MTL Course Plan: "The ABC of Writing"

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"The ABC of Writing" course plan pack from ManageTrainLearn is the definitive guide to business writing on the Internet. It will allow you to create outstanding courses in business writing in the shortest time imaginable. It contains the biggest selection of course resources that you will find, including a range of course timetables, pre-course resources, discussion topics, icebreakers, presentations, quizzes, exercises, and the very best online resources for immediate download. In fact, everything you could possibly need to design your own customised business writing training.

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  • Answer: cliche
  • Answer: accurate
  • Answer: true
  • Answer: “Due to the fact that…”
  • Answer: paragraphs
  • Answer: true
  • Answer: the length of the piece
  • Answer: appendix
  • Answer: true
  • Answer: “Business process re-engineering”
  • MTL Course Plan: "The ABC of Writing"

    1. 1. The ABC of Writing A One-Day Course Plan www.managetrainlearn.com
    2. 2. Welcome to “The ABC of Writing”
    3. 3. This presentation from ManageTrainLearn shows you the full PowerPoint presentation that comes with your MTL Course Plan on "The ABC of Writing". When you purchase your full MTL Course Plan on "The ABC of Writing", you also receive a course plan file and fully editable "Facilitator's Guide". When downloaded, this PowerPoint file is also fully editable.
    4. 4. The ABC of Writing Welcome and Introductions
    5. 5. Introductions Step 1 1. Introductions
    6. 6. A simple way to introduce yourself… 1. Who are you?
    7. 7. A simple way to introduce yourself… 1. Who are you? 2. What do you do?
    8. 8. A simple way to introduce yourself… 1. Who are you? 2. What do you do? 3. Why are you on the course?
    9. 9. Aim of this Course Step 2 1. Introductions 2. Aim of this Course
    10. 10. Aim of this Course The aim of this course is to show you how to improve your written communication at work
    11. 11. Some Targets for Today Step 3 1. Introductions 2. Aim of this Course 3. Some Targets for Today
    12. 12. By the end of this course, you will be able to… 1. explain the ABC check of writing
    13. 13. By the end of this course, you will be able to… 1. explain the ABC check of writing 2. list 7 grammatical terms and 7 punctuation signs
    14. 14. By the end of this course, you will be able to… 1. explain the ABC check of writing 2. list 7 grammatical terms and 7 punctuation signs 3. give 5 ways to clarify your meaning
    15. 15. By the end of this course, you will be able to… 1. explain the ABC check of writing 2. list 7 grammatical terms and 7 punctuation signs 3. give 5 ways to clarify your meaning 4. suggest 3 ways to make your writing more concise
    16. 16. By the end of this course, you will be able to… 1. explain the ABC check of writing 2. list 7 grammatical terms and 7 punctuation signs 3. give 5 ways to clarify your meaning 4. suggest 3 ways to make your writing more concise 5. explain what the Fog Index is.
    17. 17. Who will benefit from this course? Step 4 1. Introductions 2. Aim of this Course 3. Some Targets for Today 4. Who Will Benefit from this Course?
    18. 18. Who will benefit from this course? This course is essential for anyone whose job involves frequent written communication.
    19. 19. An overview of the course Step 5 1. Introductions 2. Aim of this Course 3. Some Targets for Today 4. Who Will Benefit from this Course? 5. An Overview of the Course
    20. 20. An overview of the course 1. Welcome and Introductions
    21. 21. An overview of the course 1. Welcome and Introductions 2. Icebreaker 1
    22. 22. An overview of the course 1. Welcome and Introductions 2. Icebreaker 1 3. Small group discussion
    23. 23. An overview of the course 1. Welcome and Introductions 2. Icebreaker 1 3. Small group discussion 4. Large group discussion
    24. 24. An overview of the course 1. Welcome and Introductions 2. Icebreaker 1 3. Small group discussion 4. Large group discussion 5. Course Presentation
    25. 25. An overview of the course 1. Welcome and Introductions 2. Icebreaker 1 3. Small group discussion 4. Large group discussion 5. Course Presentation 6. Do and Log Exercise 1
    26. 26. An overview of the course 7. Icebreaker 2
    27. 27. An overview of the course 7. Icebreaker 2 8. Do and Log Exercise 2
    28. 28. An overview of the course 7. Icebreaker 2 8. Do and Log Exercise 2 9. Internet Resources
    29. 29. An overview of the course 7. Icebreaker 2 8. Do and Log Exercise 2 9. Internet Resources 10. Assessments and Quiz
    30. 30. An overview of the course 7. Icebreaker 2 8. Do and Log Exercise 2 9. Internet Resources 10. Assessments and Quiz 11. Course Review and Close
    31. 31. Administration Issues Step 6 1. Introductions 2. Aim of this Course 3. Some Targets for Today 4. Who Will Benefit from this Course? 5. An Overview of the Course 6. Administration Issues: what you need to know
    32. 32. Administration Issues Any Questions?
