DISTANCE DELTA MARCH 2013

Language Systems
Assessment 2: Skills
Helping learners write semi-formal emails
Kateryna Kirichenko
03-Jul-13
Table of Contents
Introduction .................................................................................................................................................. 3
Analysis ......................................................................................................................................................... 4
Problems and solutions................................................................................................................................. 7
Problem 1 Genre ....................................................................................................................................... 7
Solution 1 .................................................................................................................................................. 7
Problem 2 Genre ....................................................................................................................................... 7
Solution 2 .................................................................................................................................................. 8
Problem 3 Language systems.................................................................................................................... 8
Solution 3 .................................................................................................................................................. 9
Problem 4 Language Systems ................................................................................................................... 9
Solution 4 .................................................................................................................................................. 9
Problem 5 Writing processes .................................................................................................................. 10
Solution 5 ................................................................................................................................................ 10
Word count ................................................................................................................................................. 12
Bibliography ................................................................................................................................................ 12
Introduction

Nowadays, writing emails is one of the most common types of written communication. (Emmerson,
2003). Being able to write a professional, business-like email is a crucial skill for many people.

During my teaching career I have been approached by students of all levels asking about email writing.

Writing emails can be difficult for both native and non-native speakers. A lot of my students told me that
they often have difficulties deciding what style to use – formal or informal; what stylistic expressions are
suitable for each and how to organise the emails to make them look professional.

It is becoming increasingly common to use semi-formal emails in most situations. The level of formality
required in professional communication has been lowered and many very formal expressions are seen
as unnecessary and out of date. That is why I have decided to focus on writing semi-formal emails in this
essay.
Analysis

One of the most important writing genres (genre - language used in specific social contexts (Tribble,
1996)) in our everyday lives is writing letters, or, more recently, emails.

Emails differ from traditional letter writing in that that they are typed, are more spontaneous and often
incorporate some features of conversational discourse.

Recently it has been noted that different workplaces often develop their own semi-formal email style,
which reflects organizational cultural differences. However, the educational institutions emails show a
range of styles with different levels of formality (Pop, n.d.).

When writing semi-formal email the writers need to know and apply the following features and skills.

Genre
1. select appropriate content

When planning an email, skilled writers concentrate on the purpose of the email which implies the
organisation and an appropriate style. They think about their readers and what they need to know
(Hedge, 2000).

2. follow established conventions in the organisation of the text

In emails it is important to follow the conventions as it is expected by the reader. The layout of a typical
email includes:

Subject line

A short summary of the content of the message. It should be clear and short and tell the reader exactly
what is coming in the body of the email (Emmerson, 2003).

Example: 10am meeting in the Conference Room 2

Salutation

Reflects the relationship between the writer and the reader and sets the tone of the email. The
following salutations are common in semi-formal emails:

Dear Sir/Madam, (Br.E.) - when the writer doesn’t know who will be reading his/her email.

Dear (first name) - when the writer doesn’t know the reader well or it is the salutation the
reader has used in previous correspondence.

Hi (first name),or Hello (first name), - when the reader is someone the writer knows well.

Body
Contains the main message of the email. It is important to use paragraphs here. According to the
convention of the email writing the information is divided as following:

1st paragraph: the purpose of the email (I’m writing to ask for a price quotation...)

2nd paragraph: full details (I will be moving to Singapore at the end of this month )

3rd paragraph: expectations of what happens next (Please, send me the quotation as soon as
possible.) (Anonymous, How to Write Email, 2005)

Sign-off

Sign-off depends on the relationship between the writer and the reader:

Best regards, or Yours,

Name – probably the most common sign-off when the relationship between the reader and
writer is still at the initial stage

Thanks/Have a good day

Name – used if the reader and writer know each other well.

(Beade, et al., 2009)

Language systems
1. get the intended message across

Skilled writer use simple grammar to ensure that there is no ambiguity.

Standard expressions and common professional phrases help the readers understand the message
because it is something they expect to see.

Successful writers use paragraphs and bullet points. They make their message clearer than pieces of
continuous text (Emmerson, 2003).

2. use a range of cohesive devices to link the message of the text

Skilled writers use a range of cohesive devices to show the relationship between sentences, paragraphs
and ideas. These include:

lexical cohesion:

 direct repetition, synonyms and anonyms

Example: the documents, the papers, under control, out of control)
 substitutions to avoid repetition
Example: The ones that arrived from London.

grammatical cohesion:
  reference: pronouns, articles
Example: It is important that... The papers need to arrive in...
 ellipsis (common in semi-formal emails due to the fast pace of writing, usually used
anaphorically)
Example: I’d prefer the blue (font). We wouldn’t have to (send it back).
(Thornbury, 2005).

3. use punctuation correctly

Despite recent tendencies to omit punctuation (Pop, n.d.)I believe that in a professional environment it
is important to use it correctly. Capitalising entire words, for example, can be seen as ‘shouting’ and is
considered impolite. Use of contractions is allowed in semi-formal emails.

