Responsive and initiative openings

Your opening should answer the reader’s first question – "Why am I reading this?” – whether the correspondence is responsive or initiative.

Initiative openings

When you initiate the dialogue, you must provide your reader with some background or context for your communication. Here are some examples of initiative openings.

• During the upcoming summer months, carpeting in several floors of the building will be replaced.
• Because of the extra feedback we received on the training programme, I would like to propose that we extend the launch date by two weeks.
• I am writing to request leave for the period 2 September to 15 December of this year.

Responsive openings

A responsive document should begin with a reminder – a statement acknowledging the original request. This opening helps you capture interest and prepare the reader for your message. Consider these typical responsive reminders:

• As you requested, I have ...;
• I'm writing in reply to your memo of ...;
• Thank you for your letter of 12 August;
• I was pleased to receive your invitation for [event].

Closings

The purpose of a closing is to bring your document to an appropriate conclusion. You do not want your reader to wonder what to do next or end on a note of uncertainty. Your closing might suggest actions, summarise agreements, restate the main message, thank the reader or offer further help.

Your closing depends on your purpose, whether your document is responsive or initiative. For example, if you are asking the reader to take an action the closing should specify that. If there is a deadline you should state it.

Examples of closings:

• I have additional information for anyone who is interested;
• Please send your comments to [X] through [A] before 5 p.m. Thursday;
• I would like to meet to discuss situation X in more detail. Please suggest a time that is convenient for you and I will see to it that I am available;
• We appreciate your support in this matter;
• Please contact me if you need more information.

Considering your opening and closing before you begin writing will help you draft the correspondence efficiently.

Levels of formality

Before you start drafting your correspondence, consider how formal it should be. The required level of formality is generally determined by the position of the correspondents (the reader and either you as the writer or the person who will be signing the letter). Correspondence can be divided into two broad categories: informal and formal.

The correspondence you write at work is most likely to be informal: that is, day-to-day correspondence with people inside and outside the Council of Europe. Formal letters may be addressed to heads of state, ministers of Member States, ambassadors or other dignitaries. Formal letters are governed by strict protocol rules and approval processes. Since there are so many aspects to the Council of Europe’s work, and so many bodies within the Council of Europe on whose behalf formal letters may be sent, this course cannot provide guidance on formal correspondence. If you are asked to write a formal letter ensure that you find out exactly what is required and what protocols must be followed.

Tone

Consider your feelings as you read these two examples of correspondence about an unpaid invoice.

• “You have not paid your invoice. This is a very serious matter! You must pay it immediately.”
• “Perhaps you have overlooked this outstanding amount owing, or perhaps your payment has gone astray. In any case, please contact us immediately to confirm or arrange payment.”

The tone of the first example suggests that the writer feels you have deliberately not paid your invoice. The tone of the second example suggests that the non-payment is an error. In this situation, a polite and understanding tone is more likely to be effective than a rude, demanding one. Tone evokes a reaction from the reader; finding the appropriate tone is a question of putting yourself in the reader's position.

Tone is partly determined by style and diction (choice of words). You considered tone indirectly when we discussed long-winded, indirect and overly formal writing. Think about the likely reaction from the reader to long-windedness, and the different reactions evoked by passive voice and active voice. Overly formal language may seem condescending to some readers. Writing that is too chatty or careless, on the other hand, might suggest that you do not respect the reader.

Even a well-written document may not be well received if your readers take offense, or feel threatened or belittled. Effective writing communicates your message without prompting feelings of insecurity or defensive reactions in your readers. You must be aware of the possibilities of pitfalls and decide on an appropriate tone for each document you write.

Patterns of organisation

Whether you are initiating a dialogue or responding to someone else, your correspondence will likely match one of three patterns of organisation:

• information or request
• problem-solving
• persuasion.

Work through the following three examples and read the comments. Decide whether each is an example of initiative or responsive correspondence and identify the main message in each.

