Enhancing Business
Writing Skills
Facilitated by Mosedimosi Business
Training
September to October 2009
ALL RIGHTS RESERVED COPYRIGHT
The views expressed in this document are not necessarily those of the Seta’s.
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
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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
To learn is to change. Education is a process that changes the
learner.
George B Leonard
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Module 1
1
Planning and constructing documents
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.
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Value of the written word
The written word is vitally important in business:
it provides a permanent record of the communication
it can be shared among many people
it is readily accessible when stored on paper or magnetic media (memory stick, hard disk)
it can be re-used and be expanded upon for new ideas.
However, time spent thinking, writing, typing, reading and clarifying is expensive. We must therefore use
time effectively to prevent miscommunication which forces the reader to refer back to the writer.
Resistance to writing
Writing requires
a disciplined mind
taking responsibility; an attitude of “do it now”
being creative
an understanding of the needs of the reader
proper planning
a good command of language
Cultivate your writing skills
discover your brain power:
Both the “left” and “right” side of the brain are engaged in writing. “Left” brainers tend to produce
precise, structured, procedural writing – (non-fiction). “Right” brainers tend to produce imagery, fantasy,
drama, comedy – (fiction). Whether “left” or “right” orientated YOU CAN WRITE.
initially force yourself and practise
critically analyse the writing of others
sharpen your language skills through extensive reading, 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.
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1.2 Set the objective(s)
In the finance related professions a host of documents require to be compiled; e.g. letters, e-mails,
contracts, proposals, reports, minutes. While each one has its own format and structure, the essence of
communication is the same: providing information on which decisions can be based.
Get the purpose clear to make sure that you communicate most effectively and efficiently with the reader.
Always get the IN ORDER TO ACHIEVE WHAT? … quite clear in your mind. This forces you to focus on
the result rather than being content with the reason.
Formulate the “what”, “who”, “how”, “when”, “why”, “where”.
Here are some questions to ask:
WHY WRITE?
Would speaking not be more effective than writing?
WHO AM I WRITING TO?
How skilled is the reader in the subject matter?
Who else will read it?
Why will they want to read it?
What do they know already?
WHAT DO I WANT TO ACHIEVE?
Is it to inform? To persuade? Or to record?
What does the reader need to know?
What does the reader need to do?
What answers do I need from the reader?
HOW WILL THE READER REACT?
Are they senior of junior?
What sort of tone should I use?
How can I make it clearer?
WHEN WILL IT BE READ?
By when must it be completed?
Might it be read in years to come?
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WHERE WILL IT BE READ?
Home or abroad?
In the office or at home?
At a meeting?
In court?
Internal or external to the organisation?
All these points concern the Reader rather than the Writer. Think of the reader
Exercise: Write a report on why you believe 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.
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1.4 Planning the document
Before you start to write, you need to be clear about what you want to achieve and what you want to say.
This will involve proper planning. If you plan a letter, agreement, proposal, report; etc well, it will save time and will save much drafting and redrafting.
1.4.1 When following the planning process, you need to:
Understand why the document is required (the purpose, objective), 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.
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What are the objectives for your document?
1.4.3 Consider the audience
Even before starting to gather information it is imperative that you consider your readers. Unlike letters and
memos, reports and proposals usually have a far wider distribution. Many people may be involved in a
decision-making process and need to read the information in the document.
Your job is to make it easy for the reader. In order to make reading your document easier, think in terms of
the reader.
Each audience has unique needs. Some audience considerations include:
Need (for the information)
Education level
Position in the organisation
Knowledge of your topic or area
Responsibility to act
Age
Biases
Preferences
Attitudes
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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
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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
Secondary
Books, internet, reports, newspapers,
Information may be inaccurate,
magazines, pamphlets, and journals
out of date, or biased
Meetings, interviews, questionnaires,
Information must be gathered
surveys, observation, experiments,
carefully to ensure it is accurate
historical information, and raw data
and bias free.
Primary
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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.
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At what conclusions have you arrived?
It is essential, before you start an investigation, to have the willingness to learn from what you discover,
and the courage to act on the new information.
1.4.6 Determine the solution
Based on your analysis, you will be ready to offer a solution (or solutions) to the problem you have been
studying.
Your conclusions have to reflect your findings. Personal integrity demands that you put aside your favourite
opinions and leave behind your pride and your prejudices. Let your conclusions reflect exactly what you
found - even if you don't like them.
Therefore the gathered information should be the basis for making this decision. There is also a tendency in
business report writing to "slant" information to lead the reader to the decision the writer wants. Make sure
you report all pertinent information--good and bad. The credibility of the document (and your credibility) is at
stake.
Generate as many possible solutions or courses of action as you can think of to deal with any problems
you have uncovered
Go back and work out which of the solutions you thought of are possible.
Of the possible courses of action, which do you think would be best? This could be a single action or a
number of actions. These are your recommendations.
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What are the solutions you hope to offer your management/client?
1.4.7 Organise your document
You've got your topic, your information, and your proposal/recommendation. Now you're ready to determine
how to present your information.
Before actually writing, organise your information into an outline form. You can formulate an outline for your
document by choosing the major and supporting ideas, developing the details, and eliminating the
unnecessary ideas you've gathered. This outline becomes the basic "structure" of your document.
