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© Wavelength, 2016 Executive-Ready Writing Online Resource Guide 1

Writing Resources

Executive-Ready Writing Online Resource Guide

In this guide, you will find resources to help you create visuals and supporting sections for your reports. You will also find templates for different types of reports as well as some model reports.

2 Executive-Ready Writing Online Resource Guide © Wavelength, 2016

Writing Resources

Contents

4 Supporting Sections

4 Transmittal Document (cover letter or e-mail)

6 The Title Page

7 Executive Summary

10 Table of Contents

13 Appendices (or Appendixes)

15 Report Templates

16 Recommendation Report/Internal Proposal

18 Investigation Report

19 Comparison Report (Weighs Alternatives)

20 Feasibility Study

22 Research Report

23 Progress/Status Report - Not on Track

24 Progress/Status Report - On Track

25 Project Charter/Business Case

27 User Guide

28 Scientific Paper

29 Report Example

30 The Five Cs Report Planner

31 Reader Questions Worksheet

32 Grouping and Ordering Worksheet

35 Example of the Finished Report


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39 Making E-mail Work for You

45 How Good is Your Grammar?

74 Bridging Words and Expressions

75 Assessing Your Proofreading Skills

79 Using Effective Visuals

79 Tips for Visuals

83 Designing Charts, Tables and Graphs84 Flow charts86 Organizational Charts88 Tables90 Pie Graphs92 Line Graphs93 Bar Graphs94 Drawings95 Photographs

96 Writing for an International Audience

102 Impact Indicator

© Copyright, Wavelength Ltd., 2016All rights reserved. This guide is intended for the personal use ofthose who attend a Wavelength Ltd. workshop, and no part of it may be reproduced in any form without written permission from the copyright holder.

Published byWavelength Ltd. Web site: www.wavelength.training

Printed in Canada


Writing Resources

Supporting Sections

Major reports are usually accompanied by a number of supporting sections:• Transmittal Document (cover letter or e-mail)• Title Page• Executive Summary• Table of Contents• Appendices

These supporting documents must be completed with the reader in mind. In the following pages, you will find tips and techniques for compiling these sections professionally. You will also find several examples that illustrate best practices for these elements of a report.

Transmittal Document (cover letter or e-mail)

The transmittal document, also known as the covering letter or e-mail, is a courteous help to the reader. Concise and relatively informal, the transmittal document indicates that someone outside of the department or a very senior executive has requested the report.

The transmittal document does not summarize the report; it explains why it was written and how it relates to other projects or reports. It also provides the report’s scope or limitations.

You will find a sample transmittal document on the next page.


Writing Resources

SAMPLE TRANSMITTAL DOCUMENT

July 10, xxxx

XYZ Software CompanyStrategic Sourcing Group12345 Any Street, 13th FloorToronto, OntarioM2M 2M2

Attention: Ms. Kovac

Dear Ms. Kovac: Re: Training and Development Services Request for Information

Thank you for sending us your Request for Information (RFI) of June 19, xxxx for training and development services. We have enclosed our response to provide XYZ Software with information on assessment, design and delivery of presentation skills training courses. The fees we have quoted will remain valid until December 31, xxxx.

As stated on page 6 in Section 1 of your RFI, we have enclosed two (2) double-sided printed copies and one (1) electronic copy (on CD, PDF format) of our response. Our response includes two signed Policies and Minimum Conditions Forms (Appendix A). You will see that we have included our responses to Sections 2 and 3 only, since we are not one of XYZ Software’s existing suppliers. Finally, we have attached additional supplier materials outlining information relevant to our response.

We look forward to speaking with you. If you have any questions, please contact me at (000) 000-1111 or at [email protected].

Yours sincerely,

Antonio MendesPresident & CEO Enc

ABC Communications Inc.


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The Title Page

The title page includes the following:• the title • the author(s) and their position(s)• the author’s work group • the reader’s name and position• the date • the copyright notice or notice of

confidentiality (if necessary)

The Effects of Radiation on System X

Prepared by:Steven Johannes

Senior Research ScientistMaterials Processing Group

Prepared for:Carl St. Onge

Project Engineer

May 1, xxxx

Proprietary Information


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Executive Summary

The Executive Summary is written for management readers who do not have the time or the inclination to read the entire report. Often these readers are not familiar with the details of your topic, yet they are the ones who will approve or reject your ideas/recommendations. For example, an Executive Summary must contain conclusions and recommendations, but it should not include methodology or details. Therefore, the Summary must provide a condensed version of the information decision makers need to make informed decisions.

Typical RQs for an Executive Summary

Busy management readers come to the Executive Summary to find succinct answers to key questions like:

• What is this report about? (name your topic)

• What is your project’s objective? or What problem do you propose to solve? (name your project purpose or problem)

• What is the purpose of this report?

• What will I read in this report? (describe your report’s major sections)

• What did you find out? (state your key findings or conclusions)

• How do you recommend we fix the problem? or What do you want me to do? (list your recommendations)

• How will your recommendations benefit us or solve our problem? (state the most important benefits)

• How much will it cost? Is it worth it? (outline the costs and savings)

• What action do you want me to take?

Connect

Clarify

Convey

Confirm


Writing Resources

EXAMPLE OF AN EXECUTIVE SUMMARY

Making Our Sales Proposals More Effective

In February, John James, VP of Sales, expressed a concern about the quality and effectiveness of our sales proposals. John believes that we have been losing several contracts to competitors largely because our proposals are not giving us a competitive edge in the marketplace. He asked us to look into the problem and to make some recommendations for improvement.

In the attached report, you will find details of the study we conducted and how we reached our conclusions. We have also made two specific recommendations that need your approval.

What we foundHaving done a thorough analysis of our proposals, we have concluded that we need to change the way we write these documents if they are going to help us win business. Our customers are not rating our proposals highly and many of the proposals we looked at fell far short of our normal standards.

Our proposed solutionWe are recommending two courses of action:

1. We should hire a consulting firm to help us redesign our proposals and build an electronic template to help our salespeople put their proposals together quickly and effectively.

2. We should give our sales people some formal training in proposal writing.

We believe that these two initiatives will enable us to produce shorter, more customer-focused proposals which, in turn, will help us win more contracts. In addition, sales people will be able to put their proposals together more quickly thus reducing the time spent out of the field.

The total costs for the consultants’ fees plus the two training sessions (12 people in each) will be approximately $50,000. We believe that this outlay will be quickly recouped. We need to win only one additional midsize contract in the next year to have made the expenditure worthwhile. The cost of doing nothing, however, is significant. Our sales people will continue to lose sales and they will continue to spend excessive amounts of time in the office writing their proposals.

... /

Connect

Clarify

Convey


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We need your approvalIf you can give us approval for this project by the end of this month, we could engage the consultants right away and have the training completed before the end of this year.

Confirm


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Table of Contents

A table of contents is both a structural device and a navigating device for readers. First, it enables them to see the structure, layout or organization of the report. Second, it helps busy readers locate parts or sections of the document by providing page numbers.

1. Create a table of contents for any report 10 pages or longer: While the 10 page figure is arbitrary, you may find that you have to use the

reader’s test to determine whether to include a table of contents or not: Can you skim through the document quickly and easily grasp the structure, or does it take too much effort? When in doubt, add a table of contents page.

2. Include both major sections and minor sections in the table of contents: Report writers are sometimes so concerned about being concise that they

mistakenly prune one of the most helpful sections: the table of contents. List both major sections and minor sections and include their full name:

2.0: How to use the supporting system’s equipment 2.1: How the AJMS-646 will help you

Notice that we have used active/descriptive headings and subheadings instead of the usual generic headings. Readers will appreciate the extra information you give them here in the table of contents.

3. Use a consistent numbering or lettering system: You can make your readers’ job easier as they navigate through the document by

using the same numbering or lettering system in the table of contents as you have used in the text of the report. Also, use leader dots (...) to connect entries with their page numbers.


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4. Respect the headings hierarchy in the table of contents: For headings and subheadings, use consistent differences in blank lines and

indentation to visually signal the organization of your report to the reader. Try to leave two lines between major headings and one line between second-level headings.

For example:

FINDINGS AND RECOMMENDATIONS (12 point Arial, bold, all capitals for major section headings, f lush left)

Cross Training of Customer Reps (11 point Arial, bold and initial capitals for the second level of heading, indented three spaces)

Scheduling Training Sessions (12 point Times New Roman, bold for the third level of heading, indented six spaces)

5. Include appendices or attachments in the table of contents: When building your table of contents, remember to include the appendices or

attachments. Your reader needs to see the structure of the overall document, so include all its parts.

The sample table of contents on the next page includes first- and second-level headings as well as all Appendices.

For more examples of Table of Contents pages, see the Table of Contents at the beginning of each section in your participant manual.

TIP


Writing Resources

SAMPLE TABLE OF CONTENTS PAGE

Table of Contents

Executive Summary ...........................................................3 Section 1.0: Course Provisions .........................................5 1.1 Quality of Written Materials ................................................5 1.2 Participant Numbers and Cancellation Policy .....................5 1.3 Attendance Lists and Evaluation Forms ..............................5 1.4 Course Descriptions and Course Calendar .........................5 Section 2.0: Proposal Requirements .................................5 2.1 Brief Company History .......................................................6 2.2 How We Solved Similar Client Challenges .........................7 2.3 List of Current Clients ......................................................10 2.4 Course Descriptions ........................................................ 11 Section 3.0: Vendor’s Qualifications ............................... 20 Section 4.0: Vendor’s Fees .............................................. 23 Section 5.0: RFP Rules, Terms and Conditions .............. 23 5.1 ABC Company’s Purchasing Policies ................................ 23 5.2 ABC Company’s Confidentiality Agreement ...................... 23 5.3 Conflict of Interest Statement ........................................... 24 5.4 Disqualification of Proposals ............................................ 25 Appendix A: Price Detail Forms for the Terrific Report Writing Course ............................................................... A-1 Appendix B: One-Page Course Outline ......................... B-1 Appendix C: Additional References .............................. C-1


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Appendices (or Appendixes)

Appendices, also known as attachments, are intended for the specialized or technical reader. For that reason, they are located at the end of a report. In this way, busy managers and supervisors who do not have the time to sift through this specialized information can read the report more quickly.

Appendices can help you reduce the length of a report from 30 pages, for example, to 8 pages.

1. Use appendices for detailed and specialized information that would make the report too lengthy.

Here are some typical types of information that are contained in appendices or attachments:• Complex procedures or descriptions• Installation instructions• Tables of data• Sample calculations• Case studies• Illustrations or photographs

2. Include only necessary information in the appendices; don’t make it a dumping ground.

Before you are tempted to stash some information in the appendices, do a thorough analysis of your reader’s needs and interests. Make sure that the appendices contain only supplementary information that an informed reader would need in order to evaluate the report.


Writing Resources

3. Label appendices with either a number or a letter as well as a title. Make your reader’s job easier by labeling the appendices with a number or a

letter; for example, Appendix B or Attachment 2. Remember to number the appendices or attachments sequentially and consistently to avoid confusion.

4. Clearly refer to each appendix in the body of the report. Clearly refer to each appendix in the body of the report to help your reader

interpret information. If you make a vague reference (See Appendix D), you will be forcing your reader to guess about the value of the appended information. Here are more helpful references:• “Please see Attachment E for a complete price breakdown of each of the five

systems.”• “In Appendix A, you will find a schedule of implementation dates for each

phase of the project.”

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Report Templates

In the following pages, you will find some easy-to-use templates you can follow to write common types of reports. For each type of report, you will see a list of typical Reader Questions to help you build your content and organization. You will also find some suggested headings you can use.

A word of caution

We invite you to use these templates to help you structure the content in your own business reports. One word of caution, however. We have built these generic templates to work for any report writer in any industry, but any template needs to be revised to suit specific readers.

So do not use these templates verbatim without considering how you may need to tailor them to suit your own readers. Some sections might not apply to your report; some of the Reader Questions might not be precise enough; some of the templates might need to be combined with others to suit your report’s objective. In other words, be sure to adjust the template’s content to fit your report and your readers.

