Business Writing Instructor Guide
TABLE OF CONTENTS Preface ..............................................................................................................................................6 What is Courseware? ................................................................................................................................ 6 How Do I Customize My Course? .............................................................................................................. 6 Materials Required ................................................................................................................................... 8 Maximizing Your Training Power .............................................................................................................. 8 Module One: Getting Started ........................................................................................................... 10 Housekeeping Items................................................................................................................................ 10 The Parking Lot ....................................................................................................................................... 11 Workshop Objectives .............................................................................................................................. 11 Pre-Assignment Review .......................................................................................................................... 12 Action Plans and Evaluations.................................................................................................................. 12 Module Two: Working with Words ................................................................................................... 13 Spelling ................................................................................................................................................... 13 Grammar ................................................................................................................................................ 15 Creating a Cheat Sheet ........................................................................................................................... 17 Case Study............................................................................................................................................... 18 Module Two: Review Questions.............................................................................................................. 19 Module Three: Constructing Sentences............................................................................................. 20 Parts of a Sentence ................................................................................................................................. 20 Punctuation ............................................................................................................................................ 21 Types of Sentences.................................................................................................................................. 23 Case Study............................................................................................................................................... 24 Module Three: Review Questions ........................................................................................................... 25
Module Four: Creating Paragraphs ................................................................................................... 28 The Basic Parts ........................................................................................................................................ 28 Organization Methods ............................................................................................................................ 30 Case Study............................................................................................................................................... 31 Module Four: Review Questions ............................................................................................................. 32 Module Five: Writing Meeting Agendas ............................................................................................ 33 The Basic Structure ................................................................................................................................. 33 Choosing a Format.................................................................................................................................. 36 Writing the Agenda ................................................................................................................................ 38 Case Study............................................................................................................................................... 39 Module Five: Review Questions .............................................................................................................. 40 Module Six: Writing E-mails ............................................................................................................. 41 Addressing Your Message ....................................................................................................................... 41 Grammar and Acronyms......................................................................................................................... 43 Case Study............................................................................................................................................... 44 Module Six: Review Questions ................................................................................................................ 45 Module Seven: Writing Business Letters ........................................................................................... 46 The Basic Structure ................................................................................................................................. 46 Choosing a Format.................................................................................................................................. 48 Writing the Letter ................................................................................................................................... 49 Case Study............................................................................................................................................... 50 Module Seven: Review Questions ........................................................................................................... 51 Module Eight: Writing Proposals ...................................................................................................... 52 The Basic Structure ................................................................................................................................. 52 Choosing a Format.................................................................................................................................. 55 Writing the Proposal ............................................................................................................................... 56
Case Study............................................................................................................................................... 58 Module Eight: Review Questions ............................................................................................................ 59 Module Nine: Writing Reports .......................................................................................................... 60 The Basic Structure ................................................................................................................................. 60 Choosing a Format.................................................................................................................................. 61 Writing the Report .................................................................................................................................. 62 Case Study............................................................................................................................................... 63 Module Nine: Review Questions ............................................................................................................. 64 Module Ten: Other Types of Documents ........................................................................................... 65 Requests for Proposals............................................................................................................................ 65 Projections .............................................................................................................................................. 67 Executive Summaries .............................................................................................................................. 68 Business Cases ........................................................................................................................................ 71 Case Study............................................................................................................................................... 72 Module Ten: Review Questions .............................................................................................................. 73 Module Eleven: Proofreading and Finishing ...................................................................................... 75 A Proofreading Primer ............................................................................................................................ 75 How Peer Review Can Help ..................................................................................................................... 77 Printing and Publishing ........................................................................................................................... 78 Case Study............................................................................................................................................... 80 Module Eleven: Review Questions .......................................................................................................... 81 Module Twelve: Wrapping Up .......................................................................................................... 82 Words from the Wise .............................................................................................................................. 82 Parking Lot .............................................................................................................................................. 82 Action Plans and Evaluations.................................................................................................................. 82
Learning is a treasure that will follow its owner everywhere. Chinese Proverb Preface What is Courseware? Welcome to Courseware.com, a completely new training experience! Our courseware packages offer you top-quality training materials that are customizable, user-friendly, educational, and fun. We provide your materials, materials for the student, PowerPoint slides, and a takehome reference sheet for the student. You simply need to prepare and train! Best of all, our courseware packages are created in Microsoft Office and can be opened using any version of Word and PowerPoint. (Most other word processing and presentation programs support these formats, too.) This means that you can customize the content, add your logo, change the color scheme, and easily print and e-mail training materials.
