FSKWTG009

Write routine workplace texts This unit describes the skills and knowledge required to write formal and non-formal routine workplace texts and could be used for a variety of writing types and purposes in printed or digital formats, including letters and emails, instructions, quotation for proposed work factual texts, incident or accident reports, application letter, forms, or formatted job reports.

STUDENT RESOURCE

ivet.edu.au

1300 00 IVET

IVET Institute: RTO ID: 40548

CONTENTS

Elements and performance criteria.........................................................................................................................................3 Writing workplace texts.................................................................................................................................................................5 Preparing to write ...........................................................................................................................................................................5 Text types and their structure.............................................................................................................................................................................................5 Target audience and purpose...........................................................................................................................................................................................7 Getting the information you need................................................................................................................................................................................. 8 Planning to write your text....................................................................................................................................................................................................10 Drafting workplace texts............................................................................................................................................................. 15 Choosing your structure, features and layout.................................................................................................................................................15 Drafting strategies........................................................................................................................................................................................................................16 Sequencing and connecting information and ideas............................................................................................................................... 17 Layout and organisation........................................................................................................................................................................................................18 Grammar, punctuation and vocabulary...............................................................................................................................................................19 Writing conventions...................................................................................................................................................................................................................22 Reviewing and finalising............................................................................................................................................................ 25 Reviewing and revising.......................................................................................................................................................................................................... 26 Proofreading / editing..............................................................................................................................................................................................................27 Finalising text for use................................................................................................................................................................................................................ 29 References....................................................................................................................................................................................... 29

Suites 210 – 212 189E South Centre Road Tullamarine VIC 3043 © IVET Created: 31/8/22 Version: 1.0

The content of this publication is produced for educational purposes only. No claim is made to its accuracy or the authenticity of the content. The information in this document is provided on the basis that the reader takes responsibility for assessing the relevance and accuracy of the content. No responsibility is taken for any information or services which may appear on any linked websites. IVET Group does not accept any liability to any person for the information or advice (or the use of such information or advice) in this document or incorporated into it by reference. All content, unless otherwise indicated, is the intellectual property of the IVET Group.

2

Elements and performance criteria

FSKWTG009 Write routine workplace texts ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1.1 Identify type and structure of routine workplace text 1. Prepare to write routine workplace text

1.2 Identify audience and purpose of text and determine appropriate register of writing 1.3 Locate and select information required to complete text 1.4 Plan structure of the text and steps required to complete

2.1 Select text structure, features and layout consistent with text type 2.2 Use drafting strategies to write routine workplace text 2. Draft text

2.3 Use appropriate vocabulary, grammatical structures and conventions to write text 2.4 Logically sequence and interrelate information and ideas in draft text 2.5 Format text with appropriate layout and presentation to meet workplace purpose

3.1 Review and revise draft text for completeness, accuracy and intended purpose 3. Review and finalise text

3.2 Check writing is appropriate to workplace audience 3.3 Proof read draft text for spelling, punctuation and grammar 3.4 Finalise text for use

3

Performance evidence The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to: y

write and review two of the following different routine workplace texts:

y

email or letter for routine workplace communication

y

formal email or letter to client, supplier, contractor or human resources

y

covering letter for job application

y

routine report, for example, accident or incident report

y

instructions for using every day technology, for example, machinery or equipment

y

factual text, for example, job history as part of an application letter, or text following workplace guidelines

y

performance appraisal review form and personal goals

y

record of customer comments regarding quality of service provided

y

notes from a short workplace discussion.

Knowledge evidence The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of: y

common features of a range of routine workplace texts and their uses

y

purpose of different text types, formats and layouts to communicate relevant information and ideas to differing audiences

y

techniques for planning routine workplace texts

y

methods to organise and sequence information

y

informal and formal register and relevance to different workplace audiences and purposes

y

grammar and vocabulary appropriate for routine workplace texts

y

acronyms and idioms relevant to workplace

y

punctuation appropriate to routine formal workplace texts and techniques to use as an aid to meaning

y

strategies to spell unfamiliar words

y

use and application of automated writing assistance tools, such as spellchecking devices

y

techniques to proofread, review and revise texts.

For more information on this unit of competency visit: https://training.gov.au/Training/Details/FSKWTG009

4

Writing workplace texts There is an element of paperwork and documentation in every occupation, for example: y

A hairdresser recording the colour used on a client

y

A teacher writing a lesson plan

y

A car mechanic documenting servicing information.

