This lesson plan is designed to provide enhanced ... · Conduct of Lesson NOTE: Before presenting...

CRM LESSON PLAN REPORT

ENHANCE COMMUNICATIONS805C-CSAE3101 / 1.0 ©

Analysis14 November 2017

Effective Date: N/A

SCOPE:

This lesson plan is designed to provide enhanced communications skills to Executive AdministrativeAssistants (ASI E3) who support senior officers and civilians.

____________________________

Distribution Restriction: Approved for public release; distribution is unlimited.

Destruction Notice: None

Foreign Disclosure: FD1 - This training product has been reviewed by the training developers in coordination with the USASSI / Fort Jackson SC foreign disclosure officer. This training product

can be used to instruct international military students from all approved countries without restrictions.

1

SECTION I. ADMINISTRATIVE DATA

All CourseMasters/POIsIncluding ThisLesson

Courses

CourseNumber

Version Title Phase Status

510-ASIE3 1.0 Executive AdministrativeAssistant

N/A Analysis

POIs

POI Number Version Title Phase Status

510-ASIE3 1.0 © Executive AdministrativeAssistant

0 Analysis

Task(s)Taught(*) orSupported

Task Number Task Title Status

Individual

805C-LE3-1000 (*) Enhance Communications Analysis805C-LE3-1001 Prepare Executive-Level Correspondence Analysis

ReinforcedTask(s) Task Number Task Title Status

Knowledge Knowledge Id Title Taught Required

805C-K-0096 Parts of a memorandum Yes Yes805C-K-0215 What the various types of memorandums are Yes Yes805C-K-0216 What the format is for various types of

memorandumsYes Yes

805C-K-0221 What the various types of errors are Yes Yes805C-K-0241 Know how to apply rules of english grammer

to written communicationYes Yes

K012 Read English language No Yes

Skill Skill Id Title Taught Required

S3196 Ability to Write effectively Yes Yes805C-S-0156 Prepare a Memorandum Yes YesS3200 Ability to Review Correspondence Yes Yes

Administrative/AcademicHours

The administrative/academic (50 min) hours required to teach this lesson are as follows:

Academic Resident Hours / Methods

Yes 0 hrs 10 mins Structured OverviewYes 1 hr 0 mins Interactive Multimedia InstructionYes 24 hrs 0 mins Practical Exercise (Hands-On/Written)Yes 10 hrs 45 mins Reflective DiscussionYes 10 hrs 45 mins Discussion (Small or Large Group)Yes 1 hr 0 mins Test ReviewYes 2 hrs 0 mins Test

________________________________________________________________________Total Hours(50 min): 50 hrs 0 mins

2

InstructorActionHours

The instructor action (60 min) hours required to teach this lesson are as follows:

Hours/Actions

2 hrs 0 mins Grade Paper1 hrs 0 mins Grade Test2 hrs 0 mins Student Re-test2 hrs 0 mins Student Re-train

________________________________________________________________________Total Hours (60 min): 7 hrs 0 mins

Test Lesson(s) Hours Lesson Number Version Lesson Title

None

PrerequisiteLesson(s) Hours Lesson Number Version Lesson Title

None

TrainingMaterialClassification

Security Level: This course/lesson will present information that has a Security Classification of:U - Unclassified.

ForeignDisclosureRestrictions

FD1. This training product has been reviewed by the training developers in coordination withthe USASSI / Fort Jackson SC foreign disclosure officer. This training product can be used toinstruct international military students from all approved countries without restrictions.

ReferencesNumber Date

AR 25-50

Title

Preparing and Managing Correspondence 17 May 2013

Student StudyAssignment None.

InstructorRequirements 1. Instructor / facilitator must review lesson plan material at least one day prior to the actual

date of instruction to ensure all material is available and any required multi-media equipment is

operational (if used).

2. All instructors / facilitators must meet the following minimum requirements:

a. Must be of the grade authorized by the Table of Distribution and Allowances (TDA).

b. Must meet physical qualifications IAW AR 40-501, Standards of Medical Fitness.

c. Must document successful completion of a TRADOC approved Facilitator Training Course

within the past five years.

d. Must provide documentary evidence of proponent certification IAW USASSI Regulation

350-25, Instructor / Facilitator Certification.

3

SupportPersonnelRequirements

Assistant Instructors / Facilitators: All lesson plans material must be reviewed at least one

day prior to facilitation. Assistant instructors / facilitators must be alert to the needs of the

learners and assist as necessary. Additionally, they must be prepared to take over classroom

instruction in the event of the unavailability of the primary instructor / facilitator or an interruption

/ emergency.

AdditionalSupportPersonnelRequirements

NameStudent

Ratio QtyMan

Hours

None

EquipmentRequiredfor Instruction

ID - Name StudentRatio

InstructorRatio Spt Qty Exp

5830-01-C16-2663 - PodiumLectern: MP42-T Lectern

0:0 0:0 Yes 2 No

5836-01-C10-1226 - Player,DVD/VCR: Combo HD Samsung

0:0 0:0 Yes 1 No

5965-01-C11-8844 - MicrophoneDynamic, w/Connector andCable: Desktop GooseneckShure

0:0 0:0 Yes 1 No

5965-01-C12-2937 - MicrophoneWireless, W/Dynamic High:EW112E Sennheiser

0:0 0:0 Yes 1 No

5965-01-T00-0117 - IndoorSpeakers: DI5 Tannoy

0:0 0:0 Yes 4 No

6150-01-398-2605 - POWERSTRIP,ELECTRICAL OUTLET

0:0 0:0 Yes 18 No

6720-01-C15-4950 - ImagingCamera: Wolf Vision VZ8LTG

0:0 0:0 Yes 1 No

6730-01-X00-0744 - Projector,LCD/DLP: Panasonic PT-DW6300US

0:0 0:0 Yes 2 No

7021-01-C14-3190 - Computer,Micro Lap-Top Portable AC:M4500 Dell

1:1 0:0 No 0 No

7025-01-328-5540 - Printer,Automatic Data Processing,Laser Printer

0:0 0:0 Yes 2 No

7025-01-C09-1799 - Touchpanel,Color: TPS-3100l Crestron

0:0 0:0 Yes 1 No

7025-01-C12-2693 - Monitor Dell1909wb 2 Each

0:0 0:0 Yes 1 No

7050-01-C14-4309 - InteractivePen Display: ID422W Smart

0:0 0:0 Yes 1 No

7110-01-202-3674 - Board,Marker, Dry, Erasable Type

0:0 0:0 Yes 2 No

7510-01-424-4867 - Easel,Display and Training

0:0 0:0 Yes 2 No

7730-01-C16-2736 - MonitorTelevision Color, TY SZ AA: TH-65PF20UK Panasonic

0:0 0:0 Yes 2 No

(Note: Asterisk before ID indicates a TADSS.)

4

MaterialsRequired Instructor Materials:

Each primary instructor / facilitator should possess a lesson plan, slide presentation, course

handouts, and practical exercises, as applicable. All required references are available on the

Army Publishing Directorate website (http://www.apd.army.mil) or USASSI SharePoint site.

Student Materials:

Student should possess standard classroom supplies to actively participate in training. Course

handouts, practical exercises, and all required references will be provided by the primary

instructor / facilitator.

Classroom,Training Area,and RangeRequirements

ID - Name Quantity StudentRatio

SetupMins

CleanupMins

17136BEL3-18CRXXIB-EL3: Classroom XXI Automation-Aided Instructional Building AdvancedTechnology-Enhanced Level 3,18 Persons

1 0:0 10 10

AmmunitionRequirements DODIC - Name Exp

StudentRatio

InstructRatio

SptQty

None

Instructional Guidance/Conduct of Lesson NOTE: Before presenting this lesson, instructors must thoroughly prepare by studying this

lesson and identified reference material.

1. Before presenting this lesson, instructors must thoroughly prepare by completing the six pre-

requisite Basic Grammar lessons in Skillsoft (https://usarmy.skillport.com), studying this

lesson, and identified reference materials.

2. Throughout this lesson, solicit from students the challenges they experience in the current

operational environment (OE) and what they do to resolve them. As applicable, encourage

students to apply at least one of the critical operational variables: Political, Military, Economic,

Social, Information, Infrastructure, Physical Environment and Time (PMESII-PT).

Proponent LessonPlan Approvals Name Rank Position Date

None NO DATA

5

http://www.apd.army.mil/

https://usarmy.skillport.com/

SECTION II. INTRODUCTION

Method of Instruction: Structured OverviewMode of Delivery: Resident Instruction

Instr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-1712(1:18)

Time of Instruction: 10 mins

Motivator SHOW SLIDE 1: ENHANCE COMMUNICATIONS

Whitney Griswold, former president of Yale University, once said that there are “glaring

examples” of inadequate training among college students, particularly in their inability to read

and write properly in their own English language. As much as you would like to think that you

know a great deal about your language, many of you, unfortunately, do not know very much

about it. True, many speak and write fairly well, but fairly well is not good enough. Your duty

upon graduation will be that of an executive administrative assistant to a field grade or general

officer. You must be concerned with the transmission of ideas through the medium of

language. If you do not have a facility with language, the task of conveying ideas becomes

quite difficult.

SHOW SLIDE 2: TERMINAL LEARNING OBJECTIVETerminal

Learning

Objective

NOTE. Inform the students of the following Terminal Learning Objective requirements.

At the completion of this lesson, you [the student] will:

Action: Enhance CommunicationsConditions:

In a classroom environment, as an Executive Administrative Assistant,

given a copy of printed material containing errors in spelling, word usage,

and sentence structure, and all necessary references.

Standards:With a minimum of 70% accuracy:

1. Identify Parts of Speech.

2. Identify Base Words.

3. Apply the Mechanics of Writing.

4. Identify Common Errors.

LearningDomain - Level:

Cognitive - Applying

No JPMELearning Areas None

6

Supported:

SafetyRequirements In a training environment, leaders must perform a risk assessment in accordance with DA PAM

385-30, Risk Management. Leaders will complete a DD Form 2977 DELIBERATE RISK

MANAGEMENT WORKSHEET during the planning and completion of each task and sub-task

by assessing mission, enemy, terrain and weather, troops and support available-time available

and civil considerations, (METT-TC). Local policies and procedures must be followed during

times of increased heat category in order to avoid heat related injury. Consider the work/rest

cycles and water replacement guidelines IAW TRADOC Regulation 350-29.

Risk AssessmentLevel

Low - Electrical Shock, Fire, Slippery Floors, Physical Injure/Strain, Tripping Tight

Spaces in Classroom, and Influenza

Assessment: Low

Controls: Primary Instructor (PI) will ensure: All electrical cords are properly stored under

desks, liquid containers have lids on them and all spills are immediately cleaned and mopped

and allowed to completely dry before allowing students/personnel to walk on them. All chairs

are ergonomically designed, adjust to individual preference and that all students are awake and

paying attention in class. All cables/cords are properly plugged in, sheathed, and secured

along tables, walls, and ceilings. No damaged or frayed cords/cables will be used. PI will brief

proper handwashing techniques, the use of hand sanitizer, and evacuation procedures. All

trash will be removed daily.

Leader Actions: Detailed in-brief covering all aspects of safety to include daily classroom

inspections, spills cleaned immediately, emergency exit plans, leader checks, hygiene

procedures, and weekly safety briefings.

