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The Pennsylvania Child Welfare Resource Center University of Pittsburgh, School of Social Work

403 East Winding Hill Road Mechanicsburg, PA 17055

Phone (717) 795-9048 Fax (717) 795-8013 www.pacwrc.pitt.edu

315: Basic Writing Skills

Standard Curriculum

Developed by: Gerald P. Sopko

Revised by: Elizabeth Neail

For:

The Pennsylvania Child Welfare Resource Center

University of Pittsburgh, School of Social Work

February 2014

Copyright 2014, The University of Pittsburgh

This material is copyrighted by The University of Pittsburgh. It may be used freely for training and other educational purposes by public child welfare agencies and other not-for-profit child welfare agencies that properly attribute all material use to The University

of Pittsburgh. No sale, use for training for fees or any other commercial use of this material in whole or in part is permitted without the express written permission of The

Pennsylvania Child Welfare Resource Center of the School of Social Work at The University of Pittsburgh. Please contact the Resource Center at (717) 795-9048 for

further information or permissions.

Agenda for the 3-Hour Workshop on Basic Writing Skills

Day One

Estimated Time Content Page

20 minutes Section I:

Welcome and Introductions 1

30 minutes Section II:

Correct Spelling 4

30 minutes Section III:

Proper Grammar 7

15 minutes Section IV:

Punctuation: The Traffic Cops of Writing

9

30 minutes Section V:

Sentence and Paragraph Construction

11

40 minutes Section VI:

Practice Proof-Reading 17

15 minutes Section VII:

Summary and Evaluation 19


The Pennsylvania Child Welfare Resource Center 315: Basic Writing Skills

Page 1 of 22

Section I: Welcome and Introductions Estimated Length of Time: 20 minutes Related Learning Objective:

Explain the importance of clear written communication and relate at least one personal objective for the course.

Learning/Performance Objectives:

Cite one personal goal for the course. Identify the competencies and learning objectives for the course.

Method of Presentation: Lecture and small group activity Materials Needed:

Flip Chart Pads Flip Chart Stands Laptop LCD Projector/Screen Markers Masking Tape/Poster Putty Name Tents Trainer-Prepared Flip Chart: What’s In It For Me? Trainer-Prepared Flip Chart: Parking Lot Handout #1: PowerPoint Presentation: 315: Basic Writing Skills Handout #2: Agenda/Idea Catcher Handout #3: Learning Objectives and Competency PowerPoint Presentation:

o Slide #1: 315: Basic Writing Skills


Page 2 of 22

Section I: Welcome and Introductions Step 1: (10 minutes) Before participants arrive, display PowerPoint Slide #1 (315: Basic Writing Skills), which is the introductory slide for the training. Whenever possible, start the training session promptly at 9:00 AM. As participants arrive, welcome them and ask them to complete their name tents following the format below:

Name (Center)

County (Top-Right Corner)

Position (Top-Left Corner)

Number of Years with the Agency (Bottom-Left Corner)

One thing they want to know about basic writing skills (Bottom-Right Corner) When the name and four corners are complete, ask participants to place their name tent in front of them. After all participants have arrived and completed their names tents, introduce yourself including your name, area of expertise, current position, years of experience and any other information related to the content. Ask the participants to introduce themselves to the large group using the information they have written on their name tents. As the participants share the one thing that they want to learn about basic writing skills, write these thoughts on the What’s In It For Me? (WIIFM) flip chart. Tell participants that, at the end of the training, they will review the WIIFM flip chart to ensure that all of the concepts/questions have been addressed. Create a Parking Lot for those items that will not be addressed/are not addressed in the training. Explain to participants that the items posted on the Parking Lot are items that may not be addressed in this training; however, you will direct them to resources that can meet their needs. Step 2: (5 minutes) Discuss the following training room guidelines:

The 15-Minute Rule

Training Schedule – 9:00 to 4:00 with breaks/lunch

Document your presence via the sign-in sheet

Provide constructive and motivational feedback

Show respect


Page 3 of 22

Take risks

Practice makes permanent

Focus on learning – cell phones on vibrate & only contact office for emergencies Step 3: (5 minutes) Refer participants to their workshop packets and review the competencies, learning objectives, and agenda for the workshop using Handout #1 (PowerPoint Presentation: 315: Basic Writing Skills), Handout #2 (Agenda/Idea Catcher), and Handout #3 (Learning Objectives and Competency). Having given participants an overview of the content, it is now time to move into the next section of the training.