There are different types and forms of text, used for a variety of purposes. As an employee in any industry, you should be able to write routine workplace texts, including: y

Letters

y

Emails

y

Memos

y

Instructions

y

Incident or accident reports

y

Online forms

y

Formatted job reports.

Preparing to write In writing routine workplace texts, you must understand: y

the purpose of the text being written,

y

the audience it is intended for, and

y

the language choices which affect the intended meanings for your purpose and audience.

Text types and their structure Different types of texts have different features. There are many advantages to being able to recognise them and their features, such as: y

you and your reader understand the purpose of a text

y

your reader can locate information easily

y

you can communicate more effectively

5

FSKWTG009 – Write routine workplace texts

Text types Different forms, or styles, of writing are known as text types. There are four main text types, each used for specific intentions. These are expository, descriptive, persuasive, and narrative. Expository (Instructive/ Informative)

Descriptive

Persuasive

Narrative

This type of text is the most common. It explains a concept and conveys information from the writer to the audience. The focus is on facts about the topic.

y

Textbooks

y

Instructions

y

Recipes

y

News article

y

Business, technical, or scientific writing

To create a vivid impression of a person, place, object or event.

y

Poetry

y

Journal/diary writing

Mostly found in fiction writing. The writer paints a picture in words of people, places or things for the audience. The focus is on describing things as they are.

y

Descriptions of nature

y

Fictional novels

The writer aims to convince the audience of a position or belief. These texts contain the opinion and bias of the writer and their reasons and justifications.

y

Cover letters

y

Reviews of items

y

Letters of complaint

y

Advertisements

y

Letters of recommendation

To entertain, to gain and hold audience’s interest.

y

Oral histories

y

Novels

The writer is not only conveying information; they are constructing and communicating a story.

y

Poetry

y

Short stories

y

Anecdotes

Adapted from Jeffrey, R. Types of Writing Styles. (2016). Retrieved from Open Oregon: https://openoregon.pressbooks.pub/aboutwriting/chapter/types-of-writing-styles/

Text structure Text structure refers to the way you arrange information in your document. Structure helps you organise your thoughts as you write and helps your audience find and understand information as they read. The various types of text structure include: Chronological:

Discussing things in order

Cause and effect:

Explaining a cause and its results

Problem and solution:

Presenting a problem and offering a solution

Compare and contrast:

Discussing similarities and differences

Classification-division:

Sorting information into topics and categories

Priority sequence:

Sorting information from most important to least important 6

Target audience and purpose All workplace documents have an intended audience and a purpose, and it’s important to identify them so you can work out the right level of formality (known as register) to use. Who will be reading your writing, and what do you want them to understand from reading it? Audience

Purpose

Anyone your document is written for, such as:

The reason you are writing your document, such as:

y

another team member

y

y

your supervisor

y

management

reporting a hazard, unsafe work practice or injury

y

customers

y

updating information

y

asking for something

Register Register is the amount of formality you have in your writing—different to tone and style (which is covered later). By knowing your audience and the purpose, you are then able to decide on the appropriate level of formality. Being mindful of register allows you to adjust your writing as needed—changing your word choice, phrases and sentence structures for the document you are writing. Pursuant to our terms and conditions, please respond within fourteen days

New Insta!! Follow me! @123abc K. Thx. Bye

Formal

Informal

A legal document

Text message to a friend

As a general comparison, formal language: y

uses complex sentence structures

y

pays more attention to vocabulary choice

y

does not use contractions

y

y

is objective

uses discipline-specific vocabulary (e.g. medicine, law, research etc.)

y

does not use colloquialisms

The wrong level of formality can be off-putting. It may undermine your readers’ confidence in your ability to communicate with them.

7

FSKWTG009 – Write routine workplace texts

Getting the information you need A central part of preparing to write is gathering the information you need to complete your text. You may be getting information from various sources to write your text, such as books, newspapers, magazine, specialised databases, and websites.