EnvironmentalConsiderations NOTE: Instructor should conduct a Risk Assessment to include Environmental Considerations

IAW ATP 3-34.5, Environmental Considerations {MCRP 4-11B}, and ensure students are

briefed on hazards and control measures.

Environmental protection is not just the law but the right thing to do. It is a continual process and starts with deliberate planning. Always be alert to ways to protect our environment during training and missions. In doing so, you will contribute to the sustainment of our training resources while protecting people and the environment from harmful effects. Refer to ATP 3-34.5 Environmental Considerations and GTA 05-08-002 ENVIRONMENTAL-RELATED

RISK ASSESSMENT

InstructionalLead-in Allow 5 minutes to show students the skit from Garrison Keillor’s, “A Prairie Home Companion

– The Professional Organization of English Majors”:

https://www.youtube.com/watch?v=BCCk4mV9MHI

NOTE: Discuss with students the line towards the end of the skit and its relevancy for members

of a profession (EAA-E3) who represent their supervisor and unit:

“Little mistakes in writing or speech can undermine your credibility…nothing speaks

louder than words.”

7

https://www.youtube.com/watch?v=BCCk4mV9MHI

SECTION III. PRESENTATION

NOTE: Inform the students of the Enabling Learning Objective requirements.

A. ENABLING LEARNING OBJECTIVE

ACTION: Complete Pre-AssessmentCONDITIONS:

In a classroom environment, given access to a computer with internet access and

connected to a printer.

STANDARDS:Student will meet the standard when they complete 100% of the pre-assessment.

LEARNINGDOMAIN - LEVEL:

Cognitive - Evaluating

No JPMELEARNING AREASSUPPORTED:

None

ELO A - LSA 1. Learning Step / Activity ELO A - LSA 1. Complete Pre-Assessment

Method of Instruction: Interactive Multimedia InstructionMode of Delivery: Resident Instruction

Instr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-1712 (1:18)*

Time of Instruction: 1 hrMedia Type: Computer Assisted Instruction / Interactive Multimedia

Instruction (IMI)Other Media: Unassigned

Security Classification: This course/lesson will present information that has aSecurity Classification of: U - Unclassified.

Note: Marked as (*) is derived from the parent learning object

SHOW SLIDE 3: ENABLING LEARNING OBJECTIVE A

ACTION: Complete Pre-Assessment

CONDITIONS: In a classroom environment, given access to a computer with internet

access and connected to a printer.

STANDARDS: Students will meet the standard when they complete 100% of the pre-

assessment.

SHOW SLIDE 4: PRE-ASSESSMENT

We’ve all had English Grammar and Punctuation in school but how much do we

actually remember? Some, if not all of us have written memorandums or letters but

were you sure they were grammatically correct?

NOTE: Tell the students they will find out what they know by completing the Technical

Writing Tool.

8

http://www.ssi.army.mil/Courses/AGS/PE/TechnicalWriting/index.html

NOTE: Inform students they have one hour to complete the assessment and make

note of their score.

Check on Learning: NOTE: Conduct a Check on Learning during the Pre-

Assessment Review (LSA 2).

Review Summary: NOTE: Conduct a Review Summary after completion of

Pre-Assessment Review (LSA 2).

ELO A - LSA 2. Learning Step / Activity ELO A - LSA 2. Conduct Pre-Assessment Review

Method of Instruction: Reflective DiscussionMode of Delivery: Resident Instruction


Time of Instruction: 20 minsMedia Type: ConferenceOther Media: Unassigned



NOTE: Conduct a comprehensive review of the pre-assessment with the students.

Assess overall class performance and identify strong and weak subject areas.

Check on Learning: SHOW SLIDE 5: CHECK ON LEARNING

Q: What area were you the weakest in on the pre-

assessment?

Q: What part of the pre-assessment surprised you?

Review Summary: SHOW SLIDE 6: ENABLING LEARNING OBJECTIVE A -

SUMMARY

During this block of instruction you completed a pre-

assessment to see how you did in recognizing grammar and

punctuation requirements. The pre-assessment provides

you with a baseline of your current knowledge and skills.

CHECK ON LEARNING (ELO A):NOTE: Assess individual and class performance on the Pre-Assessment

and conduct a Check on Learning based on the results. Select Check on

Learning questions from the lesson plan or practical exercise appropriate to

the area(s) where students performed poorly or demonstrated weakness.

REVIEW SUMMARY(ELO A):You have completed the pre-assessment for the Enhance Communications

lesson. The pre-assessment should give you a pretty good idea of where

9

http://www.ssi.army.mil/Courses/AGS/PE/TechnicalWriting/index.html

your strong and weak areas are. This is a very comprehensive lesson and

we will examine all areas on the pre-assessment is detail as we work

through it with multiple practical exercises.

B. ENABLING LEARNING OBJECTIVE

ACTION: Enhance English GrammarCONDITIONS:

In a classroom environment, given access to a computer with internet access and

connected to a printer.

STANDARDS:With a minimum of 70% accuracy, identify the eight (8) parts of speech.




None

ELO B - LSA 1. Learning Step / Activity ELO B - LSA 1. Review Nouns and Pronouns



Time of Instruction: 1 hr 40 minsMedia Type: Printed Reference Material / PowerPoint PresentationOther Media: Unassigned



SHOW SLIDE 7: ENHANCE ENGLISH GRAMMAR

NOTE: Engage the students in a review of each of the business grammar basic

lessons completed as a course pre-requisite. Ask open ended questions to foster

discussion.

NOTE: There are 35 hours allocated for ELO B discussion and practical exercises.

We’ll start at the beginning and discuss the parts of speech.

Q: What are the eight Parts of Speech?

A: Nouns, Pronouns, Verbs, Adverbs, Adjectives, Conjunctions, Interjections and

Prepositions.

SHOW SLIDE 8: PARTS OF SPEECH

NOTE: As you progress through the slides, using the Skillsoft job aids and/or skill

briefs, facilitate discussion with students on the particulars for each part of speech.

Have students come up with examples (both right and wrong).

10

We are now going to review, in detail, the eight Parts of Speech and their application.

SHOW SLIDE 9: NOUNS

Nouns. A noun is a naming word which names a person, place or object/thing. In the

sentence unit, a noun is commonly used as a subject, subject complement, or object.

-What are the two kinds of nouns?

Proper names a specific person, place, or object (thing).

Common names a nonspecific item: Soldier (person), city (place), painting

(object/thing).

-What are the two types of nouns? Concrete and Abstract.

Concrete names something you can hold in your hand: desk, pen.

Abstract something which exists but can’t be physically touched: a feeling or

character trait.

NOTE: Facilitate discussion of proper/common nouns. Ask for examples of both.

Some examples are:

PROPER

Stradivarius violin

Lay-Z-Boy chair

Survivor Tree (in Oklahoma)

The United States of America

Maria (name of a child)

COMMON

Instrument

Chair

Tree

Country

Child

SHOW SLIDE 10: PRONOUNS

Pronouns. A pronoun is a naming word that is used to replace a noun.

11

NOTE: Facilitate discussion by stating a pronoun and have students tell you what type

of pronoun it is.

Nominative case pronouns are I, you, he, she, it, who, we and they. They can

function as the subject of a sentence (I, you, he, she, it who we and they can function

as the complement of a being verb (am, is, are, was, were, be, being, been), (The

winner is she.)

Objective case pronouns function as objects (me, you, him, her, it whom, us and

them). They are the receivers in sentences, (Henry gave the books to Jack and me.)

Reflexive pronouns refer to nouns or pronouns that have already been named in a

sentence, “I painted that portrait myself.” The word “myself” is reflexive because it

refers to the pronoun “I” which has already been named in the sentence. Intensive

pronouns emphasize the use of a noun or another pronoun. * Reflexive and

Intensive pronouns are formed by adding “-self” or “-selves” to a personal

pronoun.

Possessive case pronouns are used to show ownership (my, mine, your, yours, his,

her, our, their, theirs and whose.) Unlike other possessive words, possessive

pronouns DO NOT require an apostrophe.

Choosing the right pronoun is most confusing when it is combined with other words.

You might have difficulty deciding whether to use me or I in the sentence, “Max and

me (or I) went to the meeting.” Use the following system to ensure you choose the

correct pronoun:

- Step 1. Read the sentence using only the pronoun to see if it sounds right. If you

have the slightest doubt, move to Step 2.

- Step 2. To check pronoun usage, read the sentence using just the pronoun. In this

case, that means eliminating the words “Max and.” The error is now obvious. It

sounds uncomfortable to say, “Me went to the meeting.”

- Step 3. Now substitute the correct pronoun in the sentence. Again, read it out loud:

“I went to the meeting.”

- Step 4. The final step is to put the sentence back together. This process ensures

that you’ve used the correct pronoun. All of the material in these sections can be

easily facilitated.

NOTE: Have the students come up with the examples (both right and wrong.)

SHOW SLIDE 11: PRONOUNS (2)

12

Pronouns must match the noun it is replacing.

NOTE: Ask a student to come to the board. Show the sentence without pronouns and

then have the student write the same sentence with pronouns.


Sentence without pronouns:

John went for a run this morning before John’s wife woke up, and after which John’s

wife would need John’s help preparing John and his wife’s children for the school day.


Sentence with pronouns:

John went for a run this morning before his wife woke up, and after which she would

need his help preparing their children for the school day.


NOTE: Facilitate discussion on common errors and use the following examples of

what the examples on the slide represent.

There references an object far away.

Their shows possession.

There is the contraction of They Are.

Its is the possessive form of “it”. There is no apostrophe.

It’s is the contraction of It is.

SHOW SLIDE 15: WHO VERSUS WHOM

These versions of who/whom are called Interrogative Pronouns. Think of the word

“interrogate,” which means to question. Who/Whom are used when forming a question

about people.

Remember the rule of thumb: Who = He/She Whom = Him/Her

Check on Learning: Q. What are some examples of "nominative" case

pronouns?

13

A. I, you, he, she, it, who, we and they

Q. What are some examples of "possessive" case

pronouns?

A. my, mine, your, yours, his, her, our, their, theirs and

whose

Q. What are the two kinds of nouns?

A. Proper and Common

Review Summary: We have just examined the first two Parts of Speech -

Nouns and Pronouns. A noun is a naming word which

names a person, place or object/thing. In the sentence unit,

a noun is commonly used as a subject, subject complement,

or object. A pronoun is a naming word that is used to

replace a noun. What are your questions before we begin

the practical exercise?

ELO B - LSA 2. Learning Step / Activity ELO B - LSA 2. Conduct Practical Exercise #1 -Relative Pronouns

Method of Instruction: Practical Exercise (Hands-On/Written)Mode of Delivery: Resident Instruction


Time of Instruction: 40 minsMedia Type: Practical ExerciseOther Media: Unassigned



SHOW SLIDE 16: PRACTICAL EXERCISE 1

You may use all notes and handouts and have 30 minutes to complete the practical

exercise. When you are finished, take a break.

NOTE: Administer PE and set a time for all to be finished and for students to go on

break when finished (Total time for PE should not exceed 40 minutes with 10 minutes

for PE review). State time students should all be back in the classroom.

