the future)
Case B: Company is right, but will do something
9. Thank you for your letter
10. Sympathise – I am concerned
11. Say what you are prepared to do for them
12. How to prevent the same occurrence in the future
Case C: Company is right, and cannot do anything
1. Thank you for your letter
2. Sympathise with their problem
3. I can understand your point
4. But this is our point
5. Because of our point I am sorry that we cannot help
6. Advice for the future
Remember: Our sympathy and concern will show that we care about our reader.
| |
|Advice is what we ask for when we already know the answer but wish we did not. |
| |
|Erica Jong |
5.2.5 Exercise
Decide what type of complaint the following complaints are and choose one that you are going to respond to in writing.
Your customer complained that another customer received a reduced rate, but he paid the full price. He insists to also pay the reduced rate
1. You had a product on special until yesterday. An elderly woman complains that she couldn’t get to your organisation yesterday and insists on still getting the product at the old price
2. A customer wants to change the order after it has been processed
A very rude customer complains about a rude staff member
A customer complains that one staff member made a promise and another now says that the promise can’t be fulfilled as it’s against the policy
5.3 E-mail
5.3.1 Adopt the correct approach
It is accepted that e-mail is mostly used for memo-type communication.
Obviously, e-mail must conform to the usual rules of written business communication.
There are people who misuse the convenience of e-mail – and swamp co-workers by sending them information they do not need, in an age of information overload.
Some people cannot resist the temptation to send some communications (like the fact that they will be away on the 21st ) to the whole company!
Remember: NO E-MAIL IS EVER COMPLETELY PRIVATE. IT departments back up their networks regularly and the records are there for many years.
So … e-mail should be used professionally … but often it isn’t ;-)
So be careful what you send – you may just click on the wrong key and send it to the whole company – including the MD.
Hi my mate :-))
So how’s life hey? Hey?
You wanna hear a good jokE?
Pop by my office and i’ll tell you sometime!!!!!!!!!!!!!!!!!!!!!!!!!!
The boss was really p’ed orrrrrfff this morning wasn;t he? }8-(
Hey where is that report you promised me? ;-(
I’ll be werry pleased if I can have it by lunch time
PPPPPWWWWWEEEEEEEEEZZZZZZZZZZZ?????????? ()
With a rose
@((---
Luv ya
S
5.3.2 Exercise
Please assess the following e-mails. Consider the content, structure, layout/format, tone etc. Decide what type of impression each would make on the person receiving it.
Example 1
HI JOHN
I AM A XYZ CAR DEALERSHIP IN ILLOV.IHAVE SPOKEN TO JANE IN CONNECTION WITH
YOU WANTING TO ACQUIRE A DEMO MODEL.IF YOU COULD KINDLY FURNISH ME WITH DETAILS AS TO WHICH CAR YOU ARE LOOKING FOR i.e. 1600 OR 1300 AND ALSO +- YEAR OR A BIDGET AS TO WHAT YOU WOULD LLIKE TO SPEND
I CAN TRY TO SOURCE A DEMO FOR YOU IF
I DON’T HAVE ONE IMMEDIATELY AVAILABLE.
REGARDS
GEORGE
xyzdealer@car.co.za
tel:(011) XXX-XXXX
fax:(011) XXX-XXXX
cel: 08X-XXX XXXX
Your evaluation:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Example 2
Hi!
To celebrate my new 17MB Internet line (not yet available in SA I am afraid) I'd love to try something new.
On Thursday evening, at 7pm, I will present a free 60 minute seminar on starting your own business. The concepts will apply to both online and offline businesses, and the goal is simple: To remove ALL the risk from your startup.
You will need a PC and a little Internet. The faster the better, but we tested the system yesterday, and a volunteer ran into the Kalahari with a GPRS connection, and she could hear and see just fine. Strangely, she kept coughing as she spoke, but she could text us to ask questions. (At least it sounded like coughing, but then the Kalahari can do weird things to a person.)
So, if you know anyone who is considering starting down this very lonely entrepreneurial road, won't you please invite them to register here:
And then let’s have a fun interactive session at 7pm South African time in your lounge/study/office/bedroom.
It's not a sales exercise. But I'd like to test how many folk we can talk to at the same time. (Our research shows that about 20 times more folk are searching for help opening businesses than are looking for help closing them.) We're limited to 500 seats. So don't delay.
No animals were harmed in the creation of this uber-green event. No flights were taken, and no cars were used. This live, online seminar has a zero carbon footprint.
Peter Carruthers talks about how to take all the risk out of starting your own business, whether offline or online. It's interactive. It's online. And it should be fun. Ah yes, and did I mention it is free?
Register before 5pm today, and you WILL get the relevant password. After that, who knows.