How Do I Customize My Course? Customizing your course is easy. To edit text, just click and type as you would with any document. This is particularly convenient if you want to add customized statistics for your region, special examples for your participants’ industry, or additional information. You can, of course, also use all of your word processor’s other features, including text formatting and editing tools (such as cutting and pasting). To remove modules, simply select the text and press Delete on your keyboard. Then, navigate to the Table of Contents, right-click, and click Update Field. You may see a dialog box; if so, click “Update entire table” and press OK.
(You will also want to perform this step if you add modules or move them around.)
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If you want to change the way text looks, you can format any piece of text any way you want. However, to make it easy, we have used styles so that you can update all the text at once. If you are using Word 97 to 2003, start by clicking the Format menu followed by Styles and Formatting. In Word 2007 and 2010 under the Home tab, right-click on your chosen style and click Modify. That will then produce the Modify Style options window where you can set your preferred style options. For example, if we wanted to change our Heading 1 style, used for Module Titles, this is what we would do:
Now, we can change our formatting and it will apply to all the headings in the document. For more information on making Word work for you, please refer to Word 2007 or 2010 Essentials by Courseware.com.
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Materials Required All of our courses use flip chart paper and markers extensively. (If you prefer, you can use a whiteboard or chalkboard instead.) We recommend that each participant have a copy of the Training Manual, and that you review each module before training to ensure you have any special materials required. Worksheets and handouts are included within a separate activities folder and can be reproduced and used where indicated. If you would like to save paper, these worksheets are easily transferrable to a flip chart paper format, instead of having individual worksheets. We recommend these additional materials for all workshops:
Laptop with projector, for PowerPoint slides
Quick Reference Sheets for students to take home
Timer or watch (separate from your laptop)
Masking tape
Blank paper
Maximizing Your Training Power We have just one more thing for you before you get started. Our company is built for trainers, by trainers, so we thought we would share some of our tips with you, to help you create an engaging, unforgettable experience for your participants.
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Make it customized. By tailoring each course to your participants, you will find that your results will increase a thousand-fold. o
Use examples, case studies, and stories that are relevant to the group.
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Identify whether your participants are strangers or whether they work together. Tailor your approach appropriately.
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Different people learn in different ways, so use different types of activities to balance it all out. (For example, some people learn by reading, while others learn by talking about it, while still others need a hands-on approach. For more information, we suggest Experiential Learning by David Kolb.)
Make it fun and interactive. Most people do not enjoy sitting and listening to someone else talk for hours at a time. Make use of the tips in this book and your own experience to keep your
participants engaged. Mix up the activities to include individual work, small group work, large group discussions, and mini-lectures. 
Make it relevant. Participants are much more receptive to learning if they understand why they are learning it and how they can apply it in their daily lives. Most importantly, they want to know how it will benefit them and make their lives easier. Take every opportunity to tie what you are teaching back to real life.
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Keep an open mind. Many trainers find that they learn something each time they teach a workshop. If you go into a training session with that attitude, you will find that there can be an amazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it, and make the most of it in your workshops.
And now, time for the training!
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Your business writing can serve as persuasive evidence of your competence, your personality, your management style. Wilma Davidson Module One: Getting Started Welcome to the Business Writing workshop. Writing is a key method of communication for most people, and it’s one that many people struggle with. This workshop will give participants a refresher on basic writing concepts such as spelling, grammar, and punctuation. It will also provide an overview of the most common business documents such as proposals, reports, and agendas. All of this will provide that extra edge in the workplace.
Housekeeping Items Take a few moments to cover basic housekeeping items.
If you need an opening or a way to introduce the participants to each other, utilize the Icebreakers folder to begin or between breaks during the day.
Let participants know where they can find washrooms, break facilities, and fire exits.
Ask participants to turn off their cell phones or at least turn them to vibrate. If they must take a call, request that they do it outside.
Take this time to encourage the group to ask questions and make this an interactive workshop.
Write the words Respect, Confidentiality, and Practice on a piece of flip chart paper and tape it to the wall. Explain to participants that in order to get the most out of this workshop, we must all work together, listen to each other, explore new ideas, and make mistakes. After all, that’s how we learn!
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The Parking Lot Explain the concept of The Parking Lot to participants.
