ESP Banking Course Design

Beaconhouse National University
ESP Course for Banking Personnel
1
Mohsin Raza Naqvi (M.PHIL TESL Candidate)
Table of Contents
Page no.
1. Introduction 3
2. Literature Review 4
2.1 What is ESP? 4
2.2 Classification of ESP 5
2.3 Definition of Needs Analysis 6-7
2.4 Course Design in ESP 8-9
3. ESP Course for Banking Staff 10
3.1 Context 10
3.2 Needs Analysis 10-14
3.2.1 Questionnaire 10
3.2.2 Findings of the Questionnaire 11-13
3.2.3 Interview 13
3.2.4 Findings of the Interview 13-14
3.2.5 Conclusion 14
4. ESP Course Design Plan 15
4.1 Course Description 15
4.2 Methodology 15
4.3 Pre-course Information 16
4.4 Learning Outcomes 16
4.5 Evaluation Criteria 16
4.6 Syllabus Outline 17

2
5. Conclusion 18
6. References 19
7. Appendices 20-39
Appendix A, Questionnaire 20-22
Appendix B, Interview 23
Appendix C, Sample Material 24-39
Figure 1 3
Figure 2 5
Figure 3 8
Figure 4 9
Figure 5 11
Figure 6 27
Figure 7 30
Figure 8 31
Figure 9 32
Figure 10 37
Graph 1 11
Graph 2 12
Graph 3 13
Table 1 14
Table 2 17
Table 3 24

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1. Introduction
The domain of English for Specific Purposes (ESP) has had a strong research tradition
since its inception in the 1960s. There are three main reasons common to the emergence of all
ESP, i.e. the demands of a Brave New World, A revolution in linguistics, and a new focus on the
learner (Hutchinson and Waters, 1987). The difference between teaching ESP & general English
is “in theory nothing, in practice a great deal” (Hutchinson & Waters 1987:53). ESP should
properly be seen not as any particular language product but as an approach to language teaching
which is directed by specific and apparent reasons for learning. The tagline or slogan ESP
undergo through is “Tell me what you need English for and I‘ll tell you the English you need”.
There is a colossal demand of ESP courses for banking personnel as they have to carry
out speaking and writing tasks in English language. In the present paper, the researcher has
presented an ESP course for banking personnel after identifying their language needs. Figure 1
explicitly presents the structure of assignment.
Figure 1: Assignment Structure
1 Literature
Review
2 Research
tools and
sources;
findings &
results
3. ESP
course
design plan

4
2. Literature Review
2.1 What is ESP?
ESP involves teaching and learning the specific skills and language needed by particular
learners for a particular purpose. The P in ESP always serves a professional purpose.
Hutchinson and Waters (1987: 19) state that ESP stems from GE, it’s “an approach to language
teaching in which all decisions as to content and method are based on the learner’s reason for
learning”. It is a special discourse used in specific settings. John and Dudley-Evans (1991)
illustrate that ESP requires the careful research and design of pedagogical materials and
activities for an identifiable group of adult learners within a specific learning context. Tony
Dudley Evans (1997) defines ESP in the terms of its absolute and variable characteristics:
I. Absolute Characteristics
 ESP is defined to meet specific needs of the learners
 ESP makes use of underlying methodology and activities of the discipline it serves
 ESP is centered on the language appropriate to these activities in terms of grammar, lexis,
register, study skills, discourse and genre.
II. Variable Characteristics
 ESP may be related to or designed for specific disciplines
 ESP may use, in specific teaching situations, in a different methodology from that of
general English
 ESP is likely to be designed for adult learners, either at a tertiary level institution or in a
professional work situation. It could, however, be for learners at secondary school level
 ESP is generally designed for intermediate or advanced students
 Most ESP courses assume some basic knowledge of the language system

5
2.2 Classification of ESP
ESP is traditionally been divided into two main areas i.e. English for Academic Purposes
(EAP), and English for Occupational Purposes (EOP). Further EAP involves English for
Science and Technology (EST), English for Medical Purposes (EMP), English for Legal
Purposes (ELP), and English for Management, Finance and Economics. EOP refers to English
for professional purposes (EPP) in administration, medicine, law, business and vocational
purposes (EVP).
In the USA a more usual model for the categories of ESP is as follows (Johns 1991). This
is similar to (ETIC 1975).
ESP
EOP EAP
EPP EVP EAP EST
Figure 2: Classification of ESP
English for Professional PurposesEnglish for Vocational Purposes
English for Management, Finance & Economy English for Medical Purposes
English for Legal Purposes
English for Medical Purposes Vocational EnglishPre Vocational English
English for Business Purposes
English for Academic Purposes
English for Science & Technology
English for Occupational Purposes
English for Specific Purposes

