B103_Written_Communication assignment (1).pptx

for written communication and open discussion

1. Example 1 Example 2 Example 3

2. B103 Written Communication

3. Lesson Scope At the end of this 4 -hour lesson, you will be able to apply writing and editing principles to develop fluency and accuracy in writing sentences, paragraphs, and short essays. You will practice writing military correspondence and complete an expository/informative essay to develop your writing abilities and meet the standards for course-writing assignments.

4. Learning Objective Action: Apply the components of the writing and editing process. Condition: As a learner, attending the BLC, using a direct level leadership perspective in new environments, given references, practical exercises and classroom discussions. Standard: The learner will write and edit a memorandum for record IAW Army standards outlined in AR 25-50.The learner will also create an expository/informative essay to support the information brief required later. 

5. AR 25-50 States: Is, clear, concise, and effective writing that must aid effective communication and decision making Must be free of errors in substance, organization, style, and correctness The reader must be able to understand the ideas in a single rapid reading Is organized and to the point Places the main point at the beginning Uses active voice Effective Army Writing

6. Army Writing uses Active Voice If you find action in the sentence, ask, “Who does it?” If the subject does it, it’s active voice. (Subject up front) If the subject receives the action, it’s passive voice. (Subject to the back)

7. Army Writing uses Active Voice Active voice: The subject performs the verb’s action Passive voice: The subject is being ‘acted upon’, is ‘receiving’ the verb’s action Colorful parrots live in the rainforest. A suspect was apprehended by the police. doer of the action action receiver of the action doer of the action receiver of the action action

8. Graphic Organizers I. Introduction with Purpose Statement: II. Topic 1 Sentence a. Subtopic 1 b. Subtopic 2 c. Subtopic 3 III. Topic 2 Sentence a. Subtopic 1 b. Subtopic 2 c. Subtopic 3 IV. Topic 3 Sentence a. Subtopic 1 b. Subtopic 2 c. Subtopic 3 V. Conclusion with restatement of purpose statement: OUTLINE VENN DIAGRAM MIND MAP

9. Venn Diagram Types of writing: NCOERs, MFRs, etc. Acronyms Military jargon Grammar Emails Clear message Punctuation Types of writing: shareholder reports, business plans, resumes Emojis Use of texting language/acronyms (LOL, OMG, etc.) Military Civilian Looking at the Venn diagram. What are some basic grammar techniques for general correspondence that you remember? Use short words. Keep sentences short. The average length of a sentence should be about 15 words. Write paragraphs that, with few exceptions, are no more than 10 lines. Avoid jargon. Use correct spelling, grammar, and punctuation. Use “I,” “you,” and “we” as subjects of sentences instead of this office, this headquarters, this command, all individuals, and so forth. Write one-page letters and memorandums for most correspondence. Use enclosures for additional information. Avoid sentences that begin with “It is,” “There is,” or “There are”. Place one space between the punctuation and the text that immediately follows it for colons and periods. For commas and semicolons, place one space between the punctuation and the text that immediately follows it. Space ¼” to the right of the parenthesis when numbering subparagraphs.

10. Types of Essays Expository or Informative “ Just the Facts ” Discusses a balanced analysis of a topic. Explains or defines a topic using facts, statistics, and examples. The writer must take a stance. Descriptive “ Paint a Picture ” Describes something—object, person, place, experience, emotion, situation, etc. Allows for a great deal of artistic freedom. Narrative “ Tell a Story ” Discusses a personal experience, life-changing event, philosophy, etc. Written in first person and build towards drawing a conclusion. Persuasive or Argumentative “ Convince Me ” Uses evidence and good reason to convince others to agree with your point of view on a particular subject

11. Three Parts of an Essay ESSAY Introduction 1st paragraph Body 2nd – 4th paragraphs Conclusion 5th paragraph The Introduction — Consists of one paragraph Includes a purpose statement Presents three examples/points that support the purpose statement  When developing your introduction, ask the following questions as if you were the reader. What is the purpose of my writing? Why am I writing it? What does the facilitator want me to do? In an informative essay, the introduction grabs the reader’s attention and introduces what will be covered in the body of the paper as well as provides some background that helps the reader answer those questions. Using the Five Paragraph Format

12. Purpose Statement A purpose statement is a sentence in the introduction to a written essay or report that alerts the reader to the intent of the document's content Tells the reader what you are writing for (to inform, to compare and contrast) Should be placed at the beginning of your introduction paragraph 12

13. Three Parts of an Essay cont. The Body— Supports purpose statement Main part of essay: one paragraph for each example or point in introduction (3 points = 3 paragraphs) Each paragraph consists of three to five sentences Use transitional words/phrases to strengthen body organization (e.g., `secondly’; `third’; `next’; `as I have stated’; and `finally’) “Transitions can be used at the end of most paragraphs to help the paragraphs flow one into the next.” Transitions may also appear at the beginning of the new paragraph. REF: https://owl.purdue.edu/owl/general_writing/common_writing_assignments/argument_papers/body_paragraphs.html REF: https://owl.purdue.edu/owl/general_writing/mechanics/transitions_and_transitional_devices/index.html ESSAY Introduction 1st paragraph Body 2nd – 4th paragraphs Conclusion 5th paragraph Using the Five Paragraph Format

