1. Writing Skills for Work
Academic Learning Development 1

2. Presentation content
• What is good writing for the workplace?
• Planning and structure/critical thinking?
• Drafting and editing
• Technical skills, punctuation and grammar
• Writing style and other writing tips
• Writing memos, conference proposals and
reports
Academic Learning Development 2

3. What is workplace writing?
• Letters
• Proposals
• Reports
• Complaints
• Minutes
• Memos
Academic Learning Development 3

4. Good workplace writing
will have:
• Clear purpose
• Logical structure
• Interesting research (if
applicable)
• Professional, simple and
correct language
• Attention to the audience
Academic Learning Development 4

5. Planning
• Organisation
• Time management
• Reading the task carefully
• Knowing what is expected from the task
• Understanding the task
• Thinking about the task and purpose of your writing
Academic Learning Development 5

6. Identify the topic/question
Do you have a topic/question you have to
write about? If so, look at:
1) Topic/content words or phrases
– Tell you the main subject of the task
2) Limiting/focus words
– Tell you what aspects of the topic to write about
3) Direction words
– Tell you what to do
Academic Learning Development 6

7. Example: “Discuss the Changing Role of Women in
the 20th Century”
1. Topic words:
Discuss the changing role of women in the 20th century.
2. Focus / limiting words:
Discuss the changing role of women in the
20thcentury.
3. Direction word:
Discuss the changing role of women in the 20th
century.
Academic Learning Development 7

8. Mind maps
Academic Learning Development 8

9. Source :http://www.library.dmu.ac.uk/Support/Heat/index.php?page=41
Flow Charts: De Montford University
Academic Learning Development 9

10. Structure
• Decide what you want to say... Then...
• Put your ideas together and structure
your argument
You need to:
Organise your ideas logically-step by step from
beginning to end
Make clear points
Relate everything to your task
Academic Learning Development 10

11. • Make sure you plan your writing
• Does it have a structure?
• What is the central message of each
paragraph or section?
• Do you have a topic sentence?
Academic Learning Development 11

12. Structure: Introduction
• Interprets the question
• Gives necessary context, background
definition
• Outlines your case
• Outlines the essay structure
Academic Learning Development 12

13. Structure: Body
• Each paragraph does a job
• Each point is clear and well supported
• You move logically from one thing to
another
• Develop your argument
Academic Learning Development 13

14. Structure: Conclusion
• Follows from the body of your essay
• Sums up main points of your argument
• Demonstrates how you have answered the
question
Academic Learning Development 14

15. Write Strong Paragraphs
A paragraph is a group of sentences that are linked
coherently around one central topic/idea. The start of a
paragraph is indicated by beginning on a new line.
• Topic sentence
• Introduces the topic and states what your paragraph will be
about
• Often more general and the main point of the paragraph
• Usually at or near the beginning
• Supporting sentences – develop your paragraph
• Expand on the point you are making:
explain, analyse, support with examples and/or evidence
etc.
• Concluding statements
• Show how your evidence backs up your point
• May tie your point back to the question
Academic Learning Development 15

16. Example of a strong paragraph
Essay title:
Topic sentence:
(main point)
Development:
Conclusion /
tie-back
What strategies do you consider to be useful in
producing a good essay assignment?
Another important step in producing a good assignment is
to draft and then revise the essay several times. As
Murray (2006) points out, although many students expect
to produce a good version of their essay the first time they
write it, most successful writers go through several
revisions. This approach makes sense because writing an
assignment is a complex process which involves many
different aspects such as organisation, clear
argument, flow, grammar and choice of words. It is not
possible to focus on all these aspects simultaneously as
we are writing. Therefore, an effective strategy is to
produce a rough draft from the essay plan and then revise
it two or three times, focussing on different aspects at each
revision.
Academic Learning Development 16

17. Avoid
Don’t
jump
around
Academic Learning Development 17

18. Category & hierarchy
These are useful organising tools:
Category – points that can
be grouped together
because they are
related or connected
in some way
Hierarchy – moves from
the most general to
more and more
specific.
You can use this idea to
structure your content
Academic Learning Development
Shapes
2-dimensional 3-dimensional
circletriangle pyramid globe
18