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Module 2
2 Writing with increased confidence in a structured
and disciplined manner
At the end of this module delegates will be able to:
Apply mind mapping skills
Introduce the content with terms of reference, purpose and background
Achieve flow by means of simple language, short sentences, good paragraphing and descriptive
headings
Structure contents in a logical sequence
Select relevant information in line with the objective of the document
Uphold the integrity of the facts in conclusions and recommendations
Overcome 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 twodimensional 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.
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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.
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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
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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.
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Report writing - example of an introduction
In an article entitled, Few honours for e-degree, Joe Gelonesi (2002)
presents many a cautionary tale for institutions embarking on e-learning.
The reasons for
The purpose of this study was to investigate the issues raised in this
undertaking the study
article on Beacon University’s increasing use of online technology in the
are outlined
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
Any assumptions made
educational organisations will increase and that student engagement with
in the study are noted
universities is changing. This will necessitate universities rethinking what
they offer and the way they offer it.
The experiences of academics currently teaching in three Schools were
The scope or extent of
considered in terms of changing student needs and acceptance of the
coverage is clarified
new technologies by students and academics.
Information was gathered by way of interviews with the selected
Methodology (how the
academics. This was supplemented by a review of current literature on
research was
e-learning.
conducted) is outlined
Although expressions of interest were sought from students for focus
group discussions, none were received and interviews were therefore
limited to academic staff. While the lack of a student voice on such an
Limitations of the study
are explained
important issue is a limiting factor, much of the literature makes clear the
issues for students in the current educational-economic climate.
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
Plan of the report is
specified
and staff .needs as identified through structured interviews.
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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.
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What are your findings?
2.2.5 Conclusions
These are drawn from the analysis in the previous section and should be clear and concise. They should
also link back to the Terms of Reference. At this stage in the report, no new information can be included.
The conclusions should cover what you have deduced about the situation - bullet points will be satisfactory.
Report writing - example of a conclusion
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
Restatement of
reducing course delivery costs, but as Gelonesi (2002) points out, online
questions/problems that
delivery is not necessarily a cheaper way of doing things. Some in the
led to the preparation of the
education sector also argue that online education is ‘second-rate’
report
because education is fundamentally interpersonal, and technology
interferes with and reduces this interaction.
However, it is becoming evident that students are seeking greater
flexibility in their engagement with universities. For tertiary institutions like
Summary of key points
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
Link back to the purpose of
face-to-face teaching, but as an alternative delivery mode. In some
the report
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).
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What are the conclusions you have come to?
2.2.6 Financial implications
What are the benefits vs. costs and risks from the suggested solution?
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
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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.
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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.
The dictionary is the only place where success comes before
work.”
Mark Twain
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Module 3
3 Avoiding common errors and grammar mistakes
At the end of this module delegates will be able to:
Resort to accuracy, brevity, clarity: the ABC of business writing
Explain the need for applying a simple vocabulary
Modify “useless”, “negative”, “big”, “redundant”, words
Solve ambiguity and pomposity
Distinguish between active and passive verbs
Compile sentence and paragraph structures
Apply appropriate punctuation
3.1. The foundations of your writing skills
In writing your major task is to create a message which is clearly understood and will induce the reader to
take the desired action. Readers should not be left with questions or irritations in their mind.
Writing, to be professional, requires working to a system.
The system focuses on four rules
A clear objective
Correct grammar
Proper structure
Attractive layout
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Its foundations are
1. Accuracy
2. Brevity
3. Clarity
- the ABC of good writing
English a complex language
For many people who will be reading your documents, English will be their second or third language. If you
do not know your reader, assume always that her/his home language is different from yours.
We are living in a country with 11 official languages. Co-workers may speak Sotho, Afrikaans, Venda, Zulu,
Tswana, or Xhosa.
If you assume that the person receiving your letter, memo, e-mail, report or minutes is not a first language
English speaker, you will probably be right.
It is therefore vital that you keep vocabulary and sentence structure simple in all the documents you
produce.
What you are up against learning English:
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
The POTATO would be spelt GHOUGHPHTHEIGHTTEEAU
(FROM James Clark, Stoep Talk, The Star, Thursday 25 November 1993)
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H. Schultz v The New York Cleaning Department
A saga in three acts!
Act 1
Dear Sir.
I find Hydrochloric Acid fine for cleaning pipes. Is this OK?
Signed. H Schultz – Plumber
Dear Mr Schultz
In response to your enquiry regarding the use of Hydrochloric Acid for cleaning pipes should be clearly
recognised that this is not efficacious. The Hydrochloric Acid interacts with a variety of metals to produce
salts of various natures, depending on the composition of the metals involved, which would be more than
mildly toxic to any person or persons (or animals) who might ingest the substance in question. The precise
result which would stem from such ingestion would depend, amongst other less crucial matters, on the
proportion of Hydrochloric Acid and metallic radical to other dilutory substances in the original combination
of substances that induces the salt producing reaction initially.
Signed. B Pearson, New York Cleaning Department
Act 2
Dear Mr Pearson
Thank you for your interesting letter. Can you please now tell me if it is OK to use Hydrochloric Acid to
clean out pipes?