The Parking Lot is a visible place where you will “park” ideas that arise which are not on the agenda, may be off topic, or are better addressed outside of the program.
At the end of the session, we will review parked ideas and follow up, or make suggestions for your own investigation when you are back at work.
Suggestions for the trainer: 1. If you are working with a large group of participants, you may wish to nominate a recorder to park items as you are facilitating. 2. It’s a good idea to note the name of the contributor along with the parked item. 3. Items noted on the parking lot can be useful to you later as you plan future training sessions.
Workshop Objectives Research has consistently demonstrated that when clear goals are associated with learning that the learning occurs more easily and rapidly. With that in mind, let’s review our goals for today. By the end of this workshop, participants will be able to:
Gain better awareness of common spelling and grammar issues in business writing.
Review basic concepts in sentence and paragraph construction.
Know the basic structure of agendas, email messages, business letters, business proposals, and business reports.
Know tips and techniques to use when deciding the most appropriate format to use for agendas, email messages, business letters, business proposals, and business reports.
Know tips and techniques in writing agendas, email messages, business letters, business proposals, and business reports.
Gain an overview of Request for Proposals, Projections, Executive Summaries, and Business Cases.
Define proofreading and understand techniques in improving proofreading skills.
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Define peer review and list ways peer review can help improve business writing skills.
List guidelines in printing and publishing business writing.
Pre-Assignment Review The purpose of the Pre-Assignment is to get participants thinking about the Business Writing strategies they are already using and where they need to improve. As a pre-assignment, we asked participants to think of written output they are required to do at work; write down at most 3 examples. Once they’ve listed their responses down, we asked participants to state one thing they found easy and one thing they found difficult in the process of writing these documents. They may use a table similar to the one below to organize their responses. (A copy of the table can be found in the activities folder). Examples of written output I’m required to do at work
What I find easy about writing this document
What I find difficult about writing this document
1. 2. 3.
Have participants take a moment to review their responses. Ask them to keep their answers in mind during the day as it will help them identify practical applications for tools and techniques that will be discussed.
Action Plans and Evaluations Pass out the participant action plans and evaluations, available in the activities folder. Ask participants to fill these out throughout the day as they learn new things and have ideas on how to incorporate the things we discuss into their lives.
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When all other means of communication fail, try words. Anonymous Module Two: Working with Words The building blocks of any writing, whether for business or social purposes, are words. Failure to use words properly can affect the over-all impact of your prose. In this module we will discuss the spelling of words, grammar issues in writing, and how to prevent both by creating a cheat sheet.
Spelling The use of correctly spelled words is important in all business writing because you are presenting a professional document. A misspelled word can reflect negatively on your image. It may also result in confusion in meaning. Here are some tips to improve spelling issues when writing: 1. Familiarize yourself with commonly misused words, particularly sets of words often mistaken for each other. Example: Affect vs. Effect Affect is to influence or change. (Our income has been affected by the global recession.) Effect is the impression, result. It can also mean ‘to cause’. (The global recession has a dramatic effect on our income.) This problem also happens with pronouns or pronoun-linking verb contractions which sound alike. Examples: who’s vs. whose, their vs. they’re and your vs. you’re.
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2. Make sure you pronounce words properly. Colloquial pronunciations can cause people to omit certain letters in writing. Example: writing ‘diffrence’ instead of ‘difference’ because one pronounces this word with a silent first e. 3. Note some friendly rules on spelling. Example: i before e, except after c (e.g. receive, belief) 4. If you’re writing for an international audience, note that there are acceptable spelling variations in the different kinds of English. For example, American and British English tend to have many differences in the spelling of the same words. Notable are the use of -ou instead of –o, as in colour vs. color; -re instead of –er, as in centre vs. center; -ise instead of –ize, as in realise vs. realize. 5. Lastly, use spelling resources! These days, spell checking is as easy as running a spell check command on your word processing software. If you’re still uncertain after an electronic spell check, consult a dictionary. NOTE: Discussions on spelling liberties people take when sending emails would be discuss in a later module.
Estimated Time
15 minutes To underscore the importance of correct spelling in business writing.
Topic Objective To give tips on how to improve spelling. A misspelled word can reflect negatively on your image. It may also result into confusion in meaning. Tips on improving spelling: 1. Take note of words often mistaken for each other. Topic Summary
2. Make sure you pronounce words properly. 3. Note friendly rules in spelling. 4. Be sensitive to spelling differences in variations of English. 5. Use the spell-check function in your software, as well as the dictionary.