    33. 33. The ABC of Writing Icebreaker 1: What We Have In Common
    34. 34. Icebreaker 1: “What we have in common” Step 1 1. In this icebreaker, we want you to find out what you have in common with other people on the course.
    35. 35. Icebreaker 1: “What we have in common” Step 2 2. Find 2 other people in the group that you don’t know too well. Go and sit together.
    36. 36. Icebreaker 1: “What we have in common” Step 3 3. You now have 5 minutes to tell each other about yourselves. In the course of chatting, look for things that all 3 of you have in common, both obvious and unusual.
    37. 37. Icebreaker 1: “What we have in common” Step 4 4. Re-convene and feed back your lists of things in common. Get the group to find something that 2 or more people have in common that is a really odd coincidence.
    38. 38. The ABC of Writing Small Group Discussion
    39. 39. Small Group Discussion Step 1 1. Go to the “Small Group Discussion” Worksheet
    40. 40. Small Group Discussion This is the Small Group Discussions: Starter Questions worksheet
    41. 41. Small Group Discussion Step 2 1. Go to the “Small Group Discussion” Worksheet 2. Form pairs or small groups
    42. 42. Small Group Discussion Step 3 1. Go to the “Small Group Discussion” Worksheet 2. Form pairs or small groups 3. In your group, work through each of the 5 questions on the worksheet
    43. 43. The 5 Questions are… 1. Why are you on this course?
    44. 44. The 5 Questions are… 2. What do you hope to gain from this course?
    45. 45. The 5 Questions are… 3. How would you rate your current competence in the skills of this course subject?
    46. 46. The 5 Questions are… 4. When and where will you practise the skills of this course?
    47. 47. The 5 Questions are… 5. How do you feel about being on this course?
    48. 48. Small Group Discussion Step 4 1. Go to the “Small Group Discussion” Worksheet 2. Form pairs or small groups 3. In your group, work through each of the 5 questions on the worksheet 4. After 10 minutes, come back
    49. 49. Small Group Discussion Step 5 1. Go to the “Small Group Discussion” Worksheet 2. Form pairs or small groups 3. In your group, work through each of the 5 questions on the worksheet 4. After 10 minutes, come back 5. Feed back your views and thoughts
    50. 50. The ABC of Writing Coffee Break
    51. 51. The ABC of Writing Large Group Discussion
    52. 52. Large Group Discussion Step 1 1. Go to the “Large Group Discussion” Worksheet
    53. 53. Large Group Discussion This is the Large Group Discussions: Starter Questions worksheet
    54. 54. Large Group Discussion Step 2 1. Go to the “Large Group Discussion” Worksheet 2. Form groups of 4 or 5
    55. 55. Large Group Discussion Step 3 1. Go to the “Large Group Discussion” Worksheet 2. Form groups of 4 or 5 3. In your group, work through each of the 5 questions on the worksheet
    56. 56. The 5 Questions are… 1. Recall times in your working life when you found difficulty with writing. What was the reason for the difficulty?
    57. 57. The 5 Questions are… 2. Recall times in your working life when you produced writing that you were pleased with. Why was this writing successful?
    58. 58. The 5 Questions are… 3. What kind of writing are you required to do most of in your job, eg reports; memos; copywriting; emails; proposals?
    59. 59. The 5 Questions are… 4. How much do you read? How often? What kind of writing do you like to read?
    60. 60. The 5 Questions are… 5. What are the 3 main areas of your writing that you think you need help with?
