1. Effective Writing for Army Leaders
U.S. ARMY SOLDIER SUPPORT INSTITUTE
NONCOMMISSIONED OFFICER ACADEMY 1

2. Concrete Experience

3. Learning Objective
Action: Write Effectively Using the Army Writing Program
Condition: FM Sergeants in a classroom environment working individually, using academically sound principles, practical exercises, personal experience, handouts, discussion ,and extracted material from AR and DA Memo
Standard: Writing includes:
1. Elements of the six step writing process
2. Style that meets Army writing requirements of AR and DA Memo
3. Identification of appropriate usage of active voice.
4. Composition of correspondence with substance that supports the purpose of effective writing.
Instructional Guidance: Throughout this lesson, solicit from students the challenges they experienced in the operational environment (OE) and what they did to resolve them. Encourage students to apply at least one of the critical variables: Political, Military, Economic, Social, Information, Infrastructure, Physical Environment and Time (PMESII-PT).
Conditions: with an awareness of the Operational Environment (OE) variables and actors.
Safety Requirements:
In a training environment, leaders must perform a risk assessment in accordance with DA PAM , Risk Management. Leaders will complete a DD Form 2977 RISK MANAGEMENT WORKSHEET during the planning and completion of each task and sub-task by assessing mission, enemy, terrain and weather, troops and support available-time available and civil considerations, (METT-TC). Local policies and procedures must be followed during times of increased heat category in order to avoid heat related injury. Consider the work/rest cycles and water replacement guidelines IAW TRADOC Regulation
The nine 21st Century Soldier Competencies outlined in Appendix C of TRADOCPamphlet (The U.S. Army Learning Concept for 2015) are general areas of competence or attributes required by Soldiers and leaders to prevail in complex, uncertain environments. Together, they provide a foundation for operational adaptability.
General Learning Outcomes for 21st-Century Soldier Competencies are general statements of the essential know ledge, skills, and attributes resulting from training, education and experience at each Level of Learning along a Career Continuum of Learning. The Lesson Outcomes for this lesson specify what students should know, be able to do or be able to demonstrate when they have completed this lesson and focus on critical and creative thinkers.

4. Effective Army Writing
“Effective Army writing transmits a clear message in a single, rapid reading, and is generally free of errors in grammar, mechanics, and usage.”
AR 25-50: Preparing and Managing Correspondence
DA PAM : Effective Writing for Army Leaders

5. Characteristics of Army Writing
Concise
Organized
To the Point
GOOD
Good Army writing is concise, organized, and right to the point. Two essential requirements include putting the main point at the beginning of the correspondence and using the active voice (for example (main point up front), “You are entitled to jump pay for the time you spent in training last year”).

6. Constructing Military Correspondence
Use short words
Use correct spelling & grammar
Keep sentences short
Use I, you, and we as subjects
Write paragraphs
10 lines or <
Keep letters and memo = 1 page
AR 25-50, para 1-45
a. General techniques. Focus first on the main point to construct basic military correspondence. Use of the active voice is the basic style of Army writing.
b. Specific techniques. Meeting the standards for correspondence requires specific techniques. Use these additional rules of correspondence construction to improve effectiveness.
(1) Use short words. Try not to use more than 15 percent over two syllables long.
(2) Keep sentences short. The average length of a sentence should be about 15 words.
(3) Write paragraphs that, with few exceptions, are no more than 10 lines.
(4) Avoid jargon.
(5) Use correct spelling, grammar, and punctuation.
(6) Use I, you, and we as subjects of sentences instead of this office, this headquarters, this command, all
individuals, and so forth.
(7) Write one-page letters and memorandums for most correspondence. Use enclosures for additional information.
(8) Avoid sentences that begin with “It is ...,” “There is ...,”or “There are ....”
Avoid jargon
Avoid sentences that start w/”It is…

7. Active / Passive Voice ACTIVE = DOER --- VERB --- RECEIVER
ACTIVE - The subject of the sentence names the actor
ACTIVE = DOER --- VERB --- RECEIVER
All qualifiers will zero their weapons before qualification.
PASSIVE - The subject of the sentence names the receiver of the action.
PASSIVE = RECEIVER ---VERB --- DOER
All weapons will be zeroed before qualification.

8. Active Voice Is More Effective Because …
It is a stronger form of expression because it indicates the agent and shows the action.
It states the action in fewer words.
It prevents confusion about the actor. Use of “I” and “We; the first person takes responsibility for the action.

9. Disadvantages Of Using
Passive Voice
Leaves critical information unstated
Evades responsibility
Increases length

10. How To Recognize The Passive VoiceBE AM IS
ARE
WAS
WERE
BEING
BEEN
PAST PARTICIPLE
ENDING IN –ED OR
–EN
GIVEN
TAKEN
IMPLEMENTED
CONDUCTED
ORDERED

11. Review Practical Exercise #1 Identify Passive Voice

12. How To Correct Passive 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 Ft Bragg.
3. Change the verb.
Personnel ARE PROHIBITED from smoking during refueling operations.
Personnel must not smoke during refueling.

13. Review Practical Exercise #2 Change Passive Voice to Active

14. Types of Army Correspondence & Documents
Memorandum
Letter
OPORD (Operation Order)
SOP (Standing Operating Procedures)
DA and DD Forms

15. The Memorandum Army’s main format for preparing correspondence
Basic or Formal Memorandum
Informal Memorandum 
Memorandum For Record (MFR)
Memorandum of Agreement (MOA) or Understanding (MOU)

16. Information Paper Purpose- to provide information
Bottom Line Up Front- BLUF
One page summary
Clear, concise, and logical
a. An information paper provides facts in a clear and concise format (that is, for use in a discussion paper or trip book). The format may be altered to meet a specific need.
b. Include the subject and purpose. Paragraphs will contain only essential facts concerning the subject. Papers will be self explanatory and will not refer to enclosures except for tabular data, chars, or photographs.
c. Papers should not exceed one page in length and need not be signed, but must include the action officer’s name and telephone number in the lower right corner. Type the name of the approval authority below the action officer’s name and number to indicate agency approval by principle, deputy, or director.
d. Avoid using acronyms and abbreviations, except for those that are familiar outside of the Army (e.g., DoD, ARSTAF, etc.)
Figure 19, DA Memo 25-52

17. Effective Army Writing
PARTIAL MIND MAP
Memorandum
Information
Paper
1. ______________
________________ 1.
2. ______________
________________ 2.
3. ______________
________________ 3.
________________ 4.
4. ______________
________________ 5.
Effective Army Writing
1. ______________
1. ______________
________________ 6.
2. ______________
2. ______________
________________ 7.
3. ______________
________________ 8.
Partial Mind Map
3. ______________
4. ______________
4. ______________
________________ 9.
5. ______________
5. ______________
________________ 10.
Reasons to
Use Active
Voice
Constructing
Correspondence

18. Learning Objective
Action: Write Effectively Using the Army Writing Program
Condition: FM Sergeants in a classroom environment working individually, using academically sound principles, practical exercises, personal experience, handouts, discussion ,and extracted material from AR and DA Memo
Standard: Writing includes:
1. Elements of the six step writing process
2. Style that meets Army writing requirements of AR and DA Memo
3. Identification of appropriate usage of active voice.
4. Composition of correspondence with substance that supports the purpose of effective writing.