Materials Required
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Flip chart paper
Marker
Planning Checklist
Prepare the questions on a flip chart paper or a PowerPoint slide. Note the answers that can be found in the activities folder. Post the following sentences on a flipchart paper or on a PowerPoint slide. 1. We have recieved the files that you sent. 2. This is official notice that your in charge of facilitating the next meeting.
Recommended Activity
3.
The project is allmost nearing its completion.
4. There is a significant diffrence between the sales in December of this year and December of last year. Ask the group to spot the spelling error in each. Solicit reasons why these words are often misspelled. Stories to Tell
The internet is filled with websites listing commonly misspelled words for ready reference. Ask the group what impression they get of people who send business documents with spelling errors.
Delivery Tips
Survey how many of the group recognizes that they have issues in spelling. Share that even professional writers have spelling problems; it’s just a matter of training yourself to always look out for them.
Grammar Grammar details rules of language syntax. Like spelling issues, grammar violations in a business document can reflect negatively on a professional or a company. Care should be given that all business documents are grammatically correct. Here are two grammar issues most business writers have trouble with. NOTE: All grammatical rules discussed here have exceptions and complex forms. 1. Subject-verb agreement: Singular subjects go with singular verbs, and plural subjects go with plural verbs. The singular form of most subjects contains the suffix –s or –es. The opposite is true for verbs; it’s the singular verbs that end with –s. Note though that some subjects have unusual plural forms (e.g. medium- media, man-men, etc.) 2. Verb tenses: Modern English has six tenses, each of which has a corresponding continuous tense. The first three: present, past and future are less problematic. Page 15
The other three tenses, perfect, past perfect, and future perfect, are formed with the helping verbs have, has, and had. Perfect tense is used to express an event that happened in the past, but still has an effect on the present. Example: Mr. Michael Johnson has managed this company for the past 5 years. Past perfect tense is used to express an event that took place before another action, also in the past. Example: Mr. Myers had been sitting on a meeting when the client called. Future perfect tense is used to express an event that will have taken place at some time in the future. Example: I will have finished by 10pm. In business writing, there are standard tenses used depending on the type of document you are writing. Business cases (to be discussed in a later module) may be written in past or future tense depending on whether the purpose is to discuss how a project was executed, or propose how it would be executed. Verb tenses can also vary within the same business document. The Organization Overview section of a proposal may be written in perfect tense, while the Financial Projection Section written in present tense.
Estimated Time
15 minutes
Topic Objective
To share 2 grammar issues frequently found in business documents. Two grammar issues frequently found in business documents are:
Topic Summary
1. Subject-verb agreement 2. Verb tenses
Materials Required

Flip chart paper
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Markers
Recommended Activity
Survey the group for other grammar issues that they commonly observe in the business documents that they receive.
Delivery Tips
This section is just a review of basic grammar rules. The objective is to raise awareness of the three most common grammar issues, not to discuss each rule comprehensively. Keep the discussion practical and rooted on what they have the most problem with. Refer the class to more extensive references for additional information.
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Creating a Cheat Sheet The number of spelling and grammar rules can feel daunting, but you don’t have to memorize everything. What you can do is create a cheat sheet. A cheat sheet is a ready reference of rules you need to remember, written in a brief, simple and easy to understand fashion. Tables and bullet points can make a cheat sheet more effective. Some cheat sheets are poems, alliterations, and songs. For best results, make your cheat sheets personalized, targeted to spelling and grammar issues that you often have problems with. The following is a sample template for a cheat sheet: Issue
Rule
Example
Here is a sample accomplished cheat sheet: Issue Its vs. It’s
Rule ‘Its’ is the possessive, third person, singular adjective, typically referring to something other than a person.
Example The machine spread its claws. It’s the fastest engine for this job.
‘It’s’, short for ‘It is’, refers to something that ‘it’ possesses.
Estimated Time
10 minutes
Topic Objective
To illustrate how a spelling and grammar cheat sheet can help in business writing.
Topic Summary
You can create a record of basic spelling and grammar rules for ready reference.