The report templates that follow are:• Recommendation Report (Proposal)• Investigation Report• Comparison Report (Weighs Alternatives)• Feasibility Study• Research Report• Progress/Status Report (On Track/Not on Track)• Project Charter/Business Case• User Guide• Scientific Paper

Writing Resources


Recommendation Report/Internal Proposal

Typical Reader Questions Suggested Headings

Opening• What is this report all about?• What circumstances led you to write this report?• What is the purpose of this report?• What does the report cover/not cover?

BodyMAJOR RQ

• What is our specific problem? or opportunity?MINOR RQS

• What is the impact of this problem?• Why should we take the time to fix this problem? or to pursue this opportunity?

MAJOR RQ

• What is the objective you are proposing we must achieve?MINOR RQS

• To achieve this objective, what do you recommend we do? Or, what do you want me to approve?

MAJOR RQ

• What led us to this point?MINOR RQS

• Why do we have this problem? Or this opportunity? Or what is the root cause of our problem?• Tell me in more detail, how serious is it? Or how attractive is this opportunity?

• No heading necessary

• Our Problem and its Impact• An Opportunity for Growth

• Objective and Recommendations• Solving our Problem

• Background to our Problem • Causes and Consequences of the Problem

Connect

Clarify

Convey

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MAJOR RQ

• What are the benefits of your recommendation?MINOR RQS

• What benefits will we realize if I say ‘yes’? Can you quantify these benefits?• Do you foresee any risks or difficulties? How can they be minimized?

MAJOR RQ

• How much will your proposed solution cost? MINOR RQS

• In $? in resources? in downtime? in overtime?• Why is this cost worth it?

MAJOR RQ

• How and when will you implement your recommendations? MINOR RQ

• How can I be sure your action plan will work?

MAJOR RQ

• What, if any, alternatives do we have for solving our problem?MINOR RQ

• Why have you eliminated these options?

Close• In a nutshell, what will we achieve if I say ‘yes’ to your recommendations?• What exactly do you want me to do now?

• How we will Benefit • Impact of our Solution

• Our Investment• What will this Solution Cost?

• How We Will Implement our Solutions• Implementing the Plan

• An Alternative Approach (optional section)• We have Alternative Solutions

• In Conclusion• In Summary• What is Next?• Next Steps

Convey

Confirm

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Investigation Report


Opening• What is this report all about?• What circumstances led you to write this report?• What incident or circumstance did you investigate?• What is the purpose of this report?• What does this report cover/not cover?

Body• What did you find out?• What conclusions have you made based on these findings?• How have you come to these conclusions? What proof do you have to support your conclusions?• Should we take any action based on your conclusions?• What is the impact of your findings and conclusions? for our department? our company? our customers? our shareholders?

Close• In a nutshell, what were your most important findings and conclusions?• What (if anything) should we do as a result?

• What We Found• Results of the Investigation

• Impact of our Findings• What do our Findings mean?

• In Conclusion• What is Next?• Next Steps

Connect

Clarify Convey

Confirm

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Comparison Report (Weighs Alternatives)


Opening• What is this report all about?• What circumstances led you to write this report?• What alternatives are you looking at?• What is the purpose of this report?• What does the report cover/not cover?

Body• Which alternative are you recommending?• How did you evaluate these alternatives? • What were the advantages and disadvantages of each alternative?• Which factors played the largest role in eliminating the other alternatives?

Close• Once again, what is our objective in choosing the best alternative?• Which alternative fits best?• What (if anything) should we do as a result?

Connect

Clarify

Convey

Confirm

• Choices and Best Option• Overview of Alternatives and Recommendations• Evaluating the Alternatives• How Each Alternative Measured Up

• In Summary• What is Next?• Next Steps

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Feasibility Study


Opening• What is this report all about? or what study have you conducted?• What circumstances led you to write this report?• What is the purpose of this report?• What does this report cover/not cover?

BodyMAJOR RQ

• What are you recommending? MINOR RQS

• What project are you proposing?• Brief ly, what will be the major benefits if we move ahead?

MAJOR RQ

• Why are you recommending the change? MINOR RQS

• In more detail, how will we benefit by making this change? OR• What will be the impact on productivity, efficiency, service, profits, personnel, etc.?• What will the change cost? Will it be worth the cost?

• Heading not required

• Objective and Recommendations• Study, Purpose and Recommendations

• Why change• Benefit and Cost Analysis

Connect

Clarify

Convey

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MAJOR RQ

• What are the risks? MINOR RQS

• What — if any — is the downside to your proposal?• Do you estimate any constraints or drawbacks to these changes?

MAJOR RQ

• What actions will we need to take to implement your changes?MINOR RQ

• Who will do what and when?

Close• In a nutshell, how feasible is this proposed project?• How will our organization benefit if we move forward?• What (if anything) do you want me to do now?

• Risk Analysis• Potential Risks

• Action Plan• Implementing the Changes

• In a Nutshell• Next Steps

Convey

Confirm

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Research Report


Opening• What is this report all about?• What circumstances led you to write this report?• Who else took part in the research?• What is the purpose of this report?

Body• What was the problem you researched?OR• What was your hypothesis?• What was the scope of your research? (brief ly)• What conclusions did you reach?• What are the implications of your conclusions?• What findings/evidence support your conclusions?• What research methods did you use to gather data?

Close• In a nutshell, what were your most important findings and conclusions?• Do you have any recommendations for action as a result?• What (if anything) should we do?

• Problems and Conclusions• What the Conclusions Mean for our Department

• Support for Your Conclusions• What the Data Showed

• Summary• What is Next?

Connect

Clarify

Convey

Confirm

Writing Resources


Progress/Status Report - Not on Track


Opening• What is this report all about? What project/ system are you reviewing or reporting on?• What circumstances led you to write this report?• What is the purpose of this report?

Body MAJOR RQ:

• What is project status?MINOR RQs:

• Is project on time? On budget? Briefly, are we making good progress?

• Can we still achieve our original objectives?

Connect

Clarify Convey

Confirm

• Overall Status

• Deviations from Plan• Problems Encountered

• How We Can Get Back on Track• Recommended Actions

• Milestones Updated• Next Steps

• In Conclusion• In a Nutshell• Summary

MAJOR RQ:

• How has project deviated from plan?MINOR RQs:

• What progress have you made since last reporting period?

• What caused deviations?• What are the implications? $, resources, time, safety?

MAJOR RQ:

• How resolve problems?MINOR RQs:

• What are your recommendations to get back on track?

MAJOR RQ:

• What key activities/milestones for next reporting period?

MINOR RQs:

• Do you anticipate any further problems?

Close• How confident should I feel that we will accomplish our project’s objectives?• What (if anything) do you need me to do? By when?

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Progress/Status Report - On Track


Opening• What is this report all about? What project/ system are you reviewing or reporting on?• What circumstances led you to write this report?• What is the purpose of this report?

Body MAJOR RQ:

• What is project status?MINOR RQs:

• Is project on time? On budget? • Briefly, are we making good progress?

• Overall Status

• Milestones Achieved• Progress this Period

• Next Steps• Plans for Next Reporting Period


MAJOR RQ:

• What progress have you made since last reporting period?

MINOR RQs:

• What were your key activities?• Which benchmarks/milestones have you reached?

MAJOR RQ:

• What key activities/milestones for next reporting period?

MINOR RQs:

• Do you anticipate any problems?

Close• How confident should I feel that we will accomplish our project’s objectives?• What (if anything) do you need me to do? By when?

Writing Resources


Project Charter/Business Case


Opening• What is this report all about? What is your project or business case?• Brief ly, why are we taking on this project, investigating this issue or building this case?• What is your purpose in writing this report?• What do you want me to do?• What does the report cover/not cover?

BodyMAJOR RQ

• What exactly is your proposal?MINOR RQS

• How does it fit into our organization’s mission or strategy?• What results/payback will this project create for our company, our employees, our shareholders or our customers?• Brief ly, what will it cost?

• Project Objectives• Projected Payback

Connect

Clarify

Convey

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MAJOR RQ

• What is the scope of the project? MINOR RQ

• What is included? What is not included?

MAJOR RQ

• What will we accomplish by moving ahead with this project? or how will we benefit? MINOR RQ

• What will it cost? Is it worth it?

MAJOR RQ

• How will you implement your plan?MINOR RQS

• What timelines will you follow?• What resources and support will we need?• Do you foresee any risks?

MAJOR RQ

• How will the team operate?MINOR RQS

• Who will head up the project?• Who else will be on the team? What will each member do?• How will the team report their progress? How often? To whom?

Close• Again, what is this project’s objective and what impact will it have on our business if we proceed?• Do you need me to do anything now?

• Scope of the Project

• Project Benefits and Costs• Key Benefits

• Allocating Resources• Implementation Strategy

• Managing the Project• Proposed Project Team


Convey

Confirm

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User Guide


Opening• What task/job does this guide teach me to do?• What is the purpose of this task? Who benefits?• Why do I have to follow these instructions? • What will be the outcome if I do it right?• Who is this guide written for?

BodyMAJOR RQ

• What needs to be done before we begin?MINOR RQS

• What language or terms do I need to understand to do this task?• What tools, systems or equipment do I need to perform this task successfully? How familiar do I need to be with these tools?

MAJOR RQ

• What steps must I follow? In what order?MINOR RQS

• Can you give me examples of what I will see along the way? (e.g. user screens, keying sequences)• Why am I doing each step?• What will happen after I have done each step? How will I know I have completed each step properly?• What should I expect when I have completed all the steps?

• Guide Objective• Procedure Purpose• Policy and Users

• Before You Begin• Pre-task Preparation

• What To Do

Connect

Clarify

Convey

Writing Resources


Scientific Paper

Typical Reader Questions

• What was the objective of the research?• How was the research conducted?• What were the results?• What were the main conclusions?• What exactly is the topic of this paper?• What was the objective of your research?• What was the purpose of this article?• What was the problem or hypothesis?• What literature did you review?• What were the main results and conclusions?• What materials did you use?• What statistical methods did you use? And why?• What controls did you use?• What selection criteria did you use (e.g. sex, age, disease, strain, species)?• What did you find out?• What did you not find out?• What conclusions can you draw from your results?• How can you justify these conclusions?• How do your conclusions agree/disagree with those of other researchers?• What is the significance of your conclusions?

The Abstract

The Title

Introduction

Materials and Methods

Results

Discussion

Writing Resources


Report Example

During the workshop, you completed a few worksheets to help you plan your report’s content and organization. In the next few pages, you will see how one report writer planned and wrote a report to educate management-level readers about the development of a new electronic calling card.

These examples will show you how planning with these worksheets can help you keep your content focused on your reader’s needs.

Here are the three documents you will find:1. a completed Five Cs Report Planner (page 30)2. a completed Reader Questions Worksheet (page 31)3. a completed Grouping and Ordering Worksheet (pages 32-34)4. the finished report (pages 35-38)

Writing Resources


The Five Cs Report Planner

1. DEFINE YOUR OBJECTIVE

3. OPENING: CAPTURE, CONNECT AND CLARIFY

CAPTURE:

• What is the title of this report?

CONNECT AND CLARIFY:

• What is this report about? (topic)

• What circumstances led you to write this report? (context)

• What do you want me to do/feel/ understand/know? (specific purpose)

4. BODY: CONVEY

CONVEY:

• What are your key findings, conclusions or recommendations?

• Brainstorm – then sequence your RQs.

5. CLOSE: CONFIRM WITH YOUR READER

CONFIRM:

• Remind me, what are the main points in the report?

• What do you want me to do? By when?

• What are the next steps, if any?

2. WHO IS/ARE YOUR PRIMARY READER(S)?

Get action Influence Educate Inform

After reading my report, I want my reader to ...

Use a blank page or a Reader Questions Worksheet to brainstorm then sequence your RQs.

understand why we are developing an electronic calling card and the progress we have made.

Senior Management Group

Development of an Electronic Calling Card

Over the past two years, we have experienced an increase in customer complaints about our calling cards. We have also seen an increase in fraudulent calls. As a result, we are losing both customers and revenue. To solve this problem, I am currently researching and developing an electronic version of our calling card.

In this report, I have provided an update on this project and a report on our progress with this new product. I have also included the next steps required to complete our final recommendations.

See Reader Questions Worksheet on page 31.

