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36 Writing in the Workplace

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Writing in the Workplace Chapter Opener

Start-Up Activity

Ask your students why writing was invented. They may guess, "For education" or "To send letters to people" or "Because the Romans had to chisel something on all those buildings." On the board, list whatever suggestions they offer. Then let them know writing was invented for and by business.

A merchant shipping two goats and ten barrels of olive oil across the Mediterranean Sea didn't want the ship captain to sell off two barrels and eat one goat before arriving at port. So the ancient Mesopotamians developed cuneiform writing. They pressed the wedge-shaped edge of a reed into clay to form letters that recorded just what they were shipping, along with their personal stamp. Then they fired the clay and sent it with the shipment. If the captain delivered less or did not deliver the cuneiform record, he was in big trouble.

Writing performs the same function in today's businesses—creating contracts, tracking inventories, communicating long distances, and so on. And, thankfully, the writing that business invented proved really useful to scientists, artists, scholars, and everyday people from then until now.

Think About It

“The ancient codes were doubtless originally suggested by the discovery and diffusion of the art of writing.”

—Henry James Sumner Maine

TEKS Covered in This Chapter

Page 324 from Write Ahead

Taking Minutes

Help students understand that meeting minutes have a number of important jobs:

  • Recording who is present and what they do
  • Reviewing business from the previous meeting
  • Tracking discussions and decisions
  • Providing a starting point for the next meeting

Lead students through the sample minutes, showing how each section does one of those important jobs.

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Page 325 from Write Ahead

Writing Guidelines

If any of your students need to take notes at student council or club meetings, direct them to the guidelines on this page.

Preparation is key. Students should start with a framework to fill in, perhaps using the section headings from the model on page 324, or perhaps using a template from a word processing program. They should fill in as much information as possible ahead of time, freeing them up to pay attention and record during the meeting.

The "Writing" portion of the page helps them know what to record in the main part of the minutes.

Provide the Minutes Revising and Editing Checklist to help students make improvements to their meeting minutes.

Have students use the Workplace Writing Rubric to evaluate their minutes.

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Page 326 from Write Ahead

Writing Business Email

Students often see email as a necessary evil—something required by teachers. They would much prefer to communicate via text. However, they need to understand that email is the workhorse of business and government, and to succeed in the adult world, they need to become comfortable with it.

Help students understand that email is communication. It's not about producing a document. It's about connecting with one or more people for a specific purpose. Once students understand that email needs to be purposeful, they will see it as more useful.

Have volunteers read each paragraph of the sample business email. Then lead a discussion of it:

  • What is the purpose of this email? (Thanking Joe's Burger Shack for last year's help and asking for help this year)
  • How does the writer try to persuade the reader in the middle? (Showing how Joe's can promote their business with an extra donation)
  • Why does the writer make sign-up easy? (To get Joe's to opt in)
  • How does the writer finish the email? (By including a strong call to action)

Also share with students a mid-project report email and an email about vegetarian lunch options.

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Page 327 from Write Ahead

Writing Guidelines

Assign students to write an email to you, providing comments and questions about a particular unit or project that the class is working on.

Use the prewriting questions to help students write purposeful emails that connect with the reader (you). Also, encourage them to leave the "To:" line empty until they have fully revised and edited their work. That way, they won't accidentally hit "send" before they are ready to communicate.

Lead students through the tips for creating a strong beginning, middle, and ending. Remind them that each part must purposefully communicate to a specific reader (you).

Provide the Email Revising and Editing Checklist to help student improve their emails.

Have students use the Workplace Writing Rubric to evaluate their business emails.

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Page 328 from Write Ahead

Using Twitter for Business

Ask students to raise their hands if they use Twitter. Then ask students to raise their hands if they are baffled by it.

Twitter is second-nature to those who use it and a complete mystery to those who don't. Use this page to help demystify this social-media application.

Its main use is to reach a very broad audience of strangers with similar interests (unlike Facebook, which is about connecting with "friends").

Lead students through the "Anatomy of a Twitter Post" using the example and descriptions of each part. Discuss the purpose of each part.

Also note how this tweet and the ones on the next page promote the same event as the email on page 326.

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Page 329 from Write Ahead

Creating Twitter Conversations

Some people have compared Twitter to a bullhorn—a platform for loudly broadcasting information to many people. However, Twitter is just as often a friendly chat, with lots of playful back-and-forth. In fact, that's the best use of Twitter for those who are not movie stars or presidents.

Lead your students through this Twitter conversation, showing how hashtags help people with a common interest find and join the conversation. Also, use the notes in the right margin to point out that each tweet has a purpose in the larger conversation.

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Page 330 from Write Ahead

Sample Business Letter

Use this page and the next to teach students the parts of a business letter. Yes, to write a correct letter, students need to put each part in its proper place and format. However, students should also understand the purpose of each part. The addresses at the top provide the contact information of the sender and receiver as well as the date. The salutation creates a personal connection. The body of the letter delivers the message. The complimentary closing and signature provide a polite sign-off.

Of course, the most important part of any letter is the body. That's where the real communication occurs. Once students understand the parts of the letter, have them focus on the topic, purpose, and focus communicated in the body, along with the details that support the focus.

Note how this letter provides a follow-up to the email on page 326 and the Twitter posts on pages 328–329. Often, business communication occurs in multiple channels.

If you or some of your students already use Twitter, go to your feeds to find and display other (school appropriate) examples of conversations.

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Page 331 from Write Ahead

Parts of a Basic Business Letter

Use this page in tandem with page 330 to teach the parts of a business letter. Remind students that business-letter format is important, but not as important as clearly communicating in the body of the letter.

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Page 332 from Write Ahead

Writing Guidelines

Help students understand that a business letter is more than just a formal document. It is communication about a specific topic to a specific reader. In this case, students will be writing a letter to you that follows up on the email they wrote to you on page 327.

Use the bulleted points under "Prewriting" to help students focus on purposeful communication in a business letter.

The "Writing" section guides students through composing the body of the letter—where the real communication occurs. Teach students the tips for creating a strong beginning, middle, and ending.

After students have drafted their letters, provide them the Business Letter Revising and Editing Checklist to improve their work.

Have students use the Workplace Writing Rubric to evaluate their letters.

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Page 333 from Write Ahead

Sending Your Letter

Since email has taken over much of business correspondence, students might be unfamiliar with how to address an envelope. Lead them through the examples on this page, and let them practice by addressing their envelopes to you and sealing their business letters (from page 332) inside. (To avoid the cost of envelopes, you can simply have students fold their letters in thirds and address the top third as if it were the outside of an envelope.)

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