NOTE: Upon return, have students switch papers with their neighbor for grading

Check on Learning: What is the rule of thumb for WHO vs. WHOM?

Who = He/She Whom = Him/Her

14

What is a "reflexive" pronoun?

Reflexive pronouns refer to nouns or pronouns that have

already been named in a sentence.

What is a "possessive" case pronoun?

Possessive case pronouns are used to show ownership

(my, mine, your, yours, his, her, our, their, theirs and

whose).

Review Summary: We just completed our first practical exercise on Relative

Pronouns. What are your questions?

ELO B - LSA 3. Learning Step / Activity ELO B - LSA 3. Review Verbs



Time of Instruction: 10 minsMedia Type: PowerPoint PresentationOther Media: Unassigned



SHOW SLIDE 17: REVIEW VERBS

Verbs are words used to show action or a state of being, and are the “telling” part of a

sentence. Verbs allow nouns to do something in a sentence. There are two types of

verbs:

a) Action verbs are easy to recognize. If you were to say “Theresa ran down the

street”, it’s immediately obvious that the action is running.

b) Being verbs describe a state of being, such as; “John is here”. There are eight

being verbs: am, is, are, was, were, be, being, and been.

It is improper in English to insert a word between the “to” and “action;” this is called a

Split Infinitive. A famous, modern example of a split infinitive is from Star Trek “To

Boldly Go”. The proper English statement would be either “Boldly To Go” or “To Go

Boldly.”

Check on Learning: Q. What is a verb?

A. Verbs are words used to show action or a state of being,

and are the “telling” part of a sentence. Verbs allow nouns

to do something in a sentence.

15

Q. What are the two types of verbs?

A. Action verbs and Being verbs

Review Summary: We just completed a quick review of verbs. Remember,

verbs are words used to show action or a state of being,

and are the “telling” part of a sentence. Verbs allow nouns

to do something in a sentence. What are your questions?

ELO B - LSA 4. Learning Step / Activity ELO B - LSA 4. Conduct Practical Exercise #2 - Nounsand Verbs



Time of Instruction: 1 hrMedia Type: Practical ExerciseOther Media: Unassigned




break when finished (total time should not exceed 50 minutes - 40 minutes for the PE;

10 minutes for PE Review). State time students should all be back in the classroom.

Check on Learning: Q. How many "being" verbs are there and what are they?

A. There are eight being verbs: am, is, are, was, were, be,

being, and been.

Q. What are the two types of verbs?

A. Action and Being verbs

Review Summary: We just completed a practical exercise on verbs and nouns.

Remember the two types of verbs - action verbs and being

verbs - and how to recognize them. What are your

questions?

ELO B - LSA 5. Learning Step / Activity ELO B - LSA 5. Review Last Five Parts of Speech



Time of Instruction: 1 hr 40 minsMedia Type: Computer Assisted Instruction / PowerPoint

PresentationOther Media: Unassigned



16

SHOW SLIDE 19: ADVERBS

Adverbs are modifiers that describe verbs, adjectives, or other adverbs. They answer

the questions, “How?” “When?” “Where?” “Why?” “In what manner?” or, “To what

extent?”

NOTE: Facilitate discussion by showing the slide and have students identify the

adverb in each sentence and what question they answer.

He writes legibly. (Answers how)

We frequently finish early. (Answers when)

The dead tree stood nearby. (Answers where)

The students are often quite quiet, but they perform exceptionally well on tests.

(Answers to what extent)

SHOW SLIDE 20: ADJECTIVES

Adjectives are modifiers that describe a noun or pronoun and almost always appear in

front of a noun or pronoun. They help paint the picture in a sentence. They answer

the questions, “What kind?” “How many? “Which one?”

NOTE: Facilitate discussion as you build a sentence on the board based on the

following scenario.

We can take a common noun (car), and each person in the room would have their own

personal idea of what the car would be.

By adding the adjective “sports,” we tell the audience what kind of car we’re talking

about.

Then by adding the word “foreign” in front of sports car, we form more of an idea about

the car.

Add the word ‘red,” and the picture continues to develop in our mind.

A red foreign sports car.

This is why it is necessary to have adjectives in our language. Without them, we would

have a very difficult time pinpointing and communicating our ideas to others.

The three articles a, an, and the, are also considered to be adjectives. A, and an,

17

answer “how many” and are indefinite because they refer to no particular thing or

person. The, is a definite article and in most cases refers to a definite or specific

person or thing and answers “which one?”

Show video on you tube from schoolhouse rock: Conjunction Junction (3

minutes)

https://www.youtube.com/watch?v=RPoBE-E8VOc

SHOW SLIDE 21: CONJUNCTIONS

Conjunctions are connecting words. They can be used to connect words, phrases, or

clauses. The most common being; and, or, but.

NOTE: Facilitate discussion by having students identify the conjunctions in the

sentences on the slide.

You may have bacon and eggs for breakfast.

Do not swim for we just ate.

Jane can go but I cannot.

Both PVT Jones and PVT Smith have detail.

SHOW SLIDE 22: INTERJECTIONS

Interjections are words that show a strong feeling or emotion or surprise and are not

grammatically connected to other parts of the sentence.

NOTE: Facilitate discussion by having students’ state examples.

The list of English exclamations is very long, so here’s a few of them below.

Remember that in order to write with exclamations properly, place a comma

immediately following the interjection.

Absolutely (Absolutely, I don’t mind helping you!)

Behold (Behold, this is my first homemade apple pie.)

Hey (Hey, are you going to the Brigade Ball this year?)

Oops (Oops, I didn’t mean to spell your name wrong in that email!)

18

https://www.youtube.com/watch?v=RPoBE-E8VOc

Wow/Yay/Yikes (Wow, you’ve been in the Army for almost 30 years!)

SHOW SLIDE 23: PREPOSITIONS

Preposition is placed before a noun or pronoun to connect it to the rest of the

sentence. Prepositions always appear in phrases. The noun or pronoun which follows

the preposition is the object of the preposition. Words such as from, to, in on, of, at,

by, for, and with, are some common prepositions.

NOTE: Facilitate discussion by having students identify the prepositions in the

sentences on the slide.

In the morning we will board the bus for school.

Each evening the Soldiers return to the barracks.

After this class you may have 10 minutes in the break area.

As you leave the room, put everything in order.


Q: How many parts of speech are there?

A. 8

Q: What part of speech names a person, place or thing?

A. Noun

Q: What action does a pronoun do?

A. Replaces a noun

Q: What are modifiers that describe a noun or pronoun?

A. Adjectives

Q: What part of speech are connecting words?

A. Conjunctions

Review Summary: We have just finished our block of instruction on Parts of

Speech. In summary, Parts of Speech are a category to

which a word is assigned in accordance with its syntactic

functions. In English the main parts of speech are noun,

pronoun, adjective, determiner, verb, adverb, preposition,

conjunction, and interjection. What are your questions

before we begin the practical exercise?

ELO B - LSA 6. Learning Step / Activity ELO B - LSA 6. Conduct Practical Exercise #3 -

19

Adjectives and Adverbs



Time of Instruction: 1 hr 20 minsMedia Type: Practical ExerciseOther Media: Unassigned





break when finished (total time should not exceed 80 minutes - 60 minutes for the PE;

10 minutes for PE Review). State time students should all be back in the classroom.

NOTE: Upon return, have students switch papers with their neighbor for gra

Check on Learning: Q. What is the adverb in following sentence?

The dead tree stood nearby.

A. Nearby

Q. What is the adjective in following sentence?

Our car was damaged in the accident.

A. Our

Review Summary: We have just completed our practical exercise on adjectives

and adverbs. Based on your results, do you have any

questions?

ELO B - LSA 7. Learning Step / Activity ELO B - LSA 7. Identify Base Words



Time of Instruction: 2 hrs 30 minsMedia Type: PowerPoint PresentationOther Media: Unassigned



SHOW SLIDE 26: IDENTIFY BASE WORDS - WORKING WITH WORDS

Identify base words or working with words details how to use words correctly, including

key rules on how to spell correctly. It covered rules for properly constructing prefixes

and suffixes and described how to form plurals and possessives correctly.

20

SHOW SLIDE 27: PREFIXES

Prefixes are a standard set of syllables that are added to the beginning of root words to

change their meaning. There are four rules for prefixes:

NOTE: As you go through the rules, facilitate discussion by having the students give

example for each.

Rule #1. It’s generally not necessary to use a hyphen when adding a prefix to a root

word: noncompliance; copayment and semiconscious.

Exceptions are:

- Use a hyphen after mid when it’s followed by a number – mid-1060s or mid-20s.

- Use a hyphen when adding less or like to the end of a word if three l’s occur in

succession: skull-like.

Rule #2. Use a hyphen with the prefix “re” to distinguish meaning of words with the

same spelling.

- Has John recovered from his illness?

- I have re-covered her school books twice.

- I must re-press my shirt.

- Please relay the message.

Rule #3. Add hyphens to ensure clarity when using:

- compound words: non-interest-bearing

- self words: self-image, self-examination, self-starter

- common elements: Make sure you finish the pre- and post-assessment

- capital letters: trans-Atlantic, pseudo-British

Rule #4. Use a hyphen when a prefix ends in “a” or “I” and the root word begins with

the same letter: semi-invalid, ultra-ambitious.

SHOW SLIDE 28: SUFFIXES

Suffixes are added to the ends of words to alter their meaning as well as their

function.

There are two rules for suffixes:

NOTE: As you discuss each rule, write the first example on the board and have

21

students give more.

Rule #1. If a word ends in a silent e, you should drop the e if the suffix begins with a

vowel: dose + age = dosage, damage + ed = damaged, fine + est = finest, fame + ous

= famous.

Exceptions are: The e is retained after a soft c or g to keep the sound of the consonant

soft, as opposed to hard: replace + able = replaceable. Keep the e if the suffix begins

with a consonant: like + ly = likely, care + ful = careful, nice + ty = nicety.

Rule #2. When adding a suffix to a word ending in y, change the y to an i if the letter

before the y is a consonant: accompany + ment = accompaniment, icy + er = icier.

Exceptions are: The y is retained when the suffix starts with an i, carry + ing =

carrying. Keep the y if the letter before the y is a vowel, play + ful = playful. Keep the

y when adding a suffix to certain one-syllable words, shy + er = shyer.

SHOW SLIDE 29: PLURALS

In forming Plurals, the basic rule is to add the letter s to the singular form of the

noun. Committee = committees, league = leagues, menu = menus, quota=quotas.

There are four rules relating to changing nouns to plurals:

NOTE: Facilitate class discussion by reading the rules and having the students give

examples as you write them on the board.

Rule #1. When singular nouns ending in s, x, ch, sh, or z, you add es to form plurals.

Businesses, faxes, sketches, and wishes.

The only exception is quiz. To make it plural, zes is added forming quizzes.

Rule #2. Nouns ending in y that’s preceded by a consonant, you form the plural by

changing the y to an i and adding es (businesses, faxes, sketches and wishes.)

However, if the y is preceded by a vowel, the letter s is added to form the

plural (attorneys, boys, and delays.)

Rule #3. You form the plurals of nouns that end in f, fe, or ff by adding s (tariffs,

beliefs, and, safes.) Exceptions refer to words such as leaves, halves, selves, and

wives.)