Page 4 of 22

Section II: Correct Spelling Estimated Length of Time: 30 minutes Related Learning Objective:

Using the Basic Writing Skills Resource Guide, identify and correct spelling errors.


Utilize the Basic Writing Skills Resource Guide. Using the Basic Writing Resource Guide, demonstrate knowledge of the rules

that assist in proper spelling. Identify and correct spelling errors in 5 sentences using the Basic Writing

Resource Guide with one or less errors. Method of Presentation: Lecture and large group activity Materials Needed:

Flip Chart Pads Flip Chart Stands Laptop LCD Projector/Screen Markers Masking Tape/Poster Putty Blank paper Handout #2: Agenda/Idea Catcher (revisited) Handout #4: Basic Writing Skills Resource Guide PowerPoint Presentation:

o Slide #2: Spelling Rules o Slide #3: Forming Plurals o Slide #4: Spelling Game o Slide #5: Spelling Game: Question #1 o Slide #6: Spelling Game: Question #2 o Slide #7: Spelling Game: Question #3 o Slide #8: Spelling Game: Question #4 o Slide #9: Spelling Game: Question #5


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Section II: Correct Spelling Step 1: (10 minutes) Begin by introducing participants to Handout #4 (Basic Writing Skills Resource Guide). Suggest that this guide could be used as a tool if participants ever find themselves struggling with questions regarding writing techniques and will be used throughout today’s training. Explain to participants that practice is the key to becoming excellent and adept writers. Ask participants if they can identify any words that they have trouble spelling. What do participants do when they need to write this word in case documentation or e-mail correspondence? Ask participants to turn to page 37 of Handout #4 (Basic Writing Skills Resource Guide: Spelling) and project the corresponding PowerPoint Slide #2 (Spelling Rules). Cover each of the rules in sufficient detail to assure they are clear to all participants. Step 2: (5 minutes) Direct participants to page 28 of Handout #4 (Basic Writing Skills Resource Guide: Plurals and Possessives), and display the corresponding PowerPoint Slide #3 (Forming Plurals). Using the resource guide and PowerPoint slide as a guide, cover the material for the participants. Point out that pages 9 and 17 of Handout #4 (Basic Writing Skills Resource Guide) provide charts with information on commonly misspelled words and commonly confused words. Suggest that the participant keep the list nearby for help with spelling or access one of the many online dictionaries. [To add a personal note, the presenter might indicate a word or two that’s plagued him/her.] Step 4: (10 minutes) Display PowerPoint Slide #4 (Spelling Game). Distribute five pieces of blank paper to each table. Explain that participants will now have the opportunity to practice their spelling skills by playing a game. Five sentences will be displayed that contain a spelling error. Using Handout #4 (Basic Writing Skills Resource Guide) tables will identify the misspelled word and print the correct spelling on a piece of blank paper. The first table to display the correct spelling receives a point. PowerPoint Slide #5 (Spelling Game: Question #1): panicing should be panicking PowerPoint Slide #6 (Spelling Game: Question #2): collegues should be colleagues PowerPoint Slide #7 (Spelling Game: Question #3): conciousness should be consciousness PowerPoint Slide #8 (Spelling Game: Question #4): fourty should be forty

Trainer Note: The trainer may or may not offer a prize to the group with the most points at the end of the game.


