The Right Procedures of Writing a Letter of Complaint - Essay Example

LEARNING ASSESSMENT Writing a Letter of Complaint OBJECTIVES: To help understand why a letter of complaint is created To make an implicative thought on the students why they should know the right procedures of writing a letter of complaint and how this could help them later on. To help the students create effective letter of complains and be able to assess their own work ASSESSMENT PROCESS 1: Lecture and Discussion DESCRIPTION: This phase of the lesson shall introduce the students to the basics of writing a letter of complaint. Through the understanding that they are to form with regards this particular writing task, it is expected by the educator that the students would have a better chance of reasoning and judgment as to when and why they should actually make the letter. During this discussion, the teacher is expected to give them a head start on how the process of writing should actually be dealt with through the following procedures: Like any other types of letters, a letter of complaint has a particular focus, a matter that needs to be given attention so as to ensure that the purpose of the writing is given careful consideration during the process. Hence, in teaching students on how to write a letter of complaint, the educator must be able to find the right ways possible to help the students understand how and why they are actually learning the different procedures needed to be considered in writing a letter of complaint. In this regard the most basic elements of procedural writing should be taught to the students. Writing is an art that is noted as one of the most used expression of the human civilization. It could then be observed that through the numerous written works of different authors of books, of paper articles and other readable materials alike, there is a certain pattern that they follow. Why is it important to make effective use of these procedures' A.L. Trupe says that "Effective intervention results in better papers. Students who are asked or required to spend more time on a paper will think more about their topic, retain more information, and develop more powerful insights" (2001, Internet).Not everyone might easily see this obvious presentation of thoughts in a fine pattern. However, as it has always been said everybody and everything starts with the basics. Through this particular discussion, there are numerous factors that would be considered to be able to identify the essential procedures that even expert or professional writers take into consideration when they are putting their thoughts into writing. When writing a paper, or in this case a letter, there are at least three major preliminary procedures that should be considered by the writer. These procedures are called the "primary procedures". The said procedures include: (a) Prewriting Prewriting is the process by which a writer tends to scribble the words in his or her mind on paper. The words may mean nothing yet as they are all serving as key words to the main thoughts of the writer. From this so-called "scribbles" of thoughts, the writer is then able to create a plan on what he or she would more likely focus on in his writing. (b) Planning From the "scribbles" comes along the plan of the plot of the idea that is to be presented by the writer in writing. The ways by which the writer wants to layout the topic is done through outlining the primary topics of concern that needs to be addressed within the context of whatever it is that is being written about. Most often than not, this particular stage of writing makes it easier for the writer to see what the expected result of the written article or composition would actually look like. (c) Drafting From the outline comes the first-hand draft of the paper. The paper's draft looks like the actual approach of the writing, only that it is a much more basic type. It is a type of the composition that requires refurnishing. Meaning there are a lot of points that still needs to be redone in this particular step in writing. The writer is much freer when it comes to writing the draft compared to the strict considerations that a writer needs to give attention to when writing the final paper as it is. Moreover, this writing procedure makes it much less stressing on the part of the writer since the rules of writing are still lacks and the procedure requires lesser stress on the sentence construction procedures. From the discussion that has been presented on the basic truths with regards the primary procedures of writing, it could be noted that each step has its own characteristic that leads the writer in completing the next step. As for example, pre-writing an planning could not be separated or intertwined as the writer is indeed supposed to rethink things over and over again even before the whole idea of what he or she is going to write comes into the real picture. Planning then gives the writer an ample time to rearrange the plot of the topic that is to be written. In an aim of conveying the right thoughts and the most essential factors of the composition, it is in this procedure that the writer is able to keep a close track on the outline of the paper that is to be completed. Later on, the creation of the draft of the paper creates a more vivid picture of the final outcome for the writer to be able to see what is to be expected on the final result of the paper. Certainly, it could be observed that these steps make the procedures of writing much easier to finish. To be able to finish the letter, the second half of the procedure comes into the picture. Most often than not, the final procedures are called the "furnishing" procedure. After the draft is done, the furnishing of the said written output is to be given way. Like that of the primary procedures, the final furnishing steps consist of only two major parts. The said parts are as follows: (a)Revising Revising is more like "removing the unwanted edges of a drawing form the draft", as to writing; it is primarily omitting the unnecessary information that could be found within the draft of the paper. The idea is to give an ample presentation for the topic that is being presented within the finished composition. To be able to revise means to clean up the rough edges of the written work. This may include unnecessary information, fixing different run-on sentences, making it possible to have a clearer understanding of the matter being presented within the context of the idea being noted in the composition. (b)Proof Reading Proof reading is usually the last look on the paper. The writer is supposed to have a closer look on what has to be arranged and fixed yet after the revision procedures within the paper. Through this step, the writer is able to have a final "say" if the final work that he or she has done have actually met the standards that have been set for it to reach. From this point, it could be noted that writing indeed involves several procedures that concern the quality of the outcome of the paper as it is being refurnished for several times. The idea is to mainly bring out the gist of the writing through the presentation of the information that are written within the context of the compositions being completed. As it could be seen within the discussions presented in this paper, every writer, amateur or professional, gets along with the procedures of writing as they manage to complete the presentation of the ideas that they long to put into writing. The effective use of the procedures in writing has led many writers in being able to send the messages that they ought to share to their readers in a much more comprehensive procedure. TO ASSESS if the students directly understood the discussion, several questions could be asked of the class. The said questions could include: Why do you think is a letter of complaint important' Why does a letter of complaint need be efficient enough in sending the message to the receiver' To whom do you usually send letter of complaints to' There are three processes of writing, how could these procedures be applied in writing a complaint letter and how would it affect the message structure as sent to the receiver of the thought' How would this particular learning help you in the future' Further Expectations From this phase of the lesson, it is expected by the teacher that the participation of the class in answering the questions noted above would have a greater value of focused understanding on the part of the students. Their personal responses to the questions shall give them and the teacher the chance to know on which part of the subject further evaluation and extension of understanding should still be done. ASSESSMENT PROCESS 2: Writing the Letter of Complaint To be able to make sure that the students actually understood the subject, it is strongly suggested that the students be assigned to write their own letter of complaint to a company of their own choice. Since the letter would take a more formal business approach, the teacher shall expect the students to take the liberty of presenting their letters as needed to address their recipients. For about a whole period, the letters shall be written. For the coming class session, it shall be expected by the teacher that the students are ready for their presentation. Each student shall be given a chance to explain their work through answering the following questions: Why have you chosen the company as your recipient' What is likely the situation your letter is addressing to' How have you come up with the approach that that you used in writing your letter' Have you used the five-point procedure for writing discussed' If so, how.. if not, why' How has this activity helped you to understand the importance of creating and sending out a letter of complaint to particular recipients' Through this procedural assessment, the students would have a better in depth understanding of their lesson, thus becoming much able to face the different challenges of letter writing on their own later on. References: Scott, Julia D., Edna M. Troiano. The Contemporary Writer. Upper Saddle River: Prentice Hall, 2001. Clouse, Barbara Fine. A Troubleshooting Guide for Writers: Strategies and Process. New York: McGraw-Hill, 2005. Read More