Title: How To Start a Business From Scratch
Date: Thursday, August 6, 2009
Time: 7:00 PM - 8:00 PM CAT
All the best
Peter Carruthers
5.3.3 Replying to clients e-mails - example
Reply
Subject line: Fw: Lawyer required to sue for outstanding debts
Good day Christine,
Please see below the details as required. Should you whish to use these attorneys, you need to give us the details of the defaulters and we will refer it to the lawyers.
WRIGHT ROSE-INNES INCORPORATED
MICHELE RENNIE
PH: 011 646 9991
FAX: 086 635 8496
E-MAIL: micheler@wrightrose.co.za
POTGIETER MARAIS ATTORNEYS
MIKE POTGIETER
PH: 012 342 0343
FAX: 012 342 0372
E-MAIL: mike@potgietermarais.co.za
Regards,
Debby van der Westhuizen
Accountability Administration
Telephone 0861 90 90 90
Fax 0861 90 90 91
accountability.co.za
Original
Sent: 31/07/2009 02:26 PM
To: info@accountability.co.za
Subject: Lawyer required to sue for outstanding debts
Could you please give me contact details of your appointed lawyers to help me recover a debt from a business in Central Johannesburg and one in Central Pretoria.
Thank you
Christine Maslow
General Manager
Informatica
Tel (011) 963 3621
079 325 2463
christine@informatica.co.za
[pic][pic]
5.3.4 Practical session
Write an e-mail to your team in which you invite them to a lunch on Friday to celebrate your team’s success in exceeding the monthly target.
5.3.5 E-mail etiquette
In e-mail usual standard social rules still do and should apply. By adhering to them, you not only enhance your e-mail communications – you could keep yourself and your company out of legal and regulatory trouble.
Be careful using e-mail at work
Companies are increasingly establishing guidelines regarding the use of e-mail. This is to protect themselves legally and to ensure resources are not abused. Employees need to be familiar with these policies. An adequate policy should spell out what is appropriate and inappropriate use of e-mail.
Short e-mails communicate better
In the age of the Internet, attention span is limited. A short e-mail message that goes straight to the point is more likely to be read than a long message. If a longer message is necessary, then attach a file.
Use a clear and descriptive subject line
Most e-mail users see only the address of the sender and the subject line of incoming e-mail. The subject line could be the difference between an e-mail being read and ignored. A good subject line is typically less than ten words, clearly describes the content and avoids words all in upper case and exclamation marks.
Spelling and grammar still applies
Write to your audience. Poor writing can leave a negative impression of the writer and the writer's organisation. To avoid this, you can set up Outlook to automatically spell check e-mails before sending them out.
Limit the number of recipients
Make sure only appropriate people receive a copy. You will not only be doing recipients a favour, you’ll be increasing the likelihood of your e-mail being read.
Use a signature
It is standard polite practice to identify yourself. E-mail programs have an option to automatically append information to identify the sender. This file can also include your name, organisation, job title and any other relevant information. Include a telephone number to the signature of the email. This will give the recipient the chance to telephone if necessary. It is not necessary to include your email address as the recipient can just reply to the email. When replying eliminate all the information that is not necessary. Only leave the sections of text that are related to your reply. This will save your reader time when reading your email.
Respect the privacy of e-mail addresses
When sending e-mails to multiple recipients, do not put in an e-mail address in the To or Cc field if one or more recipients have no need to know that address. If sending an e-mail to multiple recipients and you don't want the recipients to see any other address, then put the list of addresses in the Bcc field.
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|The closest to perfection a person ever comes is when he fills out a job application form. |
| |
|Evan Esar |
5.4 Report writing
5.4.1 What makes a good report?
Leads to action
The value of the report lies in the message it needs to get across. It has no other purpose than providing the information requested by the party concerned and it is mostly compiled to form the basis of a decision. A report must convey to the reader what he is supposed to do. A good report achieves that quickly and easily.
Gets to the point
Don’t expect the recipient to read every word. Structure your report in such a fashion that by browsing the reader gets an immediate grasp of the salient points. Therefore, put your conclusion and recommendation right up front. If they need the detail make it easy for the readers to locate it.
Is user friendly
It must have a structured layout which displays
• a descriptive title
• a table of contents
• identifiable chapters
• headlines
• spacious presentation
• logical sequence of arguments
• clear findings
• simple language
• correct grammar
Needless to say, a good report is one that is produced at the stipulated frequency and is delivered to the designated persons timeously.
In your situation, what are the requirements of a good report?
( Good reports are the result of good thinking
5.4.2 Informal reports
It is often necessary, within an organisation, to put information on paper. It can be to update other members of staff (e.g. to prepare them for a meeting), report back to a departmental head or other manager, explain situations, record information, etc. The matters are usually fairly simple and do not justify carefully impersonal language, conventional headings, etc. Such reports are usually done in a flexible format similar to that of a memorandum.