Locating information Web-based search tips Here are some useful tips if you’re not getting the results you want from a keyword search on the internet: To search for a particular phrase:

Put it in quotation marks

“Textbook affordability” will get you results for that exact phrase

To search for two terms that you think are related:

Use AND (or +) to connect them

Education AND racism or education + racism, will only produce results that include those terms

To search for a term that’s commonly associated with a topic you’re not interested in:

Use NOT (or -) in front of the keyword you don’t want results for

Articles NOT magazines or articles – magazines, will produce results about articles, but exclude any results about magazines

To get as many results on a topic as possible:

Use * at the end of a word or for any letters that might vary

Smok*, will produce results about smoke, smoking, and smokers

Selecting and evaluating information Every time you select information to use, you need to evaluate its relevance and usefulness. General evaluation criteria include: y

purpose and intended audience

y

authority and credibility

y

accuracy and reliability

y

currency and timeliness

y

objectivity or bias.

8

Consider the following questions when deciding to use the information you’ve found: Is it useful?

Does it contribute to my knowledge?

How will I use this?

How recent is it?

Is it reliable?

How understandable is it?

How will I use it?

Do I need to use it?

y

Is it relevant to my document?

y

Does it relate to what I’m writing?

y

Does it help me answer a question or solve a problem?

y

Does it help me learn more about the topic?

y

Does it fill in background information?

y

Does it provide the information I need?

y

Could it help to form my central argument?

y

Will it help focus my thoughts?

y

Can I use it as evidence?

y

Will it help me find other information?

y

Is it out-of-date, or is it still useful?

y

Is it the most up-to-date? Does it need to be?

y

Does it come from a reputable and unbiased source?

y

Is the author an expert in the field?

y

Do I have to use it if I find it hard to understand?

y

Is there information that I understand that I can use?

y

Does it support my ideas?

y

Is it a good example?

y

Where will I put it in my document?

y

How does it help me write my text?

y

Is it crucial?

y

Is it new, or am I just restating what I have already said?

y

Is it the best or most relevant? Do I have better?

y

Does it add value to my work? Would my text be just as good without it?

y

Is it too technical or too simple?

y

Have I already supported my argument or point of view well enough?

y

Do I have enough information to write my draft?

Adapted from Selecting Information for Your Assignments. (2014). Retrieved from UNSW Sydney: https://student.unsw.edu.au/selecting-information-your-assignments

9

FSKWTG009 – Write routine workplace texts

Planning to write your text When writing workplace texts, there is an element of planning that should occur. We’ve talked about the importance of identifying the audience and purpose, text type and structure and sourcing the information to go into your text. The next step is to list all the information, from your research, to include in your text. For example, if you were sending an email to team members about an accident that occurred, it would consist of: y

details of the accident – what happened, when, how, where,

y

measures taken to prevent further injury,

y

the outcome of the accident,

y

who was injured and their current state (i.e. recovering, on the mend, unclear or still uncertain but is receiving the best of care),

y

details regarding safety practices, the importance of identifying hazards, and reporting processes.

Once you have listed the key points to include, address each point one by one. For example: y

What occurred – metal storage rack fell on an employee, severely injuring their left forearm.

y

When – 4:20 pm on Monday the 30th of March 2020.

y

Where – the equipment storage room.

y

Why – insufficient storage, many items piled up and not put away correctly.

10

Text features Part of determining the text type and structure (discussed earlier) of your document involves the text features you will use. Knowing your audience and the purpose helps you choose the appropriate features to use. Text features can include, but not be limited to: y

Font

y

Use of bullets or number lists

y

Layout

y

Headings

Font Consider what typeface (font) will be most appropriate for your workplace text. Using software such as Word, Excel and PowerPoint, you have many options for the type of font used, as well as the colour, set up and alignment. All software programs offer users a range of different text (font) options including, Arial, Comic Sans MS, American Typewriter, Impact, Lucida Handwriting and Century Gothic.The fonts can be used in any size, direction, alignment and colour, allowing for flexibility in creating your workplace texts. The font can set the tone of a document and portray whether it is professional, fun, quirky or classy. For example, using the font style Times New Roman depicts that the document is formal and professional. On the other hand, the use of can show a document’s fun intent. The font used can say a lot about you, your text, the organisation you work for and what they represent.

The “point size” relates to the size of the text you wish to use for your document. Most official documents range from size 10 to 12, as it is easy to read. Documents which need to accentuate certain elements may use font size to do so. For example, an invoice may use size 10 text to outline items purchased and size 14 to highlight the total or amount owing, allowing that section to stand out and be noticed.

