1. AIR FORCE EFFECTIVE WRITING

2. AF Effective Writing Writing Fundamentals Writing as a Process
Writing Philosophy
Recipe for Effective Writing
Writing as a Process
Planning Stage
Drafting Stage
Common Errors

3. Philosophy Writing effectively is an
important leadership skill that can be improved through practice.

4. Philosophy Writing effectively is an
important leadership skill that can be improved through practice.

5. Philosophy Writing effectively is an
important leadership skill that can be improved through practice.

6. FOCUS Recipe for Success EFFECTIVE WRITING TAKES AFOATS CAMS 1 Class
Transition: now lets talk about keys to effective writing… you will here lots of “how to’s” later in this lesson- but first lets set the stage with 5 overarching keys to success.
#1 is ….
This is a universal writing problem.
In an academic environment, you can replace the word “issue” with the word “question” .
(need to modify the notes below to speak “constructively’ not “negatively”)
If you fail to address the issue, you fail in your objective.
If you fail to address the whole issue, we doubt your ability, understanding, or your credibility.
If you address items irrelevant to the issue or question you are writing about, it reflects poorly on your ability to discern what is relevant, the clarity of your thought, or your discipline. It also handicaps you because most assignments have a limited page count.
Helpful hints to follow...

7. Recipe for Success AFOATS CAMS 1 Class F = Focused O = Organized
C = Clear
U = Understood/Appropriate
S = Supported
Transition: now lets talk about keys to effective writing… you will here lots of “how to’s” later in this lesson- but first lets set the stage with 5 overarching keys to success.
#1 is ….
This is a universal writing problem.
In an academic environment, you can replace the word “issue” with the word “question” .
(need to modify the notes below to speak “constructively’ not “negatively”)
If you fail to address the issue, you fail in your objective.
If you fail to address the whole issue, we doubt your ability, understanding, or your credibility.
If you address items irrelevant to the issue or question you are writing about, it reflects poorly on your ability to discern what is relevant, the clarity of your thought, or your discipline. It also handicaps you because most assignments have a limited page count.
Helpful hints to follow...

8. Recipe for Success
AFOATS
CAMS
1 Class
#1: FOCUSED Address the issue, the whole issue, and nothing but the issue.
Transition: now lets talk about keys to effective writing… you will here lots of “how to’s” later in this lesson- but first lets set the stage with 5 overarching keys to success.
#1 is ….
This is a universal writing problem.
In an academic environment, you can replace the word “issue” with the word “question” .
(need to modify the notes below to speak “constructively’ not “negatively”)
If you fail to address the issue, you fail in your objective.
If you fail to address the whole issue, we doubt your ability, understanding, or your credibility.
If you address items irrelevant to the issue or question you are writing about, it reflects poorly on your ability to discern what is relevant, the clarity of your thought, or your discipline. It also handicaps you because most assignments have a limited page count.
Helpful hints to follow...
Answer the burning questions a reader may have.

9. Recipe for Success
AFOATS
CAMS
1 Class
#2: ORGANIZED Organize your writing so the reader can effectively follow the argument or point your trying to get across.
Transition: now lets talk about keys to effective writing… you will here lots of “how to’s” later in this lesson- but first lets set the stage with 5 overarching keys to success.
#1 is ….
This is a universal writing problem.
In an academic environment, you can replace the word “issue” with the word “question” .
(need to modify the notes below to speak “constructively’ not “negatively”)
If you fail to address the issue, you fail in your objective.
If you fail to address the whole issue, we doubt your ability, understanding, or your credibility.
If you address items irrelevant to the issue or question you are writing about, it reflects poorly on your ability to discern what is relevant, the clarity of your thought, or your discipline. It also handicaps you because most assignments have a limited page count.
Helpful hints to follow...

10. Recipe for Success #3: CLEAR Write clearly. Make every word count.
AFOATS
CAMS
1 Class
#3: CLEAR Write clearly. Make every word count.
Transition: now lets talk about keys to effective writing… you will here lots of “how to’s” later in this lesson- but first lets set the stage with 5 overarching keys to success.
#1 is ….
This is a universal writing problem.
In an academic environment, you can replace the word “issue” with the word “question” .
(need to modify the notes below to speak “constructively’ not “negatively”)
If you fail to address the issue, you fail in your objective.
If you fail to address the whole issue, we doubt your ability, understanding, or your credibility.
If you address items irrelevant to the issue or question you are writing about, it reflects poorly on your ability to discern what is relevant, the clarity of your thought, or your discipline. It also handicaps you because most assignments have a limited page count.
Helpful hints to follow...