5.4.2.1 Layout of an informal report: example
To:
From:
Date:
HEADING OF REPORT
First paragraph(s) briefly give an introduction - this may refer to the background of the matter or the situation that led to the report being written.
Middle paragraph(s) outline the information or findings that the report is communicating.
Last paragraph(s) give any conclusions or outline any recommendations or action required.
As with formal reports, the date and name/position of the writer can appear at the start or the end of the report.
5.4.2.2 Language and tone of informal reports
Informal reports must still keep the neutral, logical tone of a communication whose main objective is to inform.
They still obey all the rules of good business communication - clear, simple language - vocabulary and sentence construction, good logical structuring of ideas, clear, concise communication in accordance with a clear objective, etc.
However, the impersonal language of formal reports is not necessary, and using "I, me, my, we, our" etc is appropriate.
5.4.2.3 Example
Study the format of the following example of an informal report (taken from a Pitmans model).
REPORT
To: Mr J F Khumalo/ Office Manager
From: Mpho Tshabalala / Administrative Officer
Date: 28 September 2009
MAIL ROOM PROCEDURES
As requested, I have looked into the general complaints about the efficiency of the mailroom staff, and into the specific matter of 625 invoices which were prepared for dispatch on Monday 7 September but not posted until Wednesday afternoon.
I reviewed the complaints, observed the mailroom procedures and discussed the problems with the mail room staff.
On 7 September and Tuesday 8 September, the receptionist was ill and Jane Mthembu, the mailroom clerk, spent Monday afternoon and all of Tuesday morning on switchboard/reception duty. Other members of staff were not able to help out as all departments are experiencing staff shortages as a result of the 'flu epidemic.
The situation in the mailroom is already difficult, as there has been a growing volume of mail without any increase in staff numbers, or upgrading of equipment to deal with the increase.
There seem to be a number of possible solutions and suggestions including:
• The employment of an additional staff member, who could be based in the mail room with Jane and help her for a certain number of hours a day
• Reorganisation of mail collections, and an agreement with secretarial staff to ensure that any invoices to be posted will be placed in the collection boxes by the agreed time
• Help from the IT Department for printing mailing labels from the client database. Jane also needs training on how to adjust her computer layout so that labels are printed quickly and accurately
• An electric franking machine to replace the hand operated one.
I attach to this report some leaflets on mail room equipment. If you would like to see the sales reps for the equipment shown in the brochures, or discuss the above suggestions, please contact me.
(Signature and designation/position of the writer)
5.4.2.4 “Rapid Reports”
After every flight, Qantas pilots fill out a form, called a 'Gripe Sheet' which tells mechanics about problems with the aircraft.
The mechanics correct the problems; document their repairs on the form, and then pilots review the Gripe Sheets before the next flight.
Here are some actual maintenance complaints submitted by Qantas' pilots (marked with a P) and the solutions recorded (marked with an S) by maintenance engineers.
What makes these even funnier is that they are real!!
In case you need a laugh: Remember, it takes a college degree to fly a plane but only a high school diploma to fix one. Never let it be said that ground crews lack a sense of humour.
By the way, Qantas is the only major airline that has never, ever, had an accident.
P: Left inside main tire almost needs replacement.
S: Almost replaced left inside main tire.
P: Test flight OK, except auto-land very rough.
S: Auto-land not installed on this aircraft.
P: Something loose in cockpit.
S: Something tightened in cockpit.
P: Dead bugs on windshield.
S: Live bugs on back-order.
P: Autopilot in altitude-hold mode produces a 200 feet per minute Descent.
S: Cannot reproduce problem on ground.
P: Evidence of leak on right main landing gear.
S: Evidence removed.
P: DME volume unbelievably loud.
S: DME volume set to more believable level.
P: Friction locks cause throttle levers to stick.
S: That's what friction locks are for.
P: IFF inoperative in OFF mode.
S: IFF always inoperative in OFF mode.
P: Suspected crack in windshield.
S: Suspect you're right.
P: Number 3 engine missing.
S: Engine found on right wing after brief search.
P: Aircraft handles funny........... (I love this one!)
S: Aircraft warned to straighten up, fly right, and be serious.
P: Target radar hums.
S: Reprogrammed target radar with lyrics.
P: Mouse in cockpit.
S: Cat installed.
And the best one for last..................
P: Noise coming from under instrument panel. Sounds like a midget pounding on something with a hammer.
S: Took hammer away from midget.
5.4.2.5 Exercise
Please write a submission to your manager proposing that a new colour printer be purchased for your department (you need to convince her/him that you really need this printer). Assume that your current laser printer is 10 years old, prints black and white only, regularly breaks down requiring technician intervention and spare parts being difficult to source.