Information or request messages

These are the most common type of message for memos or e-mails. In most cases, information and request messages are written directly with the main message at or near the beginning. The organisational pattern has three components:

• main idea
• expanded details
• required action.

These messages often carry attachments, for example:

• requests for information with an attached questionnaire;
• requests for feedback with an attached draft document;
• notification of reporting requirements with attached detailed instructions;
• notification of new guidelines with attached instructions.

Problem-solving messages

When the purpose of the correspondence is to solve a problem, a different organisational pattern is usually used. Typically the problem is described first. The problem is then analysed and more details are provided. Finally, a recommendation is made.

Persuasive messages

Persuasive correspondence is written less frequently than the other types. Messages written to protest decisions or suggest changes in established courses of action are usually in this pattern. The persuasion memo aims to get your reader to undertake an action that he or she is not obliged to take. At the Council of Europe, letters written to governments asking for particular actions are perhaps the most common example of persuasive correspondence. Persuasive message are often written using the indirect form of organisation.

Review your own work

Consider some examples of e-mails that you have written recently. Which pattern of organisation did you follow? Is your main message clear and well-positioned? Is your tone appropriate? Record your observations in your reflection file.

Assignment preparation

Your assignment portfolio must include at least one example of either responsive or initiative correspondence. See the assignment page for detailed information.

Section 3: Speeches, speaking notes and briefing notes

This section addresses three types of documents that are closely related: speeches, speaking notes and briefing notes.

When you write a speech for someone, you are expected to create a text that they can read aloud. At the Council of Europe, speeches are also often uploaded to the website once they have been delivered. Speaking notes are somewhat different: rather than a full text, they are point-form notes listing the main points the speaker wishes to address. Speaking notes are often included with presentations created in software like PowerPoint. Briefing notes are similar to speaking notes. They are intended to provide background information for someone who may not be an expert in a particular issue, so that individual can speak about the issue at a meeting. Typically briefing notes are written for senior executives and are very brief.

Speeches

Writing a speech can be a challenge for any writer. Not only do you have to convey your message succinctly, but you must also write in a way that sounds like natural speech. To add to the challenge, you will usually be writing something for someone else. That means your speech should both sound natural and sound like them, not you.

It is always valuable to analyse previous excellent examples of the type of document you are writing. It is particularly important to do this when you are writing speeches, speaking notes and briefing notes. Those who are using your speeches and notes are relying on you to enable them to speak knowledgeably and confidently. They will almost certainly have strong preferences for everything from the length of a paragraph to the formatting style for the bullet points. Before you write your draft, spend time learning and becoming familiar with their preferences.

Analysing your audience

It’s easy to get confused when you are analysing your audience as a first-time speechwriter. You are, after all, writing the speech for your manager or someone else to deliver. However, this individual is not the audience you are analysing. The audience in this case is the group that will be listening to the speech.

Before you begin writing, ask some questions about the speech to help you analyse the audience and the situation. The answers will guide you as you produce your draft.

• Why is this speech being given?
  
Is the speech intended simply to provide report on a situation? To inspire? To persuade?
• Who will be listening?
  
How much will the audience know about the topic of the speech? Why will they be listening? Will the speech be presenting new ideas or confirming something they already know? Some speeches are given primarily for the people in the room. Others are given for a much broader audience. Analyse both the primary and secondary audience.
• Where will the speech be given?

  Analysing the audience is the most important step, but thinking about the venue can also be important. Will the speech be one in a long series of speeches? Will it be a keynote speech given as the main event? How long is the speech expected to be? An average speaker will deliver a speech at approximately 120 words per minute.
• What are the speakers’ particular requirements?

  Individual speakers have different needs. For example, some prefer speeches to be double or even triple-spaced and in a large font size. Others may have particular concerns about margins or the position of notes.

The answers to these questions will shape the speech you write.