Initial results from this project are very encouraging. Since the prototypes have proven the concept is valid, we can now focus on field testing, customer feedback and correcting minor problems.

You will have my final recommendation report on our new electronic calling card by August 30. For the next month, I will personally concentrate on troubleshooting and compiling feedback and information.

EXAMPLE

Writing Resources


Reader Questions Worksheet

GROUP & SEQUENCE BRAINSTORM READER QUESTIONS

C What will an electronic calling card cost?

A What are the advantages of an electronic calling card?

C Were you successful in developing a prototype?

B What phase of development are you in?

D When will testing be finished?

B Is the concept valid?

B Is the project on track and on budget?

A What is the problem with our manual calling card?

C How did you develop the prototype?

D How will you test the card with users?

B How have you organized the project?

C Have you encountered any problems with the prototypes?

C How did you solve these problems?

D Who will test the cards in the field?

C How are you testing the prototypes?

E How will you evaluate the best card?

F When will you give me your final recommendations?

EXAMPLE

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How an electronic calling card will help

EXAMPLE

Major Reader Question #2

What is the status of the project?

Minor Reader Questions

• Is the project on track and on budget?• How have you organized the project?• Is the concept valid?• What phase of development are you in?

Ideas for Visuals or Subheadings

Heading: The project is progressing well

Grouping & Ordering Worksheet

Ideas for Visuals or Subtitles

Objective:


What is the problem with our manual calling card?


• How will an electronic card help?• What are the advantages of an electronic

card?

Heading: The problems we need to address

To help the Senior Management Group understand why we are developing an

electronic calling card and the progress we have made.

Writing Resources


Include visual: Table to compare card models

Basic testing was conducted during the development phaseThe electronic calling card is affordable


Were you successful in developing a prototype?


• How did you develop the prototype?• How are you testing the prototypes?• How did you deal with problems you

encountered in prototype development?• What will an electronic calling card cost?


Heading: Phase 1 – Prototype Development Phase


How will you test the cards?


• How will you test the card with users? • How long will testing take?

• How will you test the card in the field?• When will testing be finished?


Heading: Phase 2 – Field Testing

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How will you evaluate the best card?


• no minor questions


Heading: Phase 3 – Evaluating the electronic calling cards


What are the next steps?


• When will you have your final recommendations?


Heading: Next Steps

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Example of the Finished Report

Developing an Electronic Calling Card for ABC Telecom Introduction

Over the past two years, we have experienced an increase in customer complaints about our calling cards. We have also seen an increase in fraudulent calls. As a result, we are losing both customers and revenue. To solve this problem, I am currently researching and developing an electronic version of our calling card.

In this report, I have provided an update on this project and a report on our progress with this new product. I have also included the next steps required to complete our final recommendations.

Overall objectives

By creating an electronic calling card, we will achieve three objectives:

• meet our customers' needs better

• minimize fraud

• increase our profits

The problems we need to address

We are losing revenue because customers find the manual card time consuming and difficult to use. They do not like the five steps required to complete a call; and they find the dialing procedures too complex.

Because the process is cumbersome, customers are resorting to other methods to place their calls. They place operator-assisted calls or they call from a hotel through one of our competitors. As a result, customers are paying additional costs and we are losing revenue to the competition.

In addition, we are losing approximately $40,000 monthly in unbilled fraudulent calls. With our manual calling card, thieves can easily steal calling card numbers. They "shoulder surf " while the customer is placing a call; or they use a hidden video camera to steal a customer's number.

How an electronic calling card will help

We have developed four criteria for an electronic calling card. Our new card must:

• reduce the number of steps required to place a call

• eliminate the need to memorize numbers or read them off a card

• make card numbers highly resistant to fraud

• require minimal modification to our existing infrastructure

... /

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The project is progressing well

The project is progressing within budget and on schedule. We are developing the electronic calling card in three major phases:

Phase #1 – Prototype development

Phase #2 – Field testing

Phase #3 – Evaluation

In the first three weeks, we completed the prototype development phase to validate the concept. In this phase, we constructed ten working prototypes. We performed initial testing at corporate headquarters and confirmed that an electronic version of our calling card was a viable product.

Field testing of the ten prototypes started on May 10. Although we do not have substantial data yet, the initial response is positive. In one month, field testing will be complete. Then, we will evaluate the results, the prototypes and the customer feedback to finalize our research and develop our recommendations.

Phase #1 – Prototype developmentBefore we could proceed with the project, we had to validate the concept of an electronic calling card. Our Product Development engineers developed several prototypes and initiated testing of an electronic replacement to our manual calling card. We began by developing a basic system for the card, but allowed for differences in internal makeup. Once construction was complete, the engineers subjected the original units to a battery of basic tests to ensure the design was sound.

How we developed the prototypesWe built three different models of the electronic card using parts already available in the lab. All models followed the same basic design. However we built variations of each model to produce ten prototypes in total. We included slight differences in each unit to evaluate the following three vital characteristics:

• Cost vs. performance

• Method of activation

• Ergonomics

You will find a detailed breakdown of the specifications for each model and unit in Appendix "A".

Basic testing was conducted during the development phaseOur lab technicians conducted basic tests to expose any f laws before testing in the field. We uncovered and addressed three design f laws during the development stage. We tested the electronic cards on a variety of telephone sets at corporate headquarters. We used each model card on each phone type to place 30 calls.

... /

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Models B and C proved to be more reliable than model A. The lab technicians were only able to complete 80% of the calls on model A. Upon investigation, we discovered that the oscillator that operated the DTMF (Dual Tone Multi-Frequency) chip was not manufactured to a tight enough tolerance to reproduce tones reliably. As a result, the card was not always able to detect these relatively low frequency tones. Models B and C incorporate components manufactured to tighter tolerances to eliminate low call completion rates.

We also discovered that the A and B models were not always waiting for a dial tone before entering the calling card number. The card “waits” between dialing the toll free number and entering the calling card number for verification. In the A and B models, the units are programmed with a wait period to allow the system to return a dial tone. When the card hears the dial tone, it then enters the calling card number. However, the wait time does not account for differences in switching equipment or signal processing differences in individual phone sets. We rectified the wait time problem in the C model by installing a tone detector. When the tone detector senses a dial tone, it sends a signal to the dialer to enter the calling card number.

We discovered one additional f law that we will address following field testing. None of the three cards was able to dial over ISDN sets. Because ISDN sets process the DTMF tone differently, they do not hear the card. However, we believe we can generate the DTMF tones for a longer period of time to allow the ISDN sets to register the tones.

During field testing, we will determine if customers use ISDN sets. We believe the average customer will normally use the card from either a pay phone or hotel phone, not an ISDN set. After the sales representatives have a chance to see how often ISDN sets are encountered in traveling situations we will be able to decide whether we need to rectify the ISDN problem.

The electronic calling card is affordableIn our proposal we estimated that the cards would cost no more than $12.00 per unit. The total cost of the prototypes is $100.40, which translates to an average cost of $10.04 per unit. The costs for the different models ranged from $6.10 to $17.50. The table below provides a breakdown of features of each model and the resulting costs.

Model Chip Cost Case Type Activation # Built Total Cost

A $4.60 Box Index Finger 4 $6.10

B $8.10 Keychain Thumb Switch 4 $10.25

C $14.20 Palm Pressure 2 $17.50

... /

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Phase #2 – Field testingSales representatives will test the prototypes in the field for one month. Representatives are already testing the B & C prototypes. At the end of May, the salespeople will return the cards to corporate headquarters. They will also provide evaluations that document each model’s performance and customer response.

Field tests will determine if the electronic cards are reliable and user friendly. We plan to test the prototypes in a variety of conditions. Sales representatives in different geographical areas will test the units to ensure they are compatible with all regional switching systems. We chose sales reps to field test the prototypes because their travel patterns are consistent with a traveling customer. Also, they have extensive customer contact and an understanding of customer needs.

Phase #3 - Evaluating the electronic calling cardWe are currently developing end of trial evaluations. To provide comparison information, the evaluations include questions about both the manual and the electronic calling card systems. We will also include a section for customer comments on the evaluations to help us gauge initial customer response. After using the prototypes for four weeks, the sales reps will complete these evaluations and send them back to me at the corporate office. I will analyze the feedback and compile a report.

Meanwhile, the engineers will disassemble the prototypes to check for wear and tear. We will then correct any problems identified during the field testing phase.

Next steps

Initial results from this project are very encouraging. Since the prototypes have proven the concept is valid, we can now focus on field testing, customer feedback and correcting minor problems.

You will have my final recommendation report on our new electronic calling card by August 30. For the next month, I will personally concentrate on troubleshooting and compiling feedback and information.

The electronic calling card is an exciting new product for ABC Telecom, and has the potential to minimize current revenue losses and generate new revenue. With this new electronic calling card, we will provide customers with a more convenient, safe option to make long distance calls from remote locations. This card can help us keep customers, generate new customers and minimize fraudulent calls. As a result, we will see an increase in profits.

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Making E-mail Work for You

E-mail messages are not conversations; they are a form of written communication. Electronic communication presents some of its own special challenges that we can easily manage with the right strategies. In this handout, you will find some general guidelines to help you use e-mail to make your job easier and your communication more effective and efficient.

Use E-mail as a Business Tool

E-mail has become an essential communication tool in our busy business lives. It can also enhance your business relationships and create a professional image of you and your company. Follow the guidelines below to help you make the most of this valuable business tool.

Send the right image of you and your corporation

Because we often think of e-mail as a conversation, we forget that our readers can’t see or hear us.

Your attitudeE-mail does not convey emotions as clearly as face-to-face conversations do. Therefore, the tone of your writing is extremely important. Your readers have only your words to interpret both the meaning of the message and their image of you and the corporation. Be careful…your readers may misinterpret humor or sarcasm. You could send the wrong message about who you are and how you feel.

Sometimes you may receive e-mail messages that sound terse and unfriendly. While your own emotional reaction may be negative, resist the urge to respond in a similar way. The few minutes of gratification you experience in sending back an equally abrupt e-mail may not be worth the consequences.

Your professionalismWatch out for typos, misused words or sloppy grammar. Most readers will forgive an occasional error, but if your e-mail is consistently sloppy, readers could interpret sloppiness as incompetence or lack of professionalism.

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Send e-mail to the right people

Respect your reader’s time and needs. Treat your reader with the same respect you would like in return. Always ask yourself if you are sending the e-mail to the right reader or readers. Just because you can, don’t send your e-mail to everyone you think might have some interest in your message. We all receive e-mail that does not pertain to our jobs, wastes our valuable time, and irritates us as readers.

Use your business e-mail for business

Confine your business e-mail to professional material. You have no idea where your e-mail will land, so don’t write anything you would not say in public. Anyone can forward your message, even accidentally. You could leave yourself in an embarrassing position if you share personal or confidential information. If in doubt, pick up the phone.

E-mail Productivity Tips

At times you may feel a little overwhelmed by the influx of e-mail into your Inbox. Make sure your e-mail is working for you and not against you by learning to use your time effectively. The tips below will lend you a hand.

When Receiving E-mail …

1. Handle incoming messages once. As often as possible: Do it! Forward it! File it! Delete it!

2. Keep only the e-mail you still have to act on in your Inbox.

3. Use a filing system to manage your messages. For example, have a “Meetings” file where you store messages about all upcoming meetings.

4. Save only the last message in a string of e-mail messages that deal with a particular topic.

5. Unsubscribe to e-mail listservs and discussion groups unless they provide you with useful information.

6. Learn to prioritize e-mail and deal only with the relevant items that have been sent to you personally. Delete the rest of them without guilt or regret.

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E-mail Etiquette

Avoid over-responding

E-mail can be a very productive and helpful tool if used properly. Or it can be a headache for your recipient if overused. A common mistake might be to send a “you’re welcome” message to someone who has just thanked you.

Use distribution lists wisely

Distribution lists are a wonderful, time-saving tool when important information has to quickly be shared with employees. The real issue arises when writers need to contact only a small number of people, yet send the information to the entire list. Be clear on who needs to receive the information, and take the time to either send the e-mail to each individual, or create a separate distribution list.