Use a mind map to draft your report.
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|Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in |
|life is to keep your mind young. |
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|Henry Ford |
5.4.3 Proposed structure of final report
1
1. Title
It needs to tell your reader instantly what the report is about
2. Contents page
It divides your report into manageable pieces to enhance understanding
3. Recommendation
Give your recommendation, advise people what to do, tell them what they should know
4. Executive summary
Brief detail of the objective, main problems, proposed solution, benefits, payback of investment.
5. Terms of reference
Background, reason for project, previous investigation, time scales, etc
6. Data gathering
Identify information resources and organisational procedures for obtaining information
7. Discussion
List the findings of your research and/or investigation
8. Conclusion
Give an objective opinion of your findings
9. Recommendation and implementation
Elaborate on the main point of (3) above
10. List appendices
11. List references
5.4.4 Executive summary
This is a most important part of many reports and may well be the only section that some readers read in detail. It must contain the main point that you want to get across. It should be carefully written and should give a complete overview of the message in the report, with a clear summary of your recommendations.
Report writing - example of an executive summary
| | |
|The purpose of this report was to examine the implications on university teaching raised |Purpose |
|in the article by Joe Gelonesi in the Education Supplement of The Age (27/2/02). | |
|Research for this report included a review of current literature on web-based tuition and|Methodology |
|interviews with three experienced academics. | |
| | |
|The major findings indicate that while there is a need for some caution, e-learning | |
|should be seen as a way of enriching the teaching and learning currently being offered in| |
|universities. |Findings |
| | |
|While it is clear that student needs will vary, this report recommends that Beacon | |
|University continue to develop and implement its e-learning approach if it wishes to | |
|continue providing quality education for traditional on-campus students as well as those |Conclusion & |
|who for work, family, geographic location or other reasons choose to study through |Recommendations |
|distance education. | |
5.4.5 Example of a structure of a business plan
5.4.5.1 Function
A business (project) plan has several functions which may change as the project progresses. It
• Makes an idea measurable
• Helps convey the concepts to stakeholders
• Gives insight into all the aspects of the proposed project
• Is an exercise to assess the viability of the idea
• Helps the originators and stakeholders to familiarise themselves with potential problems
• Provides a step by step approach towards reaching a decision
• Becomes a working manual in the execution of the project
• Provides the means to measure progress during implementation.
5.4.5.2 Structure
Executive summary
It is the most vital part of the business plan.
It is self-standing and has to sell your strategy
The summary is written last but is placed up front in the presentation
Introduction and background
State the identification of an opportunity in the market
Indicate what attempts have been made in the past to satisfy the consumers’ needs
Highlight the shortcomings of the attempts so far and the opportunity for intervention
Explain why this opportunity is ripe now for exploitation
Business outline
Give an overview of what your business is intended to achieve over a period of time
Identify the potential revenue stream
Provide an indication of cost.
Indicate risk and the probability of success
Indicate proposed starting date
Data gathering
Provide an overview of the target market (industry sector)
Describe market structure e.g.
Number, size and type of households
Estimated revenue within market
Estimated income within market (EBITDA)
Operations
List the required manpower resources and costs necessary to run the business
Show current availability and additional manpower needs
Identify other resources such as office space, equipment, vehicles, stationery and show costs
Identify strengths and weaknesses in the organisation
Highlight previous successes of similar businesses elsewhere
Financial
Provide a pro forma income statement of the business outcome over five years
If feasible, provide a cash flow projection covering the next five years
Risk / reward assessment
Summarise the critical opportunities and threats of the business
Sum
5.4.6 Financial and statistical reports
One of the most important functions of directors, departmental heads and managers is to exercise financial control of their departments.
It is essential that financial reports are provided frequently and at regular intervals with up-to-date and reliable information.
It is vital that these reports are made available to the boards, committees and other decision making bodies with the least possible delay.
It is important to emphasise that this information should not only be laid before the committee or board timeously, but also that members should be able to comprehend and appreciate its significance.
For this reason, the use of such visual aids as highlighting noteworthy items and the presentation of simple graphs and diagrams to reveal trends that are not so easily identifiable from schedules or figures greatly enhances the value of the data submitted. The resourceful report writer will use every opportunity to assist executives by devising such graphs and diagrams.
Moreover, since comparison is an essential element here in using management data, comparative figures for the corresponding period - be it a month, a quarter or a year - should always be provided. For ease of comparison also, the manner in which data is presented and illustrated should, wherever possible, follow the same pattern as was previously adopted.
The resourceful report writer may well add to the usefulness of the diagrams and graphs by appending a brief report emphasising the salient features and significant movements in the figures presented. This will assist the members in rapidly comprehending the full significance of the data laid before them on which they must make their decisions.
