Business and Technical

Writing Activities
Grade 7

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 Contents

Business Writing
Conventions of Business Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Business Ethics and Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Letters
Writing a Letter to the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Writing a Letter of Complaint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Writing a Letter to Request. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Writing a Letter of Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Writing a Personal Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Summaries
Writing Minutes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Conducting an Investigative Interview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Writing a Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Forms
Developing a Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Creating a Tracking Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Interviews
Preparing for a Job Interview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Conducting an Investigative Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Conducting a News Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Proposals
Preparing a Grant Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Writing a Procedural Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Writing a Project Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Developing a Business Proposal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Multimedia Presentations
Using Visuals in a Multimedia Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Using Sound in a Multimedia Presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Creating a Persuasive Multimedia Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Web Sites
Determining the Content of a Web Site. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Writing the Content for a Web site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Designing the Layout of a Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Rubrics for Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

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 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Conventions of Business Writing

The term business writing covers such materials as formal letters, office memos, application forms,
and incident reports. Although each type of business writing has specific features and purposes, all
business writing follows these basic conventions, or standards:
• a polite, formal tone showing respect for the reader
• a straightforward style that makes the purpose for writing clear
• a first sentence or paragraph that states the topic and purpose
• strong supportive sentences that include sound reasoning, vivid
details, and accurate facts and statistics
• block or modified block format, with typed or neatly printed text
• lack of errors in spelling, grammar, punctuation, and usage

194 Western Boulevard

The writer notes Natick, Massachusetts 01880
the date of the May 27, 2002
business message.

Ms. Eloise Brinkman

Overbrook Records
The writer 2 Blaine Parkway
addresses the Natick, Massachusetts 01880
reader in a formal,
respectful way.
Dear Ms. Brinkman:
I am writing to request a publicity photograph of Jenny Brava from the
In her first sen- Sidestreet Girls.
Copyright © The McGraw-Hill Companies, Inc.

tence, the writer

uses a straight-
I’m a huge fan of Jenny Brava because she does so much for the environ-
forward style to
ment with her Eco-girls organization. I am getting ready to start a chapter
state her purpose
of Eco-girls in my hometown, and the photograph will be a great addition
for writing.
to our posters and ads.
Sincerely,

The writer types Marcia Strohl

the letter neatly
and signs her Marcia Strohl
name at the end.

Activity: Write a letter to your teacher describing the differences between business writing and
personal writing. Follow the conventions of business writing throughout your letter.

Business and Technical Writing Activities, Grade 7 1

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Business Ethics and Writing

The term ethics means “a code of behavior.” Someone’s personal ethics are guidelines about how to
act. The guidelines are based on such values as honesty, loyalty, and courage. For example, if you
value honesty, your personal ethics will lead you to tell the truth.
Each piece of business writing that a person creates should reflect strong, positive business ethics.
It should be honest, fair, and polite in tone.
Most of the time, it’s easy for writers to follow the code of business ethics. However, sometimes it’s
less easy—particularly when the purpose for writing involves winning an argument. Some writers
may not “play fair.” They may stretch the truth, they may support their arguments with opinions
instead of facts, or they may write in an angry, disrespectful tone.
Keep your business writing free of such mistakes by following these guidelines.

Purpose for Writing Guidelines

to persuade 1. Use straightforward, positive language.
Don’t: People who don’t recycle are stupid.
Do: People need to be educated about why they should recycle.
2. Support your point of view with accurate facts and examples.
Don’t exaggerate or include negative opinions.
Don’t: If everyone doesn’t help, we’ll all be buried in ugly trash
within a month!
Do: The average person creates about 1.5 pounds of trash each
day. Therefore, we need everyone’s help.
to complain 1. Focus your disappointment on the issue, not on the reader.
Don’t: I saved my money to buy a CD player, and you cheated me.
The thing stinks!

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Do: I’m disappointed with the quality of the CD player I bought
at your store.
2. Politely ask for a reasonable and fair solution.
Don’t: Give back my money, and give me a better CD player.
Do: Please refund my money, or provide a new CD player.
to disagree 1. State the issue and briefly state your position. Be polite and fair.
Don’t: Don said girls shouldn’t be allowed in the chess club.
What an idiot!
Do: Don said girls shouldn’t be allowed in the chess club.
I strongly disagree.
2. Support your position with accurate facts. Don’t include
negative opinions.
Don’t: Don’s always got some lame idea he tries to ram down our
throats. Throw him out of the chess club!
Do: Our country enacted civil rights laws to put an end to
discrimination. By law, the school chess club must be open
to anyone, regardless of such issues as gender or race.
Activity: Write an essay to answer this question: Why might a polite and fair argument be more successful
than an angry, disrespectful one? Support your point of view with accurate facts, reasons, and/or examples.
2 Business and Technical Writing Activities, Grade 7
 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter to the Editor

Most newspapers and magazines encourage readers to write letters to the editor. In these letters, readers
can respond to a recent article or sound off on a topic of interest to other readers.
Like all business letters, a letter to the editor should have a polite, respectful tone and follow the basic
conventions of business writing. It should be typed or neatly printed and should end with a hand-
written signature. It should contain a heading, salutation, body, and closing.
Check the editorial page or masthead to find the name of the editor. Then begin the body of your
letter by briefly stating the issue. Follow up with your opinion—stated as briefly and clearly as possi-
ble. Support your opinion with sound reasons, accurate facts, and examples. End by summarizing
your main points and, if possible, offering a solution or an alternative.

The writer directs 5 Garibaldi Place

her letter to Houston, Texas 77098
the editor of May 22, 2002
the magazine.

Ms. Helen Reynolds, Editor

Be a Better You Magazine
The writer identi-
22 Sherborn Boulevard
fies her purpose
Denver, Colorado 80202
for writing in the
first sentence.
Dear Ms. Reynolds:

The writer states

I am writing to respond to Juanita Hamblett’s article, “Lose Weight
her opinion clearly.
Without Trying!” which appeared in your April issue. I disagree
strongly with Ms. Hamblett’s statement that a diet containing large
Copyright © The McGraw-Hill Companies, Inc.

quantities of red meat and whole milk is a good choice for teens eager
The writer supports to become or remain trim. Several respected medical studies, including
her opinion with one by the Health and Fitness Bureau (2000), have proven that such
accurate facts. high-fat foods should be avoided. These medical experts, and many
others, suggest substituting such leaner foods as chicken, fish, and low-
fat milk.
The writer sums up
I feel that Ms. Hamblett’s suggested diet is unhealthy, and I urge your
her main point.
readers to talk to a doctor before beginning any diet.

Sincerely,
Brenda deSantis
Brenda deSantis

Activity: Think about a recent article or editorial that inspired you to react strongly. You might have
agreed and wanted to share your ideas, or you might have disagreed and wanted to sound off. Here’s
your chance. Write a letter to the editor to describe and support your point of view.
Business and Technical Writing Activities, Grade 7 3
 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter of Complaint

Every business letter should have a formal, respectful tone. Being polite is especially important when
you are writing to express dissatisfaction. As you write, explain exactly why you are displeased and what
you want the reader to do about it. Remember that you are displeased with a product or service, not
with the person who is reading your letter. A polite letter that describes a problem accurately will be
more successful than an angry, disorganized letter.
Begin your letter by identifying the product or service. Then describe the problem accurately. Be brief
and to the point. If possible, enclose copies of related paperwork. Finally, request a specific, reasonable
solution. Keep copies of all letters sent and received until the complaint has been resolved.

78 Spring Street
Thornbury, Connecticut 06543
September 7, 2002

Mr. Robert Cleaves, President

In the first sentence,
High Sports Watches
the writer identifies
2 Curtis Plaza
the product.
New York, New York 10017

Dear Mr. Cleaves:

The writer briefly
and accurately On August 3, I ordered a High Sports watch, model #A76, through
describes the your catalog. On September 4, I received a package from your com-

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problem. pany containing the wrong watch, model #A32. In the box I am send-
ing you, along with this letter, is the watch I received, as well as a copy
of my original order form.
The writer identi-
fies all enclosures. Please send me the watch I ordered, model #A76, or refund my money.

Sincerely,
The writer requests
a specific solution.
Doris Mandavilla
Doris Mandavilla

Activity: You bought a book from a mail-order or Internet book dealer. When you opened the pack-
age, you found that the cover of the book was torn. Write a letter of complaint to the book dealer.
State the problem and request a specific solution.

4 Business and Technical Writing Activities, Grade 7

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter to Request

Use a polite, conversational tone and follow the basic conventions of business writing when writing a
letter to make a request. Like all business letters, your request letter should be typed or neatly printed
in block or modified block format, and should end with a handwritten signature. It should contain a
heading, salutation, body, and closing.
Begin your letter by stating your request briefly and clearly. Be sure that the request is both specific
and reasonable. Provide all necessary information, and include your phone number or a self-
addressed, stamped envelope.

24 Bryant Place
Minneapolis, Minnesota 45773
June 3, 2002

Dr. Roberto Manello, President

The writer begins
Manello Hobby Guides
by stating his
4 Transworld Plaza
request briefly
New York, New York 10098
and clearly.

Dear Dr. Manello:

The writer makes
his request very I am writing to request information regarding your Manello Hobby
specific. Guide on the topic of saltwater aquariums. I read a positive review of
it in the May issue of Saltwater Fish magazine, but I have been unable to
Copyright © The McGraw-Hill Companies, Inc.

find it in local bookstores. Please let me know if I can order it directly

from you. If so, please also let me know the price, including shipping
The writer encloses
and handling.
a self-addressed,
stamped envelope
I have enclosed a stamped, self-addressed envelope for your reply.
for the reader’s
reply.
Sincerely,
Brian May
Brian May

Activity: What individual, company, or research facility might have information that is of interest to
you? Write a letter to make a specific request. Make sure that your request is specific and reasonable,
and that you include all necessary information.

Business and Technical Writing Activities, Grade 7 5

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter of Application

Like all business letters, a letter of application follows the conventions of business writing. It should
be typed or neatly printed and should end with a handwritten signature. It should contain a heading,
salutation, body, and closing.
Keep in mind that the purpose of your letter is to state your interest and make a good first impres-
sion. Before writing your letter, do your homework! Use library or Internet sources to find the name
of the person to whom you should address the letter. Then begin your letter by describing the job or
program for which you’re applying. List your qualifications and briefly explain why you’re the best
candidate. Don’t brag! Use a polite, objective tone, letting your experiences speak for themselves. End
by requesting an application or an appointment for an interview.

The writer directs

her letter to a spe- 5 Beech Street
cific person and Cleveland, Ohio 43627
includes his title in February 14, 2002
the inside address.
Dr. Dean White, Director
Two Pines Camp
The writer describes 14 Broad Run Road
the job for which Sanford, Maine 02364
she’s applying.

Dear Dr. White:

The writer lists I am interested in applying for the job of arts and crafts counselor at
her qualifications Two Pines Camp for this summer season.
and relevant
I have won several local art awards. I also have experience as a camp

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experiences.
counselor. For the past two summers, I have worked as arts and crafts
counselor for the Cleveland Metropolitan Day Camp. I taught draw-
ing, clay sculpture, and basic woodworking to thirty-eight campers.
The writer requests I also organized an art show so the campers could display their work.
an application form
and provides her My work as both an artist and a counselor, and my ability to lead and
telephone number interact with children, give me the background and experiences I need to
so the reader can be an effective and inspiring arts and crafts counselor at Towering Pines.
call to schedule Please send me an application form, or call me at 216-555-5411 to
an interview. arrange an interview.
Sincerely,

Molly Kenah
Molly Kenah

Activity: What summer job do you think might be fun, interesting, or challenging? Use library or
Internet sources to find the name and address of the person to whom you should write in order to
apply for the job. Write a letter of application, following the guidelines and the model.

6 Business and Technical Writing Activities, Grade 7

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Personal Letter

Unlike a business letter, a personal letter is sent to someone you know well. The tone should be
relaxed and friendly. The purpose of the letter is to share news and views. Make your personal letters
fun and interesting. Organize them in paragraphs with clear topic sentences and vivid details.
As the model below shows, the form of a personal letter differs from that of a business letter in
several ways. There is no inside address above the salutation, and the salutation ends with a
comma rather than a colon. The reader is addressed by his or her first name or title (Dear Andy,
Dear Mrs. Davis, Dear Uncle Elian,). The closing is often less formal than that of a business letter,
and the writer usually signs only his or her first name.

14 Maple Street
West Chester, Pennsylvania 19830
August 9, 2002

The salutation is
informal, followed Dear Mrs. Saltzman,
by a comma. I really enjoyed seeing you and Paul at the Wednesday Night concert
last night. Let’s try to meet again next Wednesday, about an hour
before the concert, for a picnic supper. I’ll bring the fried chicken!
The body of the When I told my grandmother that I had seen you, she was eager to
letter is friendly hear all your news. We certainly miss you in the neighborhood, but we
and newsy. are pleased to know that you are enjoying your new apartment.
I’ll look forward to seeing you and Paul next Wednesday. If your plans
need to change, please call me at 555-8833.
Copyright © The McGraw-Hill Companies, Inc.

The closing is
informal, followed Your “old” neighbor,
by the writer’s first Polly
name.

Activity: Write a personal letter to a friend or relative, enabling him or her to catch up on your latest
news and views. Use an informal, friendly tone.

Business and Technical Writing Activities, Grade 7 7

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing Minutes
A secretary or group member who is present at a meeting writes the minutes: a record of when and
where the meeting was held, who attended it, and what discussions or actions occurred.
Like all summaries, minutes are shortened versions of larger works. The secretary concentrates on
presenting the most important details rather than recording everything that was said and done.
When recording the minutes of a meeting, begin with a title that identifies the committee or group.
Then record the date, time, and location of the meeting. In the body of the minutes, follow the for-
mat shown in the model. Begin by naming the leader, or chair, and the time the meeting began.
Then list the names of those who attended. Use separate sections to summarize old and new
business. Close by recording the date, time, and place of the next meeting, and noting when and
by whom the meeting was adjourned.

Green Middle School Spring Concert Committee

Minutes for March 23

A heading gives
The meeting was called to order by Erica Gero at 3:30 P.M. in the
the date of the
school auditorium.
meeting.
Members present: Erica Gero, Danielle Stefano, Becky Fischer, Simone
Sallé, Peter Tyson.
The first sentence The minutes of the last meeting were read and approved.
identifies the
leader, or chair, and Old Business
tells what time the Becky Fischer distributed copies of the concert program that she
meeting began. designed. It was approved by all members present. Becky will print

Copyright © The McGraw-Hill Companies, Inc.

200 final copies of the program. Danielle Stefano reported on the
refreshments that her committee will prepare and serve after the
concert. Lemonade and sugar cookies were chosen.
The names of
those who were
present are listed. New Business
Erica Gero volunteered to be in charge of getting tickets printed. At
our next meeting, we will discuss how to organize ticket sales.
The date, time, and
place of the next Next Meeting
meeting are pro- The next meeting will be held on April 2 at 3:30 P.M., in the auditorium.
vided, and the time
that the meeting
ended is noted. The meeting was adjourned by Erica Gero at 4:00 P.M.

Activity: Use the guidelines and the model to write minutes for a meeting you recently attended.
If you haven’t attended a meeting, you can write minutes for a fictional meeting.

8 Business and Technical Writing Activities, Grade 7

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Synopsis
A synopsis is a short statement that gives the general idea of a longer work. For example, a synopsis
of a novel describes the main characters and outlines the major conflict. You may have read the
synopsis of a movie on a video box, or maybe you have skimmed the synopsis of a book on the book
jacket. Like all summaries, synopses should be brief—one page or less. They contain only the most
important events and details.
Before writing a synopsis of a written piece, read all of it. Then sum it up in a few sentences or
paragraphs. Begin with a title that identifies the work. Then write your synopsis in paragraph form,
as shown in the following model.

The title identifies

the book and
author.
The Black Stallion, by Walter Farley

The synopsis is
On a voyage from India to England, Alec Ramsay is shipwrecked on a
written in para-
deserted island. The only other survivor is a wild black Arabian horse.
graph form.
All alone with no hope of rescue, Alex finds food and shelter for him-
self and the horse, and finally wins the horse’s trust. After many weeks,
Alex and “the Black” are rescued and eventually reach Alex’s home in
New York. There, they meet Henry, a retired jockey and horse trainer.
The synopsis is Convinced that the stallion will make a champion race horse, Henry
brief. Only the helps Alex to train him. At the exciting climax, Alex and his wild black
most important stallion win the big race!
characters, events,
and details are
included.
Copyright © The McGraw-Hill Companies, Inc.

Activity: Use the guidelines and the model to write a synopsis of a favorite book or short story.

Business and Technical Writing Activities, Grade 7 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Review
A review is a brief summary and critical evaluation of an event or an artistic work, such as a movie,
play, or concert. When writing a review, give your opinion of the quality of the event or of the work
and its performance. Always support your opinions with examples and reasons.
Begin with a title that identifies the work. Then write your review in paragraph form. Lead off by
identifying the event, work, or performance and its time and place. Include a brief description of
what was read, seen, or performed. Identify the most important people involved, such as the writer,
the director, and the performers. Close by summing up your point of view.

The title identifies

the work and pre-
views the critic’s
point of view. Climb to the Top Is Terrific!

The Neighborhood Theater Company production of Alan Culbertson’s

The lead sentence play Climb to the Top, now playing at the Morris Theater on 75th
identifies the Street until September 28, is an exciting, electrifying hit.
details of the event.
Directed ably by Theresa Bloch, Climb to the Top is based on the true
story of Gloria Samuelson, who overcame a severe childhood injury
to become the United States’ leading women’s tennis player. Her road
This paragraph
to fame and success was extremely challenging, but she proved time
identifies the
and time again that she was a champion in spirit as well as in athletic
director and gives
achievements.
a brief synopsis
of the plot.
In the lead role of Gloria Samuelson, actor Anne Rosow shows depth,
determination, and sparkle. It is a challenging role, since Ms. Rosow

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must age, in the span of the play, from a young woman of seventeen to
This paragraph
a grandmother of seventy-five. Her acting is so smooth and natural
highlights the
that it is hard to believe that she isn’t the real Gloria Samuelson.
most important
person in the cast.
Don’t miss this production! The Neighborhood Theater Company has
brought us many other terrific performances, but Climb to the Top is
their best so far.
This paragraph
sums up the critic’s
point of view.

Activity: Use the guidelines and the model to write a review of a favorite book, play, or movie.

10 Business and Technical Writing Activities, Grade 7

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Developing a Schedule
A schedule is a form that lists the times at which certain events will take place or certain tasks will
be done. For example, a dentist’s daily schedule shows the times of day and the people who have
scheduled appointments.
A schedule is used to collect information in an organized way. When it is first created, the schedule has
blank spaces that are filled with required information. On the model schedule below, the writer has
begun to fill in the information. He is using the schedule to keep track of his lawn-mowing business.
A schedule needs to be neat and organized in a way that is easy to understand. If possible, use a com-
puter to create your schedule. If a computer is not available, use a ruler, pencil, and graph paper. Begin
by giving the schedule a title that identifies its topic. Then create a column or grid format, with blank
entry spaces. Use horizontal and vertical headings to indicate where information is to be placed on the
form and what kind of information it should be.

The horizontal and

Weekly Lawn Mowing Customer Schedule
vertical headings
indicate where Times and Customers
information is to
be placed and
what kind of infor- Day 10 A.M. 11 A.M. NOON 1 P.M. 2 P.M.
mation it will be.

Monday Carter (lunch)

Subheadings show
each time of day Tuesday Valdez (lunch) Thomas
that the writer is
scheduling.
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Wednesday Lewis (lunch) Marx

Each customer’s
last name is Thursday Simons (lunch)
entered in the box
corresponding to
a day and a time.
Friday Dr. Kerwin (lunch)

Activity: Make a schedule for next week. On your schedule, show the hours you’ll be in school, doing
homework, participating in sports and hobbies, etc.

Business and Technical Writing Activities, Grade 7 11

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Creating a Tracking Form

A tracking form is used to record things as they occur. For example, a teacher’s grade book tracks
grades as they are earned.
A tracking form needs to be neat and well-organized so it is easy to understand and use. If possible, use
a computer to create it. If a computer is not available, use a ruler, pencil, and graph paper.
Begin by giving the tracking form a title that identifies its topic. Then create a column or grid format,
with blank entry spaces. Use column headings to indicate where information is to be placed on the
form and what kind of information it should be. If the tracking form is to be filled in by other people,
include clear instructions.
The following model was created by a veterinarian to keep track of the post-surgical treatment of a
dog. Note that some entries have been filled in.

The title identifies Record of Patient Care

the topic.
Instructions: Please record all care given to the patient identified below.
Be sure to date and time each entry, and provide your initials in the “Staff
The instructions Member” column. Write entries clearly.
are clear.
Patient’s Name: Jasper

Circle: dog cat Breed: beagle

Headings and
labels indicate Owner’s Name: Jack Benson Phone: 555-0055
where information
is to be placed and Date Care Given Staff Comments
what kind of infor- and Time Member

Copyright © The McGraw-Hill Companies, Inc.

mation it should be.
9/7 Fed 1 cup Hefty Chow; T.H. Appetite good! Seemed
7:30 AM provided water alert and comfortable.
Each person fills in
the form as care is 9/7 Changed bandage on K.R. Wound healing nicely;
given. 8:00 AM right foreleg swelling reduced.

Activity: Make a tracking form to keep track of the progress of an ongoing project, such as a lengthy
research report, a daily exercise program, or weekly or monthly expenses. Include clear instructions
for filling out the form.

12 Business and Technical Writing Activities, Grade 7

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Business and Technical Writing Activities

Name ...................................................................................... Class .................................................. Date ................................

Preparing for a Job Interview

An interview is a meeting in which one person (the interviewer) asks a second person (the inter-
viewee) questions in order to gain information. A job interview helps an employer decide whether
an applicant is qualified for a specific job. The interviewer might ask questions regarding
• the applicant’s relevant job experiences and skills
• the applicant’s ability to follow directions, make decisions, etc.
• the applicant’s dependability and trustworthiness
When you are preparing for a job interview, plan ahead. Write down the questions the interviewer
might ask. Then write informative answers. Form these answers in your mind so that during the
interview, you will be calm, poised, and prepared. Here is a chart that a student created to prepare
for a job interview at a fast-food restaurant.

The student thought Probable Question My Answer

about specific ques-
tions the interviewer What work experience have you had I haven’t actually worked in the
might ask. preparing food? food business, but I have prepared
many meals at home and as a hired
babysitter.
The student
answers each Our cooks, servers, and dishwashers I’ve been in scouts for four years,
question fully. all work together as teams. What and I’m a member of the school
experience have you had working and district soccer team. I’ve also
cooperatively as the member of a got four brothers and sisters.
The student picked team or group?
people from differ-
What adults other than your parents My soccer coach, Mr. Rizuto; my
ent parts of his life
can you name as a reference? scout leader, Mr. Champlaign; and
Copyright © The McGraw-Hill Companies, Inc.

who will recom-

my math teacher, Mrs. Marti.
mend him highly.

The student is hon-

Have you ever held a job in which No, I haven’t. But my math skills
est about experi-
you handled money and used a are good, and I can learn quickly
ences or skills he
cash register? how to use the cash register. I’m
lacks, stressing
totally honest and trustworthy, as
that he is willing
my refernces will tell you.
and able to learn.

Activity: What after-school job might you enjoy? What skills or experiences might help you get, and
succeed in, that job? What questions might an interviewer ask you? Create a chart like the one above.
Use it to prepare questions and answers for the job interview. Follow the guidelines and the model.

Business and Technical Writing Activities, Grade 7 13

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Business and Technical Writing Activities

Name ...................................................................................... Class .................................................. Date ................................

Conducting an Investigative Interview

An interview is a meeting in which one person (the interviewer) asks a second person (the interviewee)
questions in order to gain information. During an investigative interview, the interviewer asks ques-
tions to gather information about something that has happened. For example, a police officer might
interview a witness to an accident.
When planning and conducting an investigative interview, limit your questions to those that will bring
out relevant facts rather than opinions. Ask for the date, time, and location of the event. Then lead with
questions that ask for a full description of the event. Gather information on people involved, sights,
sounds, dialogue, and so on. Use follow-up questions to gather further information and/or to clarify
the meaning of the interviewee’s responses.
Jen is a peer counselor at her middle school. She has been asked to interview two students who were in
a heated argument. Jen will interview each student separately to gather information from each side.
Then she will use the information as background for a counseling session involving both students.
Here is a list of questions that Jen created for her interviews.

Jen leads with a

question about the 1. Please give me the specific date, time, and location of
date, time, and the incident.
location.
2. Who was present?
3. What issues led to the argument?
Next, she moves 4. What specific pieces of dialogue do you remember, in the
to a series of ques- order in which they occurred?
tions that elicit a 5. Have the two of you had problems with each other before?
full description of If so, please describe them.
the incident.

Copyright © The McGraw-Hill Companies, Inc.

6. What further information can you tell me about the argument?

Finally, she asks

the interviewee to
provide informa-
tion that might
otherwise have
been left out.

Activity: On her way home from school, your friend Kate witnessed an accident. Write a series of
questions for an investigative interview you might hold with Kate.

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Business and Technical Writing Activities

Name ...................................................................................... Class .................................................. Date ................................

Conducting a News Interview

An interview is a meeting in which one person (the interviewer) asks a second person (the inter-
viewee) questions in order to gain information. A news interview is conducted to gather information
that can be written into a news story. When conducting a news interview, use a tape recorder or
take complete notes.
Keep your purpose and audience in mind as you develop your questions. Lead with a question that
will introduce the topic and the interviewee to your readers. Use follow-up questions to bring out
the most important information, using a news reporter’s six favorite words: who, what, where, when,
why, and how. Try to get direct quotations and vivid details. Finally, to be sure that you haven’t
omitted any important questions, ask an open-ended question, such as What else do my readers
need to know about this event?
Here is a list of questions that a student named Mark created for a news interview he will conduct
with a high-school student who just won the city chess championship.

Mark leads with a

question that intro-
duces the topic
and the interviewee
to his readers. 1. What overview can you provide my readers about the city
chess championship tournament?
2. Why is the city chess championship considered a great honor?
His follow-up 3. Who was your opponent in the championship game?
questions bring
4. Where and when did the game take place?
out important
information. 5. How did you prepare for the game?
6. What pieces of dialogue between you and your opponent do
Copyright © The McGraw-Hill Companies, Inc.

you think might show my readers the tension and suspense

He asks for specific you were both feeling?
pieces of dialogue.
7. What further information can you share with my readers?

His last question is

open-ended.

Activity: A popular magazine has selected you to interview a famous political leader, athlete, or enter-
tainer regarding a recent achievement he or she had. Write a series of questions suitable for your news
interview. Get the facts!

Business and Technical Writing Activities, Grade 7 15

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Business and Technical Writing Activities

Name ...................................................................................... Class .................................................. Date ................................

Preparing a Grant Proposal

Like all proposals, a grant proposal uses persuasive writing. It requests money to pay for research. For
example, a school science department might apply for a grant to study the effects of temperature on
certain plants. When writing a grant proposal, begin by researching the organization offering the grant.
Find out what the requirements are and when the deadline is for submitting your proposal.
Begin your draft with a title that identifies your proposal. Provide the name and address of the per-
son to whom you are sending it. Follow it up with your name, contact information, and the date.
Then describe how you will use the grant money. Support your plan with facts and examples that
(1) explain how the plan meets the grant requirements; (2) describe the qualifications you have for
successfully carrying out your proposal; and (3) provide reasons the grant should be awarded to you.

PROPOSAL FOR HAYWARD SCHOOL BOTANY CLUB PROJECT

The writer dates
the proposal and Date: October 3, 2002 Submitted by: Felicia Ames
addresses the per- Submitted to: Dr. Simon Juarez Hayward School Botany Club
son and the organi- Atlantic Enterprises 14 Goshen Pike
zation to whom she Fortune Boulevard Tampa, Florida 29180
is sending it. Tampa, Florida 29182 813-555-2345

Proposal: The Hayward School Botany Club requests the annual “Help
The writer leads off Your Neighbor” grant from Atlantic Enterprises for the following project:
by describing the
club’s plan. The Botany Club plans to poll the residents of the Nesbitt Senior
Center to gather facts and opinions regarding their garden. From the
data collected, we will plant and maintain the garden.

Copyright © The McGraw-Hill Companies, Inc.

The writer explains Support: According to the pamphlet, the annual “Help Your Neighbor”
how the plan grant is dedicated to “funding projects in which local organizations
meets the grant help to improve the quality of life of local citizens.” By polling the resi-
requirements. dents of the Nesbitt Senior Center to find out how they would most
benefit from their garden space, and then planting and maintaining
the gardens accordingly and delivering the produce, the Botany Club
would certainly achieve the goal of the “Help Your Neighbor” grant.
All individuals need healthy diets rich in vitamins, minerals, and fiber.
Diets built around vegetables and fruits can deliver the nutrients the
Nesbitt seniors need. As botany students with broad gardening and
plant management experience, we can successfully produce those veg-
She concludes with etables and fruits and deliver them directly to the Nesbitt kitchen.
a strong, persua-
sive appeal. The annual $300 “Help Your Neighbor” grant would cover the costs of
the seeds and supplies we need to carry out our project and improve
“the quality of life” of our Nesbitt Senior neighbors.

Activity: Imagine that a local company is offering a grant of $500 to the student with the best plan
for making your community a better place. What project might you propose in order to win and use
the grant? Write a proposal. Follow the guidelines and the model.
16 Business and Technical Writing Activities, Grade 7
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Business and Technical Writing Activities

Name ...................................................................................... Class .................................................. Date ................................

Writing a Procedural Proposal

Like all proposals, a procedural proposal uses persuasive writing. Its goal is often to solve a problem
by outlining a new or better way of doing something. For example, a student might write a proce-
dural proposal to suggest better ways to sell tickets to the school play.
When writing a procedural proposal, begin with a title that identifies what you propose. Then
describe the problem that your procedure will solve. Explain your proposed procedure in a num-
bered sequence of steps. End by providing your name, contact information, and the date.

Proposal for Improved Procedure for Setting Up the Arts Fair

The title identifies
the proposal.
Introduction: Last year, we ran into several problems in setting up for
the Arts Fair. Because our committee was small, we tried to do a lot of
the labor the night before. For example, we set up the booths, covered
The introduction the tables with tablecloths, and decorated. The unexpected storm later
states the problem that night ruined the decorations and caused more labor and clean-up
to be solved. the next day. Because people were upset and under a lot of pressure to
fix everything, disagreements spoiled the day for many of us.

The writer proposes Proposed Solution: I propose that we use the following procedure for
a procedure to cor- this year’s set-up of the Arts Fair.
rect the problem. 1. Start now, five months before the fair, to build the committee.
Encourage people to join us.
2. Hold planning meetings. Spread the chores to subcommittees. For
example, have five people in charge of setting up the stage. Have
five others set up the refreshments area. Then reserve six or seven
of our most dependable members to set up all the booths on the
Copyright © The McGraw-Hill Companies, Inc.

morning of the fair. Another group of four or five could then deco-
rate the booths.
3. Prepare typewritten sheets of directions for every committee mem-
ber so that he or she knows exactly what to do. Have each team
Numbered steps
report to a captain to make sure the work gets done.
make each part of
the procedure clear. 4. The night before the fair, have all members bring a picnic supper to
the fairgrounds. Allow time for relaxation and fun during set-up.
5. Get together after the fair to share our triumph for a successful day.
The writer identi-
Respectfully submitted on March 2 by Kim Wong.
fies herself.

Activity: Think of a procedure at school, at home, or in the neighborhood that you feel could be
improved. For example, you might have ideas about how to improve current recycling procedures.
Write a procedural proposal to share your ideas. Follow the guidelines and the model.

Business and Technical Writing Activities, Grade 7 17

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Business and Technical Writing Activities

Name ...................................................................................... Class .................................................. Date ................................

Writing a Project Proposal

Like all proposals, a project proposal uses persuasive writing. It describes an intended project, with the
goal of obtaining permission to carry out the project. For example, in the model below, a student pre-
pared a project proposal to obtain permission to start a school music club.
When writing a project proposal, include a title that identifies what you propose. Then provide the date
of the proposal and address your reader. Follow up with your name, address, and phone number. Begin
with a crisp, clear sentence that states your proposal. Support the proposal with statements that clearly
describe what the project would accomplish and why it would be beneficial. Include the project’s begin-
ning and end dates, its estimated costs, and ways to fund the costs. Be persuasive!

The title identifies Music Club Proposal

the proposal.

Date: October 3
The writer Submitted to: Dr. Marilyn Naimons, Principal
addresses his Hall Middle School
reader and pro-
vides his contact Submitted by: Roberto Restez
information. Grade 7, Homeroom #45
Home phone: 555-0045

The writer uses a

brief, direct sen- I propose that the Hall Middle School establish a music club.
tence to state his Purpose of the Club: The club would provide an opportunity for
proposal. members to learn about different forms of music.