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PowerPoint Slide #9 (Spelling Game: Question #5): affect should be effect Trainer should tally the points and congratulate the winners. Ask participants if they have any remaining questions about the spelling rules discussed in this section of the training. Remind participants that the Basic Writing Resource Guide, along with spell check and online resources, may help when they are faced with any spelling challenges in their writing. Step 5: (5 minutes) Conclude this segment by giving the participants time to reflect upon the materials and highlight any areas they might want to note for improvement. Ask participants to use Handout #2 (Agenda/Idea Catcher) to capture key learning points from this section of the training. Ask participants to share what they wrote on the handout.



Page 7 of 22

Section III: Proper Grammar Estimated Length of Time: 30 minutes Related Learning Objective:

Given basic grammar rules, identify, correct, and explain the reason behind errors.


Recall and cite grammar rules Identify and correct basic grammar rules using the Basic Writing Skills Resource

Guide. Identify acronyms and jargon used in their own work using the Basic Writing

Skills Resource Guide. Method of Presentation: Lecture and small group activity Materials Needed:

Flip Chart Pads Flip Chart Stands Laptop LCD Projector/Screen Markers Masking Tape/Poster Putty Handout #2: Agenda/Idea Catcher (revisited) Handout #4: Basic Writing Skills Resource Guide (revisited) Handout #5: Grammar “Fix It” Exercise Handout #6: Grammar “Fix It” Exercise Key PowerPoint Presentation:

o Slide #10: “Fix It” Instructions o Slide #11: Acronyms/Jargon


Page 8 of 22

Section III: Proper Grammar Step 1: (5 minutes) Ask participants to brainstorm, in a large group, any grammar rules they can remember from school. The trainer should write their answers on a piece of flipchart paper. Ask participants if they struggle with some of these grammar rules? When they run into any grammar issues while writing, how do participants troubleshoot? Distribute Handout #5 (Grammar “Fix It” Exercise) and display PowerPoint Slide #10 (“Fix It” Instructions), the corresponding exercise instructions, while speaking to the need to understand the rules of grammar. Trainer informs the participants that:

Knowing the proper words alone may not be enough

We need grammar to lend order to the words

Failing to heed the basic grammar rules can result in being misunderstood Step 2: (20 minutes) Divide the 10 sentences found in Handout #5 (Grammar “Fix It” Exercise) among the groups and invite the participants to correct their given sentences and create a grammar rule, in their own words, explaining their correction to the sentence. Distribute flipchart paper and request that the small groups present their corrected sentence(s) and their grammar rule(s) to the rest of the group. Participants may use pages 24, 26, and 39 of Handout #4 (Basic Writing Skills Resource Guide) to help guide their work. Once all groups have finished, distribute Handout #6 (Grammar “Fix It” Exercise Key). Together, review the answers to Handout #5 (Grammar “Fix It” Exercise) with participants. Discuss any differing answers as a group, explaining correct answers thoroughly. Step 3: (5 minutes) Trainer introduces page 1 of Handout #4 (Basic Writing Skills Resource Guide: Acronyms) and page 40 of Handout #4 (Basic Writing Skills Resource Guide: Ten Types of Words to Avoid [Jargon]). Review the information on acronyms and jargon with the group. Ask participants why they might want to be careful when using acronyms and jargon in formal case notes. Display PowerPoint Slide #11 (Acronyms/Jargon) and discuss the techniques for using acronyms and jargon. Ask participants if they think this might help avoid some confusion in their writing. Ask participants to use Handout #2 (Agenda/Idea Catcher) to capture key learning points from this section of the training.

Trainer Note: This might be a good place to take a break.

Trainer Note: Do not distribute Handout #6: Grammar “Fix It” Exercise Key until participants have finished Handout #5: Grammar “Fix It” Exercise.



Page 9 of 22

Section IV: Punctuation: The Traffic Cops of Writing Estimated Length of Time: 15 minutes Related Learning Objective:

Using the Basic Writing Skills Resource Guide, identify and correct punctuation errors.


