Відео

You are very welcome!

Hi Pervaiz, in many English classes here, students write on topics like: - a reading-related question-like what is a specific character going through, etc - history-relating to readings or to social or political movements - self and reflections-identity, personal histories, personal narratives - issues-posing an argument about a social issue or law/regulation or economic proposal - analysis-analyzing something caused by a company, law, election, scientific discovery, or change

Yes, thank you-EFL writers can also use these ideas to help with the 3 topics in this video: - working on VERB TENSE-the verbs in these calls to action are PRESENT TENSE - improving CONCISION-many EFL writers can tend to have lots of prepositions. Try to reduce words other than nouns/verbs. - showing RESPECT-cultures vary so widely about how much "deference" is expected in communication. In the US, most business writers will try to treat all readers with respect, regardless of rank. And, it's ok for people to use less formal language often, even when writing to a boss. We don't want to get super informal, but I think it's something to consider for EFL writers because many other cultures include more formality in their workplace writing that we might see among American colleagues writing to each other, for example

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Hi Sophia! Thank you for your kind words, and I am so glad the video was helpful! Best wishes to you! 🌸

Thanks Randy! I agree-I think it's so fun, and often entertaining, to watch all these new terms! What is "coffee badging"? I haven't heard that one yet! It seems like new terms are not only popping up about the workplace, but about relationships. I heard a new one about getting through the holidays and dating: "winter coating." Kind of funny!

@@HighValueWriting "Coffee Badging" is when remote workers swipe in at the office with their badge, grab a cup of coffee, talk to some people, then go back home to work again...just to show they actually went in. 😂

Yeppers ;)

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Greetings, and thanks very much for your comment and question. :) That is indeed a good question because in many ways, the statement examples don't seem that different from one another, as they both give an opinion and neither is about something tangible. I think, though, what makes "Not everything in life is done because it is necessary" complex might be these reasons: a. it elicits further questions b. it can be argued about c. we could compare/contrast: doing things because they're necessary vs for other reasons d. we can provide evidence-showing data, surveys, how much time/effort is invested in different pursuits e. it borders on ethics-ideas of why to do something, utilitarianism, includes some potential for philosophy f. we would need a complex explanation to explain it-vs "here's why it's fun" This is hard because your other example about fun learning a language would also fit with (a) and (b) above. But the "fun" sentence doesn't require any philosophical or ethical analysis, and doesn't suggest a compare/contrast. The "necessary" sentence requires more analysis and ethical explanation with evidence and examples. I hope this is helpful! Perhaps I should make a video on passing this test. I do have these others which could be helpful, even though they are ostensibly about other things: - writing simple, complex, and compound sentences: ua-cam.com/video/SUxjMvGEtcs/v-deo.html - another essay test - the GED: ua-cam.com/video/0EgimD-HRuM/v-deo.html - writing a college essay in English: ua-cam.com/video/IW5pxWX4mFs/v-deo.html Please feel free to ask any questions! :)

@@HighValueWriting Hi Erin, Thank you very much for your thorough reply, which has given me clearer understanding of the complex ideas.

Thank you, great question. Here are some ways students can analyze and edit their work: 1. Discuss who their audience is and then read it from that person's POV 2. Look for their main point. Can you point at it? If not, make sure there's a clear sentence saying the main point 3. Will the reader know what to do? Will they have unanswered questions? What else do you need to add? 4. Will the reader feel overwhelmed by the amount of detail? What can be removed that isn't needed now? 5. How is the tone? Will the reader feel respected by the greeting, word choice, and sign-off? 6. Is the email scannable? Or does it include lots of large paragraphs? Add headings and bullets when needed. 7. Is there a two-part subject line with Topic: Action? If not, try that approach.

@@HighValueWriting Thanks

You are very welcome, and I'm glad you found it helpful!

You are welcome and thanks for your support!

Glad to hear it, thank you, Tolera!

Thanks for your support! :)

Hi Tolera, you are very welcome!

You're welcome, and I'm glad you liked it! :)

Thank you; I'm glad you found this helpful! :)

Thank you!