General guidelines for writing speeches

Although the speeches you write will vary tremendously with the speaker, the content and the audience, some general guidelines can be useful.

• Use simple sentences

  Long sentences with complex clauses are difficult to follow for the listener and difficult for the speaker to say.
• Guide the listener
  
It is more difficult for most people to follow a speech than it is to read a report. Provide the context for the speech at the beginning and use verbal clues throughout, for example, there are three major issues. First… Second… Third…. Incorporate previews and summaries, especially in long speeches.
• Begin with the most important points

  Don’t waste time on a long introduction. The main message should be obvious from the beginning. In long speeches, the main message of each section should be obvious and clearly connected to the rest of the speech.
• Finish with a strong conclusion

  Help the listener remember what the speaker has said by restating the main point.
• Be brief
  Include all the important information the audience will need, but try to get the message across as briefly as possible to avoid repetition.
• Be inspired by great speeches.

  Electronic resources such as YouTube make it possible for you to listen to famous orators. Winston Churchill’s speeches are famous; most are very brief. They were intended for radio broadcasts, and, therefore, many are available online. Most of us will never write a speech for such a famous orator, but it is interesting to listen to those that do. For more modern speeches, TedTalks (Technology, Entertainment and Design) is an excellent resource. The non-profit organisation began in 1984 as a conference aimed at bringing individuals from these three areas together. The talks are all brief, and some are brilliant.

Analyse an example

Fortunately, it is easy to find examples of speeches to analyse on the Council of Europe’s website. As part of your preparation for writing a speech, review some of the examples you can find there. In particular, pay attention to the following things:

• Speech opening;

  In most cases, you will note that the speaker very quickly gets to the substance of the speech.
• Position of the main message;
  
Although typically the main message would be stated at the beginning of the speech, this may not always be the case. However, in general, it is best to state the main message at the beginning.
• Position of the thank-yous and other required components;
• Length of the paragraphs;
• Guidance for the audience;
• Attempts to involve the audience;
• Speech closing.

The speech used here as an example was delivered by Deputy Secretary General Gabriella Battaini-Dragoni at the No Hate conference in Strasbourg in November 2013. The speech was entitled “Mobilising, Planning and Networking for Campaigning Effectively with Young People against Hate Speech Online”.

Read the speech through once as it is. Then click on the highlighted areas to read our comments. Click again to remove the comments.

Analyse your own example

Speeches by the Secretary General, Deputy Secretary General, Commissioner for Human Rights, President of the Parliamentary Assembly and President of the Congress of Local and Regional Authorities are available on the Council of Europe website: http://hub.coe.int/press/speeches

Retrieve one of these speeches now and analyse it. Choose a speech on a familiar topic, and you may find a striking difference between the language of the speech and language of reports and other written presentations. Pay particular attention to the:

• Speech opening;
• Position of the main message;
• Position of thank-yous and other required components;
• Length of paragraphs;
• Guidance for the audience;
• Attempts to involve the audience;
• Speech closing.

Make note of your observations in your reflection file.

From text to speech

Typically the language used in speeches is less formal than language used in written reports; this makes the speech sound natural and allows the audience to connect more with the person delivering the speech. In speeches, both sentences and paragraphs are also shorter than in written reports. Here is an example. The first paragraph below comes from the speech you just read. The second paragraph discussing the same subject is drawn from a conference report.

Speaking notes

Speaking notes are written for two different situations.

• They may be written to accompany slide presentations (for example, in PowerPoint). Often then, the notes themselves are inserted into the presentation on note pages.
• They may be written as a point-form presentation of a speech. In this case, the speaker may fill in additional content.

Speaking notes must be brief since the reader will be reading the notes while speaking to an audience.

The following example demonstrates speaking notes for a single paragraph of the speech we reviewed earlier.

