Modern Business Writing

Module 2

2. 
   Writing with increased confidence in a structured
   

and disciplined manner

At the end of this module delegates will be able to:

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  Apply mind mapping skills
  
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  Introduce the content with terms of reference, purpose and background
  
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  Achieve flow by means of simple language, short sentences, good paragraphing and descriptive headings
  
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  Structure contents in a logical sequence
  
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  Select relevant information in line with the objective of the document
  
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  Uphold the integrity of the facts in conclusions and recommendations
  
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  Overcome writer’s block
  

2.1 Mind Maps

A Powerful Approach to brainstorming and drafting your document

2.1.1 Introduction

How to use the tool:

Mind Maps are very important techniques for improving the way you brainstorm content and drafting your document. By using Mind Maps you show the structure of the subject and linkages between points, as well as the raw facts contained in normal notes. Mind Maps hold information in a format that your mind will find easy to remember and quick to review.

 

Mind Maps abandon the list format of conventional brainstorming. They do this in favour of a two-dimensional structure. A good Mind Map shows the 'shape' of the subject, the relative importance of individual points and the way in which one fact relates to the other.

Mind Maps are more compact than conventional notes, often taking up one side of the paper. This helps you to make associations easily. If you find out more information after you have drawn the main Mind Map, then you can easily integrate it with little disruption.

 Mind Maps are useful for:

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  summarising information
  
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  consolidating information from different research sources
  
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  thinking through complex problems, and
  
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  presenting information that shows the overall structure of your subject
  

Mind Maps are also very quick to review, as it is easy to refresh information in your mind just by glancing at one.

 

Mind Maps can also be effective mnemonics (a word intending to help your memory). Remembering the shape and structure of a Mind Map can provide the cues necessary to remember the information within it. They engage much more of the brain in the process of assimilating and connecting facts than conventional notes.

2.1.2 Drawing Basic Mind Maps

To make notes on a subject or preparing your draft document using a Mind Map, draw it in the following way:

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  Write the title of the subject in the centre of the page, and draw a circle around it.
  
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  For the major subject subheadings, draw lines out from this circle. Label these lines with the subheadings.
  
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  If you have another level of information belonging to the subheadings above, draw these and link them to the subheading lines.
  
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  Finally, for individual facts or ideas, draw lines out from the appropriate heading line and label them.
  
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  As you come across new information, link it in to the Mind Map appropriately.
  

 

A complete Mind Map may have main topic lines radiating in all directions from the centre. Sub-topics and facts will branch off these, like branches and twigs from the trunk of a tree. You do not need to worry about the structure produced, as this will evolve of its own accord.

 

2.1.3 Improving your Mind Maps

Your Mind Maps are your own property: once you understand how to make notes in the Mind Map format, you can develop your own conventions to take them further. The following suggestions may help to increase the effectiveness of your Mind Maps:

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Use single words or simple phrases for information
Most words in normal writing are padding, as they ensure that facts are conveyed in the correct context, and in a format that is pleasant to read. In your own Mind Maps, single strong words and meaningful phrases can convey the same meaning more potently. Excess words just clutter the Mind Map.
Print words:
Joined up or indistinct writing can be more difficult to read.
Use colour to separate different ideas:

This will help you to separate ideas where necessary. It also helps you to visualise the Mind Map for recall. Colour also helps to show the organisation of the subject.
Use symbols and images:
Where a symbol or picture means something to you, use it. Pictures can help you to remember information more effectively than words.
Using cross-linkages:
Information in one part of the Mind Map may relate to another part. Here you can draw in lines to show the cross-linkages. This helps you to see how one part of the subject affects another.
Key points:

Mind Maps provide an extremely effective method of taking notes and preparing the main points for writing your report.

They show not only facts, but also the overall structure of a subject and the relative importance of individual parts of it. Mind Maps help you to associate ideas and make connections that you might not otherwise make.
Acknowledgement: "Mind Map" is a trade mark of the Buzan Organisation

2.2 Content structure
Once you have compiled a mind map you are ready to draft your document. The example below is that of an investigative report. You can borrow from this approach to compile other documents such as proposals and agreements.

2.2.1 Terms of Reference

This section sets the scene for your report. It should define the scope and limitations of the investigation and the purpose of the report. It should say who the report is for, any constraints (for example your deadline, permitted length) - in other words, your aims and objectives - the overall purpose of your report and more specifically what you want to achieve.

Write down the answer to the following questions:

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  to whom is the report to be addressed?
  
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  why are you writing the report (What is the "tip of the iceberg"?)
  
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  what is the objective of the report?
  
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  how wide is your brief?
  
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  when must the report be ready?
  