Cite the correct use of punctuation. Identify and correct punctuation errors with five or less mistakes on a 10 question

worksheet. Method of Presentation: Lecture and small group activity Materials Needed:

Flip Chart Pads Flip Chart Stands Laptop LCD Projector/Screen Markers Handout #2: Agenda/Idea Catcher (revisited) Handout #4: Basic Writing Skills Resource Guide (revisited) Handout #7: Punctuation Exercise Handout #8: Punctuation Exercise Key PowerPoint Presentation:

o Slide #12: Punctuation


Page 10 of 22

Section IV: Punctuation: The Traffic Cops of Writing Step 1: (5 minutes) Ask participants what they consider to be the “traffic signals” of writing. Give the group a few seconds to answer. Then, confirm for them that it’s PUNCTUATON . . . the “stop signs,” slow down “warnings,” and proceed this way “alerts.” Tell the group that missing or misleading punctuation slows the reader down, and confuses the meaning of a piece of writing. Explain that punctuation can fill another role for us. Hard to punctuate sentences can indicate that the sentence needs to be rewritten. Introduce the rules of punctuation through Handout #4 (Basic Writing Skills Resource Guide – pages 3, 8, 21, 27, 31, 33, and 34) and PowerPoint Slide #12 (Punctuation). Explain that there are a few punctuation marks that frequently appear in dictation, letters, and petitions. Suggest that by following these few basic rules, they can improve their writing and increase clarity for the reader. Review the information in the resource guide in detail to insure participants understand. Step 2: (10 minutes) Distribute Handout #7 (Punctuation Exercise) to the participants. Instruct the participants to complete the exercise with a partner using the resource guide for assistance. Once participants have finished, distribute Handout #8 (Punctuation Exercise Key). Trainer should quickly review the exercise to insure all participants have the correct answers. Ask participants to use Handout #2 (Agenda/Idea Catcher) to capture key learning points from this section of the training.

Trainer Note: Do not distribute Handout #8: Punctuation Exercise Key until participants have finished Handout #7: Punctuation Exercise.



Page 11 of 22

Section V: Sentence and Paragraph Construction Estimated Length of Time: 30 minutes Related Learning Objective:

Distinguish the appropriate use of active and passive voice using the Basic Writing Skills Resource Guide.


Demonstrate the appropriate use of active and passive voice using the Basic Writing Skills Resource Guide.

Using the Basic Writing Skills Resource Guide, identify and explain the basic rules of sentence and paragraph structure.

Method of Presentation: Lecture, small group activity, and large group activity Materials Needed:

Flip Chart Pads Flip Chart Stands Laptop LCD Projector/Screen Markers Sentence Strips Handout #2: Agenda/Idea Catcher (revisited) Handout #4: Basic Writing Skills Resource Guide (revisited) Handout #9: Sentence Improvement PowerPoint Presentation:

o Slide #13: Active vs. Passive Voice o Slide #14: Active Voice Exceptions o Slide #15: Active vs. Passive Sentence Construction o Slide #16: Improving Sentence Style o Slide #17: Improving Paragraph Construction


Page 12 of 22

Section V: Sentence and Paragraph Construction Step 1: (20 minutes) Ask participants if they know the different between writing in active voice and writing in passive voice. Inform the group that the use of active voice in writing is strongly preferred since this style provides more clarity about who is doing what. Using PowerPoint Slide #13 (Active vs. Passive Voice), explain the differences between active and passive voice in writing.

Active voice- subject does the acting (The case aide delivered the reports)

Passive voice- subject is acted upon (The reports were delivered by the case aide.)

Passive voice is often used when the writer wants to avoid responsibility for what is written. (The recommendation to place the children was made.)

Passive voice is a combination of a “be” verb and a past participle. When you see a passive verb or phrase, consider whether to change the construction of your sentence to increase clarity.

Ask participants if they are aware of any time they might want to use passive voice instead of active voice in their writing. Present the “exceptions to the rule” using PowerPoint Slide #14 (Active Voice Exceptions).