Signed. H Schultz – Plumber
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Dear Mr Schultz
As was explained in our previous letter to you it is the opinion of this Department that the use of
Hydrochloric Acid for cleaning would increase the susceptibility of the population at large to varying degrees
of virulence. The precise degree of virulence in any specific case would depend, of course, on the total
amount, and percentage of toxic content in that total amount, of debilitating solution imbibed, and naturally
the frequency of such reflections by the person or persons in question.
We trust the position is now clear to you.
Signed. B Pearson, New York Cleaning Department
Act 3
Dear Mr Pearson
It’s real nice of you to trust me. I am now cleaning many more pipes with Hydrochloric Acid.
Signed. H Schultz – Plumber
Dear Mr Schultz
Don’t use Hydrochloric Acid for cleaning pipes. It poisons the water.
Signed. B Pearson
The moral of this story is ….?
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3.2 Grammar
3.2.1 Introduction
The rule is to be natural and human, not pompous and unnatural. If in doubt, ask: “What would I say to this
person face to face?” Writing should be more like speaking.
Letters and documents become difficult to read if they contain:
LONG WORDS
LONG SENTENCES
LONG PARAGRAPHS
3.2.2 Getting tenses right
Present
SIMPLE
CONTINUOUS
he works
he is working
PERFECT
PERFECT
CONTINUOUS
he has worked
he has been working
Past
SIMPLE
CONTINUOUS
he worked
he was working
PERFECT
PERFECT
CONTINUOUS
he had worked
he had been working
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Future
SIMPLE
CONTINUOUS
he will work
he will be working
PERFECT
PERFECT
CONTINUOUS
he will have worked
he will have been
working
Conditional
SIMPLE
CONTINUOUS
he would work
he would be working
PERFECT
PERFECT
CONTINUOUS
he would have worked
he would have been
working
Education is when you read the fine print. Experience is what you
get if you don’t.
Pete Seeger
“Yesterday is history
Tomorrow is a mystery
Today is a gift – That is
Why it is called a present!”
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3.2.3 Words
3.2.3.1 Introduction
Short words are easier to read than long words because they are easier to recognise and interpret. We get
more practice in using the words we speak;
so when we see a word which we do not use in conversation, it is harder for us to understand.
Never try to impress the reader by deliberately using long words
Always try to use words whose meanings are precise, and not open to doubt
Use a short word (or even two or three) instead of one long one. However, at times we may need
to use some long word for 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.
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3.2.3.2 Word use
Keep it short and simple!
Rather than:
Use:
discontinue
stop
submit for consideration
propose
proceed
go
commence
start
occurrence
event
dispatch
send
in respect of
of, about
make modifications to
modify, change
demonstrate
show
is in a position to
can
we would be grateful if you would
please
facilitate
help
Be precise, avoid jargon and 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.
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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.
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3.2.3.4 Nice words
Find a more descriptive adjective as a substitute of “nice”
Nice man
Nice woman
Nice food
Nice house
Nice flowers
Nice holiday
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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
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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
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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 nontechnical 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.
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3.2.4 Pomposity
Avoid these phrases:
Herewith attached please find the document as requested by yourselves
You are cordially invited
The above refers, your letter refers
Hope you find the above in order
Your attendance will be highly appreciated
Ensuring you of our best attention at all times
It would be highly appreciated if you …
Suggest an alternative for the “business” terms and phrases:
I would like to give confirmation
_____________________________
It is apparent that
_____________________________
We are in receipt of
_____________________________
Re your enquiry concerning
_____________________________
It will be our endeavour
_____________________________
Assuring you of our best attention at all times
_____________________________
For the purpose of
_____________________________
Trusting this meets with your approval
_____________________________
I refer to previous correspondence regarding
_____________________________
It would be greatly appreciated if you would
advise us
_____________________________
I would be pleased if you could arrange
_____________________________
After some discussion within the Department
a decision was reached
_____________________________
I hope this information will be sufficient in
resolving your problem area
_____________________________
The Committee gave further consideration to a
memorandum containing proposals with 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
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39
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).
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3.2.5 Verbs
3.2.5.1 Active and Passive
The verb is the most important part of the sentence. It generally conveys action. There are three types of
verb:
1. the ACTIVE VERB
(this is direct and concise: 4 words)
Thabo writes a lease
2. the PASSIVE verb
(this has less impact: the same message in
6 words)
A lease is written by Thabo
It is easy to recognise the passive voice – it always has some form of the verb “to be” in front of the verb:
“was”, “will be”, “must be” …
To convert it to the active, the reader has to answer the question “by whom?”, e.g. The lease is written – “by
whom?’ – by Thabo.
In the above example the writer has answered the “by whom?” question. But often the writer forgets to
answer it and this leads to confusion. E.g. “In the event of a rail strike, road transport will be supplied”.
“By whom?”
No answer!
In this case the readers do not know who is going to take the action, so they will probably have to spend
time finding out.
3. the VERBAL NOUN
(this is dull, verbose and is used as
padding, as in school essays. Total of 10
The writing of the contact was
words)
carried out by Thabo
So – WRITE in the ACTIVE VOICE unless there is a good reason for using the PASSIVE.
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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.
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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.
________________________________________________________________
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3.2.6 Sentences
A ‘sentence’ is a unit of thought. It should be able to stand on its own. Sentences are separated by major
punctuation marks.