2.2.2 Introduction/background

This will help to tune your readers in to the background of your report. It is not another name for a summary and should not be confused with this. They can be two separate sections or combined: background detail could include details of the topic you are writing about. You could take the opportunity to expand on your Terms of Reference within the introduction and give more detail as to the background of the report.

Report writing - example of an introduction

In an article entitled, Few honours for e-degree, Joe Gelonesi (2002) presents many a cautionary tale for institutions embarking on e-learning. The purpose of this study was to investigate the issues raised in this article on Beacon University’s increasing use of online technology in the delivery of its courses. The information gathered was to assist in continuous improvement and decision-making with regard to modes of course delivery. Based on Federal Government and industry reports (DEET 1999; McInnis 2001; Smith 2001) it was assumed that competition from private educational organisations will increase and that student engagement with universities is changing. This will necessitate universities rethinking what they offer and the way they offer it. The experiences of academics currently teaching in three Schools were considered in terms of changing student needs and acceptance of the new technologies by students and academics. Information was gathered by way of interviews with the selected academics. This was supplemented by a review of current literature on e-learning. Although expressions of interest were sought from students for focus group discussions, none were received and interviews were therefore limited to academic staff. While the lack of a student voice on such an important issue is a limiting factor, much of the literature makes clear the issues for students in the current educational-economic climate. In this report, the issues raised in Gelonesi’s article are identified and set amongst the current literature relating to online learning. These findings are then contextualised at Beacon by considering the perceived student and staff .needs as identified through structured interviews.

The reasons for undertaking the study are outlined Any assumptions made in the study are noted The scope or extent of coverage is clarified Methodology (how the research was conducted) is outlined Limitations of the study are explained Plan of the report is specified

2.2.3 Procedures

This section outlines how you investigated the area. How you gathered information, where from and how much (e.g. if you used a survey, how the survey was carried out, how did you decide on the target group, how many were surveyed, how were they surveyed - by interviews or questionnaire?)

What do you need to do to investigate the problem?

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  call a meeting, visit information sources or arrange interviews?
  
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  speak to people who have already expressed views on the problem areas or on possible solutions?
  
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  send out questionnaires or set up a telephone "hot-line"?
  
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  search the web for topics published internationally?
  
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  research business custom, regulations, industry standards?
  
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  consult other offices that have undertaken similar projects?
  

2.2.4 Preliminary findings

It reflects the current situation - it describes the size, shape and nature of the "iceberg below the water line".

This is the main body of the report, where you develop your ideas. The nature of this section will depend on the brief and scope of the report. The sections should deal with the main topics being discussed - there should be a logical sequence, moving from the descriptive to the analytical. It should contain sufficient information to justify the conclusions and recommendations that follow. Selection of appropriate information is crucial here: if information is important to help understanding, then it should be included; irrelevant information should be omitted.

What are your findings?

2.2.5 Conclusions

These are drawn from the analysis in the previous section and should be clear and concise. They should also link back to the Terms of Reference. At this stage in the report, no new information can be included. The conclusions should cover what you have deduced about the situation - bullet points will be satisfactory.

Report writing - example of a conclusion

Online learning has become an important aspect of the way education is delivered. Initially, in tertiary education this push came about as a way of reducing course delivery costs, but as Gelonesi (2002) points out, online delivery is not necessarily a cheaper way of doing things. Some in the education sector also argue that online education is ‘second-rate’ because education is fundamentally interpersonal, and technology interferes with and reduces this interaction. However, it is becoming evident that students are seeking greater flexibility in their engagement with universities. For tertiary institutions like Beacon University, online delivery is an important way of providing this flexibility. As a major provider of tertiary education, Beacon has begun to introduce an online component into many of its courses. Most of Beacon’s course materials are online, as are some administrative processes. A significant move is now being undertaken to put student support services online. So, while the concerns about online education cannot be ignored, universities need to embrace this development, not as a replacement for face-to-face teaching, but as an alternative delivery mode. In some situations it may well be a more flexible alternative that better suits the needs of students. As Professor Anne Martin, Deputy Vice-Chancellor at Deakin University notes, “…[online learning is] a developing field and it’s very exciting but it’s important it’s offered only where it’s going to be better, more effective and more efficient” (in Gelonesi, 2002, p.3).

Restatement of questions/problems that led to the preparation of the report Summary of key points Link back to the purpose of the report

What are the conclusions you have come to?

2.2.6 Financial implications

What are the benefits vs. costs and risks from the suggested solution?


2.2.7 Recommendations
Write down your recommendation with emphasis on how the project/solution will be implemented

Recommendations always look forward, to the future, and each point which you make under Recommendations is a "should". Once again, your recommendations must arise logically from your conclusions. Summarise the key strengths and weaknesses of the resources. Discuss strategies that can be implemented to minimise the risk factors. Suggest starting off with a test market