Copyright © The McGraw-Hill Companies, Inc.

Members: Membership would be open to all students and faculty.
Faculty Sponsor: Mr. Demming has agreed to be the club sponsor and
Clearly worded has even promised to lead a discussion about big band music.
sections provide
the important facts Dates: The club would be publicized in the school paper and through
and use persuasive posters. The club would begin as soon as possible and continue
language. through the school year.
Meeting Times and Place: It would meet once a month in the resource
center so members could use the stereo system to listen to music.
Costs: If members brought their own tapes and CDs to the meetings, the
club would have no initial costs. Once the club is established, perhaps the
school budget could fund the creation of a school music library.

Activity: What project or new club would you like to see established at school? Think of something
that would benefit you and your classmates. Write a project proposal to the appropriate person.
Follow the guidelines and the model.

18 Business and Technical Writing Activities, Grade 7

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Business and Technical Writing Activities

Name ...................................................................................... Class .................................................. Date ................................

Developing a Business Proposal

A business proposal answers a request for goods or services. For example, in the model below, a stu-
dent wrote a business proposal to respond to someone who wants to hire someone to paint her fence.
A business proposal must be neat and professional in appearance. If possible, use a computer to create a
form for writing the proposal. Make the top of the form look like a business letterhead, with your name
and address. Follow with the date of your proposal. Then address your customer in an inside address.
Begin the body of the proposal by stating the request to which you are responding. Then describe
what goods or services you can provide, based on the customer’s request. Include a quote (your
price) and state exactly what the quote includes. Use facts and pledges to prove the worth of your
business. Be honest, straightforward, and persuasive. End the proposal with your signature.

He addresses the Mike’s Summertime Painting Company

customer in an Mike Hamilton, Owner
inside address. 347 East Oak Street
Cleveland, Ohio 45328
555-5845
He provides his May 15, 2002
quote and states To: Mrs. Katherine Valton
exactly what serv- 32 Front Street
ices it includes. Cleveland, Ohio 45328

In response to your request for the painting of your fence, I propose:

He explains how
Sanding and painting of 12 sections of picket fence: $32.00
his services fit the
requirements of
As you requested, the job would begin May 30 and be completed by
Copyright © The McGraw-Hill Companies, Inc.

the job.
June 4. I would provide my own brushes. As agreed, you would pro-
vide the paint.

To prove the worth I have had several painting jobs in your neighborhood. If you would
of his services, he like references regarding my work, I will share my list of customers.
uses facts, refer- I guarantee that you will be satisfied with the services of Mike’s
ences, and a pledge Painting Company. If you are dissatisfied in any way, I will repaint
to guarantee cus- at no additional cost.
tomer satisfaction.
Signed: Mike Hamilton

Activity: Write a business proposal for providing goods or services to a potential customer. Base your
proposal on a real or imagined request. Follow the guidelines and the model.

Business and Technical Writing Activities, Grade 7 19

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Business and Technical Writing Activities

Name ...................................................................................... Class .................................................. Date ................................

Using Visuals in a Multimedia Presentation

A multimedia presentation is a report that uses a combination of media or “different forms of com-
munication.” For example, a multimedia presentation about how to make a birdhouse might include
step-by-step directions written on a transparency so that your viewers could read along as you spoke;
diagrams or photographs showing each step in the process; and slides or videotaped films of bluebirds
nesting or in flight. It might also include a handout listing specific materials needed to build the bird-
house and suggested stores where the materials might be purchased.
Visuals are important components to multimedia presentations. In the form of written text, they
enable viewers to follow along with the words that you are delivering orally. In the form of diagrams or
drawings, visuals can help to make a series of directions clear. In the form of slides, photographs, or
videos, visuals can show a subject clearly and provide action. Finally, in the form of handouts, visuals
can encourage viewers to take information away with them.
Here are parts of a multimedia presentation that a student created to teach the audience about the
nutritional benefits of parsley and to encourage them to grow it at home.

WHA
T’S S
O GREA
T AB
OUT
The writer uses • It’s PARS
LEY?
delic
this transparency ious!
enha Chop
nce d ped f
to list facts about ishes ine, it
or fish featur can
, stea ing m
parsley. green med
veget e a t
salad ables
• It’s s, and , crisp
pack hear t y
ed w y sou
is a ric ith nu ps.
h sou trient
rce o s! Pa SUGG
r
and m
any m f v itaminSsLEY sley ESTE
A photograph • It’s in eRr O W
G als, in P A R A a n dC
FO R M D SO URCES
eHaOsyWtoTO ATERIA
cludin Mail-O LS :
shows a parsley own a grow
! Y
rp o t w ith g iron
. rder S
farmall flowe u don’t Amory eed Comp

Copyright © The McGraw-Hill Companies, Inc.

plant. 1r.oFill a sm
g to gro ix.
g m w have Seed C anies:
w it dfr-startin
see pars ing mix to 23 2 Erieomp any
om
a sun ampen stheeedse ed-stale rty. You Fort W Boule
2 . D n y win
s in a sma
can ayne, IN vard
d r. ll 28272
a o
te w p o s
with w sill. rsley set odn
e Bretton
P la ce fo u r or five pa e d -s ta rting mix. 878 Na
Acres
Seeds
3. ce of the se Charle shua Street
e su rfa
on th a depth of
ston, S
This transparency lightly (to L o ca
C 4938
3
Cover very Seed-S l Supp
gives step-by-step about 8 in
1 ch).
the top of tarting liers of Pots
instructions. p la st ic wrap over ber b and. Waterf
Mix, P
lant M
,
4. Pla ce with a rub ord Nu isters:
S e cu re it y 3 rseri
the pot. r in a sunn
2 Avalo es
n Terr
t o n a sauce Pittsbu
rgh, PA ace
5. Pla ce p o uld sp t ro u
Seeds sho 14565
windowsill. Langsto
n Gard
n days. plastic 483 Mic en Supp
within seve t, remove hig
Pittsbu an Boulevard
ly
e n se e s sprou
d lo ca tion. rgh, PA
This handout will 6. W h
p la nt in sunn
y 14576
. K e e p
wrap onally.
help the audience ater occasi
Mist with w
to obtain the sup-
plies they need.

Activity: What skill, hobby, or project would you enjoy teaching to an audience? Plan a presentation
using a wide range of visuals. Follow the guidelines and the model.

20 Business and Technical Writing Activities, Grade 7

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Business and Technical Writing Activities

Name ...................................................................................... Class .................................................. Date ................................

Using Sound in a Multimedia Presentation

A multimedia presentation is a report that uses a combination of media or “different forms of com-
munication.” For example, a multimedia presentation about how to carve an ice sculpture might
include step-by-step directions written on a transparency so that your viewers could read along as
you spoke; slides, diagrams, or photographs showing a sample ice sculpture at each stage in the
process; and slides or still photographs of several completed ice sculptures. It might also be extended
and enhanced by the use of sound.
Sound can have different roles in a multimedia presentation. Background music can establish certain
moods—peppy, peaceful, energetic, sad, etc. In the multimedia presentation above, sound might also
take the form of taped dialogue accompanying a video of ice sculptors at work, or sound effects of a
sculptor chipping away the ice with his or her chisel.
Here are the the sound props one student used in a multimedia presentation about radio sound effects.

The presenter uses

an audio cassette
so the audience
can hear what
sound effects
on radios shows
sounded like.

He displays several
“instruments”
used in creating
radio sound
Copyright © The McGraw-Hill Companies, Inc.

effects. He can also

use these to
demonstrate the
types of sounds
each one makes.

Activity: What topic would you enjoy developing into a multimedia presentation? Plan a presentation
using at least three different sound props. Follow the guidelines and the model.

Business and Technical Writing Activities, Grade 7 21

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Business and Technical Writing Activities

Name ...................................................................................... Class .................................................. Date ................................

Creating a Multimedia Presentation Using a Computer

A multimedia presentation is a report that uses several media, or “forms of communication,” such as
written words, spoken words, sound, and visuals. Sometimes, such presentations might also contain
elements that appeal to the viewer’s sense of touch (feather); smell (flowers); or taste (samples of food).
There are computer programs such as spreadsheets and graphics software that you can use as you
plan a multimedia presentations. You may want to create a flowchart or other graphic organizers that
will illustrate the progression of your presentation. Or, you may want to use drawing software to
create images that can then be used in a computer slide show. Other software can be used to organize
and display all of your images and text in the final multimedia presentation. Such software allows
you to combine written text, visuals (including movie clips and three-dimensional diagrams), and
sound on a series of slides that can be shown automatically or slide by slide as a viewer pushes a but-
ton. Investigate and experiment with such software if your school has access to it.

The presenter’s
apron introduces
her subject at
first glance.

Treat Yourself to Fine Dining!

Come to
SYMONNE’S FRENCH RESTAURANT
• Fresh fruits and vegetables
• Homemade breads and rolls,
She will use this baked daily
• The finest, freshest meat, fish,
slide to show the and poultry, cooked according
to classic French recipes
main points of her • Homemade pastries, ice creams,
and cakes
presentation. • Great variety of classic cheeses,
imported directly from France

Copyright © The McGraw-Hill Companies, Inc.

She uses tradi-
tional French music
as background.

She will distribute

samples from her
restaurant.

Activity: What business might you own or manage someday? Plan and create a multimedia presenta-
tion. Combine oral and written text; an array of visual images; sound. Be creative! Follow the guidelines
and the model. If you have access to a computer, use it to help you plan and create your presentation.

22 Business and Technical Writing Activities, Grade 7

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Business and Technical Writing Activities

Name ...................................................................................... Class .................................................. Date ................................

Determining the Content of a Web Site

A great Web site begins with careful planning. First, select a topic that you will enjoy developing and
sharing. Next, think about your target audience. As you plan and write, keep in mind what your tar-
get audience already knows about your topic, what they need to know in order to understand your
message, and what facts and features will interest them the most.
With your audience in mind, use a graphic organizer to brainstorm ideas. Then decide whether the
topic is too broad to cover well on computer screens; no Web surfer wants to tackle a screen filled
with small type and few graphics.
Finally, figure out what types of research you need to do to cover your topic well, and what
sources—books, magazines, Internet, and interviews with experts—will be most effective.

The writer decided Web site topic: The History of Baseball

on a topic for the Target audience: anyone interested in baseball and baseball hall-of-famers
Web site.

She identified her

target audience.

She used a cluster

diagram to brain-
storm ideas about
the topic.
Copyright © The McGraw-Hill Companies, Inc.

The cluster dia-

gram helped her to
narrow her topic
to a more manage- Narrowed topic: Baseball’s Greatest Players
able size and Necessary research and possible sources:
scope.

Questions to answer Possible source(s)

She used a chart Which of my favorite players will the survey of baseball fans I know
to list questions target audience know a lot about?
she would answer
through research, What statistics (ERA, RBIs, home runs) All About Baseball: The Encyclopedia of
as well as possible will prove these players are “the greatest”? Baseball and an interview with my
sources for the grandmother, a 50-year baseball fan
answers.

Activity: What interest, hobby, or cause would you enjoy sharing through a Web site? Follow the
guidelines and the model to determine your content, scope, target audience, and research plan.

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Business and Technical Writing Activities

Name ...................................................................................... Class .................................................. Date ................................

Writing the Content for a Web Site

The first step in creating a Web site involves selecting and narrowing a topic, determining your audi-
ence, and doing research to gather interesting facts and statistics. Once that step is complete, you’re
ready to plan, draft, and revise the written text. Follow these guidelines:
• Start with the main page of your Web site. Keeping your audience in mind, use your research
notes to draft the written text.
• Begin by telling your visitors what your site is about. Be sure your main page includes but-
tons that visitors can click for more information, additional pages, and useful links. Also,
provide contact information so that visitors can e-mail you.
• Remember: The written text that you present should be as brief as possible. No visitor wants
to tackle a Web site that is filled with paragraphs of small type and no graphics. As you draft,
think about what information might be presented through photos and photo captions; dra-
matic graphic organizers; sound; and other components.
• When your draft is complete, put it away for a while. Access Web sites that you enjoy. Think
about how the creators of these Web sites presented their written text. Gather ideas for your
own revision!
• Revise and proofread the written text of your Web site.
The writer opens Baseball’s Greatest Players
by identifying the
site and welcom- Welcome to Becky Fischer’s “Baseball’s Greatest Players” Web site! I’ve
ing visitors. been following baseball for about seven years. Since I love to talk about
baseball with other fans, I decided to create this site. I hope you’ll join
me in forming an Internet Baseball Club where we can share our
The main page will thoughts and enthusiasm about the great players of the past.

Copyright © The McGraw-Hill Companies, Inc.

include pictures Some of my favorite players are pictured on this page. Click on each
of players. picture to view the player’s stats. Other players can be seen by clicking
MORE PLAYERS.
Please also click SOURCES for a recommended list of books about
She includes links baseball, and click HALL OF FAME for a link to the Baseball Hall of Fame
to other pages on in Cooperstown, New York. Finally, please click [email protected]
her site, and to a to e-mail me with your comments and suggestions and to receive
related site. updated club news.

Activity: Write the written text for the main page of a Web site that you would enjoy creating. Follow
the guidelines and the model.

24 Business and Technical Writing Activities, Grade 7

013_028_G7BTW_823497-2 7/18/00 7:34 PM Page 25

Business and Technical Writing Activities

Name ...................................................................................... Class .................................................. Date ................................

Designing the Layout of a Web Site

The first step in creating a Web site involves selecting and narrowing a topic, determining your audi-
ence, and doing research. The next step is to plan, draft, revise, and proofread the written text.
Once those steps are complete, it’s time to design the layout. Your first goal is to greet your visitors
and hold their attention. Therefore, carefully plan how you will use sound and visuals to extend,
illustrate, and decorate the written text on your main page. Follow these guidelines.
SOUND: You might use background music or sound effects, such as trumpets or the bark of a
coyote, to create a mood. Be creative!
VISUALS: Keep design elements simple. Use a plain colored background rather than a busy pattern,
and use only two or three photos or graphic images. Use the same types of elements on pages that
you link to the main page. For example, use the same decorative borders.

When visitors
access the main
page, they will be
greeted by a dra-
matic sound effect.

I’ve been following baseball for about seven years.

I hope that you’ll join me in forming an Internet
The written text Baseball Club where we can share our thoughts
appears on a bright and enthusiasm about the great players of
red background. the past.
Some of my favorite players are
pictured on this page. Click on each
picture to view the player’s stats. Other
Copyright © The McGraw-Hill Companies, Inc.

players can be seen by clicking

MORE PLAYERS.
Please also click SOURCES
for a recommended list
of books about base-
ball, and click HALL
OF FAME for a link
Note the easy-to-
to the Baseball Hall of Fame in
use buttons for visi- Cooperstown, New York. Finally, please
tors to go to further click [email protected] to e-mail
pages and related me with your comments and suggestions
links, as well as the and to receive updated club news.
writer’s contact
information so that
visitors can send
her comments.

Activity: Design a layout plan, with sound and graphics, for the main page of a Web site you’d like to
create. Follow the guidelines and the model.

Business and Technical Writing Activities, Grade 7 25

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Business and Technical Writing Activities

Rubrics for Activities
■ PAGE 1 ■ PAGE 5
To evaluate students’ letters, use these criteria. To evaluate students’ letters, use these criteria.
The letter should The letter should
• be dated • be brief and to the point
• identify the reader in the heading, and address the reader • have a polite, conversational tone
in a formal, respectful manner • contain a reasonable, specific request
• be written in a polite, formal tone • state the request clearly
• contain a first sentence or paragraph that clearly states • include the writer’s telephone number or a self-
the purpose for writing addressed, stamped envelope
• use correct spelling, grammar, and punctuation • be neatly typed or printed, with a handwritten signature
• be neatly typed or printed, with a handwritten signature • use correct spelling, grammar, and punctuation
You may also have students exchange letters for peer You may also have students exchange letters for peer
evaluation. evaluation.
■ PAGE 2 ■ PAGE 6
To evaluate students’ essays, use these criteria. To evaluate students’ letters, use these criteria.
The essay should The letter should
• state a point of view, supported by accurate facts, • be addressed to a specific person, whose title should
reasons, and/or examples appear in the inside address
• show a logical flow of ideas • have a polite, respectful tone
• use correct spelling, grammar, and punctuation • describe the job or program for which the writer is
You may also have students exchange essays for peer applying
evaluation. • list the writer’s qualifications and relevant experiences
• briefly explain why the writer is the best candidate
■ PAGE 3 • request an application form or an interview
To evaluate students’ letters, use these criteria. • be neatly typed or printed, with a handwritten signature
The letter should • use correct spelling, grammar, and punctuation
• be addressed to the editor of the publication You may also have students exchange letters for peer
• have a polite, respectful tone evaluation.
• name the article or issue in the first sentence
■ PAGE 7
• state the writer’s opinion clearly
• support the writer’s opinion with accurate facts, details, To evaluate students’ letters, use these criteria.
and examples The letter should

Copyright © The McGraw-Hill Companies, Inc.

• show a logical flow of ideas • be in modified block format, incorporating the style
• be neatly typed or printed, with a handwritten signature features of a personal letter
• use correct spelling, grammar, and punctuation • have a friendly, informal tone
You may also have students exchange letters for peer • be interesting to read
evaluation. • be neatly typed or handwritten
• use correct spelling, grammar, and punctuation
■ PAGE 4 You may also have students exchange letters for peer
To evaluate students’ letters, use these criteria. evaluation.
The letter should
■ PAGE 8
• be clear and brief
• have a polite, friendly tone To evaluate students’ minutes, use these criteria.
• identify the product or service in the first sentence, The minutes should
followed by an accurate description of the problem • follow the standard format for minutes
• identify all relevant enclosures (copies of receipts, the • record the date, time, location, and members present
product itself, etc.) • use separate sections to record the most important
• request a specific solution details and events of old and new business
• be neatly typed or printed, with a handwritten signature • provide the date, time, and place of the next meeting,
• use correct spelling, grammar, and punctuation and note the time that the meeting ended
You may also have students exchange letters for peer • be neatly typed or handwritten
evaluation. • use correct spelling, grammar, and punctuation
You may also have students exchange minutes for peer
evaluation.

26 Business and Technical Writing Activities, Grade 7

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Business and Technical Writing Activities

■ PAGE 9 ■ PAGE 14
To evaluate students’ synopses, use these criteria. To evaluate students’ interview questions, use these criteria.
The synopsis should The questions should
• identify the work and author in the title • begin by establishing the date, time, and location of the
• be written in paragraph form event
• be brief—less than a page • ask for information that is based on the subject’s
• include only the most important characters, events, personal knowledge rather than opinions or hearsay
and details • be limited to those questions that will bring out relevant
• be neatly typed or handwritten facts about the people involved, the sights, sounds,
• use correct spelling, grammar, and punctuation dialogue, and so on
You may also have students exchange synopses for peer • use correct spelling, grammar, and punctuation
evaluation. You may also have students exchange interview questions
for peer evaluation.
■ PAGE 10
■ PAGE 15
To evaluate students’ reviews, use these criteria.
The review should To evaluate students’ interview questions, use these criteria.
• identify the work and author in the title The questions should
• be written in paragraph form • begin with a question that effectively introduces the
• lead off by identifying the work topic and the interviewee to the readers
• include a brief synopsis • use who, what, where, when, why, and how questions to
• identify the most important people involved bring out the most important information
• clearly express a critical response, supported by reasons • attempt to gather direct quotations to add vivid details
and examples and interest to the news story
• use correct spelling, grammar, and punctuation • end with an open-ended question designed to prevent
You may also have students exchange reviews for peer the omission of any important information
evaluation. • use correct spelling, grammar, and punctuation
You may also have students exchange interview questions
■ PAGE 11 for peer evaluation.
To evaluate students’ schedules, use these criteria.
■ PAGE 16
The schedule should
• be neat, well-organized, and easy to use To evaluate students’ proposals, use these criteria.
• have an appropriate title The proposal should
• use headings to indicate where information is to be • be addressed to a specific person and organization,
placed and what kind of information it will be and provide the grant writer’s name, address, and
• include dates and times of events telephone number
You may also have students exchange schedules for peer • begin by describing the writer’s plan for using the
evaluation grant money
Copyright © The McGraw-Hill Companies, Inc.

• explain how the plan meets the grant’s requirements

■ PAGE 12 • list the writer’s qualifications for carrying out the
To evaluate students’ tracking forms, use these criteria. proposal
The tracking form should • provide strong support in the form of facts, statistics,
• be neat, well-organized, and easy to use and reasons
• have a title that identifies the topic • be neatly typed or printed, and use correct spelling,
• contain clear instructions grammar, and punctuation
• use headings to indicate where information is to be You may also have students exchange proposals for peer
placed and what kind of information it should be evaluation.
• use correct spelling, grammar, and punctuation
■ PAGE 17
You may also have students exchange tracking forms for
peer evaluation. To evaluate students’ proposals, use these criteria.
The proposal should
■ PAGE 13 • be identified in the title
To evaluate students’ interview preparation charts, use • begin by describing the problem that the proposal
these criteria. will solve
The chart should • propose a solution, using clear, numbered steps
• include realistic questions that the interviewer might ask • end by identifying the writer
regarding job experiences, skills, and personality traits • be neatly typed or printed, and use correct spelling,
• include thoughtful, effective answers grammar, and punctuation
You may also have students exchange interview preparation You may also have students exchange proposals for peer
charts for peer evaluation. evaluation.

Business and Technical Writing Activities, Grade 7 27

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Business and Technical Writing Activities

■ PAGE 18 ■ PAGE 22
To evaluate students’ proposals, use these criteria. To evaluate students’ multimedia presentations,
The proposal should use these criteria.
• be identified in the title The presentation should
• begin by addressing the reader and providing the writer’s • effectively combine text, visuals, sound, and, if
contact information appropriate, other sensory appeals
• state the proposal in a crisp, direct sentence • indicate creative application of available media
• support the proposal with strong statements or sections • use correct spelling, grammar, and punctuation
that describe the project and provide such information You may also have students examine each other’s
as its dates, costs, potential benefits, and procedures multimedia presentations for peer evaluation.
• be neatly typed or printed, and use correct spelling,
grammar, and punctuation
■ PAGE 23
You may also have students exchange proposals for peer To evaluate students’ Web site plans, use these criteria.
evaluation. The plan should
• indicate a topic that could be effectively developed and
■ PAGE 19
presented on a Web site
To evaluate students’ proposals, use these criteria. • target a specific audience
The proposal should • use a graphic organizer to brainstorm ideas
• be neat and professional-looking • indicate a realistic and effective research plan
• begin by identifying the writer and providing the date You may also have students examine each other’s Web site
• address the potential customer in an inside address plans for peer evaluation.
• state the request to which the writer is responding
• include a quote, with a clear description of what the
■ PAGE 24
quote includes To evaluate students’ main page text, use these criteria.
• explain how the goods or services fit the requirements The text should
of the job • introduce the topic and attempt to grab the visitor’s
• include facts and/or pledges to prove the worth of the attention
goods or services • clearly state the purpose of the Web site
• include the writer’s handwritten signature • be brief, informative, and interesting
You may also have students exchange proposals for peer • indicate a plan for including photos and other graphics
evaluation. • include buttons for visitors to use to access additional
information
■ PAGE 20
• include contact information
To evaluate students’ plans, use these criteria. • use correct spelling, grammar, and mechanics
The plan should You may also have students examine each other’s main page
• call for the use of a wide variety of visual aids text for peer evaluation.

Copyright © The McGraw-Hill Companies, Inc.

• effectively promote a point of view, provide factual
information, and/or explain a process
■ PAGE 25
• use correct spelling, grammar, and punctuation To evaluate students’ layout plans, use these criteria.
You may also have students examine each other’s plans for The plan should
peer evaluation. • combine written text, sound, and graphics effectively
• be designed in such a way as to grab and hold the
■ PAGE 21
reader’s attention
To evaluate students’ plans, use these criteria. • include buttons for visitors to use to access additional
The plan should information and related links
• use at least three sound effect props • include contact information
• support a message with facts and details • use correct spelling, grammar, and mechanics
• use correct spelling, grammar, and punctuation You may also have students examine each other’s layout
You may also have students examine each other’s plans for plans for peer evaluation.
peer evaluation.

28 Business and Technical Writing Activities, Grade 7

 Business and Technical
Writing Activities
Grade 8

i_ii_Anc_889857.indd 11 4/7/08 3:27:32 PM

 Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under
the United States Copyright Act, no part of this publication may be reproduced or distributed in any
form or by any means, or stored in a database or retrieval system, without prior permission of the
publisher.

Send all inquiries to:

Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027

ISBN: 978-0-07-889857-0
MHID: 0-07-889857-9

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 024 12 11 10 09 08

i_ii_Anc_889857.indd 12 4/7/08 3:27:32 PM

 Contents

Business Writing
Conventions of Business Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Business Ethics and Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Letters
Writing a Letter of Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Writing a Letter of Complaint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Writing a Letter of Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Writing a Letter to the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Memos
Writing a Memo to Announce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Writing a Memo to Remind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Writing a Memo to Assign a Task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Work Plans
Writing a Project Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Creating an Assignment Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Developing a Budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Public Service Announcements

Writing a Print PSA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Writing a PSA for Television . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Preparing a PSA for Radio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Writing a Billboard PSA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Newsletters
Preparing a Newsletter for a Club . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Writing a Newsletter for Employees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Writing a Newsletter for Customers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Multimedia Presentations
Using Visuals in a Multimedia Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Using Sound in a Multimedia Presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Planning an Instructional Multimedia Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Web Sites
Determining the Content of a Web Site. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Writing the Content for a Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Designing the Layout of a Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Rubrics for Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Conventions of Business Writing

The term business writing covers such materials as formal letters, office memos, newsletters, and
multimedia presentations. Although each type of business writing has specific features and purposes,
all business writing follows these basic conventions, or standards:
• a formal, polite tone and a straightforward style
• brevity and clarity
• strong topic sentences supported by accurate facts, details, and examples
• block or modified-block format, with typed or neatly printed text
• lack of errors in spelling, grammar, punctuation, and usage
• lack of slang or clichés (worn-out expressions)

29 Glenside Road
The writer types Patterson, New Jersey 18976
the letter using May 6, 2002
block format.

Dr. Rosa DeLuca

Chester Animal Hospital
In his first sen- 14 Youngstown Boulevard
tence, the writer Patterson, New Jersey 18745
uses a straightfor-
ward style to state
his purpose for Dear Dr. DeLuca:
writing.
I am writing to apply for the job of veterinary assistant, which you
Copyright © The McGraw-Hill Companies, Inc.

advertised in the May 5 edition of the Patterson Daily Telegraph.

For two years, I have worked as a volunteer at the Patterson Animal

The writer supports Shelter, feeding and exercising the dogs. My love for animals and my
his initial sentence willingness to work hard make me an excellent candidate for the posi-
with facts, details, tion at your hospital. I know that I would enjoy the job!
and reasons.
Please send an application form to the address at the top of the page or
call me at 555–999–0000 to schedule an interview.

Sincerely,
The writer uses a
polite, conversa- Jonathan Reese
tional tone.
Jonathan Reese

Activity: On a separate sheet of paper, write a formal letter that Dr. DeLuca might write to answer
Jonathan’s letter. Be sure to follow the conventions of business writing.
Business and Technical Writing Activities, Grade 8 1
 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Business Ethics and Writing

A person’s ethics, or code of behavior, are based on values such as honesty, self-respect, and courage.
Business writing should reflect a positive code of ethics. The writing should be honest and straight-
forward, reflect principles of fairness, and exhibit a polite tone.
Most of the time, it is simple for writers to follow the code of business ethics. However, sometimes it
is hard—particularly when the purpose for writing is to persuade, to complain, or to disagree.
Because the purpose for writing involves winning an argument, some writers go overboard. They
may stretch the truth, they may support their arguments with opinions rather than facts, or they may
write in an angry, disrespectful tone.
Make sure your business writing avoids such pitfalls. Keep the following guidelines in mind.

Purpose for
Writing Guidelines
to persuade 1. Present your point of view using straightforward, positive language.
Don’t: Walt Cameron is the best candidate for class president, and anyone
who disagrees is ignorant.
Do: Walt Cameron is the best candidate for class president, and I’d like to
tell you why.
2. Support your opinion with accurate facts and examples. Don’t exaggerate.
Don’t: Walt’s the only honest student in the race. I heard that Lucy Miller
cheated on a math test.
Do: Walt’s completely honest. His record clearly shows that he has never
cheated on his schoolwork.
to complain 1. Describe the problem accurately. Focus your disappointment on the issue,
not on the reader.

Copyright © The McGraw-Hill Companies, Inc.

Don’t: I paid hard-earned money for this terrible pen at your store, and I
was cheated.
Do: I am dissatisfied with the pen that I bought at your store.
2. Politely ask for a reasonable and fair solution.
Don’t: Give back my money and a better pen.
Do: Please refund my money or provide a new pen.
to disagree 1. Identify the issue and briefly state your position. Be polite and fair.
Don’t: The editorial said bus fares should be increased. That’s stupid.
Do: The editorial said bus fares should be increased. I disagree. Before fares
are raised, service should be improved.
2. Support your position with accurate facts and details.
Don’t: Every single time I ride a city bus, the driver is rude to me, and the
buses are always late.
Do: The drivers are often rude. Twice last week, the 8:40 A.M.–Marshall St.
bus was late by more than fifteen minutes.

Activity: Write an essay answering the question What are some benefits for using a polite, respectful
tone in business writing? Support your viewpoint with facts, reasons, or examples.

2 Business and Technical Writing Activities, Grade 8

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter of Inquiry

Business letters use formal, polite language. They are written in either block or modified-block for-
mat, and are typed or neatly printed, with a handwritten signature. The letter should be brief—one
page or less—and straightforward.
When writing a letter of inquiry address a specific person; use library or Internet sources to find
the person’s name, title, and address. Begin the letter by stating your question or request clearly.
Include all necessary information. To assure a reply, include your telephone number or a stamped,
self-addressed envelope. Close by thanking the reader for his or her help.

41 King Terrace
Hinckley, Illinois 67454
September 10, 2002
The writer identi-
fies the reader in
the inside address Ms. Amanda Jacobs, Research Librarian
and salutation. Clements College
18 Old Ridge Pike
Cortland, New York 10017
The writer states
her inquiry clearly. Dear Ms. Jacobs:

The writer encloses I am writing to inquire about the Cortland Foundry, which I believe
a stamped, was in business until 1900. My great-grandfather Harold Bickerman
self-addressed worked there, and I am researching his life for a school project. I am
envelope. specifically interested in information about the types of iron products
Copyright © The McGraw-Hill Companies, Inc.

the foundry produced.

If possible, please send photocopies of any records on file in the Clements

The writer thanks College Library. I have enclosed a stamped, self-addressed envelope.
the reader for her
help. Thank you very much for your assistance.

Sincerely,
The letter is neatly
typed, with a Sarah Bickerman
handwritten signa-
ture. The tone is Sarah Bickerman
polite and formal.

Activity: Write a letter of inquiry to a librarian or an expert in a field of study or recreation that
interests you. Ask for specific information. Follow the guidelines and the model above.

Business and Technical Writing Activities, Grade 8 3

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter of Complaint

Every business letter should have a formal, polite tone. Being polite is especially important when you
are writing to express your dissatisfaction. As you write, keep your focus on the problem itself, explain
exactly why you are displeased, and use persuasive language to convince your reader to correct the
problem. A friendly letter that describes a problem accurately and politely suggests a realistic solution
will be more successful than an angry, overly critical letter.
Begin your letter by identifying the product or service clearly. Then describe the problem accurately.
Be brief and to the point. If possible, enclose copies of receipts and any other related paperwork.
Finally, request a specific, reasonable solution. Always keep the original receipts and copies of all
letters sent and received until the complaint has been resolved.

4 Broadhurst Avenue
Dallas, Texas 76874
October 12, 2002

The writer
describes the prob- Mr. Hamilton Swansea, Manager
lem accurately. Dairy Delight Restaurant
3 National Boulevard
Dallas, Texas 76799
The writer encloses
a copy of the
receipt. (She will Dear Mr. Swansea:
keep the original
copy until the
complaint has
On October 11, I took my aunt to your restaurant for a birthday lunch.
been resolved.)
When the check arrived, I thought that the total due was too high.

Copyright © The McGraw-Hill Companies, Inc.

However, I didn’t want to embarrass my aunt by arguing with the server.
Therefore, I paid the check and asked for a receipt. When I got home, I
examined the receipt closely. Instead of charging me $6.98 for the ham-
burger platter, the server charged me $9.98, and she also charged me for
The writer requests
two cups of coffee at $1.98 each. Neither my aunt nor I ordered any cof-
a specific, reason-
fee. I have enclosed a copy of the receipt, with these prices circled.
able solution.
By my calculations, I was overcharged by $6.96. Please send me either
a check or a credit certificate for this amount.