    61. 61. Large Group Discussion Step 4 1. Go to the “Large Group Discussion” Worksheet 2. Form groups of 4 or 5 3. In your group, work through each of the 5 questions on the worksheet 4. After 20 minutes, come back
    62. 62. Large Group Discussion Step 5 1. Go to the “Large Group Discussion” Worksheet 2. Form groups of 4 or 5 3. In your group, work through each of the 5 questions on the worksheet 4. After 20 minutes, come back 5. Feed back your views and thoughts
    63. 63. The ABC of Writing Course Presentation
    64. 64. Introduction If you want to leave people with a clear message that can’t be misunderstood, or you want to leave them with a clear impression of you, then you must write your message and, before you send it, rigorously use the ABC checks.
    65. 65. Course Presentation Step 1 1. A for Accuracy
    66. 66. 1. A for Accuracy The A for Accuracy check is the check you run to see that what you have written is factually true, grammatically correct, wellspelt and has a logical flow. One way to do this is to read your piece from your reader’s point of view and to ask yourself: could it be misinterpreted? If your writing reads differently out of context or from a different angle, then re-write it.
    67. 67. Questions What examples can you think where people’s lack of clarity has resulted in strange or funny results?
    68. 68. Course Presentation Step 2 1. A for Accuracy 2. Write to be Understood
    69. 69. 2. Write to be Understood The simplest rule in writing is that you write, not to be understood, but not to be mis-understood. A professor wrote on a blackboard: "A woman without her man is nothing" and asked the class to punctuate it. All the males wrote: "A woman, without her man, is nothing." All the females wrote: "A woman, without her, man is nothing."
    70. 70. Questions What are the main punctuation symbols? What kind of errors do people commonly make with them?
    71. 71. Course Presentation Step 3 1. A for Accuracy 2. Write to be Understood 3. B for Brevity
    72. 72. 3. B for Brevity Today most people don’t have time to read long pieces of writing. So help them or you won't get read. Always prune your writing. Aim for sentences of between 12 and 15 words each with 3 sentences in each paragraph. Try to keep your writing to one page. If you have more information, split it into a summary and an appendix.
    73. 73. Questions What examples can you think of of lengthy and hard-tounderstand writing? How could the writing have been shortened?
    74. 74. Course Presentation Step 4 1. A for Accuracy 2. Write to be Understood 3. B for Brevity 4. Bureaucratese
    75. 75. 4. Bureaucratese Bureaucratese is the language used by officials when referring to regulations. It owes more to procedural correctness than to correct expression. Can you guess what a Canadian Fire department meant with the term, "in a non-viable condition"? Yes, that's right. It's for people who are dead.
    76. 76. Questions Sift through examples of your own where you have used jargon in your writing. How could you have been clearer?
    77. 77. Course Presentation Step 5 1. A for Accuracy 2. Write to be Understood 3. B for Brevity 4. Bureaucratese 5. KISS
    78. 78. 5. KISS KISS stands for "Keep it short and simple". Aim to be succinct particularly in emails. Victor Hugo once wrote a letter to his publisher containing the short and simple, "?". His publisher replied, "!".
    79. 79. Questions What examples of writing have you received that were over-long? How could they have been simplified?
    80. 80. Course Presentation Step 6 1. A for Accuracy 2. Write to be Understood 3. B for Brevity 4. Bureaucratese 5. KISS 6. C for Clarity
    81. 81. 6. C for Clarity Writing is a form of 1-way communication, which means you don’t get the chance to check how your message has been received. That’s why you have to be crystal clear when you write. Some of the enemies to clarity are: using buzz-words, clichés, jargon, bureaucratese, and gobbledeegook.
    82. 82. Questions What examples can you think of of buzzwords, clichés, and jargon? How could they be better expressed?
    83. 83. Course Presentation Step 7 1. A for Accuracy 2. Write to be Understood 3. B for Brevity 4. Bureaucratese 5. KISS 6. C for Clarity 7. 7th Grade, 9th Month
    84. 84. 7. 7th Grade, 9th Month Your written communication should be so clear that it is easy to understand by someone in the "7th grade, 9th month" (ie around 12 to 13 years old). Remember that 80% of Lincoln’s famous Gettysburg Address is composed of singlesyllable words.