11. Recipe for Success
AFOATS
CAMS
1 Class
#4: UNDERSTOOD/APPROPRIATE Understand your readers and their needs. Understand the reader’s expectations of you. Give them appropriate material.
Transition: now lets talk about keys to effective writing… you will here lots of “how to’s” later in this lesson- but first lets set the stage with 5 overarching keys to success.
#1 is ….
This is a universal writing problem.
In an academic environment, you can replace the word “issue” with the word “question” .
(need to modify the notes below to speak “constructively’ not “negatively”)
If you fail to address the issue, you fail in your objective.
If you fail to address the whole issue, we doubt your ability, understanding, or your credibility.
If you address items irrelevant to the issue or question you are writing about, it reflects poorly on your ability to discern what is relevant, the clarity of your thought, or your discipline. It also handicaps you because most assignments have a limited page count.
Helpful hints to follow...

12. Recipe for Success
AFOATS
CAMS
1 Class
#5: SUPPORTED Adequately support your position with relevant information.
Transition: now lets talk about keys to effective writing… you will here lots of “how to’s” later in this lesson- but first lets set the stage with 5 overarching keys to success.
#1 is ….
This is a universal writing problem.
In an academic environment, you can replace the word “issue” with the word “question” .
(need to modify the notes below to speak “constructively’ not “negatively”)
If you fail to address the issue, you fail in your objective.
If you fail to address the whole issue, we doubt your ability, understanding, or your credibility.
If you address items irrelevant to the issue or question you are writing about, it reflects poorly on your ability to discern what is relevant, the clarity of your thought, or your discipline. It also handicaps you because most assignments have a limited page count.
Helpful hints to follow...

13. FOCUS will give you results… Recipe for Success
Transition: now lets talk about keys to effective writing… you will here lots of “how to’s” later in this lesson- but first lets set the stage with 5 overarching keys to success.
#1 is ….
This is a universal writing problem.
In an academic environment, you can replace the word “issue” with the word “question” .
(need to modify the notes below to speak “constructively’ not “negatively”)
If you fail to address the issue, you fail in your objective.
If you fail to address the whole issue, we doubt your ability, understanding, or your credibility.
If you address items irrelevant to the issue or question you are writing about, it reflects poorly on your ability to discern what is relevant, the clarity of your thought, or your discipline. It also handicaps you because most assignments have a limited page count.
Helpful hints to follow...

14. Planning to write Planning Stage includes: Analyzing purpose
Analyzing audience
Organizing
Outlining

15. Analyze your Purpose Multiple purposes:
to direct, to inform, to persuade, or to inspire
In all situations, get clear on your purpose, then communicate it clearly!

16. Analyze your Audience At AFROTC: In your job:
Level of formality? (point of view, tone)
Appropriate amount/quality of support?
Other expectations? (page length, format)
In your job:
Background, education and rank?
Existing beliefs, views and attitude?
What expectations (if any) do they have of you?

17. Audience Expectations: Point of View (POV)
1st person and 2nd person narrative:
Uses the pronoun “I” to denote the writer
Uses the pronoun “you” to denote the reader
Common in informal writing ( s, memos)
3rd person narrative:
Uses “he/she” or “they” to denote who is written about
Common in formal or academic writing
At AFROTC:
Requirements: 1 & 2 PPOV required five places
Purpose Statement, Overview, two Topic Sentence(s) and Closure Statement

18. Organizing Pick organizational pattern Topical Chronological
Spatial or Geographical
“Reason” (Position/ Support)
Cause/effect
Problem/solution

19. Organizing Get your information together Brainstorm Research
Personal experience
Talk to the “experts”

20. Outlining
Outline Information
Introduction
Body
Conclusion

21. Outlining Arrange concepts/material visually
Show flow of main points or logic
Ensure nothing is left out
Format/level of detail may vary
Rework as needed

22. Drafting
Writing structure
Editing/Rewriting

23. Drafting: Writing Sentences and Paragraphs
Focus on writing structure:
Introduction
Purpose Statement
Overview
Body
Main Points
Conclusion
Closure Statement
POC Information

24. Drafting the Introduction
Purpose Statement (PS)
Specifically states purpose
Sets tone or theme
Overview (OV)
Clearly presents main points
Previews paragraph sequence
Ties main points to purpose