6
2.3 Definitions of Needs Analysis
According to Nunan (1988), needs analysis refers to the procedures for gathering
information about learners and about communication tasks for use in syllabus design. Richards et
al, (1992: 242-243) defines needs analysis in language teaching:
…The process of determining the needs for which a learner or a group of learners
requires a language and arranging the needs according to priorities. It makes use of both
subjective and objective information. The analysis seeks to obtain information on the
situation in which a language will be used included whom it will be used with, the
objectives and purposes for which the language is needed, the type of communication that
will be used, and the level of proficiency that will be required…
Ellis and Johnson (1994) added that needs analysis is a method of obtaining a detailed
description of learner needs or a group of learner needs. It takes into account the specific
purposes for which the learner will use the language, the kind of language to be used, the starting
level, and the target level which is to be achieved. Bachman and Palmer (1996) argued, “Needs
analysis or needs assessment, involves the systematic gathering of specific information about
the language needs of learners and the analysis of this information for purposes of language
syllabus design”.
Needs analysis has a vital role in the process of designing and carrying out any language
course, whether it may be English for Specific purposes (ESP) or general English course.
Though needs analysis has gone through many stages, with the publication of Munby’s
Communicative Syllabus Design in 1978, situations and functions were set within the frame of
needs analysis. In his book, Munby introduced communication needs processor (CNP) which is
the basis of his approach to needs analysis. Hutchinson and Waters (1987: 54) articulate:
With the development of CNP it seemed as if ESP had come of age. The machinery for
identifying the needs of any group of learners had been provided: all the course
designers had to do was to operate it.
Munby’s framework concentrates on target needs which are identified through target
needs analysis. Hutchinson and Waters (1987) consider target needs as ‘an umbrella term’ and
sub-divide it into ‘necessities, lacks, and wants’.

7
Dudley-Evans and St John (1998) presented a conceptual framework of needs analysis
encompassing the following three key aspects of investigation:
 Target Situation Analysis (TSA)
The term Target Situation Analysis (TSA) was first used by Chambers in his 1980s article
in which he tried to clarify the confusion of terminology. TSA focuses on goal oriented needs.
 Present Situation Analysis (PSA)
The term PSA (Present Situation Analysis) was first proposed by Richterich and
Chancerel (1980). Dudley-Evans and St. John (1998: 125) state; “A PSA estimates strengths and
weaknesses in language, skills, learning experience”.
 Learning Situation Analysis (LSA)
Hutchinson and Waters (1987) advocated a learning-centered approach in which learners’
learning needs play a vital role. Obviously, they advocate a process-oriented approach, not a
product or goal-oriented one. LSA involves factor like previous learning experience of learners,
reasons for attending the course, and expectations of them.
Hutchinson and Waters’ (1987) definition of wants (perceived or subjective needs of
learners) corresponds to learning needs. Similar to the process used for target needs analysis,
they suggest a framework for analyzing learning needs which consists of several questions, each
divided into more detailed questions. The framework proposed by Hutchinson and Waters (1987)
for analysis of learning needs is the following:
1. Why are the learners taking the course?
2. How do the learners learn?
3. What sources are available?
4. Who are the learners?

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2.4 Course Designin ESP
I keep six honest serving-men.
(They taught me all I knew.)
Their names are What and Why and When
And How and Where and Who.
(Rudyard Kipling)
There are three main types of ESP course design e.g. language centered course design,
skills centered course design, and learning centered course design. Figure 3 clearly demonstrates
a comparison of approaches to ESP course design. Needs analysis further leads the ESP experts
to the course design. As key to ESP is the course design because, in ESP course design, syllabus
specific content (what is to be taught), and method (how is to be taught) are directly related.
A language-centered approach
considers the learner to here.
A skills- centered approach
considers the learner to here.
A learning- centered approach
must consider the learner at every stage.
Figure 3: A comparison of approaches to ESP course design
Identify target situation
Analyse target situation
Analyse learning situation
Write syllabus
Write materials
Teach materials
Evaluate learner achievement

9
Four topics keep extreme importance in ESP course design i.e. language varieties, needs
analysis, syllabus and wide-versus narrow-angled course design. Figure 4 demonstrates those
factors which effect ESP course design.
According to Holliday (1995) the functions of language in ESP course design should be
referential (language use to convey facts and knowledge) and instrumental (language use to get
things done; Holliday, 1995). Needs analysis involves the systematic gathering of specific
information about the language needs of learners. Most ESP courses are subject to time
constraints and must be effectively utilized (West, 1994). Helen Basturkmen (2006) cited in his
book ‘Ideas and Options in English for Specific Purposes’ with reference to Long and Crooks,
syllabuses can be synthetic (language is segmented into discrete linguistic items for one
presentation at one time) or analytic (language is presented whole chunks at a time without
linguistic control). According to Brown (1995) and Richards (2001), there are some types of
syllabuses for ESP course design: Structural, Functional, Notional, Topical, Situational, Skills,
and Task based (organized around activities).Dudley-Evans and St John (1998) state that where
needs are limited, a narrow-angled course may be appropriate and where the learners needs are
more general, a wide-angled course may be appropriate.
Figure 4: Factors affecting ESP course design
ESP
course
WHAT?
Language
description
HOW?
Learning
theories
WHO? WHY?
WHERE? WHEN?
Needs analysis
Nature of
particular
target and
learning
situation
Syllabus Methodology