Major punctuation marks are
.
?
!
:
;
-
However, we must not overlook the use of minor punctuation marks.
Minor punctuation marks are
,
()
“ “
‘ ‘
The golden rule is to always use punctuation marks to clarify the meaning of the passage.
Sentence length
Sentences should on average be about 14 – 20 words long – more than this, and ideas can become
clouded.
But it is best to vary the length of sentences; it is often dull and tiring if all sentences are of the same length.
In contrast, if the sentences are 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.
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3.2.7 Paragraphs
3.2.7.1 Signposts
Every paragraph should begin with a brief statement of theme. This topic sentence acts as a signpost to
help the reader. The first sentence 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.
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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.
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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.
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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.
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(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?
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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.
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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.
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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
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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.
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Module 4
4 Producing documents which are clear, effective and
professional
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.
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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.
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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
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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
-
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 …”
Paragraphing
-
Use of headings and layout
Imagery
-
Creating an atmosphere
Tone
-
Formal, light-hearted, commanding, inviting
Sentence construction
The blend of active/passive voice
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.
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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.
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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
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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
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Module 5
5 Writing for a specific readership and for different
circumstances
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
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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.
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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 http://www.leisureparks.com
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
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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.
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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’.
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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.
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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)
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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
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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)
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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
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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
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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.
1. Your customer complained that another customer received a reduced rate, but he paid the full price. He
insists to also pay the reduced rate
2. 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
3. A customer wants to change the order after it has been processed
4. A very rude customer complains about a rude staff member
5. 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
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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
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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:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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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: https://www1.gotomeeting.com/register/465161553
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
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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
www.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
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Christine Maslow
General Manager
Informatica
Tel (011) 963 3621
079 325 2463
christine@informatica.co.za
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.
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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.
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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.
The closest to perfection a person ever comes is when he fills out a
job application form.
Evan Esar
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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.
Henry Ford
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5.4.3 Proposed structure of final report
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
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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
Purpose
teaching raised in the article by Joe Gelonesi in the Education
Supplement of The Age (27/2/02). Research for this report included a
Methodology
review of current literature on web-based tuition and 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
Findings
learning currently being offered in universities.
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
Conclusion &
Recommendations
traditional on-campus students as well as those who for work, family,
geographic location or other reasons choose to study through distance
education.
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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
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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
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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
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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.
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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?
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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)
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[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.
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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
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Exercise:
Write a report to motivate the Treasury to do away with capital gains tax.
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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
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Cycle of a Monthly Meeting
The meeting (1st)
Chairperson/secretary
briefing meeting (30th)
Draft minutes typed (2nd)
Agenda approved &
dispatched (26th)
Minutes amended by
chairperson (3rd)
Agenda Drafted (25th)
Deadline for agenda
items & papers (23rd)
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Minutes approved &
dispatched (6th)
Routine administration
(room booking, etc.)
106
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.
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Agenda Dispatched – One week before next meeting
Each participant should receive an agenda and all papers to be discussed. The agenda should be crossreferenced 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.
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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
“Meetings are cul-de-sacs down which ideas are lured and then quietly
strangled”
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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.
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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
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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
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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 adultbusiness-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.
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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:
+, &
=
#
x
>
<
w/
w/o
w/in
---->
<---/
for and, plus
for equals
for minus
for number
for times
for greater than, more, larger
for less than, smaller, fewer than
for with
for without
for within
for leads to, produces, results in
for comes from
for per
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5.5.9 The minutes of a meeting
Minutes are a brief, summarised record of the procedure followed at a meeting
Minutes record discussions and decisions taken
Minutes must be a factually correct report of a meeting
The secretary who takes down the minutes must be objective and not allow personal reactions or the
mood of the meeting to influence his report
Decisions made and instructions given should be minuted verbatim
Minutes are written in the past tense.
Heading:
The name of the organisation, place, date and time of the meeting
Capital letters are used.
The heading need not be underlined
Attendance register
The names of all the members who attended the meeting are recorded
The chairperson’s name is usually given first
The designation, e.g. managing director, may be written after the names of members who fulfil a role.
APOLOGIES
Opening and welcome
Minutes of the previous meeting
The secretary confirms that the minutes of the previous meeting were read, accepted and signed by the
chairman
Matters arising
Matters arising from the previous meeting may now be discussed.
The facts are carefully minuted by the secretary.
New business
(This item is the most important part and the actual reason why the present meeting is being held).
The secretary carefully minutes what is important about each discussion. Vitally important is recording
what has been agreed and resolved.
General
Closing
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Only the time when the meeting ended is minuted.
The secretary may minute the chairman’s thanks to the people who arranged the meeting and who
served refreshments.
The chairman’s initials and surname are typed at the end of the minutes with enough space for his
signature and the date.
5.5.10 Necessity of minutes
The principal uses and value of minutes may be summarised as follows:
they constitute the permanent official record of the business transacted at meetings;
they are available for inspection by interested parties, e.g. the directors, the secretary and the
auditors;
they can be produced as evidence in legal proceedings.
They provide a written reminder of what members have undertaken to do and by when.
It is interesting to note that if it can be proven that a resolution was indeed passed but was left out of the
minutes, it can be deemed valid.