In drawing up any report involving recommendations, it is essential that the costs involved in implementing the recommendations, both short-term and long-term, be carefully and dispassionately examined. A payback analysis or explanation of total cost of ownership comes to mind.
Poorly presented figures, far from making the point, can actually obscure it. Figures can be very daunting, and graphs can be difficult to interpret without a struggle, so it is not surprising that some people “switch off” when faced with quantitative information. Communication breaks down at that point. So we must try to present figures in such a way that they communicate their meaning easily.
5.4.6.1 Numbers
Here are some tips which help the reader to get the “numbers message” more clearly:
Comparison – the key to understanding
Put figures in a comparative context whenever possible.
Put the smaller figures below the bigger one. We are used to subtracting in our head this way, and it is easier for the reader.
Columns
Arrange figures to read down columns rather than across rows if possible. They are easier to compare like that.
Decimals
The use of decimals should reflect the accuracy of measurement. The numbers 5, 5,0 and 5,00 indicate different degrees of precision.
For values less than one a zero should be placed before the decimal point (0,25 not ,25). Modifying words such as “about”, “more or less” should not be used with decimals.
Consistency
Be consistent
• same numbers of decimal places
• same units use signs + - or ( )
• make sure totals add up!
Diagrams
From the writer’s point of view, a diagram is often the clearest and most striking way to present facts.
From the reader’s point of view, it is always easier to remember diagrams than it is to remember written sets of facts.
If it is possible and appropriate, don’t hesitate to use some kind of pictorial representation. But where the exact numbers have to be read, rather than illustrated as a generalised flow, you will need to use a table.
Colours
Use more than one colour if possible in tables and diagrams. Colours do two things which help the reader:
• They distinguish one part from another
• They highlight important aspects.
5.4.7 Precis Writing
5.4.7.1 Introduction
Précis writing is one of the most useful skills you can acquire for your work as a professional (the 'executive summary' of a report is an example of a précis).
Précis writing involves summarising a document or several documents to extract the maximum amount of information, then conveying this information to a reader in the minimum number of words. The condensed version usually reduces the report to one third of the original by paraphrasing from the original document.
Paraphrasing simply means the expressing of ideas from the original document(s) in your own words. When you paraphrase, you should try to write as concisely as possible, cutting out all the unnecessary verbiage, but you must always be very careful not to lose or distort the original meaning.
5.4.7.2 Guidelines for writing an effective précis
Identify the reader and purpose of the précis
This determines how much detail should be included and how formal the précis needs to be.
Read the original document
Skim-read the document to get an overview, then read it again more slowly to identify the main themes and to distinguish the key ideas and concepts from the unimportant ones. Identify an explicit statement as the main topic of each paragraph or large portion of text. Place incidents, processes or actions in the correct order. This is of particular importance when more than one document needs to be précised. Compare information by identifying similarities and differences and sort in logical order in appropriate categories.
Underline the key ideas and concepts
Note the important points. Be careful to follow the train of thought of the original. Each paragraph should have one key topic, which the rest of the paragraph clarifies, supports and develops.
Prepare a draft summary
Use the words of the original document, but omit all irrelevant material. Do not worry if it appears too long at this stage. Check your summary against the original. Have you noted all the salient points?
Write a précis
Paraphrase (expression of the same thing in different words) to express the summarised points more concisely and to develop them into coherent sentences, expressing all important points in a generalised form. Eliminate any repetitions or irrelevant details. If you have too many words look for opportunities to reduce sentences to clauses, clauses to phrases and phrases to single words. Attempt to put the précis in your own words if possible.
Review and edit
Again compare your précis with the original document and make sure that it emphasises the same points. Ensure that the précis is clear, concise and coherent. Check your sentence structure, grammar, punctuation and spelling. Consolidate information from texts from multiple sources into a synthesised text.
5.4.7.3 Example of précis writing
Original document
Because the ability to communicate effectively plays an important part in an accountant's success on the job, many employers screen prospective accountants for adequate skills in oral and written communication. In fact, one study shows communication skills to be the most important factor in decisions to hire. Employers view the ability to write and speak effectively even more important than a prospective employee's academic results.
(66 words)
Action: underline key words or ideas
Action: write note-form summary
ability to communicate effectively important to accountant's success
important factor in decision to hire
employers value communication skills even more than academic results
Action: Use your own words to express these key ideas more concisely and to develop a full sentence paraphrase which conveys the original message accurately and is clear, concise and coherent.
Employers recognise the importance of oral and written communication in accounting, and therefore prefer to hire graduates with effective communication skills.
(21 words)
[Note that the words have been changed to express the key ideas more concisely. In changing the words in this way, always make sure the key ideas are not lost or distorted].