10
3. ESP Course for Banking Personnel
3.1 Context
English language has been officially established as a second language in Pakistan.
Moreover, people consider the vital role of this language very seriously. Nowadays, the language
is being used in all fields of life. English language is also used as a tool of communication and
plays a very significant role in the business context. Keeping this in view, the researcher has
designed an ESP course after analyzing the language needs of banking personnel. It was a local
bank, located in Wapda Town Lahore.
3.2 Needs Analysis
After identifying the group of learners, analyzing their needs is preliminary to an ESP
course design, as it determines the ‘what’ and ‘how’ of an ESP course (Dudley-Evans & St John,
1998). The researcher used two methods to satisfy the objective of needs analysis i.e.
questionnaire and interview. While collecting the data, the researcher did triangulation process
such as data collected through different resources i.e. bank manager & the banking staff and data
collected through different methods i.e. questionnaire & interview.
3.2.1 Questionnaire
Twelve close-ended questions were asked in the questionnaire, including the
demographic information of the respondents. The questionnaire was designed using Dudley-
Evans & St John (1998, p.125) and Munby’s (1978) framework to needs analysis. Mostly the
questionnaire revolved around their language needs, preferences, proficiency level, language
problems and wants. Cohen and Manion (1994, p.94) state that questionnaire is the best form of
survey to gather significant amount of critical information.
Fourteen questionnaires were sent to the bank. The researcher received nine
questionnaires back, duly filled by the banking personnel. The researcher had done convenience
sampling. The manner in which the researcher administered the questionnaire is presented in the
diagram below:

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Figure 5: Administration of the Questionnaire
3.2.2 Findings of the Questionnaire
The questionnaires were predominantly answered by males. Their age was between 24 to
59 years. Their job experience was between 1 to 35 years. 90% respondents responded that
learning of English language was helpful in their job, only 10% answered vice versa. In response
to the question that which language skill ensure their promotion, 4 respondents out of 9 replied
that mastering in writing skill ensure their promotion. The banking personnel were asked to rate
their level of proficiency for the language skills on a scale, from ‘poor’ to ‘excellent’. They were
also asked that how often they were expected to use the language skills. The below given chart
demonstrates the speaking task which the banking personnel had to carry out most.
Graph 1: Banking personnel’s speaking task
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Answering phone calls Give a presentation Negotiating Give a formal speech
Step 2
Step 3
Contacted the bank manager and explained him the objective of survey
Sent the questionnaires to bank
Step 1 Designed the questionnaire logically

12
The banking personnel were also asked that how often they had to face difficulty in
speaking English with the customer. The below given chart clearly shows their level of difficulty
in speaking skills;
Graph 2: Banking personnel’s level of difficulty in speaking English
Through questionnaires, the researcher came to know that, while speaking English, the
banking personnel faced problem in vocabulary. While performing writing task, they had to
write business letters and e-mails. However, they had to face problem in grammar, while writing
English. In response to the question, which language skill they wanted to improve, majority or
the respondents replied that they wanted to improve their speaking skill. The researcher put a
question to check the preferences of the banking personnel, majority of the respondents
responded that they learnt best by group activities. In response to the last question majority of
the respondents replied that they wanted to take 2 classes of ESP in a week.
The result of the questionnaire showed that the banking personnel’s needs and necessities
were confined to writing skills; however, they also wanted to improve their speaking skills.
Graph 3 explicitly shows the ‘wants’ of banking personnel;
0% 5% 10% 15% 20% 25% 30% 35%
Often
Sometimes
Rarely
Never

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Graph 3: Language wants of banking personnel
3.2.3 Interview
The researcher conducted an interview with the bank manager which focused on the
language needs of banking personnel. The aim of the interview was to conform the speaking and
writing task which was performed by the banking staff. The bank manager did not allow the
researcher to record the conversation.
3.2.4 Findings of the Interview
The bank manager replied that speaking of English language varied from branch to
branch, for instance a branch located in some posh area of the city was required efficient
speaking staff as compared to a branch located in the area of bourgeois class. Through the
interview, it became crystal clear that the banking personnel needed writing skills to improve.
The bank manager replied that mostly the banking staff had to write business letters, and e-mails.
The below given table clearly reflects the question answer session with the bank manager:
0%
10%
20%
30%
40%
50%
60%
Speaking Listening Writing Reading

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No Questions Answered by the bank manager
1 How often the banking personnel are
supposed to speak English with the
customer?
Speaking of English varies from one branch to
another.
2 What kind of writing task is carried out by
the banking staff?
Mostly, they have to write business letters, and
e-mails.
Table 1: result of interview conducted with the bank manager
3.2.5 Conclusion
Data collected through questionnaires and interview showed that the most important need
of banking personnel is to write business letters and e-mails. Pellucid agreement and apt writing
of these documents is absolutely necessary for the banking personnel, as any misunderstanding
in writing these documents can cause detriment to the business. The researcher found that the
banking staff wanted to improve their speaking skills, as well. Bowyer cited in Jordon (1997,
p.26) state;
“If we accept… that a student will learn best what he wants to learn, less well
what he only needs to learn, less well still what he neither wants nor needs to
learn, it is clearly important to leave room in the learning programme for the
learner’s own wishes regarding both goals and processes”.
Bearing in mind the importance of learner motivation in the learning process, learner’s
perceived wants cannot be ignored. So it was decided to design an ESP course based on writing
and speaking skills to fulfill the necessities, lacks and wants of the banking personnel. However,
the speaking skill will be emphasized a little more than writing skill. Keeping in view the target
needs of banking personnel, preliminary, the group will be formed homogeneous. As far as the
language level, work experience, prior knowledge, skills and motivation are concerned, the
group will be formed heterogeneous.