Briefing notes

A briefing note is usually written for someone else who requires concise background information on an issue or situation. Senior managers use briefing notes to prepare for meetings, conferences or similar events. Briefing notes are often part of the preparation for high-level strategic discussions. However, they may also be used in more administrative settings. For example, a briefing note might make it possible for a manager to explain a new complex finance procedure to people who must use the procedure.

Typically the briefing note outlines an issue or situation, analyses the issues involved and offers solutions. The briefing note must provide just enough background information for the reader to understand the situation, and it should cover only the main issues to be addressed. Briefing notes may be as short as a few sentences and are typically no longer than one page. Briefing notes never include details, nor do they include references. Your reader relies on you; that is, he or she must trust that there is supporting information for the points covered in the note even though that information is not included.

Readers of briefing notes

The key to a successful briefing note is empathy and anticipation. Imagine, in as much detail as possible, the situation where your reader will be using the brief and what they will be looking for. When you write a briefing note, you are contributing to a conversation. The person you are writing for will speak, but you are providing them with the words.

If you are writing about policies and procedures, it is particularly important to be aware of the level of detail that is required. You may be writing notes for someone who will speak to an audience of managers (the primary audience) who will then speak to their staff (the secondary audience). Think about both the primary audience for the briefing note, and the secondary. What do they really need to know? Tell them that much, and no more.

Writing briefing notes with the context in mind

Briefing notes are never stand-alone documents; they are always used in a specific context. The context includes a huge range of factors, including who will be attending the meeting, the reason they are discussing the issue you are writing about and their expectations for using the information you present. As you review the following list, reflect on why each of these questions might be important.

• What is the purpose of the meeting?
• Is it for information?
• Is it for action?

• Why is this issue being discussed at a meeting?
• Is it in response to a crisis or specific event?
• Is it part of an ongoing dialogue?
• Is it a preliminary meeting, or is it announcing the completion of something?

• Who requested the discussion to take place at this meeting?
• What background material is already available?
• Are there policy or procedure documents?
• Are these commonly used, or have they been ignored?

• Who is involved in the meeting?
• Are those attending primarily administrative staff or programme staff?
• What will the atmosphere of the meeting be like?
• Will it be formal or informal?
• How many people will attend?

• Are those attending likely to welcome your contribution?

Strategies for effective briefing notes

Brevity and precision are the primary qualities that make a briefing note effective.

Here are a few strategies that will help you write effective briefing notes.

• Keep it short. An effective briefing note should be easy to scan for its main points – it may not be read in detail until the meeting begins.
• Keep it simple. Your brief will be one of many documents for that meeting.
• Stick to the issue. Don't include any extraneous information.
• Analyse your readers. A briefing note always has multiple audiences; you write for one individual (the primary reader), and they deliver the message to others (the secondary reader).
• Be particularly careful to be clear in references to other policies, procedures and forms.
• Be specific. Avoid buzzwords and non-specific words like quite, really and basically.
• Proofread carefully.

A sample briefing note

Here is an example of a briefing note based on the speech you read earlier. In this note, the points on social media have been placed near the beginning. Social media is more likely to draw questions than comments on the history of hate speech; the purpose of the note is to facilitate easy scanning by the readers (the audience).

Briefing note: No Hate Speech conference

(Conference supported by the European Youth Foundation [EYF])

Social Media

• Facebook, Google and Twitter representatives are attending the conference.
• Declarations in the member States who sometimes portray social media for instance as “the worst menace to society” were said in the heat of the moment; this is not the view of the Council of Europe.
• Social media must act responsibly; it is important that rules and policies are transparent, and that human rights are respected.
• Hate speech is not free speech; it undermines democracy and is a violation of human rights. Freedom of expression, guaranteed by the European Convention on Human Rights, is a pillar of democracy.
• Hate speech is not new. Almost 50 years ago, the Parliamentary Assembly of the Council of Europe opposed ”increasingly numerous elements” who “are attempting to incite the public, in particular young people, to racial, national or religious hatred”.
• Civil society plays a crucial role in preventing hate speech.
• The No Hate Speech movement is one of the strongest responses of the Council of Europe to hate speech. The role of youth organisations and Member States is critical to the success of the No Hate Speech campaign.