14. Three Parts of an Essay cont. The Conclusion— PurpConsists of one paragraph which ends the essay and summarized what you just told them ose or purpose statement must be restated in the conclusion, but does not have to be the exact wording Conclusions summarize the paper. Do not introduce new points or information in the conclusion. Ref: https://owl.purdue.edu/owl/general_writing/common_writing_assignments/argument_papers/conclusions.html Using the Five Paragraph Format ESSAY Introduction 1st paragraph Body 2nd – 4th paragraphs Conclusion 5th paragraph

15. The Editing Process The editing process takes place in several steps and involves reading the same text several times, each time with a different focus. Step A must be done first. Step E is best done last. The others can be done in whatever order you find most productive. Some editors find it better to clean up all the details first and then look at the big picture; others prefer to address the big-picture issues first and then going back to fix the details.   Step A: Read the Text Read it all the way through without editing. The goal is to get an idea of what the text is about, what it involves, and where it is going. Using a Second Set of Eyes

16. The Editing Process cont. Step B: Fine-toothed comb (See Proofreading Marks Handout) Fix the typos, fix the punctuation, fix usage and grammar mistakes, make sure everything follows style. Using a Second Set of Eyes

17. Step C: Big picture Make sure the structure of the text makes sense. Is the information in the right order? Does it flow from one idea to the next easily and smoothly? Is everything clearly explained? Are there unanswered questions? Is any information missing? The Editing Process cont.   Using a Second Set of Eyes

18. Step D: Fact-checking Check everything. Verify names and titles. Check dates and locations. Do the math. Check summaries of reports, data, or research against the original information. Check all sources. The Editing Process cont. Using a Second Set of Eyes

19. Step E: Revise "Revise" is a broad term that covers several tasks such as removing redundancies, trimming wordy text, possibly trimming for length and making sure that none of the other editing has introduced gaps in the story or errors. The revision stage might come after the fact-checking stage; once the writer has answered any open questions and filled in any gaps in the story, some paragraphs might need updating. The Editing Process cont. Using a Second Set of Eyes

20. When using APA format, follow the author-date method of in-text citation. This means that the author's last name and the year of publication for the source should appear in the text, like, for example, (Jones, 1998). One complete reference for each source should appear in the reference list at the end of the paper. If you are referring to an idea from another work but  NOT  directly quoting the material, or making reference to an entire book, article or other work, you only have to make reference to the author and year of publication and not the page number in your in-text reference. On the other hand, if you are directly quoting or borrowing from another work, you should include the page number at the end of the parenthetical citation. Use the abbreviation “p.” (for one page) or “pp.” (for multiple pages) before listing the page number(s). Use an en dash for page ranges. For example, you might write (Jones, 1998, p. 199) or (Jones, 1998, pp. 199–201). This information is reiterated below. Regardless of how they are referenced, all sources that are cited in the text must appear in the reference list at the end of the paper. Note: See Purdue Owl for General Format, In-text Citations: The basics, In-text Citations: Author/Authors, etc. APA Citation Basics

21. Reference Citations Examples Alone, A. (2008). This author wrote a book by himself . Herald Publishers. Alone, A., & Other, B. (2010). He wrote a book with others, too: Arrange alphabetically with the sole author first, then the others . Herald Publishers. Alone, A., Other, B., & Other, C. (2011). He wrote a book with others, too: Arrange alphabetically with the sole author first, then the others . Herald Publishers. Brown, J. (2009). Ardent anteaters . Brockton. Brown, M. (2009). Capricious as a verb. Journal of Grammatical Elements , 28 (6), 11-12. Double, C. (2008a). This is arranged alphabetically by the name of the title . Peters. Double, C. (2008b). This is the second (“the” comes after “arranged”). Peters. GDJ. (2018). Neural network deep learning prismatic [Clip art]. Openclipart . https://openclipart.org/detail/309343/neural-network-deep-learning-prismatic  Fried, D., & Polyakova, A. (2018). Democratic defense against disinformation . Atlantic Council. https://www.atlanticcouncil.org/in-depth-research-reports/report/democratic-defense-against-disinformation/ 22  U.S. Department of the Army. (2011). The Army Family Advocacy Program: Army regulation 608-18 . https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/r608_18.pdf   Under Secretary of Defense for Acquisition, Technology, and Logistics. (2018, August 31). The defense acquisition system (DOD Directive 5000.1). https://www.esd.whs.mil/Portals/54/Documents/DD/issuances/dodd/500001p.pdf    

22. Summary Apply the components of the writing and editing process. Army Regulation 25-50, Preparing and Managing Correspondence Graphic organizers (writing tools): Outline, Venn Diagram and Mind Map Memorandum for Record Types of Essays Parts of an Essay/Five Paragraph Format The Purpose Statement The Editing process

23. Questions

24. Informative Essay Requirements Select a topic (See Sign-Up Sheet) Length: 750 -1250 words Font: Arial, 12 pt. Margins: ‘Normal’,(1 inch all around), do not justify right margins Spacing: 2.0 (double) Format: Five (5) paragraph Do not justify right margins Utilize a graphic organizer of your choice Follow the Army Writing Style and Standard Written English Include a strong purpose statement Use a “Second Set of Eyes”