    85. 85. Questions Look at any piece of writing and ask yourself: could my 12-year-old child understand this? How would you change it?
    86. 86. The Final Word The written word remains the most powerful tool for expressing the nuances of our communications. We write to confirm what's been said. We write to spur others to action. We write to clarify our thoughts. Effective writing is always accurate, brief and clear.
    87. 87. The ABC of Writing Break
    88. 88. The ABC of Writing Exercise 1: Internal Messages
    89. 89. Exercise 1: “ Internal Messages” Step 1 1. Your facilitator will hand you an exercise brief or worksheet.
    90. 90. Exercise 1: “ Internal Messages” This is your instructions or worksheet for Exercise 1
    91. 91. Exercise 1: “ Internal Messages” Step 2 2. Read the brief or instructions. Ask if you have any questions. If OK, start the exercise.
    92. 92. Exercise 1: “ Internal Messages” Step 3 3. When you’ve finished, join with a partner or small group and discuss what you’ve each done on your own.
    93. 93. Exercise 1: “ Internal Messages” Step 4 4. Re-convene and feed back in the large group.
    94. 94. Exercise 1: “ Internal Messages” Step 5 5. Record what you did in this exercise in your Do and Log Exercise worksheet.
    95. 95. Log what happened in the exercise This is your Log Exercise worksheet
    96. 96. The ABC of Writing Lunch Break
    97. 97. The ABC of Writing Icebreaker 2: Buried Treasure
    98. 98. Icebreaker 2: “Buried Treasure” Step 1 1. This icebreaker is aimed at helping you find a hidden treasure in this room.
    99. 99. Icebreaker 2: “Buried Treasure” Step 2 2. Form yourself into 2 teams. 6 members of each team should now come up and take 6 envelopes from the pile. They should also take a copy of the instructions worksheet.
    100. 100. Icebreaker 2: “Buried Treasure” This is the worksheet for this icebreaker
    101. 101. Icebreaker 2: “Buried Treasure” Step 3 3. Each team now has 15 minutes to find the hidden treasure in this room. When either team believes they have discovered the treasure, they must choose the longest-serving player to write the name of the treasure on the chart.
    102. 102. The ABC of Writing Exercise 2: Arranging a Meeting
    103. 103. Exercise 2: “Arranging a Meeting” Step 1 1. Your facilitator will hand you an exercise brief or worksheet.
    104. 104. Exercise 2: “Arranging a Meeting” This is your instructions or worksheet for Exercise 2
    105. 105. Exercise 2: “Arranging a Meeting” Step 2 2. Read the brief or instructions. Ask if you have any questions. If OK, start the exercise.
    106. 106. Exercise 2: “Arranging a Meeting” Step 3 3. When you’ve finished, join with a partner or small group and discuss what you’ve each done on your own.
    107. 107. Exercise 2: “Arranging a Meeting” Step 4 4. Re-convene and feed back in the large group.
    108. 108. Exercise 2: “Arranging a Meeting” Step 5 5. Record what you did in this exercise in your Do and Log Exercise worksheet.
    109. 109. Log what happened in the exercise This is your Log Exercise worksheet
    110. 110. The ABC of Writing Tea Break
    111. 111. The ABC of Writing Internet and Other Resources
    112. 112. My Chosen Internet Resources In this session, use your own researched resources or those listed in the course plan
    113. 113. Internet and Other Resources Step 1 1. The aim of this session is to share some of the best Internet resources on this course and agree on everyone’s favourite.
    114. 114. Internet and Other Resources Step 2 2. Form groups of 2 or 3 and discuss the Internet resources you viewed. Use the “My Chosen Internet Resources” worksheet to make notes on the best video, blog, or website.
    115. 115. My Chosen Internet Resources This is your “My Chosen Internet Resources” worksheet
    116. 116. Internet and Other Resources Step 3 3. Decide as a group which is your favourite resource.
    117. 117. My Chosen Internet Resources Step 4 4. Re-convene as a full group. Discuss each group’s chosen Internet resource and vote on which resource is the best resource and should now be viewed.
    118. 118. My Chosen Internet Resources Step 5 5. Connect to the Internet and view the chosen resource.