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4. ESP Course Design Plan
The researcher has followed ‘learning-centered approach’ while designing the course
(Hutchinson & Waters 1987, p.72). There is a connection between speaking and writing
therefore both are to be integrated (Mangeldorf, 1989 as cited in Scarcella and Oxford 1992,
p.122). In the case of writing activities, the researcher will engage the learners in collaborative
activities in which they assist one another and give feedback. This very process has been termed
as ‘tapestry approach to writing’ (Scarcella and Oxford 1992, p.123). In the case of speaking,
the researcher will also engage the learners in group activities, where they will perform the task
of answering phone calls and giving presentation to one another. As the course progresses,
teacher’s scaffolding gradually decreases and learners will be given autonomy to perform by
their own. While assessing the learners, the technique of formative assessment will be given
more preference.
4.1 Course Description
In order to address the language concerns of banking personnel, the researcher present an
intensive, narrow angled, task based ESP course, based on two language skills i.e. writing and
speaking. This ESP course is designed to meet the specific language needs of banking personnel.
This is an in-service course comprised on two months and a week (36 hours, each class has 2
credit hours). ESP classes will be held twice in a week. For four weeks, the learners will learn
speaking skills. For five weeks, the learners will learn writing skills. Participant’s present
language situation will be analyzed. Real language situations will be provided. The learner’s
will suppose to work in groups.
4.2 Methodology
Teaching will take place by involving the learners in group activities, situation or task
based activities, presentations, audio-visual activities and so on. Learners will be given
autonomy. They will be motivated and encouraged during their course of work. The learners will
suppose to, write assignments, participate in class discussions, be judged or assessed formatively.
Out of the language skills, writing and speaking will be given extreme importance.

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4.3 Pre-course information
Course title ESP course for banking personnel
Credit hours 2
Course type Intensive
Needs covered Immediate and delayed both
Focus Narrow
Resources Audio-visual aids, air conditioned rooms
Gender Male
Sample size 9
4.4 Learning Outcomes
By the end of the course, the participants will be able to use English language skills while:
i. Answering phone calls
ii. Giving a presentation
iii. Writing business letters
iv. Writing e-mails
4.5 Evaluation Criteria
The assessment or evaluation procedure will be as follows:
i. Attendance 10 marks
ii. Class participation 10 marks
iii. Speaking test 20 marks
iv. Assignment 30+30 marks

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4.6 Syllabus Outline
S,# Week Topics Skills Function Outcomes
1 1st
What is speaking?
Tips for best call
Answering.
Speaking, Listening Asking and giving
information
Improve their
speaking skills
2 2nd
How to greet customers
on phone calls?
Making a phone call.
Speaking, listening Asking and giving
information
Improve their
speaking
proficiency
3 3rd
What is presentation?
Types of presentation.
Speaking, listening To improve speaking
skills
How to give a
presentation
4 4th
Tips for presentation.
Give a presentation.
Speaking, listening To improve speaking
skills
How to give a
presentation
5 5th
Types of business
letters.
Parts of a business letter.
Writing, speaking To provide basic
information about
letter writing
Will learn the
basics of
business letters
6 6th
What does a good
business letter do?
Formats of business
letters.
Writing, speaking To provide the
information of style
and formats
Will learn the
styles and
formats of
business letters
7 7th
Formats of business
letters.
Tips for writing business
letters.
Writing To provide details of
writing business
letters
Will learn how
to write effective
business letters
Table 2: Syllabus outline
8 8th
E-mail and its reasons of
use
Basic parts and types of
e-mail
Writing To provide basic
information about
e-mails
Will learn about
e-mails
9 9th
E-mail guidelines
E-mail guidelines
Writing To teach the
learners, how to write
e-mails
Will be able to
write effective
e-mails

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5. Conclusion
The course will focus on the writing skills of the banking personnel which are identified
through needs analysis. During the course, the learner’s will be formatively assessed by giving
them exercises. Summing up, this paper has discussed various aspects of ESP and the
significance of needs analysis in ESP course design. The course has been designed keeping in
view the literature review in ESP. The course will not only meet the specific needs of banking
personnel, but also serve a great deal for the further researches.