Rule #4. You create plural forms of singular nouns that end in o in two ways. If the o

is preceded by a vowel, you add an s to form words such as stereos and ratios. But, if

the o is preceded by a consonant, add es (hero and tomato become heroes and

tomatoes.)

22

There are some special rules that apply to three categories of nouns:

Proper nouns (people or things and begin with a capital letter.) The main rule is that

the original spelling must not be altered; just add an s. (Mr. and Mrs. McCarthy

become the McCarthys.)

Foreign nouns (adopted from other languages, such as Greek and Latin, into the

English language) use different rules to form plurals. Words ending in o sometimes

change to an i, (concerto becomes concerti) and words that end in on or um, receive

an a to form the plural (criterion becomes criteria.)

Irregular nouns (include nouns surviving from Old English - are irregular because

their plurals are formed by changing letters within the word or adding letters other

than the usual s or es.

SHOW SLIDE 30: POSSESSIVES

The Possessive case indicates not only simple ownership but also other relations.

You use an apostrophe to indicate possessive case. A rule of thumb is that you don’t

change the spelling of the noun itself-you always add something to it to form a

possessive. Two general rules apply:

Rule #1: For singular nouns, add an apostrophe s to form the possessive, such as

Yahoo! becomes Yahoo!’s.

Rule #2: For plural nouns, add the apostrophe without the s, as in “The managers’

evaluation”.

SHOW SLIDE 31: SPELLING

The lesson covering Basic Spelling Rules gave us many options/rules we can use to

become better spellers. Computer spell checkers are good, but they’re limited, they

can’t pick up the very common error of confusing words with similar spellings.

1) Becoming a better speller requires some effort on your part. You can do the

following to help you become a better speller:

a) Keep a list of difficult-to-spell words and review it often

b) Use a dictionary whenever you’re not sure

c) Use memory aids- for example, visualize a word that you struggle

with.

d) Try to learn a new word, even if it’s just one a day

e) Play word games and do crossword puzzles

23

2) There are several basic spelling rules to help you become a better speller (some

we have covered earlier in this lesson):

a) Words ending in silent e and words ending in y

b) The rule i before e except after c

c) Adding suffixes to words that end in consonants

d) Memorizing exceptions

e) Words that contain other silent letters

f) Recognize that some words must be memorized

g) Knowing rules for adding a prefix and suffix

h) Improving your pronunciation

3) The bottom line to becoming a better speller is to know your weaknesses,

use a dictionary, and review difficult words.


Q: What is added to the beginning of a word to change their

meaning?

A. Prefix

Q: Adding an “s” to a singular noun makes a what?

A. Plural

Q: What case indicates ownership?

Possessives

Q: Where does the responsibility lie in spelling correctly?

A. Yourself

Review Summary: Identify base words or working with words details how to

use words correctly, including key rules on how to spell

correctly. It covered rules for properly constructing prefixes

and suffixes and described how to form plurals and

possessives correctly. What are your questions before we

move on to the practical exercise?

ELO B - LSA 8. Learning Step / Activity ELO B - LSA 8. Conduct Practical Exercise #4 -Spelling





24




break when finished. (Total time should not exceed 50 minutes - 40 minutes for the

PE; 10 minutes for PE Review.) State time students should all be back in the

classroom.

NOTE: Upon return, have students switch papers with their neighbor for grading.

Check on Learning: Q: Where does the responsibility lie in spelling correctly?

A. Yourself

Q: What is added to the beginning of a word to change their

meaning?

A. Prefix

Review Summary: We have just completed our practical exercise on spelling.

Based on your results, do you have any questions?

ELO B - LSA 9. Learning Step / Activity ELO B - LSA 9. Apply the Mechanics of Writing

Method of Instruction: Discussion (Small or Large Group)Mode of Delivery: Resident Instruction


Time of Instruction: 2 hrs 10 minsMedia Type: PowerPoint PresentationOther Media: Unassigned



SHOW SLIDE 34: APPLY THE MECHANICS OF WRITING

Applying the mechanics of writing involves knowing the rules of capitalization, when

and how to abbreviate words, knowing and using the rules of the written expression of

numbers, and knowing the basic rules, exceptions, and guidelines for spelling words

correctly.

SHOW SLIDE 35: CAPITALIZATION

There are four basic rules of capitalization:

Rule #1: Capitalize the first word of every sentence.

- Capitalize a sentence that’s quoted as dialog “This case is serious to me”

- The first word of a question within a sentence “The question is, Will we get a retainer

25

fee?”

- Exception following a dash: A complete sentence within a sentence that is set off

by dashes is not capitalized.

Rule #2: In reference to how to capitalize headings, lists, or outlines, you can

capitalize just the first word or all primary words, but be consistent.

Rule #3: Capitalizing after colons is to capitalize a complete sentence that follows a

colon. “Here’s an idea: Let’s take a risk.”

- Exception: If the complete sentence that follows a colon explains the first part of the

sentence, do not capitalize it. “Marketing and product development have different

priorities: the first is sales; the second is new ideas.”

Rule #4: In a list, do not capitalize the first word that follows a colon unless it is a

proper noun.

IAW AR 25-50, the following is a selection of style and usage preferences for internal

Army Correspondence:

Capitalize the word “Soldier” when it refers to a U.S. Army Soldier.

Capitalize the word “Family” when it refers to U.S. Army Family or Family members.

Capitalize the word “Civilian” when it refers to DA civilians and is used in conjunction

with Soldier and/or Family.

SHOW SLIDE 36: ABBREVIATIONS

An abbreviation is a shortened form of a word and as we all use abbreviations when

we write, it’s important to know which abbreviations are right and those that are easily

understood by most or those that are always acceptable. The two basic rules are:

Rule #1. If in doubt, write it out.

Rule #2. Be consistent.

NOTE: Engage student participation by using the abbreviations below; change some

up; write on the board and have students state which are correct/incorrect.

In your position as an EAA, you will find there are some abbreviations that merit

special consideration and you will need to know how to use them correctly.

1) Names and Titles may need to be abbreviated due to lack of space. The person’s

preference is always first and there are other rules to apply:

26

- Each letter used as a person’s name should have a period and a space between

each letter and before the last name; J.D. Smith. If only using initials then it is JDS.

However J.D.S. is also acceptable.

- Names with prefixes, such as Mac in Bruce Angus MacIntosh or O as in Robert

James O’Flynn are abbreviated as BAM or RJO.

- The abbreviations for Junior (Jr.) and Senior (Sr.) are used only with full names. Mr.

Robert O’Flynn Sr. but only Mr. O’Flynn (first name not included.)

- The abbreviation for Esq. for Esquire, takes the place of Mr. You would write Robert

O’Flynn, Esq. Esquire is primarily used by lawyers as a professional title.

- The abbreviation Ms. is used in three instances: if a woman prefers it to Miss or

Mrs., if a woman’s marital status is unknown, or if the marital status is not relevant.

- If a person’s name includes the word Saint, abbreviate St. or not, according to the

person’s preference.

2) Professional certification or degrees. If the abbreviation signifies or substitutes for

a person, write the degree without periods or spaces; for example: “We just hired an

executive MBA.” If referring to the degree, then it is written as “We want someone with

an M.A.” CPA, CPS, PHR, DDS, or FACS are written without periods or spaces when

used alone after a name: John Summit, CPA. However, professional designations are

written with periods when combined with academic degrees: Jerry Brown, B.S.,

M.B.A., C.P.A.

NOTE: Have students identify the “always accepted” abbreviations on the slide.

3) Abbreviations that are always acceptable:

- Sq., org., Oct., rd., bldg., Ltd., Corp., Co., RCMP, UN, IRS, a.m., p.m.,

- DO NOT abbreviate city names or Fort, Mount, Point, or Port.

IAW AR 25-50, established abbreviations are acceptable in all but the most formal

writing

SHOW SLIDE 37: ACRONYMS

Acronyms are special kinds of abbreviations, such as LOL (laughing out loud) and

MILPO (Military Personnel Office) that can be pronounced as words. All acronyms are

abbreviations, but not all abbreviations are acronyms.

Acronyms are made from the first letter (or letters) of a string of words but are

pronounced as if they were words themselves.

NOTE: Facilitate discussion by giving students 10 min. to discuss then have the

group leader give the meaning of the acronyms on the slide, then have the

students come up with more as you write them on the board.

SIDPERS = Standard Installation/Division Personnel System

WOC = Warrant Officer Candidate

27

TAG = The Adjutant General

ASAP = As Soon As Possible

TRADOC = Training and Doctrine Command

NASA = National Aeronautics and Space Administration

ACOM = Army Command

CONUS = Continental United States

OCONUS = Outside Continental United States

DROS = Date Returned from Overseas

AWOL = Absent Without Leave

SHOW SLIDE 38: NUMBERS

The next topics we’ll discuss are the rules for writing numbers and dates. There are

two basic forms for writing numbers:

1) Numbers in word form (do not stand out; seven)

2) The number form (stand out like capital letters; 7)

Per AR 25-50, there are differences in how we write dates:

1) Military style is: Day, Month, and Year (13 January 1998 or 13 Jan 98). Remember

if you abbreviate the month, abbreviate the year.

2) Civilian style is: Month, Day, Year (January 13, 1998 or Jan 13, 98).

SHOW SLIDE 39: END PUNCTUATION

End punctuation covers the period, question mark, and exclamation point.

NOTE: Show slide End Punctuation and have students identify the end punctuation

required for each sentence or comment.

Where in the world is Waldo?

Great catch!

Will they present the medal in person or by mail?

MAJ Boyd appears posed and confident.

She said I walk too fast for the others.

1) Rules for using the period:

a. To end a sentence.

b. To indicate an abbreviation.

28

c. Following a number in a list.

d. In Internet addresses.

e. To indicate words, sentences, and longer sections left off quoted material.

f. To indicate unfinished thoughts.

2) Rules for using the question mark:

a. After a direct question.

b. To indicate surprise or skepticism.

c. For statements as questions.

d. With elliptical questions.

e. With questions within sentences.

f. With a series of questions.

g. Inside quotation marks.

h. Outside quotation marks.

i. Within parentheses to indicate doubt.

3) Rules for using the exclamation point:

a. To show emphasis or strong feelings.

b. To end rhetorical questions.

Check on Learning: Q. What are the three end punctuations we covered?

A. Period, question marks, and exclamation point

Q. What are the two rules for abbreviations?

A. 1) If in doubt, write it out; 2) Be consistent

Review Summary: Applying the mechanics of writing involves knowing the

rules of capitalization, when and how to abbreviate words,

knowing and using the rules of the written expression of

numbers, and knowing the basic rules, exceptions, and

29

guidelines for spelling words correctly. What are your

questions?

ELO B - LSA 10. Learning Step / Activity ELO B - LSA 10. Conduct Practical Exercise #5 -Capitalization










classroom.

Check on Learning: What are the four basic rules of capitalization?

Rule #1: Capitalize the first word of every sentence.

Rule #2: In reference to how to capitalize headings, lists, or

outlines, you can capitalize just the first word or all primary

words, but be consistent.

Rule #3: Capitalizing after colons is to capitalize a complete

sentence that follows a colon.

Rule #4: In a list, do not capitalize the first word that follows

a colon unless it is a proper noun.