Protect the innocent

Use BCCs (Blind Carbon Copies) when addressing a message that will go to a large group of people who don’t necessarily know each other. If you wouldn’t give out a person’s phone number without their permission, then think twice about doing the same with their e-mail address. When you send an e-mail message to 20 people and use To or CC to address the message, all 20 people will see each others’ addresses. By using BCC, each recipient sees only two addresses—yours and theirs.

As well, mass mailing lists could also put people at risk of becoming targets of spammers if the e-mail ever fell into the wrong Inbox.

Check virus alert before sending it to others

Be sure a virus alert or warning e-mail is legitimate before sending it to others. Otherwise, people may follow the directions to eliminate a virus and end up eliminating their hard drive!

7. Don’t be an e-mail addict. Schedule times to pick up your e-mail and let colleagues know your schedule. E-mail can waste valuable time if you check it too often. Three times a day is sufficient for most people: when you get to work, around noon and about an hour before you leave work.

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Write for the global audience

The web and e-mail now allow customers from all over the globe to contact you. Even your nearby neighbors may not have English as their first language. Be considerate of communication difficulties and keep your language plain and jargon/idiom-free. For instance, idioms, such as think outside the box and it costs an arm and a leg may be unclear to global customers who are confused by the expression’s literal meaning.

Let colleagues know when you will be away

Inform colleagues if you will not be picking up your e-mail for extended periods. If your computer system has an “out-of-office” feature, be sure to activate it and give people any additional contact names they may need in your absence.

When should you use e-mail? Use e-mail to…

1. Send routine news

2. Arrange meetings

3. Share information

Be sure to use e-mail when the message isn’t urgent or confidential—otherwise pick up the phone, set up a meeting, or walk over to your colleague’s desk.

TIP

Choosing Content for Your E-mail

Follow Wavelength's Five Cs framework to help you create reader-focused e-mail messages that get to the point and protect your reader’s valuable time. You will find the Five Cs framework outlined on the next page.

As a matter of courtesy, use your reader’s name in your opening sentence or as a salutation. Follow-up with adding your own name at the end of your e-mail (your first name may be different from what is displayed in your e-mail address).

Confirm shorter e-mail by saying goodbye. Thanks for your help.

TIP

Writing Resources


The Five Cs Framework:

1. Capture ... your reader’s attention by making sure your subject line is explicit and helpful. Include the topic of your e-mail and the sense of urgency. Instead of Review Required try Review Changes Required by Sept 17.

2. Connect ... with your reader in the first sentence of your e-mail by explaining your topic and what triggered you to write your e-mail. Thanks for sending me the details about our new benefits package.

3. Clarify ... your purpose in the second sentence (or so) by explaining why you have written your e-mail and indicate the sense of urgency. Could you please provide me with information on the status of Project X by the end of the week?

4. Convey ... the rest of your information by answering the questions your readers would ask about your topic if they were sitting in front of you.

5. Confirm ... longer e-mail by summarizing your ideas or repeating your main point. For these three reasons, we need to minimize the growing discontent with our new management procedures.

Tips for Formatting E-mail

E-mail is a fast-paced message system. Here are some tips to help your readers read quickly and easily understand your intended message:

Use short messages

Watch the scroll length of your message. Most people read e-mail on-screen. Scrolling isn’t difficult, but readers may struggle with your message if they have to scroll much more than two screens down. When you have more information than you can fit on two screens, we suggest you include it as an attachment.

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Use short paragraphs

Keep your paragraphs to four sentences or less. Readers should be able to read an entire paragraph without scrolling. Make your message easier to read by breaking up your information into short paragraphs, and beginning each paragraph with a good label sentence. Good label sentences let your reader skim the text to find the key information they need.

Use plain text

Be sure your message looks the same on your reader’s screen as it does on yours. Various hardware/software displays e-mail differently. So the message you send may look different on your reader's screen. Keep it simple!

Use acronyms sparingly

Acronyms make writing easy, but can make reading difficult. Too many acronyms and too much jargon are always dangerous. Be sure your readers can quickly interpret the words you use and that their interpretation is the same as yours.

Use attachments with care

Attachments can be a useful way to share important documents, but can also be painful to the recipients. Ensure the attachments are relevant to your message. Include key information in your e-mail whenever possible to reduce the number of attachments required. Consider the size of your attachment before you send it. Send multiple large attachments in a Compressed (zipped) Folder...or individually if necessary and call the recipient in advance to warn them.

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How Good is Your Grammar?

Good grammar is a key component of effective reader-focused correspondence. To be respected and accepted as a credible professional, you must follow the rules of good grammar.

Are you confident that your grammar is correct? Or do you often wonder if you’ve made some mistakes? On the next few pages, you will find guidelines to help you review a few key grammar concepts.

This review is broken into five sections. Following each section is a review quiz and answer key. You will also find a grammar exercise to test your expertise with all the grammar concepts. At the very end, if your results show you need to improve your skills, you’ll find some resources to help you.

Grammar Sections

Section One: Punctuate it! .............................................................................................. 46

Section Two: Subjects and verbs that get along! ............................................................ 50

Section Three: Choose the correct pronoun! ................................................................. 54

Section Four: I’m so confused! Which word do I use? ................................................. 57

Section Five: Use adjectives and adverbs to add details! .............................................. 64

Grammar Exercise ........................................................................................................... 68

Grammar Resources ........................................................................................................ 73

Writing Resources


Section One: Punctuate it!

In this section you will learn how to use apostrophes, commas, and semicolons to help your reader get your message.

Apostrophe

USE AN APOSTROPHE TO ... EXAMPLES

1. show possession.

2. fill in for missing letters when you write contractions.

• operator’s manual (singular noun — ’s)• men’s locker room (plural noun not ending in s — ’s)• ladies’ locker room (plural noun ending in s, — apostrophe only)

• can not = can’t• they are = they’re• it is = it’s

Possessive pronouns are already possessive — Do not add an apostrophe or an “s.” For example: Shut down the boiler for its regularly scheduled maintenance.

TIP

Writing Resources


Comma

USE A COMMA TO ... EXAMPLES

1. separate the items in a list or series containing three or more items.

2. separate an introductory modifying phrase or subordinate core from the main core of a sentence.

3. set off a modifying phrase that interrupts the main core of a sentence and can be removed without changing the meaning of the sentence.

4. separate the items in dates and addresses.

• You will require a laptop, printer, cables and an LCD projector.

• After considering the alternatives, we chose to replace the bottle capper.• When the light turns green, you can turn on the unit.

• The new software, which we ordered in May, was finally installed last week.

• We will need to replace the temperature probes in the storage facility on January 1, 20xx.• Please ship the five boxes to Receiving, XYZ Inc., 5552 Product Street, Somewhere, CA 99999.

Writing Resources


Semicolon

USE A SEMICOLON TO ... EXAMPLES

1. separate items in a series when you have already used commas.

2. link two complete sentences that are closely related and could otherwise stand alone.

• The Board consists of a Chairman, who is appointed; a Secretary, who is elected; and a Treasurer, who is also elected.

• We focused on safety as our primary design goal; we viewed cost as secondary.

Section One: Review

InstructionsAdd any required apostrophes, commas, or semicolons to the following sentences.

1. We are happy to send you the documents you require however we need more information. Specifically we require details about your spouses financial status.

2. In the keynote address by the Regulatory Board they announced that the disease has reached epidemic proportions they don't understand what toxin is causing it to run rampant.

3. Frank Burns who called you last Tuesday asked me to explain how to claim for prescription drugs eyeglasses including prescription sun glasses massage therapy treatments and dental visits.

4. Its vital that we regain market share with this new drug. Its low cost should make it a popular choice.

5. The Jones address changed to 2222 Pachappa Hill Minnesota PA on June 30 20xx.

Writing Resources


Section One: Answer Key

InstructionsYou will find the required apostrophes, commas, or semicolons bracketed ( [ ] ) in the following sentences.

1. We are happy to send you the documents you require[ ; ] however [ , ] we need more information. Specifically[ , ] we require details about your spouse[ ' ]s financial status.

2. In the keynote address by the Regulatory Board[ , ] they announced that the disease has reached epidemic proportions[ ; ] they don[ , ]t understand what toxin is causing it to run rampant.

3. Frank Burns[ , ] who called you last Tuesday[ , ] asked me to explain how to claim for prescription drugs[ ; ] eyeglasses[ , ] including prescription sun glasses [ ; ] massage therapy treatments[ ; ] and dental visits.

4. It[ , ]s vital that we regain market share with this new drug. Its low cost should make it a popular choice.

5. The Jones[ , ] address changed to 2222 Pachappa Hill[ , ] Minnesota[ , ] PA on June 30[ , ] 20xx.

Writing Resources


Section Two: Subjects and verbs that get along!

In this section you will learn about subject-verb agreement to ensure you do not confuse your reader.

Subject/Verb Agreement

USE THE SINGULAR FORM OF THE EXAMPLES VERB WHEN ...

• your subject is a singular noun.

• your subject is a noun that designates a group.

• your subject represents a singular person, group or thing.

The box contains our supplies.

The team meets every Monday to plan the week.

He (she) runs for exercise every day.There is one significant factor to consider.None of the team is available to meet.

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USE THE PLURAL FORM OF THE EXAMPLES VERB WHEN ...

• your subject is a plural noun.

• your subject is a pronoun that represents more than one person, group or thing.

• your subject is a plural noun that designates more than one group.

• your subject is compound (words joined by “and”).

The boxes contain our supplies.

They run for exercise every day.There are three significant factors to consider.Some of the team members are available to meet.

All teams meet every Monday to plan the week.

The lab and the sampling room are spotless.

If a noun or pronoun is part of a prepositional phrase, it is not the subject of the sentence. For example, in the sentence; “One of the monitors is broken," monitors cannot be the subject because it is part of the prepositional phrase “of the monitors.” Test the sentence without this prepositional phrase and you will quickly see that because the subject, one, is singular; you need the singular form of the verb.

TIP

Writing Resources


Section Two: Review

InstructionsCircle the verb from each pair in parentheses that agrees in number with the subject of the sentence.

1. Each of these regulations (applies, apply) to your situation.2. Frances, one of the brightest summer students, (is, are) joining our team.3. Two technicians and one experienced Quality Assurance Evaluator

(is, are) auditing the safety procedures in the sampling area.4. Neither of the managers (is, are) coming to the meeting.5. Everyone on the project teams (attend, attends) training.6. Either the President or the Board of Directors (is, are) responsible for the lack of

funds.7. Negative differential pressure control and positive differential pressure control

(is, are) included in the proposed system.8. Pieces of the aircraft wing (was, were) scattered across the warehouse.

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Section Two: Answer Key

1. Each of these regulations applies to your situation.2. Frances, one of the brightest summer students, is joining our team.3. Two technicians and one experienced Quality Assurance Evaluator

are auditing the safety procedures in the sampling area.4. Neither of the managers is coming to the meeting.5. Everyone on the project teams attends training.6. Either the President or the Board of Directors is responsible for the lack of funds.7. Negative differential pressure control and positive differential pressure control

are included in the proposed system.8. Pieces of the aircraft wing were scattered across the warehouse.

Writing Resources


Section Three: Choose the correct pronoun!

In this section, you will learn how to choose the correct pronoun. You can choose a subjective pronoun or an objective pronoun.

SUBJECTIVE OBJECTIVE

I me you you he him she her we us they them it it

Pronouns

USE A SUBJECTIVE PRONOUN EXAMPLES WHEN ...

• the pronoun is used as the subject of the verb.

• the pronoun follows a form of the verb “be.”

I recommend we hire three engineers.Jean and I designed the new workshop.He and she are late.We agree on the recommendations.The form is long. It is not customer-friendly.

Was it they who attended the meeting?It is I who requested the report.

Writing Resources


USE AN OBJECTIVE PRONOUN EXAMPLES WHEN ...

• the pronoun is used as the object of the verb.

• the pronoun follows and is the object of a preposition.

The committee is recommending me.The union e-mailed Jean and me.The new regulations affected them.The form is long. Customers dislike it.

The team brainstormed with Tom and me.The manager depended on Glenna and him.On account of her, we delayed the meeting.

Section Three: Review

InstructionsRewrite any of the following sentences that have incorrect pronouns.