However, there is no common-law rule that minutes must be kept, and an unincorporated association need
not keep minutes of the proceedings of its meetings unless it is required to do so by statue or by its
constitution.
For example, there is no statute applicable to sporting bodies and they are not obliged to keep minutes
unless the rules of the particular club so require. It is, however, highly desirable that every association of
persons should record proceedings of its meetings in a minute book as this would eliminate much argument
in the event of a dispute.
It should be noted that the signature of the chairperson to the minutes of both general meetings and of
board and managers’ meetings not only makes them evidence but constitutes them prima facie correct.
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5.5.11 Minutes of narration
Formalities
The minutes of every meeting should set out the following:
the nature of the meeting
the date, time and place at which it was held
how the meeting was constituted, for example who occupied the chair, and what other persons
were present i.e. either their individual names or a reference to the attendance register in which
their names are to be found, or, in the case of a general meeting at which an attendance register
was not kept, a statement of the number of members present (which will, of course, need to be in
excess of the necessary quorum)
any apologies for absence that have been received by the chairperson or the secretary
the names of persons attending ex officio e.g. attorneys, auditors, etc., who may have been
present, and of all paid officials who were in attendance
a statement that the chairperson declared the meeting duly constituted
a record of the approval of the minutes of the previous meeting, if indeed they were approved at
the meeting.
5.5.12 Minutes of resolution
Each decision should be recorded in a separate sentence commencing: ‘it was RESOLVED: That’,
the exact wording of the resolution (as amended, if such was the case) being reproduced.
These decisions should be recorded in the order in which they were agreed to at the meeting.
A motion that was submitted to the meeting but was not adopted should normally not be included
unless the member moving it expressly requests that it be recorded as submitted but defeated.
Where important matters are being decided, the objections of individual members, particularly at
board meetings, should be recorded, especially when there is a request for such record to be
made.
In addition to the decisions taken at the meeting, the minutes should explicitly record full details of
all contracts, matters of a financial nature, appointments, and other actions that were approved or
authorised, but trivial matters should be rigidly excluded.
Whilst brevity is desirable, and unnecessary detail is to be avoided, care must be exercised to
ensure that the exact intention of the meeting is accurately, explicitly, and unequivocally recorded.
Where a draft agreement or other important document is submitted to a meeting of members for
their approval, the nature and, if practicable, the main terms of the agreement should be stated in
the minutes, or the document should be otherwise identified.
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A method of identifying a document is to refer to it in the minutes as ‘the draft agreement of 4 May
2007 which is initialled by the chairperson for purposes of identification.’
It is advisable to attach a copy of the agreement to the minutes that record the approval thereof,
unless this is too bulky to be practicable.
The minutes will usually conclude with a statement that the chairperson declared that the business
of the meeting was completed, or that the proceedings terminated.
This will be followed by some such formula as ‘Signed as correct record.’
………………… 20……..
……………………………………
Chairperson
Resolutions are drafted by the secretary in consultation with the chairperson. The chairperson may get the
advice of the members while the meeting is in progress for the sake of clarity on the motion before the
meeting.
A well-formulated resolution will have the following characteristics. It is
concise, clear with the minimum of words
contained in a single sentence
worded in the positive
if lengthy, broken down in distinct components, particularly where sub-clauses are introduced
starting with the word “That”
Where a decision becomes immediately effective, the words “and is hereby” are added to the resolution.
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5.5.13 Specimen minutes of a monthly board meeting
BATAVIER ENGINEERING SOUTH AFRICA LIMITED
Minutes of monthly meeting of Directors held in the Board Room,
Batavia Building, Sandton
on Friday 23 October 2009 at 10:00
Present:
Mr L King (Chairman)
Mr P Nkosi
Mr J Prince
Mr F Gatsha
Mrs P Tshabalala
In attendance:
Mr K Watchman, Secretary
The chairman declared the meeting duly constituted.
1. Apologies:
There were no apologies.
2. Minutes:
The minutes of the board meeting held on 25 September
2009 as circulated, were taken as read and signed as a
correct record.
3. Matters arising out
of the Minutes:
Nil.
4. Directorate:
It was RESOLVED:
That Mrs P Tshabalala be and she is hereby elected a
director of the company to fill the casual vacancy caused
by the resignation of Mrs B Toto.
The chairman thereupon welcomed Mrs Tshabalala to her
first meeting of the Board.
5. Finance:
A summary of the Cash Book for the month ended
30 September 2009 showing a balance of R3 265 421
together with certificate of bank balance and reconciliation
statement was submitted. The transactions reflected in the
summary were duly confirmed.
6. Accounts:
An Income Statement for the month ended 30 September
2009 together with an unaudited Balance Sheet as at that
date and various supporting schedules, was submitted and
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discussed.
7. Operations:
The production director’s report on operations at the
Midrand factory for the month of September 2009 as circulated was tabled and
the salient features noted.
8. Consulting
engineer’s report:
The report of Greenfield Consulting Civil Engineers, dated
30 September 2009 was considered and it was
RESOLVED:
That vote No 200, extensions to the Midrand factory
be proceeded with at a total expenditure of R4 207 340
It was further RESOLVED:
That the following votes for capital expenditure be and
they are hereby authorised:
Vote No
201
202
9. Correspondence:
Description
Novice CAD Equipment
Armada Punching machine
Amount
R1 700 000
R1 500 000
R3 200 000
A letter form Computer Resources (Pty) Limited was
considered and it was RESOLVED:
That no further action be taken in the matter.