Review Summary: We have completed our practical exercise on capitalization

where we had to apply the four rules. Based on your

results, are there any questions?

ELO B - LSA 11. Learning Step / Activity ELO B - LSA 11. Review Comma Rules



Time of Instruction: 1 hrMedia Type: PowerPoint PresentationOther Media: Unassigned



30

SHOW SLIDE 41: COMMA

Commas are the most used punctuation mark. The placement of commas can change

the entire meaning of a sentence.

There are some general uses for commas, but there are also some more specific

circumstances when a writer must incorporate a comma into their sentence.

Series (serial or oxford comma): When a writer incorporates a list into their writing,

whether that is a list of adjectives describing a person or a list of grocery items, the

writer must incorporate commas appropriately to guide the reader.

Or consider the example and the description of how the reader understands with or

without the Oxford Comma:

NOTE: Facilitate discussion on the difference in meaning of the sentences on

the slide.

With: “My heroes are my parents, Superman, and Wonder Woman.” In other words,

the writer lists the three person whom he/she considers their heroes.

Without: “My heroes are my parents, Superman and Wonder Woman.” Without the

comma, this sentence reads as if the writer’s parents are Superman and Wonder

Woman. Keeping the serial / oxford comma in the sentence ensures clarity for the

reader.

SHOW SLIDE 42: COMMAS

Commas separate parts of a sentence in three ways:

1) To separate the main elements of a sentence.

2) To set off nonessential elements within a sentence.

3) To separate elements in a series.

With the comma being the most often used incorrectly or not used when it should be,

the following four rules may help:

4) Don’t separate a subject and its verb.

5) Don’t separate a verb and its object or complement.

6) Don’t separate pairs joined by a coordinating conjunction.

7) Don’t use a comma after a conjunction.

Check on Learning: Q. What are the four basic rules for using commas?



3) Don’t separate pairs joined by a coordinating

31

conjunction.


Q. What three ways do commas separate parts of a

sentence?




Review Summary: Commas are the most used punctuation mark. The

placement of commas can change the entire meaning of a

sentence. Do you have any questions before we begin our

practical exercise?

ELO B - LSA 12. Learning Step / Activity ELO B - LSA 12. Conduct Practical Exercise #6 -Comma Review








break when finished. (Total time should not exceed 40 min - 30 minutes for the PE; 10

minutes for PE Review.) State time students should all be back in the classroom.

Check on Learning: What three ways do commas separate parts of a sentence?




What are the four basic rules that may help you determine

whether or not a comma should be used?



3) Don’t separate pairs joined by a coordinating

conjunction.

32


Review Summary: We have just completed our practical exercise on commas.

Based on your results, what are your questions?

ELO B - LSA 13. Learning Step / Activity ELO B - LSA 13. Review Other Punctuation Marks



Time of Instruction: 1 hrMedia Type: Printed Reference Material / Handout / PowerPoint




SHOW SLIDE 44: OTHER PUNCTUATION MARKS

NOTE: Read the definitions on the slide and have students identify the punctuation

mark you’re describing.

Used to link a series within a sentence. (Semicolon)

Used to introduce a series. (Colon)

Not typically used with other punctuation marks. (Dash)

Used to mark the possessives of nouns. (Apostrophe)

Used to clarify certain words. (Parentheses)

To add clarifying material. (Brackets)

Used to indicate a word used in a special sense. (Quotation marks)

Connectors and Separators are used to connect and separate elements within

sentences. The punctuation marks Semicolon, Colon, and Dash have similar functions

so it can be difficult determining which is appropriate to use.

NOTE: Show Job Aid and discuss rules and examples and exceptions.

1) Semicolon rules:

a) Connect and separate independent clauses or sentences.

b) Replace or appear before conjunctive adverbs.

c) Link a series within a sentence.

2) Colon rules:

a) Introduce an explanation after a main clause.

b) Introduce a series.

c) Introduce quotations.

d) Introduce a greeting.

33

e) Capitalize the first letter of the first word following a colon if it introduces two or

more word sentences.

f) Capitalize the first letter of the first word following a colon is it’s a quotation.

3) Dash rules:

a) Set off digressions.

b) Show afterthoughts.

c) Indicate concluding explanations.

d) Add nonessential elements.

e) Use one pair of dashes when the element interrupts a main clause.

f) Not typically used with other punctuation marks.

g) Placing spaces before and after dashes is optional.

The four other punctuation marks; the apostrophe, parentheses, and brackets also

have important functions:

1) The apostrophe is used to mark the possessives of nouns and some pronouns

when:

a) Noun doesn’t end in an s.

b) Noun does end in an s.

c) Pronounced s syllable is added.

2) Parentheses are used:

a) To provide clarification of certain words.

b) For afterthoughts.

c) To add personal comments.

3) Brackets can be used in the following instances:

a) Use of the word [sic]-to indicate that an error in the quotation appeared in the

original and was not made by you.

b) To add clarifying material.

c) To indicate comments.

4) Quotation marks are used:

a) To enclose a direct quotation.

b) To indicate a word used in a special sense.

c) Around titles of published works.

d) Single quotation marks are used inside a statement that’s already enclosed by

double quotation marks.

Check on Learning: Q. What are the Semicolon rules?

Rule #1. Connect and separate independent clauses or

sentences.

Rule #2. Replace or appear before conjunctive adverbs.

Rule #3. Link a series within a sentence.

34

Q. What are apostrophes used for?

A. To mark the possessives of nouns and some pronouns

when 1) Noun doesn’t end in an s; 2) Noun does end in an

s; 3) Pronounced s syllable is added.

Review Summary: The punctuation marks Semicolon, Colon, and Dash have

similar functions so it can be difficult determining which is

appropriate to use. Remember, Connectors and Separators

are also used to connect and separate elements within

sentences. What are your questions before we begin the

practical exercise?

ELO B - LSA 14. Learning Step / Activity ELO B - LSA 14. Conduct Practical Exercise #7 -Capitalization and Punctuation









minutes for PE Review.) State time students should all be back in the classroom

Check on Learning: Q. What is used to link a series within a sentence?

A. Semicolon

Q. What should be used to clarify material?

A. Brackets

Q. What is used to indicate a word used in a special

sense?

A. Quotation marks

Review Summary: We have just completed our practical exercise on

capitalization and puncuation. Based on your results, what

are your questions?

ELO B - LSA 15. Learning Step / Activity ELO B - LSA 15. Review Common Errors

Method of Instruction: Reflective Discussion

35

Mode of Delivery: Resident InstructionInstr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-

1712 (1:18)*Time of Instruction: 1 hr

Media Type: PowerPoint PresentationOther Media: Unassigned



SHOW SLIDE 46: COMMON ERRORS

As often as we have to write memo’s, letters, or just a slide presentation, our

sentences are not always written as well as they should be. I’m sure in going through

the grammar lessons, you had a few “ah hah” moments in recognizing mistakes you’ve

made. Let’s look at some of the most common sentence errors and how you can

identify and fix them.

NOTE: Facilitate discussion on the common sentence errors using the

information below.

The most common sentence errors are:

1) Sentence fragments.

2) Comma splices.

3) Run on sentences.

4) Modifiers.

A sentence fragment is an incomplete sentence that is formatted like a whole

sentence (has an initial capital letter and an end punctuation).

1) How to identify:

a) They lack a verb.

b) They lack a subject.

c) They contain subordinate clauses not attached to complete sentences.

2) To fix, you need to add the missing component (subject, verb) and in the case of a

subordinate clause, rewrite the clause a full sentence or combine it with the

appropriate main clause.

A comma splice is when two or more independent clauses are joined by a comma. If

you can read the text on each side of the comma as a complete sentence then a

comma splice is present. You can use one of following methods to fix a comma splice:

1) Join the independent clauses with a comma followed by a coordinating conjunction.

2) Join the independent clauses with a semicolon.

36

3) Make one clause subordinate (if one is more important.)

4) Split the independent clauses into separate sentences.

Run-on sentences, also called fused sentences, occur when two or more

independent clauses are placed together, without any punctuation to join them. To fix

a run-on sentence, do one of the following:

1) Add a comma and coordinating conjunction.

2) Add a semicolon.

3) Add a subordinating conjunction.

4) Make the clauses into separate sentences.

In regards to modifiers, there are two common errors made with modifying words:

1) A dangling modifier is a modifier that doesn’t logically describe anything in a

sentence. To fix, change the main clause so it clearly identifies the subject you meant

to modify. Or, you can rewrite as a complete clause with its own subject and verb.

2) A misplaced modifier is a word or phrase that’s placed too far from the

noun/pronoun it’s meant to modify. The result is that if modifies a different noun or

pronoun instead. To fix, ensure you place the modifier near the correct noun or

pronoun.


Q: What is the most common rule for capitalization?

A: Capitalize the first word in a sentence.

Q: What is the difference between an abbreviation and an

acronym?

A: An Abbreviation is a shortened form of a word where an

Acronym is a special kind of abbreviation in that they can be

pronounced as words.

Q: What separates parts of a sentence?

A: A comma.

Q: What goes at the end of this sentence

A. A question mark.

Review Summary: As often as we have to write memos, letters, or just a slide

presentation, our sentences are not always written as well

as they should be. Today we looked at some of the most

common sentence errors and how you can identify and fix

them. What are your questions?

ELO B - LSA 16. Learning Step / Activity ELO B - LSA 16. Conduct Practical Exercise #8 - Word

37

Usage









minutes for PE Review.) State time students should all be back in the classroom.

Check on Learning: Q. What is a shortened form of a word called?

A. An abbreviation.

Q. What is a special kind of abbreviation that can also be

pronounced as a word?

A. An Acronym

Review Summary: We have just completed our practical exercise on word

usage. Based on your results, what are your questions?

CHECK ON LEARNING (ELO B):Q: How many parts of speech are there?

A. 8


A. Noun


A. Replaces a noun


A. Adjectives


A. Conjunctions

REVIEW SUMMARY(ELO B):SHOW SLIDE 49: ENABLING LEARNING OBJECTIVE B - SUMMARY

During this block of instruction, we reviewed the six Skillsoft, Basic

Grammar lessons you completed prior to attending course and you

38

completed nine practical exercises to reinforce that training.

As an Executive Administrative Assistant, it is critical that you have a solid

understanding of the eight parts of speech and their proper application.

Remember, the quality of the correspondence you prepare is a reflection on

your supervisor which may be a General Officer or Senior Executive

Service (SES) civilian. There is no room for error

C. ENABLING LEARNING OBJECTIVE

ACTION: Prepare Executive-Level CorrespondenceCONDITIONS:

In a classroom environment, given AR 25-50, a multimedia computer with internet

access and Microsoft Office 2013; standard office dictionary (or

www.dictionary.com), and student handouts.

STANDARDS:Students will meet the standard when they have prepared a properly formatted

memorandum and letter using Microsoft® Office 2013 to include saving and printing

the documents. Documents must be completed with 70% accuracy.




None

ELO C - LSA 1. Learning Step / Activity ELO C - LSA 1. Apply the Army Writing Style



Time of Instruction: 1 hrMedia Type: Computer Assisted Instruction / Correspondence / Oral

Presentation / PowerPoint Presentation / ConferenceOther Media: Unassigned



SHOW SLIDE 51: THE ARMY WRITING STYLE

NOTE: Refer students to AR 25-50, Section IV, para. 1-36 & 1-37

AR 25-50 states “Effective Army writing is understood by the reader in a single rapid

reading and is free of errors in substance, organization, style, and correctness.” Some

of the specific techniques that help to improve effectiveness are:

1) Use short words.