Source: Curtin University of Technology: Ten principles for effective writing
5.4.8 Persuasive report writing
Persuasive writing is intended chiefly to change the reader’s opinions or attitudes or to prompt the reader into action.
• When writing an argument, you plan, draft, revise and design a document that needs to be appropriate for your audience and the context. In addition you need to consider what it will take to persuade your audience to agree with you.
• When writing an argument you should always consider your purpose. It may be to pursue the truth until you have formed an opinion and it seems reasonable. Or it may be to persuade an audience to agree with an opinion that you already hold.
• You need to develop your argument by choosing a question that needs an answer or show that you have found the answer and you want your audience to accept it.
• When you explore your subject and consider what you think about it, you must be able to distinguish between facts and opinions. Facts are reliable pieces of information that can be verified through independent forces or procedures. They are valued because they are believed to be true. Opinions are assertions or inferences that may or may not be based on facts.
• Be careful not to claim more than what you can prove. The stronger the claim, the stronger the evidence needed to support it. Be sure to consider the quality and significance of the evidence you use.
• You must explore your subject in enough depth to have the evidence to support your position. In addition, you should consider the reasons why other people might disagree with you and be prepared to respond. Be sure to provide sufficient evidence from credible sources to support your claim: facts, statistics, examples and testimony.
• It is essential that you appeal to the feelings of your audience. Ethical appeals establish a writer's credibility, logical appeals help an audience to think clearly and emotional appeals can reinforce an argument.
• The logical organisation of your argument plays a vital role in getting your point across. A classical arrangement follows the following sequence:
• Introduction
• background information
• proposition
• proof
• refutation (shows why you are not persuaded by the arguments of people who hold a different position).
o conclusion.
• Applying logic to an argument is vital to convince others of your opinion. It is a means through which you develop your ideas, reach new ones and determine whether you are thinking is clear enough to persuade readers to agree with you. By arguing logically, you increase the likelihood that your arguments will be taken seriously.
• Logical fallacies can weaken an argument. Fallacies are lapses in logic that can result from relying on faulty premises, from misusing or misrepresenting evidence or from distorting the issues. They can be the result of poor thinking or they can also be a deliberate attempt to manipulate.
• You can improve your ability to write persuasively by studying the arguments of other writers.
Source: The Writer’s Harbrace Handbook
Exercise:
Write a report to motivate the Treasury to do away with capital gains tax.
5.5 Perfecting documentation for meetings
5.5.1 Definition of a meeting
A meeting is “an assembly of persons, a coming together for a common lawful purpose of two or more persons.” Requirements for a gathering to be regarded as a lawful meeting are:
• at least two persons must be coming together
• there is common purpose e.g. discuss issues and decide on a course of action
5.5.2 Cycle of a Meeting
This cycle is for a monthly meeting assuming it is held on the 1st of each month. Numbers in brackets are target dates for each action.
For less frequent meetings, the principle of an agenda sent out a week before, minutes sent out within the week after, should still be applied.
For weekly meetings, the dates change from a week to a couple of days. This cycle may seem to set very tight deadlines, but:
If you don’t enjoy typing up your minutes, they only get worse with procrastination
If you have to phone a participant and ask for clarification on content, it is better to do it while s/he can still remember what was said
• If the minutes are not circulated quickly, the action points are a waste of time – it will be too late for participants to take action
• You look inefficient if the minutes are not circulated until the next meeting
[pic]
5.5.3 The Stages in the cycle
First draft of minutes – One day after the meeting
The first draft should be the minutes, typed as the secretary perceives the discussion. They may well contain gaps where the chairperson’s guidance is needed, but should be as near complete as possible.
Chairperson’s approval – Two to three days after meeting
The chairperson should check the minutes for factual accuracy and ‘political correctness’ – phrasing that may cause offence or that does not represent the view of the group. The chairperson should not add any extra information or change the minutes to suite personal views.
Minutes dispatched – Five days after meeting
The minutes should be sent to all committee members and anyone else who gets a copy. Any papers that were distributed at the meeting should be attached for those who did not attend.
Routine administration
Booking of venue, catering arrangements, etc.
Deadline for agenda items – Around eight days before next meeting
Under ‘Date of next meeting’ in the minutes, a deadline for agenda items should have been given. Anything that is received after this can be dealt with under ‘Any other business’.
All papers for discussion at the meeting must be submitted by this date so they can be included with the agenda. In reality, the secretary is usually left to ring or e-mail to nag participants for agenda items and papers.
Draft agenda – Seven days before next meeting
The secretary should put together the agenda and pass it to the chairperson for approval.