Writing processes
1. gather information (related to content) that is needed prior to writing

A writer needs to consider the audience, the purpose and, since emails are interactive, the
expected/desired response (Frendo, 2005). While emails are usually short, it is necessary to provide the
reader with all information required for her/him to respond or take action requested.

2. compose the text

When writing, successful writers go through certain processes .They start with a plan, although this
often changes in the process - the writing itself generates further planning (Hedge, Writing, 2005). In
email writing planning is usually done mentally, due to a lack of time. The organisation of the email
lends itself to the plan (see Genre, 2 ).

3. revise and edit

Getting the content right is what happens during revision (Tribble, 1996). Successful writers re-read
their emails to revise for content. They imagine themselves as readers of the email to see what
information is needed to reply to the email.

Editing in email writing is less demanding than in other kinds of writing. In business world, content is
often more important than grammar and punctuation (Frendo, 2005) and spell-checking software takes
care of spelling.
Problems and solutions

Problem 1 Genre
Students are not familiar with the established conventions of a professional email in English.

Having taught in different countries I have noticed that probably the most common problem for my
students when writing professional emails is not following the established conventions of the
organisation/layout.

My Asian (Vietnamese and Chinese) students, for example, never stated the purpose of the email in the
first paragraph. It would be too direct. As M. R. Montaño-Harmon (2001) pointed out ‘the discourse
pattern, or logical arrangement of ideas […] will vary depending on the culture and the native language
of the writer’. In different regions of the world, there are different expectations about how information
will be organised in a text.

Solution 1
comparing

Aim: to raise students’ awareness of the importance of established conventions

Procedure:

1. The students see an email written in their L1 following the conventions of the L1.

2. Then they see its direct translation into English, using the same layout as the original.

3. The students are shown the same email with the same content but written in English, following
English conventions. They are asked to work in groups to compare the emails and list the differences.

4. Open class discussion where the students share their findings and the teacher acts as a facilitator.
Students work in groups to create a template of an English email.

5. The students receive another L1 email and are asked to re-write it following English conventions.

6. Feedback

Evaluation

This activity is probably best suited for higher level students. It develops learner autonomy. It is probably
the best way to show what is/isn’t appropriate in English emails and it emphasises that direct translation
shouldn’t be used. It highlights socio-cultural differences and can lead to a meaningful discussion of
styles and genres. It is engaging as the students can see its relevance.

Problem 2 Genre
Students use inappropriate to the genre stylistic expressions due to L1 interference
While teaching in Oman, I have noticed that students often addressed me as ‘My dear Katya’, or ‘My
dear teacher’ in their emails. Later I learned that it is a very common salutation in Arabic written
communication and that it shows writer’s respect. However in English it is unacceptable, particularly in a
professional environment.

Once I received the following email from a student:

After compliments,
Thanks for helping me to write this paragraph. I will go to Nizwa for the weekend, if you please to join
please give your contact no.
Bye,
Ahmed

Solution 2
Concordancing (Tribble, 1996)

Aim: to help students accumulate a range of expressions suitable for professional emails.

Procedure

1. Gives the students a few email examples and asks them to find and highlight specified parts of an
email (salutation, opening, closing statement, sign off, etc.).

2. The examples are copied, categorised and pasted onto a poster or pinned on a wall.

3. The teacher asks the students to write a short email on a different topic but to include the
expressions they can see in the poster/around the classroom.

4. When the student have finished they peer check their email.

5. The teacher collects the emails, marks them and returns to the students.

6. Good and bad use of the expressions is then discussed with the students.

Adapted from J. Willis, as cited in Tribble, 1996, p. 58-59

Evaluation

This is more of a project work and it requires time. However, it is a great way for the students to create
their own ‘resource bank’ on which they can draw on in the future. The activity promotes learner
autonomy as it teaches the students to make use of writing models, as a lot of native speakers do
(Flowerdew 1993 as cited in Tribble, 1996, p.57).

Problem 3 Language systems

Students write long confusing emails that include a lot of irrelevant information which results in
omitting necessary information and obscuring the message of the email
A lot of students, especially higher level Asian students, often write very long emails because they feel
that they need to include as much information as possible. As one of my Vietnamese students explained
she did it to “show that she can write a lot”.

Solution 3
Aim: to help students choose relevant content by developing their sense of the context and the reader.

Procedure

1. Set up a context for writing (e.g. write an email to a travel agent) and ask the students what the
reader would need to know to reply to their email. Elicit some ideas from the students and put them on
the board.

2. Ask the students to imagine that they are meeting the reader and are having a face-to-face
conversation with him/her. What questions should you (the writer) ask him? What do you think he/she
would ask you?

3. Students work in pairs and write the questions/answers.

4. Divide the class into 2 groups - the readers (A) and the writers (B). Pair up students A and B. They
role-play a conversation using the questions/answers from the previous activity.