19
6. References
 Bachman,L.F. and Palmer,A.S.(1996). LanguageTesting in Practice. Oxford:OxfordUniversity
Press.
 Basturkmen,H.(2006). Ideasand Option in English forSpecific Purposes.New YorkandLondon:
Routledge Taylor&FrancisGroup.
 Jordon,R. R. (1997). English forAcademicPurposes.Cambridge:Cambridge UniversityPress. (p.
26).
 Brown,J.D.(1995). The element of languagecurriculum.Massachusetts:Heinle &Heinle
Publishers.
 Cohen,L.and Manion,L. (1994). Research Methodsin Education.(4th
Ed.) LondonandNew York:
Routledge.
 Dudley-Evans,T.andJohn,M. (1998). Developmentsin English for Specific Purposes:A multi-
disciplinary approach.UK:Cambridge UniversityPress. (p. 125).
 Ellis,Mand Johnson,C.(1994). Teaching BusinessEnglish.Oxford:Oxford UniversityPress.
 Holliday,A. (1995). Assessinglanguage needswithinaninstitutional context:anethnographic
approach. English forSpecific Purposes,vol.14.2: 115-126.
 Hutchinson,T. and Waters,A. (1987). English forSpecific Purposes:a learner centered approach.
Cambridge:Cambridge UniversityPress. (p. 19,53, 54, 72).
 John,A.& Dudley-Evans,T.(1991). EnglishforSpecificPurposes:InternationalinScope,Specific
inPurpose. TESOLQUARTERLY, Vol.25, No.2.(pp, 297-314).
 Munby,J. (1978). CommunicativeSyllabusDesign.Cambridge:Cambridge UniversityPress.
 Nunan,D. 1988. SyllabusDesign.Oxford:OxfordUniversityPress.
 Richards,J.C.,Platt,J.,and Platt,H. (1992). Longman Dictionary of LanguageTeaching & Applied
Linguistics.Longman Group UK Limited.
 Richards,J (2001). CurriculumDevelopmentinLanguage Teaching.Cambridge:Cambridge
UniversityPress.
 Scarcella,R.C. and Oxford,R.L.(1992). Writing. Thetapestry of languagelearning.Theindividual
in the communicativeclassroom (pp.117-135). Boston,Mass.: Heinle andHeinle.
 West,R. (1994). Needsanalysisinlanguage teaching.Stateof theart article: LanguageTeaching
Journal.Cambridge:CambridgeUniversityPress.

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7. Appendices
Appendix A Needs Analysis Questionnaire for Banking Personnel
Dear respondent,
I am conducting a survey on “language needs of banking staff”. Kindly spare
some of your valuable time to fill up the questionnaire. The information collected shall be used
for academic purposes only.
Looking forward to your kind help
(Mohsin Raza Naqvi M.PHIL TESL)
PART ( I )
Please give me some demographic information:
Name
Gender Age
Bank
Working experience
E-mail address
Nationality City

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PART ( II )
Please read carefully, than tick in appropriate box.
1. Do you think learning English language is helpful in your job?
Yes No
2. Mastering in which language skill ensure your promotion?
Speaking Listening Reading Writing
3. Rate your level of proficiency for the following skills.
Excellent Good Satisfactory Poor
I. Speaking
II. Listening
III. Reading
IV. Writing
4. In the course of work, how often are you expected to use the following skills?
Often Sometimes Rarely Never
I. Speaking
II. Listening
III. Reading
IV. Writing
5. What kind of spoken task, you have to carry out the most?
Answer a phone call Give a presentation
Negotiating Give a formal speech

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6. How often do you face difficulty in speaking English with the customers?
Often Sometimes Rarely Never
7. While speaking English, you face problem in
Confidence Vocabulary Fluency Pronunciation
8. What kind of written task, you have to carry out the most?
Writing business letters Writing of memos
Writing reports Writing faxes and E-mails
9. While writing English, you face problem in
Grammar Vocabulary Active voice Passive voice
10. Which language skill, do you want to improve?
Speaking Listening Reading Writing
11. In your opinion, how do you learn best? .......by
Lectures Group activities
Independent work Visual activities
12. How many classes of ESP, do you want to take in a week?
2 3 4 5
Thanks for your time to complete the questionnaire!

23
Appendix B
Interview with the Bank Manager
How often the banking personnel are supposed to speak English with the customer?
Mostly, the banking personnel have to carry out the writing task, as for as speaking task is
concerned, it varies from one branch to the other. A branch in some posh area would have some
other standards, while mostly here, they have to deal with the bourgeois class.
What kind of writing task, they have to carry out in the course of work?
The most important writing task, they have to do is to write business letters and e-mails.

24
Appendix C
Sample Material
Unit 1: Business Letters
What are business letters?
Business letters are formal letters used for business to business, business to client, or
client to business correspondence. While writing business messages the five C’s should be kept
in mind: concise, clear, complete, courteous and correct. The success of any modern business, to
a large extent, depends on the uses of business letters. Someone has rightly said: ‘A letter in
business is what medicine is to a patient’. Good letters are little ambassadors that traverse every
nook and corner of the present day commercial world. They constitute the biggest source of
active liaison that is a necessary concomitant for procuring business. In the words of Mr. Herbert
N. Casson: “A good letter is a master key that opens locked doors. It opens markets and avenues.
It opens the way for your goods or your services. It tells the story of the character of your firm”.
Types of Business Letters
S # Type of Letters Purposes
1 Inquiry Letters Ask for information
2 Special Request Letters Make a special demand
3 Sales Letters To persuade the reader to buy a product, service,
idea, or point of view
4 Customer Relation Letters Establish and maintain good relationships with the
customers
5 Claim Letters Express a complaint and request specific action
6 Adjustment Letters Respond to claim letter with solution
Table 3: Types of Business Letters