Materials Required
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Flip chart paper
Markers
Planning Checklist
Sample Cheat Sheets
Source out grammar and spelling cheat sheets. Print out copies for each participant. Present sample spelling and grammar cheat sheets to the group. You can use this poem by William Safire:
Recommended Activity
Do not put statements in the negative form. And don't start sentences with a conjunction. If you reread your work, you will find on rereading and editing that a great deal of repetition can be avoided by rereading and editing. Never use a long word when a diminutive one will do. Unqualified superlatives are the worst of all. De-accession euphemisms. If any word is improper at the end of a sentence, a linking verb is. Avoid trendy locutions that sound flaky. Last, but not least, avoid clichés like the plague. ~William Safire, "Great Rules of Writing" Ask the group if they feel the cheat sheet is something that can help them.
Discussion Tips
Solicit other ideas for making cheat sheets.
Case Study Jacob was preparing to write an important paper for one of his partners. He worked hard on it, and after he was done, he asked his colleague to review the text after he had run spell check. Upon close inspection, the colleague found some errors and discussed them with Jacob. One was spelling. Although spell check caught most of the errors, it missed many that had to do with context, such as “its” and “it's”. Some of his sentences had verb tense errors and such that were not picked up by spell check. After he had checked the document over well, the colleague made some cheat sheets for Jacob to help him remember the rules he neglected to address. Jacob was able to improve after that.
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Module Two: Review Questions 1) Which of the following statements is true? a) b) c) d)
Using the spelling resources takes too much time Every word in English can be spelled only one way There are acceptable spelling variations in different kinds of English It is not important if you make a mistake with a commonly misused word
2) Which of the following IS NOT a good advice for improving your spelling? a) b) c) d)
Using the spell-check function in your software Taking note of words often mistaken for each other Noting friendly rules in spelling Learning harder words by heart
3) Which of the following is one of the two grammar issues most business writers have trouble with? a) b) c) d)
Verb tenses Articles Conditionals Direct and indirect speech
4) Which of the following is an example of past perfect? a) b) c) d)
Mr. Myers was sitting on a meeting when the client called. Mr. Myers sat on a meeting when the client called. Mr. Myers had been sitting on a meeting when the client called. Mr. Myers has sat on a meeting when the client called.
5) Which of the following is not a common part of the cheat sheet? a) b) c) d)
Example Issue Rule Hints
6) Which of the following statements IS NOT true? a) b) c) d)
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Cheat sheet is used for easier learning by heart Cheat sheet is written simple Bullet points can make a cheat sheet more effective Some cheat sheets are poems, alliterations, and songs
Have something to say, and say it as clearly as you can. That is the only secret of style. Matthew Arnold
Module Three: Constructing Sentences Now that we have a basic understanding of how to use words more effectively in business writing, it’s time to look at sentences. This module will discuss the parts of a sentence, its proper punctuation, and the four kinds of sentences.
Parts of a Sentence A complete sentence has two parts: a subject and a predicate. The subject is what the sentence is about. It is usually a noun or pronoun. The predicate tells something about the subject. It is often indicated by an action verb or a linking verb. Example: “The committee recommends a full inquiry over this matter.” The subject is ‘The committee’ and the predicate is ‘recommends a full inquiry over this matter.’ Subjects and predicate can be simple and complex, so length does not determine what a subject and a predicate is. Complete sentences are advisable in business writing. Aside from subscribing to the more formal format typical in most business document, complete sentences are what make sense.
Estimated Time
10 minutes
Topic Objective
To explain the parts of the sentence.
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A complete sentence has two parts: a subject and a predicate. Topic Summary
The subject is who or what is being talked about in the sentence. The predicate tells something about the sentence.
Materials Needed
Flip chart paper
Marker
Worksheet One
Planning Checklist
Print out a copy of Worksheet One for all participants.
Recommended Activity
Accomplish the worksheet. Discuss answers as a group.
Review Question
What are the two parts of a sentence?
Punctuation Punctuations are standard marks in writing used to separate words, clauses, and sentences. The use of punctuations can affect a text’s readability, flow, and even meaning. Commonly used punctuations include:
Period (.) – used to end a sentence, indicating a full stop. Periods are also used after initials and abbreviations.
Question Mark (?) – used after a question.
Exclamation Point (!) – used after statements expressed with strong emotion.
Comma (,) – used to separate items in a series. Also used before and, but, or, nor, for, so, and yet, when they join independent clauses (unless the clauses are short). It is also used to separate items that interrupt a series.
Colon (:) – used to mean “note what follows,” and is typically succeeded by an elaboration, summation, interpretation of what it precedes.
Apostrophe (‘) – used to show belonging or to indicate the omission of letters in a word.