Sincerely,

Throughout the Hillary Knight

letter, the tone is
polite and friendly. Hillary Knight

Activity: You bought a CD at a store or through a Web site. When you opened the sealed package,
the CD was missing! Write a letter of complaint. Describe the problem accurately and request a spe-
cific, reasonable solution.

4 Business and Technical Writing Activities, Grade 8

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter of Application

A letter of application follows the conventions of business writing. The purpose of your letter is to
convince someone to hire you, consider you for membership in an organization, or give you an
award. Use carefully chosen words and effective persuasive writing skills.
Before writing your letter, do your homework! Use library or Internet sources to find the name and
title of the person to whom you should address the letter. Describe the job, program, or award for
which you’re applying. List your qualifications and give a brief explanation of why you’re the best
candidate. Use a polite, objective tone, letting the facts speak for themselves. End by requesting an
application form or an appointment for an interview.

15 Baltimore Pike
Annapolis, Maryland 23776
February 2, 2002
The writer directs
her letter to a spe-
Dr. Marilyn Peters, Director
cific person and
Annapolis Recreation League
includes the per-
14 Center Street
son’s title in the
Annapolis, Maryland 23776
inside address.

Dear Dr. Peters:

The writer describes
the job for which
I am very interested in working as an assistant swimming coach for the
she’s applying.
Annapolis Recreation League’s summer program.

I have attended the program, as both a member of the relay team and a
Copyright © The McGraw-Hill Companies, Inc.

The writer lists competitive diver, for five years. Last year my relay team won the state
her qualifications championships and later I won the gold medal in diving at the county meet.
and relevant
experiences. My skills as a swimmer and diver, along with my proven ability to work
with a team, make me a strong candidate for the assistant coach
position. Please send me an application form or call me at
The writer explains
555–897–9046 to arrange for an interview.
why she’s the best
person for the job.
Sincerely,
Susan Kelly
Susan Kelly

Activity: What summer job do you think might be fun, interesting, or challenging? Use library or
Internet sources to find the name and address of the person to whom you should write to apply for
the job. Write a letter of application, following the guidelines and the model.

Business and Technical Writing Activities, Grade 8 5

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter to the Editor

Most newspapers and magazines encourage readers to write letters to the editor to respond to recent
articles or sound off on topics of interest to other readers. Like all business letters, a letter to the edi-
tor should follow the basic conventions of business writing.
Check the editorial page or masthead of a periodical to find the name of the editor. Begin your letter
by identifying the issue that you will address and clearly stating your opinion. Then support your
opinion with accurate facts and statistics, sound reasoning, and relevant examples. Close by summa-
rizing your main points and, if possible, offering a solution.

The writer directs 14 Turner Square

her letter to Dallas, Texas 77233
the editor of March 2, 2002
the magazine.

Ms. Nancy Dubin, Editor

Focus on Photography Magazine
The writer identi- 11 Billings Court
fies her purpose Arvada, Colorado 80004
for writing in the
first sentence.
Dear Ms. Dubin:

The writer supports I am writing to respond to Valerie Balding’s article, “Shooting and
her opinion with Enlarging Nature Photos,” in your February issue. I disagree with Ms.
facts. Balding that 400-speed film is the best choice for nature photographs.

Copyright © The McGraw-Hill Companies, Inc.

Ms. Balding is right that a fast film, like 400-speed, is effective for
“freezing” moving animals. However, its high speed leads to grainy and
The writer states fuzzy enlargements. With practice and patience, 200- or 100-speed film
her opinion clearly. can be used to capture clear shots of animals in motion. Moreover, the
images can be enlarged to poster size without loss of the crisp focus.

I felt that Ms. Balding’s recommendation for 400-speed film was not
The writer sums
on target. I am convinced, from experience, that your readers will get
up her main point.
far better results if they use 200- and 100-speed film instead.

Sincerely,
The writer sug-
gests a solution.
Kathy Symonne
Kathy Symonne

Activity: Think about a recent article that inspired you to react strongly. You might have agreed, and
wished to share your ideas; or you might have disagreed, feeling disappointed or angry and wanting
to sound off. Write a letter to the editor to state and supporting your point of view.

6 Business and Technical Writing Activities, Grade 8

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Memo to Announce

A memo (short for memorandum) is a brief note that communicates important information. Memos
are written in formal language but have a friendly tone. They are often sent to people you know or
work with. Memos can be used to convey many kinds of important messages. For example, you
might send a memo to remind someone about an event, to ask or answer a question, or to make an
announcement.
Like all memos, a memo written to announce should be brief—one page or less. Start with the head-
ings TO, FROM, SUBJECT, and DATE. In the SUBJECT line, use a few well-chosen words to sum up
your announcement. Then move on to the body of the memo. In the first paragraph, make the
announcement. Follow up with brief paragraphs containing important details and information, such
as dates, times, and phone numbers.

The writer identi-

fies herself, states
the subject clearly
in a few well-
TO: All Members of the Stage Crew
chosen words, and FROM: Cicely Henderson, Captain
notes the date that
SUBJECT: Schedule Change for Set-Building Meeting
the memo is sent.
DATE: November 6

The writer makes

The set-building meeting we scheduled for Tuesday, November 10,
the announcement
at 4:30 P.M. has been postponed. The new meeting time is Thursday,
in the first
November 12, at 3:45 P.M.
paragraph.

Please adjust your schedules. Remember to wear old clothes and bring
Copyright © The McGraw-Hill Companies, Inc.

All important infor- hammers, screwdrivers, and paintbrushes. The drama department will
mation is provided provide all paint and lumber.
in two brief follow-
up paragraphs.
If the schedule change makes it impossible for you to attend the meet-
ing, please call me at 555-009-8576. Otherwise, see you Thursday!
The tone is both
formal and friendly
throughout.

Activity: You are the director of the school play or the captain of a school sports team. Write a
memo to the members of your cast or team to announce an upcoming practice.

Business and Technical Writing Activities, Grade 8 7

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Memo to Remind

A memo is a brief business note that gives the reader important information. Memos are written in
formal language but have a friendly tone. They are usually sent to people you know. Memos have
many different purposes. For example, you might send a memo to make an announcement, to assign
a task, or to remind committee members about an upcoming event.
Like all memos, a memo written to remind should be brief and clear. It should start with the head-
ings TO, FROM, SUBJECT, and DATE. The body of the memo should begin with a phrase such as
“Remember to . . .” Then the most important information should appear in the first sentence or two.
Other information should follow. Always include such necessary details as dates, times, addresses,
and phone numbers.

The writer identi-

fies his readers and
himself, states the TO: All Members of the Spring Cleanup Committee
subject clearly, and
notes the date that FROM: Orlando Marato, President
the memo is sent. SUBJECT: Saturday Work Crew
DATE: March 23
The most impor-
tant information I’d like to remind you that our first Saturday Work Crew session will
about the event, be held on March 28. Please meet at the school maintenance building
appears in the first at 8:30 A.M. to get your assignments and pick up tools and supplies.
two sentences.
As we decided at our meeting on April 24, our first project is repairing
and repainting the fence around the Science Center garden. Therefore,
please wear old clothes and bring work gloves. If you have any ques-

Copyright © The McGraw-Hill Companies, Inc.

Additional details
are included in the tions, please call me at 555–5523.
second paragraph.
I’m looking forward to our first session. See you there!

Activity: You are the president of the school Computer Club. The club has scheduled a meeting at
which it hopes to sign up new members. On a separate sheet of paper, write a memo to all club
members, reminding them about the meeting and urging them to prepare a presentation that will
interest new members. Include any other information that you think is important.

8 Business and Technical Writing Activities, Grade 8

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Memo to Assign a Task

A memo is a brief business note that gives the reader important information. Memos are written in
formal language but have a friendly tone. They are usually sent to people you know. Memos can be
used to convey many kinds of important messages. For example, you might send a memo to request
information, to make an announcement, or to assign a task to someone.
Like all memos, a memo written to assign a task should be brief—one page or less. Start with the
headings TO, FROM, SUBJECT, and DATE. In the SUBJECT line, identify the task you are assigning.
Then move on to the body of the memo. Lead off with a sentence that begins with such language as
“Your job is to . . .” Follow with a brief description of the task. Be sure to include all important infor-
mation, such as materials needed and the date by which the task must be completed.

The writer identi-

fies the task in TO: Jeremy Slater, Team Mascot
the subject line.
FROM: Shelly Taylor, Pep Team Captain
SUBJECT: Costume Repair
The writer describes DATE: September 12
the task in a few
brief sentences. Your first job as team mascot is to repair the mascot costume. Many of
the feathers need to be replaced, and the side seams need to be
restitched. The eagle’s left wing is about to fall off!
The writer names
a date by which
Please make all repairs by Tuesday, October 1, the next meeting of the
the task must be
pep team. At that meeting, you need to wear the mascot costume in order
completed.
to practice with the Pepsters. Please also bring receipts for any expenses
you must pay for the repairs. The pep team will reimburse you.
Copyright © The McGraw-Hill Companies, Inc.

If you have any questions, please call me at 555–1234. I’m eager to see
The writer uses a you suited up as the Elmwood eagle, and I know that we’ll all have fun
formal but friendly as members of this year’s pep team!
tone throughout.

Activity: You are the president of the school Environment Committee. Next week the committee is
sponsoring Cleanup Day. Write a memo to assign a specific task to a member of your committee.

Business and Technical Writing Activities, Grade 8 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Project Schedule

A project schedule is a table or chart that lists each step in a task, assigns each step a completion
date, and shows the progression of the work. If more than one person is involved in the project, the
schedule lists each participant and describes his or her assignment.
An easy-to-read work plan can make a large job seem more manageable. Seeing the overall progress,
step by step, will provide a sense of organization and accomplishment.
Begin your project schedule with a title. Then list the project goals or objectives and the dates that
the entire project will begin and end. Describe each step in the project. Next to each step, list its
completion date. You might also include a column for checking off each step as it is completed.

The title identifies Social Studies Report Work Plan

the project.
Objectives
• To use library and Internet resources efficiently
The objectives • To research and write a report on South America
are clear. • To learn facts about a specific South American country

Project Dates
The project was assigned September 8 and is due on October 1.
The project start
and end dates
are shown. Project Steps Scheduled Completed
Completion Date (✔)

Each step in the Select country for report topic. 9/9

project is listed, Purchase index cards and other materials. 9/9

Copyright © The McGraw-Hill Companies, Inc.

followed by a
scheduled comple- Create and organize questions and answers 9/12
tion date and a to guide research.
box for checking
off each step as it
Search Internet and school library for 9/13
is completed.
appropriate sources.
Complete research. 9/20
Organize notes and create report outline. 9/22
Write first draft. 9/25
Revise. 9/28
Proofread. 9/29
Finish final draft. 9/30

Activity: Create a project schedule for completing a large class assignment or a project involving a
hobby or interest. Follow the guidelines and the model chart.

10 Business and Technical Writing Activities, Grade 8

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Creating an Assignment Schedule

An assignment schedule is a table or chart that lists each step in a project, assigns each step a com-
pletion date, and shows the progression of the work. The schedule also identifies which member of
the group is responsible for each step in the project.
Begin an assignment schedule with a title. Then list each person involved in the project. Next to each
person’s name, list his or her tasks and the date by which each task must be completed.

The title identifies Talent Show Committee Work Plan

the project.
Committee Assignment Due Date
Member Date Completed

Each committee Alicia Peters Reserve school auditorium for 2/7

member is listed. rehearsals and show.
Set up tryout schedule. 2/9

Each member’s Herb Danzell Create a building crew for making 2/8
responsibility is stage sets.
listed, followed by Finish building sets. 3/1
a due date.
Gloria Salinas Write article for school newspaper to 2/10
announce tryouts.
Write article for school newspaper to
report on success of show. 3/5

Dave Barton Manage tryouts. 2/20

Copyright © The McGraw-Hill Companies, Inc.

Manage rehearsals, including final

dress rehearsal. 3/1

Therese Bolli Create posters to promote show. 2/23

Take photos during show for school
newspaper and yearbook. 3/2

Jim O’Connor Get tickets printed. 2/15

Organize sales force for ticket sales. 2/16

Activity: Create an assignment schedule for a large task to be accomplished by a team, committee, or
study group. Follow the guidelines and the model shown.

Business and Technical Writing Activities, Grade 8 11

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Developing a Budget
Some projects involve the payment of expenses for materials and services. For example, a project
requiring photographs would require the purchase of film and payment for photo development. An
easy-to-read budget can help you before, during, and after your project. At the start, a budget helps
you to estimate your project expenses so that you’re prepared. During the project, it helps you to
keep track of your expenses as they are paid. After the project has been completed, the budget helps
you to evaluate your costs.
In the title of the budget, identify the project. Then make an easy-to-read chart in which you list all
of the costs involved in the project. Estimate each cost. Then during the project, record actual
expenses as they are paid. Include the date each expense was paid and keep all receipts in a safe place.

The title identifies Budget for Window Box

the project.
Expenses Estimated Actual Costs Date Paid
(to make two boxes) Costs
Each expense
is listed. 1 sheet of plywood $20.00

plastic liner $3.00

Before beginning
the project, the nails and hanging brackets $1.50
writer estimated
each cost. paint $15.00

potting soil $3.50

As she pays each 4 geraniums $8.00

Copyright © The McGraw-Hill Companies, Inc.

expense, she will
record the exact
cost, followed by
the payment date.

Activity: Create a budget for a project. The project might have been assigned at school or one you
are planning as part of a hobby or a special interest. Follow the guidelines and the model chart.

12 Business and Technical Writing Activities, Grade 8

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Print PSA

A public service announcement (PSA) is an advertisement that promotes a good cause, such as
contributing money to cancer research, adopting a pet from an animal shelter, or wearing a bicycle
helmet. There are three basic categories of PSAs: broadcast ads, which include messages on TV or
the radio; outdoor ads, which appear on billboards or posters; and print ads, which are found in
newspapers and magazines.
To write an effective print PSA, begin with a clever headline that catches the readers’ attention. Then
use a striking, dramatic picture or graphic aid to hold onto their attention. Include brief, crisp
written text (“copy”) to explain or develop the message. Be sure to keep the copy brief and
persuasive; your headline and images should carry the weight of your message. Always include the
name of the organization or agency who sponsored the message and a telephone number, address,
or Web site so that your readers can respond or take action.

As a headline, the Tired of all the fuss about conserving water?

writer uses a ques-
tion to grab the
reader’s interest.

The writer uses

a dramatic
photograph.
Copyright © The McGraw-Hill Companies, Inc.

A crisp, one-line
piece of copy adds
to the message.

The organization You may find out that it was good to the last drop!
sponsoring the
PSA, along with Eco-Water Foundation
its phone number, 1–800–555–555
is included.

Activity: What good cause would you like to promote in a PSA appearing in a newspaper or
magazine? Use a clever headline, dramatic graphics, and persuasive copy to get your message across.

Business and Technical Writing Activities, Grade 8 13

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a PSA for Television

A public service announcement (PSA) is an advertisement that promotes a good cause. A PSA for
television has the duration of only fifteen to thirty seconds. Therefore, the advertisement must include
vivid sights (“visuals”) and sounds, and each scene must contain dramatic action to catch and hold the
viewers’ interest. When writing the script for a PSA for television, be sure to note the time limitation and
these crucial elements. You can check the length of an ad by reading it aloud several times while someone
times you. Remember to use persuasive language to convince viewers to support your cause and include
either a narrator’s lines for a voice-over text or an actual dialogue between two or more characters.
The following model shows the script for a PSA for television that urges viewers to vote for a
presidential candidate. Note the “IMAGE CUES” in parentheses, used to describe the visuals that will
accompany all spoken text.

The title shows

the group for National Emma Sanderson for President Campaign
whom the PSA
was written, its “Working for a Better Tomorrow”
title, and its dura- 15-second TV spot
tion in seconds.
(IMAGE CUE: Emma Sanderson at a middle school library,
surrounded by eighth-graders, including her son Mick)
Each “Image Cue”
clearly describes Voice-over: Emma’s son Mick, an eighth-grader at Millis Middle
the visual to School, keeps Emma tuned in to the concerns and trends of our
be shown on most dynamic group of citizens—today’s learners, tomorrow’s
the screen. leaders. As president, Emma works diligently to improve the

Copyright © The McGraw-Hill Companies, Inc.

educational opportunities of such students all over the nation.

(IMAGE CUE: Emma and eighth-graders turn to camera and

“Voice-over” label speak together energetically.)
indicates that the
line will be spoken Emma and students: Let’s work together! Let’s work for a better
by an off-camera tomorrow!
narrator.

Activity: Write the script for a PSA for television to promote a cause or a candidate that you
strongly support. Include vivid visual images and persuasive spoken words. Follow the guidelines
and the model.

14 Business and Technical Writing Activities, Grade 8

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Preparing a PSA for Radio

A public service announcement (PSA) is an advertisement that promotes a good cause. A PSA for
radio cannot contain visual images. Instead, it must rely on crisp, clear, dramatic words, often
heightened by appropriate background music or sound effects.
A radio spot has a duration of thirty to sixty seconds. Therefore, the advertisement must get right to
the point, grabbing and holding the listener’s attention with vivid words and sounds. When writing
the script for a PSA for radio, be sure to note the time limitation and these crucial elements. You can
check the length of an ad by reading it aloud several times while someone times you. Remember to
use persuasive language to convince viewers to support your cause.
The following model shows the script for a PSA for radio that urges motorcycle riders to wear hel-
mets. Note the “SFX” (sound effects) cues.

United States Bicycle Safety Commission

The title shows the “Heads UP”
group for whom the 30-second Radio spot
PSA was written, its
title, and its dura- SFX: Footsteps. Screen door opens and shuts.
tion in seconds.
George: Hey, Mrs. C! Thought I’d drop in to your bike shop and
pick up some new gloves. Big race coming up tomorrow.
The SFX labels Carol: Oh hi, George. Great to see you! All the gloves are in this bin.
indicate sound
SFX: drawer rolling open
effects.
George: These gloves will do just fine.
Carol: I’ll tell you something, George. They’re a big waste of money.
The character
Copyright © The McGraw-Hill Companies, Inc.

SFX: dramatic music chord

labels indicate
lines spoken George: Huh? What do you mean?
by actors. Carol: If you don’t wear a helmet, you shouldn’t bother with
gloves. Hey, George! HEADS UP! What good does it do to protect
your hands if you smash your head?
George: Gosh, you’re right, Mrs. C. Show me the helmets.
Carol: Right this way, George. Now THAT’S what I call “using
your head”!

Activity: Write the script for a PSA for radio to promote a good cause that you strongly support.
Include sound effects and persuasive spoken words. Follow the guidelines and the model.

Business and Technical Writing Activities, Grade 8 15

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Billboard PSA

A public service announcement (PSA) is an advertisement that promotes a good cause, such as con-
tributing food to a homeless shelter, serving as a scout leader, or eating nutritious foods. To accomplish
their purpose for writing, PSA writers use persuasive language, often backed up by strong visual images
and a combination of facts, statistics, reasons, and examples.
There are three basic categories of PSAs: broadcast ads, which include messages on TV or radio;
print ads, which are found in newspapers and magazines; and outdoor ads, which appear on bill-
boards or posters.
A billboard is most often viewed by people as they ride by in cars, buses, and trains. The billboard is
within the person’s sight for only seconds. Therefore, the advertisement must get its message across
with strong visuals and brief yet memorable text. The outdoor ad must also include the sponsor’s
contact information so that viewers can take action.

Need a new best friend?

The text is brief
and memorable,
framing the image.

The image catches

the viewer’s eye.

Copyright © The McGraw-Hill Companies, Inc.

The organization’s
contact informa- Adopt one today!
tion is included.
Cleveland Animal Shelter
412–555–5550

Activity: What good cause would you like to promote on a billboard PSA? Get your message across
with dramatic visuals and brief, memorable copy. Follow the guidelines and model.

16 Business and Technical Writing Activities, Grade 8

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Preparing a Newsletter for a Club

Newsletters are used to communicate information to many kinds of audiences, including the
employees of a company, the customers of a business, or the members of a club or a special interest
group. Newsletters might be published and distributed to subscribers weekly, monthly, or yearly.
Like all newsletters, a newsletter for a club or a special interest group should have a name that
reflects the interests of the group, as well as an attractive masthead. Its text should include factual
information such as dates, times, and locations of meetings and events. Additionally, the newsletter
should offer articles and graphics on topics of interest to the specific audience; a summary of the last
group meeting; and other features such as letters to the editor, classified ads, and mail-in coupons
for reservations or orders.

It’s Your Life!

The newsletter’s The Newsletter of the Somerset Fitness Club
masthead contains Volume 3, No. 4 March
the title, the name
of the club, the
New Exercise Coach March 18 Cooking Seminar: Tofu to You!
volume number,
Begins Classes 9:00 A.M. (bring aprons)
and the date.
by Sheila Boone
March 25 Pool Closed for Plumbing
Emmet Elvarez, Repairs
formerly of the April 1 Come Meet Emmet Elvarez!
An informative arti- Highlander Gym, has been hired as our Meeting Room, 7:30 P.M.
cle is accompanied new Exercise Coach. His classes will begin
by a photograph. on Monday, April 15. Please come to the Letters
office and sign up. Class size will be lim- Dear Members,
ited to 15 members. On February 15, when I returned to the
Emmet has had fifteen years of experi- locker room after my step aerobics class, I
Members have
Copyright © The McGraw-Hill Companies, Inc.

ence as an instructor of yoga, step aero- discovered that my black raincoat (size 12)
submitted letters to bics, and water aerobics. He graduated was missing from the coat rack. If anyone
communicate with from West Chester University in 1999 took my coat by mistake, please call
other members. with a degree in physical education. You 555–3957. Thanks! Bunny Pearsall
might be interested to know that his best-
selling book, Sign Up, Step Up, Cheer Up! Hi, Everyone!
The newsletter lists published by Altogether Press in 2001, is
Just wanted to let you know that the
upcoming events. available at several local bookstores.
planning committee for the annual
Somerset Fitness Club Tennis
Upcoming Club Events
Tournament is busily at work planning
March 12 Step Aerobics Sign-up,
this year’s tournament, which will begin
9:30 A.M.
on May 5. If you’re interested in serving
March 14 Mother and Daughter Swim, on the committee, please call me at
3:30 P.M. 555–0304. Chris Buehl

Activity: What club, real or imaginary, might you write a newsletter for? Try it! Follow the
guidelines and the models.

Business and Technical Writing Activities, Grade 8 17

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Newsletter for Employees

Newsletters are used to communicate information to many kinds of audiences, including the mem-
bers of a club or a special interest group, the customers of a business, or employees of a company.
Like all newsletters, a newsletter for employees should have a title that reflects the interests of the
readers. The title should be displayed in an attractive masthead, which should also contain the vol-
ume number, the issue number, and the date of publication. The newsletter’s text should include
factual information such as dates, times, locations, and details of upcoming events for employees,
such as a meeting or a picnic. Additionally, the newsletter should report on news about employees,
such as new hires and promotions. It should include photographs, if possible. It might also contain a
classified section for employees to advertise items for sale.

The newsletter’s
masthead contains
The Carlson Cracker Company News
the title, the Volume 4, No. 1 January
volume and issue
number, and Betsy Callahan Upcoming Events of Note
the date. Employee of the January 14
Month Lunch Seminar, “Menu Planning for
by Sterling Arness Healthy Hearts,” with guest speaker Dr.
Barbara Gibbs, 12:30 P.M., Harris Cafeteria
Betsy Callahan, a
fifteen-year member January 16
An informative
of the Carlson pack- Bring Your Daughter to Work Day
article is accompa-
nied by a aging department, January 21
photograph. has won the first Employee of the Carlson Winter Bowling League, 7:30 P.M.,
Month award for the year 2002. For the Allen Lanes
last five years, Callahan has led the January 28

Copyright © The McGraw-Hill Companies, Inc.

packaging team for Carlson Crispy Human Resources Presentation:
Waferoonies. Prior to that, she was a “Investing Your Pension Wisely,”
line packager for Carlson Salty Auditorium E, 4:30 P.M.
Upcoming events Snackeroos. Just Between Us: News to Share
are listed. At the awards ceremony, which took
Congratulations to Jim Sweeney, Baker’s
place on January 5, Callahan’s supervi-
Assistant, and Wanda Ellery, Nifty Nuttery
sor, Ramon Juarez, stated, “Betsy is a
line packager, on their recent engagement.
natural leader, with terrific people
Jim and Wanda plan a July wedding.
skills. The members of her packaging
News about team are productive and enthusiastic Human Resources Director Carla
employees’ per- assets to the Carlson Cracker Brigham announces with great pleasure
sonal lives and pro- Company.” the promotion of Deena Adams, for-
motions appear in merly secretary to Bob Vane, to the posi-
a regular column. tion of Executive Secretary to Christine
McAdam, VP of Marketing.

Activity: You have been hired to create a newsletter for the employees of the XYZ Company. Decide
what type of company it is and create news stories and features that would interest the employees.
Follow the guidelines and the models.

18 Business and Technical Writing Activities, Grade 8

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Newsletter for Customers

Like all newsletters, a newsletter for the customers of a store or a business should have a title that
reflects the interests of the readers. The title should be displayed in an attractive masthead, which
should also contain the volume number, the issue number, and the date of publication.
Because the main purpose of a business newsletter is advertising and product promotion, the
newsletter should include news about special sales or store events, new products and services, or new
hours of business. It might contain graphics, photos, or coupons for the reader to cut out and use.
Filler articles on such topics as household hints or safety tips should also be included. A newsletter for
the customers of a bicycle shop might, for example, have an article on bicycle safety tips; a newsletter
for a sports clothing outlet might have an article on how to clean athletic shoes.

The newsletter’s
masthead contains Chef Pierre’s Bakery
the title, the volume
Fine French Bread, Cakes, and Pastries
and issue number,
Volume 3, No. 5 July 1
and the date.
erre’s Bakery GRAND OPENING BASTILLE DAY PARTY!
Chef Pi
CHEF PIERRE’S NEW BAKERY AT WILMONT HILLS MALL
An informative Pierre Sallé, known to his customers as “Chef Pierre,” is
pleased to announce the June 25 opening of a new bakery at the
article, intended
Wilmont Hills Mall. Bolstered by the huge success of his origi-
to draw customers
nal bakery in Littleton Center, Chef Sallé looks to the new loca-
to a new business tion with great confidence. “It will be a wonderful opportunity
location, is accom- for the people of Wilmont Hills to share the bounty of fresh
panied by a French bakery products,” he beamed.
photograph. As a special GRAND OPENING celebration, both new and
established customers are invited to come to the Wilmont Hills Mall location for free
French coffee and pastries from 10:00 A.M. until noon on Bastille Day, July 14.
Copyright © The McGraw-Hill Companies, Inc.

FROM THE KITCHENS OF CHEF PIERRE

Including a recipe Try this delicious spread of herbs and cheese on thin slices of Chef Pierre’s French bread!
promotes the Herbed Cheese Spread
sale and use of Makes 1 cup
a product. 8 ounces cream cheese, softened
Save 50 cents off the price
1 tablespoon fresh parsley, minced
of a CHEF PIERRE cake!
1 teaspoon fresh dill, minced
1 teaspoon fresh oregano, minced
Coupon good at Littleton
2 cloves garlic, minced
Center and Wilmont Hills
A coupon encour- 1/2 teaspoon dried thyme
bakeries.
ages customers to 1/4 teaspoon pepper
Expiration date July 31, 2002
come to either Mix all ingredients. Store covered in refrigerator.
business location. Serve at room temperature.

Activity: What type of store or business would you like to own or manage some day? Practice
advertising and promotion skills by writing a newsletter for your customers. Follow the guidelines
and the models.

Business and Technical Writing Activities, Grade 8 19

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Using Visuals in a Multimedia Presentation

In a multimedia presentation, you use multiple sight and sound media to give your audience informa-
tion. You can use such media as photos, slides, charts, videos, and audio cassettes. If computer presen-
tation software is available, you can combine text, graphics, and sounds to produce a computer slide
show.
Visuals are extremely important components of multimedia presentations. In the form of written text,
visuals enable viewers to follow along with the major points that you are making in your oral presenta-
tion. In the form of diagrams or drawings, visuals can help to make a series of directions clear. In the
form of slides, photographs, or videos, visuals can show a subject clearly and provide action. Finally, in
the form of handouts, visuals can encourage viewers to take information away with them for follow-up
or action.

The writer uses

this transparency Shelter!
e Clevelanked Animald cared • V
to display the Support th ta n in an olu
be a nteer Y
elter has d cats, n o
• The
sh f dogs an doned or wor Anim ur Tim
major points he dreds o
for hun which were ab
an k a
scho ing on l Care e! Sign
f
many o their owners. o l a volu Assista up to
will make in his abuse d by
veterin
arians mor
e
and
/o nt nt
ing Cle
veland
d profe
ssional Dav inform r on w ary bas ,
• Lead their time an iology, • A idson atio eeken is aft
presentation. donate in g ra d ct dop at 5 n, c
a ds.
F
er
, includ
services d dentistry,
to prote any t an A 55-559 ll Dr. N or
d n 0 anc
an
surgery, of the animal
s. see ay, 9:0 imal! V . y
th 0 i
the hea
lth bree e man A.M. to sit the
e d y 4 sh
imals ar ado s, sizes dogs a :00 P.M elter
• All an ely treated, ption , and n d .,
hu m an
, and
• M
ake . ages cats— to
d !—r a
exercise for don a Don eady ll
prepared . a
n anim tion, th ation! for
adoptio al s e s Fo r
ing h e
in y a day! H elter ca very $1
cou o u e n .0
pon r dona lp out feed fo 0
belo ti by ur
w. on. Use send-
the

Copyright © The McGraw-Hill Companies, Inc.

These slides show
some of the dogs This handout helps
and cats available This visual makes
the audience to
for adoption. the writer’s topic
take specific steps
clear and appeals
to support the
to the viewer’s
shelter.
emotions.

Activity: What worthy cause, field of interest, or point of view would you enjoy sharing with an
audience? Plan a multimedia presentation. Combine several different forms of media, such as
written text, spoken text, sounds, and a wide range of visuals. Follow the guidelines and the model.

20 Business and Technical Writing Activities, Grade 8

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Using Sound in a Multimedia Presentation

In a multimedia presentation, you use multiple sight and sound media to give your audience infor-
mation on your topic. You can use such media as photos, slides, videos, CDs, and audio cassettes. If
computer presentation software is available, you can combine text, graphics, and sounds to produce
a computer slide show.
Sound can have many roles in a multimedia presentation. Background music can establish the
mood—peppy, peaceful, or sad. Taped dialogue or a “sound bite” quotation can provide relevant
input on your topic from experts or participants. Finally, sound effects (a speeding train, the howl
of a wolf, a buzzing mosquito) can bring your topic or setting to life for your audience.

The writer uses a

photocopied news-
paper article.

As background
music during part
of her presentation,
the writer uses
traditional ballpark
organ music.

The audio tape

lets the audience
hear part of the
Copyright © The McGraw-Hill Companies, Inc.

radio broadcast of
the championship The video provides
game. sound effects, inter-
view excerpts from
the coach and play-
ers, and exciting
action shots from
the championship
game.

Activity: What topic would you enjoy developing into a multimedia presentation? Use researched
facts and details from personal experience, sound (sound effects, background music, recorded
dialogue), and various visuals to get your message across. Follow the guidelines and the model.

Business and Technical Writing Activities, Grade 8 21

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Planning an Instructional Multimedia Presentation

A multimedia presentation uses several media, or forms of communication, such as written words,
spoken words, sound, and visuals. Many multimedia presentations are instructional, aiming to
inform the audience about a topic or to explain how to accomplish a task.
Once you have chosen a topic, plan your instructional multimedia presentation carefully.
• What facts might be best presented to the audience in a graphic?
• What facts might be best presented on a transparency as a step-by-step list?
• What photographs, videos, slides, background music, or sound effects might
enhance your presentation?
• What handout might you prepare and distribute to your audience?
When using slides with visuals and written text, use large type and keep the visuals simple. Two
typefaces and three colors are plenty. Therefore, avoid clutter!

The writer presents

a slide to accom-
pany his explana-
tion of each step in How to Use a Potter’s Wheel to
the process. Make a Clay Pot
using a ke
re a bout rhaSteps
ps ta in the Process Details
mo and pe day-
arn l r
The writer distrib- To le r’s whee l or Satu1. Place a lump of clay in the Begin spinning the wheel by
utes this handout o t te h o o tact pressing the foot. As the clay
p sc n middle of the wheel.
fter- s, co spins, smooth the sides and
to encourage the an a ing clas poke holes into the top of the
n
audience to seek mor lump to make it hollow. (See
slide #1.)
tters
further information. n Po Lane 2. Shape the sides of the pot.