Assignment preparation

Your assignment portfolio may include a speech, briefing notes or speaking notes. See the assignment page for more details.

Section 4: Writing for the web

Writing articles to be posted on the web has become quite commonplace at the Council of Europe and elsewhere. More recently, social media updates have become part of professional writing.

Articles for websites

There are many types of articles written for the many websites at the Council of Europe. In general, web articles fall into two broad categories:

• articles intended to stand alone;
• articles written to introduce a report, video or other detailed document.

Some reports and other documents are prepared in PDF form and distributed via the web. The concerns of writing for the web do not apply to this type of document; PDF documents are formatted for print, even though they are often read onscreen.

Readers tend to read more slowly onscreen than they do on paper, so they are more likely to scan an online report than they would if it were on paper. Making writing easier to scan means it is more likely to be read. There are some techniques you can use to make your document easier to scan:

• write short paragraphs;
• write short, direct sentences;
• use clear, substantive subheadings;
• use bulleted lists.

Not all documents are read on full-size laptop screens. Readers may access information via their tablet, smart phone or other small device. This reduced screen size may also increase the challenges for the reader and makes it even more important to write as concisely as possible. Remember, though, that concise writing is a benefit no matter what the format. Here are some reminders from Module 1 on how to write concisely:

• begin with the main message;
• write clear topic sentences;
• write brief summaries of complicated material;
• provide links to additional resources for more detail.

A layered approach

Good writing for the web at the Council of Europe often takes a layered approach. A layered approach means there is a brief, provided overview at the highest level and some components of the overview are linked to more resources. Within those resources, there are still more links leading to a detailed report.

Here’s an example from the programme, Building a Europe for and with children.

The first webpage is titled, Brief description, and it is exactly that:

Links for the two most recent strategies (Monaco and Stockholm) take the reader to websites which provide more detail. Here’s the Monaco example titled, Council of Europe proposes four-year plan for children’s rights.

Two additional links within this layer provide more detail. The sentence “Interview with Mrs. Maud de Boer-Buquicchio” is linked to a video of the interview. The word strategy in the second sentence is linked to a 24-page report outlining the strategy in detail.

Writing for Twitter, Facebook and other social media sites

Social media exists as a way to make connections both between individuals and between sources of information. Currently only a few people at the Council of Europe are responsible for posting updates on social media sites. Given the speed with which this media has developed, though, it is reasonable to think that more people will be writing this way in the future.

There are two major points to remember when you are writing for social media.

• Be professional, but not stiff.
  Although the form is brief and these media are often used for very informal communication, Facebook updates, Tweets and other notifications written on behalf of the Council of Europe must be written in professional language. Readers expect notifications in these media to be less formal than reports, though.
• Remember the lack of context.

  Those reading a social media update may know very little about the subject you are addressing. Write clearly and simply to avoid misinterpretation.

Many Tweets from the Council of Europe act as pointers to other media. When this is done well, it can increase readership or viewing of Council of Europe videos and documents.

7/11: @EverydaySexism founder Laura Bates featured in new #CoE video on global threats to journalists.http://t.co/958HD5pPbq

— Council of Europe (@coe) November 6, 2013

Analysing your reader

It is very challenging to analyse your reader when you are writing for the web. Once something is posted on the Council of Europe’s website, no restriction is placed on it from the organisation’s perspective, meaning everyone can access it; your audience could be almost anyone.

However, your audience is likely to be someone who has some previous interest in the organisation, the campaign you are writing about or the particular topic. Write with that reader in mind. When you analyse your reader, think about where that reader likely comes from. For example, if you are writing about an initiative concerning children your readers may include policy makers whose work involves children, youth workers, teachers and social workers. Beyond that, what you write may interest parents or anyone with an interest in children. You can, though, begin from the assumption that your reader will have some professional or personal reason for the interest in your topic.