25
Parts of Business Letters
The number and location of letter parts depend on the format you select. Most letters
contain seven standard parts: heading, inside address, salutation, body, complimentary close,
signature block, and reference initials.
The first standard part of the letter is the heading, which consists of the letterhead and the
dateline or the return address and a dateline. A letterhead contains the name of the company and
its complete address. It may contain a phone number; fax number; e-mail address; originating
department; originator’s title; founding date; organizational slogan; emblem; logo; and other
information that the organization deems appropriate. The dateline contains the month, day, and
year that the letter is written. The month should be spelled in full figures are not used for the
month (e.g. 4/08/00) because there is no universal agreement as to whether the day or month
appears first. Dates may be in one of the following two styles:
May 9, 200-
9 May 200-
Notice that there is no punctuation when the day appears before the month in the dateline.
The inside address includes the receiver’s courtesy title (Ms., Miss, Mrs., Mr., Dr., etc.),
name, street number, and name (or some other specific mailing designation, such as post office
box number), city, state, and ZIP code. Abbreviations should be avoided in street addresses (e.g.,
use Avenue instead of Ave, use Road instead of Rd).
The salutation is the greeting that begins the message. Greeting starts with dear, includes
gender title and last name, and ends with a colon. While greeting keep in mind the following
rules; Dear Ms, Mrs., Mr., last name: Dear Director of Department Name: or To Whom It May
Concern: if recipient’s name is unknown. If you are writing a letter to many people, address them
‘Dear Customers’ instead of ‘Dear Gentleman’, and ‘Ladies and Gentlemen’ instead of ‘Dear
Ladies and Gentlemen’. The salutation is omitted in the simplified block format.

26
The body is the message section of the letter. It begins a double space below the
salutation. The body is single-spaced within paragraphs and double-spaced between paragraphs.
Normally, the first and last paragraphs of a letter are shorter than the other paragraphs.
The complimentary close is a phrase used to end the message. Frequently used
complimentary closes include the following: ‘Sincerely’, ‘Sincerely yours’, and ‘Cordially’. The
complimentary close is keyed a double space below the last line of the body of the letter. Only
the first character of the first word in the complimentary close is capitalized and at the end there
is a comma. The simplified block letter omits the complimentary close.
The signature block contains the writer’s signed name, keyed name, and title. The name
is keyed four spaces below the complimentary close. The position title of the sender is keyed a
single space below the keyed name. If the name and position title are on the same line, a comma
separates them. The sender of the message signs the letter in the space between the
complimentary close and the keyed name. The signature normally does not include the courtesy
title even if it is keyed in the signature block.
The reference initials identify the person who typed the letter. If the originator is the
same person who signs the letter, his or her initials are optional. When the messages originator
keys the letter, no reference initials are necessary. If the originator’s initials are given, they are
separated from those of the keyboard operator by a colon. The originator’s initials should be
uppercase and the keyboard operator’s lowercase. Examples of reference initials are the
following: (ev, NRE:pd, JHT/ras)
The supplementary parts of business letters are: attention line, subject line, company name
in signature block, enclosure or attachment notation, copy notation (cc), and postscript.
Figure 6 explicitly shows the standards parts of a letter.

27
Figure 6: The Seven Standard Parts of a Letter
1. HEADING
Dateline
2. INSIDE ADDRESS
xxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxx
3. SALUTATION
x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x
x x
x x
x 4. BODY x
x x
x x
x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x
5. COMPLIMENTRY CLOSE,
6. SIGNATURE BLOCK
xxxxxxxxxxxxxxxx
7. REFERENCE INITIALS

28
What does a good Business Letter do?
Modern business language is simple, easy to understand, friendly and courteous. Letters
convey messages; letters must also build goodwill and create positive and pleasant feelings in the
reader. What a good business letter does is given below:
 It sells goods
 It creates new customers
 It brings back lost customers
 It brings good travelling sales representatives
 It gives an incentive to the dealers
 It instills confidence among the suppliers
 It brings back confidence amongst the buyers
 It collects bad debts
 It settles disputes
 It brings more finance
 It opens new markets
 It brings more profits
 It builds the business and the nation
 It avoids business jargons

29
Formats of Business Letters
The format helps create the reader’s first impression of your letter. Organizations usually
designate the format of their letters, but in some circumstances they may permit the originator to
select the format. The most frequently used formats are:
The full block format is becoming very popular. It can be keyed rapidly because none of
the parts of the letter are indented. The letterhead uses less than two vertical inches of stationary,
and the date is placed approximately a double space below the letterhead. The salutation is on the
second line below the inside address. The subject line is keyed a double space below the
salutation. The complimentary close is keyed a double space below the body. The signature
block is keyed four lines below the complimentary close. Letter using the full block format is
shown in figure 7.
The date (or the return address and date), complimentary close, and signature block begins
at the horizontal centre of the page in the modified block format. In this format, attention line is
used when addressee’s name is unknown to you. The complimentary close is keyed a double
space below the body. The enclosure notation is used to ensure that the person mailing the letter
includes the pamphlet and that the person receiving the letter is aware that it was included. No
punctuation is used after salutation and complimentary close. Modified block is the most widely
accepted letter format. Letter using the modified block format is shown in figure 8.
The simplified block format is a modern, efficient letter format. The simplified block
letter eliminates the salutation and complimentary close. It is often used when the gender or
marital status of a female receiver is unknown. It uses a subject line keyed in all capital letters.
The subject line is keyed a double space below the address; the body is keyed a double space
below the subject line. In this format, all enumerations are at the left margin. It uses the writer’s
name and title in all capital letters and is keyed a four space below the body. It uses the keyboard
operator’s initials in lowercase letters a double space below the writer’s name. Enclosure
notations and copy notations are keyed a double space below the keyboard operator’s initials.
Letter using the simplified format is given in figure 9.