19. Having trouble starting?
Try free writing
• Set a timer and write for 10 minutes
• Don't stop – keep writing, even if you're writing “I don't
know what to write about”
• Any order, anything
• You can use single
words, phrases, sketches, diagrams, pictures
• Don't worry about spelling or grammar
• Don't cross anything out
• Even writing down what you don't know or don't
understand can be a great starting point
• After 10 minutes, look back and decide what you want
to use and develop.
• Source: De Montford UniversityAcademic Learning Development 19

20. Accurate writing
You must ensure that your writing is accurate
• Punctuation
• Spelling
• Syntax/grammar
• Proofread
• Good dictionary should be nearby, along with
a thesaurus
Academic Learning Development 20

21. Other Writing Tips
• Avoid wordiness
• Don't use extra words unnecessarily. It is not necessary to
say "2 p.m. in the afternoon" or "the expectant pregnant
woman." Saying "2 p.m." or "2 in the afternoon" or "the
expectant woman" or "the pregnant woman" all convey
what you want to say and are less wordy
• Say out loud what you are trying to write. Listen to how the
words sound
• Stay away from jargon your reader may not understand. If
your work is very technical, but the person you are writing
to is not well versed in that field, stick to words that person
will understand
• Keep away from clichés
Academic Learning Development 21

22. Target: What is your purpose?
Who is your audience?
• Only write when you have a clear sense of why
you are writing
• Who is your audience? What is the best way to
reach your reader?
• Try to visualise the person reading and reacting to
your writing
• Write at an appropriate level of difficulty
• Always be clear
Academic Learning Development 22

23. Stress the Benefits for the Reader
• Write from the reader's
perspective. Instead of writing from
the perspective of what the reader
can do for you, write in a way that
shows what you can do for the
reader. A reader will often read a
document wondering "What's in it
for me?" Stressing reader benefits
will help you to avoid sounding self-
centred and uninterested
• Not: I am processing your order
tomorrow.
• But: You will receive your order in
two weeks. Academic Learning Development 23

24. Tone and presentation
• Tone – The attitude of the writer to the subject and audience.
It affects how the reader will perceive the message.
• Be Confident
– You can feel confident if you have planned, organised, and are
knowledgeable about the material. You want the reader to do as you
ask or to accept your decision. If you write confidently you will be
more persuasive.
• Be Courteous and Sincere
– You can build goodwill for yourself by using a tone that is polite and
sincere. Without sincerity, politeness can sound condescending. If you
are respectful and honest, readers will be more willing to accept your
message, even if it is negative.
• For example:
• Not: You didn't read the instructions carefully, thus your system has
shut down.
• But: The system may automatically shut down if any installation
errors occur
Academic Learning Development 24

25. • Less Direct language is also called “Indirect” or “Polite” language
• This does not mean that you cannot be direct and polite at the same
time.
• Writing in the United States tends to be more direct than other cultures.
Direct Language/ Less Direct Language
• Making Suggestions/opinions/ideas
• I think ….. If we can/could …. We can/could…
• I have an idea …… I’m wondering if we could….?
• Why don’t we ….? Maybe we could/should….
• We should ….. What do you think about…..?
• Might we be able to…?
• Have you considered…..?
• Would _______ work/be okay?
Direct and indirect language
Academic Learning Development 25

26. Active voice
The active voice makes your sentence
stronger and usually shorter.
Academic Learning Development 26

27. Exercise!
Compare the following three e-mails. Think about:
 Function – the relationship to the reader and the purpose
 Form – the organization, format, construction
 Style – the type of writing
 Tone – the attitude of the writer
 Write a reply to each reflecting the characteristics of each
Academic Learning Development 27

28. Email 1
Writing Class Participants,
Just a reminder to bring your pre-course
assessment to class on Wednesday, if I have not
got it already.
Also, thank you for emailing me copies of your
recent communications. They have helped me
design the course and priorities.
Looking forward to seeing you on Wednesday.
Christine
Academic Learning Development 28