A letter from the Aids Prevention Care Group was
considered and it was RESOLVED:
That the matter be referred to Mr P Hanson, the Human
Resources manager, for consideration.
10. General:
There was no further business.
The chairman then declared the meeting terminated.
Signed as correct record.
27 November 2009
L. King
Chairman
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Module 6
6 Analysing and editing your own documents
After attending this module delegates will be able to:
Ensure accuracy with spell checks and proof reading
Follow a logical approach to editing
Provide guidelines for presentation and layout
6.1 Proof reading
Proof-reading differs from revising or editing. Revising requires you to consider and possibly reorganise your
ideas. Editing makes sure your writing is as clear, accurate and stylistically consistent as possible. Proofreading pays particular attention to the conventions of grammar, mechanics and punctuation and to spelling
errors that may have slipped through the editing process.
Proof-reading also checks for and corrects layout errors and serves as a final check to make sure all
necessary revising and editing have been done. The first step of proof-reading is to make use of your
computer's spell-checker. Thereafter it is necessary to perform a manual proof-reading process to ensure
faultless presentation.
Source: the Writer’s Harbrace Handbook
Check and recheck
When writing, be mindful of the fact that once something is in written form, it cannot be taken back.
Particularly in reports there is little room for error. Incorrect spelling, grammar and punctuation as well as
poor writing style and vocabulary put the credibility of the report at risk.
Thankfully, today’s technology makes report writing much easier by providing reliable tools that check and
even correct misspelled words and incorrect grammar use. Unfortunately, these tools are not fail proof and
will require your support, making your knowledge in this area important.
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6.2 Editing
It can be useful to put your draft report aside for a few days before rereading it. This will allow you to
become more detached from it and be able to spot errors more easily.
This checklist may help you in editing your report - could you tick off each item?
The purpose
Have your clarified your purpose?
Have you identified your readers' needs/characteristics?
Have you remembered these when considering the items below?
Information
Have you included the main points?
Are points supported by evidence?
Is the information relevant to the purpose?
Accuracy
Are there spelling mistakes?
Do the figures add up?
Are the references correct, in the text and at the end?
Are all sources of information listed in the References section?
Are abbreviations consistent?
Images
Are images clear?
Format
What is the balance between sections?
Do the most important items have the most space?
Is the report easy to follow?
Is it easy to find information in the report?
Are headings and numbering clear?
Are the arguments followed through?
Is it logical/easy to follow?
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Language
Is it clear, direct, easy to read?
Will the readers understand it?
Will its tone help you achieve the purpose?
Can unnecessary words/phrases be deleted?
Is the grammar/punctuation correct?
Is there any repetition?
Presentation
Is the layout appealing?
Does it highlight important points?
Relevancy check
Once the report has been written it is vital that it be checked with the relevant parties to establish that the
reported information is in accordance with requirements.
It is advisable to draw up a table to list each of the relevant recipients of the reports and a space for
comments and an overall rating of the report in terms of whether it meets the information requirements and
purposes. The form needs to be distributed to recipients and their comments evaluated to determine the
usefulness of the report. Possible amendments to reports are made in line with suggestions from recipients.
(see Table 8)
(Source: The Student Skills Guide, Sue Drew and Rosie Bingham)
6.3 Presentation
Good presentation can make a report clearer. Consider the following points when writing your report:
Overall impact - make use of templates in the organisation and templates available in word processing
software. Your final product should be presented in a folder or plastic wallet - whatever you think is suitable.
Headings - should be clearly ranked. Restrict yourself to three styles of headings: one for main sections,
one for sub-sections, and one for further sub-sections.
Numbering - numbering your sections makes the report easier to follow. A common system is to number a
main section, then for sub-sections to place a dot after the main section number and begin to number again.
You can continue to a further level. This makes it easier to refer the reader to a specific part of the report;
e.g. paragraph 3.2.2, rather than to say "about half way down page 5".
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Layout
It is vital to use a clean spacious layout that clearly displays the main points.
Plenty of white space
Makes report inviting and user friendly
It lets headlines and graphics stand out
Draws attention to key paragraphs
Enhances readability
Don’t economise on paper: it only forms a small part of overall costs
Saves time in reading and comprehending
The right fonts
Stick to one or two fonts in a single report
Abstain from using fancy fonts which are difficult to read
Limit headings to three types/sizes
Beware of too many combinations of bold, italics, underline, bullets, wingdings etc
Other factors enhancing layout
Page numbering
Headers and footers
Indentations
Right hand margin justification
Tables
Margins
Spacing
Numbering
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6.4 Exercise
Editing written work from a check-list
You should work from a very specific check-list, examining particular aspects of language and style to make
sure that the whole passage is just the way you want it. Once you have made the necessary correction, you
then proof-read again to see whether more editing is needed.
Here is a ‘well-intentioned’ check-list that may be useful once you have made some adjustments to it!
1.
Don’t never use no double negatives
2.
Concord between verbs and their subjects are vital.
3.