Passive voice should be used when the thing acted upon is more important than the person performing the action. (The hearing was continued by Attorney Martin.)

Use passive voice in technical writing, where the results are more important than the researcher. (The results of the evaluations were divided into four age groups by our psychologist.)

Use passive voice when anonymity of the person performing the action is desirable. (It was reported to CYS that . . . )

Display PowerPoint Slide #15 (Active vs. Passive Sentence Construction). Label one flipchart at the front of the room “Active” and label the other flipchart “Passive.” Pass out two sentence strips to each table. Request that each group write one sentence in active voice and another sentence in passive voice. Once the groups are finished, they should pass their sentence strips to a neighboring table. The neighboring table will place their given sentence strips on the “Active” or “Passive” flipchart at the front of the room. When everyone has finished, ask participants if their neighbors were correct. Trainer should facilitate discussions between groups regarding their answers.


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Step 4: (5 minutes) Ask participants if they ever have any trouble constructing sentences. What kinds of issues do they run into? Explain that the proper use of active and passive voice can go a long way to help with sentence structure. Ask participants if anyone in the group can offer any tips or tricks they use when they run into a sentence structure issue? Use PowerPoint Slide #16 (Improving Sentence Style), page 34 of Handout #4 (Basic Writing Skills Resource Guide: Sentence Improvement), and Handout #9 (Sentence Improvement) to cover the following suggestions for improving sentence style:

Sentences should be written in a manner that is complete and mature. The most common errors preventing complete and mature sentences in our documentation are: o Fragments- groups of words used as a sentence, but lacking one of the critical

components of a sentence, a subject, verb, or other essential piece. o Comma fault- joining two independent clauses together using only a comma.

Also known as a comma splice. o Run-on sentences- the result of two sentences being joined without adequate

punctuation or connecting words. Also known as a fused sentence. o Rambling sentence- is one that goes on and on. Usually brought about by the

overuse of the word and. (Writer’s Inc., 1992)

Sentences should be clear and exact. Confused or “muddied” writing is frustrating to the reader. To write clearly, you must think clearly about the subject, be prepared to rethink (revise and edit) carefully. Avoid the following: o Incomplete comparisons- results from leaving out words which are necessary to

make the sentence clear and complete. o Ambiguous wording- constitutes wording with two possible meanings o Indefinite reference- the problem caused by careless use of pronouns. As a

result, the reader isn’t sure what the pronoun is referencing. o Misplaced modifiers- modifying clauses that are placed incorrectly and therefore

the meaning of the sentence is unclear. o Dangling modifiers- are modifiers appearing to modify a word which isn’t in the

sentence, or the wrong word in the sentence. (Writer’s Inc., 1992)

Sentences should be concise and natural. Somehow we’ve come to the conclusion that concise writing is not effective writing. We’ve decided that flowery, artificial writing is expected. Participants should work to develop a personal style that produces natural and honest expression. Guard against the following common errors: o Wordiness- using redundant expressions, double subjects, and saying the same

thing twice in a phrase or word group. o Flowery language- Using bigger words than necessary, or too many adjectives

or adverbs. o Deadwood- using many unnecessary words to express a simple thought. o Trite expressions- resulting in flat and unnatural writing


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o Euphemism- substituting a word or phrase so as to be less offensive o Jargon- use of language that is particular to a certain field or profession o Cliché- overused word or expression that offers nothing new or interesting to the

reader. (Writer’s Inc., 1992)

Sentences should be smooth and graceful. Move your reader along without interruption or re-reading. Some common mistakes to avoid are: o Period faults- short, choppy sentences that generally are the result of overuse of

the period. The resulting sentences have that “primer” style to them, reading like your third grade paper entitled, “What I did on my Summer Vacation”.

o Split construction- resulting when a word or phrase is placed in the middle of the main thought.

o Mixed construction- beginning a sentence with one plan of construction, and then switching midway through the sentence. (Writer’s Inc., 1992)