29. Email 2
Hi Everyone,
Hope you are having a good week and consciously thinking about your
writing.
It was great to be with you last week and get to know you and find out what
you need to improve your writing. The emails you copied me on helped me
decide what to teach you. It’s all going to be very useful and practical. Your
standard of writing is very good – but we need to work on a few things to
make it better.
By the way, I’m sorry to bother you about this, but I really need the pre-
course assessment. So, consider this a reminder. If you could give it to me on
Wednesday I would really appreciate it.
I’m looking forward to seeing everyone again on Wednesday. We will have
binders and handouts and worksheets to practice the writing skills. It’s going
to be wonderful.
Thanks,
Hugs,
Christine
Academic Learning Development 29

30. Email 3
Writing Class Participant: I need your pre-course
assessment if you have not given it to me. Bring
it to class on Wednesday. Christine Polk
Academic Learning Development 30

31. Agreeing with
suggestions/opinions/ideas
• ______ is fine. I like your suggestion to….
• O.K. Let’s …. …. is a good idea.
• I agree that ….. …sounds like a good idea.
• I’m pleased to hear that …….
• Disagreeing with Suggestions/opinions/ideas
• I can’t agree… I’m not sure …
• Your suggestion/plan won’t work. I wonder if … would be better
• ….is not possible at this time I received your suggestion about …. but….
• I disagree. Thank you for your suggestion, however ….
• You are wrong. You have a good point about … However, I think…..
• I’m afraid I don’t think that…
• I don’t really agree that….
• In my opinion…….
• It seems to me that ……
• I can understand how strongly you feel about this, but I’m sorry that …..
• I understand your point of view, but I have to disagree. I….
Academic Learning Development 31

32. • Expresses equality and respect for all individuals
• Make sure your writing is free of sexist language and free of bias based on
such factors as race, ethnicity, religion, age, sexual orientation, and
disability. Use gender-neutral language.
• Not: Chairman
• But: Chairperson
• Not: Executives and their wives
• But: Executives and their spouses
• Not: Dear Gentlemen:
• But: To Whom It May Concern:
• Not: Each student must provide his own lab jacket. But: Students must
provide their own lab jackets. Or: Each student must provide his or her own
Non-discriminatory
language
Academic Learning Development 32

33. Demeaning or
stereotypical terms
• Avoid demeaning or stereotypical terms.
• Not: After the girls in the office receive an order, our
office fills it within 24 hours.
• But: After the office receives an order, our office fills
it within 24 hours.
• Omit information about group membership.
• Not: Connie Green performed the job well for her
age.
• But: Connie Green performed the job well.Academic Learning Development 33

34. Transitional Words and Phrases
• Connect sentences, ideas, paragraphs (like a bridge)
• Link sentences and ideas smoothly
• Give your reader clear signals to understand your
thinking
• Lead your reader to make assumptions
Academic Learning Development 34

35. • To Show Time, Sequence
– At this time, at this
point, now, during, simultaneously, concurrently, first, second
etc., today etc. next, then, after, afterwards, following
this, soon, later, before, previously, earlier, recently, once, meanwhil
e, in the meantime, until, finally, eventually, last, lastly…
• To Continue the Same Idea
– And, again, and then, too, next, further, furthermore, moreover, in
addition, besides…
• To Repeat
– As I have said, as I have noted, as mentioned…
• To Give an Example
– For example, for instance, such as, in this case, on this occasion, in
this situation, to demonstrate, to illustrate, as an
illustration, namely, to be specific, specifically, in other words…
• To Show Cause and Effect
– Because, because of, consequently, thus, so, so
that, since, therefore, due to (the fact that), as a result, resulting
from, accordingly, evidently, it is evident, for this reason…
Academic Learning Development 35

36. • To Emphasize
– Definitely, extremely, absolutely, positively, emphatically, unquestionably,
without a doubt, without reservation, certainly...
• To Show Importance
– A significant factor, a primary concern, a key feature, a central issue, above
all, especially important, important to note, most of all, pay particular
attention to, the basic concept, the principal item...
• To Compare
– By comparison, compared to, similarly, or, likewise, equally
important, same...
• To Contrast, To Show an Unexpected Result
– Although, in spite of, despite, but, yet however, nevertheless, whereas, on
the other hand, unless, in contrast, different from, even though, rather.
• To Qualify (The idea is not exact.)
– Almost, could, should, might, maybe, nearly, probably, except…
• To Prove
– Because, since, obviously, evidently, in fact, as a result…
• To Summarise, Conclude
– In brief, summing up, in summary, to sum up, to conclude, in conclusion, as
I have shown, as…
Academic Learning Development 36