Copyright © The McGraw-Hill Companies, Inc.

A c to d 5
Draw your hands firmly up the
rlan 5060 sides of the jug as the wheel
3 Ga sha, WI continues to spin. When your

Keno 08-7854 tion hands reach the rim, lock your

5 - 9 t y E duca thumbs together to add steady

55 uni pressure. (See slide #2.)

The writer presents a C om3.mTrim rdthe excess clay and

aoff
ulev from wheel.
Use the tool to trim off excess
sh
Keno rose Bo remove 6 clay. The use a broad, flat knife
his written text in a l 5060 to remove the pot from the
4 Me sha, WI wheel. (See slide #3.)
chart, showing
Keno 42-004.0Glaze 0
and fire the pot in a Follow the kiln directions
each step in the 5 5 -3
5 kiln. carefully. Let the finished pot
cool before handling it. (See
process. slide #4.)

The writer uses

appealing
background music.

Activity: What historical event, nature study, or other personal interest or hobby would you enjoy
developing into an instructional multimedia presentation? Do the necessary research, contact experts,
and combine text, sound, and various visuals to share with your audience. Follow the guidelines and
the model.

22 Business and Technical Writing Activities, Grade 8

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Determining the Content of a Web Site

A great Web site begins with careful planning. First, select a topic that you will enjoy developing and
sharing. Next, plan your site around a target audience, keeping in mind what they already know
about your topic, what they need to know to understand your message, and what information will
be of greatest interest to them.
Use a graphic organizer to list ideas. Then decide whether your topic is too broad; no computer user
wants to tackle a screen filled with small type and few graphics! Finally, figure out what types of
research you need to do and what sources—books, magazines, Internet, and interviews with
experts—will be most effective.

Web site topic: Building a Reef Aquarium

The writer decides
on a topic for the Target audience: students and adults interested in having a reef aquarium at home
Web site.

He identifies his
target audience.

He uses a cluster
diagram to list
ideas.

The cluster diagram

helps narrow the
Narrowed topic: Recommended Start-up Specimens for a Reef Aquarium
topic.
Copyright © The McGraw-Hill Companies, Inc.

Necessary research and possible sources:

Questions to answer Possible source(s)

The chart lists
questions to be What concerns should someone have about Reef magazine; phone interview with
researched, as well specimens when starting out to build a reef Dr. Maria Ballotin, director of the
as possible aquarium? PA State Aquarium
sources.
What animals are the easiest to care for? Encyclopedia of Reef Specimens

Activity: What interest, hobby, or cause would you enjoy sharing through a Web site? Follow the
guidelines and the model to determine your content, scope, target audience, and research plan.

Business and Technical Writing Activities, Grade 8 23

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing the Content for a Web Site

When you’re ready to draft the written text that your Web site will present, follow these guidelines:
• Keeping your audience in mind, use your research notes to draft the written text.
• Begin your main page by telling visitors what your site is about and by grabbing their attention
with concise, interesting text and bold graphics. Be sure that your main page includes buttons
that visitors can click for more information and useful links. Be sure to provide contact infor-
mation so that visitors can e-mail you.
• Remember, the written text that you present should be as brief as possible. No visitor wants to
tackle a Web site that is filled with paragraphs of small type and no graphics. As you draft, think
about what information might be presented through photos and photo captions, dramatic
graphic organizers, sound, and other components.
• As you draft, concentrate on getting your ideas on paper. When the draft is complete, put it
away for a while. Access Web sites that you enjoy. Think about how the creators of these Web
sites presented their written text. Gather ideas for your revision!
• Revise and proofread the written text of your Web site.

The title is set in

large bold type. Welcome to the Reef Aquarium Start-up Club!
My dad and I built our first reef aquarium about three years ago,
The writer states
and I have created this Web site as a place for people to share informa-
the purpose of the
tion about aquariums, sources for supplies and specimens, and recom-
Web site.
mended books and magazines.
When selecting your first marine fish and invertebrates, keep three
things in mind: (1) cost, (2) ease of care, and (3) ability to interact

Copyright © The McGraw-Hill Companies, Inc.

Site includes with other specimens. Some of my favorite specimens are pictured on
graphic images of this page. Click each image to view a window of information.
marine fish and Please click MORE SPECIMENS to access additional pictures and
invertebrates. By information. Click SUPPLIES for a list of mail-order and Internet
clicking, visitors sources for aquarium equipment. Click SOURCES for geographically
access written text indexed lists of recommended stores offering marine specimens.
describing the Finally, please click [email protected] to contact me with ques-
animal. tions, comments, or suggestions for this Web site!

Other buttons pro-

vide visitors with
access to addi-
tional pages.

Activity: Write the written text for the main page of your Web site and plan the
E-mail address buttons and links that you will provide. Follow the guidelines and the model.
allows visitors to
contact webmaster.

24 Business and Technical Writing Activities, Grade 8

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Designing the Layout of a Web Site

When laying out the design of a Web site, plan sound and visuals that will extend, illustrate, and deco-
rate the written text on your main page. Follow these guidelines.
SOUND: You might use background music to create a mood, your own voice to welcome visitors to
the site, or sound effects such as the wind or a bird. Be creative!
VISUALS: Keep design elements simple. Use a plain background rather than a busy pattern and use
only two or three graphic images. To give your Web site a professional look, use the same elements on
subsequent pages that you link to the main page, for example, the same background or the same dec-
orative borders. Think about the moods that different colors suggest. Cool colors (light blue, green,
gray) create peaceful moods, while warm or bright colors (red, yellow, orange, bright blue) create
moods of action and energy.

Visitors are greeted (SOUND CUE IN MY VOICE): Welcome to the Reef Aquarium Start-up Club! I’m Jason Silber. My dad and I built our
first reef aquarium about three years ago, and I’ve created this Web site as a place for people to share information about
by the writer’s aquariums, sources for supplies and specimens, and recommended books and magazines.
voice. As they
listen, the written
text appears.

The bright blue

background com- When selecting your first marine fish and invertebrates, keep three
plements the vivid things in mind: (1) cost, (2) ease of care, and (3) ability to interact
colors of the with other specimens. Some of my favorite specimens are pictured
marine fish. on this page. Click each image to view a window of
information.
Please click MORE SPECIMENS to access
additional pictures and information. Click
Copyright © The McGraw-Hill Companies, Inc.

SUPPLIES for a list of mail-order and Internet

sources for aquarium equipment. Click SOURCES for
geographically indexed lists of recommended stores offering
marine specimens. Finally, please click
Three favorite
[email protected] to contact me
specimens flutter with questions, comments, or
as if they are suggestions for this Web site!
moving within the
aquarium.

Note the buttons

that provide links
to other pages and
the writer’s e-mail
address.

Activity: Design a layout plan, with sound and graphics, for the main page of your own Web site.
Follow the guidelines and the model.
Business and Technical Writing Activities, Grade 8 25
 Business and Technical Writing Activities
Rubrics for Activities
■ PAGE 1 • be neatly typed or printed, with a handwritten signature
To evaluate students’ letters, use these criteria. • be free of errors in spelling, grammar, punctuation,
The letter should and usage
• include a heading, inside address, salutation, body, You may also have students exchange letters for
closing, and signature peer evaluation.
• have a formal, respectful tone
• contain a first sentence or paragraph that clearly states
■ PAGE 5
the purpose for writing, followed by sentences To evaluate students’ letters, use these criteria.
containing supportive facts, reasons, statistics, details, The letter should
and examples • be addressed to a specific person whose title should
• show a logical flow of ideas appear in the inside address
• be free of errors in spelling, grammar, punctuation, • have a polite, formal, respectful tone
and usage • describe the job or program for which the writer
• be neatly typed or printed, with a handwritten signature is applying
You may also have students exchange letters for peer • list the writer’s qualifications and relevant experiences
evaluation. • briefly explain why the writer is the best candidate
• request an application form or an interview
■ PAGE 2 • be neatly typed or printed, with a handwritten signature
To evaluate students’ essays, use these criteria. • be free of errors in spelling, grammar, punctuation,
The essay should and usage
• provide specific examples of benefits, supported by facts, You may also have students exchange letters for peer
reasons, and/or examples evaluation.
• show a logical flow of ideas
• be free of errors in spelling, grammar, punctuation,
■ PAGE 6
and usage To evaluate students’ letters, use these criteria.
You may also have students exchange essays for The letter should
peer evaluation. • be addressed to the editor of the publication
• have a polite, respectful tone
■ PAGE 3 • name the article or issue in the first sentence
To evaluate students’ letters, use these criteria. • state the writer’s opinion clearly
The letter should • support the writer’s opinion with accurate facts, reasons,
• be clear and brief and examples
• have a polite, formal tone • show a logical flow of ideas

Copyright © The McGraw-Hill Companies, Inc.

• identify the reader by name and title • be neatly typed or printed, with a handwritten signature
• lead off by stating the question or request clearly • be free of errors in spelling, grammar, punctuation,
• include all necessary information and usage
• include a telephone number or refer to an enclosed You may also have students exchange letters for
stamped, self-addressed envelope peer evaluation.
• be neatly typed or printed, with a handwritten signature
• be free of errors in spelling, grammar, punctuation,
■ PAGE 7
and usage To evaluate students’ memos, use these criteria.
You may also have students exchange letters for peer The memo should
evaluation. • be formatted correctly
• summarize the announcement in the SUBJECT line
■ PAGE 4 • make the announcement in one or two short sentences
To evaluate students’ letters, use these criteria. in the first paragraph
The letter should • use one or more brief follow-up paragraphs to include
• be clear and brief all necessary information
• have a polite, friendly tone • be written in a formal but friendly tone
• identify the product or service clearly, followed by an • be free of mistakes in spelling, grammar, punctuation,
accurate description of the problem and usage
• identify all relevant enclosures (such as copies of receipts You may also have students exchange memos for
or the product itself) peer evaluation.
• request a specific, realistic solution

26 Business and Technical Writing Activities, Grade 8

 Business and Technical Writing Activities
■ PAGE 8 ■ PAGE 13
To evaluate students’ memos, use these criteria. To evaluate students’ PSAs, use these criteria.
The memo should The PSA should
• state the topic clearly in the subject heading • have a clever headline to grab readers’ interest
• include all important information • have bold, dramatic graphics
• be brief • have brief, persuasive copy to explain or develop
You may also have students exchange memos for the message
peer evaluation. • identify the sponsor and provide information on how
people can respond or take action
■ PAGE 9 • be free of errors in spelling, grammar, punctuation,
To evaluate students’ memos, use these criteria. and usage
The memo should You may also have students exchange PSAs for
• be formatted correctly peer evaluation.
• name the task in the subject line and in the first sentence
■ PAGE 14
of the memo
• follow up with a brief description of the task To evaluate students’ PSAs, use these criteria.
• give a date by which the task must be completed The PSA should
• be written in a formal but friendly tone • indicate a realistic duration of time
• be free of mistakes in spelling, grammar, punctuation, • include vivid visuals, clearly described in the script
and usage • contain persuasive copy to explain or develop
You may also have students exchange memos for the message
peer evaluation. • be free of errors in spelling, grammar, punctuation,
and usage
■ PAGE 10 You may also have students exchange PSAs for
To evaluate students’ project schedules, use these criteria. peer evaluation.
The schedule should
■ PAGE 15
• identify the project in the title
• list objectives clearly To evaluate students’ PSAs, use these criteria.
• show project start and end dates The PSA should
• list each step in the project, with realistic • indicate a realistic duration of time
completion dates • contain persuasive copy to develop the message
• be in an easy-to-read format • incorporate appropriate sound effects and/or
You may also have students exchange project schedules background music
for peer evaluation. • be free of errors in spelling, grammar, punctuation,
and usage
■ PAGE 11 You may also have students exchange PSAs for peer
Copyright © The McGraw-Hill Companies, Inc.

To evaluate students’ assignment schedules, use evaluation.

these criteria.
■ PAGE 16
The schedule should
• identify the project in the title To evaluate students’ PSAs, use these criteria.
• list each member The PSA should
• list each member’s responsibilities, followed by • include dramatic visuals
individual due dates • include brief, memorable copy
• be in an easy-to-read format • identify the sponsor and provide information so that
You may also have students exchange assignment schedules viewers can take action
for peer evaluation. • be free of errors in spelling, grammar, punctuation,
and usage
■ PAGE 12 You may also have students exchange PSAs for
To evaluate students’ budgets, use these criteria. peer evaluation.
The budget should
■ PAGE 17
• identify the project in the title
• list each material or service requiring an expense To evaluate students’ newsletters, use these criteria.
• show each estimated expense The newsletter should
• provide columns to record actual expenses and dates • have an attractive masthead, as shown in the model
of payment • contain informative articles of interest to the members
• be in an easy-to-read format • contain graphics, photographs, coupons, etc.
You may also have students exchange budgets for • list upcoming events
peer evaluation.

Business and Technical Writing Activities, Grade 8 27

 Business and Technical Writing Activities
• include such features as letters and classified ads, ■ PAGE 22
allowing members to communicate with each other
• be free of mistakes in spelling, grammar, punctuation, To evaluate students’ multimedia presentations, use
and usage these criteria.
You may also have students exchange newsletters for The presentation should
peer evaluation. • combine text, visuals, and sound effectively
• present information and/or instructions clearly
■ PAGE 18 and completely
• be free of mistakes in spelling, grammar, punctuation,
To evaluate students’ newsletters, use these criteria. and usage
The newsletter should You may also have students examine each other’s
• have an attractive masthead, as shown in the model multimedia presentations for peer evaluation.
• contain informative articles of interest to employees
• contain graphics, photographs, etc. ■ PAGE 23
• list upcoming events
• include such features as news about promotions, To evaluate students’ Web site plans, use these criteria.
marriages, and retirement dinners The plans should
• be free of mistakes in spelling, grammar, punctuation, • indicate a topic that could be effectively developed and
and usage presented on a Web site
You may also have students exchange newsletters for • target a specific audience
peer evaluation. • use a graphic organizer to brainstorm ideas
• indicate a realistic and effective research plan
■ PAGE 19 You may also have students examine each other’s web site
plans for peer evaluation.
To evaluate students’ newsletters, use these criteria.
The newsletter should ■ PAGE 24
• have an attractive masthead, as shown in the model
• contain informative promotional articles To evaluate students’ main page text, use these criteria.
• contain graphics, photographs, etc. The text should
• include such features as filler articles, safety, household • introduce the topic and attempt to grab the
tips, and coupons visitor’s attention
• be free of mistakes in spelling, grammar, punctuation, • clearly state the purpose of the Web site
and usage • be brief, informative, and interesting
You may also have students exchange newsletters for • indicate a plan for including photos and other graphics
peer evaluation. • include buttons for visitors to use to access
additional information
■ PAGE 20 • include contact information
• be free of errors in spelling, grammar, and mechanics

Copyright © The McGraw-Hill Companies, Inc.

To evaluate students’ multimedia presentations, use You may also have students examine each other’s main page
these criteria. text for peer evaluation.
The presentation should
• combine written text, oral presentation materials, ■ PAGE 25
and visuals
• effectively promote a point of view, provide factual To evaluate students’ layout plan, use these criteria.
information, and/or explain a process The plan should
• be free of mistakes in spelling, grammar, punctuation, • combine written text, sound, and graphics effectively
and usage • be designed to grab and hold the reader’s attention
You may also have students examine each other’s • include buttons for visitors to use to access additional
multimedia presentations for peer evaluation. information, graphics, etc.
• include contact information
■ PAGE 21 • be free of errors in spelling, grammar, and mechanics
You may also have students examine each other’s layout
To evaluate students’ multimedia presentations, use plans for peer evaluation.
these criteria.
The presentation should
• combine text, visuals, and sound effectively
• support a message with facts and details
• be free of mistakes in spelling, grammar, punctuation,
and usage
You may also have students examine each other’s
multimedia presentations for peer evaluation.

28 Business and Technical Writing Activities, Grade 8

 Business and Technical
Writing Activities
Grade 9

i_ii_Anc_889858.indd 11 4/7/08 3:40:34 PM

 Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under
the United States Copyright Act, no part of this publication may be reproduced or distributed in any
form or by any means, or stored in a database or retrieval system, without prior permission of the
publisher.

Send all inquiries to:

Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027

ISBN: 978-0-07-889858-7
MHID: 0-07-889858-7

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 079 12 11 10 09 08

i_ii_Anc_889858.indd 12 4/7/08 3:40:35 PM

 Contents

Business Writing
Conventions of Business Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Ethics and Business Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Letters
Writing a Letter to the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Writing a Letter of Apology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Writing a Letter of Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Writing a Thank-You Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Memos
Writing a Memo to Announce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Writing a Memo to Remind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Writing a Memo to Assign a Task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Applications
Completing a Job Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Creating a Membership Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

E-mail
Writing E-mail to Work Associates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Writing E-mail to a Public Official . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Graphic Organizers
Choosing an Appropriate Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Using a Bar Graph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Creating an Organization Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Technical Writing
Writing Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Using Graphic Aids in Technical Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Writing an Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Writing a Scientific Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Collaborative Writing
Collaborating to Develop an Oral Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Collaborating to Develop an Ad Campaign. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Web Sites
Determining the Content of a Web Site. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Writing the Content for a Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Designing the Layout of a Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Rubrics for Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Conventions of Business Writing

Business writing is a special form of expository writing that communicates information in an efficient way. All
forms of business writing have a distinct purpose, such as to request information, apply for a position, or
express an opinion. The purpose is usually stated clearly in the first sentence or the first paragraph.
Business writing must include correct grammar, spelling, and punctuation. The language should always be
polite and respectful, although the tone may be conversational. For the most part, the elements in a business
letter are important to all forms of business writing. A business letter is usually single-spaced and written on
only one side of a sheet of stationery. The most commonly used style of business letters is the block style,
which is illustrated in the letter shown below.

4678 Ashland Avenue

Austin, Texas 78746
March 1, 2001
The writer states
her purpose briefly
and clearly in the Col. John Brandon, Director
first sentence. Texas Historical Society
111 South Capital Street
Austin, Texas 78700
The writer uses
polite conversa- Dear Colonel Brandon:
tional tone
throughout I am writing to request an interview with you. For my ninth-grade research
the letter. project, I am writing a biography of Stephen Fuller Austin. I would like to ask
you a few questions about Mr. Austin and his role as the political leader in
the Republic of Texas in the 1800s. The interview would take less than one
Copyright © The McGraw-Hill Companies, Inc.

hour.
Paragraphs are
separated by a I would welcome the opportunity to set an interview time with you. I can be
line space. reached at 555–9923 after 4:00 P.M. weekdays.
Sincerely,

The letter is typed, Susan Mullane

but the writer
signs her name Susan Mullane
at the end.

Activity: On a separate sheet of paper, write a letter to your teacher describing the main characteristics of
business writing. Be sure to follow the conventions of business writing throughout your letter.

Business and Technical Writing Activities, Grade 9 1

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Ethics and Business Writing

The term ethics means “a code of behavior.” A person’s ethics is governed by such personal values as respect,
honesty, and courage. Whenever a person creates any form of business writing—whether a business letter,
memo, or report—a strong, positive code of ethics should be reflected in that piece of writing.
There are some business writing situations, however, in which people find it difficult to be honest, fair, and
respectful. When the purpose for writing is to persuade, complain, or disagree, people don’t always “play
fairly” because the writing purpose involves winning an argument. However, an untruthful, angry, or disre-
spectful business document does not encourage a positive response from its recipient.
Keep the following guidelines in mind as you write.

Purpose for Writing Guidelines

To persuade Use clear, positive language. Support your point of view

with accuracte facts and examples.
Don’t: Maria Reynosa is the best candidate for
valedictorian. Anyone who disagrees is stupid.
Do: Maria Reynosa is the best candidate for valedictorian.
I’d like to tell you why.

To complain Describe the problem accurately. Politely ask for a

specific, reasonable solution to the problem.
Don’t: I paid a lot for this bug-ridden software. I want my
money back, and I want a program that actually works.
Do: I am dissatisfied with the software program that I
bought through your catalog. It repeatedly crashes.
Please refund my money or send me the latest upgrade.

Copyright © The McGraw-Hill Companies, Inc.

To disagree Briefly state your position and support it with accurate
facts, examples, statistics, and reasons.
Don’t: The editorial stated that our town needs to expand.
That’s ridiculous! Who wants more traffic, urban sprawl,
chain restaurants, and higher taxes?
Do: The editorial stated that our town needs to expand
and take advantage of the booming economy. I strongly
disagree. Before expansion takes place, a town plan needs
to be in place to accommodate the increase in population,
traffic, and demand on public services.

Activity: Write a letter to the school board with the purpose of persuading the board to adopt a new policy
or change an existing policy regarding an issue such as dress code, study hall rules, open-lunch hour, or class
scheduling. Support your argument with accurate facts, reasons, or examples.

2 Business and Technical Writing Activities, Grade 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter to the Editor

One page of the daily newspaper is usually devoted to Letters to the Editor. In these letters, people express
their opinions on various topics, hoping to persuade others to adopt their point of view.
An effective persuasive letter to the editor begins with a clear statement of the writer’s opinion. If the writer’s
opinion is in disagreement with another point of view, the writer states the opposing position clearly and cor-
rectly. By showing an understanding of the opposing position, the writer establishes credibility as a reasonable
person and encourages others to consider what he or she has to say. The writer supports his or her opinion
with statistics, accurate evidence, or valid reasons. Finally, the writer makes sure the letter uses correct spelling,
punctuation, and grammar.

717 Lake View Drive

Carol Beach, Wisconsin 53100
May 1, 2001

Editor of the Pleasant Prairie News

The writer clearly 14 Main Street
states his opinion Pleasant Prairie, Wisconsin 53015
at the beginning
of the letter.
Dear Sir or Madam:
I am writing to express my disagreement with the recent decision of the vil-
The writer lage board to gate the entrance to the lakefront road in Carol Beach. (See
expresses under- “Village Board Closes Gate,” Pleasant Prairie News, April 15, 2001, p. B2.)
standing of the
opposing point I understand the board’s concern regarding the increased problem with litter on
the beach. I, too, am distressed when I see garbage strewn on the beach by irre-
Copyright © The McGraw-Hill Companies, Inc.

of view.
sponsible people. However, I do not believe the answer is to gate the entrance to
the lakefront, thus closing the lake in that area to responsible citizens.
I propose that the board consider other alternatives, such as creating a volun-
The writer uses a teer clean-up crew, installing DO NOT LITTER signs and more garbage cans,
reasonable tone. and establishing a Neighborhood Litter Watch to deter those who litter.
I urge the village board to reconsider their decision and reward the responsi-
ble citizens of Pleasant Prairie with an open gate to the lake.
Sincerely,
The writer sug-
gests fair and Max Chan
reasonable alter-
natives to the Max Chan
opposing position.

Activity: Write a letter to the editor of your local newspaper about an environmental issue that currently affects
your town or city. In the letter, express your opinion on the issue.

Business and Technical Writing Activities, Grade 9 3

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter of Apology

A letter of apology expresses regret for something. There are many situations that may require a letter of
apology. Perhaps a company or an individual has made a mistake that needs to be corrected. Perhaps a prod-
uct shipment has been delayed, a request refused, or a schedule inconveniently changed. Whatever the occa-
sion for the apology, the writer should express regret with diplomacy and maintain goodwill with the
recipient of the letter.
Notice how the writer of the following letter of apology expresses regret in a straightforward, yet
diplomatic, manner.

154 Seventy-fifth Street

Des Plaines, Illinois 60013
February 23, 2002

Mr. Jules Johnson

280 Seventieth Street
The writer accepts Des Plaines, Illinois 60013
responsibility for
her error and apol-
ogizes in a diplo- Dear Mr. Johnson:
matic manner.
I wish to apologize for delivering the last two Sunday newspapers late. My
route manager and I have discussed how to better communicate any prob-
lems to each other so that late delivery does not happen again. I have asked
The writer explains the subscription department to credit your account for those two editions of
what action has the paper.
been taken so the
I take pride in delivering the paper and have enjoyed being your delivery per-

Copyright © The McGraw-Hill Companies, Inc.

error does not
occur again.
son for the past three years.
I regret any inconvenience my error may have caused you.
Sincerely,
The writer extends
goodwill to the
letter recipient.
Jennifer Tobey
Jennifer Tobey

Activity: Write a letter of apology regarding a mistake you made or an inconvenience you caused someone.

4 Business and Technical Writing Activities, Grade 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter of Application

When you are applying for a job, an internship, or a volunteer position, you need to write a letter of applica-
tion to accompany your résumé. In a letter of application, you want to make a good impression. This means
paying particular attention to details of punctuation, spelling, grammar, and format. A letter of application
should fit on one page and be typed.
In the opening paragraph of the letter, clearly state what position you are applying for. In the second para-
graph, briefly describe your qualifications, highlighting experiences that apply to the position. If you are
enclosing a résumé or any other related information, mention the materials that are enclosed. In the third
paragraph, express your enthusiasm for the position and a desire to be granted an interview. Finally, express
your appreciation for the person’s time and consideration.

5432 Grant Street

Davenport, Iowa 52803
April 29, 2001

Ms. Janice Unger

The writer clearly WKRV
states his purpose 303 South River Road
and the position Davenport, Iowa 52801
for which he is
applying.
Dear Ms. Unger:
I am writing to apply for the position of summer intern at WKRV, as adver-
tised in the Quad-City Times on April 20.
The writer high- For the past two years, I have worked as the disc jockey at our school dances.
lights his experi- This year I had the opportunity to work as the sound manager for our
ences that
Copyright © The McGraw-Hill Companies, Inc.

school’s productions of The Music Man and Grease. These experiences have
specifically relate given me a strong interest in sound production and radio broadcasting. My
to the position. résumé is enclosed, along with two demo tapes of my most recent work as a
disc jockey.
I am very interested in meeting with you to learn more about the internship
The writer expresses at WKRV and to discuss my qualifications. Working at WKRV would be a
his enthusiasm for dream-come-true opportunity for me.
the position. Thank you for your time and consideration. I look forward to hearing from
you.
Sincerely,
The writer
expresses his
thanks.
Michael Jacobs
Michael Jacobs
enclosure

Activity: Write a letter of application for a summer job related to one of your personal interests or areas of study.

Business and Technical Writing Activities, Grade 9 5

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Thank-You Letter

A thank-you letter expresses gratitude for a specific courtesy someone has granted you. After a job interview, for
example, you would write a letter expressing your thanks for the person’s time and consideration. A thank-you let-
ter for a job interview is also the perfect place in which to follow-up on the interview and keep your name fresh in
the potential employer’s mind. A thank-you letter shows that you are courteous, motivated, and persistent.
When you write a thank-you letter for a job interview, keep the following guidelines in mind.
• Thank the interviewer for granting you the interview. Mention the job specifically.
• Note interesting information you learned during the interview. Remind the interviewer
that you are well qualified for the job.
• Restate your enthusiasm for the job and the potential employer or company.

5432 Grant Street

Davenport, Iowa 52803
May 10, 2001

Ms. Janice Unger

WKRV
303 South River Road
In the first para- Davenport, Iowa 52801
graph, the writer
thanks the inter-
viewer and specifi- Dear Ms. Unger:
cally mentions the
position for which

Copyright © The McGraw-Hill Companies, Inc.

he is applying. Thank you for taking the time to discuss the summer internship position at
WKRV. The challenges of working in the broadcasting field are exciting.
I was particularly interested to learn of WKRV’s dedication to educating new
In the second para-
broadcasting interns and to hear that many of WKRV’s previous interns now
graph, the writer
have successful careers in the field. As I mentioned during the interview, I am
notes something
interested in learning new skills in broadcasting.
he learned during
the interview. I know that I could be an asset to WKRV. Again, thank you for considering
my application and for granting me an interview. I very much appreciated
your enthusiastic words about my demo tapes. I look forward to hearing
from you and possibly working as your intern this summer.
In the third para-
graph, the writer
Sincerely,
restates his
enthusiasm for
Michael Jacobs
the position.
Michael Jacobs

Activity: Write a thank-you letter as a follow-up to an interview for a summer job.

6 Business and Technical Writing Activities, Grade 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Memo to Announce

A memo is a brief note that communicates important information. Memos are the main form of communica-
tion between members of a group—such as a school, a club, a business, or an organization. Memos can serve
such different functions as to announce or inform others of a meeting, to record specific information for a
formal business record, or to assign a specific task to an individual or group of people.
Because a memo is designed for highly efficient communication, its format is simple and direct. An announce-
ment memo starts with the headings TO, FROM, SUBJECT, and DATE. As with all memos, the information
given in the subject heading of an announcement memo should be clear. The message, which follows the
headings, should include the announcement itself and important details such as the date, time, and location of
the event. Any additional details can be included in the second paragraph.

The writer clearly

states the subject
of the memo.
TO: Photography Club Members
FROM: Jimmy Rogers, President
There is no saluta-
SUBJECT: Memorial Gallery Field Trip
tion in a memo.
DATE: November 9
As we discussed at our last meeting, Mr. Ramirez has given us permission
All important infor- to attend the photography exhibit at the Memorial Gallery on Friday,
mation is given in November 16. Ms. Stedwell will be coming with us. We will leave school at
the first paragraph. 1:30 P.M. Remember to bring bus fare ($1.00) and meet at the school’s main
entrance at 1:15 P.M. sharp.
Copyright © The McGraw-Hill Companies, Inc.

If you want to come on the field trip, please sign up on the form posted on
The second para- Mr. Ramirez’s door.
graph includes Thanks!
additional details.

Activity: Write a memo to your classmates about an upcoming school-related activity, such as a club meeting,
auditions for a school play, or a sporting event. Remember to include all the important information that your
classmates will need to know about the event.

Business and Technical Writing Activities, Grade 9 7

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Memo to Remind

A memo is a brief note that communicates important information. Memos are the main form of communica-
tion between members of a group—such as a school, a club, a business, or an organization. Memos can be
an efficient and helpful form of communication when you need to remind an individual or a group of
people about an upcoming deadline, event, or activity. Memos may be distributed on paper or sent via
electronic mail.
The format of a memo to remind is simple and direct. It includes the headings TO, FROM, SUBJECT, and
DATE. As with all memos, the information given in the subject heading should be clear. The message, which
follows the headings, should include the message itself and important details such as the date, time, and loca-
tion of the event. Any additional details can be included in the second paragraph.

There is no saluta-
tion in a memo.
One line space is TO: All Members of the Varsity Basketball Team
placed between FROM: Gregg Thomas, Captain
the headings and
the message. SUBJECT: Team Picture
DATE: January 11

Please remember that the team photograph will be taken this Friday,
All important infor- January 15, at 4:00 P.M. in the main gym before practice. Be dressed and
mation is given in ready in the locker room by 3:45 P.M. It is important that everyone appears
the first paragraph. in the team photograph. MARK YOUR CALENDARS!
The photographer will provide picture proofs in about two weeks. At that
time, you can order the number of photographs you wish to have. I’ll let you
The second para-
know when the proofs arrive and what the cost of the photographs will be.

Copyright © The McGraw-Hill Companies, Inc.

graph includes
additional details.

Activity: Brainstorm to create a list of important details about an upcoming special event for a club or an
organization to which you belong. Then organize the information into a clear memo to remind other
members about the upcoming special event.

8 Business and Technical Writing Activities, Grade 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Memo to Assign a Task

A memo is an efficient way to communicate important information to members of a group—such as a
school, a club, a business, or an organization. Memos can also be a helpful form of communication when you
need to assign a specific task to an individual or assign a variety of related tasks to a group of people for an
upcoming project or event.
The format of a memo to assign a task is simple and direct. It includes the headings TO, FROM, SUBJECT,
and DATE. As with all memos, the information given in the subject heading should be clear. The message,
which follows the headings, should include the assigned task and important details regarding the task, such as
expectations and the deadline or completion date.

The writer identi- TO: All Humane Society Volunteers

fies herself. FROM: Patty Olsen, Director
SUBJECT: Valentine’s Day Fund Drive
DATE: January 12
The writer clearly
states the subject Here is the list of tasks that need to be accomplished by February 12
of the memo. in preparation for our fund drive. Please check your assigned task and let me
know immediately if there is a conflict or a question. We all need to coordi-
nate our efforts in order to be ready in time.

Completion dates Good luck! Many thanks to each of you for your continued dedicated service.
and other related
expectations are Name Task
clearly stated.
Mary Prepare fund-drive announcements for newspaper inserts. Have
25,000 announcements printed by February 1 and delivered to the
newspaper.
Copyright © The McGraw-Hill Companies, Inc.

Sharon Organize and schedule volunteers to be on-site at the four main

The tasks are grocery stores on Saturday, February 14.
clearly described
Jerry Organize and schedule canine and feline visitors to appear at the
and assigned.
four grocery store sites. Each animal should have ample water and
treats and be scheduled for a maximum visit time of one hour.