5. Give a beginning of an email and asks the students to finish it based on their conversations.

6. Students put their writings on the walls around the classroom, read them and vote on the best email

Adapted from Hedge, 2005 Imagining Dialogues

Evaluation

With some adaptation and using different contexts, this activity can be used for all levels. It is very
interactive and gives the students an opportunity to be creative. It needs a very careful set up and very
clear instructions.

Problem 4 Language Systems

Students often use wrong linking words or place them wrongly in a sentence or avoid using them.

My Arab students have difficulties using linking words to connect their ideas. Lower level students often
use and, but and so incorrectly. Sentences like I have two brothers but two sisters or My village is far
away so it’s very beautiful are very common for elementary students. Higher levels often overuse or use
incorrectly linkers such as moreover, however and although.

Solution 4
Combining sentences

Aim: to demonstrate the use of linkers

Procedure:
1. Give a list of sentences and a list of linkers. The students write a paragraph by combining the
sentences using the linkers. Demonstrate one example on the board eliciting suggestions from the
students.

2. Students work in small groups writing a paragraph.

3. Each group reads the paragraph. Other groups listen and comment.

4. Feedback session.

Evaluation

This is a very simple activity that doesn’t require much preparation and can be used repeatedly with
different kinds of sentences and linkers at any level. It demonstrates the relationships between
sentences and allows students to experiment with the language.

Problem 5 Writing processes

Students do not review/edit their work because they are not sure how or because they do not allow
any time for it in timed writing activities.

Often, when giving the students their writings back marked using a correction code, I see that they
quickly identify what is wrong and are able to correct it. This shows that they simply don’t review/edit
their work. Writing tasks are often timed and most students keep writing until the last second and, as a
result, do not have time to revise or edit their work.

Solution 5
using checklists to enable students to correct their work.

Aim: to enable students to review and edit their written work

Procedure:

1. In the pre-writing stage ask the students what makes a good writing. Elicit some criteria; write them
up on the board. At this stage it is important to point out that revising the content is as important as
editing for grammatical accuracy.

2. Give out two checklists – one for reviewing and one for editing. Make the distinction between
reviewing and editing clear.

3. Set up a time limit for writing. Students write.

4. After they’ve finished writing, students work in pairs and discuss their writings using the reviewing
checklist. Monitor and help the students (if possible, make photocopies of their writings at this stage to
compare them with a final version at the end). Allow time for changes.

5. Working with a different partner, students edit their writings using the checklist for editing.

6. Allow time for final changes and collect their work.

7. Discuss if the checklists were useful. Remind them to always leave time to review and edit their work.

8. Next lesson - feedback session (if the copies were made, mark both the first and the final writings to
show the improvement).

Evaluation

This activity helps the students to understand the criteria of a good writing and what is required of
them. It enables them to become more independent writers. It also helps them plan their time better
when doing writing. Once they have understood the importance of revising and editing they are more
likely to allocate time for it at the end. Peer check help raise their awareness of their own problems
(Hedge, 2005)
Word count
Introduction: 148 words

Analysis: 845 words

Problems and solutions: 1493 words

Total: 2486 words

Bibliography
Books:

Byrne, D. (1979). Teaching Writing Skills. Longman Group Ltd.

Emmerson, P. (2003). Email English. Macmillan.

Frendo, E. (2005). how to Teach Business English. Pearson Education Limited.

Harmer, J. (2004). How To Teach Writing. Pearson Education Limited.

Hedge, T. (2000). Teaching and Learning in the Language Classroom. OUP.

Hedge, T. (2005). Writing (2nd ed.). OUP.

Pincas, A. (1982). Teaching English Writing. Macmillan.

Thornbury, S. (2005). Beyond the Sentence. Macmillan Publishers Limited.

Tribble, C. (1996). Writing. OUP.

Articles & websites:

Beade, et al. Email Writing, Business Result Pre-Intermediate. (2009). Retrieved June 13, 2013, from
Oxford University Press English Language Teaching:
http://elt.oup.com/elt/students/result/pdf/br_pre_emails.pdf

Anonymous How to Write Email. (2005, March 9). Retrieved June 14, 2013, from The Hong Kong
Polytechnic University: http://www2.elc.polyu.edu.hk/cill/eiw/e-mail.htm

Gimenez, J. C. (2000). The Language of Business E-Mail: An Opportunity to Bridge Theory and Practice.
Retrieved June 14, 2013, from www.sdutsj.edus.s:
http://www.sdutsj.edus.si/ScriptaManent/2005_1/Gimenez.pdf

Montaño-Harmon, M.R. (2001, June). Retrieved June 2013, from www.fresno.k12.ca.us:

http://www.fresno.k12.ca.us/divdept/titlevii/discourse.pdf
Pop, A. M. (n.d.). Stylistic Features of Business E-mails. Retrieved June 15, 2013, from The Round Table:
http://www.theroundtable.ro/Current/Language/Anamaria_Mirabela_Pop_Stylistic_Features_of_Busin
ess_E.mails.pdf