37. To add to the same idea
“The report was very informative. It had some excellent ideas.”
a. The report was very informative. In addition (also), it had
some excellent ideas..
b. In addition to (besides) some excellent ideas, the report was
very informative.
c. The report was very informative. It had some excellent ideas
too (as well).
d. The report was very informative. Furthermore (moreover), it
had some excellent ideas.
Academic Learning Development 37

38. “Check and edit your correspondence.”
a. The key feature/basic concept in writing is to check and
edit your correspondence.
b. Pay particular attention to checking and editing your
correspondence.
c. Most of all/above all: check and edit your
correspondence.
d. A primary concern/a central issue is to check and edit
your correspondence.
e. Checking and editing your correspondence is especially
important.
f. It is important to note: check and edit your
correspondence.
To show importance
Academic Learning Development 38

39. “The department copier was broken. The main
copier was fine.”
a. The department copier was broken, but the
main copier was fine.
b. The department copier was broken. On the
other hand the main copier was fine.
c. The department copier was broken;
however, the main copier was fine.
d. The department copier was
broken, whereas/while the main copier was
fine.
To show direct contrast
Academic Learning Development 39

40. “The report was late. The copier was broken again.”
a. The report was late because the copier was
broken again.
b. The report was late because of the broken
copier.
c. Since the copier was broken again, the report
was late.
d. The copier was broken again, therefore/so/as a
result the report was late.
e. Due to the broken copier, the report was late.
To show cause and effect
Academic Learning Development 40

41. To Show an Unexpected Result
“Everyone met their deadline. The report was late.”
a. The report was still late, although/even though everyone
met their deadline.
b. The report was still late, despite the fact that everyone
met their deadline
c. The report was still late, despite/in spite of everyone
meeting their deadline. (Note different form of the verb.)
d. Everyone met their deadline, but/yet the report was still
late.
e. Everyone met their deadline; however/nevertheless the
report was still late.
Academic Learning Development 41

42. Exercise!
• Add another sentence to continue the main idea
of each of the following sentences, using
transitional words or phrases.
• 1. I had a lot of work to do today.
• 2. Our budget is tight this month.
• 3. There will be no more overtime.
• 4. The latest shipment was damaged.
• 5. I didn’t get a good performance review.
• 6. Writing in English is difficult.
• 7. Our department staff are all computer literate.
• 8. I can change my schedule.
Academic Learning Development 42

43. No “fragments”
• A fragment is a group of words that do not
fully state an idea.
• A fragment often is without a subject or a
verb.
• A sentence needs to be about a complete
idea, with all the necessary information.
Academic Learning Development 43

44. Exercise!
Make these “fragments” into complete sentences:
1. Whether he decides to go to the meeting or not.
2. Although we might accept his proposal.
3. When he left the meeting.
4. I think we could do it, but if we do.
5. Regardless of how you handle the matt.
6. If I wasn’t concerned about what my manager would say.
7. The Director, who was very pleased with the presentation.
8. We won’t meet our budget if the spending.
9. When I forgot to respond to the e-mail.
10. Because we were short-staffed.
Exercise!
Academic Learning Development 44

45. No “run-on” sentences
• A “run-on” sentence is two or more sentences
that are written together without the correct
punctuation.
• A sentence needs to be about only one
complete idea.
• Each sentence should have one – or maximum
two – verbs in it.
• Limit the length of your sentences to 20 words
maximum.
Academic Learning Development 45

