Written Communication Toolkit

Encourage students to ask themselves, when starting to write an assignment:

• Who am I writing this for?
• Why am I writing it?
• How will I write it?

Structuring the writing process

This checklist will help students to monitor their own writing.

Checklist for reviewing and monitoring your writing
1  In the essay introduction have you:	Tick
taken account of the interests of your reader and identified possible sources of resistance? analysed what the question requires you to do? defined the scope of your topic without being apologetic? attracted the reader's attention early, either using a thesis statement or in some other way? included a clear, arresting thesis statement, or planned one to use later in the essay? orientated your reader, either using a forecasting statement or another method?
2  In the body of your essay have you:
considered using an organising framework for your paragraphs? ensured that each paragraph has one central idea? ensured your paragraphs support the essay's main idea or relate to it in some other way? used appropriate evidence, illustrations and arguments to support each paragraph's main ideas? made links between preceding and following paragraphs and from the paragraphs to the essay's main idea? included a final statement that either sums up the central idea of each paragraph, suggests implications, or provides one or more of the linkages mentioned in the previous point.
3  In your conclusion have you:
summarised the main evidence in the essay? linked ideas and evidence back to the main ideas? provided rounding off, or evaluative comments, or pointed to implications or possible further developments? dealt with any possible objections on the part of the reader? avoided introducing unrelated material?
4  In the essay as a whole have you:
established and maintained an appropriate style and tone? provided signposts for your reader through the essay's structure, headings and transition words? avoided overly complex words and used acronyms and jargon judiciously? made conscious decisions about the use of first, second or third person pronouns, contractions, direct questions, run-on expressions and quotations? used an appropriate level of grammatical correctness? proofread your work several times for clarity, brevity, spelling and typographical errors?

Baker, E., Barrett, M. & Roberts, L. (2002). Working Communication . Brisbane: John Wiley & Sons Australia, pp. 211-212.

Encourage students to monitor their own writing by asking themselves:

• Is it to the point?
• Is the most important point obvious?
• Have I used simple language?
• Will my reader understand?
• Is it brief?
• Have I used the right tone?
• Have I eliminated unnecessary jargon?
• Are my paragraphs short?
• Are the spelling and punctuation correct?
• Will my reader know what to do next?

Adapted from: Alexander Communications: Style Guide: Retrieved from the World Wide Web on 23 October, 2006:

http://www.alexcommunications.com/style_guide.htm

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