Use of bullets or number lists Bullets are an excellent way to highlight the main points in a document, summarise particular elements and help to keep a document simple and easy to read. Most documents offer a range of bulleting options: •

round
(filled or unfilled)

 arrow




square


 patterned

ü tick

modern

Number lists are an excellent way to provide dot points that have a specific sequence or order. For example, steps in how to kick a soccer ball or a list of questions needing answers. Word software programs offer many options when it comes to creating number lists; you can use numbers, letters or Roman numerals. 1.

a)

i.

2.

b)

ii.

3.

c)

iii.

11

FSKWTG009 – Write routine workplace texts

Layout The layout refers to the page setup, margins, text layout and page backgrounds. The page setup relates to the orientation, whether it is landscape (horizontal) or portrait (vertical). Margins will vary and can be set by the user for the top and bottom, and left and right of a page. The text layout refers to its direction and position. When writing, you can set your text to appear horizontally, vertically or position it anywhere on a page using a ‘text box’. The spacing of text can be changed through formatting the paragraph functions. You can choose to space your text manually or may choose from a range of options, including: y

single space,

y

multiple,

y

exact,

y

1.5 lines,

y

at least, and

y

double.

Part of your layout is also your alignment of text. You can decide to align it to the left, right or in the centre of a page. You can even justify the text by increasing or decreasing space between words. Justifying text allows it to align perfectly on a page from left to right, just as it is in the columns below. You also have the option of dividing your document into various columns. This may be useful when creating articles, bulletins and staff newsletters. Creating columns allows you to include more

information on a page as well as making it easier to read (i.e. newspapers). Since using columns allows you to include more text on a page, it can also be

more cost-effective for an organisation or business. Most software programs will allow you to divide an A4 landscape page into three columns and will also allow you to justify them to the left or right.

The page background of a document may include colour, borders or a watermark of the organisation’s logo. When writing workplace texts, you may be required to comply with a particular style which is part of the organisation’s branding. You may be required to use a specific font, colours, logos or watermarks when preparing your text.

12

Headings

NG ACT NI

ITY IV

LEAR

Headings are a focal element in documents highlighting to the reader the nature of the document and its content. Headings are usually eye-catching and clear, using a range of fonts as well as the bold option or underlining function. Many Word documents allow the use of WordArt to create eye-catching, creative and engaging headings.

1

Know it by colour

Without using any other resources, write down the company colours of as many of the following businesses and organisations listed below, as you can remember. Kmart Woolworths Bunnings Collingwood Football Club Telstra Coca Cola IVET Institute Officeworks Cadbury Chocolate Mastercard

13

FSKWTG009 – Write routine workplace texts

Planning checklist

ü Have I determined my documents purpose? ü Have I planned my document’s design to support the purpose? ü Have I identified the document’s audience? ü Do I know the audience’s expectations? ü Have I decided on my document’s format (include layout, margins, line spacing, font styles, etc.)? ü Will images help me communicate? What visual aids will be most useful? Learning Checkpoint 1 1.

Why is it important to identify the audience and purpose of your text?

2. What do text features include? 3. Why are headings important in your text? 4. What is the purpose of planning what you are going to write?

14

Drafting workplace texts Choosing your structure, features and layout Format, Audience, Style, Tone (FAST) The FAST acronym reminds you of: y

the importance of selecting the right format

y

keeping your audience in mind

y

using appropriate style and tone

y

getting to the point—fast!

F

A

S

T

Format

Audience

Style

Tone

y

What type of document will you use?

y

What are the elements of that document type?

Put yourself in their shoes. Keeping your audience in mind, helps you write something they’re more likely to read.

y

Who will receive your message?

y

What are their expectations?

y

What’s in it for them?

This should match your intended purpose. Style is about:

y

What personality does your writing have?

y

Think about word choice, sentence length and punctuation.

y

How do you want your audience to feel?

y

Is your message:

Format should align with the purpose of your message, telling the audience: y

about the information

y

how important it is.

y

active versus passive writing

y

varied sentence lengths

y

flow

y

variety of word use

y

punctuation choices.

Similar to style (above) tone is about how your audience feels when they read your text. Does your tone suit or enhance the purpose of your intended message?

15

x formal or informal? x positive or negative? x polite? x direct or indirect?