46. Exercise!
Edit these “run-on” sentences. Add punctuation and capital letters.
You might need to add, delete and/or change words.
1. At two o’clock I have a meeting it will last an hour.
2. It was a very interesting meeting that proved to be very helpful to Michael
too and it finished on time.
3. Don’t worry about what I think worry about what your supervisor thinks.
4. Tell Mary hello if you see her it’s been weeks since we’ve talked.
5. The secretary typed the letter and then edited it and then copied it and
then mailed it.
6. When the meeting started Mr. Jones made his recommendation which was
discussed at length before the chairperson decided to take a vote and the
recommendation was defeated.
7. I told you I would type the letter but if you need it today you will have to do
it yourself because I have a report that my manager wants tomorrow.
8. The salesman made me a good offer I think I will buy it.
Academic Learning Development 46

47. Coming up…
Tips for some typical workplace
writing:
• Memos
• Conference proposals
• Reports
Academic Learning Development 47

48. Memo
• List each item you need to discuss in your memo or report
• Put them in order — from most to least important
• Write a brief summary of your entire memo — this will be
your first paragraph
• Expand on each item listed in step
• If any action needs to be taken by the recipient, state that
in your closing paragraph
• Gather information to backup what you plan to say, or to
help illustrate your points
• If appropriate, get input from others who are involved in
the project you're discussing
Academic Learning Development 48

49. Academic Learning Development 49

50. Conference Proposal
• Read carefully the call for papers, orient your topic of
presentation around the buzzwords and themes listed in
the document
• Take note of the deadline and respect it. Late
submissions leave a bad impression and suggest poor
planning skills.
• Consider the given time frame (generally 15-20 minutes).
• Stick to the required word limit of the conference
call, usually 250 to 300 words. The organizers have to
read a large number of proposals and will appreciate
your brevity.
Academic Learning Development 50

51. Structure
A conference proposal will typically consist of:
1. Introduction to your topic
– not longer than one-third of the document
2. Your thesis statement
3. Delineation of your approach to the problem
Academic Learning Development 51

52. Focus on: the thesis statement
• Make sure you explain why your thesis is original and
innovative as well as important and interesting to scholars
who might be outside your specific area of research.
• As … states, “whether your role at a conference is to talk or
only listen depends not just on the quality of your
research, but on the significance of your question.”
(Turabian, Kate L. A Manual for Writers of Research
Papers, Theses, and Dissertations. Chicago, IL: U of Chicago
P, 2007. p. 128).
• This portion takes up approximately 3-5 lines, whereas the
rest (approximately another third of the total length)
focuses on the conclusion that you will arrive at in your
essay and exemplary evidence.
Academic Learning Development 52

53. Important considerations
for the writing process
• Consider your future audience carefully in order to determine both how specific
your topic can be and how much background information you need to provide in
your proposal.
• If you would like to add a quotation to your proposal, you are not required to provide a
citation or footnote of the source, although it is generally preferred to mention the author’s
name. Always put quotes in quotation marks and take care to limit yourself to at most one or
two quotations in the entire proposal text.
• Always proofread your proposal carefully and check whether you have integrated
details, such as, author’s name, the correct title of words, year of publication, etc. correctly.
• If you are comparing and contrasting two different authors or subjects, you should
clearly outline the process at which you arrive at your conclusion, even in a short
proposal. The reader needs to realize the importance and legitimacy of comparing
these two themes and get a sense of cohesion.
• Check the names of keynote speakers and other attendees of note to avoid
repeating known information or focusing your proposal.
Academic Learning Development 53

54. Types of conference papers
and sessions
• Panel presentations: You will be one of the participants in a panel or
session and be given 15-20 minutes to present your paper, which is
followed by a question and answer session. You may use audiovisual
equipment.
• Roundtables feature more speakers, each of whom gets the floor for
approximately five to ten minutes to speak of the respective subject.
Papers from the speakers may be circulated in advance among the
roundtable members or even prospective attendees.
• Papers with respondents are structured around a speaker who gives an
approximately thirty-minute paper and a respondent who contributes his
own thoughts, objections, and further questions in the following fifteen
minutes. Finally, the speaker gets that same amount of time to formulate
his reply to the respondent.
• Poster presentations ask participants to visually display their ideas as
either an outline of findings, an essay of several pages
length, or, preferably, charts, graphs, artwork, or photographic images.
Academic Learning Development 54