Semicolon (;) - used to link independent clauses not joined by a coordinating conjunction. As a rule, use a semicolon to end complete sentences in cases where you’re not indicating a full stop.
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Estimated Time
10 minutes
Topic Objective
To review basic punctuation and their uses. Punctuations are standard marks in writing used to separate words, clauses, and sentences.
Topic Summary Commonly used punctuations include: the period, question mark, exclamation point, comma, colon, apostrophe, and semi-colon.
Materials Required
Flipchart paper
Markers
Divide the participants into 7 groups and assign one punctuation mark for each group. Have the groups present the information below without revealing the punctuation assigned to them. a. when their punctuation is used, Recommended Activity
b. problems commonly encountered when using their punctuation, and c. examples of use of their punctuation Have the rest of the class guess what punctuation was assigned to the presenting group. A fun example on how punctuation can change the meaning of text: “A woman without her man is nothing”
Stories to Share “A woman, without her man, is nothing.” “A woman: without her, man is nothing!” Depending on the background of your participants, this section would just serve as a review. Instead of going through each one thoroughly, focus on punctuation marks that give most business writers problems. Delivery Tips
For example, the semi-colon is frequently mistakenly placed after formal salutations in business letters. Business writers also tend to go into two extremes when using commas; they either put too many in a text or they put none at all.
Review Questions
What is the difference between a period and a semi-colon?
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Types of Sentences Four Kinds of Sentences: 1. Declarative: The most commonly used sentence type in business writing, these are sentences that make a statement. They end with a period. Example: We are writing to inform you that your account would be expiring in ten days. 2. Interrogative: These are sentences that ask a question. They end in a question mark. Interrogative questions don’t necessarily follow the format of subject + predicate. Example: Would you be format renewing your account this year? 3. Imperative: These are sentences that give a command or make a request. They usually end with a period, though sometimes they can end with an exclamation point (although to do so is not recommended in business writing). Imperative sentences are advisable when you’re making a ‘to-do’ list, creating an agenda or are outlining an instructional manual. Example: Please inform Joseph that we would be expecting his payment on Monday. 4. Exclamatory: These are sentences that express strong feeling. They usually end with an exclamation mark. Example: Congratulations for getting promoted to Vice-President!
Estimated Time
15 minutes
Topic Objective
To differentiate among the declarative, interrogative and imperative and exclamatory sentences. To give examples of each kind of sentence. Declarative sentences make a statement. Interrogative sentences ask questions.
Topic Summary Imperative sentences make a command or request. Exclamatory sentences express strong emotion. Materials Required
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Flip chart paper
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Markers
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Worksheet Two
Planning Checklist
Print a copy of the Worksheet Two for everyone.
Recommended Activity
Give everyone a copy of Worksheet Two found in the activities folder. Answer the worksheet as a plenary.
Delivery Tips
The activity may be done in small groups or as a plenary.
Case Study Carter was trying to write a letter to a colleague expressing his gratitude for a job well done, but couldn't find the words to express himself. He knew what he wanted to say, but his sentences didn't seem to flow correctly. He decided to break down his sentences into simpler parts so he could determine what was the matter. When he did that, he found he could make them more interesting and smooth by adding punctuation. His sentences could even cause the reader to use inflections in their own voice when reading! Now he has a top notch letter that his colleague is sure to love!
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Module Three: Review Questions 1) Which of the following is a necessary part of a complete sentence? a) b) c) d)
Apposition Attribute Predicate Adverbial clause
2) Which of the following statements IS NOT true? a) b) c) d)
Subjects and predicate can be simple and complex Length determines what a subject and a predicate is Complete sentences are advisable in business writing The subject is usually a noun or pronoun
3) Which of the following refers to comma? (,) a) b) c) d)
It is used to mean “note what follows” It is used to link independent clauses not joined by a coordinating conjunction It is used after statements expressed with strong emotion It is used to separate items in a series
4) Which of the following is typically succeeded by an elaboration, summation, interpretation of what it precedes? a) b) c) d)
Comma (,) Semicolon (;) Colon (:) Apostrophe (‘)
5) Which of the following statements refers to exclamatory sentences? a) b) c) d)
These sentences don’t necessarily follow the format of subject + predicate These are sentences that express strong feeling These are sentences that give a command or make a request These are the most commonly used sentence type in business writing
6) Recognize the type of the following sentence: Please inform Joseph that we would be expecting his payment on Monday. a) b) c) d)
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Declarative Exclamatory Imperative Interrogative
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