💯 Definitely - thanks for your comment! :)

Ah thank you for the great idea! Do you mean mainly a claim letter that is like a complaint letter? I love this topic and will make a video on it! In the meantime, this might sound kind of weird since the topics are opposite, but the video on writing referrals in some ways could help. I think one would use a similar structure, providing background (in this case, on what went wrong) and examples: ua-cam.com/video/T1_F46iCIUo/v-deo.html But I will create a video on complaint letters this month. :)

Interesting, yes! Great question. Here's how I would structure this kind of email, as well as a couple videos that could relate in terms of orienting the email to your specific reader. Potential Structure *First Paragraph* - Main Point: [Here is a set of information about X]-kind of like the style of a thesis for informative essay/paper - Call to Action: [Please read/learn/follow/do + how to reach out with questions] - Timeline *Second Paragraph* - Topic Sentence: [The first item within X is Y] - Define Y + why it matters/relevance - Share examples and applications of Y *Third Paragraph* - Topic Sentence: [The second item within X is Z] - Define Z + why it matters/relevance - Share examples and applications of Z *Add more paragraphs like these-one per item. Or instead of a "paragraph," it can be Topic Sentence + bullets* *Concluding Paragraph* - Ultimate next steps for them - How to get in touch or any resources - Timeline Reiteration And these videos could be useful for some of the above sections: - How to choose the order of your ideas or list: ua-cam.com/video/20VUnplC0Z0/v-deo.html - How to write a main point: ua-cam.com/video/XV446ZIaxyg/v-deo.html - How to write a call to action: ua-cam.com/video/tJBdbLRy-co/v-deo.html

Great question. I think the first thing is to help students see writing as goal-oriented. That is, that we can accomplish something specifically, or regarding a specific person, with our message. Often in school we might see writing as something to produce and submit-an end in itself. But in other types of writing, we might be seeking to use our writing to meet some other ends. That's when I bring in the Informational and Relational Goals that the workbook is founded on. Students can see how to set goals to accomplish with their writing by looking at (a) what do they need to get done informatively or tangibly (like share a deadline for a project) and (b) what do they need to get done relationally (like motivate that reader to meet that deadline). After that, we go to our strategies. So it's kind of like: 1. Current situation - what needs to change? 2. Goals - what do we want to see? 3. Goals breakdown - what informational goals and what relational goals do I have for this message or project? 4. Choose strategies - what writing/comm strategies will help me meet that goal? For example, if I am trying to build trust with my reader, I will review my message before sending and make sure it shows respect at all times. 5. Apply those strategies to your message Here is more on those 2 types of writing goals that we typically have simultaneously in what I call Interactive Writing: ua-cam.com/video/moJeqkjb0JQ/v-deo.html

Yes, that is a good idea for an assignment or video. To write a letter of request for information, I would include: 1. Main point - what are you asking for 2. Call to action - what do you want them to do? 3. The list of what's needed, with links or whatever makes it easiest for the reader to act 4. How you'll use the information - in case that impacts how they provide it 5. Your thanks in advance, and if applicable, what you will be doing as next steps or in return

Thanks so much, @Librarian_Dude! As a writing teacher, I used to think, "There has to be more than brainstorm, outline, rough draft, final draft" when it comes to writing. I. hope the Informational and Relational Writing Goals provide a new way "in" to understand how writing works!

You are welcome, and I'm glad to hear this will be helpful! And thank you very much for your support!!

Thank you, Muhammad! Have a great day and best wishes for your writing.

Thanks friend!

Welcome!

Haha, thanks Arnold! I hope this quick guide will help many a student!

Totally, these are some great tips!

Much appreciated, Randy!

You are so welcome, David! Thanks for your comment. :)

You are welcome! I hope your business writing students find these ideas helpful! :)

Thanks so much; I really appreciate that! :)

Thanks and I hope you found this helpful. :) Best wishes!

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Thank you for the comment. Don't forget to subscribe to the channel. 😊

I call it shelaborating! 😄 Guilty as charged. Thanks for your comment!

Wow, that was an impressive run-on sentence. Was there an actual question in there? BTW, I love all the great videos on your channel. 🤣

Great question once again, Pervaiz! Thank you. Here are a few things I'd keep in mind while writing LinkedIn posts: - Like other practical writing tasks, we want to focus on the audience. Try to start posts with what's important or "front of mind" for your possible audience-and then talk about your points or services after. - Choose a tone that fits both what your audience would expect (level of formality, how friendly, etc.) AND your topic. So with an educational topic, you may want to be serious in your tone when it's about the great impacts of learning, but casual in terms of connecting with other people. - Use lots of bullets in your posts. The ones with longer paragraphs don't get read as much. - Try to create a balance between telling them something useful for their work in the post, but not telling so much that they don't need to learn more by getting in touch with you. Also, I think overall the best way to increase one's LinkedIn community is to join in with other conversations going on. People will start to notice your insightful comments, etc. By commenting, answering people's polls, etc., you can meet people working on the same things you're working on.

@@HighValueWriting Thank you so much for sharing useful tipls.