1. Her and me are going to the conference.2. On behalf of my colleague and I, thank you.3. The equipment failed for both the experienced operator and me.4. The proposed project schedule depended on Gabriella and she.5. They have chosen she, he and I as the project team.

Writing Resources


Section Three: Answer Key

InstructionsBelow you will find corrected versions of sentences 1, 2, 4 and 5.

1. Her and me are going to the conference.

2. On behalf of my colleague and I, thank you.

3. The equipment failed for both the experienced operator and me.

4. The proposed project schedule depended on Gabriella and she.

5. They have chosen she, he and I as the project team.

1. She and I are going to the conference.

2. On behalf of my colleague and me, thank you.

3. Correct as is.

4. The proposed project schedule depended on Gabriella and her.

5. They have chosen her, him and me as the project team..

Writing Resources


Section Four: I’m so confused! Which word do I use?

In this section you will learn about words that are commonly misused. Let’s try to minimize the confusion, so you can get your message across clearly to your reader.

Assure/Ensure/Insure

ALL THREE WORDS MEAN EXAMPLES “TO MAKE SURE OR CERTAIN, OR TO GUARANTEE”

Use assure:• when you refer to people.

Use ensure:• when you want to

guarantee something happens.

Use insure:• when you want to protect

something (usually financial).

I will assure the client that the supplies will be shipped on time.

I will ensure (guarantee) the supplies are shipped on time by packing the boxes today.

Savings bonds will insure (protect) you from income loss in your retirement.

Writing Resources


Principal/Principle

ONE WORD CAN BE A NOUN EXAMPLES OR AN ADJECTIVE; THE OTHER ONLY A NOUN

Use principal:• as a noun when you mean

a person.• as an adjective when you

mean main or chief.

Use principle:• when you mean belief,

moral standard or a governing law.

The principal of the school attended the meeting.Frank and Angelica are the principal shareholders.

We applied the principles of combustion when we designed the boiler.If they had principles, they would not have sold damaged product.

Fewer/Less

BOTH ARE COMPARATIVE FORMS EXAMPLES OF WORDS

Use fewer (comparative of few):• when you want to refer

to items you can count.

Use less (comparative of little):• when you want to refer

to mass items that you cannot count.

We needed fewer bolts to secure the new safety handles.We hired fewer operators during the shutdown this year.

We needed less cement to secure new safety handles.We spent less time completing the shutdown this year.

Writing Resources


Affect/Effect

ONE WORD IS A VERB AND THE EXAMPLES OTHER IS A NOUN

Use affect (verb):• when you mean to

produce a change or inf luence something.

Use effect (noun):• when you want to refer

to a result or consequence.

When you came in late, you affected our chances to win the proposal.Extreme temperatures affect the quality of the drug.

What effect do extreme temperatures have on the quality of the drug?The manager analyzed the effects of the training.

Complement/Compliment

BOTH ARE POSITIVE EXAMPLES

Use complement:• when you want to complete

or supplement something.

Use compliment:• when you want to express

praise or f latter someone.

The feedback you provided complements our experiences with the supplier.You complement the team by providing subject-matter expertise.

Human Resources passed on a compliment from the line manager who had attended your presentation.Please compliment Hannah on her ability to overcome objections.

Writing Resources


Its/It's

ONE WORD IS A CONTRACTION EXAMPLES AND THE OTHER IS A POSSESSIVE PRONOUN

Use its:• when you want to show

ownership or possession.

Use it’s:• when you mean “it is.”

The control panel is malfunctioning again. Its warning light continues to f lash.The crane caused an accident because its signal light was not working.

It’s going to be a long day.It’s imperative we win the bid.

Remember, only use an apostrophe when you mean “it is.” It’s that simple.

TIP

Writing Resources


There/Their/They're

AN ADVERB, A POSSESSIVE EXAMPLES PRONOUN AND A CONTRACTION THAT ALL SOUND THE SAME

Use there (adverb):• when you mean “at that

place.”

Use their (possessive pronoun):• when you want to show

possession.

Use they’re (contraction):• when you mean “they are.”

I left the wrench there on the workbench.I left the ratchet set over there.

Their wrench is in the toolbox.I asked them for their opinion.

They’re going to validate the protocol this week. If you need the printers, they’re ready.

To help ensure you use these confusing words properly, here are three strategies:

1. Use a different word if you can.

2. Use a dictionary, thesaurus or other reference to look up the word.

3. Learn/memorize the differences between the words that always confuse you.

TIP

Writing Resources


1 a) The project team will be effected by the Manager’s decision to retire.

2 a) Car companies are making fewer and fewer V8 engines in order to conserve fuel.

3 a) The upset customer felt he deserved free car mats on principle because he waited an extra week to receive his new car.

4 a) The training workshop she chose was a nice complement to the company’s overall training plan.

5 a) The physician ensured his patient that the diagnosis was correct.

6 a) Its time to rewrite the job aid. It’s references are outdated.

1 b) The project team will be affected by the Manager’s decision to retire.

2 b) Car companies are making less and less V8 engines in order to conserve fuel.

3 b) The upset customer felt he deserved free car mats on principal because he waited an extra week to receive his new car.

4 b) The training workshop she chose was a nice compliment to the company’s overall training plan.

5 b) The physician assured his patient that the diagnosis was correct.

6 b) It's time to rewrite the job aid. Its references are outdated.

Section Four: Review

InstructionsBelow you will find six pairs of sentences. Place a “” in the circle beside the sentence in each pair that you feel is correct.

Writing Resources


1 a) The project team will be effected by the Manager’s decision to retire.

2 a) Car companies are making fewer and fewer V8 engines in order to conserve fuel.

3 a) The upset customer felt he deserved free car mats on principle because he waited an extra week to receive his new car.

4 a) The training workshop she chose was a nice complement to the company’s overall training plan.

5 a) The physician ensured his patient that the diagnosis was correct.

6 a) Its time to rewrite the job aid. It’s references are outdated.

1 b) The project team will be affected by the Manager’s decision to retire.

2 b) Car companies are making less and less V8 engines in order to conserve fuel.

3 b) The upset customer felt he deserved free car mats on principal because he waited an extra week to receive his new car.

4 b) The training workshop she chose was a nice compliment to the company’s overall training plan.

5 b) The physician assured his patient that the diagnosis was correct.

6 b) It's time to rewrite the job aid. Its references are outdated.

Section Four: Answer Key

InstructionsBelow you will find a "" beside the correct sentence in each pair.

Writing Resources


Section Five: Use adjectives and adverbs to add details!

In this section you will learn to use adjectives and adverbs to add descriptive details that your reader needs to understand your message.

Adjectives

USE AN ADJECTIVE TO ... EXAMPLES

1. describe a noun.

2. provide a detail about a noun or pronoun that completes a linking verb (be, seem, appear, smell, taste, feel, sound, look).

3. define what kind, which one, or how many people or things you are writing about.

Here is the new steel door. It is stronger than the old wood door.The auditor wrote a good report.The cautious technician documented each detail.You will receive pink copies of the initial agreement that outlines the current terms of your mortgage.

Here is the new steel door. It is stronger than the old wood door.The report looks good.The technician was cautious about documenting each detail.He is the most competitive.

I made three recommendations.You will need to respond to one major objection.Focus on the second bullet point.

When comparing two or more people or things, use the comparative form of the adjective (e.g. stronger, more competitive). When comparing more than two people or things, use the superlative form of the adjective (e.g. strongest, most competitive).

Adjectives typically precede nouns but follow verbs.

TIP

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Adverbs

USE AN ADVERB TO ... EXAMPLES

1. describe the extent of an action (verb).

2. answer how, where or when about an action (verb).

The high fever was clearly lacking in the primary test group.He was obviously the subject-matter expert.The physician seriously studied the x-rays.The engineer completely rejected the manager’s theory.

The temperature dropped more quickly than anticipated.He parked the forklift close to the skid.They never appeared at the meeting.The auditor writes well.

“ONLY” is an adverb that we often misplace. You need to keep it as close as possible to the word it is modifying. For example, say: “The auditors examined only two branches.” Do not say: “The auditors only examined two branches.”

When comparing two actions, use the comparative form of the adverb (e.g. faster, more successfully). When comparing more than two actions, use the superlative form of the adverb (e.g. fastest, most successful).

TIP

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Section Five: Review

Task AInstructionsBelow you will find three versions of a sentence. In each sentence the word “only” is positioned differently. Place a checkmark beside the version that means the latest report does not include any recommendations that are not cost-effective.

______ The latest report only recommended cost-effective solutions.

______ Only the latest report recommended cost-effective solutions.

______ The latest report recommended only cost-effective solutions.

Task BInstructionsOn the left below are some sentences that are missing an adjective or an adverb. Draw a line to connect the most appropriate adjective or adverb from the list on the right.

SENTENCE ADJECTIVE/ADVERB

The technician ____________ placed the probes. confident

The ____________ technician placed the probes. more confidently

The technician placed the probes __________ than confidently her supervisor.

The experienced technician placed the probes confident

___________ .

The technician is ____________ when placing most confidently the probes.

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Section Five: Answer Key

Task AInstructionsBelow you will find three versions of a sentence. In each sentence the word “only” is positioned differently. The checkmark indicates the version that means the latest report does not include any recommendations that are not cost-effective.

______ The latest report only recommended cost-effective solutions. (Means the report did nothing but recommend the solutions.)

______ Only the latest report recommended cost-effective solutions. (Means that no previous report recommended cost-effective solutions.)

______ The latest report recommended only cost-effective solutions.

Task BInstructionsOn the left below are some sentences that are missing an adjective or an adverb. The lines connect the most appropriate adjective or adverb from the list on the right.

SENTENCE ADJECTIVE/ADVERB

The technician ____________ placed the probes. confident

The ____________ technician placed the probes. more confidently

The technician placed the probes __________ than confidently her supervisor.

The experienced technician placed the probes confident

___________ .

The technician is ____________ when placing most confidently the probes.

✓

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Grammar Exercise

InstructionsCircle and correct any grammar errors you see in the following e-mail. Check your responses with the Answer Key that follows to help you score your results.

SUBJECT: Getting your scangear XX-Y to workDate:To: [email protected]: [email protected]

The organization and me are sorry your having difficulty getting your scangear XX-Y to work proper. Because we realize how frustrating new equipment can be we would like to offer these suggestions to help you get your scanner to work.

There is two conditions you should check first. They are:1. Unlock the scanner if its locked. You will find it’s lock switch at the back and you

will find directions in your owners manual.2. If you are using a USB expansion card you will have to remove it. The scanner

will not work with this card. If you are unsure call your computer manufacturer they will be able to tell you if you have the card and assure you remove it correctly. Connect the scanner direct to the back of your PC. If it’s connected through a USB hub disconnect from the hub and create a direct connection to your PC.

Second, if you have met all the above conditions and the scanner still doesnt work, we suggest you uninstall and reinstall the drivers. You needs to remove all traces of the drivers and you will find a utility called “XXXdrv.exe” in the self-help section of our web site at www.ourproduct.com. Their you will find the following steps to access the utility:1. Enter the web site at http://www.driver.ca.2. Click on “English.”3. Click on “Customer Support.”4. Select your products’ model number

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5. Select the “Self Help” link.6. Select the XXXdrv.exe and follow the instructions. There on the screen.

Third, if your scanner still refuses to work, we suggest you test it on another computer if you can. Then you will know if the scanner is not working or if it is not only working with your computer. If the scanner works with another computer, we suggest you contact you’re computer manufacturer for further instructions.

The scangear XX-Y is a good product and we want to insure you enjoy it. Please e-mail us again if you are still having difficulty if you have further questions or if you want information about other compatibly products. You will always get a quicker response from one of my colleagues or I.

Good luck

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Grammar Exercise: Answer Key

InstructionsWe noted 25 opportunities to improve the grammar in this e-mail. Please see our grammar corrections underlined below.

SUBJECT: Getting your scangear XX-Y to workDate:To: [email protected]: [email protected]

The organization and I are sorry you’re having difficulty getting your scangear XX-Y to work properly. Because we realize how frustrating new equipment can be, we would like to offer these suggestions to help you get your scanner to work.