30
Figure 7: Full Block Letter Format
Wapda Town, Lahore, Landline xxxxx, FAX xxxxx
Dateline
xxxxxxxxxxxxxx
xxxxxxxxxxxxxx
xxxxxxxxxxxxxx
xxxxxxxxxxxxxx:
LETTER USING FULL BLOCL FORMAT
x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x
x x
x x
x x
x x
Sincerely,
xxxxxxxxxxxxxx
vfr
Habib Bank Limited
xxxxxxxxxxxxxxxxxxxxxxxx
Heading
Inside Address
Salutation
Subject Line
Complimentary Close
Signature Block
Body
Reference Initials

31
Figure 8: Modified Block Letter Format
Habib Bank Limited
xxx Wapda Town, Lahore
Landline xxxxx, FAX xxxxx
Dateline
xxxxxxxxxxxxxx
xxxxxxxxxxxxxx
xxxxxxxxxxxxxx
Attention: xxxxxxxxxxxxxx
xxxxxxxxxxxxxx
x x
x x
x x
x x
Sincerely
xxxxxxxxxxxxxx
AS:jf
Enclosure
Heading
Inside Address
Salutation
Attention Line
Body
Complimentary Close
Signature Block
Reference Initials
Enclosure

32
Figure 9: Simplified Block Letter Format
Habib Bank Limited
xxx Wapda town, Lahore
Landline xxxxx, FAX xxxxx
Dateline
xxxxxxxxxxxxxx
xxxxxxxxxxxxxx
xxxxxxxxxxxxxx
SIMPLIFIED BLOCK FORMAT
x x
x x
x x
x x
XXXXXXXXXXXXXX
rs
Enclosure
cc: xxxxxxxxxxxxxx
xxxxxxxxxxxxxx
Heading
Inside
Address
Subject Line
Body
Writer’s Name and Title
Keyboard Operator’s Initials
Enclosure
Copy
Notation

33
Tips for Writing Business Letters
To be consistently successful in business, you must be able to communicate clearly,
interact ethically, and operate honestly. For writing good business letters, there are some tips
given below;
 Never abbreviate part of the company name unless the company’s registered name uses
an abbreviation (Co., Inc., or &).
 Names of cities are never abbreviated; names of states are also not abbreviated. There is
one exception: use the official postal service postal state abbreviations on the envelop
address.
 Figures are used for all house numbers except the ‘one’ (which is spelled out). If there is
a numerical street number, separate the house number and street number by a dash:
1214-72 Street (note there is no th after ‘72’).
 An individual’s name is always preceded by a title for example, Mr., Ms., Mrs., Miss, Dr.
It’s permissible to place honorary initials after the name of an addressee; in that case,
always omit the beginning title. Use XXXXX Ph.D. instead of Dr. XXXXX Ph.D.
 Business titles are never abbreviated. Use Mr. XXXXX, Senior Editor instead of Mr.
XXXXX, Sr., Ed.
 When you are writing to a department of a company, rather than to a person within the
company, place the company name on the first line and the department on the second
line.
 The correct tone of a business letter is unassuming but confident. It is unprofessional to
write long sentences, or to take a long time to get to the point.
 It is not wise to use contractions, slang, jargon, or to use a conversational tone. Business
letters are serious documents often used as evidence or commercial certification.
 Lengthy descriptions have no place in a business letter. Sentences must be brief and to
the point, without embellishment, flattery or extra phrasing.
 If the letter is being e-mailed, it should be word-processed, laid out properly in an A4
portrait document, and attached.

34
 Do check all details. Mistakes in addresses, telephone numbers, or e-mail addresses could
mean that the letter does not reach its destination, becomes confusing to the recipient, or
shows the sender to be negligent or forgetful.
 Make sure the date on the letter is the same as on the mailing date.
 An effective business letter should call the recipient to action. Be clear with the message
without being demanding or rude. A polite message is always more effective.
 Don’t use personal styles as business letters are impersonal and formal.
 Don’t use all caps or emphasize too much in italics.
 Use an apostrophe in “it’s” only when you mean “it is”. “Its”, without an apostrophe
describes ownership, such as “its bond offering”.
 Avoid “is because”.
 Don’t forget that grammar, punctuation, syntax, and word choice affect meaning, so keen
attention should be paid while using them.
 In business writing, passive voice is frequently used to avoid specifically naming a
person or group of people. For instance: The reports were reviewed and
recommendations were provided (Passive). Ahmad reviewed the reports and provided the
recommendations (Active).
 Make sure the tone matches the occasion and the establishment, you are addressing.
 A business letter should never have more than two folds in the paper.
 Don’t neglect the very important steps of drafting, editing, checking, and proofing your
business letters.