Section 5: Minutes and notes for the record

Minutes, notes for the file and other records of meetings vary widely depending on where you are working at the Council of Europe. In some cases (for example, some meetings in the European Development Bank), minutes may be almost a verbatim record of conversation. In other cases (for example, some meetings at the Congress of Local and Regional Authorities) minutes may record only that a particular discussion occurred, without recording the content of the discussion. Throughout the organisation, there is every possible variation between these two extremes.

Because there is so much variation, this course cannot provide you with detailed rules for taking minutes. What we can do is give you some guidance in what is commonly included in useful minutes and notes for the record. We encourage you to seek out excellent examples of the types of minutes you are expected to prepare and ensure that you are very familiar with the requirements before you attend a meeting.

Regardless of the adopted format, meeting records should contain the following information and usually in the following order:

1. name of the group holding the meeting;
2. the kind of meeting (weekly, monthly, special, etc.);
3. the date (and possibly the place);
4. names of the people attending (often participants are divided according to the tripartite nature of the discussion into government members, employers, members and worker members);
5. the minute taker;
6. each agenda item or discussed issue: a summary of the views expressed, attributed either to the speakers by name (or initial) or to the offices they represent;
7. a clear statement about how each issue was resolved (agreement, no agreement, deferred for further consideration, etc.);
8. required follow-up action and the person (or people) responsible for it.

In an effort to keep meetings productive and to have minutes that are brief and useful, some chairpeople require that records only contain decisions and follow-up actions and nothing else. If no decisions are recorded everyone knows that the meeting has been a waste of time or that issues are still outstanding and need to be considered for the next time.

However, in many other cases, it is just as important to record the discussion as it occurred during the meeting in a summarised format.

Preparing to write a meeting record

Before the meeting begins, it is essential that you know the following:

• the purpose of the record or report (is it for file or circulation or both?);
• the amount of expected detail;
• the names and titles of the participants;
• the agenda items;
• the names and departments of the participants;
• a clearly laid-out agenda. This agenda forms the structure of the rest of the record.

You should be able to find out these things from the chairperson or the convenor of the meeting.

During the meeting, sit near the chairperson. This will enable you to hear better and to ask for clarification if necessary.

• If an agenda exists have a copy and some coding device to link your notes to the agenda items.
• Do not try to record everything that is said unless you have been asked to do so. Focus on the main points, not the details. Take notes on the decisions that were made about the agenda items.
• If any participant asks for something to be placed on record you will need to ensure that you write down their statement accurately (it is best to check the wording with the speaker immediately after the meeting).
• Collect copies of any reports, etc. tabled at the meeting. You will need electronic copies of these documents to attach to your record. Be sure to ask during the meeting for them to be sent to you shortly after the meeting.
• Note in particular any agreement on follow-up action and make sure you note who has the responsibility for the follow-up.

Writing the record or report after the meeting

The most useful action you can take in writing the meeting report is to ensure that you write at least a draft as soon after the meeting as possible. When you take on the task immediately, you will be better able to remember the details as will the person who chaired the meeting if you need assistance. You will probably have taken more notes than you need. Your task is now to turn those notes into a document that is a useful record for those at the meeting; information for those who were not at the meeting; a file record for future reference; and a starting point for further work on items that may come up again in future meetings.

Analysing your reader

When you prepare a set of minutes or notes for the record, you are writing for at least two groups of readers: people who attended the meeting, and those who did not. It is important to find out from the person who chaired the meeting how far the minutes will be circulated. In many cases, minutes will go only to those who attended and those who usually attend but missed this particular meeting. For other meetings, minutes may be circulated widely. In those cases, more or less detail may be required. You will need to consult with the meeting chair to be sure on the level of detail your notes require.

Assignment preparation

You may include a set of minutes or notes for the file as part of your portfolio. See the assignment page for details.