Max Secure donations of red and white carnations from local florists.

Holly Create large decorative canisters for donations at the four donation
sites. Deposit funds at noon and again at the end of the day. Keep
sites supplied with Humane Society information brochures.

Activity: Write a memo to assign a specific group of tasks to members of a club or an organization. All of the
tasks should be related to an upcoming event, such as a music competition, drama auditions, or a school dance.

Business and Technical Writing Activities, Grade 9 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Completing a Job Application

Every time you apply for a job, you will fill out a job application. A job application asks for personal informa-
tion, such as your address, phone number, work experience, and educational background. Generally a job
application asks for the names, addresses, and telephone numbers of personal references. Some job applica-
tions have a special section where you can write a statement describing additional information or experience
that you feel makes you especially qualified for the job.
Sometimes a potential employer will allow you to complete a job application at home and return it later.
When you need to complete a job application on-site, however, you should be sure to have the necessary
information with you. Think of a job application as your opportunity to make a good first impression.

Review the applica- Name: Today’s date:

tion and read any
Address:
instructions care-
fully before com- Phone: Birthdate Sex: Soc. Sec. #:
pleting the form.
********************************************************************
Job History (List each job held, starting with the most recent job.)
1. Employer: Phone #:
Fill the form out
Dates of employment:
completely. If a
question or cate- Position held:
gory doesn’t apply Duties:
to you, indicate
that on the applica- 2. Employer: Phone #:
tion by writing n/a. Dates of employment:
Position held:

Copyright © The McGraw-Hill Companies, Inc.

Duties:
********************************************************************
Education (List the most recent level of education completed.)
Review your
answers. Make sure
that you have pro-
vided complete and
correct information. ********************************************************************
Personal References:
1. Name: Phone #:
Relationship:
2. Name: Phone #:
Relationship:

Activity: Review the job application on this page and then fill out the form. You may use fictitious information
for employers and references. After completing the application, exchange forms with another student. Check each
other’s applications for neatness and accuracy.

10 Business and Technical Writing Activities, Grade 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Creating a Membership Application

A membership application form includes categories of information that are important to a specific club or
organization. When creating a membership application, think carefully about the information you need to
know from applicants. Essential information, such as name, address, and phone number should appear at the
top portion of the application. Other information that may be important includes an applicant’s interests and
related experiences. You also might consider asking the applicant why he or she wants to join the club. Take a
look at the Drama Club application form below.

DRAMA CLUB APPLICATION

Name: Janet Cuperson Today’s Date: September 15
Address: 1234 Winsome Road, Boulder, CO 80302
Phone: 442-6892 Grade Level: 9
Essential informa-
tion appears at Name(s) of Parent(s) or Guardian(s): Sheila and Tim Cuperson
the top of the Address: same as above Phone: same as above
application.
******************************************************************
Please check the areas you are most interested in:
❏ publicity ❏ creating sets ❏ locating props ❏ stagehand
Areas of interest
are listed. ❏ acting ❏ directing ❏ ticket sales
Why do you want to be a member of the Drama Club?
I have always enjoyed theater, especially watching live performances. I think helping to create
The form asks why the sets and find props would be challenging, creative, and rewarding.
the applicant wants
to become a mem- Describe any previous experience in the areas you have checked above.
Copyright © The McGraw-Hill Companies, Inc.

ber of the club. I don’t have experience creating actual theater sets, but I have worked with my dad
rehabbing houses. My carpentry skills would be helpful in making the sets.
Describe any previous acting experience. List the plays in which you have
The form allows appeared.
room for the appli- n/a
cant to describe
related experiences How many hours per month could you assist the Drama Club?
and skills. 5–10 hours

Activity: Develop a membership application form for a club or an organization. Before creating the applica-
tion, brainstorm to develop a list of information that you need to know from the applicant. After creating the
membership application, exchange applications with a classmate. Review each other’s applications; consider
other questions that may be relevant to the application.

Business and Technical Writing Activities, Grade 9 11

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing E-Mail to Work Associates

E-mail is an efficient way for coworkers and business associates to communicate with each other. Just like a
memo, an e-mail is a brief message that contains important information. E-mail has a simple, direct format. The
heading tells who is receiving the e-mail, who is sending it, the date, and the subject. After the heading, the pur-
pose of the e-mail should be stated clearly and concisely. The whole point of e-mail is efficient communication.
Here are a few guidelines to remember when writing e-mail to work associates.
• State your main point clearly and concisely.
• Use an appropriate tone. The recipient(s) of your e-mail cannot see an expression on your
face. A comment that you meant to be humorous may offend someone.
• Use uppercase and lowercase letters. Using all capital letters in e-mail correspondence
is considered rude.
• Use correct spelling. Although e-mail is sometimes informal, errors are not acceptable.
• Remember that others may read your e-mail. Do not write anything that may be damaging
to someone.

The main point

of the e-mail is
stated clearly
and concisely.
To: [email protected]
From: [email protected]
Date: January 7, 9:22 A.M.
The e-mail is Subject: Dream Project Progress Meeting
written in an
The next progress meeting is scheduled for January 15 at 9:30 A.M. in the
appropriate tone.

Copyright © The McGraw-Hill Companies, Inc.

design area conference room. The meeting will probably run until noon. All
members of the Creative Team should attend. Please be prepared to report
progress in your specific area of responsibility.
Standard punctua-
tion and grammar
rules are followed.

Activity: Create a budget plan for a project involving expenses. It might be a project assigned at school or
one you are planning as part of a hobby or a special interest. Follow the guidelines and the model chart.

12 Business and Technical Writing Activities, Grade 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing E-Mail to a Public Official

E-mail is a quick way to send a message. The tone and format may be informal when you’re writing to a
friend. However, when you’re writing an e-mail to someone other than a friend, a more formal format and
style, similar to that of a memo, should be used. When you’re writing an e-mail to a public official, such as
the mayor of your town or a local councilperson, use a polite, respectful tone.
The heading of an e-mail should identify who is receiving the e-mail, who is sending it, the date, and the sub-
ject. The subject line is especially important because it helps people decide whether to open the e-mail immedi-
ately. After the heading, the main point or purpose of the e-mail should be stated clearly and concisely. If you
want the public official to address a specific problem or issue, state that clearly at the beginning of the message.
Here are a few guidelines to remember when writing e-mail to a public official.
• State the purpose of your message clearly and concisely.
• Use a respectful, polite tone.
• Use uppercase and lowercase letters. Using all capital letters in e-mail correspondence
is considered rude.
• Use correct spelling, grammar, and punctuation.
• Remember that others may read your e-mail. Do not write anything that may be damaging
to someone.

The main point

of the e-mail is
stated clearly
To: Fred [email protected]
and concisely.
From: Mary [email protected]
Date: May 15, 7:19 P.M.
Subject: Glenwood Park Swing Set
The e-mail is writ-
Copyright © The McGraw-Hill Companies, Inc.

ten in a polite, The swing set in Glenwood Park is rusted through and poses a safety hazard
respectful tone. to the children who play on the swings in the park. With the busy outdoor
season soon upon us, it seems prudent for the city to replace the old swing
set with a new one. I have left three phone messages with our alderman, who
has not returned my calls. Therefore, I am now asking the city council to
The sender clearly address the problem before any children are injured.
states what action
she wants the
council to take.

Activity: What good cause would you like to promote in a print PSA appearing in a newspaper or magazine?
Use a clever headline, dramatic graphics, and persuasive copy to get your message across.

Business and Technical Writing Activities, Grade 9 13

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Choosing an Appropriate Graphic Organizer

A graphic organizer presents information visually. An effective graphic organizer can make difficult or com-
plex information easier for a reader to understand. The many kinds of graphic organizers include tables,
charts, line graphs, bar graphs, and circle graphs or pie charts. One kind of graphic organizer may be more
appropriate or effective than another kind for presenting particular information. For example, to show the
results of a class survey on what time students get up in the morning, a circle graph or pie chart would
probably be the most effective organizer.
Review the following characteristics of various graphic organizers before selecting which organizer is most
appropriate for presenting particular information.
• A table organizes information into columns and rows.
• A line graph shows changes in quantity over time.
• A bar graph shows how quantities compare to each other or how they change over time.
• A circle graph or pie chart shows the relationship of parts to a whole. Each part of the circle or pie
represents a certain percentage of the whole, which is always 100%.

Time of Morning Students in Our Class Get Up

Each part of the

chart is expressed
as a number and/or
a percentage.

6:30 A.M.
25% 6:00 A.M.
33%

Copyright © The McGraw-Hill Companies, Inc.

The pie chart shows
the relationship of
parts to a whole.

7:00 A.M.
The size of each 15%
part shows how 10%
2%
7:30 A.M. 8:00 A.M.
the parts compare
to each other. other
15%

Activity: Choose which graphic organizer would be most effective for the following information:
1. To show the amounts of money raised by five students during a fund-raiser for the Humane
Society: Devon ($55); Kim ($20); Marsha ($15); Max ($40)
2. To show changes in the amounts of garbage produced in the United States during a twenty-five
year span (1975–2000)
3. To show the favorite school subjects among the students at your school

14 Business and Technical Writing Activities, Grade 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Using a Bar Graph

A bar graph usually shows quantities and is used to highlight comparisons or contrasts between those quanti-
ties. A bar graph plots data along a vertical line called the y-axis and a horizontal line called the x-axis. One axis
displays the quantities; the other indicates the subjects being compared.
When using a bar graph to present information visually, keep the following points in mind.
• Clearly identify the topic of the graph.
• Make sure that each bar on the graph accurately represents a number or quantity.
• Display the quantities in easy-to-understand increments.
• Label the subjects being compared.
Look at the following bar graph, which compares the amounts of money raised by five students during a
fund-raiser.

Humane Society Fund-raising Totals

The topic of the
bar graph is clearly
labeled. 60 $55
The y-axis indicates 50
amounts in five- $50
Dollars Raised

dollar increments. $40

40

30 $25
Copyright © The McGraw-Hill Companies, Inc.

20 $15
Each bar on the
x-axis represents 10
the amount of
money raised by a
particular student. 0
Kim Devon Matt Sharon Tim
Activity: Use a bar graph to represent visually one of the following sets of data:
• the number of students in the freshman, sophomore, junior, and senior classes who have part-time
jobs
• the highest mile-per-hour speed at which a lion, a giraffe, an elephant, a monkey, and a python can
move
• the number of students absent on a given Monday, Tuesday, Wednesday, Thursday, and Friday

You may create fictitious statistics to use in your bar graph.

Business and Technical Writing Activities, Grade 9 15

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Creating an Organization Chart

An organization chart illustrates how the positions of individuals or departments in an organization are
related. For example, if an organization chart shows four different boxes on the same level, the chart is indi-
cating that the four positions have equal rank. Organization charts make it easy for a reader to understand the
structures of a variety of organizations, from the local fire department to the three executive branches of the
United States government.
With many word processing programs, an organization chart can be created easily by simply selecting the
Organization Chart function under the Draw menu. If that function is not available, drawing tools may be
used to create an organization chart.
Review the following organization chart, which illustrates the positions of individuals within a fictitious company.

The two boxes at

the top are on the Pro Partnership
same level, indicat-
ing that the com-
pany is an equal Joe Smart Ellen Bright
partnership.

The three boxes on

the second level
illustrate the three
divisions of the Marketing Sales Finance
company and the Paul Attila Jane Penney Rita Black
identify the person
responsible for
each division.

Copyright © The McGraw-Hill Companies, Inc.

Susan Max Jerry
The third level Marx Jolly Cap
illustrates the sup-
porting staff for
each division
within the com- Fred Tammy Linda
pany and the rela- Ides Top Change
tive ranking of
those individuals.

Activity: Create an organization chart for a fictitious company or organization. If possible, use a word
processing program that either has an organization chart function or drawing tools.

16 Business and Technical Writing Activities, Grade 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing Instructions
When people write directions or instructions, they sometimes leave out steps that have become automatic.
The missing steps are not automatic, however, to the frustrated person trying to assemble the bicycle or find
the way to a particular place. Good instructions clearly explain each step in the process in the order in which
the steps need to be done. Good instructions include a list of tools and equipment needed to complete a task.
In many cases, a simple drawing is helpful in illustrating a specific step or the finished product.
Keep the following tips in mind when you’re writing instructions.
• Be sure you completely understand the process you are describing.
• List tools or equipment that will be needed and define unfamiliar terms.
• Divide the process into clearly defined steps and include helpful visuals.

All required tools How to Plant a Vegetable Garden

and materials
Tools and Materials: spade, rake, hand trowel, compost (decomposed organic
are listed at the
matter), grid paper and pencil, seedlings (young plants), water, watering can
beginning.
Step 1. Prepare the soil. Spread compost over the soil with a rake. Dig into
the soil with the spade, turning over the soil and compost. Rake the soil to
even out the surface area.
Terms that may be
unfamiliar to the Step 2. Draw a layout of the garden. Plot the garden area to scale on grid
audience are paper. Indicate sections of the garden where specific groups of seedlings will
defined. be planted.
Step 3. Plant the seedlings. Position the seedlings on top of the soil. Use the
hand trowel to dig the correct depth of hole for each type of seedling. Place
The steps are the seedling gently into the hole and cover the roots and lower stem with soil.
organized in Water the seedling carefully.
Copyright © The McGraw-Hill Companies, Inc.

chronological order. Step 4. Keep the plants thriving. Check frequently to be sure the plants are
well watered and free of insects or disease.

The instructions herbs lettuce

E
include a helpful
es

visual.
ato

N S
s
tom

er
pp
pe

peas beans

Activity: Write step-by-step instructions for a process with which you are completely familiar, such as groom-
ing a dog or shooting a lay-up. Clearly label each step in the order in which it needs to be completed. List nec-
essary tools and define unfamiliar terms.

Business and Technical Writing Activities, Grade 9 17

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Using Graphic Aids in Technical Writing

In technical writing, graphic aids can help readers better understand or more quickly grasp the material that is
being presented. A flow chart, for example, could illustrate the steps in a procedure and help readers visualize
the process. A diagram in an instruction booklet could help readers understand how to assemble something.
A group of line drawings could help readers identify the tools needed to complete a task. One well-prepared
graphic aid enhances even the most fluent writing, making clear in one picture the material explained in a
whole page of writing.
The graphic aid in the following model helps illustrate how to construct a compost bin for the garden.

How to Build a Compost Bin

Part A
• Construct panels of pressure-treated 2x4 lumber. Staple galvanized
dogwire to all panels.
• Attach 4’ x 4’ side panels to 4’ x 8’ back panel with bolts.
The instructions
are enhanced
by the use of
graphic aids.

The graphic aids

illustrate two steps
in the procedure.
Part B

Copyright © The McGraw-Hill Companies, Inc.

• Attach top rails with carriage bolts.
• Cut ends diagonally.
The second graphic • Nail the bottom 2x4 in place.
also shows how
the product should
look when nearly
completed.

Activity: Write a brief set of instructions for performing a specific task, such as executing a football play,
wrapping a present, assembling a bicycle, or planting a tree. Include a graphic aid that will help readers under-
stand the steps involved in the task or highlight one of the more difficult steps.

18 Business and Technical Writing Activities, Grade 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing an Abstract
An abstract is a brief summary of a scientific report or a professional article. The abstract often appears at the
beginning of the report to give readers a preview of the contents. An abstract may also be published in cata-
logs and databases used by researchers. These catalogs and databases are often a researcher’s first step. A well-
written abstract tells researchers exactly what information the report contains. The abstract should highlight
all important information so that researchers do not overlook a report that is relevant to their work. The
abstract should also be accurate and clear so researchers do not unnecessarily spend time reading a report that
is not relevant to their work.
Generally an abstract is one paragraph in length. The abstract explains the question or the hypothesis posed
in the experiment and offers a concise summary of the results. If a report is lengthy or complex, the abstract
may be three or four paragraphs in length. However, the writer’s goal is to make the abstract concise without
compromising the accuracy of the information.

The question or
purpose of the
experiment is Abstract
posed as a state-
ment in the open- This report, based on data collected at three sites along the lakeshore, demon-
ing sentence. strates that a small change in location can make a difference in the range of
microclimate temperatures. The widest range of temperatures occurs at the
lakeshore. A moderate range of temperatures occurs .5 km due west of the
The writer concisely shore. An inverted range of temperatures occurs 1 km due west of the shore.
summarizes the
results.

Activity: Write an abstract for a research paper or scientific report you have written for this or another class
Copyright © The McGraw-Hill Companies, Inc.

or for a report you would be interested in writing.

Business and Technical Writing Activities, Grade 9 19

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Scientific Report

There are many types of technical reports. One type is a scientific report that describes an experiment and
explains the data and the results of the study. Like other technical reports, a scientific report presents informa-
tion in a specific format. A scientific report usually includes the following parts:
• title page—the title of the report, the name of the writer, and the date the report was written
• abstract—a brief summary of the report
• introduction—a brief statement of the purpose of the experiment or study
• materials and methods—a description of the materials used and the procedure followed
• results—a description of the results of the experiment, including graphs showing data
• conclusions—a discussion of the conclusions that can be drawn from the results
The following model shows an excerpt from a scientific report.

The report is
ECOLOGY LAB: HOW LOCATION AFFECTS MICROCLIMATES
divided into five
parts, beginning Abstract
with the abstract. This report demonstrates that a small change in location can make a differ-
ence in the range of microclimate temperatures. The widest range of . . .

The introduction Introduction

states the purpose The purpose of this experiment was to determine the variation in micro-
of the experiment. climate range with small changes in location on the western shore of Lake . . .

Materials and Methods

Thermometers were set up in three locations on the shore of Lake Michigan
The table illus-

Copyright © The McGraw-Hill Companies, Inc.

for a 24-hour period. Two thermometers were placed on the sand shore with
trates the data col- no shading at heights of 100 cm and 10 cm above the water surface. Two . . .
lected during the
experiment. Results
Table 1 shows the variations in temperature of the three sites.
Temperature Lakeshore .5 km West 1 km West
1m 10 cm 1m 10 cm 1m 10 cm
above above above above above above
The conclusion dis-
Minimum 43 39 46 45 42 46
cusses the results
of the experiment. Maximum 55 42 55 52 49 57

(a) Temperatures in degrees Fahrenheit

Conclusions
A microclimate can extend to a range as small as a few centimeters. The wide
range of microclimate at the lakeshore is probably due to the insulating . . .

Activity: Write a scientific report, stating the hypothetical results of a simple experiment you would like to
perform. Begin by establishing the purpose for your experiment. Then imagine what materials and methods
you would use and create the results that you think will occur. Draw conclusions from those results.

20 Business and Technical Writing Activities, Grade 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Collaborating to Develop an Oral Report

Collaboration refers to the process of people working together. A team of people can share their individual
ideas and talents to solve problems and create a first-class product. When the collaboration process works
well, it can be a rewarding experience for all members of the group. Sometimes, however, people do not work
well together, and collaboration turns into a frustrating experience. More-outgoing members of a group may
push their ideas onto others; more-reserved members of a group may be reluctant to voice their ideas.
The skill that is most important for working collaboratively as part of a team is active listening. An active lis-
tener makes sure that everyone’s point of view is heard and understood. An active listener pays attention to
what others say and paraphrases their ideas to be sure the ideas are understood. When you are an active lis-
tener, you avoid interrupting and try not to disagree with someone before he or she has fully expressed a
point of view. An active listener asks open-ended questions.
When you collaborate, consider the following suggestions.
• Begin by discussing the project and coming to an agreement on its purpose.
• State the purpose clearly in writing and make sure everyone understands the purpose.
• Assign sections of the project or specific responsibilities to individuals in the group.
Make use of people’s individual talents, skills, and interests.
• Have the entire group evaluate each section, suggest revisions, and proofread the
final document.

Activity: Work in a small group to create an oral report on a topic selected by the group. Begin collaborating by
sharing ideas for the topic of the report. After you collaborate, write a statement summarizing your experience,
particularly considering the active listening skills and the way the group organized itself. Comment on the group’s
areas of strength and areas where improvements could be made for a more rewarding collaboration experience.
Copyright © The McGraw-Hill Companies, Inc.

Business and Technical Writing Activities, Grade 9 21

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Collaborating to Develop an Ad Campaign

An agency that creates advertising and marketing campaigns for clients generally relies on a team approach to
develop new ideas for their campaigns. Collaboration is most effective and rewarding when individual team
members listen actively to one another, cooperate, and contribute equally. A team that works effectively makes
use of the strengths, skills, and interests of individual team members. For example, one member of the team
may be a strong spokesperson, while another may be highly skilled at planning marketing strategies.
As your team collaborates to develop an ad campaign, keep the following suggestions for active listening in
mind. They will help your team work together in an effective, rewarding way.
• Make sure everyone’s point of view is heard and understood.
• Pay attention to what others say.
• Avoid interrupting when someone else is speaking.
• Ask open-ended questions.
When collaborating, establish specific tasks, goals, and schedules. Look at the following model to see how one
team began collaborating on an ad campaign.

CREATIVE COLLABORATIONS, INC.

Abstract
Ad Campaign for Always There Pet Care
Purpose of the campaign: to create radio advertisement spots and print
advertisements promoting the personal pet care service
Team members: Kathy Huang, Marsha Levenson, David Marcus, Art Pepper
Radio advertisements: Kathy and Art will collaborate on radio script ideas.

Copyright © The McGraw-Hill Companies, Inc.

Kathy will polish the three best script ideas; Art will record the scripts for
presentation to the client. After client approval, Art will buy radio time.
Print advertisements: Marsha and David will collaborate on print ideas.
Marsha will write text for three advertisements. David will generate drafts of
the print layouts, showing how Marsha’s text will appear in the ad. After
client approval, David will generate final advertisements. Marsha will buy
newspaper space.
Schedule:
May 1: Team evaluation of radio advertisement drafts
May 2: Team evaluation of print advertisement drafts
May 9: All revisions complete
May 10: Team presentation of ad campaign ideas to client
May 22: Team presentation of final campaign products for client approval

Activity: With a small group, collaborate to create an ad campaign for a nonprofit organization, such as the
Humane Society of America. As you discuss the project and brainstorm for ideas, decide which specific tasks
to assign to individual group members. Set a schedule for evaluating progress and completing the campaign.

22 Business and Technical Writing Activities, Grade 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Determining the Content of a Web Site

As you know from surfing the Internet, there are millions of Web sites containing a wide variety of informa-
tion. The content of a Web site is determined by many different factors, such as the Webmaster’s purpose in
creating the site and the audience he or she hopes to reach.
Like the purpose of a piece of writing, the purpose of a Web site may be to entertain, inform, or persuade.
The purpose of a site is probably the most influential factor in determining the site’s content. The content
of a Web site that has the purpose of entertaining viewers with movie trivia, for example, would be enor-
mously different from the content of a site that has the purpose of persuading people to support the efforts
of the Film Preservation Society. The purpose of a Web site determines the site’s content, approach, layout
and graphics, images, sound and music effects, and hyperlinks.
Look at the following page from a fictitious Web site. What do you think the purpose of the site is? How did
the purpose help determine the content?

LET’S PLAY MOVIE TRIVIA

What actor said the famous line, “Play it again, Sam”?

In which film did actress Vivien Leigh say,

“Tomorrow’s another day”?

What recent film re-created the tragic hours

aboard a fated ship?
Copyright © The McGraw-Hill Companies, Inc.

What popular actor and actress duo created such

comic romances as “Desk Set,” “Pat and Mike,” and
“Woman of the Year”?

Activity: Write a description of a Web site you would like to create. State the purpose of your site and identify
the audience you hope to reach. Explain how the purpose and the audience will affect the choices you make in
determining the site’s content, approach, layout and graphics, images, sound and music effects, and hyperlinks.

Business and Technical Writing Activities, Grade 9 23

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing the Content for a Web Site

Once you have determined the content for a Web site, the time has come to begin writing. As with any
writing assignment, you’ll want to follow the five steps of the writing process: prewriting, drafting, revising,
editing/proofreading, and publishing/presenting. When prewriting, you may wish to create a cluster diagram
or other graphic organizer to help identify the main topic and the subtopics of your site. This diagram will
also help you as you develop each page in the site.
After prewriting, begin drafting the content for your Web site, using your graphic organizer as a working
guide. Develop each subtopic and indicate ideas you have about visual enhancements, layout, graphics,
sound, and hyperlinks. Remember—during the drafting stage you just want to get as much written down
on paper as possible.
After drafting, you might consider having one or two friends look at your draft. They can point out where
you need to make your writing clearer. Take another close look at the manuscript yourself. Then revise the
text; incorporate the suggestions made by your peers and the ideas you have written down about layout,
graphics, images, and hyperlinks.

films at
risk
In the prewriting films that have
stage, the writer
fund-raising
maps out the main efforts been preserved
topic and five
subtopics for
the site. Film Preservation

celebrities film clips—

Copyright © The McGraw-Hill Companies, Inc.

During the drafting hyperlink?
stage, the writer
involved
will develop calendar
each of the five
subtopics.
of events

Activity: Create an organization chart for a fictitious company or organization. If possible, use a word
processing program that has either an organization chart function or drawing tools.

24 Business and Technical Writing Activities, Grade 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Designing the Layout of a Web Site

What do you think is the most important thing to remember when designing a Web site? In a word: Simplicity.
In developing the content for your site, you have already considered the purpose and the audience intended for
the site. Now you need to design a layout that will make the content you’ve developed easy to read and under-
stand. More importantly, perhaps, you need to design a layout that has continuity between the pages and offers
the viewer logical pathways to follow throughout the site. As you design the layout for your Web site, keep your
readers in mind.

The clear, simple

design makes
the Web site seem
accessible and FILM PRESERVATION
the content easy
to read.

About this site Fund-raising efforts

The logical path-
Films that have Films at risk
ways help the
viewer navigate
already been preserved
through the
Web site. Click on one of the stills below to see a film clip.

Note the easy-to-

use buttons for
visitors to go to
further pages, and
the writer’s contact
[email protected]
information so that
Copyright © The McGraw-Hill Companies, Inc.

visitors can send

him comments.

Activity: Design a layout for a Web site you would like to create. Show one specific page in the site, such as the
Home Page, or show the design elements you would use to establish continuity between two or three pages in
the site.

Business and Technical Writing Activities, Grade 9 25

 Business and Technical Writing Activities
Rubrics for Activities
■ PAGE 1 ■ PAGE 7
Students’ business letters should Students’ announcement memos should
• describe the main characteristics of business writing • announce an upcoming school-related event to
(communicates information in an efficient way, is brief classmates
and clear, has a specific purpose, uses polite and • include the headings TO, FROM, SUBJECT, and DATE
respectful language, is conversational in tone) • include all important information such as date, time, and
• follow the conventions of business writing location in the first paragraph
• be polite and conversational in tone • include any additional information in a second
• use correct spelling, grammar, and punctuation paragraph

■ PAGE 2 ■ PAGE 8
Students’ letters should Students’ memos should
• persuade the school board to adopt a new policy or • remind club or organization members about an
change an existing policy upcoming event
• include supporting facts, reasons, and/or examples • include the headings TO, FROM, SUBJECT, and DATE
• be polite, respectful, fair, and truthful • include all important information such as date, time, and
• follow the conventions of business writing location in the first paragraph
• use correct spelling, grammar, and punctuation • include any additional information in a second
paragraph
■ PAGE 3
■ PAGE 9
Students’ letters to the editor should
• state a clear opinion on a local environmental issue Students’ memos should
• state the opposing position(s) clearly and correctly • assign specific tasks to members of an organization
• show an understanding of other points of view • include the headings TO, FROM, SUBJECT, and DATE
• support opinions with statistics, facts, and reasons • include all important information such as deadlines for
• use correct spelling, grammar, and punctuation the tasks, the details involved in the tasks, and the
expectations related to the completion of the tasks
■ PAGE 4
■ PAGE 10
Students’ letters of apology should
• express regret for a mistake made or an Students’ job applications should
inconvenience caused • be filled out completely
• apologize with diplomacy and maintain goodwill • be written with neat, legible handwriting

Copyright © The McGraw-Hill Companies, Inc.

• be written in a polite and respectful tone • use correct spelling, grammar, and punctuation
• use correct spelling, grammar, and punctuation
■ PAGE 11
■ PAGE 5
Students’ membership applications should
Students’ letters of application should • include areas for necessary information, such as name,
• state the purpose for writing and the position that is date, address, and phone number, at the top of the form
being applied for • include questions relevant to the organization
• highlight experiences that specifically relate to • ask the applicant about related skills or experiences
the position • ask the applicant why he or she wants to become
• be written in a polite conversational tone a member
• express enthusiasm for the position • be easy to fill out
• express thanks for time and consideration
• use correct spelling, grammar, and punctuation ■ PAGE 12

■ PAGE 6 Students’ e-mail messages to coworkers should

• announce a change in work schedule
Students’ thank-you letters should • include a heading
• thank the interviewer for granting the interview • state the main point in a paragraph following the
• mention the potential position specifically heading
• note something that was learned during the interview • use an appropriate tone
and explain why this was of particulary interest • be clear and concise
• remind the employer of qualifications • use correct spelling, grammar, and punctuation
• restate enthusiasm for the position and
employer/company
• use correct spelling, grammar, and punctuation

26 Business and Technical Writing Activities, Grade 9

 Business and Technical Writing Activities
■ PAGE 13 • be one paragraph in length
• be concisely written
Students’ e-mail messages to a public official should
• include a heading that identifies the recipient, sender, ■ PAGE 20
date, and subject
• state a specific issue or problem affecting the local Students’ scientific reports should
community • include the following parts: abstract, introduction,
• state any specific action the sender wishes the official materials and methods, results, and conclusions
to take • include any necessary tables or graphs illustrating data
• use a respectful, polite tone • include details and data for a hypothetical experiment
• be clear and concise • be clearly and precisely written
• use correct spelling, grammar, and punctuation
■ PAGE 21
■ PAGE 14 Students should
Students should choose • collaborate in a small group to create an oral report on a
• a bar graph topic selected by the group
• a line graph • practice active listening skills while collaborating.
• a circle graph or pie chart • write a summary of their collaboration experience,
identifying the group’s areas of strength and areas where
■ PAGE 15 improvements could be made for a more rewarding
collaboration experience
Students’ bar graphs should
• represent visually one of the data groups provided ■ PAGE 22
• label clearly the topic of the graph
• make sure that each bar on the graph accurately Students should
represents a quantity • collaborate in a small group to develop an ad campaign
• display the quantities in easy-to-understand increments for a nonprofit organization
• label the subjects being compared • use active listening skills as they brainstorm for ideas
• assign specific tasks to individual group members
■ PAGE 16 • establish a schedule for evaluating progress and
completing the campaign
Students’ organization charts should
• show the relative positions of individuals or departments ■ PAGE 23
within a fictitious company or organization
• include clearly marked labels for easy understanding Students should
• describe a Web site they would like to create
■ PAGE 17 • explain the purpose of the site and identify the
intended audience
Students’ instructions should • explain how the purpose and the audience will
Copyright © The McGraw-Hill Companies, Inc.

• provide step-by-step instructions determine the site’s content

• list necessary tools or equipment
• be clearly written ■ PAGE 24
• organize the steps in chronological order
• include helpful visuals Students should
• define unfamiliar terms • create a prewriting graphic that illustrates the main topic
and the subtopics of the Web site
■ PAGE 18 • write one page of content for the Web site, developed
from their diagrams
Students’ graphic aids should • create one page of content that use correct spelling,
• enhance readers’ understanding of the written grammar, and punctuation
instructions
• illustrate the series of steps involved in a specific task or ■ PAGE 25
highlight one of the more difficult steps in the task
• help readers visual the task Students’ Web-site layouts should
• be clear and easy to understand • be simple, clear, and easy to follow
• show one specific page in the site or the design elements
■ PAGE 19 that would establish continuity between the two or three
pages in the site
Students’ abstracts should
• begin with a restatement of the question posed in a
scientific report or a professional article
• summarize the important information included in
the report

Business and Technical Writing Activities, Grade 9 27

 Business and Technical
Writing Activities
Grade 10

i_ii_Anc_889859.indd 8 4/7/08 3:49:18 PM

 Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under
the United States Copyright Act, no part of this publication may be reproduced or distributed in any
form or by any means, or stored in a database or retrieval system, without prior permission of the
publisher.