Be alert when you proof-read, to make sure that you don’t any words out, or write any words words
twice.
4.
Be careful to never split an infinitive.
5.
Use a dictionery to look up difficult words.
6.
Because every sentence needs a main clause.
7.
Writing correctly, unrelated participles must be avoided.
8.
Punctuation, is important, but avoid the temptation, to use, too many commas.
9.
Remembering to check carefully for a finite verb in every sentence.
10.
Conjunctions can be used to join sentences, however sentence adverbs cannot.
11.
Not ending a sentence with a preposition is another convention that attention must be paid to.
12.
Your teacher and me insist that the correct pronouns should be selected; sorry, I mean your
teacher and myself insist.
13.
Eliminate the utilisation of unnecessarily complex vocabulary.
14.
Limit the Use of Capital Letter to the Beginning of Sentences and for Proper Nouns.
15.
The bottom line is, don’t use clichés at this point in time; basically, always look for a viable
alternative.
16.
Do not begin a sentence with ’and’. And do not begin a sentence with ‘but’ either.
17.
At all times and under all circumstances avoid repetitive, unnecessary redundancies, which often
appear here, there and everywhere.
18.
Remember that American spelling is out of favor.
19.
Inappropriate use of hyperbole is a stylistic flaw that should be punishable by death.
20.
Grow your writing skills by avoiding irregular verb forms that are impacting the language these
days.
21.
Paint your writing colourfully with a variety of flavours, but be careful not to mix your metaphors.
22.
Do not ‘use’ too many “inverted ‘commas.’”
23.
Never use more than one exclamation mark!!
24.
Sentences must be joined with conjunctions, they can never be spliced together with commas.
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25.
Use a thesaurus, which will help you not to use the same word repeatedly.
26.
For consistency of style and register, don’t chuck colloquial stuff into a formal sentence.
27.
Do not write long, rambling sentences, avoiding particularly those in which long strings of
prepositional phrases follow interminably one upon the other, like a weary line of exhausted hikers
staggering through the narrow pass at the top of steep hill at the end of a long day.
28.
If you proof-read your work carefully, looking for repetition that can be removed, you will find many
examples of unnecessary repetition that can be eliminated by proof-reading and editing.
29.
Express yourself simply and concisely on a daily basis.
30.
Ellipsis is fine, but we always have and always will insist that it must be controlled carefully.
31.
… The other kind of ellipsis must also be used sparingly and purposefully …
32.
Elect words that are seemly in the context in which you are wielding them.
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6.4 Document polishing check-list
OBJECTIVE
Is purpose clear?
In order to achieve WHAT?
Am I writing to the right people?
Who? What? Why? Where?
Can I expect feedback?
When? How?
STRUCTURE
Order appropriate to objective
Persuade or inform?
Introduction
Purpose given?
Background sufficient?
Discussion
Facts stated
Deductions sound
Recommendation
Next action clear?
Summary
Can be read and understood by
itself?
LANGUAGE
Words
Simple and well chosen?
Jargon?
Verbs
Active / passive balance right?
Sentences
One thought only? Length?
Paragraphs
Signposted? One topic only?
Clarity index
Around 30?
LAYOUT
Headings
Help reader?
Paragraphs
Numbered? White space?
Detail
In appendix?
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6.5 Gunnings Readability Index (The fog index)
Two factors affect the readability of any document:
The length of sentences (i.e. how many word per sentence)
The number of words used, which have three syllables or more
To apply the Gunnings Readability Index, you need to do the following:
Select a passage of as close to 100 words as possible
Divide the number of sentences into the total number of words (if there are 100
words, and 4 sentences, you average 25 words per sentence)
Count the number of words that consist of 3 syllables or more
Add these two figures (2 & 3)
Multiply the total by 0.4
Result
18
17 Very difficult
16____________________________________________________________________
15
14
13 Difficult
12
DANGER LINE
____________________________________________________________________
11
10 Fairly difficult
9
EASY READING RANGE
8
7 Standard level
____________________________________________________________________
6
5 Very easy level (may sound patronising)
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For example:
The question of office productivity has been around for over fifty years, but consultants’ advice to managers
is still much the same as it was in the early years – motivate your people, train your people, give them
objectives, give them a reasonable working environment etc. The changing aspect of productivity theories
that is most noticeable today, however, is the new emphasis on the role of all members in the work force in
improving productivity. Instead of a few “Heads” at the top thinking, and many “hands” at doing tasks at
worker level, today all staff members are considered responsible for organisational productivity.
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6.6 Where do you go from here?
Put the principles you have learnt on this course into effect immediately.
Practise these principles every day and you’ll soon see an improvement.
If you postpone the changes because you “haven’t time”, you most probably will
forget all you have learnt.
Write, and keep on writing, until competent writing becomes second nature to
you.
Learn from others. Read with a critical eye the letters and memos you receive.
Edit other peoples’ letters. What can you learn from them? Can you say it
better?
When editing the letters of your subordinates, don’t edit with a closed mind. If a
subordinate says it differently – that’s quite permissible. There’s no single right
way. The English language allows for many variations.
PASS ON WHAT YOU KNOW.
SET ASIDE SOME TIME, PERHAPS ONCE A MONTH, TO REVIEW YOUR
WRITING. ASK YOURSELF WHETHER IT HAS IMPROVED.