FSKWTG009 – Write routine workplace texts

Drafting strategies Once you have planned your text and what it will include, it’s time to write it. Drafting is the process of creating a preliminary version of a document or piece of writing. Drafting strategies aren’t the same for everyone and will vary depending on how you process and put together information. For some people, this may mean writing: y

the conclusion first,

y

individual sections and then piecing them together later, or

y

continually and not going back to re-read or correct errors until finished.

Think about when you write an essay for English at school or put together information for a project or assignment, how do you do it? What strategies do you use? Describe your approach below:

.......................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................... ..........................................................................................................................................................................................................................................................................

 

16

Sequencing and connecting information and ideas How you organise your information and ideas influence how effective your written communication will be. This is why it’s essential to identify your audience and purpose. Your first paragraph, or sentence for smaller texts, needs to engage your audience clearly and appealingly. To do this: y

start with what’s important to them, not to you

y

organise information in order from most important to least important

y

know your audience and how they think about the subject.

In circumstances where you may not know the audience, or how they feel about the subject, structure your text to suit your topic. See Text Types and Their Structure, discussed previously.

A five-step approach to structure information and engage readers If you were to write a workplace memo, for example, this sequence will help you: y

get to the point quickly

y

position background as secondary material

y

separate fact from opinion

y

move to the next step instead of fizzling out.

1.

Lead summary

Informs the reader of the main news. Provides the who, what, where, when, and why. Can be a sentence or short paragraph, depending on the size of the document.

2.

Background

Provides background information and history of the subject (or aim of the text).

3.

Findings

Only includes the relevant facts. Information should be objective—not influenced by opinion.

4.

Conclusions

Your formed opinion resulting from your consideration of the facts. You’ll often see conclusions and recommendations combined in one sentence or paragraph.

5.

Recommendations

List the recommendations you have for any further action or next steps.

Adapted from Blake, G. How to Organise Information. (2002). Retrieved from the International Risk Management Institute (IRMI): https://www.irmi.com/articles/expert-commentary/how-to-organize-information

17

FSKWTG009 – Write routine workplace texts

Layout and organisation Layout and organisation are an integral part of drafting workplace texts. It is a good idea to trial a variety of layouts to determine the most suitable in conveying your message to your audience. Consider if there are better ways to organise your text to make it easier to read. For example Consider the following text, drafted using differentText layouts. Highlight which one you feel is more Text option 1: option 2: appropriate and easier to read for employees and explain why by highlighting the text features Work health and safety legislation ensures Work health and safety legislation ensures used. that workplaces are making it their priority that workplaces are making it their priority to identify existing and potential hazards in to: the workplace, report them to designated y Identify existing and potential hazards persons, and record them according y Report them to designated persons to workplace procedures. By doing this y Record them according to workplace organisations are finding a way to ensure procedures. that they do not compromise the health and safety of employees and others in the workplace. Designated persons in an organisation may include, team leaders, supervisors and managers, Health and safety representatives (HSRs), Health Services Commission members (HSCs), organisation WHS personnel and any other person designated by the organisation.

By doing this organisations are finding a way to ensure that they do not compromise the health and safety of employees and others in the workplace. Designated persons in an organisation may include: y

Team leaders, supervisors and managers

y

Health and safety representatives (HSRs)

y

Health Services Commission members (HSCs)

y

Organisation WHS personnel

y

Any other person designated by the organisation.

................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................

18

Grammar, punctuation and vocabulary Grammar In simple terms, grammar is the study of words and the rules for how they are used in sentences. As annoying and pedantic as it may feel at times, grammar is important if you want your written communication to be clear and effective. Errors in grammar can: y

interrupt your readers’ ability to understand your message

y

distract from your message

y

weaken your credibility.

These can potentially cause your audience to not take your message seriously.

Spelling Most of us have trouble spelling from time to time. Here are a few suggestions if you come across a word you have difficulty spelling: y

ask for help

y

look the word up in a dictionary

y

search for the word online

y

find the word in another document

y

sound the word out

y

break the word down into syllables

y

exaggerate the spelling

y

write the word down in various ways to see which one looks right

y

think of how similar words are spelt

y

use spell check

y

think of the rules you know about spelling

y

look for smaller words in the bigger ones.

Punctuation The Oxford Dictionary defines punctuation as the “marks, such as full stop, comma, and brackets, used in writing to separate sentences and their elements and to clarify meaning.” Punctuation marks provide visual cues, telling readers how to read a sentence. Some punctuation marks tell you that you are reading a list of items. In contrast, other marks tell you that a sentence contains two independent ideas. Not only do they tell you when a sentence ends but also the kind of sentence you have read.  