Send all inquiries to:

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ISBN: 978-0-07-889859-4
MHID: 0-07-889859-5

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 Contents

Business Writing
Conventions of Business Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Ethics and Business Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Letters
Writing a Letter of Complaint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Writing a Cover Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Writing a Letter to the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Writing a Letter of Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Writing a Letter of Condolence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Memos
Writing a Memo to Announce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Writing a Memo to Request . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Applications
Completing an Award Application. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Creating an Event Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

E-Mail
Writing E-Mail to Work Associates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Writing E-Mail to a Webmaster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Graphic Organizers
Choosing an Appropriate Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Creating a Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Developing a Flowchart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Technical Writing
Writing Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Using Graphic Aids in Technical Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Using Spreadsheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Writing an Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Collaborative Writing
Collaborating to Develop an Oral Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Collaborating to Design a Product . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Web Sites
Determining the Content of a Web Site. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Writing the Content for a Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Designing the Layout of a Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Rubrics for Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Conventions of Business Writing

Business writing is a special form of expository writing that communicates information in an efficient way.
Examples of business writing include business letters, memos, reports, and abstracts. Whatever the form,
each piece of business writing is created for a distinct purpose.
The essential characteristics of all forms of business writing include brevity, clarity, and accuracy. A brief,
clearly written business document enables the reader to grasp the message quickly. The purpose of the docu-
ment is usually stated clearly in the first sentence or the first paragraph. The language should always be polite
and respectful, although the tone may be conversational. Many companies and organizations establish writing
and style rules in their own style guides, which help to create a consistent appearance throughout all docu-
ments. Business writing must incorporate correct grammar, spelling, and punctuation.
The elements in a business letter are important to all forms of business writing. A business letter is usually
single-spaced. The most commonly used style of business letters is the block style.

The heading
2289 Seventy-third Street
includes the writer’s
Marshall, Ohio 43200
return address and
March 20, 2001
the date.

Ms. Anna Klaus

A colon follows Klaus, Jeffries, and Stuart, Ltd.
the salutation. 406 West Pearl Street
Marshall, Ohio 43202

The writer states

his purpose briefly
Dear Ms. Klaus:
and clearly in the I am a member of the Baylor High School Career Day planning committee. I
Copyright © The McGraw-Hill Companies, Inc.

first sentence. am writing to invite you to participate again in our Career Day, which is sched-
uled for May 1. Our school greatly appreciated your participation last year. We
realize that your schedule is busy, but we would be honored to have you or
another member of your law firm representing the legal profession.
Paragraphs are
separated by a line Please let me know by April 1 if you are interested in participating. If you have
space. any questions about the event, you may write to me at the above address or call
me at 555-2194 anytime after 3:00 P.M. on weekdays.
Sincerely,
The writer uses a
polite conversa-
Matt Wallace
tional tone through-
Matt Wallace
out the letter.

Activity: On a separate sheet of paper, write a business letter to a person, a company, or an organization
requesting information about an upcoming event. Be sure to follow the conventions of business writing
throughout your letter.

Business and Technical Writing Activities, Grade 10 1

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Ethics and Business Writing

A person’s code of conduct, called ethics, is governed by such personal values as honesty, fairness, and
courage. Generally, a person treats others as he or she wishes to be treated. A person’s ethics in the business
world should be no different from his or her ethics in personal life. Strong, positive personal values should
always guide a person’s ethics, whether in personal or business matters.
Whenever a person creates any form of business writing, his or her ethics should be reflected in that piece of
writing. There are some business writing situations, however, in which people sometimes find it difficult to be
honest, fair, and respectful. When the purpose for writing is to persuade, complain, or disagree, people don’t
always “play fairly” because the writing purpose involves winning an argument. To win an argument, people
may create business documents that are not entirely truthful, that support their argument with opinions
instead of facts, or that are written in a disrespectful tone. Needless to say, an untruthful, angry, or disrespect-
ful business document does not encourage a positive response from its recipient.
Keep the following guidelines in mind as you write.

Purpose for Writing Guidelines

To persuade Use clear, positive language. Support your point of view with
accurate facts and reasons.
Don’t: People who don’t recycle are lazy and ignorant.
Do: People need to be educated about the importance of recycling
and learn how they can participate.

To complain Focus your disssatisfaction on the problem insteead of on the reader.

Politely ask for a specific, reasonable solution.
Don’t: The zipper on the jacket I bought through your catalog broke.

Copyright © The McGraw-Hill Companies, Inc.

Do you only sell cheap-quality goods?
Do: The zipper on the jacket I bought through your catalog last
month has already broken. Please refund my money or replace
the jacket.

To disagree Briefly state your position and support it with accurate facts and
examples. Show understanding of the opposing point of view.
Disagree politely.
Don’t: Jim proposed that we fine members $5.00 for each meeting
they miss. What a dumb idea! People have obligations other than
attending these boring meetings.
Do: Jim proposed that we fine members $5.00 for each meeting they
miss. While I appreciate Jim’s frustration with low attendance, I
believe the weather, particularly the last two snow storms, kept
many members from traveling on the roads.

Activity: Write a letter to a business partner regarding an unethical business practice on the part of your
company. The purpose of your letter is to persuade your partner to agree with your point of view and to
take steps to correct the unethical action.

2 Business and Technical Writing Activities, Grade 10

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter of Complaint

The purpose for writing a letter of complaint is not only to complain about a product or service, but to request
that a company take a specific action in response to your complaint. Do you want an apology, a replacement, or
a refund? Before writing a letter of complaint, decide what action you want the company to take.
In the first paragraph of your letter of complaint, clearly explain the problem and specifically state what you
want the company to do. As with all business letters, your letter of complaint should be written in a polite
tone. If the nature of the problem is serious, the tone of your letter should be formal and firm. A formal letter
of complaint communicates to the reader the message that your complaint is to be taken seriously.

108 East Sunset

Amarillo, Texas 78700
September 11, 2001

Customer Service
Use this salutation Big Video Services, Inc.
when addressing a 1535 Broadway
department rather New York, New York 10019
than a specific
individual.
To Whom It May Concern:
I ordered the enclosed video from your fall catalog. A line of static runs
The writer clearly throughout the video, making the film unviewable. I would like you to send
states the problem. me a replacement as soon as possible. I would also like you to refund in full
the return postage amount shown on the enclosed receipt.
Thank you for your attention in this matter.
Copyright © The McGraw-Hill Companies, Inc.

The writer tells

what action she Sincerely,
wants the company
to take in response
Stephanie Walters
to her complaint.
Stephanie Walters

Activity: Write a letter to the editor of your local newspaper about an environmental issue that currently
affects your town or city. In the letter, express your opinion on the issue.

Business and Technical Writing Activities, Grade 10 3

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Cover Letter

A cover letter should accompany your résumé when you apply for a job. In many ways, a cover letter is your
first opportunity to make a good impression upon your prospective employer. Therefore, when writing a
cover letter, you need to pay particularly close attention to details of spelling, grammar, punctuation, and for-
mat. A cover letter should fit on one page and be typed.
In the opening paragraph of a cover letter, clearly state the purpose of your letter and identify the position
you are applying for. Mention that your résumé is enclosed. In the second paragraph, briefly describe your
qualifications, highlighting experiences that apply to the position. Do not simply restate information included
in your résumé. In the third paragraph, express your enthusiasm for the job and a desire to be granted an
interview. Finally, express your thanks for the person’s time and consideration.

3120 Western Avenue

Southport, Wisconsin 53140
May 29, 2001

Ms. Linda Matthews

The writer clearly Milwaukee Sentinel
states his purpose 400 Main Street
and the position Milwaukee, Wisconsin 53202
for which he is
applying.
Dear Ms. Matthews:
I am writing to apply for the position of part-time editorial assistant in the
The writer high- sports department. My résumé is attached.
lights his As my résumé shows, I have worked for the past two years as the sports editor

Copyright © The McGraw-Hill Companies, Inc.

experiences that for Grant High School’s newspaper, The Guard. This year I had the opportu-
specifically relate nity to attend a journalism camp at State University, where I participated in
to the position. workshops on layout and design, copyediting, and AP style. These experiences
have given me a strong interest in pursuing a career in journalism.
I would like to meet with you to learn more about the position and to discuss
The writer
my qualifications. Working at the Sentinel would be a dream come true for
expresses his
me. I can be reached at the phone number indicated on my résumé.
enthusiasm for the
position and his Thank you for your consideration. I look forward to hearing from you.
availability for an Sincerely,
interview.

Joshua Harris
The writer
expresses his
Joshua Harris
thanks.
enclosure

Activity: Write a cover letter to accompany your résumé in application for a part-time job related to one of
your personal interests or areas of study.

4 Business and Technical Writing Activities, Grade 10

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter to the Editor

One page of the daily newspaper is usually devoted to Letters to the Editor. In these letters, people express
their opinions on various topics, hoping to persuade others to adopt their point of view.
An effective letter to the editor begins with a clear statement of the writer’s opinion. If the writer’s opinion is
in disagreement with another point of view, the writer states the opposing position clearly and correctly. By
showing an understanding of the opposing position, the writer establishes credibility as a reasonable person
and encourages readers to consider what he or she has to say.
Remember, whenever you express your opinion, your credibility as a writer is important. When writing a let-
ter to the editor, keep the following points in mind.
• State your opinion and the opposing position(s) clearly and correctly.
• Be sure your facts are correct.
• Be sure to use correct spelling, punctuation, and grammar.

2813 Ocean View

Corpus Christi, Texas 75052
May 1, 2001

Editor of Corpus Christi Courier

The writer
84 Trailway Road
expresses
Corpus Chrisi, Texas 75500
understanding of
the opposing point
of view. Dear Sir or Madam:
I am writing to express my disagreement with the City Council’s recent pro-
posal to prohibit the use of skateboards on the public pathways in Ocean
Copyright © The McGraw-Hill Companies, Inc.

Park. (See “Skate Away,” Corpus Christi Courier, April 15, 2001, p. C2.)
I understand the council’s safety concerns. I, too, have witnessed irrespon-
The writer sible skateboarders who make the public pathways a hazard. However, I do
suggests fair and not believe the answer is to prohibit the use of skateboards.
reasonable alter-
natives to the I propose that the council consider alternatives, such as putting together a
opposing position. team of volunteer skateboarders to monitor the pathway and installing signs
at the main entrances that list “Rules of the Road” for skateboarders.
I urge the City Council to reconsider their proposal and let courteous and
responsible skateboarders continue their healthy sport at Ocean Park.
The writer uses a
reasonable, polite Sincerely,
tone.
Marie Callahan
Marie Callahan

Activity: Write a letter to the editor of your local newspaper about an issue that currently affects your town or
city. In the letter, express your opinion on the issue.

Business and Technical Writing Activities, Grade 10 5

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter of Application

When you apply for membership in an organization or acceptance at a school, a letter of application accompanies
the application materials. Think of a letter of application as your opportunity to make a good impression.
Therefore, when writing a letter of application, you need to pay close attention to spelling, grammar, punctuation,
and format. A letter of application should fit on one page and be typed.
In the opening paragraph of your letter, clearly state your purpose for writing. In the second paragraph, briefly
describe your qualifications, highlighting any related skills and experiences. In the third paragraph, express your
interest in and/or enthusiasm for the organization and your desire to be accepted. Finally, express your appreci-
ation for being considered.

405 Old Trail Road

El Paso, Texas 78740
January 23, 2001

Ms. Katrina Sorenson

President, El Paso Chapter of the Equestrian Club of America
The writer states P.O. Box 700
that additional El Paso, Texas 78700
application materi-
als are enclosed.
Dear Ms. Sorenson:
I am writing to apply for membership in the Equestrian Club of America. My
The writer high- application form and photocopies of related certificates are enclosed.
lights experiences
As my application shows, I have been riding and competing since I was ten
that specifically
years old. This year my Appaloosa and I won “Best in Beginner’s Class” at the

Copyright © The McGraw-Hill Companies, Inc.

relate to the
state competition. In addition to riding and competing, my horse and I are
application.
certified as an animal therapy team and work with developmentally disabled
kids at a private stable. This work is highly rewarding and confirms my belief
in the bond between humans and animals
The letter is writ- I would be honored to become a member of the Equestrian Club. I hope that
ten in a polite and you consider my experience and credentials worthy of your fine organization.
conversational Thank you for your time and consideration.
tone.
Sincerely,

The writer
Martha Janus
expresses her Martha Janus
thanks.

Activity: Write a letter of application to become a member of an organization or club. Remember to indicate your
qualifications for acceptance and explain why it is important to you to become a member of the organization.

6 Business and Technical Writing Activities, Grade 10

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter of Condolence

A letter of condolence expresses sympathy to a person who is suffering from pain, misfortune, or grief.
Usually a letter of condolence is brief and formal in tone. However, if the writer has a close relationship with
the recipient of the letter, the message may be much more personal in tone. Whatever the specific reason for a
letter of condolence, the writer should express sympathy with consideration, delicacy, and empathy for
another human being’s suffering.

25 Second Street
Highland Park, Illinois 60013
February 28, 2001

Mr. David Garcia

The writer Garcia and Gegarty, Inc.
expresses his sym- 200 East Wacker
pathy with a brief Chicago, Illinois 60601
and heartfelt
statement.
Dear David:
Please accept my deepest sympathies on the sudden death of Jerome Gegarty,
The writer praises your business partner and dear friend for nearly twenty years. Jerry was
the virtues of the among the most respected professionals in our field, and we will greatly miss
deceased. his expertise, sophistication, and gentle humor.
Sincerely,
Copyright © The McGraw-Hill Companies, Inc.

The tone of the let-

ter is formal and
Michael Smith
considerate. Michael Smith

Activity: Write a letter of condolence, expressing sympathy to a friend who has recently lost a family member.

Business and Technical Writing Activities, Grade 10 7

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Memo to Announce

If you want to communicate important information in an efficient way, send a memo. Memos are the main
form of business communication between members of a group—such as a school, a club, a business, or an
organization. Less formal than a business letter, memos are written to announce or inform others of a meet-
ing, to record specific information for a formal business record, to remind a group of people of an event, or to
assign a specific task to an individual or group of people.
The content of a memo is always direct, clear, and to the point. Even the format of a memo is designed for
efficiency. An announcement memo starts with the double-spaced headings TO, FROM, SUBJECT, and DATE.
The single-spaced message, which follows the heading, should include the announcement itself and important
details such as the date, time, and location of the activity or event. Any additional details can be included in
the second paragraph.

There is no saluta-
tion in a memo.
TO: Members of Band Boosters
One line space is
placed between FROM: Jason Crane, Fundraising Chairperson
the headings and SUBJECT: Delivery of Chocolate Bars
the message. DATE: October 20

All text is flush left. The boxes of chocolate bars for our fall fundraising campaign will be deliv-
ered to the school loading dock this Friday, October 23, between 2:00 and
4:00 P.M. You may pick up your boxes anytime after 4:00 P.M. on Friday, or
between 8:00 A.M. and 3:00 P.M. on Saturday. PLEASE—the boxes will be
All important infor- marked with your name; take only the number of boxes you ordered.
mation is given
in the first Deliver all chocolate to supporters by Sunday evening. We did purchase an
additional 50 boxes of chocolate bars. Please tell anyone who would like to

Copyright © The McGraw-Hill Companies, Inc.

paragraph.
purchase additional chocolate that we will make a second round of deliveries
next weekend.
Thanks to everyone for the terrific sales work on this successful fundraising
The second para-
effort!
graph includes
additional details.

Activity: Write a memo to fellow club members announcing details about an upcoming event. Remember to
include all the important information that your classmates need to know about the event.

8 Business and Technical Writing Activities, Grade 10

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Memo to Request

A memo is a brief note that communicates important information. Memos are the main form of communica-
tion between members of a group—such as a school, a club, a business, or an organization. Memos can be an
efficient and helpful form of communication when you need information. For example, you may need to
know the status of a current project, or you may want to ask an individual or a group of people to take action.
Designed for efficiency, the format of a memo is simple and direct. It includes the headings TO, FROM, SUB-
JECT, and DATE. As with all memos, the information given in the subject heading should be clear. The mes-
sage, which follows the headings, should include the message itself and important details such as the date,
time, and location of the activity or event. Any additional details can be included in the second paragraph.

Each heading is
capitalized and fol-
lowed by a colon.

TO: Maya Pagels, Head Librarian

There is no saluta- FROM: Patricia Cook, Principal
tion in a memo. SUBJECT: Reference Databases
One line space is DATE: August 1
placed between
the headings and
Please send me a current list of the databases available on CD-ROM to our
the message.
students. In addition, send me the titles of the three databases you feel would
be valuable additions to our library collection. Include a brief comment on
the usefulness of each database.
All important
information is given
I would appreciate receiving this information by August 10.
in the first para- Thank you.
graph. The writer’s
Copyright © The McGraw-Hill Companies, Inc.

request for
information is direct
and to the point.

Activity: Write a memo to a group of classmates requesting that they take responsibility for a specific task
related to an upcoming event such as a dance, a banquet, a pep rally, or a fundraiser.

Business and Technical Writing Activities, Grade 10 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Completing an Award Application

Similar to other kinds of applications, an award application asks for personal information, such as your address
and phone number. Depending on the award, the application may ask for educational background, related
work experience, and other relevant information. An award application may also ask for the names, addresses,
and telephone numbers of personal references. Almost all award applications have a special section where you
may write a statement explaining why you (or another person) are especially qualified for the award.
Because you want an award application to convey a positive impression, you should complete the form with
accurate information that is written neatly and legibly.

STUDENT OF THE YEAR AWARD APPLICATION

Please type or print in black ink.
Read the instruc-
tions carefully Name of Nominee: Today’s date:
before completing Name of Person Making the Nomination:
the form.
Address: Phone #:
******************************************************************************
Student’s school:
Student’s current grade level: Current grade point average:
Student’s grades in the following classes: (After the letter grade, indicate the title
of the class. For example, underneath Science, specify Botany, Advanced Biology,
Chemistry, etc.)
If a question or a
category doesn’t • English:
apply, indicate
• Math:

Copyright © The McGraw-Hill Companies, Inc.

“not applicable”
by writing “n/a” • Science:
on the form. • Social Science:
• Other:
Use the back of this sheet if you need more space to answer the following questions.
Awards and/or Commendations:

Review your
Community and/or Volunteer Work:
answers. Make sure
that you have pro-
vided complete and
Please write a statement describing the qualities of the nominee that make you feel
correct information.
he/she is deserving of the award:

Activity: Review the application on this page. Fill out the form, nominating yourself or another student for the
award. You may use fictitious information to complete the application. Now exchange forms with another student.
Check each other’s work for completeness of information and accuracy in spelling, grammar, and punctuation.
10 Business and Technical Writing Activities, Grade 10
 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Creating an Event Application

When people apply to participate in an event, such as a a dog show, they need to complete an event applica-
tion. An event application requests information that is important to those who are organizing the event.
The first step in creating an event application is to think carefully about the particular information you need
from applicants. For example, if you are organizing a dog show, you might need to know the names and
phone numbers of entries’ veterinarians in case of an accident or injury. Similar to other applications, essential
information, such as name, address, and phone number, appears in the top section of an event application.
Other kinds of information that may be important include an applicant’s previous participation in related
events, awards or honors received at the related events, and category preference. Take a look at the event appli-
cation below before you create your own.

SOUTHPORT KENNEL CLUB ENTRY FORM

***********************************************************************
ALL-BREED DOG SHOWS & OBEDIENCE TRIALS
Owner:
Essential informa- Owner’s Address:
tion appears at
the top of the City: State: Phone #:
application.
Check the box(es) indicating which day(s) you are entering:
❏ Saturday, May 19, 2001 ❏ Sunday, May 20, 2001

The application ENTRY FEES must be received for each entry each day
requests additional
information specif- ❏ $20.00 for the first entry of each dog (except Puppy Class)
ically related to ❏ $10.00 for the second entry of the same dog
Copyright © The McGraw-Hill Companies, Inc.

the entry and

event. ❏ $13.50 Puppy Class entry
*****************************************************************
Full Name of Dog:
The application is Breed: Sex:
designed so that it
AKC Registration #: AKC Litter #:
is easy to fill out.
Date of Birth: Place of Birth:
Breeder:
Veterinarian: Phone:

Activity: Create an application for an event. Then exchange work with a classmate. Review each other’s
applications; consider the relevancy of the categories of information and the questions included on the
application.

Business and Technical Writing Activities, Grade 10 11

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing E-Mail to Work Associates

Many businesses use e-mail to send messages to coworkers and associates. Just like a memo, an e-mail is a brief
message that contains important information. E-mail has a simple, direct format. The heading tells who is
receiving the e-mail, who is sending it, the date, and the subject. After the heading, the main point or purpose
of the e-mail should be stated clearly and concisely. The whole point of e-mail is efficient communication.
Here are a few guidelines to remember when writing e-mail to work associates.
• Begin with a heading.
• State your main point clearly and concisely.
• Use an appropriate tone. The recipient(s) of your e-mail cannot see an expression on your face.
A comment that you meant to be humorous may offend someone else.
• Use uppercase and lowercase letters. Using all capital letters in e-mail correspondence is
considered rude.
• Use correct spelling. Although e-mail is sometimes informal, errors are not acceptable.
• Remember that others may read your e-mail. Do not write anything that may be damaging
to anyone else.

The heading iden-

tifies the recipient
of the e-mail, the
sender, the date,
and the subject. To: All Employees@Best&Brightest.com
From: Janice Domingo@Best&Brightest.com
Date: October 31, 9:14 A.M.
The e-mail is writ- Subject: Personal and Sick Days

Copyright © The McGraw-Hill Companies, Inc.

ten in an appropri-
ate tone.
All employees must use all accumulative personal and sick days by December
29. Please note that failure to do so will result in loss of days earned. This
new policy is effective immediately.
The main point
of the e-mail is
stated clearly
and concisely.

Activity: Write an e-mail to coworkers who are on your project team, informing them of an upcoming status
meeting. State the specific information that they need to know. Also indicate to your coworkers if they will
need to provide any information at the meeting or be responsible for any portion of the meeting.

12 Business and Technical Writing Activities, Grade 10

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing E-Mail to a Webmaster

The creator of a Web site is called a Webmaster. You may wish to write an e-mail to a Webmaster regarding
information found on the site. Perhaps you wish to inform him or her of an error you found; maybe you wish
to compliment a particular feature of the site or complain about it. In any case, think of an e-mail to a
Webmaster as a very brief letter to the editor.
As you know, e-mail is a quick way to send a message. An informal tone and format are acceptable when
you’re writing to a friend. However, when you’re writing an e-mail to someone other than a friend, such as a
Webmaster, it is important to use a more formal format and style. When you’re writing an e-mail to a
Webmaster, it is important to write in a polite, respectful tone.
The heading of an e-mail should identify who is receiving the e-mail, who is sending it, the date, and the sub-
ject. The subject line is especially important because it helps people decide whether to open the e-mail imme-
diately. Most likely a Webmaster would quickly open an e-mail with the subject line “Two Errors Found” so
that he or she could identify and correct the problem. After the heading, the purpose of the e-mail should be
stated clearly and concisely.
Here are a few guidelines to remember when writing e-mail to a Webmaster.
• Begin with a heading.
• State the purpose of your message clearly and concisely.
• Use a respectful, polite tone.
• Use uppercase and lowercase letters. Using all capital letters in e-mail correspondence is
considered rude.
• Use correct spelling, grammar, and punctuation.
• Remember that others may read your e-mail. Do not write anything that may be damaging to
anyone else.
Copyright © The McGraw-Hill Companies, Inc.

The main point

of the e-mail is To: [email protected]
stated clearly From: Frank [email protected]
and concisely. Date: March 21, 8:22 P.M.
Subject: Navigation of Site Links
Unfortunately I have found your site difficult to navigate. This seems a shame
The sender clearly because the site’s content and links are thorough and reliable. I am not a
states what benefi- novice surfer of the Net, so I assume that others (and especially newcomers
cial action he hopes to the Net and to your site) are experiencing similar frustrations. I truly
the Webmaster believe your site would benefit from a more direct and clear set of pathways.
will take.

Activity: Write an e-mail message to a Webmaster of one of your favorite Internet sites. Write the Webmaster to
pay a compliment regarding a particular aspect of the site, to complain about a problem, or to provide details
regarding errors at the site.

Business and Technical Writing Activities, Grade 10 13

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Choosing an Appropriate Graphic Organizer

Because a graphic organizer presents information visually, it can be effective in making difficult or complex
information easier for a reader to understand. There are many kinds of graphic organizers, including tables,
charts, line graphs, bar graphs, and circle graphs or pie charts. One kind of graphic organizer may be more
appropriate or effective than another kind for presenting particular information. For example, to show the
results of a class survey on students’ favorite school subjects, a circle graph or pie chart would probably be the
most effective organizer.
Consider the following characteristics of various graphic organizers before deciding which organizer is most appro-
priate for presenting particular information.
• A table organizes information into columns and rows. Individual cells in a table contain data.
• A line graph shows changes in quantities over time.
• A bar graph shows how quantities compare to each other or how they change over time.
• A circle graph or pie chart shows the relationship of parts to a whole. Each part of the circle or pie
represents a certain percentage of the whole, which is always 100%.

The title identifies

Favorite Subjects of 10th Grade Students at Adams High School
the subject of
the data displayed
by the graphic
organizer. English
Science 25%
30%
Each part of the
chart is expressed
as a number and/or

Copyright © The McGraw-Hill Companies, Inc.

a percentage.
Math
Art 15%
10% History
The size of each 20%
part shows how
the parts compare
to each other.

Activity: Choose which graphic organizer would be most effective for each of the following kinds of
information.
1. To show the number of American eagles returned to the wild each year over a thirty-year span of time
(1970–2000).
2. To show the average number of hours students in your class study each week for four subject areas.
Data: Math (6 hrs); Science (8.5 hrs); English (4.5 hrs); History (5 hrs).
3. To show the favorite forms of exercise in which students at your school participate on a regular basis.

14 Business and Technical Writing Activities, Grade 10

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Creating a Table
A table organizes information (usually facts and figures) into columns and rows. The columns in a table are
the vertical elements; the rows are the horizontal elements; the cells are the individual boxes that contain data.
A table can usually be created using a word processing program. Select the Table function and indicate the
number of rows and columns you need in the table. You can also create a table using a spreadsheet program.
The spreadsheet is already formatted in rows and columns. Input the data you wish to appear in each cell. You
can also enhance the appearance of a table by adding borders, shading, or color.
When creating a table, keep the following points in mind.
• Clearly label appropriate rows and columns with headings that describe the data.
• Make sure that each cell in the table contains accurate data.
• Use borders and shading sparingly to make the information easier to read and understand.
The following table presents the December sales figures for The Little Shop in the Mall.

The table is organ- Dec. Clothing Jewelery Bath Puzzles Books Music Cards
Dates Products and and Gift
ized into columns
Games Wrap
and rows.
1–7 $350.98 $274.50 $102.65 $35.00 $178.76 $201.88 $74.78
The simple border
has been added to 8–14 $400.75 $300.95 $158.00 $57.98 $200.13 $215.00 $186.99
separate the
columns and rows. 15–21 $425.00 $359.99 $256.75 $20.50 $450.95 $425.75 $210.15

22–28 $795.25 $500.00 $487.26 $176.00 $600.99 $800.95 $300.00

The final row
shows the totals 29–31 $200.00 $150.95 $55.75 $5.25 $210.00 $199.99 $50.99
Copyright © The McGraw-Hill Companies, Inc.

for each column.

TOTALS $2171.98 $1586.39 $1060.41 $294.73 $1640.83 $1843.57 $822.91

Activity: On a separate sheet of paper, create a table to show the difference in cost between five brands of the
same product, such as athletic shoes, computer monitors or printers, or blue jeans. You may create fictitious
statistics to use in your table. If you have access to a computer, create your table using either a word processing
or a spreadsheet program.

Business and Technical Writing Activities, Grade 10 15

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Developing a Flowchart
A flowchart outlines the steps in a process. Flowcharts can help a viewer or reader understand any process,
whether that process is simple or complex. An effective flowchart identifies each step and its sequence in the
process.
When creating a flowchart, keep the following tips in mind.
• Include a descriptive title for the flowchart.
• Identify each step and its place in the process.
• Be consistent in labeling.
• Check for accuracy.
Review the following flowchart, which illustrates the process of checks and balances in the United States
government.

Checks and Balances of the United States Government

The descriptive
title identifies the LEGISLATIVE BRANCH JUDICIAL BRANCH
process illustrated Can impeach judges.
Confirms judicial appointments.
in the flowchart. Has power to reverse court decisions by
creating constitutional amendments.
Establishes lower federal courts.
Determines use of money.

The arrows in the

Can declare unconstitutionality of laws.
flowchart help the Lifelong appointment gives Supreme Court
reader understand justices freedom from legislative control.
how power is
checked and bal-

Copyright © The McGraw-Hill Companies, Inc.

Determines constitutionality
anced between the of executive acts.
Can impeach the President. Lifelong appointment gives
three branches of Has the power to override the Supreme Court justices
government. President’s veto. freedom from executive control.
Has the ability to reject executive
appointments.
Determines use of money.

The three branches

of government are EXECUTIVE BRANCH
clearly labeled. Has ability to veto bills. Appoints justices of the
Has the power to call a special Supreme Court.
session of Congress. Has power to grant pardons.
Suggests legislation to Congress.

Activity: Create a flowchart that outlines the steps in a process with which you are familiar. Select a fairly sim-
ple process that is comprised of several steps.

16 Business and Technical Writing Activities, Grade 10

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing Instructions
Have you ever tried to follow poorly written instructions or confusing directions? Instructions are confusing
when the writer has left out one or more steps in the process or has placed the steps in incorrect order. The
writer may think that the missing steps are not necessary or are obvious to anyone trying to complete the
process described in the instructions. The missing steps are not obvious, however, to the frustrated person try-
ing to assemble a new computer system or to the visitor who has become hopelessly lost while trying to find
the way to a particular location.
Good instructions clearly explain each step in the process in the order in which the steps need to be done.
Good instructions include a list of the tools and equipment needed to complete a task. In many cases, a sim-
ple drawing is helpful in illustrating a specific step or the finished product.
When you’re writing instructions, keep the following tips in mind.
• Be sure you completely understand the process you are describing.
• List tools or equipment that will be needed.
• Divide the process into clearly defined steps organized in chronological order.
• Include helpful visuals.

All required tools

How to Make Simple Tomato Sauce
and materials
are listed at the Tools and Materials: 1-quart saucepan, paring knife, wooden spoon, measuring
beginning. cups and spoons, paper towels, olive oil, 2 garlic cloves, 8 plum tomatoes (small,
oblong-shaped red tomatoes), salt and pepper, fresh basil leaves
Step 1. Put 1/3 cup olive oil and the peeled garlic cloves in the saucepan. Place the
Terms that may be saucepan on the stove and turn on the heat to medium.
unfamiliar to the Step 2. Wash and dry the tomatoes. Chop them into chunks.
audience are
Copyright © The McGraw-Hill Companies, Inc.

defined. Step 3. When the garlic turns a pale gold color, add the tomatoes to the
saucepan. Turn the heat down to very low. Stir the mixture. Cook the tomatoes
and garlic for about 20 minutes, until the oil floats free of the tomatoes.

The process is Step 4. Add 1 teaspoon salt and 1 teaspoon black

divided into four pepper. Stir the sauce. Cook the sauce for another
clearly defined 2 to 3 minutes.
steps. Step 5. Gently wash the basil leaves and pat them
dry with a paper towel.
Step 6. Turn off the heat. Tear the basil leaves into
The instructions small pieces and add them to the sauce. Stir the
include a helpful sauce.
visual.

Activity: Write step-by-step instructions for a process with which you are completely familiar, such as groom-
ing a dog or shooting a lay-up. Clearly label each step in the process in the order in which it needs to be com-
pleted. List necessary tools and define unfamiliar terms.

Business and Technical Writing Activities, Grade 10 17

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Using Graphic Aids in Technical Writing

Do you recognize the saying “One picture is worth a thousand words”? In technical writing, one picture or
graphic aid can help readers better understand or more quickly grasp the material that is being presented. An
organization chart, for example, would show how departments in a company are related. A flowchart would
illustrate the steps in a procedure and help readers visualize the process. A diagram in an instruction booklet
would help readers understand how to assemble something. A line drawing would show how a particular part
looks. One well-prepared graphic aid enhances even the most fluent writing, making clear in one picture the
material explained in a whole page of writing.
The graphic aid in the following model enhances the paragraph of technical writing by illustrating different
diameters in a camera’s aperture.

Understanding the Aperture of a Camera

The graphic aids

illustrate three dif-
ferent aperture
diameters.
Full aperture Medium aperture Stopped down

The technical writ-

A camera’s aperture, or “stop,” is located near the camera lens. By varying the
ing is enhanced by
diameter of the aperture, you control the amount of light that enters the
the use of graphic
camera. Most apertures are made of sets of thin metal blades. As the ring
aids.
around the aperture is turned, the diameter of the aperture is reduced, or
“stopped down.”

Copyright © The McGraw-Hill Companies, Inc.

Activity: Write a paragraph defining a scientific or mathematical concept or term. Use a graphic aid to
supplement the technical paragraph and to help readers understand the concept or term that is defined.

