- Learning Outcomes
The purpose for writing/signing, the target audience and the context are clear about the learning task or activity.
· The text type, style, and register selected are appropriate to the audience, purpose
and context.
· Language appropriate to socio-cultural sensitivities is selected and used appropriately without compromising its own values or arguments.
· Writing/signing is well-structured and conveys its message.
· Critical thinking skills are used as strategies for planning.
· Writing/signing reflects a clear point of view with sound reasons and facts to support
arguments and logical development of a clearly articulated premise.
· Research skills are evident in the way data and information relevant to the context
is identified, located, selected and synthesised for inclusion in the final text.
IMPORTANT
Why are you writing and who are you writing for?
Why you are writing falls into four general categories:
• to provide information
• to persuade the reader
• to give instructions
• to enact ( or prohibit ) something
Who you are writing for is determined by your identification of:
• reader type and their level of expertise – i.e. are they experts, managers,
technicians
or laypersons, as well as a mixed group of readers • reader’s purpose in using the document • reader’s attitude to both you and the content of your document
1. Writing to provide information
There are various styles to use when writing to provide information.
1.1 Narrative
• Purpose is to relate or narrate a series of real or imaginary events:
EXAMPLE
It tells a story.
Simple language is usually the most effective.
• Long passages of pure narration are rare – without description or exposition it soon bores the reader.
• Present tense may be used, but be consistent! Use the same tense throughout.
1.2 Reflective
• Writer gives their own opinions on a particular topic.
• Writer is seeking not to establish the truth, but to air his/her opinions.
1.3 Descriptive
• Purpose is to paint a clear and distinct picture of the person, place, issue or thing being described.
• Try to avoid over-using ‘you’ – instead use:
⇒ the passive voice
⇒ a fictitious observer.
1.4 Expository
♦ Purpose is to inform the reader.
♦ It is an explanation or process that emphasizes well-organised and concise information.
♦ Be careful not to show personal feelings.
♦ Report the facts as accurately as possible.
♦ Ask who?, what?, where?, when?, why? and how?
1.5 Electronic texts
♦ purpose is to represent, store or transmit information by electronic systems.
♦ transmission of information, messages, facsimiles, etc., from one computer terminal to another.
1.6 Multi-media presentations
♦ Purpose is to write presentations to be given as slide shows or presented on the computer
♦ Mainly intended as compositions in which you combine illustrations, texts, photos, etc.
♦ Use skills in drawing, graphics and image editing, animation, photography, video and presentations, and the use of the Internet and the Web.
2. Writing to persuade the reader
2.1 Discursive
♦ Purpose is to argue about a subject.
♦ Must give BOTH sides of the argument.
♦ Sum up at the end where you may give your point of view.
2.2 Argumentative
♦ primary purpose is to sway the reader to accept your point of view.
♦ issue must be arguable.
♦ avoid issues that cannot be won.
♦ become an expert on the issue.
♦ discuss the issue in depth so that the reader will understand the issue fully.
♦ writer must take a clear position.
♦ tone must be reasonable, professional and trustworthy.
3. Writing to give instructions
3.1 Transactional
♦ purpose is to get things done: to inform or persuade the reader to understand or do something.
♦ takes the form of letters, memos, abstracts, summaries, proposals, reports, and planning documents of all kinds.
♦ must be done, correctly, concisely, coherently and carefully.
4. Writing to enact ( or prohibit ) something
4.1 Business correspondence
♦ comprises letters, faxes, e-mails, and memos, but usually letters.
♦ purpose is to introduce yourself and state your objective.
♦ try to address it to a particular person by name.
♦ should be kept to one page only.
♦ should be unique and specific to the individual.
♦ remember the aesthetics – no errors, neat, good paper – proofread!