19

FSKWTG009 – Write routine workplace texts

Commonly used punctuation marks include: Full stop

.

Indicates the end of a sentence

Question mark

?

Used at the end of a sentence to indicate it is a question

Exclamation mark

!

Used at the end of a sentence to indicate it is an exclamation

Comma

,

Indicates a pause in a sentence or separation of things in a list

More challenging punctuation marks include: Semicolon

;

Indicates a break in the sentence, but functions differently to a full stop or comma

Colon

:

Used to introduce lists, quotations, examples and explanations

Quotation marks Apostrophe Brackets

“ ” ’

Used to indicate a direct quote or a title Used with a noun to show possession, or where a letter is left out to form a contraction

()

Used in pairs, containing content secondary to the meaning of a sentence

Em-dash

—

Used to set off information in a sentence for emphasis

En-dash

–

Used to separate items in a range

Hyphen

-

Used to combine words that work together to form a single description

Dashes include:

Adapted from Writing for Success. (2012). Retrieved from Saylor Academy: https://saylordotorg.github.io/text_writing-forsuccess/index.html

Vocabulary Using appropriate vocabulary is essential. Think about your audience and the best way to communicate your information to them. Think carefully about word choice and, where possible, use language that everyone understands (see example right). The best way to ensure that you are using grammar, punctuation and vocabulary appropriately would be to review what you have written. Do this by: y

Reading your document aloud to

y

Using spell check and grammar checks, found in most word processing software

y

Have someone (from your intended audience if possible) read your text for errors or for ways to improve it.

identify where interruptions and distractions occur

20

LEAR

ITY IV

NG ACT NI

2

Fix it

TASK 1: Grammatical errors Each of the following sentences has a grammatical error. Find it and re-write the sentence correctly. 1.

You can meet us their. ......................................................................................................................................................................................................................................................

2. Your going to have to meet us there. ...................................................................................................................................................................................................................................................... 3. This new product will be better, efficient, more cost effective. ...................................................................................................................................................................................................................................................... 4. Give it to your supervisor e.g. your department HSC. ...................................................................................................................................................................................................................................................... 5. If this project peaks your interest, speak to your manager about becoming involved. ...................................................................................................................................................................................................................................................... 6. Please arrive on time as there are alot of things that we need to review. ...................................................................................................................................................................................................................................................... 7. The progressive approach should be adopted as it is better then the whole approach. ...................................................................................................................................................................................................................................................... 8. Call me on Wednesday, I should have an answer for you by then. ...................................................................................................................................................................................................................................................... 9. Call the school and alert the principle. ...................................................................................................................................................................................................................................................... 10. Everybody must bring there own equipment. ......................................................................................................................................................................................................................................................

21

NG ACT NI

ITY IV

LEAR

FSKWTG009 – Write routine workplace texts

2

CONTINUED...

TASK 2: Simplify the vocabulary For each of the following sentences simplify the vocabulary and re-write it. 1.

You must refrain from using abstruse language as it may heighten the trepidation of clients. ......................................................................................................................................................................................................................................................

2. It is imperative that a customer’s experience is simplistic. ...................................................................................................................................................................................................................................................... 3. This is conventional practice. ...................................................................................................................................................................................................................................................... 4. Eschew perusing the details of the incident. ...................................................................................................................................................................................................................................................... 5. If this project peaks your interest, speak to your manager about becoming involved. ...................................................................................................................................................................................................................................................... 6. I don’t believe that you have the obligatory proficiencies for the job. ...................................................................................................................................................................................................................................................... 7. Leverage remuneration from committee members to begin with and then commence a formal marketing scheme. ...................................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................................... 8. Where possible, facilitate new employees to ameliorate their practice and highlight any erroneous and deleterious conduct. ...................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................