Section 6: Other short documents

In this module, we’ve considered several types of short documents: correspondence, speeches and notes, minutes and other forms of records and articles written for websites. Although this covers a lot of document types, there are many other short documents written at the Council of Europe that we have not considered. People at the Council of Europe write press releases, requests for proposals, job descriptions and a long list of other types of documents. This final section of the module is dedicated to those other documents.

Whether you have been asked to write a document type that is new to you or simply want to improve your skills, the approach we recommend in this section will help you approach the project systematically.

Ask questions

If your manager has asked you to write a specific document begin the process by asking questions.

• What is the purpose of the document?
• Who are the readers?

Determining the purpose and the readers is an important part of writing any document.

• Are there excellent examples of this type of document you can refer to?

Excellent examples will provide you with clues about preferred paragraph length, writing style and other details.

• Is there a template I should follow?

Templates are particularly useful for guidance on sections that include formatting requirements and length. However, don’t assume that a template is sufficient as an example. Most will provide you with content headings but not with examples of the needed content.

Find examples

Both the Council of Europe website and Intranet are rich resources in your search for examples. In both cases, use the built-in search function to find specific document types. For example, entering the term, press release, on the website retrieves over 9 000 examples.

Choose a reasonable number of documents to analyse: we suggest three. Having multiple examples for reference is a benefit. A single document, no matter how well-written, may contain idiosyncratic components. Maybe the particular job description had to include a longer-than-usual description of qualifications, for instance, if the employee sought needed very specialised skills. Looking at multiple examples will help you determine what is standard and what is unique to a particular document. At the same time, don’t get distracted with too many documents. Your goal is to decide quickly what is important, then move on to drafting.

Analyse examples

Begin your analysis by finding the main message, then consider the purpose of the document and its likely readership.

Next, move on to the specifics. Here are some things worth noting:

• How long is the document?
• How long are the paragraphs?
• Is the document divided into sections with subheadings? What type of subheadings are used?
• Is the tone conversational or very formal?
• If specialised vocabulary is used, is it defined, or is it assumed the reader will understand? (A job description may assume specialised vocabulary can be understood by appropriate applicants; a press release will likely include definition of specialised terms.)
• Are bulleted lists used, or is everything written in paragraphs?

You will notice other details as you review the documents.

Assignment preparation

You may include other short documents as part of your assignment portfolio. You will be asked to submit an example along with your work. See the assignment page for details.

Assignments

Your assignment for Module 2A consists of a portfolio of four documents plus supporting documentation for each.

Since our goal is to make this course as useful for you as possible, you are given flexibility in determining the content of the portfolio. Because correspondence is part of everyone’s work; however, you must include at least one example of correspondence (either responsive or initiative).

You will gain the most from this course if the portfolio items you submit are written after you have read the appropriate section of the course and work through any activities. This will help you get the most benefit from the use of the reader analysis form, which is required for most assignment components.

Each type of document requires that you submit some supporting information.

Next steps

Well done! You have spent several hours over the past few weeks thinking deeply about your writing. This kind of dedication and focus leads to improvement, no matter what type of writing you usually do.

What’s next? It is our hope that you will continue to apply the tools you have learned in this course. Here are three suggestions for steps you can take:

• Reflect on the writing process. Are you satisfied with the way you plan documents, or is there something you’d like to do differently? Did you hear about a new approach to drafting that you would like to try? Now is the time to experiment with new ways of writing.
• Consider your course assignments. Have you and your tutor identified any characteristic errors in your writing? If you have, record them and remember to watch out for them as part of the editing process.
• Analyse effective writing. As a working professional, you read documents every day. When you receive a document that is particularly effective, take a few minutes to analyse it. What makes it effective? How can you apply the writer’s techniques to your own work?

Improving your writing is an ongoing process. If you continue to focus on it, your writing will improve. It may be a struggle, but with continuing effort, success will be your reward.