There are two conditions you should check first. They are:1. Unlock the scanner if it’s locked. You will find its lock switch at the back and you

will find directions in your owner’s manual.2. If you are using a USB expansion card you will have to remove it. The scanner

will not work with this card. If you are unsure, call your computer manufacturer; they will be able to tell you if you have the card and ensure you remove it correctly. Connect the scanner directly to the back of your PC. If it’s connected through a USB hub, disconnect from the hub and create a direct connection to your PC.

Second, if you have met all the above conditions and the scanner still doesn’t work, we suggest you uninstall and reinstall the drivers. You need to remove all traces of the drivers and you will find a utility called “XXXdrv.exe” in the self-help section of our web site at www.ourproduct.com. There you will find the following steps to access the utility:1. Enter the web site at http://www.driver.ca.2. Click on “English.”3. Click on “Customer Support.”

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1. Select your product's model number.2. Select the “Self Help” link.3. Select the XXXdrv.exe and follow the instructions. They're on the screen.

Third, if your scanner still refuses to work, we suggest you test it on another computer if you can. Then you will know if the scanner is not working or if it is not working only with your computer. If the scanner works with another computer, we suggest you contact your computer manufacturer for further instructions.

The scangear XX-Y is a good product and we want to ensure you enjoy it. Please e-mail us again if you are still having difficulty, if you have further questions or if you want information about other compatible products. You will always get a quick response from one of my colleagues or me.

Good luck

Check your score on the next page.

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What’s Your Score?

Score one mark for each grammar error you correctly identified and changed. Of the 25 possibilities underlined in the Answer Key, how many did you identify correctly? _____

What your score means

20 to 25 If you scored between 20 and 25, congratulations! You have a good working knowledge of grammar and punctuation.

10 to 19 If you scored between 10 and 19, we suggest that you would benefit from some self-study to polish your grammar skills. Consult the resources on the next page.

Below 10 If you scored below 10, we strongly recommend that you consider using some additional resources to improve your grammar skills. You may work independently on improving these skills. If you have not already reviewed the five sections in this grammar review, you can start there. Also, consult the resource list on the next page, especially Grammar for Grownups, for some good grammar exercises and tips.

Writing Resources


Grammar Resources

Books

Burchfield, R.W., ed., Fowler’s Modern English Usage. New York: Oxford University Press, Inc., 2004, ISBN 978-0-19-861021-2.

Truss, Lynne. Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation. New York: Penguin Group (USA) Inc., 2004, ISBN 1-592-40087-6

Chan, Janis Fisher, and Diane Lutovich. Grammar for Grownups: A Self-Paced Training Program. San Anselmo, CA: Advanced Communication Designs, Inc., 2003, ISBN 0-963745573.

Baron, Dennis. Guide to Home Language Repair. Urbana, IL.: NCTE, 1994, ISBN 0-814119425

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Bridging Words and Expressions

Try some of these bridging words and expressions if you want to:

CONNECT IDEAS/ADD DETAILS GET SPECIFIC PRESENT RESULTS/CONCLUSIONS

AndAlsoAs wellIn additionFurthermoreMoreoverNamelySoOr Because


CONTRAST IDEAS COMPARE IDEAS SHOW TIMING

On the contraryOtherwise In contrastButHowever InsteadYetNeverthelessThoughOn the other hand


EMPHASIZE IDEAS SHOW DEPENDENCY OTHER: _______________

EvidentlyObviouslyIn any caseIn factIndeedSeeminglyClearly

For exampleFor instanceTo illustrateTo explainSpecificallyIn particularAs an exampleAs a modelIn other wordsIn short

ConsequentlyThereforeAs a resultSo In conclusionThusAccordinglyIn short

In comparisonLikewiseFurthermoreCorrespondinglySimilarlyIn the same wayBy the same tokenIn a like mannerMoreoverBesides

First, Second, ThirdBeforeNextAfterThenPreviouslyLastlyAt lastUltimatelyIn the first placeFinallyIn the beginning

ApparentlyPlainlySurelyTrulyMoreoverCertainly

AfterBeforeBecauseSinceUntil Although

WhenIfUnlessDue toAs long as

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Assessing Your Proofreading Skills

InstructionsHere is an opportunity to test your own skills. Below, you will find part of an article on retirement. Proofread the article and circle any errors you find. Your goal is 100% accuracy. Good luck!

After you have found the errors, consider the following questions:• What impression do you have of the writer of this document? • What would be the cost of these errors?

WRITER A

The End of Retirementfrom The Economist, June 27 2009

Demography means virtually all of us will have to work longer. That needs not be a bad thing.

When Otto von Bismarck introduced the first pension for workers over 70 in 1889, the life life expectancy of a Prussian was 45. In 1908, when Lloyd George bullied through a payment of five shillings a week for poor men who had reached 70, Britons especially poor ones, were lucky to survive much past 50. By 1935, when America set up it’s Social Security system, the official pension age was 65 three years beyond the lifespan of the typical American. State-sponsored retirement was designed to be a brief sunset to life for a few hairy souls.

Now retirement is for everyone, and often as long as whole lives once were. In some European countries, the average retirment lasts more than a quarter of a century. In America, the official pension age is 66, but the

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average American retires at 64 and can then expect to live from another 16 years. Average spending on public pensions across the OECD is now the equivalent of more than 7% of GDP, pensions cost America just .2% back in 1935. In some countries, the current figure could doubly by 2050, to say nothing of the cost of private pensions and extra spending on health and long-term care.

Grey and proud of it

Although the idea that “we are all getting older” is a truism, few goverments, employers or individuals have yet too come to terms with where longer retirement is heading. Weather we like it or not, we are going back to the pre-Bismarckian world were work had no formal stopping point. That reversion will not happen overnight, but preparations should start not. We need to assure that when the inevitable happens it is a change for the better.

It should be for the better because it is being partly driven by a wonderful thing, people are living longer. Life expectency has been rising by two or three years for every ten that pass, despite repeated forecasts that it was about to reach its limit. Centenarians used to be rarer than hens’ teeth; now American alone has 100,000 of them. By the end of this century, the age of 100 may have become the new 70.

The imminent graying of society is compounded by two other demographic shifts. First, in most rich countries, women no longer have enough babies to keep up the numbers. The huge baby-boom generation, born after WWII, have begun to retire. In 1950, the OECD countries had seven people aged 20-64 for every one of 65 and over. Now it is four to one. This trend will ruin the pay-as-you-go state pension schemes that provide the bulk of retirement income in rich countries.

Its tempting to think that some of the gaps in the rich country’s labour forces could be filled by immigrants from poorer countries. However, …

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WRITER B

The End of Retirementfrom The Economist, June 27 2009

Demography means virtually all of us will have to work longer. That [need] not be a bad thing.

When Otto von Bismarck introduced the first pension for workers over 70 in 1889, the [life] expectancy of a Prussian was 45. In 1908, when Lloyd George bullied through a payment of five shillings a week for poor men who had reached 70, Britons[,] especially poor ones, were lucky to survive much past 50. By 1935, when America set up [its] Social Security system, the official pension age was [65 – (or ,)] three years beyond the lifespan of the typical American. State-sponsored retirement was designed to be a brief sunset to life for a few [hardy souls].

Now retirement is for everyone[ ]and often as long as whole lives once were. In some European countries, the average [retirement] lasts more than a quarter of a century. In America, the official pension age is 66, but the average American retires at 64 and can then expect to live [for] another 16 years. Average spending on public pensions across the OECD is now the equivalent of more than 7% of GDP; [. (or while)] pensions cost America just .2% back in 1935. In some countries, the current figure could [double] by 2050, to say nothing of the cost of private pensions and extra spending on health and long-term care.

How many errors did you circle? If you check the answers below, you will see that a careful proofreader would have made 25 corrections (grammar, punctuation, spelling, typos, missing words, vague pronouns).

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Grey and proud of it

Although the idea that “we are all getting older” is a truism, few [governments], employers or individuals have yet [to] come to terms with where longer retirement is heading. Whether we like it or not, we are going back to the pre-Bismarckian world [where] work had no formal stopping point. That reversion will not happen overnight, but preparations should start [now]. We need to [ensure] that when the inevitable happens it is a change for the better.

It should be for the better because it is being partly driven by a wonderful thing[:] people are living longer. Life [expectancy] has been rising by two or three years for every ten that pass, despite repeated forecasts that it was about to reach its limit. Centenarians used to be rarer than hens’ teeth; now [America] alone has 100,000 of them. By the end of this century, the age of 100 may have become the new 70.

The imminent [greying]* of society is compounded by two other demographic shifts. First, in most rich countries, women no longer have enough babies to keep up the numbers. [Second,] the huge baby-boom generation, born after WWII, [has] begun to retire. In 1950, the OECD countries had seven people aged 20-64 for every one of 65 and over. Now [that ratio]** is four to one. This trend will ruin the pay-as-you-go state pension schemes that provide the bulk of retirement income in rich countries.

[It’s] tempting to think that some of the gaps in the rich [countries'] labour forces could be filled by immigrants from poorer countries. However, …

* Either spelling of grey/gray is acceptable – error because grey is not consistent with graying.

** Error because the pronoun it is not specific – i.e. what is four to one?

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Using Effective Visuals

Some data is more effectively presented in a visual than in words. Visuals are effective when they help your reader understand complex data, compare data or identify a significant trend.

Readers assume that visuals present key information. Therefore, good writers use visuals to illustrate major rather than minor ideas.

Tips for Visuals

Create consistent style standards

Choose standards that you will apply to all of the visuals in your report. To create f low and consistency, you may want to consider the following items:• Allowable image size for all your visuals• Standard font choice and capitalization • Standard formats of visual layouts for items like tables, graphs and f low diagrams• Standard line width for borders• Standard use of punctuation such as dashes, quotation marks, capitals, commas

and hyphens

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Number all visuals in order of appearance

Call all your visuals “figures” and consider the following items:• Number figures consecutively: e.g. in short documents number sequentially

through the entire document; in documents with chapters or numbered sections, give figures numbers such as Figure 3-2 (chapter first, number of the graphic in chapter, second).

• In long documents include a list of figures on a separate page following the table of contents. The list of figures should be in sequence: provide a figure number, title and page number for each visual.

Introduce and explain all visuals in the text

All visuals need an introduction. Incorporate the reference to the visual smoothly into your text, summarizing its main point. Your text will likely repeat some of the information given in the visual’s caption. To help readers find and use visuals, display them as close as possible to the first reference.

Use clear and descriptive captions

Every visual should have a caption that helps the reader understand what the visual means. An active/descriptive caption describes the major thrust of the visual or the conclusion you want the reader to reach after viewing the visual. As well, be consistent with the placement of your captions, e.g. if you place a caption above a visual, all visuals in the document should have the caption above.

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Write technical information to the level of your reader

Your visual selection should be determined by the level of the least technical reader. Keep it simple! If a visual is too complicated for the non-technical reader, a non-technical explanation should be included in the text (or the visual should find a new home in the Appendix).

Design visuals to be read and understood easily

Make life as easy as possible for your reader. Avoid labels that are written vertically, diagonally or in capital letters because they can be hard to read. As well, orient your text so that readers can read from left to right (in English speaking countries). In particular, when you use f low diagrams, your reader needs to read from left to right to follow the process easily. Finally, place your visual on the page so your reader does not have to turn the document to get the full effect.

Emphasize one idea per visual

Visuals should simplify ideas, reinforce major points and attract interest. Therefore, convey only one key message or concept per visual.

The reader should ideally be able to interpret the main point of the visual in 5-10 seconds.

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Use design techniques

Use a simple typeface, and upper and lowercase letters for labels. Use design techniques to emphasize key information in a visual. Software packages allow you to use a variety of techniques to illustrate main points. Below are some examples.• underlining • boldface• larger type size • small caps• strikethrough • color

Use color for a purpose

Color can help readers focus on a key point in a visual. However, too much color can be distracting to your reader. Justify the use of color based on a clear need, not just to make a visual more attractive. Different colors can be used to highlight different stages of a process (e.g. input/output) or to contrast the f low of substances like conditioned air, fuel or air in a system.

Choose colors carefully

About 15% of people have a partial degree of red/green color blindness. People with color blindness are unable to differentiate between reds and greens; and, sometimes this confusion may also involve blues or yellows. Therefore, do not use reds and greens or blues or yellows together (e.g. as adjoining segments of a pie chart).