2) Keep sentences short (average of 15 words).

3) Write short paragraphs (no more than 10 lines).

39

http://www.dictionary.com/

4) Use correct spelling, grammar, and punctuation.

5) Write one-page letters and memorandums for most correspondence.

The general techniques of Army writing are to put the main point up front (bottom line

up front) (BLUF) and use the active voice.

SHOW SLIDE 52: ACTIVE / PASSIVE VOICE

In the active voice, the subject of the sentence names the actor.

In the passive voice, the subject of the sentence names the receiver of the action.

SHOW SLIDE 53: IDENTIFY PASSIVE VOICE

There is much debate over the argument that passive voice is incorrect. It is

appropriate at certain time. There are three characteristics in identifying passive voice

sentences:

1) First, identify the form of the verb “to be”. Am, is, are, was, were, be, being, been

2) Identify the past participle or verbs ending in: -ed, -d, -en, -ne, -t

NOTE: Verbs ending in “ing” are not past participles.

3) Ask “by whom or by what?” after the verb phrase.

If the phrase meets all three criteria, the sentence is in the passive voice.

A state of being is neither active nor passive.

NOTE: Provide examples of state of being:

1) She is smart.

2) They are tired.


NOTE: Lead students through each example and have

them identify the type of sentence; active, passive, or state

of being.

1) The memo will be signed by the commander. (Passive)

2) The OER is due on Monday. (Active)

3) The student’s file has been reviewed. (Passive)

4) He is lazy. (State of being, neither active nor passive)

5) My unit is deployed to Iraq. (State of being)

40

6) I have created a new SOP for the section. (Active)

Review Summary: Remember, AR 25-50 states “Effective Army writing is

understood by the reader in a single rapid reading and is

free of errors in substance, organization, style, and

correctness.” Apply the specific and general techniques we

have learned when applying the Army writing style. What

are your questions before we begin the practical exercise?

ELO C - LSA 2. Learning Step / Activity ELO C - LSA 2. Conduct Practical Exercise #9 -Identify Voice



Time of Instruction: 40 minsMedia Type: Handout / Practical ExerciseOther Media: Unassigned







classroom. Upon return, have students switch papers with their neighbor for grading.

Check on Learning: Q. In which voice does the subject of the sentence name

the actor?

A. Active voice

Q. In which voice does the subject of the sentence name

the receiver of the action?

A. Passive voice

Review Summary: We have just completed our practical exercise on active /

passive voice. Based on your results, what are your

questions?

ELO C - LSA 3. Learning Step / Activity ELO C - LSA 3. Correct Passive Voice



Time of Instruction: 1 hrMedia Type: Printed Reference Material / Computer Assisted

Instruction / Handout

41

Other Media: UnassignedSecurity Classification: This course/lesson will present information that has a

Security Classification of: U - Unclassified.Note: Marked as (*) is derived from the parent learning object

SHOW SLIDE 56: HOW TO CORRECT PASSIVE VOICE

NOTE: Refer students to the Effective Writing Handbook.

There are three ways to change a passive voice sentence.

1) Put the Doer up front.

2) Drop part of the Verb.

3) Change the Verb.

Re-write the sentence so that the doer is up front, performing the verb.

P: The report was submitted by CW3 Ward.

A: CW3 Ward submitted the report.

Drop the past participle in the verb phrase to eliminate one of the characteristics of

passive voice.

P: The meeting was held at Fort Sill.

A: The meeting was at Fort Sill.

Without altering the meaning of the sentence, change the verb phrase all together so

that it is not passive.

P: He will be required to attend.

A: He must attend OR He will have to attend.

NOTE: Have students identify how the sentences can be changed to the active voice.

1. Put the doer before the verb.

Appropriate clothing will be worn by all personnel.

All personnel will wear appropriate clothing.

2. Drop part of the verb.

The Soldier was transferred to Fort Bragg.

He transferred to Fort Bragg.

3. Change the verb.

Personnel are prohibited from smoking during refueling operations.

42

Personnel must not smoke during refueling.

SHOW SLIDE 57: ACTIVE VOICE IS MORE EFFECTIVE BECAUSE....

NOTE: Facilitate a discussion with the students on how active voice is more effective

using the prior sentences they changed and by asking the following questions:

Q: Do you agree that the active voice is more effective? Why?

Q: Can you think of an instance where the passive voice would be more effective?

How?

Check on Learning: Q. What are three ways to change from passive to active

voice?

A. 1. Put the doer before the verb.

2. Drop part of the verb.

3. Change the verb

Review Summary: Active voice is more effective because it is a stronger form

of expression, states the action in fewer words and prevents

confusion about the actor. What are your questions before

we begin the practical exercise?

ELO C - LSA 4. Learning Step / Activity ELO C - LSA 4. Conduct Practical Exercise #10 -Change Passive to Active Voice



Time of Instruction: 1 hr 25 minsMedia Type: Printed Reference Material / Practical ExerciseOther Media: Unassigned





break when finished. (Total time should not exceed 1 hour, 15 minutes - 1 hours for

the PE; 15 minutes for PE Review.) State time students should all be back in the

classroom. Upon return, have students switch papers with their neighbor for grading.

Check on Learning: What are the three ways to change a passive voice

sentence to active voice?

1) Put the Doer up front.

2) Drop part of the Verb.

3) Change the Verb.

43

Review Summary: We have just completed our practical exercise on changing

passive-to-active voice. Based on your results, what are

your questions?

ELO C - LSA 5. Learning Step / Activity ELO C - LSA 5. Prepare a Memorandum Pre-Test






SHOW SLIDE 59: PRE-TEST

NOTE: Administer pre-test and set a time for all to be finished and for students to go

on break when finished. (Total time should not exceed 60 min.) Conduct a

comprehensive pre-test review with student (15 min.) when students return from break.

Check on Learning: NOTE: Conduct a Check on Learning during the pre-test

review based on individual and class performance.

Review Summary: We have just completed the pre-test for Prepare a

Memorandum. Based on your results, what are your

questions?

ELO C - LSA 6. Learning Step / Activity ELO C - LSA 6. Review Memorandum Requirements



Time of Instruction: 3 hrsMedia Type: Printed Reference Material / PowerPoint PresentationOther Media: Unassigned



SHOW SLIDE 60: THE MEMORANDUM

NOTE: Refer students to AR 25-50, Chapter 2, paragraph 2-2.

The memorandum is the primary document used for:

1) Correspondence sent outside the headquarters, command, installation, activities,

units, or similarly identifiable organizational elements within DOD.

44

2) For routine correspondence to Federal Government agencies outside DOD.

3) For notification of personnel actions, military or civilian.

4) For showing appreciation or commendation to DA Civilians and Soldiers.

5) For internal correspondence within the same headquarters, command, or similarly

identifiable organizational elements.

NOTE: Inform students DA Memorandum 25-52 is the reference used for correspondence originating within Army Secretariat or Army Staff organizations. Inform students AR 25-50 is the reference used for Preparing and Managing Correspondence.

There are three types of Memorandums: the Memorandum, the Memorandum for Record, and the Memorandum of Agreement of Understanding.

The following are some of the general rules when preparing a memorandum:

NOTE: Facilitate discussion by asking the students the requirements for each area.

1) Paper – Use standard size (8 ½ by 11 in).

2) Dates – Type or stamp the day, month, and year flush with the right margin.

3) Margins – Use standard margins: 1 inch from left, right, and bottom edges. Do not

right justify margins.

4) Spacing – See figures 2-1 and 2-2 for the various spacing required.

5) Abbreviations – Paragraph 1-14 states “Use abbreviations and brevity codes

SHOW SLIDE 61: SIGNATURE BLOCKS

1) General – Signature block will contain: The name of the person signing the

memorandum, their grade, branch and title. Refer to 6-4 for additional information.

2) Placement – Begin the signature block at the center of the page on the fifth line

below the authority line or below the last line of text (if no authority line).

3) Format – Type the signature block of military officials on three lines; name, grade

and branch, title. If the title requires more than one line, continue on the fourth line,

beginning under the third character of the third line. Type the signature block of civilian

officials on two lines: name on first with title on second line.

NOTE: Allow one hour for students to read AR 25-50, paragraphs 2-4 thru 2-7

and figures 2-1 thru 17, then facilitate a discussion by asking the following

questions:

45

NOTE: Inform students AR 25-50, paragraph 6-4a-c is the reference used for the following guidelines pertaining to a signature block.

SHOW SLIDE 62: CHECK ON LEARNING

Q: How are five addressees listed on a memorandum? A. Multiple-address memorandums to AR 25-50, para. 2-4a (5)(b)

Q: How many parts does a memorandum

have?A. Three AR 25-50, para. 2-4

Q: How is a suspense date listed on a memorandum?

A. Flush with right margin, two lines above the date AR 25-50,para. 2-4a (4)

Q: What format is used for the date of a memorandum?

A. 1 January 2013 or 1 Jan 13 AR 25-50, para. 2-4a (3)(c)

Q: What can be used to keep a memorandum one

page?A. Enclosures AR 25-50, para. 2-5

Q: What is used to establish and document a “conditional

agreement”?A. MOA AR 25-50, para. 2-6b

Q: What figure shows addressing a single-address HQ, DA

memorandum?A. AR 25-50, Figure 2-3

SHOW SLIDE 63: SUBSTANCE

Now that we’ve discussed active versus passive voice and the format requirements of

the memorandum, let’s discuss other details you need to keep in mind when writing a

memorandum.

Consider the following when writing the substance (content) of a memorandum:

- Content must be relevant to the subject

- Must include all information that you need to communicate

- In order for communication to be clear and accurate it must provide sufficient detail to

be understood

- Keep audience in mind

- Remember to keep your requirement and audience in mind. Your reader must be

able to both understand and use the information you provide.

"You have an obligation to identify and document the source of any borrowed idea or

information, and to attribute any quoted language to its original author.”

NOTE: Facilitate discussion by asking the following questions:

Q: What happens to your readers if the content is not relevant to the subject?

46

Q: How can not including information result in poor outcomes? How could this effect

missions or decisions?

Q: Why do we document our references and sources?

SHOW SLIDE 64: ORGANIZATION

All communications feature a beginning, middle, and end, also known as the

introduction, main body, and conclusion.

- The most effective communications move between theses stages in a clear and

logical manner.

- A well-organized presentation will deliver its message in a coherent sequence, with

supporting ideas delivered in a carefully selected order.

Communication should use effective transitions that clearly indicate the relationship

between adjacent concepts.

NOTE: The information below is provided for you to use if you feel students need a

refresher on outlines. Students should know this information and it is suggested that

you not spend a great deal of time on it. Facilitate discussion by having students

provide what is contained in each area.

The “Introductory” paragraph:

- Introduces audience to the topic and tells either why it is important or what you are

requesting from the reader

- The purpose for the communication is located here and is critical to the entire paper;

provides information, guidance, or decision (What do you want the reader to focus on

or decide?)