55. Reasons proposals fail and
common pitfalls
• Acceptance rates of proposals range from 10 to 100%
• These are the most common pitfalls that you might need to
improve on for future proposals:
• The proposal does not reflect your enthusiasm and
persuasiveness, which usually goes hand in hand with
hastily written, simply worded proposals. Generally, the
better your research has been, the more familiar you are
with the subject and the more smoothly your proposal will
come together
• Lack of detail and focus
• The topic is too broad
• The topic is not related to the call for papers.
• Poor language Academic Learning Development 55

56. Submitting the Conference Proposal
• If you submit your work by email, make sure you follow email
etiquette guidelines, e.g. include a proper subject line, a short but
professional body of text in the email
• You may include
– a short paragraph on your scholarly background
– skills and qualifications
– why you chose to submit to his panel or this conference
• The actual proposal, unless otherwise required by the call for
papers, should be a Word document that can be read by most computers
(when in doubt, save the file as a .doc file instead of a Microsoft Vista one).
You may also want to save and send the file in rich text format (rtf) or
Portable Document Format (PDF) to ensure compatibility with different
computer operating systems and platforms.
• Write your proposal either double-spaced or with 1.5 spacing (to not
exceed one page, for instance) and use a clear font and heading with your
information and the conference title and date.
• Save and/or print a copy of your proposal in case it gets lost and check to
see if the email was sent (or carboncopy it to your own folder)
Academic Learning Development 56

57. Presenting the Conference Paper
• Time your talk to fit your slot in the panel, without speaking too fast
• Present the structure of your presentation
• The thesis of your paper should be found on the first page of your essay
(at least no later than the top of the second page)
• You may repeat important points and the logical connections between the
parts of your speech
• At the end of your presentation summarise your points
• You may bring a bibliography to help you respond to the audience
Academic Learning Development 57

58. Report
• A report is a systematic, well organised document which defines
and analyses a subject or problem, and which may include:
– The record of a sequence of events
– Interpretation of the significance of these events or facts
– Evaluation of the facts or results of research presented
– Discussion of the outcomes of a decision or course of action
– Conclusions
– Recommendations
• Reports must always be:
– Accurate
– Concise
– Clear
– Well structured
Academic Learning Development 58

59. Stages involved in writing a report:
• clarifying your terms of reference
• planning your work
• collecting your information
• organising and structuring your information
• writing the first draft
• checking and re-drafting
Academic Learning Development 59

60. Report structure
• Reports are written in sections with headings
and sub-headings, which are usually
numbered
• Below are the possible components of a
report, in the order in which they would
appear
Academic Learning Development 60

61. 1. Title page
2. Acknowledgements
3. Contents page
4. Terms of reference
5. Procedure
6. Materials and
methods
7. Summary
8. Introduction
9. Main body
10. Results
11.Conclusion
12.Recommendations
13.Appendices
14.References
15.Bibliography
16.Glossary
Academic Learning Development 61

62. Report tips
• Careful check the following elements of your
report before you print off the final version:
– General layout
– Text organisation
– Coherence
– Grammar, spelling and punctuation
– Referencing
– Style
Academic Learning Development 62

63. Upcoming Events
Westminster PASS 17th-21st June 2013. (Passing Assessments Student
Support)
• There will be a week of exam and assessment support (dissertations
and literature reviews included) between 17th -21st June 2013.
• All students are welcome to attend. The week will consist of
workshops from the Academic Learning Development team, the
Counselling Team, and Disability Learning Support Team. There will
also be one to one support available throughout the week. For
further information please contact Shahzeena Ahmad on
s.ahmad1@westminster.ac.uk
• The Library will also be delivering workshops on library search
strategies in June and July. For booking information contact Aaron
Shakespeare on a.shakespeare@westminster.ac.uk
Academic Learning Development 63

64. Want to be a volunteer for our Department
((Academic Learning development)?
If you would like to enhance your:
• Writing skills
• Critical thinking skills
• Presentational skills
• Network with staff and students at the university
• Get university recognition
Volunteer for our upcoming projects. For more
information contact s.ahmad1@westminster.ac.uk
Academic Learning Development 64