It’s good to go on a refresher course every few years to keep up to date and
learn the change in trends.
Remember, YOU ARE THE CORNERSTONE OF GOOD BUSINESS WRITING.
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6.7 Can you raed tihs? Olny srmat poelpe can
I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan
mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod
are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae.
The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid
deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? yaeh and I awlyas tghuhot
slpeling was ipmorantt!
Why the English language is hard to learn (how did we ever learn it?)
•
The bandage was wound around the wound.
•
The farm was used to produce produce.
•
The dump was so full that it had to refuse more refuse.
•
We must polish the Polish furniture.
•
He could lead if he would get the lead out.
•
The soldier decided to desert his dessert in the desert.
•
Since there is no time like the present, he thought it was time to present the present.
•
A bass was painted on the head of the bass drum.
•
When shot at, the dove dove into the bushes.
•
I did not object to the object.
•
The insurance was invalid for the invalid.
•
There was a row among the oarsmen about how to row.
•
They were too close to the door to close it.
•
The buck does strange things when the does are present.
•
A seamstress and a sewer fell down into a sewer line.
•
To help with planting, the farmer taught his sow to sow.
•
The wind was too strong for us to wind the sail.
•
After a number of injections my jaw got number.
•
Upon seeing the tear in the painting I shed a tear.
•
I had to subject the subject to a series of tests.
•
How can I intimate this to my most intimate friend?
Let's face it - English is a crazy language. There is neither egg in eggplant nor ham in a hamburger; neither apple
nor pine in pineapple. English muffins weren't invented in England or French fries in France. Sweetmeats are
candies while sweetbreads, which aren't sweet, are meat.
We take English for granted. But if we explore its paradoxes, we find that quicksand can work slowly, boxing rings
are square and a guinea pig is neither from Guinea nor is it a pig. And why is it that writers write but fingers don't fing,
grocers don't groce and hammers don't ham?
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If the plural of tooth is teeth, why isn’t the plural of booth beeth?
One goose, 2 geese. So one moose, 2 meese? One index, 2 indices?
Doesn't it seem crazy that you can make amends but not one amend, that you can comb through annals of history
but not a single annal?
If you have a bunch of odds and ends and get rid of either one of them, what do you call it?
If teachers taught, why didn’t preachers praught? If a vegetarian eats vegetables, what does a humanitarian eat? By
the way, how can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites?
How can overlook and oversee be opposites, while quite a lot and quite a few are alike? How can the weather be hot
as hell one day and cold as hell another?
Have you noticed that we talk about certain things only when they are absent?
Have you ever seen a horseful carriage or a strapful gown?
Or met a sung hero or experienced requited love?
Have you ever run into someone who was combobulated, gruntled, ruly or peccable?
And where are all those people who ARE spring chickens or who would ACTUALLY hurt a fly? Where did the beauty
who was OUT OF THIS WORLD go?
You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down, in which
you fill in a form by filling it out, and in which an alarm goes off by going on.
English was invented by people, not computers, and it reflects the creativity of the human race (which, of course,
isn't a race at all). That is why, when the stars are out, they are visible.
However, when the lights are out, they are invisible. Why, when I wind up my watch, I start it, but when I wind up this
essay I finish it.
And lastly, why do we have to hit the START button first to STOP running 'Windows 7'!!?!
Confusion, thy name is English!
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7 English business writing resources
7.1 Grammar
7.1.1 Kenneth Beare – About.com English second language (ESL) Guide.
Sign up for their weekly newsletter.
http://esl.about.com
7.1.2 English grammar 4 u online: www.ego4u.com/en/cram-up/grammar
7.1.3 Business English – Communication: www.ego4u.com/en/business-english/communication
15.1.4 Wikipedia: http://en.wikipedia.org/wiki/english_grammar
7.2 Self-tests
English grammar 4 u: www.ego4u.com/en/cram-up/tests
7.3 Writing/structure/templates
7.3.1 Purdue University: http://owl.english.purdue.edu/sitemap
7.4 Proof-reader
7.4.1 Essay Rater: www.essayrater.com $19.95 per month
7.5 Agreements
7.5.1 Legal Write. Software of templates for compiling legal agreements in South Africa. Available from
Makro, Incredible Connection and other software retailers.
The distributor is Softline. R599.95
7.5.2 “Business in a box.” More than 1 200 templates, but designed in USA.
Internet download: www.business-in-a-box.com $199.95
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7.6 HR documentation
Workinfo.com is an online website that provides subscribers with access to a wealth of information in the
following areas:
HR policies and procedures
Employment legislation
IR policies and procedures
Training and development
The following online manuals are also included in the annual membership fee to Workinfo.com:
Comprehensive HR Policies and Procedures Manual
Employment Equity Implementation Manual
Workforce and Succession Planning Manual
Workplace Communications Manual
Retrenchment Manual
Training Manual
Developing an HR Strategic Plan - manual and templates
Talent Management Manual (end Aug 2009)
Subscribe to the website for R1 539, 00 including VAT per member per annum and have access to all the
subscriber content on the site.
www.workinfo.com
Commit yourself to lifelong learning. The most valuable asset you
will ever have is your mind and what you put into it.
Brian Tracey
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