22

Writing conventions Writing conventions, as with grammar, provide the rules for making information understandable and readable. Follow workplace writing conventions so your audience can read your text without any difficulty or misunderstanding. Writing conventions include: y

Spelling – applying spelling rules correctly, such as: x ‘i’ before ‘e’ except after ‘c’ x changing ‘y’ to ‘ies’ (e.g. babies and activities) unless the word ends in a vowel + y (i.e. keys and plays)

y

Grammar – such as: x their, there and they’re x it’s, its and its’ x your and you’re x who and whose

y

Capitalisation – using capital letters correctly

y

Punctuation – such as full stops, commas, semicolons, quotations marks, brackets and question marks

y

Tense – using the correct verb tense (past, present or future)

y

Sentence structure – using sentences and paragraphs appropriately

Using acronyms and idioms Acronyms and abbreviations Abbreviations are shortened forms of long words or phrases. Acronyms are formed by putting together the first letter of each word. For example: ASAP

As soon as possible - if it’s from your manager, drop everything and respond.

“Send me your report ASAP.”

FYI

For your information - when you share information to keep people included

“FYI, this is the information I got about workplace texts.”

BTW

By the way (sometimes means back to work during online chats with colleagues)

“I saw that meme BTW, wasn’t that funny?”

ATTN

Attention - indicating who a letter is for

Attn: Jim Citizen

N/A

Not applicable - used to indicate when information is not provided because it does not apply or is unavailable

N/A

COB

Close of business - refers to the end of a working day, usually used to state a deadline

“This is a reminder that the online survey will be open until COB today.”

23

FSKWTG009 – Write routine workplace texts

Idioms Idioms are common words or phrases that mean something different from their literal meaning but are understood because of their popular use. Though not ideal in formal written communication, there are many used in conversations among co-workers and less formal emails or texts. Some common idioms include: I have a lot on my plate

I have a lot of work and responsibilities at the moment.

“Sorry I didn’t call you back; I have a lot on my plate right now.”

Think outside the box

To think in a creative way that is different from usual.

“We need to think outside the box for a great idea.”

Test the waters

Try something new to see if it will work or not.

“I just want to test the waters.”

Bang for your buck

It has more value for the money

“If you do it this way, you get more

Learning curve

The time (and effort) it takes to learn an activity or system.

“Our system has an easy learning curve – you’ll be able to use it in no time.”

In the red / in the black

If a business is in the red, it means it is in debt. A business in the black means that it has a profit.

“Our business ended the financial year in the red, with a debt of $50,000.”

spent.

bang for your buck.”

Adapted from 15 Idiomatic Expressions to Use At Work. Retrieved from Espresso English: https://www.espressoenglish.net/15-idiomatic-expressions-to-use-at-work/

Learning Checkpoint 2 1.

Why is it important to follow workplace writing conventions?

2. Why is the layout and organisation of your text important? 3. What is the best way to check your grammar and vocabulary? 4. What types of words shouldn’t you use when writing workplace texts?

24

Reviewing and finalising Once drafted, your document needs reviewing before you finalise and distribute it to your intended audience. Reasons for reviewing your document include: y

Checking for spelling mistakes and grammatical errors

y

Ensuring that you have used appropriate and correct writing conventions

y

To ensure that the text flows and that your sentence structure is simple and easy to read

y

To ensure that the document is specific for the intended audience.

Reviewing what you have written can be generally broken into two steps: Revising

Editing

Where you make changes to (re-write) the text you have written. y

Check completeness

y

Add sentences and words to expand ideas and insert essential details

y

Write (add) missing information

y

Verify accuracy

y

Confirm its intended purpose

y

Check appropriateness for workplace audience

y

Removes sentences and words that aren’t adding any value

y

Move words, sentences and paragraphs around for better flow and organisation

y

Substitute sentences and words for more meaningful and impactful ones.

Where you fix, and make corrections to, what you have written. y

Check and fix your spelling

y

Use correct punctuation

y

Check your grammar

y

Capitalise the beginning of sentences, proper nouns and referring to yourself as I

y

Make sure you use consistent tense

y

Check for subject-verb agreement

y

Be consistent in your writing conventions.

25

FSKWTG009 – Write routine workplace texts

Reviewing and revising All texts require revision to check that your information is: complete, accurate, meets its intended purpose and is appropriate to your workplace audience. Revision is usually done multiple times. Follow these steps for thoroughness: 1 Critically and objectively read your text, placing yourself in the reader’s position. 2 Simplify the style to make your text more readable and effective. 3 Do a final read-through for spelling and typographical consistency.