- The major points are listed in the order they will be addressed; usually the strongest

first

The “Main Body” paragraphs:

- The writer will identify main point or points, that will be addressed to support their

memo

- Main Point is your strongest point, i.e. you have identified it as being the most

relevant to your communication, and most supported by evidence available

- Each supporting idea is addressed in its own starting paragraph within the Main Body

- Each supporting idea paragraph is basically structured in the same style: identify the

main point in the first sentence of the starting paragraph; address the supporting

evidence; and provide your analysis of what this evidence means

- Evidence is usually composed of multiple, supporting details that directly relate to

your main point or supporting ideas. The evidence provided, and your analysis,

validates the relevancy of the major point which supports your memo

47

The “Conclusion” paragraph:

- The conclusion paragraph basically summarizes your main point

- It is the last chance for the writer to restate their position or information, and convince

the reader to accept their point of view.

Check on Learning: Facilitate discussion and conduct a Check on Learning by

asking the following questions:

Q: What is the result of a product that is not well

organized?

Q: How do effective transitions help the reader?

Q: How do effective transitions help the author?

Review Summary: The memorandum is the primary document used for the

majority of the Army's correspondence needs. We reviewed

the three types of memorandums and general regulatory

guidelines for preparation. What are your questions?

ELO C - LSA 7. Learning Step / Activity ELO C - LSA 7. Edit and Proofread a Document



Time of Instruction: 1 hr 30 minsMedia Type: Computer Assisted Instruction / PowerPoint




SHOW SLIDE 65: POEM

NOTE: Divide students into groups of 3 students and allow them 10 minutes to

discuss scenario above and the importance of written communication. Have

students review work and delegate a speaker from their group to brief findings

to the rest of the class.

You may think spell-checking and grammar-checking software can do the work for you,

and the software is useful, but there are many types of errors it can’t detect, as

reflected in our slide.

NOTE: Show video at:

https://www.youtube.com/watch?v=juko0sAndsA

SHOW SLIDE 66: FINDING FORRESTER

48

https://www.youtube.com/watch?v=juko0sAndsA

As an EAA, one of your responsibilities is to ensure that any correspondence you

prepare is free of errors. In order for you to route a piece of correspondence that is

error free, you MUST thoroughly review the document and make any necessary

corrections. This process of reviewing and identifying errors is called proofreading but

before that, you must edit the document.

SHOW SLIDE 67: EDITING AND PROOFREADING

Once editing of the document is complete, the last step is proofreading the document.

It may sound like you are doing the same functions twice but remember, editing

focuses on the content and when proofreading, you are checking the entire document

for proper grammar, mechanics, correct word usage, and structure.

For you to produce documents that are error free, you need to thoroughly proofread

each one. Here are some suggestions to help you proofread your documents:

1. Check for typing errors.

- Check the last word of each line and the first word in the next line to verify that you

did not repeat the same word.

- Check carefully for words that are very similar such as “word” and “work”, “from” and

“form”, “there” and “their”, etc. REMEMBER, spellcheck will not catch these errors.

- Check the sequence of numbers and letters; “1-2-3-4-5-6” not “1-2-4-5-6” or that

“a,b,c,d,e,f” is not “a,b,c,e,f”.

- Look for transposed letters and words.

- Check for misspelled words.

2. Check all punctuation.

- Make sure all parentheses are opened and closed.

- Make sure all quotation marks are opened and closed.

- Ensure that you have properly punctuated all paragraph and enclosure numbering

and lettering.

3. Check character and line spacing. Verify that the line spacing is correct as

specified in AR 25-50.

4. Check for proper use of capital letters.

5. Check all abbreviations. If you use abbreviations, make sure they are the proper

ones and that you use them with consistency in similar type entries, such as

addresses.

6. Check all margins.

49

7. Check the positioning of the signature block. The signature block of memorandums

and letters must start at the center of the page from left to right. It is NOT centered on

the page.

8. Check for proper indenting. AR 25-50 specifies certain portions of various elements

are to be indented, e.g., second and any subsequent line(s) of addresses,

subparagraphs, and subdivisions.

9. What may be the most important step that’s not covered in any regulation is to have

a co-worker or someone else review your document. You can never underestimate

the benefits of having a “second eye” review your document.

These suggestions are not all-inclusive, but do provide a basic proofreading guide for

correspondence. By applying these suggestions, the probability that you will turn in an

error-free product will be greatly enhanced.

Check on Learning: What steps should you take to proofread your documents?

1. Check for typing errors.

2. Check all punctuation.

3. Check character and line spacing.

4. Check for proper use of capital letters.

5. Check all abbreviations.

6. Check all margins.

7. Check the positioning of the signature block.

8. Check for proper indenting.

9. Have someone else review your work.

Review Summary: As an Executive Administrative Assistant, you are required

to complete clear, concise correspondence which is free of

errors. The final action should be editing and proofreading

your document. Taking the time to carefully check your

document enables you to eliminate any errors and

weaknesses. This ensures your writing will convey a

professional appearance. What are your questions?

ELO C - LSA 8. Learning Step / Activity ELO C - LSA 8. Conduct Practical Exercise #11 -Proofreading




50





break when finished. (Total time should not exceed 1 hour, 15 minutes - 1 hour for the


classroom.

Check on Learning: What is the difference between "editing" and

"proofreading?"

Editing. Making revisions to and suggestion about the

content of a document, focusing on improving the accuracy

of language, flow, and overall readability, as well as

checking for grammar and spelling.

Proofreading. The process of correcting grammatical,

spelling, and typographical errors in a document.

Review Summary: We have just completed the proofreading practical

exercise. Based on your results, what are your questions?

ELO C - LSA 9. Learning Step / Activity ELO C - LSA 9. Address a Memorandum



Time of Instruction: 2 hrsMedia Type: Handout / PowerPoint PresentationOther Media: Unassigned



SHOW SLIDE 69: ADDRESS A MEMORANDUM

One thing we didn’t cover in the last activity was addressing memorandums. You type

“MEMORANDUM FOR” on the third line below the office symbol. There are four basic

address formats:

SHOW SLIDE 70: SINGLE-ADDRESS

Single-address: When using a single address, type “MEMORANDUM FOR” and the

address are on the same line. Begin the address one space after the word "FOR."

Type the address in either upper and lowercase or all uppercase letters. If the single

address takes more than one line, begin the second flush with the left margin.

51

SHOW SLIDE 71: MULTIPLE ADDRESS

Multiple-addresses: Begin typing the addresses on the second line below the

"MEMORANDUM FOR" line. If the address has two lines, begin typing under the third

letter of the first line of the address. Addresses may be in both upper and lowercase or

in all uppercase letters. Whichever way you choose; it must be consistent throughout.

SHOW SLIDE 72: SEE DISTRIBUTION

“SEE DISTRIBUTION”: If more than five addresses are used, enter the words "SEE

DISTRIBUTION" in all capital letters, one space after "MEMORANDUM FOR." On the

second line below the last line of the signature block or enclosure listing, whichever is

lower, at the left margin, enter the word "DISTRIBUTION" followed by a colon. List

each address on the next line beginning at the left margin. If an address takes more

than one line, indent the second line two spaces and begin at the third space.

Distribution listings may be continued on a second page. If necessary, the complete

distribution listing may be typed on a separate page.

SHOW SLIDE 73: THRU (SINGLE-ADDRESS)

Memorandums “THRU”: Use a "THRU" memorandum to keep the "THRU" addressee

informed or to provide the person with the opportunity to comment or approve.

Depending on the situation, use one of the following types of "THRU" addresses:

SHOW SLIDE 74: THRU (MULTIPLE-ADDRESS)

On the third line below the office symbol, at the left margin, enter "MEMORANDUM

THRU." Begin the "THRU" address one space after the word "THRU." If the address

extends beyond one line, start the second line flush with the left margin.

On the third line below the office symbol, at the left margin, enter "MEMORANDUM

THRU." On the second line below the "MEMORANDUM THRU" line, enter the first

address at the left margin. Enter the next address at the left margin on the second line

below the last line of the first address. Should an address extend beyond one line,

indent the second line two spaces and continue the address at the third space.

SHOW SLIDE 75: CONTINUATION PAGE

If the content of the body or the distribution will not all fit on the first page, a

continuation page may be used.

- Do not divide paragraphs of three lines or less. At least two lines of a paragraph

must appear on each page.

52

- Using plain bond paper, beginning one inch from the top edge of the paper, enter the

office symbol at the left margin.

- On the next line at the left margin, enter "SUBJECT" followed by a colon, skip two

spaces, and enter the subject of the memorandum.

- On the third line below the last line of the subject, begin typing the continuation of the

memorandum starting at the left margin. The same procedures for formatting apply to

the continuation page as were used on the first page.

Check on Learning: What are the rules for Continuation pages?

- Do not divide paragraphs of three lines or less. At least

two lines of a paragraph must appear on each page.

- Using plain bond paper, beginning one inch from the top

edge of the paper, enter the office symbol at the left margin.

- On the next line at the left margin, enter "SUBJECT"

followed by a colon, skip two spaces, and enter the subject

of the memorandum.

- On the third line below the last line of the subject, begin

typing the continuation of the memorandum starting at the

left margin. The same procedures for formatting apply to

the continuation page as were used on the first page.

Review Summary: When in doubt as to how to address a memorandum, refer

to AR 25-50 to ensure you are following the regulation.

Before we begin our practical exercise, what are your

questions?

ELO C - LSA 10. Learning Step / Activity ELO C - LSA 10. Conduct Practical Exercise #12 -Memorandum Format







NOTE: Administer PE and set a time for all to be finished and for students to go on break when finished. (Total time should not exceed 1 hour, 15 minutes - 1 hour for the PE; 15 minutes for PE Review.) State time students should all be back in the classroom.

53

A: Five (5) AR 25-50, para.2-4a(5)(c)

Q. What type of memorandum should be used when anaction must be endorsed by several recipients?

A. Memorandum THRU AR 25-50, para.2-4a(5)(d)Review Summary: We have just completed the memorandum practical

exercise. Based on your performance, what are your

questions?

ELO C - LSA 11. Learning Step / Activity ELO C - LSA 11. Conduct Practical Exercise #13 -Word Usage










classroom.

Check on Learning: Conduct Check on Learning during the practical exercise

review.

Review Summary: We have completed the word usage practical exercise.

Based on your performance, what are your questions?

ELO C - LSA 12. Learning Step / Activity ELO C - LSA 12. Perform Transcription



Time of Instruction: 5 minsMedia Type: PowerPoint PresentationOther Media: Unassigned



SHOW SLIDE 78: TRANSCRIPTION

54

Q: You should use "SEE DISTRIBUTION" when there aremore than ____ addresses?

Check on Learning:

As an executive administrative assistant, you may be required to listen to prerecorded

military correspondence and transcribe them, making sure all punctuation, spelling,

format, and word usage are used correctly. During this activity, you will preparing

three different addressed memorandums using Transcription.

When transcribing a memorandum, you must listen carefully as different accents and enunciation may make it difficult to understand. You also must make sure you are transcribing the correct form of a word.

Check on Learning: Q. When transcribing prerecorded military correspondence,

what should you be listening for to ensure it is correct?