Agenda Dispatched – One week before next meeting
Each participant should receive an agenda and all papers to be discussed. The agenda should be cross-referenced to indicate which papers relate to each agenda item. Hints as to other preparation may be included (Objectives Agenda).
Briefing – One or two days before next meeting
The chairperson and secretary should meet to discuss the content of the meeting, identify any problem areas and deal with any concerns either party has about the meeting. This is seldom a formal event, but is often a brief chat before, or on the way to, the meeting.
The formality will be influenced by the style of the people involved and the importance of the meeting.
The meeting
If the rest of the cycle of the meeting is in place, the event itself should be efficient and successful.
5.5.4 Preparing the Notice
A few days prior to the meeting a notice will be sent to each of the directors, unless they have agreed to hold meetings at regular intervals at a fixed time and place and to dispense with the necessity of notice being served on them. It is not usual to set out in the notice details of the business to be considered at the meeting, but it is strongly recommended that secretaries circulate the agenda with the notice in order that directors may be aware of the matters which are to come up for discussion and may take such preparatory steps as they may consider desirable or necessary.
Where special business is to be transacted, a brief intimation of the nature of the business should be embodied in the notice. Further, where a director has undertaken to present any information or a report to the meeting, the secretary should include the director’s written report in the agenda papers for the meeting.
5.5.5 Specimen of notice of board meeting
BATAVIER ENGINEERING SOUTH AFRICA LIMITED
Batavia Building
SANDTON
2240
28 September 2009
Dear Mr Nkosi
I wish to inform you that a meeting of the directors of the company will be held in the Board Room, Batavia Building, Sandton on Friday 23 October 2009 at 10:00.
Yours sincerely
J JONES
SECRETARY
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|“Meetings are cul-de-sacs down which ideas are lured and then quietly strangled” |
5.5.6 Preparing the Agenda
The agenda sets out the headings of the business to be transacted at the meeting, in order in which it is anticipated that each item will be taken. In drawing up the agenda, the secretary should work in close collaboration with the chairman, to ensure that no item of importance is overlooked.
The agenda for board meetings is generally typed on loose sheets, sufficient copies being taken to provide each of the directors with a copy. It is a good practice to set out the business on the left-hand side, leaving a wide margin on the right-hand side, on which the chairman, secretary and each of the directors may make his/her own notes of the decisions arrived at.
The notes made by the secretary on his copy will constitute the basis of the preparation of the minutes, while the chairman and directors may use their notes as a check on the accuracy of the minutes of the meeting when these are submitted for verification at the next meeting.
The business to be transacted at the meeting should be set out in logical order in the agenda, so that it will not become necessary for the chairman to vary that order. Moreover, routine matters should be placed first, while special business requiring careful consideration will be dealt will thereafter, matters of a similar nature being grouped together.
5.5.7 A specimen agenda of a routine board meeting
BATAVIER ENGINEERING SOUTH AFRICA LIMITED
AGENDA
For meeting of directors to be held in the Board Room on
Friday 23 October 2009 at 10:00
Result
1. Apologies.
2. Approve and sign minutes of board meeting
held on 25 September 2009
3. Matters arising out of the minutes
4. Appoint Mrs P Tshabalala as director in place
of Mrs B Toto, resigned.
5. Produce summary of the cash book for the month ended
30 September together with certificate of bank balance
and reconciliation statement, and confirm the transaction
reflected in the summary.
6. Submit income statement for the month ended
30 September together with unaudited balance sheet at
that date and supporting schedules
7. Submit production director’s report on operations for the
month of September 2009 as circulated.
8. Submit a report of the company’s consulting civil engineers
dated 30 September 2009 and authorise the following
Vote No 200 Extensions to the Midrand
factory R4 207 340
Vote No 201 Novice CAD equipment R1 700 000
Vote No 202 Armada Punching machine R1 500 000
R7 407 340
9. Correspondence:
a) Letter from Computer Resources (Pty) Limited.
b) Request from Aids Prevention Care Group.
10. General
5.5.8 Note-taking skills
5.5.8.1 Get the complete picture
In addition to learning how to listen effectively during a meeting, it will be important for you to develop the ways in which you record your information. Many ineffectively organised notes resemble a simple "shopping list" of points with no apparent relationships between the ideas noted and this usually reflects a note-taker's lack of understanding of these relationships. The effective listening skills outlined above will assist you in comprehending the discussions.
First Step – PREPARATION
Use a laptop/computer rather than paper and prepare a template. If you don’t have access to a computer/laptop, use a large, loose-leaf notebook. Use only one side of the paper (you then can lay your notes out to see the direction of a discussion). Draw a vertical line 60 mm from the left side of your paper. This is the recall column. Notes will be taken to the right of this margin. Later key words or phrases can be written in the recall column.