18 Business and Technical Writing Activities, Grade 10

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Using Spreadsheets
A table allows you to organize and present data in columns and rows. A spreadsheet, which looks like a table,
allows you to sort and group categories, analyze data, and perform mathematical operations. A spreadsheet
software program is helpful in business and at home and school. Like other types of software programs, a
spreadsheet program offers many options and benefits. One benefit of a spreadsheet program is that the
program automatically recalculates data, such as expenditures or costs, whenever the data has been changed.
The following spreadsheet identifies the various expenses for a school biology lab.

The spreadsheet is Name of Cost Per Number of Total

divided into Item Item Items Ordered Costs
categories.
Test tubes $1.00 100 $100.00

The spreadsheet Beakers $4.95 15 $74.25

identifies various
expenses for the
biology lab. Microscope slides $0.75 150 $112.50

The spreadsheet Microscopes $399.00 5 $1995.00

calculates the total
costs. TOTAL $2281.75

Activity: Imagine that you are in charge of planning the food for an upcoming class picnic. Use a spreadsheet
software program to identify the various individual expenses and total costs for food, such as hot dogs and
hamburgers, buns, chips, salads, condiments, and soda.
Copyright © The McGraw-Hill Companies, Inc.

Business and Technical Writing Activities, Grade 10 19

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing an Abstract
An abstract is a brief summary of a scientific report or professional article. The abstract often appears at the
beginning of the report; it may be published in catalogs and databases used by researchers. A well-written
abstract tells researchers exactly what information the report contains. The abstract should highlight all impor-
tant information so that researchers do not overlook the report.
An abstract is usually one paragraph in length. The abstract explains the question or hypothesis posed in the
experiment and offers a concise summary of the results. If a report or article is lengthy or complex, the
abstract may be three or four paragraphs in length. However, the writer’s goal is to make the abstract concise,
without compromising the accuracy of the information.

Abstract

The question or This report demonstrates the range of humidity at a greenhouse over three
purpose of the
experiment is sequential 24-hour periods. The lowest ranges in percentage of humidity
posed as a state-
ment in the open- occur between the hours of 3:00 A.M. and 7:00 A.M. The moderate ranges in
ing sentence.
percentage of humidity occur between the hours of 10:00 P.M. and 3:00 A.M.

The highest ranges in percentage of humidity occur between the hours of

The writer con- 7:00 A.M. and 10:00 P.M.
cisely summarizes
the results.

Copyright © The McGraw-Hill Companies, Inc.

Activity: Write an abstract for a research paper or report you have written or would like to write for a science
or history class.

20 Business and Technical Writing Activities, Grade 10

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Collaborating to Develop an Oral Report

Collaboration and teamwork are stressed in today’s business world. Collaboration refers to the ability of peo-
ple to work together. A team of people engage in open discussion to generate ideas, analyze and solve prob-
lems, and evaluate performance and progress. When the collaboration process works well, it can be a creative
and rewarding experience for all members of the group. Sometimes, however, people do not work well
together. More outgoing members of a group may push their ideas onto others, while quiet members of the
group may be reluctant to share their ideas. When this happens, collaboration can become an experience in
frustration.
For the collaboration process to be effective and rewarding, each member of the team must be proficient in
active listening. An active listener makes sure that everyone’s point of view is heard and understood. An active
listener pays attention to what others say and paraphrases their ideas to be sure the ideas are understood.
When you are an active listener, you avoid interrupting and try not to disagree with someone before he or she
has fully expressed a point of view. An active listener asks open-ended questions.
When you collaborate, consider the following suggestions.
• Begin by discussing the project and coming to an agreement on its purpose.
• State the purpose clearly in writing and make sure everyone understands the purpose.
• Assign sections of the project or specific responsibilities to individuals in the group. Make use of peo-
ple’s individual talents, skills, and interests.
• Have the entire group evaluate each section, suggest revisions, and proofread the final document.

Activity: Work in a small group to develop an oral report on a topic selected by the group. Begin collaborat-
ing by brainstorming to make a list of possible topics. Afterward write a statement summarizing your experi-
ence with the collaboration process. State the group’s areas of strength and areas where improvements could
be made for a more rewarding collaboration experience.
Copyright © The McGraw-Hill Companies, Inc.

Business and Technical Writing Activities, Grade 10 21

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Collaborating to Design a Product

Research and development teams generally rely upon the team approach to develop new ideas for a product.
When all members of the team work well together, the collaboration process can result in the design of a first-
class product. Collaboration is most effective and rewarding when individual team members listen actively to
one another, cooperate, and contribute equally. A team that works effectively makes use of the strengths, skills,
and interests of individual team members. For example, one member of the team may be a strong spokesper-
son, while another may be highly skilled at visually presenting concepts and ideas.
Keep the following suggestions for active listening in mind as your team collaborates to design a product.
These suggestions will help your team work together in an effective and a rewarding way.
• Make sure everyone’s point of view is heard and understood.
• Pay attention to what others say.
• Avoid interrupting when someone else is speaking.
• Ask open-ended questions.
When collaborating, establish specific tasks, goals, and schedules.

April 15, 2001

CREATIVE COLLABORATIONS, INC.
Responsibilities and tasks for development of BRAIN DRAIN, a board game.
Team members: Kevin Rodriguez, Kate Schmidt, Peggy Parker, Chet Wheeler
To be completed by June 20: rules, board design (mock-up), game parts
Rules: (Kevin) Coordinate with board design team to make sure rules and

Copyright © The McGraw-Hill Companies, Inc.

elements of the board are consistent. Complete first draft of rules by April 20.
Prepare final draft for April 25.
Board Design: (Kate, Chet) Coordinate with Kevin. Share initial ideas with
Peggy so she can consider ideas for game parts. Complete first color illustration
of board by April 20. Meet with entire team on April 25 to review illustration.
Prepare mock-up by May 1.
Game Parts: (Peggy) Coordinate with board design team. Complete first color
illustrations of parts by April 20. Meet with entire team on April 25 to review
board design and game parts. Prepare mock-up game parts by May 1.
Schedule: After May 1 meeting, have all revisions complete by May 10. Team
presentation (spokesperson: Peggy) of board game to client on May 15. All
client comments and additional changes addressed and completed by May 25.
Team presentation of final game product to client for approval on May 28.

Activity: With a small group, collaborate to design a new game—a board game, a computer game, or any
other type of game. As a team, discuss ideas for the product and decide which specific tasks to assign to
individual group members. Work together to create a rules booklet for the game, game parts, and packaging.

22 Business and Technical Writing Activities, Grade 10

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Determining the Content of a Web Site

When you surf the Internet, you discover a vast number of Web sites containing wide variety of information.
The content of a Web site is determined by many factors, such as the Webmaster’s purpose in creating the site
and the audience he or she hopes to reach.
Like the purpose of a piece of writing, the purpose of a Web site may be to entertain, inform, or persuade.
The purpose of a Web site is probably the most influential factor in determining the site’s content. The con-
tent of a Web site that has the purpose of persuading viewers in an entertaining way to practice good health
habits, for example, would be enormously different from the content of a site that has the purpose to per-
suade people to donate money to a nonprofit health organization. The purpose of a Web site determines the
site’s content, approach, layout and graphics, images, sound and music effects, and hyperlinks.
View the following page from a fictitious Web site. What do you think the purpose of the site is? How did the
purpose help determine the content?

How Healthy Are You?

How many times each week do you exercise
for 20 minutes or more?

IL
K How many glasses of milk do you drink each day?
M

How many servings of fruits and vegetables

do you eat each day?
Copyright © The McGraw-Hill Companies, Inc.

Do you have a physical check-up each year?

Activity: Write a description of a Web site you would like to create. Describe the purpose of your site and the
audience you hope to reach. Explain how the purpose and audience will affect the choices you make in deter-
mining the site’s content, approach, layout and graphics, images, sound and music effects, and hyperlinks.

Business and Technical Writing Activities, Grade 10 23

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing the Content for a Web Site

Once you have determined the content for a Web site, the time has come to begin writing. As with any writing
assignment, you'll want to follow the five steps of the writing process: prewriting, drafting, revising,
editing/proofreading, and publishing/presenting. When prewriting, you may wish to create a graphic organ-
izer or list to help identify the topic and the subtopics of your site. A prewriting organizer or list will also help
you as you develop each page in the site.
After prewriting, begin drafting the content for your Web site, using your graphic organizer as a working
guide. Develop each subtopic and indicate ideas you have about visual enhancements, layout, graphics, sound,
and hyperlinks. Remember—during the drafting stage you just want to get as much written down on paper as
possible.
After drafting, have one or two friends look at your draft. They can suggest where you need to make your
writing clearer. Incorporate suggestions that you think are valid and worthwhile. Then take another close look
at the manuscript yourself and revise the text with the help of notes you have made about the layout,
graphics, images, sound, and hyperlinks.

Folklore
In the prewriting
stage, the writer
History Places
maps out the
main topic and
six subtopics for
the site. My Hometown

Copyright © The McGraw-Hill Companies, Inc.

During the drafting
stage, the writer
Culture People
will develop
each of the Major
six subtopics. events

Activity: Create a prewriting graphic, such as a web or cluster diagram, that identifies the main topic of your
Web site as well as the subtopics. Then write one page of content for the Web site. Remember to check for
spelling, punctuation, and grammar errors.

24 Business and Technical Writing Activities, Grade 10

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Designing the Layout of a Web Site

In developing the content for your Web site, you have already considered the purpose and audience intended
for the site. Now you need to design a layout that will make the content you've developed easy to read and
understand. The most important thing to remember when designing the layout for a Web site is simplicity.
Simplicity and clarity will enable your readers to easily understand your content. An effective layout design
establishes continuity between the pages and offers the viewer logical pathways to navigate through the site.
As you design the layout for your Web site, keep your readers in mind.

The clear, simple

design makes the
Web site seem
accessible and
My
the content easy
to read.
Hometown
A couple years ago, I wrote a school report on my hometown.
While doing the research for the report, I learned a lot of
interesting facts and read many stories about Springfield,
but I had to search in many places to get the information.
The logical path-
ways help the This Web site collects all I learned about my town in one place.
viewer navigate I hope you enjoy it!
through the
Web site. Springfield
Copyright © The McGraw-Hill Companies, Inc.

72
36 Decatur

55

Major
History Folklore Culture Place Events People

E-mail me!

Activity: Design a layout for a Web site you would like to create. Select one specific page in the site, such as
the Home Page, or show the design elements you would use on two or three pages to establish continuity
between the pages.

Business and Technical Writing Activities, Grade 10 25

 Business and Technical Writing Activities
Rubrics for Activities
■ PAGE 1 • be written in a polite, conversational tone
Students’ business letters should • be written in business-letter format
• request information about an upcoming event • express enthusiasm for the organization
• include a statement of purpose • express thanks for time and consideration
• be clear and brief • use correct spelling, grammar, and punctuation
• be polite and conversational in tone
• follow the style conventions of business writing
■ PAGE 7
• use correct spelling, grammar, and punctuation Students’ letters of condolence should
• express sympathy with a colleague who has recently lost
■ PAGE 2 a beloved family member
Students’ business letters should • express sympathy with a brief and heartfelt statement
• address a colleague regarding an unethical business • be formal and considerate in tone
practice • use correct spelling, grammar, and punctuation
• persuade the colleague to change his/her point of view
• include supporting facts, reasons, and/or examples
■ PAGE 8
• be polite, respectful, fair, and truthful Students’ memos should
• follow the conventions of business writing • announce details about an upcoming club event
• use correct spelling, grammar, and punctuation • include the headings TO, FROM, SUBJECT, and DATE
• include all important information such as date, time,
■ PAGE 3 and location in the first paragraph
Students’ letters of complaint should • include any additional information in a second
• clearly state a complaint regarding a defective product paragraph
or poor service
• explain what action the company should take in response
■ PAGE 9
to the complaint Students’ memos should
• be written in a polite tone • address a group of classmates, requesting that they
• follow the conventions of a business letter take responsibility for a specific task related to an
• use correct spelling, grammar, and punctuation upcoming event
• include the headings TO, FROM, SUBJECT, and DATE
■ PAGE 4 • include all important information such as date, time,
Students’ cover letters should and location in the first paragraph
• state the purpose for writing and the position that is • include any additional information in a second
paragraph

Copyright © The McGraw-Hill Companies, Inc.

being applied for
• highlight any experiences that specifically relate
to the position
■ PAGE 10
• be written in a polite, conversational tone Students should
• be written in business-letter format • complete the award application, nominating themselves
• express enthusiasm for the position or another student for the award (Students may
• express thanks for time and consideration complete the form with fictitious information.)
• use correct spelling, grammar, and punctuation • fill in the application as completely and accurately
as possible
■ PAGE 5 • write neatly and legibly in blue or black ink
Students’ letters to the editor should • use correct spelling, grammar, and punctuation
• state a clear opinion on a local issue
• state the opposing position(s) clearly and correctly
■ PAGE 11
• show an understanding of other point(s) of view Students’ event applications should
• be written in a polite, reasonable tone • request necessary information, such as name, date,
• support opinions with accurate facts, statistics, address, and phone number, at the top of the form
and/or reasons • include additional questions or categories relevant to the
• use correct spelling, grammar, and punctuation entry and event
• be easy to fill out
■ PAGE 6
Students’ letters of application should
■ PAGE 12
• clearly state that they are applying for membership Students’ e-mail messages to work associates should
• highlight experiences that specifically relate to the • inform them of an upcoming status meeting
application for membership • include a heading
26 Business and Technical Writing Activities, Grade 10
 Business and Technical Writing Activities
• state the main point in a paragraph following the heading ■ PAGE 19
• use an appropriate tone
• be clear and concise Students’ spreadsheets should
• use correct spelling, grammar, and punctuation • identify food expenses for a class picnic
• be organized by category and show individual and
■ PAGE 13 total costs

Students’ e-mail messages to a Webmaster should ■ PAGE 20

• include a heading that identifies the recipient, the sender,
the date, and the subject Students’ abstracts should
• compliment a specific feature of the site, or complain • begin with a restatement of the question posed in the
about a problem, or identify errors at the site research paper or report
• state any specific action the sender wants the Webmaster • summarize the important information included in a
to take research paper or report for a science or history class
• use a respectful, polite tone • be one paragraph in length
• be clear and concise • be concisely written
• use correct spelling, grammar, and punctuation
■ PAGE 21
■ PAGE 14 Students should
Students should choose • collaborate in a small group to create an oral report on a
• a line graph topic selected by the group
• a bar graph • practice active listening skills while collaborating
• a pie chart or circle graph • write a summary of their collaboration experience,
identifying the group’s areas of strength and areas where
■ PAGE 15 improvements could be made for a more rewarding
collaboration experience
Students’ tables should
• show the difference in cost between five different brands ■ PAGE 22
of the same product
• be organized in columns and rows Students should
• show data in individual cells • collaborate in a small group to create a new game
• label clearly the subject of the table • use active listening skills as they brainstorm for ideas
• include necessary labels to identify data in columns • assign specific tasks to individual group members
and rows • establish a schedule for evaluating progress and
completing the campaign
■ PAGE 16
■ PAGE 23
Students’ flowcharts should
• outline the steps in a simple process Students should
Copyright © The McGraw-Hill Companies, Inc.

• include clearly marked labels • describe a Web site they would like to create
• include helpful graphics, such as arrows • explain the purpose of the site and identify the intended
audience
■ PAGE 17 • explain how the purpose and audience will determine
the site’s content
Students’ instructions should
• provide step-by-step instructions for a process ■ PAGE 24
• list necessary tools or equipment
• be clearly written Students should
• organize the steps in chronological order • create a prewriting graphic that illustrates the main topic
• include helpful visuals and the subtopics of the Web site
• define unfamiliar terms • write one page of content for the Web site, developed
from their diagrams
■ PAGE 18 • create one page of content that uses correct spelling,
grammar, and punctuation
Students’ graphic aids should
• enhance readers’ understanding of the defined scientific ■ PAGE 25
or mathematical concept or term
• illustrate some defining aspect of the concept or term Students’ Web site layout designs should
• help readers visualize the concept or term • be simple, clear, and easy to follow
• be clear and easy to understand • show one specific page in the site, such as the Home
Page, or the design elements that would establish
continuity between two or three pages in the site

Business and Technical Writing Activities, Grade 10 27

 Business and Technical
Writing Activities
Grade 11

i_ii_Anc_889860.indd 9 4/10/08 9:18:21 AM

 Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under
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form or by any means, or stored in a database or retrieval system, without prior permission of the
publisher.

Send all inquiries to:

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ISBN: 978-0-07-889860-0
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 Contents

Business Writing
Conventions of Business Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Ethics and Business Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Letters
Writing a Letter of Request. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Writing a Letter of Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Writing a Letter of Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Writing a Thank-You Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Memos
Writing a Memo to Announce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Writing a Memo to Remind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Writing a Memo to Assign a Task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Applications
Completing a Job Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Completing a School Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Creating a Résumé . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

E-mail
Writing E-mail to Work Associates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Writing E-mail to a Public Official . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Graphic Organizers
Choosing an Appropriate Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Using a Line Graph. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Creating a Pie Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Preparing a Flowchart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Technical Writing
Using Graphic Aids in Technical Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Writing Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Writing an Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Writing a Scientific Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Web Sites
Determining the Content of a Web Site. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Writing the Content for a Web site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Designing the Layout of a Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Rubrics for Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Conventions of Business Writing

Business writing is one of the most common forms of communication. It is used by people every day to com-
municate between colleagues in a work setting, apply for jobs, make formal requests, express opinions, or
make complaints. Despite the varied purposes, the many forms all share some common elements, including a
conversational but formal tone, a focused purpose, an appropriate format, strict attention to the rules of
grammar and punctuation, the inclusion of detailed information, clarity, and—as much as possible—brevity.
Business writing should be done with a focus on the purpose and the audience, keeping in mind that clarity is
the best way to ensure that a message is properly communicated.

23 Minna Avenue
A heading includes San Francisco, California 94103
the date and April 6, 2002
the writer’s return
address.
Janet Wellman, Director
Sunnytime Preschool
34 Laurel Street
San Anselmo, California 94960
The writer states
the purpose directly
Dear Ms. Wellman:
and immediately.
I am the leader of a children’s puppet show troupe in San Francisco and am
interested in bringing one of our shows to your preschool. We have been per-
forming high-quality puppet shows for children ages 3–11 since 1994. Our expe-
The tone is conver- rience ranges from city-sponsored children’s fairs to special private gatherings,
sational, but for- but the majority of our puppet shows are performed for children at elementary
mal and focused. schools and preschools such as yours. Our shows can be tailored to deal with
Copyright © The McGraw-Hill Companies, Inc.

specific themes or they can be performed purely for the children’s entertainment.
Puppet shows provide a unique storytelling experience for children. I would like
The writer includes to speak to you further about the possibility of bringing this experience to your
important perti- preschool. If you are interested in discussing how our troupe can bring the
nent information. excitement of puppetry to your school, please contact me by phone at 555-7589
or by e-mail [email protected].
I look forward to hearing from you soon.
Sincerely,
Michael Worth
Director
SF Puppets Galore

Activity: Select a sample business letter from the textbook or use a sample provided by your teacher. Identify
within the letter five elements of business writing and define the elements. Explain how each element helps to
communicate the letter’s message.

Business and Technical Writing Activities, Grade 11 1

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Ethics and Business Writing

The term ethics means “a code of behavior.” In business, ethics address a key element of writing: consideration
of your audience. Ignoring ethical considerations undermines effective business writing. To reflect proper
ethics in business writing, avoid misleading your audience. Be honest throughout your letter (for example,
don’t leave out key information), be polite and reasonable, avoid taking an aggressive tone or engaging in per-
sonal attacks, and never make assumptions about your audience for which you have no basis. Keep in mind
that business writing should be conversational but formal in its tone and clear and direct about its purpose.
State matters truthfully and include all relevant information.

34 Laurel Street
San Anselmo, California 94960
April 26, 2002

Michael Worth, Director

SF Puppets Galore
23 Minna Avenue
The writer states
San Francisco, California 94103
the purpose
directly and
immediately.
Dear Mr. Worth:
I am writing to express my disappointment regarding your lateness for the
puppet show performance last Friday, April 23, at our Sunnytime Preschool.
The tone is firm, Although the performance was wonderful and provided a unique experience
but remains polite. for our children, the one-hour delay caused staff and parents many inconven-
The writer explains iences. It not only disrupted our schedule for the day, but the delay forced
the problem in many parents to spend extra time waiting to pick up their children.

Copyright © The McGraw-Hill Companies, Inc.

detail instead of
Because of the children’s response to your show, we would like to have you per-
simply expressing
form for us again in the future. However, due to the lateness of your first show,
anger.
we would like to receive our next performance at a discounted rate. Please let
me know if you will be able to accommodate this request. If a discounted show
is possible, we would be happy to continue this relationship in the future.
The writer provides Sincerely,
a reasonable
solution to Janet Wellman
the problem.
Director
Sunnytime Preschool

Activity: On a separate sheet of paper, write a letter to a company complaining about a service or a product.
When writing a letter of complaint, a common error is to cross ethical boundaries by using an aggressive tone
or making unreasonable demands; such style may negate the effectiveness of the letter. To avoid this pitfall,
be sure to follow proper ethical guidelines when writing your letter.

2 Business and Technical Writing Activities, Grade 11

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter of Request

A letter of request is used when you need information, action, or assistance. When writing a letter of request,
you should state exactly what you want in the first paragraph. Make certain that your needs are expressed as
clearly and briefly as possible. Your letter should include related information, such as why you are making the
request, when you need the request fulfilled, and how the requested information should be provided. (Include
your return address, fax number, or e-mail address.) Pay attention to the conventions of business writing
when composing a letter of request.

23 Minna Avenue
A heading includes San Francisco, California 94103
the date and the July 20, 2002
writer’s return
address.
JoJo Rain, Sales Director
Premier Puppet Fabric
300 Clay Street
Peoria, Illinois 61602
The writer states
the purpose directly
Dear Ms. Rain:
and immediately.
I am the director of a children’s puppet show troupe in San Francisco and
would like to request some samples of your highest quality puppet fabric. I
am always interested in finding the best puppet materials that are available
and have read that your puppet fabric is among the best in the country. We
are planning on creating a new set of puppets beginning next month and
The writer states need to decide on fabric within the next two weeks. The fabric samples
the way in which should be mailed to the above address.
he would like
Copyright © The McGraw-Hill Companies, Inc.

the request to I look forward to receiving your samples and hope that we can do business
be fulfilled. together soon.
Sincerely,

Michael Worth
Director
SF Puppets Galore

Activity: Choose a place you might want to visit for a vacation. On a separate sheet of paper, write a letter of
request to an actual or a fictional tourism bureau, resort, or travel agency. Ask for information you might need
in order to plan your trip. Be sure to include information such as when you plan on making the trip, how long
you intend to stay, and how many people will be traveling.

Business and Technical Writing Activities, Grade 11 3

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter of Opinion

Writing a letter of opinion can be an effective way to communicate a point of view and to persuade others to
agree with your point of view. The first challenge in writing a letter of opinion is to organize your thoughts.
Make sure that you clearly describe the situation as you see it and provide strong reasons in support of your
position. Often your audience will have a different point of view than yours; therefore, in addition to clearly
stating your own opinion, it is important to express the opposing view clearly and accurately. By demonstrat-
ing a strong understanding of both viewpoints, you will be more effective in persuading others.

72 Third Street
This heading Aurora, Colorado 80014
includes the proper August 1, 2002
title and address
of the recipient.
Dr. Gerald Popkin, Columnist
City Life magazine
510 Main Street
The writer accu- Denver, Colorado 80205
rately expresses
the opposing
viewpoint. Dear Dr. Popkin:
I am a seventeen-year-old junior at City High School and have been an avid
skateboarder for almost ten years. Although I understand that careless, reck-
less skateboarding can be a serious danger to pedestrians throughout the city,
The writer provides I feel that it is unfair to categorize all skateboarding as dangerous. Most of the
good support for skateboarders that I have known consider safety to be one of their main con-
his point of view. cerns. Responsible skateboarders know that wearing the proper equipment

Copyright © The McGraw-Hill Companies, Inc.

and being aware of the people around them is important. None of the skate-
boarders that I know have ever been involved in an accident with a pedestrian.
The tone remains I would invite you to meet with some of my fellow skateboarders and me. After
polite throughout. meeting some responsible skateboarders, I’m sure that you will agree that it is
unfair to write about skateboarding without telling both sides of the story.
Sincerely,

Jerry Spiner

Activity: Write a letter to a school official or a local community leader about an issue that currently affects
your town or city. In your letter, express your opinion on the matter. Be sure that you discuss both your
viewpoint and the opposing viewpoint.

4 Business and Technical Writing Activities, Grade 11

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Letter of Application

A letter of application can be used when applying for a job, an internship, or a scholarship. In most cases, the
letter is intended to accompany another form such as a résumé or an application. Because other detailed
information is usually included in the accompanying form, a letter of application should provide a general
overview of your qualifications and the reasons you are submitting an application. In a letter of application,
you should make a general point and then refer the recipient to the accompanying form for more details. For
example, you may state, “As my résumé shows, I have significant experience in the area of Web-site design.” A
letter of application should be brief and concise. You should clearly state what you are applying for and then
explain why you are interested and what makes you qualified. Keep in mind that the accompanying material
should speak for itself.

32 South Street
Austin, Texas 78746
May 6, 2002

The optional Melissa Reyes

subject line indi- City Life magazine
cates the topic 2301 Davis Avenue
of the letter. Austin, Texas 78764
Re: Internship

The writer states

Dear Ms. Reyes:
her purpose directly
and immediately. I am a junior at City High School and editor of the City High Herald. I am
writing to apply for your summer internship at City Life magazine. As a jour-
nalism student and a longtime fan of your magazine, I feel that an internship
Copyright © The McGraw-Hill Companies, Inc.

with your magazine would provide me with valuable experience in the field of
The writer com- journalism. I believe that my role with the City High Herald has given me the
ments briefly on skills necessary to be a useful contributor to your magazine this summer. In
her qualifications. addition, my enclosed application shows that I am also a diligent worker.
I thank you for considering my application for your summer internship,
and I hope to be working with you in the coming months.
The writer makes
reference to the Sincerely,
accompanying
material.
Anne Moris
Anne Moris

Activity: Choose a local business where you might like to work. On a separate sheet of paper, write a letter of
application for an internship at that business. State your interest and general qualifications. Assume that you will
be submitting this letter along with a résumé or an internship application that lists your experience and qualifica-
tions in greater detail.

Business and Technical Writing Activities, Grade 11 5

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Thank-You Letter

A thank-you letter is one of the most basic types of business communications. Its simple purpose is to thank
someone for a service provided, an effort made, or an opportunity offered. The letter should be direct and
brief; one paragraph will often be sufficient. Simply state what you are thanking the recipient for and express
your gratitude. Note special efforts that were made. If appropriate, you may want to mention possibilities for a
continued relationship. The tone should be friendly, but remain formal and businesslike. Pay attention to the
conventions of business writing when composing a thank-you letter.

14 Ninth Street
Pocatello, Idaho 83206
May 15, 2002

Anthony Agresta
A. A. Photography
514 Main Street
Pocatello, Idaho 83201
In the opening line,
the writer states
what he is thanking Dear Mr. Agresta:
the recipient for.
I would like to thank you for the opportunity to interview for the summer
internship at A. A. Photography. After discussing the internship with you, I
am even more excited about the possibility of working for your business this
The writer summer. I feel that my experience as yearbook photographer makes me a
states something perfect match for the role that you described.
gained from
If there is anything further that I can do to help you with the decision

Copyright © The McGraw-Hill Companies, Inc.

the experience.
process, please let me know. I hope that we will have the opportunity to
work together this summer.
Sincerely,
The letter remains
brief and direct. Jason Taylor
Jason Taylor

Activity: You have organized a gathering to which you invited an accomplished athlete to give a motivational
speech to a sports team or an athletic club at your school. On a separate sheet of paper, write a thank-you let-
ter to the speaker expressing your gratitude for his or her efforts. Be sure to describe how the recipient con-
tributed to the gathering’s success. Keep your letter brief and direct.

6 Business and Technical Writing Activities, Grade 11

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Memo to Announce

A memo is a form of business writing that is intended for communication within a business, a school, or
another type of organization. The purpose of most memos is to ensure that the appropriate people within an
organization are kept aware of important information. Because the intended audience is usually very specific,
efficiency of communication is one of the main qualities of a memo. One common type of memo announces
something new or different within the organization. For example, if a new employee has been hired or a new
policy has been implemented, a memo may be distributed announcing this event to the members of the
organization. In the memo, describe clearly what is being announced and how it will affect members of the
organization. Keep in mind that the form for a memo is different from the form of a business letter and that
its tone may be slightly less formal. A memo is generally kept as brief as possible, formatted with all the text
flush left, and written with only a minimum of header information.

The topic of the

memo is stated
clearly in the
TO: All Employees
subject line.
FROM: Jordan Tyne, Human Resources Manager
SUBJECT: New Human Resources Assistant Director
DATE: November 3
The announcement
is made in the
first sentence. Please join me in congratulating Leslie Daly on her appointment as assistant
director in the Human Resources Department. Leslie comes to our company
with a strong background in human resources and five years of experience in
the field. Leslie begins work on Monday, November 10, and will become the
All of the impor-
main contact for employees who have human resource needs. All future
tant information
general human resource inquiries should be directed to Leslie.
is included briefly
in the memo. Please welcome Leslie when she arrives next week.
Copyright © The McGraw-Hill Companies, Inc.

Activity: Choose an organization or a business that you are or would like to be a part of. On a separate sheet
of paper, write a memo announcing the arrival of a new member to your organization or a new employee to
your business. Be sure to include all important and relevant information about the individual and describe his
or her new role. Keep the memo brief and use the appropriate format.

Business and Technical Writing Activities, Grade 11 7

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Memo to Remind

A memo is a form of business writing that is intended for communication within a business, a school, or another
type of organization. Efficiency of communication is one of the main qualities of a memo. The general purpose of
most memos is ensure that the appropriate people in an organization are kept aware of important information. A
common type of memo reminds the readers about an upcoming event or a deadline. A memo can also remind
recipients of a special policy or procedure—in which case, the memo’s purpose is to ensure that ongoing processes
continue to run smoothly and efficiently. When writing a memo to remind, be sure to include all relevant informa-
tion, such as the topic, important related dates, and what is expected of the readers. Keep in mind that the form for
a memo is different from the form of a business letter and that its tone is less formal. A memo is generally kept as
brief as possible, formatted with all the text flush left, and written with only a minimum of header information.

The writer identi-

TO: All Employees
fies himself.
FROM: Jerome Wiley, Office Manager
SUBJECT: New Recycling Program
DATE: November 3
The writer indi-
cates the date
of the event. This is a reminder that the office’s new recycling program will begin next
Monday, November 8. As per guidelines distributed last week, all glass, alu-
minum, plastic, and paper should be placed in the proper receptacles for
recycling. Bins for aluminum, glass, and plastic waste will be located in the
Previous informa- cafeteria and near the rear exit doors. Boxes for recycling paper will be
tion is succinctly located at the front of each department.
summarized.
The success of our recycling program will depend on everyone’s participa-
tion, so please make an effort to use the appropriate bins and boxes for your
recyclable waste. If you have any questions, please feel free to drop by my

Copyright © The McGraw-Hill Companies, Inc.

Important details office and pick up another copy of the guidelines.
are briefly
reviewed.

Activity: You are the manager for a business. On a separate sheet of paper, write a memo reminding employees
about a company policy that is not being followed properly. For example, you could remind employees to fol-
low the procedures for locking up the office when they leave. In such a memo, it is often effective to explain
why the issue has come up at this particular time. Be sure to describe the policy accurately and remind the
employees what is expected of them. Keep the memo brief and use the correct format.

8 Business and Technical Writing Activities, Grade 11

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Memo to Assign a Task

A memo is similar to a business letter, but the intended audience is usually within an organization such as a busi-
ness, a school, or a club. Efficiency of communication is one of the main qualities of a memo. The general purpose
of most memos is ensure that the appropriate people in an organization are kept aware of important information.
Memos are often used to assign tasks. When composing such a memo, remember that the recipients need to under-
stand the expectations that accompany their involvement in the project. Be sure to provide information regarding
the scope and goals of the task or project and the exact details of each assigned role. Keep in mind that the form for
a memo is different from the form of a business letter and that its tone is less formal. A memo is generally kept as
brief as possible, formatted with all the text flush left, and written with a minimum of header information.