25. Drafting the Body The body Things to consider:
...typically consists of one or more paragraphs
…addresses main points in same order as overview
Things to consider:
Paragraph construction
Transitions

26. Drafting the Body: Paragraph Construction
Each paragraph should have one main point, captured in a Topic Sentence (TS)
TS should be the first sentence of the paragraph
Use key words from the Overview
Supporting Ideas (SI)
Prove, clarify, illustrate, develop main point
Provide specifics to support a generality

27. Drafting the Body: Functions Of Transitions
External transitions (ET) are typically
phrases or sentences located at the end of a paragraph
designed to guide reader between paragraphs

28. Example: External Transition
Project CARE proved successful for a variety of reasons. The project enabled the base population to identify much-needed work in the local community…. Project CARE team leaders matched these needs with base residents having the right skills to lead team members and complete specific projects. Although our project provided benefits to the local community, the project was not without cost.
A large factor in any project is cost. The material to support the project…

29. Drafting the Body: Functions Of Transitions
Internal transitions (IT) are typically
words showing relationship between ideas
designed to guide reader within paragraphs and sentences
use as needed to enhance flow of paragraph
do not overuse internal transitions in a 1-page letter

30. Example: Internal Transition
A good, solid paragraph has two to three distinct parts: a main idea, support ideas and transitions. First, the main idea should be specific and be found in the topic sentence. Next, you must remember to properly back your main idea through development of supporting ideas. Finally, use transitions, both internal and external, as necessary to ensure your paragraph flows smoothly.

31. Chronological or sequential
first… second... third...
meanwhile
later
afterwards
finally
Spatial
next to
in front of
beside
between
behind
to the left/right
Logical
however
furthermore
as a result
because
in fact
yet

32. Drafting the Conclusion
Closure Statement (CL)
Relates back to purpose
Give sense of completeness
POC Information
Rank, Name, Duty Title and Phone Number

33. The first rule of editing… Edit with “fresh eyes”

34. Rewriting and Editing
When time permits, rewrite/edit in multiple steps
Big picture and flow
Paragraph structure
Sentences, phrases, and words
Always edit, but tailor process to time allotted
Editing is not the same as proofreading.
Editing can be bloody.

35. Common Errors in Writing
Word Doubling
Extra Sentences/Phrases
Incorrect Word Choice
Passive Voice

36. Word Doubling Don’t use word pairs unless both add significant value
Draft: “We must comply with the standards and criteria for controlling and reducing environmental pollution”
Better: “We must comply with the standards for reducing environmental pollution”

37. “Extra” Sentences /Phrases
Each sentence should support your claim
Keep yourself and your reader focused (“Answer nothing but the question…”)
Avoid unnecessary words or expressions
Using big words when small ones work
circumvent vs. avoid
Using big phrases when single words work
for the purpose of vs. to

38. Incorrect Word Choices ref: The Tongue and Quill
Easily Confused Words (T&Q p.44)
than/then
accept/except
there/their/they’re
its/it’s
Subject-Verb Agreement (T&Q p.75)
plural subjects take plural verbs
Pronoun reference (T&Q p.77)
“its” versus “their”

39. Passive vs Active Voice
Passive voice is sometimes appropriate
Tolerated, sometimes expected, (mostly in formal writing)
Sometimes used to soften bad news, or when the “actor” is unknown, unimportant or better left unnamed
If unsure, ask your instructor for guidance
The need for formality is not an excuse for muddy, unclear writing
Formal writing can still be clear

40. Keep in mind... Write in plain English
Vary sentence and paragraph structure for emphasis
Repeat key words for emphasis
Be concise, but support main ideas
Write logically
Bottom line is that we are trying to help you… we aren’t trying to catch you in mistakes, but to cultivate and encourage you to be the best writer you can be…
TRANSITION:
Now that we’ve set up the overarching framework, we’ll now talk details….
When in doubt, ask your instructor for guidance on specific assignments!

41. … and remember Writing is important! It’s hard work.
There are no short cuts.
Everyone can improve and will improve with practice.
Resources are available to help.
Bottom line is that we are trying to help you… we aren’t trying to catch you in mistakes, but to cultivate and encourage you to be the best writer you can be…
TRANSITION:
Now that we’ve set up the overarching framework, we’ll now talk details….

42. Summary Writing Fundamentals Writing as a Process Writing Philosophy
Recipe for Effective Writing
Writing as a Process
Planning Stage
Drafting Stage
Common Errors

43. “It is not good to know more unless we do more with what we already know.”
~ R.K. Bergethon