Second Step - DURING THE MEETING
Don’t record notes in paragraph form. Use a new line for every thought and use a “-“ to indicate a new thought. Capture general ideas, not illustrative ideas. Skip lines to show end of ideas or thoughts. Using abbreviations will save time. Write legibly.
Third Step - AFTER THE MEETING
Read through your notes and make it more legible if necessary. Now use the column. Jot down ideas or key words which give you the idea of the discussions. (REDUCE) You may have to reread the discussions and translate them in your own words.
Suggestions
Think over the following suggestions and improve your note-taking system where needed.
• Listen actively - if possible think before you write - but don't get behind
• Be open minded about points you disagree on. Don't let arguing interfere with your note-taking
• Raise questions if appropriate
• Develop and use a standard method of note-taking including punctuation, abbreviations, margins, etc
• Use a laptop/computer rather than paper
• If using a computer is out of the question, take and keep notes in a large notebook. The only merit to a small notebook is ease of carrying and that is not your main objective. A large notebook allows you to adequately indent and use an outline form
• Leave a few spaces blank as you move from one point to the next so that you can fill in additional points later if necessary. Your objective is to take helpful notes, not to save paper
• Do not try to take down everything that the speakers say. It is impossible in the first place and unnecessary in the second place because not everything is of equal importance. Spend more time listening and attempt to take down the main points. If you are writing as fast as you can, you cannot be as discriminating a listener. There may be some times, however, when it is more important to write than to think
• Listen for cues as to important points, transition from one point to the next, repetition of points for emphasis, changes in voice inflections, enumeration of a series of points, etc
• Many speakers attempt to present a few major points and several minor points in a discussion. The rest is explanatory material and examples. Try to see the main points and do not get lost in a barrage of minor points which do not seem related to each other. The relationship is there if you will listen for it. Be alert to cues about what the speaker thinks is important
• Make your original notes legible enough for your own reading, but use abbreviations of your own invention when possible. The effort required to recopy notes can be better spent in rereading them and thinking about them. Although neatness is a virtue in some respect, it does not necessarily increase your learning.
• If a motion to be proposed at the meeting is complex it should be reduced to writing. It must then be included in the notice and agenda. It must be clearly expressed.
• Be prepared with a book (not pieces of paper – they get lost) to write in. Have two pens, the minutes of the previous meeting for amending/signing etc. If you are tape recording, set it up well before the meeting and test your system. Have more tapes than you think you will need. If you take minutes in a meeting on a laptop, save to the hard drive and to a removable disk as you go along.
• Sit in the correct chair – the secretary in a meeting should sit at the right hand side of the chairperson. REFUSE to sit in a corner (Photocopy this instruction and give it to your chairperson!).
• Concentrate on the discussion: ask yourself: what is the main point that Person X is making? What is the core issue in Person Y’s objection to this idea? You need only make a note of these main ideas.
• Take GOOD, full notes of things which people agree to do – try to write down exactly what they must do, by when, whom they must give it to etc. Make careful notes of any dates, times or amounts agreed in the meeting. Your minutes are a reminder service to the participants. Make sure that they are accurate.
• Take all motions and resolutions down verbatim, and record who proposed and seconded, and how the vote was taken. If someone disagrees strongly with a decision, record this.
• Assertiveness is a key skill when taking minutes. Interrupt the meeting calmly, clearly, in adult-business-professional style if you do not have any information which you need. If you are not sure of something, simply say ”I have minuted ____________ “(read out your note). Is this correct?”
• Type up minutes as soon as possible after a meeting. NEVER put them away for another day – you will forget what your notes meant, and then you become anxious and put them off even longer. Eventually you will hate doing minutes.
• Get help wherever possible – tape record very formal/serious meetings if you feel you need to – but still take notes. If someone presents a report, ask for a copy of his/her notes.
• Don’t fuss over minutes. You are not writing a nation’s constitution – just a record of a meeting with a focus on what people need to do as a result of the decisions taken at the meetings. Get them done and get them distributed quickly.
• People like short, clear minutes which are easy to read and easy to work from.
• Full but short sentences are best, and clear layout will make your minutes “user friendly.”
• Like any business writing, minutes can only be judged against their objective. Ask yourself what job your minutes are supposed to do. Then assess whether they do this job effectively. If they do, they are good minutes.
5.5.8.2 Ways to streamline notes
• Eliminate small connecting words such as: is, are, was, were, a, an, the, would, this, of.
• Eliminate pronouns such as: they, these, his, that, them. However, be careful NOT to eliminate these three words: and, in, on.
• Use symbols to abbreviate, such as:
• +, & for and, plus
= for equals
- for minus
# for number
x for times
> for greater than, more, larger
< for less than, smaller, fewer than
w/ for with
w/o for without
w/in for within
----> for leads to, produces, results in
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