♦ opening lines:
♦ to refer to previous correspondence
♦ to say how you found the recipient’s name/address
♦ to say why you are writing to the recipient
♦ closing lines:
♦ to make a reference to a future event
♦ to repeat an apology
♦ to offer help
10 good opening lines:
♦ Concerning your letter of 8 June, I …
♦ I am writing to enquire about …
♦ After having seen your advertisement in …, I would like …
♦ After having received your address from …, I …
♦ I received your address from … and would like …
♦ We/I recently wrote to you about …
♦ Thank you for your letter of 8 June.
♦ Thank you for your letter regarding …
♦ Thank you for your letter/e-mail about …
♦ In reply to your letter of 8 June, …
10 good closing lines:
♦ If you require any further information, feel free to contact me.
♦ I look forward to your reply.
♦ I look forward to hearing from you.
♦ I look forward to seeing you.
♦ Please advise as necessary.
♦ We look forward to a successful working relationship in the future.
♦ Should you need any further information, please do not hesitate to contact me.
♦ Once again, I apologise for any inconvenience.
♦ We hope that we may continue to rely on your valued custom.
♦ I would appreciate your immediate attention to this matter.
♦ When ‘Yours faithfully’ and when ‘Yours sincerely in a business letter:
♦ Recipient’s name is unknown to you:-
♦ Dear Sir / Madam / Sir or Madam ………… Yours faithfully
♦ Recipient’s name is known to you:-
♦ Dear Mr Day / Mrs Day / Miss Day / Ms Day………… Yours Sincerely
♦ Addressing a good friend or colleague:-
♦ Dear Jack ………… Best wishes / Best regards
♦ Addressing whole departments:-
♦ Dear Sirs ………… Yours faithfully
Format of a business letter:
Whatever writing you do, it should always have an introduction, a body and a conclusion. This is so that the reader immediately knows what he/she is going to read about (introduction), gets all the relevant information (body) and can make sure that he/she has understood correctly and knows what to do (conclusion).
5. Reader type and their level of expertise
♦ where are the readers from?
♦ are they from within the organisation or from outside?
♦ are they from the same socio-cultural group or do they form a mixed group where various sensitivities may be present?
♦ are they experts? ( do they perhaps know more than you about what you have written? )
♦ are they managers? ( do they have more power than you? do they also know more than you about what you have written? )
♦ are the technicians? ( do they have more technical knowledge about what you have written?
♦ are they laypersons? ( are they ordinary people who know something, or nothing, about what you have written? )
♦ do the readers form a mixed group from all the above?
6. Reader’s purpose in using the document
♦ do they have to read your work?
♦ do they want to read your work?
7. Reader’s attitude towards you and the content of the document
♦ are they positive or negative towards you?
♦ do you hold a higher position?
♦ is there some reward in it for them?
♦ does it mean more work needs to be done?
♦ does it make them feel more positive or more negative?
8. Writer’s choice of text type, style and register
♦ How we present and tell depends on the purpose of the written task. At the beginning of this unit we looked at the purpose of a written task – please refer.
♦ How we present and tell also depends on the readers that are going to read the written task – please refer to points 5, 6 & 7.
For the writer to communicate the message successfully, style, text types and register need to be well selected.
♦ Style is how a writer addresses a matter, a manner which reveals the writer’s personality, or ‘voice’.
♦ Text types are used to achieve the above (style). There are ten basic text types, namely: description; discussion; explanation; exposition; information report; narrative; poetry; procedure; recount and response.
♦ Register reflects the situation and determines the most appropriate language. Socio-cultural sensitivities must be kept in mind, so that offensive language is not used.
Own values or arguments must, however, not be compromised in doing so.
9. Writing must convey the message clearly
To convey a message clearly, you need to understand the communication model.
There are many factors which influence the communication process, all of which impact each other in a variety of ways.
♦ Sender – the sender is the speaker/writer. A sender starts with an impulse he or she wishes to express and then must encode that idea into symbols (words) and signs (facial expressions, tone of voice, etc.).