A. Punctuation, spelling, and word usage

Review Summary: As an executive administrative assistant, you may be

required to listen to prerecorded military correspondence

and transcribe them, making sure all punctuation, spelling,

format, and word usage are used correctly. You must listen

carefully as different accents and enunciation may make it

difficult to understand. You also must make sure you are

transcribing the correct form of a word. What are your

questions?

ELO C - LSA 13. Learning Step / Activity ELO C - LSA 13. Conduct Practical Exercise #14 -Transcribe Three Memorandums



Time of Instruction: 5 hrs 30 minsMedia Type: Computer Assisted Instruction / Practical ExerciseOther Media: Unassigned




This is verbatim transcription. All Memorandums will be in Memorandum format as given in AR 25-50, Figures 2-1 through 2-16. Understand punctuation, capitalization,

and spelling of proper nouns will not be dictated. There are no errors in the dictated

material as far as sentence structure or word usage. However, you are responsible

for spelling all words correctly, dividing words correctly, capitalizing proper nouns,

selecting the correct form of a word according to how it is used in the sentence, and

generally ensuring your transcript is identical in all respects to the material dictated. In

order to be certain that your transcript meets the criteria

55

just described, you should refer to all appropriate notes and handouts. Of course use

your dictionary where necessary, and remember to spell check, and edit and proofread

all work. All documents are to be typed in Microsoft Word. The Font is to be set at

“Arial”, font style “Normal”, and size “12.”

As you complete each memorandum, you will give it to your instructor for evaluation.

You will go onto the next memo while your work is being critiqued. Remember to

proofread your transcript before turning it in to the instructor for evaluation. Your goal

is an error-free product. You will have 3 hours 30 minutes to complete this practical

exercise. If you miss class for any reason, it is your responsibility to coordinate with

your instructor to make-up this time.


break when finished.

TIme to Complete PE: 3 hours, 30 minutes

Time for PE Review: 2 hours

Check on Learning: Conduct a Check on Learning the the 2.0 hour practical

exercise review. Review all three memorandums with

class. Clear up any questions or confusion.

Review Summary: Transcription can be very difficult and requires careful

listening and attention-to-detail. This practical exercise

provided you with fundamentals required to transcribe.

What are your questions?

ELO C - LSA 14. Learning Step / Activity ELO C - LSA 14. Prepare a Letter



Time of Instruction: 1 hrMedia Type: Printed Reference Material / Computer Assisted

Instruction / PowerPoint PresentationOther Media: Unassigned



SHOW SLIDE 80: PREPARE A LETTER

What would you do if your boss (the Commanding General) came in one Monday morning

and hands you a scrap of paper and tells you “Write up a thank you to Mrs. Orange for

recognizing the Army at the Blowfish game”? Would you prepare a memorandum?

56

In every business and profession there are many occasions when personal letters

must be written to business acquaintances and most supervisors expect their

executive administrator to write them. The supervisor indicates the circumstances that

prompt the letter, and the administrator writes it.

The format for all personal letters in the Army is the nonmilitary letter. AR 25-50, Chapter 3, paragraph 3-2, specifically states, “Letters may also be used for correspondence to individuals outside the department or agency when a personal tone is appropriate for official correspondence by military and civilian personnel, and for letters of welcome, appreciation, commendation, and condolence.” Though not listed in the AR, personal letters are also used for letters of recommendation.

NOTE: Have students refer to AR 25-50, Chapter 3 for specific guidelines

regarding the format of a letter, using office symbols, etc. Figures 3-1 thru 3-5 show

examples and guidelines.

Though not covered in the AR, some guidelines to remember when writing a personal

letter:

1) Ensure the letter is opportunely timed. A note of congratulations, a message of

condolence, or a letter of appreciation, will be far more effective if it is written promptly-

that is, immediately after the event.

2) Make the tone of the letter personal, so the message is “tailor-made” for the

individual reader.

3) Be cordial and friendly but not gushy.

4) Select a salutation and complimentary close that harmonize with the tone of the

letter. Use the reader’s name in the greeting unless the letter is addressed to an

organization.

5) Write with sincerity that lends conviction to the message.

6) Have your supervisor sign the letter (most will require it). The recipient will value

the personal touch of their signature.

While there are many types of letters, in this activity, we’ll focus on three letters:

1) Letter of Condolence (Sympathy): While all personal letters at the executive

level are important, in today’s Army there is none more important than a letter of

condolence. In any letter written to express sympathy; sincerity and tact are the most

important qualities. Avoid words or sentiments that could distress the reader. Do not

philosophize upon the meaning of death or quote scripture or poetry. In addition, a

letter of condolence should not be long and involved. Most General Officers use “Star”

notes for personal letters.

2) Letter of Appreciation: A letter of appreciation should reflect genuine sincerity

57

and honest gratitude; it should not reflect merely the writer's desire to conform to the

rules of etiquette. The tone should be one of friendly informality. The factors that

determine the suitable degree of informality are the following: (1) The extent to which

the favor, service, or courtesy performed is a personal one, (2) The degree of

friendship existing between the writer and the recipient, and (3) The age and

temperament of the recipient. Example: Personal favor or service, for assistance, and

for hospitality.

3) Letter of Commendation or Congratulations: The outstanding qualities of an

expression of commendation or congratulations are (1) brevity, (2) naturalness of

expression, and (3) enthusiasm. Trite, stilted phrases indicate a lack of sincerity and

destroy the individuality of the letter. Examples: Promotions in rank, new job,

retirement, an outstanding speech, an article or book, for outstanding community

service, or a business anniversary.

Check on Learning: What are the three most common military letters prepared?

1) Letter of Condolence (Sympathy)

2) Letter of Appreciation

3) Letter of Commendation or Congratulations

Review Summary: In every business and profession there are many occasions

when personal letters must be written to business

acquaintances and most supervisors expect their executive

administrator to write them. We have just reviewed the

format for personal letters in the Army. What are your

questions?

ELO C - LSA 15. Learning Step / Activity ELO C - LSA 15. Conduct Practical Exercise #15 -Prepare a Letter



Time of Instruction: 3 hrs 10 minsMedia Type: Printed Reference Material / Computer Assisted

Instruction / PowerPoint Presentation / Situational BasedInstruction




NOTE: Administer PE and set a time for all to be finished and for students to go on break when finished. (Total time should not exceed 3.1 hours - 110 minutes for the PE and 50 minutes for the PE review.) State time students should all be back in the classroom.

58

Check on Learning:Conduct a Check on Learning during the 50 minute practical

exercise review.

Review Summary:

We have completed the Prepare a Letter practical exercise.

Based on your performance, what are your questions?

CHECK ON LEARNING (ELO C):Q: How many parts does a memorandum have?

A. Three (para 2-4)

Q. What are the four ways to address a memorandum?

A. Single-address; Multiple-address; "SEE DISTRIBUTION";

Memorandums "THRU"

Q: How is a suspense date listed on a memorandum?

A. Flush with right margin, two lines above the date (para 2-4a (4))

REVIEW SUMMARY(ELO C):SHOW SLIDE 82: ENABLING OBJECTIVE C - SUMMARY

Preparing executive-level correspondence is one of your most critical tasks

as an Executive Administrative Assistant. Ensure you properly train your

subordinates and stay current on AR 25-50 and any changes that may

occur.

D. ENABLING LEARNING OBJECTIVE

ACTION: Administer Enhance Communications End of Lesson TestCONDITIONS:

In a classroom environment, with access AR 25-50 (Prepare and Manage

Corresondence), Adjutant General School Effective Writing Handbook, and all notes

and handouts.

STANDARDS:With a minimum of 70% accuracy:

1. Identify parts of speech, base words, the mechanics of writing, and common

errors.

2. Prepare, save, and print a properly formatted memorandum and letter using word

processing software.




None

ELO D - LSA 1. Learning Step / Activity ELO D - LSA 1. Administer Enhance CommunicationsTest

Method of Instruction: TestMode of Delivery: Resident Instruction

Instr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-

59

1712 (1:18)*Time of Instruction: 2 hrs

Media Type: Printed Reference Material / Computer AssistedInstruction / Handout



SHOW SLIDE 83: END-OF-LESSON TEST

Administer end of lesson Test IAW USASSI Test Control Standing Operating

Procedures (SOP). Students have 2 hours to complete the test and may use all notes

and handouts (NO PRACTICAL EXERCISES).

Check on Learning: Conduct Check on Learning during Test Review.

Review Summary: We have completed the end-of-lesson test for Enhance

Communications. Based on your performance, what are

your questions?

ELO D - LSA 2. Learning Step / Activity ELO D - LSA 2. Enhance Communications TestReview

Method of Instruction: Test ReviewMode of Delivery: Resident Instruction


Time of Instruction: 1 hrMedia Type: Printed Reference Material / ConferenceOther Media: Unassigned



Conduct comprehensive test review.

Check on Learning: Conduct Check on Learning during Test Review.

Review Summary: We have completed the end-of-lesson test for Enhance

Communications. Based on your performance, what are

your questions?

CHECK ON LEARNING (ELO D):Conduct Check on Learning during Test Review.

REVIEW SUMMARY(ELO D):We completed our performance test for Enhance Communications. Does

anyone have any questions on this block of instruction or require additional

training?

60

SECTION IV. SUMMARY

Method ofInstruction:

Reflective Discussion

Mode of Delivery: Resident InstructionInstr Type(I:SRatio):

Military - ICH, PMOS 42A48 or qualified civilian GS-1712 (1:18)

Time ofInstruction:

5 mins

Check onLearning Q: How many parts of speech are there?

A. 8


A. Noun


A. Replaces a noun


A. Adjectives


A. Conjunctions

Review/Summary Being able to communicate effectively is the most important of all life skills. A crucial, but often

overlooked, function of leadership is being an effective communicator. Good communication

skills are key to success in life, work and relationships. Without effective communication, a

message can turn into error, misunderstanding, frustration, or even disaster by being

misinterpreted or poorly delivered. During this lesson we have examined a number of areas

where we can all enhance and improve your communication skills. Are there any questions?

61

SECTION V. STUDENT EVALUATION

TestingRequirements Students will take an end-of-lesson assessment and must score 70% or higher to meet the

standard.

NOTE: Refer to the Executive Administrative Assistant Individual Student Assessment Plan

(ISAP) for detailed information on all course requirements.

FeedbackRequirements Feedback is essential to effective learning. Schedule After Action Reviews (AARS) as needed

and solicit feedback from students on course material and / or assessments. Address any

questions or comments students may have and provide remedial training, as needed.

62

Appendix A - Viewgraph Masters

Enhance Communications805C-CSAE3101 / Version 1.0 ©

Sequence Media Name Media Type

None

A-1

Appendix B - Assessment Statement and Assessment Plan

Assessment Statement: None.

Assessment Plan: None.

B-1

Appendix C - Practical Exercises and Solutions

PRACTICAL EXERCISE(S)/SOLUTION(S) FOR LESSON 805C-CSAE3101 Version 1.0 ©

C-1

Appendix D - Student Handouts

Enhance Communications805C-CSAE3101 / Version 1.0 ©

Sequence Media Name Media Type

None

D-1

This lesson plan is designed to provide enhanced ... · Conduct of Lesson NOTE: Before presenting...

Documents

Transcript of This lesson plan is designed to provide enhanced ... · Conduct of Lesson NOTE: Before presenting...