Sentences should be correct and appropriate. You should stick to language that is appropriate and correct when writing reports, summaries, petitions, and case file notes. Avoid using the following: o Nonstandard language which might be acceptable in conversation, but not in

official writing. Colloquial expressions (Wait up) Double prepositions (Get off of the couch) Substituting and for to, or of for have when combined with should, could,

would. (Try and find out. I could of been the worker.) Slang, or the use of in’ for ing endings (Yo, dude, what’s happenin’?)

o Double negatives can take on a meaning completely opposite, but always sound bad. Using hardly, barely, or scarcely with a negative results in a double negative, too. (Writer’s Inc., 1992)

Sentences should be logical and consistent. Ask yourself if the ideas in your sentences are arranged logically. Does the reader see clearly and accurately what you’re attempting to show? Some errors you might make or see in writing are: o Upside-down subordination- the main idea of the sentence is expressed as the

dependent clause rather than the independent clause. o Anticlimax- beginning with the most important idea and continues with details that

are unimportant or out of place. o Inconsistent (nonparallel) construction- changing the structure of the words or

phrases being used in the sentence. o Shifts in construction- look for shifts in number, tense, person, and voice.

(Writer’s Inc., 1992)

Step 5: (5 minutes)

Ask participants if they ever have any trouble constructing paragraph. What kinds of issues do they run into? Ask participants if anyone in the group can offer any tips or


Page 15 of 22

tricks they use when they run into a paragraph structure issue? How do they know when one paragraph ends and another begins? Display PowerPoint Slide #17 (Improving Paragraph Construction) and offer the following information about paragraphs (Driscoll, D.L. & Brizee, A. (2013). On paragraphs. Retrieved August 27, 2013, from http://owl.english.purdue.edu/owl/resource/606/01/):

A paragraph is a group of sentences (or single sentence) set off as a unit.

Usually the sentences in a paragraph are related in some way

Sentences in a paragraph should revolve around one main idea

Three qualities of a successful paragraph are: Unity, Coherence, a topic sentence, and Development. o Unity- it focuses on one main idea o Coherence- its parts are clearly related o Development- the main idea is supported with specifics

The anchor of a good paragraph is a topic sentence o Topic sentence presents the main idea o Other sentences in the paragraph should relate to that main idea o Topic sentences generally appear at the beginning of a paragraph, but can

appear anywhere, or even be implied. When you want the reader to see the point immediately, open with the topic

sentence. When specific details are leading up to a generalization or conclusion, place

the topic sentence at the end of the paragraph. No matter how you organize the sentences, make sure each contributes to

the main idea of the paragraph.

Coherent paragraphs include details that fit together in a way that the reader can easily follow. Use of the following can build coherence (Writer’s, Inc., 1992): o Organizing ideas- Clear organization of ideas creates coherence by avoiding the

haphazard “clumping” of sentences; sentences that have only a remote relationship to one-another or to the main topic.

o Repeating key concepts- Repeated key words or phrases builds coherence by linking the sentences and showing the importance held by the word or phrase in the larger writing. (This doesn’t mean to use the same words over and over. An example: In documenting an abuse case, words like: abuse, serious physical injury, bruising, and beaten help tie the paragraph together.) Repetition helps the reader follow the logic of the paragraph and understand the writers point.

o Parallel structure- repeating phrases that are similar in meaning or structure. (Kennedy’s inaugural address alerted all nations that we intend to “pay any price, bear any burden, meet any hardship, support any friend, oppose any foe in order to assure the survival and the success of liberty”. Notice the parallel structure in pay any price, bear any burden, etc.? Each phrase begins with a verb and ends with a noun.)

http://owl.english.purdue.edu/owl/resource/606/01/


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o Pronouns- Since pronouns usually refer back to a noun or other pronoun, they are good coherence tools to use.

o Transitional Expressions- are words or phrases that bring cohesion to a paragraph by helping the reader to follow the progression of thought. For example, thus, after all, and likewise help to signal the relationship between one idea and the next.