In the first sen- TO: Marketing Department

tence, the writer FROM: Nancy Fitch, Marketing Manager
states the final SUBJECT: New Ad Logo
goal. DATE: November 5
Here is the list of tasks that need to be accomplished in preparation for our
new advertising campaign. Please check your assigned task and let me know
immediately if you have a conflict or a question. We all need to coordinate
The memo includes
our efforts to prepare for the upcoming season.
due dates for each
task.
Name Task Due Date

Marie Design three distinctly different logos that reflect Nov. 10

the new company image: young, hip, and
The writer clearly
high-tech; be prepared to make appropriate
states the task.
changes as the campaign is finalized.
Sharon & Jerry Collaborate with Mary to develop two Nov. 14
Copyright © The McGraw-Hill Companies, Inc.

coordinating ad campaigns for each of the

three logos.
Max Review demographics and work with Sharon Nov. 17
and Jerry to refine three possible campaigns.
Everyone Meet to choose and finalize one campaign. Nov. 21

Activity: Write a memo to assign a specific set of tasks to members of a club or an organization. The tasks
should be related to an upcoming event, such as a music competition, drama auditions, or a school dance.

Business and Technical Writing Activities, Grade 11 9

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Completing a Job Application

When applying for a job, you generally need to fill out a job application to provide the employer with specific
information. Fill out the application carefully and approach it with the same thoroughness that you would
give to a business letter. Always read the instructions carefully and examine the entire form before beginning
to fill it out. Write neatly and succinctly. Fill out the form completely, providing all information directly and
honestly. If a question does not apply to you, indicate that by writing n/a. Keep in mind that you will have the
opportunity to provide additional information either during the interview process, in your résumé, or as part
of a letter of application.

The application
provides specific Please type or print neatly in blue or black ink.
instructions.
Name: Today’s date:
Address:
Phone: Birthdate Sex: Soc. Sec. #:
All of the informa-
tion requested ********************************************************************
should be provided Job History (List each job held, starting with the most recent job.)
in its entirety. 1. Employer: Phone #:
Dates of employment:
Position held:
The information
Duties:
should be provided
neatly and 2. Employer: Phone #:
succinctly.
Dates of employment:

Copyright © The McGraw-Hill Companies, Inc.

Position held:
Duties:
Experience should
be stated accu- ********************************************************************
rately and without Education (List the most recent level of education completed.)
embellishment.
********************************************************************
Personal References:
1. Name: Phone #:
Relationship:
2. Name: Phone #:
Relationship:

Activity: Pick up a job application from a local business or use the sample application above. Complete the
application thoroughly. Fill out the application as if you were actually applying for the job. Be sure to pay close
attention to the guidelines mentioned above.

10 Business and Technical Writing Activities, Grade 11

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Completing a School Application

When applying to a special school or a college, you need to complete a school application. Some schools allow
you to apply online, via their Web sites, but all schools have hard-copy applications that can be mailed to you.
The application provides the school with the information that it needs to make its decision regarding admis-
sion. Applications frequently ask you to write an essay so that you have the opportunity to highlight your
individual abilities and interests.
Although a school application often provides unexpected challenges, you can prepare yourself for these chal-
lenges by following some guidelines. First, allow yourself sufficient time to complete the application. Read the
instructions carefully and review the entire form before beginning to fill it out. Address the questions directly
and accurately. Fill out the form as neatly as possible and be sure to provide your answers in the manner
requested. If essay questions are included in the application, first write a rough draft and then revise the draft
before attaching the essay to the application. Finally, always make sure to proofread the completed form care-
fully, checking for errors and omissions.

City College Application

The application Please type or print neatly in blue or black ink.
provides specific
instructions. 1. Full Name (Last, First, M.I.):
2. Social Security Number:
3. Mailing Address:
All of the informa-
tion requested City, State, Zip Code:
should be provided
Country (if not USA):
in its entirety.
4. Telephone (including area code):
5. Birthdate (mm/dd/year):
Copyright © The McGraw-Hill Companies, Inc.

6. Academic Major:
❏ Check here if your major is undecided.
7. Indicate the date you took or plan to take either the ACT or the SAT:
ACT Date: SAT Date:
8. Last high school attended: City, State:
An essay question Graduation (or GED Completion) Date:
should first be
Answer the following question on a separate sheet of paper.
drafted and then
revised, edited, 9. Your qualities as an individual are as important to us as your accomplish-
and proofread. ments as a student. What would you like us to know about you?

Activity: Pick up a school application from your guidance counselor’s office or use the one above. Fill out the
application in its entirety, completing it within whatever time is provided. Make sure to pay close attention to
the guidelines mentioned above.

Business and Technical Writing Activities, Grade 11 11

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Creating a Résumé
When applying for a job, a letter of application or the application itself is often accompanied by a résumé. The
purpose of a résumé is to provide the employer with a comprehensive record of your background information,
related experience, and qualifications. Although a résumé is intended to provide a great deal of information, the
format is designed to provide this information in the most efficient and concise way possible. A short résumé that
provides all of the important information in a direct manner will impress an employer more than a lengthy
résumé that is excessively wordy.
All résumés should include the following information: a heading that provides your name and contact informa-
tion such as home address, phone number, and e-mail address; a job goal or a career objective; your education
information; your work experience; other related experience; relevant activities, associations, organizations, or
projects that you have participated in. You may also want to include honors that you have received and list indi-
viduals that the employer can contact for a reference. When listing work experience, you should be sure to give the
name of the employer, your job title, and a few brief bulleted points describing your responsibilities. A résumé
should be brief and concise; complete sentences are not necessary.

Header includes all Jane Wiley

909 West Main Street, Apt. #1 • Urbana, Illinois 61802
important contact (217) 555-0489 • [email protected]
information.
Goal Seeking position in television news production

Education
Junior standing in the College of Communications at the University of Illinois,
All important edu-
Urbana-Champaign
cation background 2000 Graduate of City High School
is included.
Honors
Member of National Honor Society
Activities
Related dates are

Copyright © The McGraw-Hill Companies, Inc.

Member, Residence Hall Association: August 2001–May 2002
included for all Floor President, Trelease Hall: August 2001–May 2002
listed activities. Member, Asian-American Association: 2001–Present
Environmental Committee Chairperson, Asian-American Association: August 2002–May 2003
Member, Krannert Center Student Association: August 2002–Present
Work Experience
Job title is included Radio Reporter, WPGU, 107.1 FM, Champaign, Illinois: May 2002–Present
along with • Rewrite and read stories for afternoon newscasts
the place of • Serve as field reporter for general assignments
employment. • Responsible for covering the cultural beat
Cashier, Del’s Restaurant, Champaign, Illinois 60801: May 2002–August 2002
• Responsible for taking phone orders
• Cashier for pick-up orders
Job responsibili-
ties are briefly Assistant Secretary, Office of Dr. George Wright, Woodstock, Illinois:
listed. May 2001–August 2001
• Answered phones
• Made appointments
• Acted as file clerk

Activity: On a separate sheet of paper, create an outline that lists the information that you would want to
include in a résumé. Use a word processor if possible.
12 Business and Technical Writing Activities, Grade 11
 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing E-mail to Work Associates

E-mail is quickly becoming the most common form of business communication. In a typical workday, one
might write several work-related e-mails on a variety of topics. Although e-mail is easily the least formal and
most conversational method of business writing, it shouldn’t be written carelessly or too casually. Keep in
mind that the conventions of business writing—clarity, attention to your audience, proper grammar, and the
inclusion of relevant information—apply to e-mail.
When writing e-mail to work associates, an accurate subject line is an important part of helping to communi-
cate effectively. State your purpose briefly and directly. Make sure that you use concise language; be careful not
to allow the conversational tone to lead to rambling sentences. If you are responding to an earlier message,
include the portion of the message that you are responding to in order to provide the proper context.

Subject line clearly To: [email protected]

states the topic of From: [email protected]
the e-mail. Date: January 7, 8:13 A.M.
Subject: New Product Conference Call
Liam,
The purpose of
the e-mail is stated I just wanted to make sure that arrangements have been made for next week’s
immediately and conference call to discuss our new product. The East Coast sales team has
in a conversational already scheduled three sales meetings at the end of the month with potential
tone. buyers, so it’s important that our sales team is prepared to talk about the
product. Please schedule the call when the manufacturing director is avail-
able, since he will have important information for the sales team.
I’ve already reserved the conference room, so as long as you take care of the
Important details
call itself, everything should be ready. Let me know if you need any help, and
are included in
I’ll see what I can do.
a brief direct
Lisa
Copyright © The McGraw-Hill Companies, Inc.

fashion.

Activity: Write an e-mail to your coworkers. Inform them of a change in company procedure that will affect
them. State the specific information that they need to know. Indicate to your coworkers whether action needs
to be taken on their part.

Business and Technical Writing Activities, Grade 11 13

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing an E-mail to a Public Official

E-mail is quickly becoming one of the most common forms of communication. One of its emerging uses is to
contact public officials. E-mail is a quick and direct way to provide a public official with your viewpoint on an
important matter. Although e-mail is one of the least formal and most conversational methods of communi-
cation, it should not be written in a careless manner. Particularly when contacting a public official, you should
give careful attention to the conventions of business writing—clarity, attention to your audience, proper
grammar, and the inclusion of relevant information—so that your comments will be taken seriously. Because
e-mail messages are not typically written in a standard business-letter or memo format, an accurate subject
line is an important part of helping to communicate effectively.
When writing an e-mail to a public official, state your purpose briefly and directly. Make sure that you use
concise language and be careful not to allow the conversational tone to lead to rambling sentences. Keep in
mind that a public official is likely to receive many e-mails; therefore, the most effective messages are those
that can be read quickly and understood easily.

Subject line clearly

states the topic of
the e-mail. To: [email protected]
From: [email protected]
Date: September 21, 1:27 P.M.
The purpose of Subject: New Student Center
the e-mail is stated Mr. Huffman:
immediately and
in a conversational I want to thank you for proposing the construction of a new student center
tone. across from the high school. Students often feel that local officials don’t
make enough effort to address the needs of teens in the community. Your
proposal lets us know that someone is working to help us. I think the center
would be a fantastic addition to the city and would provide benefits for

Copyright © The McGraw-Hill Companies, Inc.

The writer provides many years to come.
clear reasons for
his opinion. If you need help in building support for the new center, many students
would be happy to contribute. I wish you the best of luck in helping to
make the student center a reality. I hope you will contact me if there is
any way that I can help.
Additional infor-
mation is included Chris Murphy
briefly in the sec-
ond paragraph.

Activity: Choose an article from a recent edition of a local newspaper that features comments from a public
official. Read the article and decide if you agree or disagree with his or her comments. Then on a separate
sheet of paper, draft an e-mail to the public official. Briefly state your opinion on the position that was pre-
sented in the article. Keep your comments concise and clear, but be sure to include reasons that explain your
opinion. Include an appropriate subject line.

14 Business and Technical Writing Activities, Grade 11

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Choosing an Appropriate Graphic Organizer

Because a graphic organizer presents information visually, it can be effective in making difficult or complex
information easier for a reader to understand. There are many kinds of graphic organizers, including tables,
charts, line graphs, bar graphs, and pie charts (or circle graphs). One kind of graphic organizer may be more
appropriate or effective than another kind for presenting particular information. For example, if you want to
track gas prices over the course of a year, you can set up a line graph in which the vertical axis represents the
price and the horizontal axis represents the months. Keep in mind that the content of the material determines
which organizer would be most effective.
Consider the following characteristics of various graphic organizers before deciding which organizer is most
appropriate for presenting particular information.
• A table organizes information into columns and rows. Individual cells in a table contain data.
• A line graph shows changes in quantities over time.
• A bar graph shows how quantities compare to each other or how they change over time.
• A pie chart (or circle graph) shows the relationship of parts to a whole. Each part of the circle
or pie represents a certain percentage of the whole, which is always 100%.

Preferred Breakfast Drinks

The graphic is
accurately titled.

Coffee
All units are 25% Orange Juice
Copyright © The McGraw-Hill Companies, Inc.

properly labeled.
35%
Milk 5%
Relationships Grapefruit
between parts are
displayed visually
Juice Apple
by the graphic. 20% Juice
Water 5%
10%

Activity: Choose which graphic organizer would be most effective for each of following:
1. The number of California condors returned to the wild each year over a twenty-year span
of time (1980–2000)
2. The average number of hours students study each week for four subject areas
3. The forms of exercise favored by students at your school

Business and Technical Writing Activities, Grade 11 15

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Using a Line Graph

A line graph is an excellent graphic organizer for representing changes of quantities over a period of time. When
creating a line graph, use the vertical axis to measure the data that you are tracking and the horizontal axis to meas-
ure the passage of time. The movement and direction of the line allow you to see at a glance how the data changed
over that period of time. The first step for creating a line graph is to decide the units that each axis will represent.
For example, if you want to track the price of gasoline over a decade, you could make each mark along the vertical
axis represent ten cents and each mark along the horizontal axis represent one year. This graph would then display
how much gas prices changed year to year during the decade. Once you have selected the appropriate unit for each
axis, you simply plot your data on the graph and then draw lines connecting the points. The movement of the lines
shows how the price of gasoline rose or fell during the period of time that is represented on the graph.

The movement of
the line indicates
change over time.
Time of Sunset in Atlanta, Georgia
Time: P.M.
9:00
8:30
The units on the
axes are properly 8:00
labeled. 7:30
7:00
6:30
6:00
5:30
5:00
This axis indicates
the period of time

Copyright © The McGraw-Hill Companies, Inc.

Jan Feb March Apr May June July Aug Sept Oct Nov Dec
over which the data 15 15 15 15 15 15 15 15 15 15 15 15
was measured.

Activity: Estimate how much time you spent doing homework each day last week. You can report your find-
ings in increments of minutes or hours, depending on how much time you spent on homework. After you
have collected your data and determined your units of measurement, create a line graph that illustrates the
amount of time you spent on homework last week. Make sure that you properly label the units that you are
measuring on each axis of the graph.

16 Business and Technical Writing Activities, Grade 11

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Creating a Pie Chart

A pie chart (or circle graph) shows numeric results and demonstrates how each portion compares to the
whole. When constructing a pie chart, the entire pie (or circle) represents 100% of the whole. The pie is then
divided into sections that represent the different portions. Each separate section should be labeled with the
percentage that corresponds to what that section represents. Make sure to label each section not only with a
numeric value but also with an explanatory label.

The pie chart is

Favorite Sports of Students at City High School
accurately titled. Male Students

Hockey
Football 20%
25%
Basketball
The percentages 10%
are demonstrated Soccer Track
visually with each 20% 3%
Baseball
section of the pie. Golf
20%
2%

Each section of the

chart is appropri-
Female Students
ately labeled.
Copyright © The McGraw-Hill Companies, Inc.

Basketball Soccer
25% 30%

Hockey
10% Golf
3%
Softball Track
20% 10% Gymnastics
2%

Activity: Make a list of what you did yesterday (for example, sleeping, school, homework, eating, watching TV,
reading) and estimate how much time you spent on each activity. Be sure your estimates add up to twenty-
four hours. Then on a separate sheet of paper, create a pie chart that represents the time you spent on each
activity during the course of the entire day. Make sure you label your chart appropriately.

Business and Technical Writing Activities, Grade 11 17

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Preparing a Flowchart
A flowchart illustrates a process or a procedure that occurs in a particular order. In a flowchart, labeled boxes are
used to represent each stage in the process, and arrows are drawn between boxes to indicate the specific order in
which the stages occur. Each stage should be labeled inside one box. Make sure that each significant step in the
process is represented by a box so that the entire process is shown accurately and completely from start to finish.
Use these standard boxes to indicate each step:
Start or end of the process
Step in the process
Point of decision
Flow from one step to the next.

Start

Put toothpaste
on toothbrush
The arrows indi-
cate the proper Put toothbrush
order in which to under water for
read the chart. a moment

Brush teeth
Each box contains
an appropriate Is
label.

Copyright © The McGraw-Hill Companies, Inc.

there
too much
Yes
toothpaste
in your
mouth?
Spit
No
Each individual
Rinse mouth Keep brushing
step is indicated
with water
with a box.

Do
teeth
No feel smooth Yes
End
and clean?

Activity: Create a flowchart that outlines the steps in a process with which you are familiar, such as changing
the oil in a car or studying for an exam. Be sure to cover each step in the process with a labeled box.
18 Business and Technical Writing Activities, Grade 11
 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Using Graphic Aids in Technical Writing

In technical writing, graphic aids can help readers better understand or more quickly grasp the material that is
being presented. A flowchart, for example, could illustrate the steps in a procedure and help readers visualize
the process. A diagram in an instruction booklet could help readers understand how to assemble something.
A group of line drawings could help readers identify the tools needed to complete a task. One well-prepared
graphic aid enhances even the most fluent writing, making clear in one picture the material explained in a
whole page of writing.

How to Brew Coffee

1. Put a filter into the basket.
2. Put coffee grounds into the filter, usually one tablespoon per cup.
3. Slide the basket with filter and grounds into the grooves at the top
of the coffeemaker.
The instructions are 4. Fill the coffee carafe with water; pour the water into the opening
enhanced by the above the filter basket.
use of graphic aids. 5. Place coffee carafe on the hot plate.
6. Push “on” switch.

Important parts of
the coffeemaker are
clearly labeled.
Copyright © The McGraw-Hill Companies, Inc.

Activity: Write a paragraph describing a technical process similar to the example above of brewing coffee.
Use a graphic aid to supplement the technical paragraph and to help readers understand the process.

Business and Technical Writing Activities, Grade 11 19

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing Instructions
Written instructions for making a product (such as a kite) or following a process (such as programming your
VCR) must be comprehensive and easy to follow. Before beginning to write, be sure you have a thorough
understanding of the process that you are describing. Then put yourself in the shoes of someone who has no
previous experience using the process. Divide the process into simple, easily understood steps and carefully
consider the most logical order for the steps. Once you have completed your preparation, you must make sure
that the writing itself is perfectly clear and as brief and uncomplicated as possible. Begin writing by stating the
final goal of the instructions, that is, a finished kite or a VCR programmed to record a sporting match. Next,
list all of the items or tools that will be required. Then list each step (even the most simple or obvious) as an
imperative sentence. When you are done, review your instructions carefully to ensure that there are no errors
and that no necessary steps have been omitted.

Instructions For Installing an Answering Machine

The required mate- After you have completed this process, your answering machine will be able
rials are listed to record messages.
prior to beginning Equipment: Answering Machine, Phone, Two (2) Phone Cords, AC Adapter
the instructions.
1) Locate the cord that connects your phone to the phone plug in the wall.
2) Unplug the cord from the phone.

Each step is brief 3) Locate the “Phone Line In” plug on the answering machine.
and direct. 4) Plug the cord from the wall into the “Phone Line In” plug on the
answering machine.
5) Locate the “Phone Line Out” plug on the answering machine.
The steps are listed 6) Take the phone cord provided with the answering machine and plug

Copyright © The McGraw-Hill Companies, Inc.

in chronological one end into the “Phone Line Out” plug on the answering machine.
order.
7) Plug the other end of the phone cord into your phone.
8) Take the AC adapter provided with the answering machine and
connect the proper end to the answering machine.
9) Plug the AC adapter into an electrical outlet near the answering machine.
10) Turn on the answering machine and follow the instructions for
recording an outgoing message.

Activity: Choose a process or a procedure with which you a very familiar and write a detailed set of instruc-
tions. Keep in mind that your audience has no previous experience with the process. If time permits, exchange
instructions with a classmate and review each other’s instructions to check for comprehensiveness and clarity.

20 Business and Technical Writing Activities, Grade 11

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing an Abstract
An abstract is a summary of the the results and conclusions detailed in a scientific report. An abstract may be a
brief preface to a complete scientific report or a self-contained piece of writing that serves as a brief but compre-
hensive overview of an experiment or project. Begin an abstract by stating the overall or most general conclusion
of the project. Then state all of the major results or discoveries that the project or experiment produced. As a
whole, an abstract should represent a succinct analysis of the data that were collected during the experiment or
project. As with all technical writing, the writing in an abstract should be accurate, clear, consistent, and brief.

A general conclu- Abstract

sion is stated in
This report demonstrates that all students surveyed at City High School
the first line.
spend at least ten hours a week on the Internet. Although all students

surveyed spend a significant portion of their time online for entertainment

Detailed results purposes, juniors and seniors typically spend 25% more time using the
are provided in
the body of the Internet for schoolwork and information gathering than do freshmen and
abstract.
sophomores. Few students spend more than 5% of their online time shop-

The complete ping. On average, students with grade point averages above 3.5 spent more
abstract is brief
and states the than 50% of their time online using the Internet for schoolwork.
results succinctly
and directly.
Copyright © The McGraw-Hill Companies, Inc.

Activity: In a recent edition of a local newspaper, find a detailed weather forecast that predicts the weather for
the next several days. For the purposes of this activity, assume that the information is not a forecast but a
report of data collected in a project intended to analyze the weather. On a separate sheet of paper, write an
abstract, using the forecast information as your data. Consider information such as rainfall, temperature,
cloud cover, and wind speed.

Business and Technical Writing Activities, Grade 11 21

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing a Scientific Report

Scientific reports are a staple of the science and social science fields. Although many scientific projects require a
specific form for the report, most reports contain some common elements. A scientific report is generally
divided into sections that focus on different elements of the project or experiment. The first section should be an
introduction that includes the purpose, relevant background information, and the hypothesis. The second sec-
tion should cover the materials and methods that were used. The third section should provide the results of the
experiment or project, and many include graphical aids to further illustrate the results. Finally, the fourth section
should include a discussion of the results and draw conclusions from the data that were gathered. Following the
final section, appendices containing raw data or references may be attached. Before finishing your report, prepare
a title page and an abstract; these items will appear at the beginning of your paper. Remember—as with all tech-
nical writing—the writing in a scientific report should be accurate, clear, consistent, and brief.

The purpose of
Introduction
the report is clearly
The purpose of this report is to determine how often students use the
stated in the
Internet and the purpose for which they use it most often: schoolwork,
introduction.
entertainment, information, or shopping.
Materials and Methods
Each section is A 20-item questionnaire was given to 100 City High students. The sample
appropriately titled. was evenly divided between freshmen, sophomores, juniors, and seniors.
All 100 questionnaires were returned.
Results
As the accompanying graph indicates, freshmen and sophomores spent less
time using the Internet than juniors and seniors. Freshmen and sophomores
Results of the most frequently used the Internet for entertainment purposes. Juniors and
survey are summa- seniors were most likely to use the Internet for schoolwork and for informa-

Copyright © The McGraw-Hill Companies, Inc.

rized briefly. tion. Overall, only a small percentage of students made use of the Internet
for shopping.
Conclusions
The data is ana- In general, students spend a large amount of their free time using the
lyzed and a general Internet; as they become more involved with school and are preparing
conclusion stated. for college, they tend to use the Internet for more practical applications.

Activity: Design a student survey. Plan how you would conduct the survey and determine the fictional results
of the survey. Then create an outline that divides the report of your survey into the four main sections of a
scientific report. In each of the four sections of the outline, list subheads that give examples of the actual con-
tent that you might include in a final report. Include at least three subheads in each section of the outline.

22 Business and Technical Writing Activities, Grade 11

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Determining the Content of a Web Site

By simply browsing the Internet, you will quickly notice that a Web site can cover virtually any topic in which
people are interested. Regardless of the topic, the most important aspect of a Web site is its content. Without
content that is valuable to the intended audience and is organized in such a way that it can be easily used,
users will have little reason to return to the site. The following are important steps to take when determining
the content of your Web site:
• Define your Web site’s purpose and audience.
• Determine what information will be important and useful to your audience.
• Divide the important information into appropriate major categories.
• Prioritize the categories, making the most important information the most easily accessible.
• Find related Web sites that can be linked to your site.
When determining the content of your Web site, you may need to consider using outside sources of informa-
tion. Before using matierials that you have found in reference sources, you must obtain permission from the
original source.

The Atoms Hockey Team

The audience is
Audience: Anyone interested in junior hockey, especially communities
clearly defined.
that want to start a league of their own
About Us
History
Useful information
Home rink
is provided for the
Funding
intended audience.
Coaches and players
Copyright © The McGraw-Hill Companies, Inc.

Schedule
Hockey rules and regulations
Links are included Links
so the viewer can
find additional Link to NHL site
related information. Link to IHL site
Links to other junior league sites

Activity: Create a plan for a Web site about a topic that you have some knowledge of and interest in. On a
separate sheet of paper, write an outline that lists the major categories of information you want to include on
the site. Organize your outline so that the categories are listed in order of priority, highest priority being first.
Be sure to include information relevant to each category as subheads within your outline. List other Web sites
that may be useful links to your site.

Business and Technical Writing Activities, Grade 11 23

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Writing the Content for a Web Site

After determining the purpose of your Web site and outlining its content, the next step is to write the content.
With so much information on the Web, users are drawn to sites that are well written and concise. In most
cases, you have limited space at your disposal and your audience has limited time to spend searching the Web.
Therefore, it is important to avoid including unnecessary or frivolous language and to provide content that
directly addresses your audience’s needs. Your tone may range from light to serious—as long as your tone is
consistent with the purpose of your site. Keep the following elements in mind when writing for a Web site:
concise and direct language, clarity, focus, and brevity. There are no set rules for writing for the Internet, but a
well-planned Web site will display a balance between functionality and elegance.

The text is brief and The Atoms

direct in its tone.
We are the Atoms, a River County hockey group for boys and girls ages 6 to
18. Our organization began in 1989 with one team. There were 9 boys, ages
14 to 17, on the first Atoms team. Over the years, we have grown—we now
The text clearly have a total of 8 teams and over 100 boys and girls playing!
indicates the pur-
We started this site so that other communities can learn from our adventures,
pose of the site.
mistakes, and successes.
On this site, you can learn more about us and our teams, including a full his-
tory of our organization.
The content of the
text focuses on See these links for information on NHL, IHL, and other junior leagues
how the user can around the country!
use the Web site. We hope you enjoy hockey as much as we do and that you will find our
Web site enjoyable and useful.

Copyright © The McGraw-Hill Companies, Inc.

Please e-mail comments to the [email protected]

Activity: Write a paragraph or two that you would post on the home page of a Web site you would like to cre-
ate. The text should welcome the user, briefly explain what can be found on the site, and provide some ideas
for making good use of the site. Feel free to include other information that you think may entice your audi-
ence, but remember that concise, brief material usually produces the best results.

24 Business and Technical Writing Activities, Grade 11

 Business and Technical Writing Activities
Name ...................................................................................... Class .................................................. Date ................................

Designing the Layout of a Web Site

After creating the content for a Web site, the Webmaster must address another important issue: the layout of the
Web page. Because Web sites rely on visual elements for navigation through the pages, the layout should be simple
and efficient. The content area, featuring the main text and related graphics, should be the centerpiece of your
Web site. Typically a toolbar located above or beside the main content area provides “buttons” to link the user to
various content areas within the site.
Each page should include a header and one or more subheads. The header, which names the Web site, should
be consistent on every page. The subheads should label the individual page’s content and will typically corre-
spond to one of the main content areas listed on the buttons. There are no set rules for designing Web pages.
Often creativity and experimentation lead to new and effective ways to construct a site.

The page provides

a clear heading
that indicates
the name of the
Web site.
The Atoms
We are the Atoms, a River County hockey group for boys and girls ages 6
The Web page to 18. Our organization began in 1989 with one team. There were 9 boys,
includes a main ages 14 to 17, on the first Atoms team. Over the years, we have grown—
area where con- we now have a total of 8 teams and over 100 boys and girls playing!
tent can be placed. We started this site so that other communities can learn from our
adventures, mistakes, and successes.
On this site, you can learn more about us and our teams, including a
The links to the
full history of our organization.
main areas of
the site are See these links for information on NHL, IHL, and other junior leagues
Copyright © The McGraw-Hill Companies, Inc.

grouped together around the country!

on a toolbar. We hope you enjoy hockey as much as we do and that you will find our
Web site enjoyable and useful.
Please e-mail comments to the [email protected]
The overall design
presents the
important informa-
tion clearly and Our Our Our Links
efficiently. History Teams Conference

Activity: Design a layout for a Web site you would like to create. Select one specific page in the site, such as
the home page, or show the design elements you would use on two or three pages to establish continuity
between the pages.

Business and Technical Writing Activities, Grade 11 25

 Business and Technical Writing Activities
Answers
■ PAGE 1 ■ PAGE 7
Students should identify five of the following elements Students’ memos should
and explain how each element helps to convey the • state the purpose of the announcement in the
letter’s message: beginning of the memo
• Tone—conversational, but formal • include important details about the employee and his
• Focused purpose—stated directly in the beginning or her new role
of the letter • be brief
• Form—proper headers, salutation, letter format • use direct, concise language
• Grammar/Mechanics—following the formal rules of • use proper memo format
grammar and punctuation
• Detail—inclusion of important, relevant information ■ PAGE 8
• Clarity—straightforward, concise language
• Brevity—only necessary content Students’ memos should
• describe the relevant policy in the beginning of the memo
■ PAGE 2 • include important details about the policy
• explain what is expected of the employees
Students’ letters should • be brief
• have a clear and direct purpose • use direct, concise language
• use a polite and formal tone • use proper memo format
• use truthful and straightforward language
• demonstrate an overall consideration of the audience ■ PAGE 9
■ PAGE 3 Students’ memos should
• describe the assigned task in the beginning of the memo
Students’ letters should • include important details about the task
• state the request in the beginning of the letter • explain what is expected of the recipient
• include related details • use direct, concise language
• be brief • use proper memo format
• use clear and direct language
■ PAGE 10
■ PAGE 4
Students’ applications should
Students’ letters should • be complete
• be clear and well-organized • be filled out neatly
• describe opposing points of view • be truthful and accurate in the responses

Copyright © The McGraw-Hill Companies, Inc.

• be written in a direct and focused manner
• use concise language ■ PAGE 11
■ PAGE 5 Students’ applications should
• be complete
Students’ letters should • be filled out neatly
• state what the writer is applying for in the beginning of • be truthful and accurate in the responses
the letter • demonstrate clear, well-organized thoughts in essay
• include a brief overview of qualifications responses that are included
• refer to accompanying materials
• be brief ■ PAGE 12
• use direct, concise language
Students’ résumé outlines should include
■ PAGE 6 • name and contact information
• job goal
Students’ letters should • educational background
• state what the writer is thanking the recipient for in the • work experience (dates and job title included)
beginning of the letter • activities, organizations, or associations, if applicable
• express gratitude and describe how the recipient (dates and role included)
contributed to the event • honors, if applicable
• be brief • references
• use direct, concise language • proper résumé format (if a word processor has been
used to create the résumé)

26 Business and Technical Writing Activities, Grade 11

 Business and Technical Writing Activities
■ PAGE 13 ■ PAGE 20
Students’ e-mails should Students’ instructions should
• have an appropriate subject line • state the final goal at the beginning of the instructions
• state the purpose in the beginning of the e-mail • list items or tools required
• include relevant details about the project • use chronological order for the instructions
• be brief • explain all necessary steps
• use direct, concise language • use direct, imperative sentences

■ PAGE 14 ■ PAGE 21
Students’ e-mails should Students’ outlines should
• have an appropriate subject line • use the main topic heads (introduction, methods and
• state the purpose in the beginning of the e-mail materials, results, and conclusions)
• explain an opinion and offer clear reasons of support • include three appropriate content examples as subheads
• be brief
• use direct, concise language ■ PAGE 22
Students’ abstracts should
■ PAGE 15
• state a general conclusion in the beginning of the abstract
Answers: • include detailed results
• line graph • describe conclusions related to the detailed results
• bar graph • be brief
• pie chart (or circle graph) • use direct, concise language

■ PAGE 16 ■ PAGE 23
Students’ graphs should Students’ outlines should
• be properly labeled • describe the overall topic for the Web site
• use each axis appropriately (vertical: time spent; • list major categories that are related to the topic
horizontal: period of time over which the data • prioritize categories (highest priority should be listed first)
was measured) • include related information as subheads
• show an accurate portrayal of the data • provide a list of possible Web-site link

■ PAGE 17 ■ PAGE 24
Students’ charts should Students’ work should
• be properly labeled • describe the purpose of the Web site in the beginning
• show accurate division of the pie into sections of the text
representing the various activities • describe how to use the Web site
Copyright © The McGraw-Hill Companies, Inc.

• represent 24 hours (100% of the day) • include the important information about the Web site
• be brief
■ PAGE 18 • use concise but creative language
Students’ flowcharts should
■ PAGE 25
• be properly labeled
• use boxes appropriately to represent each step Students’ sketches should
in the process • include headers that identify the Web site and the
• use arrows to represent the correct order of the process specific page
• illustrate the complete process from start to finish • describe the content area for the Web page
• describe a toolbar or similar device that provides
■ PAGE 19 access to important areas
Students’ answers should include • demonstrate efficient use of space
• accurate written instructions for the process • include the creative use of design elements on
• a graphic aid that is well labeled and easy to understand the Web page

Business and Technical Writing Activities, Grade 11 27