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Designing Charts, Tables and Graphs

Whether you use a chart, table, graph or illustration, the best visual is one that communicates your message quickly and effectively. For example, statistical information can often be conveyed more effectively through charts, tables and graphs than in written form.

Visuals can be generated easily through an ever-increasing number of easy-to-use software programs. But, while the computer will make the visual, you must make the design and content decisions.

Let’s take a look at specific design tips for charts, tables, graphs and illustrations.

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Flow charts

Flow charts illustrate the step-by-step progress of a procedure or system. Use a f low chart to show your audience a procedure or system as it moves from start to finish. Your visual should depict the parts of the procedure or system and how those parts are related. Flow charts can also be used to show causes/effects, organizational relationships, workf low or chronology.

HOW NOT TO DO IT

Antenna Not OperationalProblem: Radio antenna does not function. It will not go up because the antenna motor does not run. Ignition and Radio are turned on.

Solution: Check for blown fuses F1 and F2 in fuse panel under the hood of the car.

Blown Fuse(s)

Locate the orange connector wire that runs from the antenna relay. Remove it. Now, replace F1 fuse

and recheck operation of antenna.

There is a three-wire connector with the orange wire that runs from

the antenna relay. Disconnect it. Now, install new F2 fuse.

If the new F2 fuse blew after installation, check for a short circuit in the yellow wire that runs

from the fuse panel to the radio. Also check for a short circuit in the pink wire that runs from the

radio to the relay connector for short circuit. If these are OK, remove radio for repair.

If the new F2 fuse didn’t blow when you installed it, you’ll need to

replace the antenna relay.

Locate the short circuit in the orange wire that runs from the

fuse panel to the connector. Repair the short circuit in the wire.

Locate the three-wire connector that has a white wire. Now locate the connector

with orange wire and install it at the antenna relay. Check F1 fuse again.

There is a gray wire and a dark green wire that run from the relay to the antenna motor connector. These two wires also run to the antenna assembly. Check for a

short circuit. If OK, remove antenna motor for repair.

You’re going to have to replace the relay.

Radio Fuse BlownClock Fuse Blown

Fuse BlownFuse Intact



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Radio Antenna is Not Operational ... motor doesn’t run but ignition and radio are on

Clock Fuse Blown Radio Fuse Blown

Remove orange connector wire from antenna relay. Replace

F1 fuse and recheck operation.

Disconnect three-wire connector with orange wire at the antenna relay. Install

new F2 fuse and recheck operation

New Fuse Blown

Check for short circuit in yellow wire from fuse panel to radio and pink wire

from radio to relay connector. If OK, remove radio for repair.

New Fuse Intact

Replace antenna relay

New Fuse Blown

Locate and repair short circuit in orange wire from fuse panel

to the connector.

New Fuse Intact

Disconnect three-wire connector with white wire and install the connector with orange wire at antenna relay. Recheck fuse.

Fuse Blown

Check for short circuit in gray and dark green wires from relay to antenna motor connector,

and to the antenna assembly. If OK, remove antenna motor for repair.

Fuse Intact

Replace the relay.

A BETTER WAY

Your starting activity should be in the upper left corner of your visual. Use a standard system of symbols so your audience can clearly follow the activities and f low (e.g. use arrows to indicate direction of f low; use color and/or shape to indicate similar activities). Limit the number of symbols you use and, if necessary, provide a legend that defines the shapes. Remember that a f lowchart is meant to provide the “big picture.” Save the details for the Appendix or Attachments.

Check for blown fuses F1 and F2

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Organizational Charts

Organizational charts display the structure of an organization or department. Use an organizational chart to show your reader the hierarchy and relationship of individuals within a group. Your visual should depict the structure as well as the relationship and levels of responsibility of the people within the group.

HOW NOT TO DO IT

AB

C M

anuf

actu

ring

Com

pany Organizational Chart

General Manager John Smith

VP, Quality & Assurance ControlKevin White

DirectorQuality Assurance

Susan Lee

Total Head Count = 46 Total Head Count = 24 Total Head Count = 9 Total Head Count = 14Total Head Count = 48 Total Head Count = 210

ManagerComputer Systems Validation

Takis Pappas

Senior ManagerDocumentation & Training

Michael Marra

ManagerProcess Validation

Paul Leighton

DirectorQuality Control

Judi Maloney

DirectorCompliance

Lester Morrison

Organization• John Smith - General Manager• Kevin White - VP, Quality &Assurance Control• Susan Lee - Director, Quality Assurance• Judi Maloney - Director, Quality Control• Lester Morrison - Director, Compliance• MichaelMarra-SeniorManager,Documentation&Training• PaulLeighton-Manager,ProcessValidation• TakisPappas-Manager,ComputerSystemsValidation

EXAMPLE 1

EXAMPLE 2

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A better way

Your organizational chart should be structured from top to bottom. Use boxes to display the information about different levels/divisions within an organization . . . or the relationship and levels of responsibility of people within a department. Always use solid lines to connect the boxes that are directly related. If you need to indicate an indirect relationship, use a dotted, dashed or differently colored line to connect the boxes.

ABC Manufacturing Quality Assurance/Quality Control

Paul LeightonManager

Process ValidationTotal Head Count = 48

Takis PappasManager

Computer Systems ValidationTotal Head Count = 24

Judi MaloneyDirector

Quality ControlTotal Head Count = 210

Susan LeeDirector

Quality AssuranceTotal Head Count = 46

Lester MorrisonDirector

ComplianceTotal Head Count = 14

ABCmanufacturing







Michael MarraSenior Manager

Documentation & TrainingTotal Head Count = 9

Kevin WhiteVP, Quality & Assurance Control

John SmithGeneral Manager

ABC Manufacturing Company

John SmithGeneral Manager

Kevin White VP, Quality & Assurance

Control

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Tables

Tables allow you to present large amounts of information in a concise and orderly way. If your information can be displayed using two main criteria, you can easily present your information in the rows and columns of a table. By presenting your information in a table, you can quickly and efficiently focus the reader’s attention on key data.

Here are examples of some common types of tables and how you can use them to present your information:

Value tablesAllow the reader to quickly and easily see the relationship between two different values.

# Hits at 5 minute Intervals

Intervals Websites(in minutes) A B C

34 39 40

54 59 57

72 75 74

81 83 83

65 67 67

5 min.

10 min.

15 min.

20 min.

25 min.

# Hits at 5 minute Intervals

Intervals Websites(in minutes) A B C

34 39 40

54 59 57

72 75 74

81 83 83

65 67 67

5 min.

10 min.

15 min.

20 min.

25 min.

TABLE #1

(focuses the reader’s attention on Website A at 5 minutes)

TABLE #2

(changes the reader’s focus to Website B at 20 minutes)

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Access

CommPort

PC

SingleCopy

Direct send

MultiCopy

Print Report

Print Trans.Report

MailboxInput

Mailbox Output

Print Rec’d File

Memory send

Receive to printer

Receive to memory

Data from PC

Data to PC

PC printing

PC scanning

x x x x xx x

x x x xx x x xx x x x

x x

xx*

xxx

* Not available when box type and number are the same.

xx

xx

x

x

xx

x*

x

x

x

Condition or decision tablesCondition or decision tables allow the reader to consider responses for various conditions or for a combination of events.

Profits by Product Code

If the profit is for: Then use this code:

Vinyl-clad window

Wood-framed window

Metal entrance door

Vinyl clad patio door

80046.11

21268.45

66233.14

10258.04

Matrix tablesMatrix tables help the reader evaluate multiple possible solutions against a pre-determined set of criteria; help the reader to narrow down a wide range of choices or prioritize actions.

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10

28

222014.71

15

73

30 18Item 1

Item 4

Item 3

Item 5

Item 6

Item 2

Item 8

Item 10

Item 9

Item 7

Pie Graphs

Pie graphs are a simple and effective way to show the relationship of one or more parts to the whole.

HOW NOT TO DO IT

The following example breaks almost all the rules of effective pie graph design. The result? A confusing and messy visual that would only serve to irritate a reader.

With so many pieces of the pie, this data would have been better illustrated by a bar graph.

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A BETTER WAY

This pie graph is a more effective example. It has only three segments and the segment that the writer wishes to address has been emphasized by moving it slightly away from the pie. Also, since the annotation is outside the pie, the overall effect is less confusing.

Some points to remember:• Explode only one slice of pie;• Use the pie graph when you have seven segments or fewer to show;• Keep the annotation outside the pie;• Use whole numbers rather than decimals;• Avoid garish shading patterns; and• Use color or fill options, where possible, to distinguish the segments.

Employee Opinion of New Payroll Platform

Dislike 23%

No Opinion 17%

Like60%

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Line Graphs

Use line graphs to compare trends over a period of time. Effective line graphs are simple and clear. Therefore, avoid the temptation to clutter your visual with too much detail or too many comparisons.

Some points to remember:• Label axes clearly and keep the vertical axis label horizontal.• Place time on the horizontal axis using the fewest number of intervals possible.• Keep the vertical and horizontal axes proportional to each other in length.• End axes at the level of the final data point or one increment beyond.• Keep the number of lines to a maximum of five.• Use a descriptive heading.

Number of Sick Days Accrued in Three Canadian Offices

Month

# of sick days

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

90

80

70

60

50

40

30

20

10

0

Vancouver

Toronto

Montreal

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Bar Graphs

Bar graphs show the relationship of several variables at specific points in time (e.g. relative sales of three products over a five-year period).

Bar graphs may be constructed vertically or horizontally. You can design them easily, but should avoid the temptation to overcrowd or over complicate them.

Some points to remember:• Keep the bars a constant width and vary the length to show quantity.• Keep the bars in two-dimensional form; three-dimensional bars might look pretty, but

they detract from the accuracy, precision and readability of the chart.• Use clear labels and/or legends to show what is being demonstrated.• Keep axes intervals to the minimum needed to preserve the integrity of your data.• Use color, where appropriate, to differentiate data. AN EXAMPLE

Planned vs Actual Timefor Project Completion

Time in

Days

90

80

70

60

50

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Writing Resources


Drawings

Used individually or combined with other visuals, drawings can be used to creatively show details in your reports. Drawings can effectively illustrate physical objects, human or mechanical actions and conceptual ideas.

Some points to remember:• Keep the information as brief and simple as possible.• Choose the most relevant and appropriate view (exterior, cross-section, exploded,

cutaway).• Clearly identify the parts of the drawing.• Include a key that identifies all symbols, when necessary.• Try to present only one type of information in each drawing.• Keep terminology consistent. If you refer to something as “proportion” in the

text, then don’t refer to it as “percentage” in the drawing.

Liquid Rocket Systems General Arrangement

Helium

Fuel

Orbit Attitude and Maneuvering System

25 lb Thrust Chamber (Typical 16 Places)

Re-entry Control System

100 lb Maneuver Thrust Chamber (Typical 6 Places)

85 lb Decelerate Thrust Chamber (Typical 2 Places)

25 lb Attitude Thrust Chamber (Typical 8 Places)

Oxidizer

Writing Resources


Photographs

Use photographs in reports to show existing products or prototypes. They show that what you are discussing is real — not a design or concept under development. They can be used to show causes/effects, design parts/apparatus, comparison/contrast, and advantages/disadvantages.

You can apply the tips provided for drawings to your photographs as well. And here are some extra hints that may help you with your photo design:• Make sure your photo is clear!• Crop photos to accentuate relevant areas and use document space effectively.• Use photo labels to identify key points and support the photo caption.

FIGURE 3: THE GREENHOUSE EFFECT

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Writing for an International Audience

As North American companies reach out to the global marketplace, they are encountering new communications challenges. In written correspondence, writers now have to simplify their English in order to produce effective business documents, including e-mail messages.

In this section, you will find some strategies for writing to people whose first language is not English.

Some Tips for Writing International English

Avoid wordy phrasesMost writers have a “library” of phrases that have become second nature to them. Some examples:• at this point in time… • in accordance with…• located to the east of New York… • because of the fact that…• in a timely manner… • subsequent to…• on an annualized basis… • despite the fact that…

While these writing habits are neither ungrammatical nor “wrong,” they can make the task of a non-native English speaker considerably more arduous.

