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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.
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
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
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.
Check on Learning: SHOW SLIDE 54: CHECK ON LEARNING
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)
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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
Method of Instruction: Practical Exercise (Hands-On/Written)Mode of Delivery: Resident Instruction
Instr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-1712 (1:18)*
Time of Instruction: 40 minsMedia Type: Handout / Practical ExerciseOther 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 55: PRACTICAL EXERCISE 9
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 40 minutes - 30 minutes for the
PE; 10 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: 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
Method of Instruction: Discussion (Small or Large Group)Mode 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: 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.
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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
Method of Instruction: Practical Exercise (Hands-On/Written)Mode of Delivery: Resident Instruction
Instr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-1712 (1:18)*
Time of Instruction: 1 hr 25 minsMedia Type: Printed Reference Material / Practical ExerciseOther 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 58: PRACTICAL EXERCISE 10
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 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
Method of Instruction: Practical Exercise (Hands-On/Written)Mode of Delivery: Resident Instruction
Instr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-1712 (1:18)*
Time of Instruction: 1 hr 25 minsMedia Type: Practical ExerciseOther 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 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
Method of Instruction: Discussion (Small or Large Group)Mode of Delivery: Resident Instruction
Instr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-1712 (1:18)*
Time of Instruction: 3 hrsMedia Type: Printed Reference Material / PowerPoint PresentationOther 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 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
Method of Instruction: Discussion (Small or Large Group)Mode of Delivery: Resident Instruction
Instr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-1712 (1:18)*
Time of Instruction: 1 hr 30 minsMedia Type: Computer Assisted Instruction / PowerPoint
PresentationOther 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 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
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
Method of Instruction: Practical Exercise (Hands-On/Written)Mode of Delivery: Resident Instruction
Instr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-1712 (1:18)*
Time of Instruction: 1 hr 25 minsMedia Type: Practical ExerciseOther Media: Unassigned
50
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 68: PRACTICAL EXERCISE 11
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.
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
Method of Instruction: Discussion (Small or Large Group)Mode of Delivery: Resident Instruction
Instr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-1712 (1:18)*
Time of Instruction: 2 hrsMedia Type: Handout / PowerPoint PresentationOther 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 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
Method of Instruction: Practical Exercise (Hands-On/Written)Mode of Delivery: Resident Instruction
Instr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-1712 (1:18)*
Time of Instruction: 1 hr 25 minsMedia Type: Practical ExerciseOther 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 76: PRACTICAL EXERCISE 12
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
Method of Instruction: Practical Exercise (Hands-On/Written)Mode 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: Practical ExerciseOther 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 77: PRACTICAL EXERCISE 13
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 45 minutes - 30 minutes for the
PE; 15 minutes for PE Review.) State time students should all be back in the
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
Method of Instruction: Discussion (Small or Large Group)Mode of Delivery: Resident Instruction
Instr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-1712 (1:18)*
Time of Instruction: 5 minsMedia Type: PowerPoint PresentationOther 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 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
Method of Instruction: Practical Exercise (Hands-On/Written)Mode of Delivery: Resident Instruction
Instr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-1712 (1:18)*
Time of Instruction: 5 hrs 30 minsMedia Type: Computer Assisted Instruction / Practical ExerciseOther 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 79: PRACTICAL EXERCISE 14
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.
NOTE: Administer PE and set a time for all to be finished and for students to go on
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
Method of Instruction: Reflective DiscussionMode 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: Printed Reference Material / Computer Assisted
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 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
Method of Instruction: Practical Exercise (Hands-On/Written)Mode of Delivery: Resident Instruction
Instr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-1712 (1:18)*
Time of Instruction: 3 hrs 10 minsMedia Type: Printed Reference Material / Computer Assisted
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 81: PRACTICAL EXERCISE 15
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.
LEARNINGDOMAIN - LEVEL:
Cognitive - Applying
No JPMELEARNING AREASSUPPORTED:
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
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 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
Instr Type (I:S Ratio): Military - ICH, PMOS 42A48 or qualified civilian GS-1712 (1:18)*
Time of Instruction: 1 hrMedia Type: Printed Reference Material / ConferenceOther 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
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
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 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.