Without development, unity and cohesion won’t hold a reader’s attention or fully explore the main idea of the paragraph. Details, examples, and evidence are necessary to prevent the writing from becoming dull and abstract.

In evaluating paragraphs, suggest that participants might use the following information on page 25 Handout #4 (Basic Writing Skills Resource Guide: Paragraph Construction).

Ask participants to use Handout #2 (Agenda/Idea Catcher) to capture key learning points from this section of the training.



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Section VI: Practice Proof-Reading Estimated Length of Time: 40 minutes Related Learning Objective:

Given a sample, use the Basic Writing Skills Resource Guide to accurately proof read and edit.


Identify and correct errors in spelling, punctuation, grammar, and composition on a worksheet containing various forms of written documentation using the Basic Writing Skills Resource Guide with no more than 2 errors.

Cite available writing resources. Method of Presentation: Small group activity and lecture Materials Needed:

Flip Chart Pads Flip Chart Stands Laptop LCD Projector/Screen Markers Handout #4: Basic Writing Skills Resource Guide (revisited) Handout #10: Proof-Reading Exercise Handout #11: Proof-Reading Exercise Key Handout #12: References Handout #13: Action Plan PowerPoint Presentation

o Slide #18: Proofing Exercise Instructions o Slide #19: Writing Manuals



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Section VI: Practice Proof-reading Step 1: (25 minutes) Distribute Handout #10 (Proof-Reading Exercise) and assign each table one of the four examples. Display PowerPoint Slide #18 (Proofing Exercise Instructions). Explain to the participants that they have 15 minutes to correct/rewrite their example, using the resource guide for help. At the end of that time, distribute Handout #11 (Proof-Reading Exercise Key). Lead the group in a discussion of the changes and the reasons for the change. Step 2: (5 minutes) Distribute copies of Handout #12 (References) to each participant. Explain that participants may find a list of online resources that will help them with their writing on page 43 of Handout #4 (Basic Writing Skills Resource Guide). Display PowerPoint Slide #19: Writing Manuals. Tell participants their local library and used book stores may have writing resources available for their use. Suggest that each participant consider purchasing a desk reference volume for their personal use. Step 3: (10 minutes) Distribute the Handout #13: Action Plan and quickly review the pieces of the plan. Instruct the participants to complete the plan on their own. Participants should check those items they feel need improvement. Participants should then make three action commitments they can agree to implement on the job. Be sure the participants have included a time line and person responsible for each of the three commitments.

Trainer Note: Do not distribute Handout #11: Proof-Reading Exercise Key until participants have finished Handout #10: Proof-Reading Exercise.



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Section VII: Summary and Evaluations Estimated Length of Time: 15 minutes Related Learning Objective:

Explain the importance of clear written communication and relate at least one personal objective for the course.


Identify and cite basic writing skills gleaned from the course. Method of Presentation: Lecture and large group activity Materials Needed:

Flip Chart Pads Flip Chart Stands Idea Catchers Laptop LCD Projector/Screen Markers Masking Tape/Poster Putty Trainer-Prepared Flip Chart: What’s In It For Me? Trainer-Prepared Flip Chart: Parking Lot PowerPoint Presentation:

o Slide #20: Questions? Comments?


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Section VII: Summary and Evaluations Step 1: (10 minutes) Engage participants in a discussion pertaining to their experience throughout the training, validate, and thank participants for sharing. Ask participants to think about what they learned during the training and share what they gained from it. Review the What’s In It For Me? flip chart making sure that all points were addressed. Review the Parking Lot flip chart and assist participants in identifying any possible resources that may meet their needs.

Trainer Note: It may be beneficial to compile some questions for the group to help with the discussion of the overall experience throughout the training.

Step 2: (5 minutes) Summarize key learning points from the day and get participants’ feedback on the content of the presentation. Show PowerPoint Slide #20 (Questions? Comments?). Give participants the opportunity to ask questions. Answer questions, address and validate comments. Distribute the course evaluations and ask participants to complete them. Thank participants for participating in the training.


