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BSBWRT401 Write complex documents

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BSBWRT401 Write complex documents

BSBWRT401 Write complex documents

 

Written activities

Activities provided throughout the lesson plan can be undertaken as homework and submitted to the trainer/assessor and/or conducted within the lesson as an observed task.

 

 

Plagiarism, cheating and collusion

Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further information.”

 

Intoduction 

The following slideshow outlines the induction information provided below for this unit:

Induction.pptx.  The trainer/assessor can adapt the information as relevant.

 

Induction and administrative procedures

Provide your RTO’s induction and housekeeping procedures, or follow the suggested outline:

Cover any general housekeeping such as:

o    trainer/assessor administration

o    emergency procedures

o    location of toilets and fire exits

o    WHS, security

o    break times

o    plagiarism and any other policies and procedures that the college requires the student to acknowledge or read and agree to, such as mobile phone policies or Internet usage policies.

 

Folder management and naming documents

Discuss and demonstrate where and how you would like students to save their work.

As a guide, students should keep all their work for this unit in a folder that has the unit code as its name, along with the student’s name. Any activities and assessment tasks should then be saved to this folder.

 

Students should name documents logically within the folder structure, it should include:

·         Unit code

·         Task number

·         Task name

·         Student last name (optional)

·         The date or version number (optional)

 

Back up

Students should always have a back up of their work on a different device. If the college has a network drive encourage students to use the drive and then back up to a USB or removable hard drive. If they are using a USB to save files then they should keep a back up on their laptop or home computer.

 

 

Drafting

Consider:

After planning how you will draft your document it is now time to actually research the information, organise it and then write it.

Organise your information in the order that it will appear in your document. It should be:

·         relevant

·         clear

·         concise

·         logical

 

It is always good to follow a process and stick to it so that you do not forget to include anything.  You could write down your own plan, or follow one similar to below:

-          Write down all the key points that you would like to include in the order that they should appear.

-          After writing your first draft, check back to the plan and ensure you have included everything and followed the criteria that you initially set out.

-          Check if any additional information is required – this could be identifying any gaps, collecting additional material or information, asking questions, checking the appropriateness to the audience, ensuring the initial objectives are being met.

-          Sort through any further information gathered and organise it into a logical order.

-          Draft the text of the document.

-          Read through your draft. Check that the order is correct and that it is accurate. Check back again to your plan to insure everything has been included.

 

 

Activity:  The Business Communication Handbook:  Review Questions, Group Assignment, Case Studies

 

Undertake these questions.

 

 

 

PROJECT:  Write a report - Part B Draft

 Draft the report. Use your plan to draft the report and ensure that you refer to the organisational style guide and document policy. Submit the draft to your trainer/assessor.

 

You may like to research a report on the Internet to help structure your own report.  The following provides a good guideline for research report writing:

 

http://www.ets.org/research/policy_research_reports/publications/report/2012/jefb

 

 

 

 

 

 

 

Class discussion: Professionalism

What does professionalism mean? Why should you be professional with just college work carried out?

Think about a letter or document you have received with grammatical or spelling errors. How did it make you feel about the organisation or the person who wrote it? What impression did you get?

 

 

 

 

 

Brainstorm:  Common errors

Think about the types of mistakes you have noticed in documents. 

What common errors have you come across before?

 

 Formats

The format may be an issue if you are emailing the document as an attachment.  This could be for a number of reasons.  For example the receiver may not have the same application as the document was created and therefore may not be able to read it.  PDF format is often used for this reason.

What does PDF stand for and why do we use it?

Visit the following site to find out more about why we use PDF formatting for sending documents digitally.

https://blogs.adobe.com/documentcloud/top-10-reasons-to-use-pdf-instead-of-word-excel-or-powerpoint/ 

Homework/Self-Study

Undertake the required homework, this can include completing any activities, questions or reading from the day’s session set by the trainer/assessor.

 

 

 

Review and completion

Allocate time for students to complete any outstanding activities, reading, role-plays, meetings, presentations or further tasks that require observation or submission to the trainer/assessor.

 

The trainer/assessor should allow time to review any topics or activities undertaken by students to consolidate their learning.

 

 

Discuss the Assessment Tasks

Take time to discuss each task in detail if required, and ensure that the students understand the assessment procedures, submission instructions and deadlines.

 

Students should use these sessions to work on their assessment tasks, with support from the trainer/assessor.

 

 

Short Answer Test

Allocate one hour for the completion of Assessment Task 1 – Short answer test.  This is an open book test but is required to take place under supervision test conditions.

 

 

Support

The trainer/assessor should provide as much support as is appropriate for students whilst they undertake their assessment tasks.  The trainer/assessor may have to timetable meetings or role-play’s that require observation for assessment so it is important to ensure that this has been considered into the lesson planning over the last two weeks of assessment.

 

 

Housekeeping

Provide some time at the end of the last session for housekeeping such as administrational duties, student feedback and farewells.

 



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