35
E-mail and its reasons of use
The most common and demanding task today relates to electronic messaging, or e-mail.
Business started using e-mail in the early ‘90s. When used effectively, e-mail enhances a busy
professional’s ability to communicate and solve problems. Information can be exchanged at a
moment’s notice. However, just as e-mail can enhance getting a job done, e-mail also adds new
challenges. When composing e-mail, writers must make effective decisions quickly. Decisions
must also be objective as a business relationship can end with the push of a button. Some reasons
to use e-mail are given below:
 To send details in writing, making information easy for the recipient to access.
 To send a message to multiple people at the same time.
 To communicate at odd times of the day when a phone message or meeting is not
feasible.
 To save time; with e-mail there is much less small talk.
 To convey information when you do not need an immediate response.
 To give short bits of information.
Do not rely on e-mail if your information has a critical time element. The recipient may
not even read your message before the deadline. Also, don’t assume that once you send
information, the other person is now responsible to take action. When you need a fast response,
call to saying that you are sending an urgent message that needs an immediate response. When
sending an e-mail, here are some questions to consider:
 What time frame is involved? How soon do I need a response?
 Would a phone call be more or less effective?
 Do I need to meet with a colleague personally to discuss issues informally?
 Should I schedule a meeting to examine the issues and brainstorm options?
 Would a more formal communication, such as a letter, address the situation more
effectively?

36
Basic Parts and types of E-mail
Though more casual than a business letter, e-mail is a business document that portrays an
image of you and your company. Although e-mail standards are still evolving, all business
writing must follow standard rules for grammar, punctuation, and abbreviation. With e-mail,
software templates provide the heading; you need only to fill in the necessary information. The
basic parts of an e-mail are: receiver address, sender address, subject line, greeting, body,
closing, and sign off or signature.
The receiver address contains the address of receiver, like xxxxx@ email.com. While the
sender address contains the address of addressee. The subject line is very concise or specific.
To connect with your reader, start an e-mail with a salutation or greeting. The most formal
salutation uses the recipient name preceded by dear. (For example, Dear Mr. xxxxx). While
writing in the body part of an e-mail, consider these points:
 Keep your message short, about one screen in length.
 Limit each message to one main issue.
 Start with the most important information and get right to the point.
 If you need the reader to take action, identify the needed action at the beginning of the
message.
Give a positive closing at the end. While writing in formal situation, you should use a
closing such as Regards or Best regard. The signature section of the e-mail includes your name
or company name with phone number. Figure 10 explicitly shows the basic parts of e-mail.
Six types of e-mails used in business context are:
 Responsive e-mail
 Greeting e-mail
 Deliberation e-mail
 Event related e-mail
 Lead development e-mail
 Gain customer’s trust with loyalty e-mail.

37
Figure 10: Basic Parts of an E-mail
E-mail Guidelines
In general, keep your e-mail messages to the length of one screen. If your message is
much longer than one screen, consider using another method of communication (such as phone
call). Though e-mail standards are still evolving, here are some basic guidelines:
 Respond to e-mail within a day or two. (Use an out-of-office response when you are
unavailable for more than one day.)
 Use a salutation and a closing, even if the salutation consists of only the recipient’s name
and the closing consists of only your name.
 Start the message with the most important information; clearly state the information you
need from the reader at the beginning of the message.
To:
Cc:
Subject:
xxxxx,
xxxxx
xxxxxxxxxxxxxx
xxxxxxxxxxxxxx
Sender Address
Receiver Address
Subject Line
Greeting
Body
Closing
Signature

38
 Number items so that they stand out.
 Use conventional rules for punctuation and capitalization: do not write in all uppercase or
all lowercase.
 Avoid jargon, slang, and abbreviations.
 Use an accurate and updated subject line so that your recipient can refer to your message
and file it easily.
 Avoid using “Read Now” and “Urgent” unless absolutely necessary.
 Do not send the following types of information via e-mail: extremely sensitive
information, confidential information, or bad news.
 Keep an open mind about messages you receive; if you infer there is a problem, you may
actually create one.
 Stay current about your company policy for e-mail use; even if personal messages are
allowed, send them sparingly.
 Do not send a message about which you have doubts. Save the message as a draft and
send it after removing the doubts.
When forwarding or replying to messages, do the following:
 Update the e-mail for the recipient by changing the subject line to reflect the new content.
 If the recipient does not need to know the history, delete the previous messages.
 With forwarded messages, add a note at the beginning to explain how the e-mail relates
to the reader and what action he or she should take.
 Do not press “Reply All” unless everyone needs the information.
 Do not respond to controversial or emotional messages until you are clearheaded and
objective.
 Do not forward messages that you consider inappropriate. (Every year, many people lose
their jobs as a result of forwarding inappropriate messages.)
 The CAT strategy will help you shape your messages effectively. It stands for Connect,
Act, and Tell.

39
It is recommended that you use CAT Structure while writing an e-mail. How this very
structure works:
 Connect: Personalize the beginning so that the message reflects that you are a human
being writing to another human being.
 Act: For longer messages, list the requested action at the beginning of the message.
Readers sometimes glance at a message and then save it to read when they have more
time. For time-sensitive messages, list the due date in the subject line of the message.
(Or, better yet, make a phone call.)
 Tell: Use the remainder of the message to provide information.
Requested action should go toward the beginning of the message because sometimes
readers do not read entire messages, especially long ones. Ask only one or two questions in an e-
mail; if you need to address multiple topics, number them or consider presenting each main topic
in a separate message. Messages that get to the point make it easier for readers to respond.
Finally, sign off. You can use an informal closing or simply end with your name. If you are
writing to an outside client, use an automatic sign-off that gives your mailing address and phone
number.

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