    119. 119. The ABC of Writing Course Quiz
    120. 120. Course Quiz Step 1 You are about to see the 10 questions in the course quiz. Jot down your answers on worksheet “Quiz answers”.
    121. 121. Course Quiz This is your “Quiz Answers” worksheet
    122. 122. Question 1 What is this an example of: "in the fullness of time"? a) cliché b) bureaucratese c) tautology d) jargon
    123. 123. Question 2 An __________ piece of written communication is true, correct and logical.
    124. 124. Question 3 The best written reports or memos are simple and to the point. True or False?
    125. 125. Question 4 Which of the following phrases is an example of “padding out”? a) “The true facts” b) “Five in number” c) “Due to the fact that…” d) “Enclosed herewith”
    126. 126. Question 5 Brief written communications means brief words, brief sentences and brief ___________.
    127. 127. Question 6 It is a good idea to draft your written piece first so that you can prune it afterwards. True or False?
    128. 128. Question 7 If you want your writing to be accurate, which of the following do you NOT need to check? a) The grammar b) The spelling c) The punctuation d) The length of the piece
    129. 129. Question 8 To keep reports down to a readable length, it is a good idea to put notes into an ___________.
    130. 130. Question 9 Any piece of writing with a fog index above 50 is likely to need reading more than once. True or False?
    131. 131. Question 10 Which of the following is an example of a buzzword phrase? a) “Full and frank discussions” b) “Business process reengineering” c) “A level playing field” d) “Black and ethnic minority groups”
    132. 132. Course Quiz Step 2 Your facilitator will now run through each of the questions again and give you the correct answers. Exchange your worksheets and score the replies.
    133. 133. The ABC of Writing Break
    134. 134. The ABC of Writing Course Review and Close
    135. 135. Course Review and Close Step 1 1. Review of the Course
    136. 136. Review of the Course Let’s run through what we’ve done on today’s course starting from the beginning…
    137. 137. Course Review and Close Step 2 1. Review of the Course 2. Key Points: jot down your answers and hear ours
    138. 138. What are your own key points? Jot down your answers on your “Key Points, Do’s and Don’ts” worksheet
    139. 139. Key Points 1. The understanding of any piece of writing is aided by making sure it is accurate, brief and clear.
    140. 140. Key Points 1. The understanding of any piece of writing is aided by making sure it is accurate, brief and clear. 2. When checking a piece of writing, put yourself in the position of the reader.
    141. 141. Key Points 1. The understanding of any piece of writing is aided by making sure it is accurate, brief and clear. 2. When checking a piece of writing, put yourself in the position of the reader. 3. Aim to keep your writing short and to the point.
    142. 142. Key Points 4. Avoid overblown phrases, repetition, bureaucratic cliché and two words where one will do.
    143. 143. Key Points 4. Avoid overblown phrases, repetition, bureaucratic cliché and two words where one will do. 5. To communicate clearly, explain what an abbreviation stands for.
    144. 144. Key Points 4. Avoid overblown phrases, repetition, bureaucratic cliché and two words where one will do. 5. To communicate clearly, explain what an abbreviation stands for. 6. If you are writing for a nonspecialist readership, avoid clichés, slang and jargon.
    145. 145. Course Review and Close Step 3 1. Review of the Course 2. Key Points: jot down your answers and hear ours 3. Some Targets for Today
    146. 146. Some Targets for Today Let’s review the targets we set in our first session today…
    147. 147. Transferring your learning Step 4 1. Review of the Course 2. Key Points: jot down your answers and hear ours 3. Some Targets for Today 4. Transferring Your Learning
    148. 148. Transferring your learning Use the “Your Action Plan” worksheet to record what you can now do to develop your skills
    149. 149. Before we close… Any Final Questions?
    150. 150. Well done! Step 5 1. Review of the Course 2. Key Points: jot down your answers and hear ours 3. Some Targets for Today 4. Transferring Your Learning 5. Well Done!
    151. 151. This is your certificate Get your certificate completed, signed and dated
    152. 152. Complete the course questionnaire Before the close, complete the Course Questionnaire to help us develop this programme
    153. 153. Thanks, well done, and good luck!

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