♦ Message – the message is the symbols and signs which are transmitted. All messages are carried by a channel (face-to-face, over the phone, email, letter, etc.).
♦ Receiver – the receiver is the listener/reader. The receiver must decode the symbols and signs of the message, sent through the channel. Decoding involves working through one’s perceptual filters, to arrive at thoughts which approximate the sender’s original intent.
♦ Feedback – feedback is the signs the receiver projects while the sender is sending the message. Feedback allows the sender to know how his or her message is being received, and whether the received message is the same as the intended message.
♦ Environment – environment is the physical, social and emotional influences (often referred to as ‘noise’) in, which the communication takes place. Environments can place expectations and/or constraints on communication.
10. Critical thinking skills are to be used as strategies for planning
10.1 Brainstorming
Brainstorming is when different people who have a vested interest in the matter, get together and share thoughts and ideas on a specific topic. These thoughts and ideas should not be pre-meditated.
The following guidelines apply to ensure a successful session:
♦ write the objective – what you want to accomplish. Distribute it to the attendees, and post it for all to see during the session.
♦ invite a mix of contributors/participants. Split large groups into teams to compete.
♦ set a time limit :- 30 mins – 4 hrs
♦ announce the objective and explain the rules :-
♦ weird, wild, wacky and off-the-wall ideas are welcome -> negativity is not
♦ build on ideas -> don’t shoot them down
♦ no interruptions from outside allowed (that includes cell phones!)
♦ take a short break every hour
♦ capture all ideas as they flow from the group.
♦ evaluate the ideas, selecting the best.
♦ assign next steps
10.2 Mind-mapping
Mind maps are tools which help you think and learn. It involves writing down a central idea/topic and thinking up new and related ideas which radiate out from the centre. By focussing on key ideas written down in your own
branches out and connections between the ideas, you are mapping knowledge in a manner which will help you understand and remember information.
Here are some guidelines to help you do this successfully:
♦ put the main idea in the centre: most people find it useful to turn their page to the side and do a map in ‘landscape’ style. With the main idea/topic in the middle of the page, this gives the maximum space for other ideas to radiate out of the centre.
♦ draw quickly on unlined paper without pausing, judging or editing it is important to get every possibility into the mind map. There will be plenty of time for modifying the information later on.
♦ write down key ideas
♦ look for relationships: use lines, colours, arrows, branches or some other way of showing connections between the ideas generated on your mind map
♦ Leave lots of space: after the initial drawing of the mind map, you may wish to highlight things, add information or add questions.
10.3. Spider diagrams
Spider diagrams are useful because they allow you to think about the main idea and then how the ideas are seen to be present elsewhere.
10.4 Highlighting
Highlighting words, sentences or paragraphs enables you to see what is important or relevant in a text at a glance. Take extra care when highlighting not to highlight unnecessary information. Use highlighters that are visible.
11. Research skills Focus
♦ What is my research challenge? Purpose?
♦ What are the critical questions?
♦ Define the topic statement.
♦ Who is my audience?
♦ What do I know? What do I need to know?
♦ What will my product be?
♦ How will I plan my time
Find and Filter
♦ Locate different types of resources. (All formats)
♦ Decide which resources might be suitable.
♦ Select the most appropriate resources.
♦ Do the resources answer you’re critical questions?
♦ Did you find information that points you in
♦ Revise research questions if necessary
Work with the Information 
♦ Read, review, listen.
♦ Interpret, record, and organize.
♦ Collect Works Cited information and quotations.
♦ Look for patterns. Make connections.
♦ Check for understanding.
♦ Review, revise, reorganize, and edit
Communicate 
♦ Prepare final results.
♦ Prepare Works Cited list.
♦ Share ideas, findings, and product.
♦ Act on findings
Reflect 
♦ What did we learn about the topic?
♦ How does this new knowledge fit in a wider context?
What worked well?
♦ What would we do differently next time?
♦ What did we learn about research?
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