Revision checklist

ü Have I addressed the question or issue the audience cares about? ü Have I written to the audience’s level? Have I accounted for their level of knowledge and attitudes? ü Are the ideas relevant? Do they relate to the purpose? ü Are my ideas organised in an order that makes sense? ü Are all the ideas fully developed? ü Are there enough organisational features (topic sentences, headings, etc.) to help guide the audience?

ü Are the paragraphs long enough to cover the topic, and short enough to keep it interesting? ü Is the evidence I’ve used relevant and persuasive? ü Have I removed/deleted the unnecessary ideas or material? ü Is the viewpoint relevant to the purpose and intended audience?

26

Proofreading / editing We proofread text for spelling, punctuation and grammar. Keep in mind this is as much a process of learning to recognise new errors as it is looking for those errors that you already know. Keep useful handbooks and dictionaries close by as you proofread. Approach proofreading systematically to catch the most errors in the least amount of time. Useful strategies include: One error at a time

You risk losing focus if you try to identify too many things at once, making your proofreading less effective. It’s easier to find grammar errors if you aren’t worried about punctuation and spelling at the same time. Also, techniques that work for some types of mistakes don’t work for others.

Read every word slowly

Reading out loud makes you say each word and lets you hear how the

Separate your text into individual sentences

Helps you read each sentence carefully. Press the return key after each full-stop. Then read each sentence, looking for grammar, punctuation, or spelling errors. If you’re working with a printed copy, use a ruler or piece of paper to isolate the line you’re proofreading.

Circle each punctuation mark

This makes you look at each one—as you do, ask yourself if it’s correct.

Read it backwards

Start with the last word on the last page and work your way back to the beginning.

words sound together. Reading silently or too quickly makes you skim over errors and make unconscious corrections.

y

This is helpful for spell-checking each word separately.

y

This strategy filters out content, punctuation, and grammar, allowing you to focus on the spelling of each word.

You can also read sentence by sentence backwards to check grammar without being distracted by content issues.

27

FSKWTG009 – Write routine workplace texts

You can ask your supervisor, or a team member, to help you check what you have written. Your supervisor can advise you about any changes you need to make. Remember to make sure your text suits the audience and the purpose.

Editing checklist

ü Spelling ü Text ü Punctuation ü Grammar ü Vocabulary ü Capital letters ü Information

ü Structure

ü Purpose ü Layout

Are the words spelt correctly? Can I understand what I’ve written if I read it aloud? Have I used the right punctuation? Have I used the right words, in the proper order? Do my words and language match my audience? Have I used capital letters where I need to? Is there any information missing? Is it in the right order? Are my sentences long and overpacked? Do they need to be shortened for clarity? Is everything in the right order? Does the text achieve its goal? Is the text set out correctly?

Once you’ve made the necessary revisions, your document can be finalised.

28

Finalising text for use Finalising your text means that it is finished – all the changes have been made, and it is ready. When you are happy with your revisions, your document can be finalised, printed and stored. Make sure to follow your organisational policies and procedures when naming and storing documents. Ask for help from your supervisor or manager if you’re unsure.

Learning Checkpoint 3 1.

What are the two steps in reviewing what you have written?

2. List three things you are doing when revising text. 3. List three things you are doing when editing text. 4. Who can help you check what you have written?

References 15 Idiomatic Expressions To Use At Work. (n.d.). Retrieved from Espresso English: https://www.espressoenglish.net/15-idiomatic-expressions-to-use-at-work/ Blake, G. (2002, Aug ). How To Organize Information. Retrieved from International Risk Management Institute (IRMI): https://www.irmi.com/articles/expert-commentary/how-to-organize-information Burkhardt, J. M., & MacDonald, M. C. (2010). Teaching information Literacy: 50 standards-based exercises for college students. Chicago: American Library Association.

Evaluating Information Sources. (2020, Apr 22). Retrieved from Brock University Library: https://researchguides.library.brocku.ca/external-analysis/evaluating-sources Jeffrey, R. (2016, June). Types of Writing Styles. Retrieved from Open Oregon: https://openoregon.pressbooks.pub/aboutwriting/chapter/types-of-writing-styles/

Selecting Information for Your Assignments. (2014, Feb 20). Retrieved from UNSW Sydney: https://student.unsw.edu.au/selecting-information-your-assignments Writing for Success. (2012). Retrieved from Saylor Academy: https://saylordotorg.github.io/text_writing-for-success/index.html

29

www.ivet.edu.au