Thank you! It's fun looking into these new developments in language. :)

Hi James, that's a fantastic question and I wanted to answer right away in case you're working on your essay this weekend. If you are specifically writing an academic essay, you may want to use this video instead: ua-cam.com/video/vxVyoYAPyOc/v-deo.html. But, a few things to consider... So... it really depends on both the topic/subject and the instructor/rubric. This video about getting right to the point absolutely applies in business writing, emailing-and essays/papers if you're in a business degree program. But, it will depend if you're writing an essay for humanities or something instead. Many instructors will want you to create a longer intro that gives background and leads to the topic. Personally, I think all writing could get to the point quickly. But, in academics, sometimes the instructors have different goals for the paper, depending on the topic. Do you have a rubric for this essay? If so, does it say anything specific about how to do your intro?

@HighValueWriting Thank you so much for the quick response :) I failed at school due to untreated ADHD however I've recently been diagnosed and I'm on medication. I have always dreamed of going to university to study modern languages. Now medicated I hope to do an access diploma in September in psychology and sociology to do so. However I first need to learn how to structure an essay using the PETAL Structure before doing so. Using UA-cam videos and chatgpt I am doing mock essays to improve. This was the reason for my question :)

Hi @JamesEdward-v9d and thanks for the added info. So true, schools didn't recognize many of the factors making learning hard back in the day. Congrats on getting ready to pursue your diploma! Also, psych and sociology are so interesting. TBH, in those fields, you may have some instructors who do want concise, more business-oriented writing; it depends. A couple ideas: - Here's a full overview on writing essays: ua-cam.com/video/IW5pxWX4mFs/v-deo.html - This video on writing a certain kind of essay for the GED might also apply in some of what you're doing: ua-cam.com/video/0EgimD-HRuM/v-deo.html Best wishes and good luck! We're always here if you run into other questions. :)

@@HighValueWriting Thank you ever so much for the encouragement and links I truly appreciate it 🙏 and I will do so - I hope you have a wonderful weekend! 😊

Sounds great and enjoy the weekend too!

Thanks so much, Antoinette, and glad you enjoyed it! Yes, great point about staying outcome-focused. It's cool to see how much we can accomplish when we get intentional!

Thanks so much, Daniel; I appreciate that! Yes, exactly-the decisions would be made based on what's needed by the reader, and what's NOT needed (equally important!). Knowing that the more we dilute a message, the less likely readers will retain it... means less is often more! I think you already saw this video, but just in case, this one provides the "details management" solution: ua-cam.com/video/4lhPLeEn59w/v-deo.html Cheers!

Hi Heather, thank you for sharing these thoughts! It sounds like you have been prioritizing trust-building in your communication strategy and it's working! It was so cool to hear Amanda's success with her intentional approaches too. I've been learning so much from our conversations!

Love it, Paul-"if we want others to see us how we want to be seen." Yes, our intentional language can help us control the narrative! Or at least try to. ;)

Agreed-it's like we're creating/showing an image of who we are.

Thank you, Allison! It's so cool to hear from people who are empowering their careers and relationships through intentional communication. Totally agree about the shorter/longer emails! It can feel so counter-intuitive. But yes: saying LESS can actually help readers learn more easily.

Thank you so much, Allison! Definitely a case where less is more.

Agreed. I try to think of it this way: If I tell someone 10 things but they're not really listening, maybe they remember 1-2. But if I tell them 3 things only, and they are listening to those 3, they might remember all 3. All about not diluting the message! :)

Right? She's going to save so much time without those follow-ups! Thanks for your comment, Kelly! And so true: communication = relationships.

Hi Jessica, so glad to hear it! Thanks for your comment!

Hi Pervaiz, thanks for asking. I would suggest including a "5 Ws" of background info. Make sure the reader would know who, what, when, where, and why-of the subject you're talking about. Often that means 1-2 sentences of context that explain when and where other related steps have taken place, etc. We might say something like, "This isn't the first time we've seen X from Y. In the 1990s, X moved towards Y with Z. Later, in the 2000s, we saw X increase in popularity further."

Hi Pervaiz, great to hear from you. This video shares two requirements: subject + relevance. See what you think! ua-cam.com/video/NxPQGDAcsV0/v-deo.html

Such a great question. This is always something to consider! Does your university use rubrics? I know many schools provide a rubric to students and then when it comes time to grade, they see how the essay met the rubric requirements. I think we also have to consider what factors impact the grade more than others. When I assess essays, personally, I am looking more for ideas, logic, order, connection, etc.-vs considerations like grammar. But some teachers and professors see that differently. How about you?

Hi Alan! Haha great point, thanks for sharing. I almost said in the video: "the size of 3 Frances." In classes, I tend to share both examples, and your comment is a great reminder why to do this!