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Psychological Association (6th ed.). Washington, DC: American Psychological Association.

California State University. (n.d.). Common spelling rules. Retrieved August 27, 2013,

from http://www20.csueastbay.edu/library/scaa/files/pdf/commonspelling.pdf Deep, S. & Sussman, L. (1990). Smart moves. Reading, MA: Addison-Wesley

Publishing Co. Driscoll, D.L. & Brizee, A. (2013). On paragraphs. Retrieved August 27, 2013, from

http://owl.english.purdue.edu/owl/resource/606/01/ Driscoll, D.L. & Brizee, A. (2013). Stereotypes and biased language. Retrieved August

27, 2013, from http://owl.english.purdue.edu/owl/resource/608/05/ Lee, C. (2012). How to capitalize and format reference titles in APA style. Retrieved

August 27, 2013, from http://blog.apastyle.org/apastyle/2012/03/how-to-capitalize-and-format-reference-titles-in-apa-style.html

Lunsford, A. & Connors, R. (1989). The St. Martin’s handbook. New York, NY: St.

Martin’s Press, Inc. The MC Writing Center. (n.d.). Rules for forming plural nouns. Retrieved August 27,

2013, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&cad=rja&sqi=2&ved=0CC8QFjAB&url=http%3A%2F%2Flibrary.mc.edu%2Findex.php%2Ftools%2Frequired%2Ffiles%2Fdownload%3FfID%3D488&ei=a9kgUqWFHcfd4AOFuoGYBw&usg=AFQjCNE0j370TUVGCCzTyEC3b5b1zPLC6w

North Ridgeville City Schools. (n.d.). Basic grammar rules. Retrieved August 27, 2013,

from http://www.nrcs.k12.oh.us/Downloads/Basic-Grammar-Rules.pdf Oxford Dictionaries. (2013). Common misspellings. Retrieved August 27, 2013, from

http://oxforddictionaries.com/words/common-misspellings Purdue Online Writing Lab. (2013). Answer: Punctuation exercise. Retrieved August 27,

2013, from http://owl.english.purdue.edu/exercises/3/16/14/answer Purdue Online Writing Lab. (2013). The apostrophe. Retrieved October 3, 2013, from

https://owl.english.purdue.edu/owl/resource/621/01/

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http://blog.apastyle.org/apastyle/2012/03/how-to-capitalize-and-format-reference-titles-in-apa-style.html

http://blog.apastyle.org/apastyle/2012/03/how-to-capitalize-and-format-reference-titles-in-apa-style.html

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&cad=rja&sqi=2&ved=0CC8QFjAB&url=http%3A%2F%2Flibrary.mc.edu%2Findex.php%2Ftools%2Frequired%2Ffiles%2Fdownload%3FfID%3D488&ei=a9kgUqWFHcfd4AOFuoGYBw&usg=AFQjCNE0j370TUVGCCzTyEC3b5b1zPLC6w




http://www.nrcs.k12.oh.us/Downloads/Basic-Grammar-Rules.pdf

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http://owl.english.purdue.edu/exercises/3/16/14/answer

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Purdue Online Writing Lab. (2013). Exercise: Punctuation exercise. Retrieved August 27, 2013, from http://owl.english.purdue.edu/exercises/3/16/14/

Sebranek, P., Meyer, V., & Kemper, D. (1992). Writers inc.: A guide to writing, thinking,

& learning. Burlington, WI: Write Source Educational Publishing House. Utah Valley State College Writing Center. (n.d.). Basic punctuation Rules. Retrieved

August 27, 2013, from http://www.is.wayne.edu/MNISSANI/cr/punctuation.pdf Venolia, J. (1995). Wright right: A desktop digest of punctuation, grammar, and style.

Berkeley, CA: Ten Speed Press. Wildhaber, J. (2010). How to write clear sentences. Retrieved August 27, 2013, from

http://www.quickanddirtytips.com/education/grammar/how-write-clear-sentences?page=all

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