Choose concise verbsOut of sheer habit, many writers use drawn out verbs rather than their shorter, more concise alternatives. Some examples:

• We will carry out an analysis of… (We will analyze…)• We are in agreement with… (We agree…)• They conducted a review of… (They reviewed…)

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Choose strong verbsWriters faced with the challenge of describing complex processes sometimes retreat to the safety of weak verbs. Some examples:• Our engineers will involve your company’s specialists in the project.

(What exactly does “involve” mean?)• Have the lever in a position that can be easily reached.

(Position the lever within reach…)

Avoid verbalizing nounsNorth Americans have a habit of turning nouns into verbs. This practice is confusing to someone who learned English as a foreign language and who learned many of these words as nouns. Some examples:

• The downturn in Asian economies will impact our financial results. (inf luence?)

• We will interface with your systems analysts weekly during the project. (meet with?)

While words like impact and interface are now accepted (at least by some dictionaries) as verbs in our language, writers should keep in mind that most foreign readers, when they first learned the English language, will have learned these words as nouns.

Similarly, using a word such as address can cause misunderstandings. Most students of English will first learn that an address goes on the outside of an envelope. Then in our business correspondence, we tell them that:• We will address their issues;• Our representative will address them at their next staff meeting; and • The issue of costs will be addressed during a one-to-one interface.

Is it any wonder that someone on the other side of the world might be confused?

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Minimize use of passive verbsWhen people learn English, they start by learning straightforward sentence structures that have the following active structure:

ACTOR ACTION ACTED UPON

The manager wrote the proposal

So when they first read a sentence with a passive structure, they have to stop and figure out who is doing what to whom.

ACTED UPON ACTION ACTOR

The proposal was written by the manager

While it is practically impossible to eliminate passive verbs completely from a large document, writers should at least try to minimize their use. The above examples are, of course, very simple. Try this one:• The initiation of the project and the acquisition of the necessary resources will be

carried out by us.

An alternative:

• We will start the project and we will make sure that the necessary materials are available.

Avoid using noun stringsPeople who learn English as a foreign language learn to recognize nouns and adjectives. They know that an adjective modifies a noun. However, sometimes we use a noun to modify another noun as in mail truck, systems analyst or computer program. Most foreign readers cope with this practice.

However, when we use multiple nouns to modify another noun, comprehension problems can arise. An example:• An organizational change readiness assessment will be conducted by our

business transformation management team.

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Stay away from sports analogies and idiomsEvery culture has its share of idioms. While these phrases add richness and color to our communications, they simply do not cross borders well. Not only can they confuse foreign readers, but sometimes they can also offend. Some examples:• We’re in this for the long haul…• This puts us between a rock and a hard spot…• With our technology, you will be able to blast the competition…• We need to change our game plan…• Without new technology, you won’t even get to second base…

Balance brevity with comprehensionWhile all writers seek to achieve a style that is brief and to-the-point, for their foreign readers, a writer sometimes needs to add words in order to be more explicit.• The word that Used as a conjunction between a primary and a subordinated sentence core, we

often omit the word that. We heard their bid was successful.

For foreign readers, however, the following structure would be more helpful. We heard that their bid was successful.

• The possessive The possessive apostrophe sometimes causes confusion for foreign readers. Acme’s services lead to cost effective solutions for its clients’ challenges.

An alternative: At Acme, we provide cost effective solutions for the challenges that our clients face.

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Use bridging words liberallyIn their quest for conciseness, many writers in North America have been taught to omit bridging words or phrases. However, these words can be helpful to a foreign reader who is struggling to follow the f low of meaning in a business document.

Some examples:• First, we will analyze your situation; second, we will prepare a proposed plan of

action; and finally, we will implement the new system.• The project has been completed more quickly than we expected. As a result, you

will receive the final report next week.• Because the network has been expanded, we can extend the service to 20,000

additional customers. Consequently, you will achieve your financial goals for the following year.

Avoid vague sentence subjectsVague words that carry no intrinsic meaning are problematic for foreign readers. When used as the subject of a sentence core, the words This, There and It do little to clarify the meaning of the message.

Some examples:• This

The stock market is becoming increasingly volatile. This means that investors must find other ways to invest their money.

(The vague this causes the reader to think backwards to the previous statement.)

An alternative: Because the stock market is becoming increasingly volatile, investors must

find other ways to invest their money.

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• There

There are several solutions Acme can offer.

An alternative: Acme can offer you several solutions.

• It

It is to be expected that subcontractors will cause delays. (The it in this sentence conveys no meaning; it is simply a filler word.)

An alternative: We can expect the subcontractors to cause delays.

Shorten your sentencesSentences with more than two sentence cores put extra strain on the reading and translating abilities of foreign readers. While a multi-core sentence may be quite clear to a native English speaker, a foreign reader may struggle not only to translate each word but to translate a sentence structure which may be very different from that used in their mother tongue.

Writing Resources


Impact IndicatorThe Impact Indicator helps you measure the clarity of your sentences. It will also determine if you are writing in a high, medium or low impact sentence style.

How It WorksYou will be asked to choose 10 sentences from a sample of your writing and evaluate how often you use picture nouns and active verbs. You will also be asked to calculate the percentage of prepositions you use and the number of words you use per sentence.

What To DoFollow the step-by-step instructions that will teach you how to use the Impact Indicator. Be sure to count all the words in your 10 sentences so you can accurately assess your writing skills. As the Impact Indicator is designed to measure the clarity of full sentences, please do not include any point form, bulleted text or headings in your sample.

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Impact Indicator Calculation Form

First, choose a sample of your writing consisting of 10 or more sentences and complete the following steps:

Count 10 consecutive sentences. Count the words in the 10 sentences. Total words =

Clarity Impact – Assess the 10 sentences from above.

Divide total words by 10. Average words per sentence =10

=

Choose the score that matches your average words per sentence above: • 10-20 wps score 0 • less than 10 wps score -10 • more than 20 wps score -10

Step 1:

Put a box around all the prepositions in each of your 10 sentences.

Here’s a list of prepositions to help you identify your prepositions: about behind during of to* above below for off toward across beneath from on up around beside in out under as between inside over with at by into through without

* Note: Do not count the word “to” as a preposition when it is used in the infinitive form of the verb. For example: to follow, to access, to be, to provide.

How many prepositions do you have?

B

C

D

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____ x 5 =Circle the noun in the subject position of each sentence. How many are picture nouns?

Underline the corresponding verb in each sentence. How many are active/linking verbs?

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Step 2:

On the grid below, find where your total words and number of prepositions intersect to determine your score for the percentage of prepositions in your sample.

D

Clarity Impact Total:

E

FRead What Is Your Impact? on page 110 to understand what your score means.

Add the totals in the 4 boxes in the right hand column of this form.

# of prepositions

-5 -5 -5 -4 -3 -3 -2 -2 -1 -1 40 -5 -5 -4 -4 -3 -3 -2 -2 -1 -1 38 -5 -5 -4 -3 -3 -2 -2 -1 -1 -1 36 -5 -4 -4 -3 -3 -2 -1 -1 -1 0 34 -5 -5 -3 -3 -2 -2 -1 -1 0 0 32 -5 -4 -3 -3 -2 -1 -1 -1 0 0 30 -4 -3 -3 -2 -2 -1 -1 0 0 0 28 -4 -3 -3 -2 -1 -1 0 0 0 -1 26 -4 -3 -2 -1 -1 0 0 0 -1 -1 24 -3 -2 -2 -1 0 0 0 -1 -1 -1 22 -3 -2 -1 -1 0 0 -1 -1 -1 -1 20 -2 -1 -1 0 0 -1 -1 -1 -1 -1 18 -2 -1 0 0 -1 -1 -1 -1 -1 -1 16 -1 0 0 -1 -1 -1 -1 -1 -1 -1 14 0 0 -1 -1 -1 -1 -1 -1 -1 -1 12 0 -1 -1 -1 -1 -1 -1 -1 -1 -1 10* 100 120 140 160 180 200 220 240 260 280

Total words in 10-sentence sample

What is your percentage preposition score?

* If less than 10 prepositions, score -1.

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Step 2:


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# of prepositions

-5 -5 -5 -4 -3 -3 -2 -2 -1 -1 40 -5 -5 -4 -4 -3 -3 -2 -2 -1 -1 38 -5 -5 -4 -3 -3 -2 -2 -1 -1 -1 36 -5 -4 -4 -3 -3 -2 -1 -1 -1 0 34 -5 -5 -3 -3 -2 -2 -1 -1 0 0 32 -5 -4 -3 -3 -2 -1 -1 -1 0 0 30 -4 -3 -3 -2 -2 -1 -1 0 0 0 28 -4 -3 -3 -2 -1 -1 0 0 0 -1 26 -4 -3 -2 -1 -1 0 0 0 -1 -1 24 -3 -2 -2 -1 0 0 0 -1 -1 -1 22 -3 -2 -1 -1 0 0 -1 -1 -1 -1 20 -2 -1 -1 0 0 -1 -1 -1 -1 -1 18 -2 -1 0 0 -1 -1 -1 -1 -1 -1 16 -1 0 0 -1 -1 -1 -1 -1 -1 -1 14 0 0 -1 -1 -1 -1 -1 -1 -1 -1 12 0 -1 -1 -1 -1 -1 -1 -1 -1 -1 10* 100 120 140 160 180 200 220 240 260 280




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Step 2:


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E



# of prepositions

-5 -5 -5 -4 -3 -3 -2 -2 -1 -1 40 -5 -5 -4 -4 -3 -3 -2 -2 -1 -1 38 -5 -5 -4 -3 -3 -2 -2 -1 -1 -1 36 -5 -4 -4 -3 -3 -2 -1 -1 -1 0 34 -5 -5 -3 -3 -2 -2 -1 -1 0 0 32 -5 -4 -3 -3 -2 -1 -1 -1 0 0 30 -4 -3 -3 -2 -2 -1 -1 0 0 0 28 -4 -3 -3 -2 -1 -1 0 0 0 -1 26 -4 -3 -2 -1 -1 0 0 0 -1 -1 24 -3 -2 -2 -1 0 0 0 -1 -1 -1 22 -3 -2 -1 -1 0 0 -1 -1 -1 -1 20 -2 -1 -1 0 0 -1 -1 -1 -1 -1 18 -2 -1 0 0 -1 -1 -1 -1 -1 -1 16 -1 0 0 -1 -1 -1 -1 -1 -1 -1 14 0 0 -1 -1 -1 -1 -1 -1 -1 -1 12 0 -1 -1 -1 -1 -1 -1 -1 -1 -1 10* 100 120 140 160 180 200 220 240 260 280




Writing Resources


Impact Indicator Summary Sheet

Pre-course Score

Section Sample A Sample B Sample C Average Score

A+B+C3[ ]

Clarity Impact + + = /3

Average Clarity Impact:

Post-course Score

Section Sample A Sample B Sample C Average Score

A+B+C3[ ]

Clarity Impact + + = /3

Average Clarity Impact:

Writing Resources


What Is Your Impact?

Use the descriptions below to determine the clarity of your sentences and the impact on your reader.

Clarity Impact

Over 50 High Impact

You use a high proportion of High Impact sentences with picture nouns and active/linking verbs. You put the primary information in the core of your sentence (ACTOR »

ACTION » ACTED UPON) and use prepositions to add secondary detail. As a result, your readers can read and understand your message quickly.

40-50 Medium Impact

You use a mixture of High Impact and Low Impact sentences. You use some picture nouns along with some vague nouns and you may have too many passive sentences. Sometimes you put your primary information in the core of your sentence; at other times, the main point of your sentence is carried in prepositional phrases. As a result, your readers find some information easy to understand and some hard to understand. They may misinterpret your key points and question your credibility.

Under 40 Low Impact

You use a high proportion of Low Impact sentences with vague nouns and passive verbs. You tend not to use the ACTOR » ACTION » ACTED UPON format; therefore, your readers cannot decipher your message with certainty. You may also use a high percentage of prepositions which hide the main message of your sentences. Because you write in a hard-to-read style, some readers may simply quit reading. They may doubt your credibility and conclude that they may not want to do business with you or your organization.

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