Key No.7
Report,
Composition, Essay and Story Writing
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Writing Difficulties
You have for the last half hour been chewing the
end of your pencil or pen and looking at a blank page waiting for inspiration.
You have made several attempts before now to start writing and you have
scrapped several sheets of paper containing disjointed sentences and
paragraphs.
You lack that spark of intuition that seems to be in those around you who write
effortlessly. How you envy them.
Even when you write something it will have caused you extreme anguish and will
have taken you a considerable amount of time. The end product will be of very
poor quality and will be uninteresting and disjointed to say the least.
You are distressed at having to write and embarrassed at what you have
tortuously written.
You may not be able to write anything at all in some instances, either because
of a phobia you have developed or because of difficulties in logically
approaching a subject.
You have an inferiority complex through obtaining little or no guidance on how
to write. You ask yourself "what am I going to write about?" or
"where do I start?" over and over again.
You were told that “ writing has a beginning, a
middle and an end” but to you this
meant “once upon a time”, “a muddle in the middle” and “they all lived happily ever after”.
These points apply to most people who have difficulties in writing.
Definition
Writing is a systematic recording of a creative
thought process by which an objective in relation to a particular subject
matter is achieved and documented using a series of investigative and
interactive steps. An unawareness of
this thought process and recording discipline will cause you untold
difficulties and curtail your creativity and writing skills.
To overcome such difficulties the following paragraphs detail recommendations
that will eliminate or minimise these problems. The paragraphs stress the need
for the SUBJECT MATTER to be
specified clearly, for the OBJECTIVE
which has to be achieved in relation to the subject matter to be specified
precisely, and they lay out carefully the STEPS
which have to be taken to achieve the end results required.
The KEY to writing can be illustrated as follows: (A "X" C "X" D = B) +
E
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A.
SUBJECT MATTER : Specify clearly |
Fiction, fact, event, problem, need, action,
concept, opportunity, object, situation etc.
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"X" : Indicates the
applying of the STEPS shown in C and D below to achieve the OBJECTIVE B.
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B.
OBJECTIVE : Specify precisely |
Create a story, describe in detail, solve a
problem, specify precisely, improve a procedure, make a decision etc. |
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C.
THE INVESTIGATIVE STEPS: STEP
1 DEFINE STEP
2 DESCRIBE |
DETAILING
THE SUBJECT MATTER Define each element of the subject matter. Describe details or facts about each element. |
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D.
THE INTERACTIVE STEPS: STEP
3 ANALYSIS STEP
4 OPTIONS STEP
5 DECISION STEP
6 ACTION |
TO
ACHIEVE THE OBJECTIVE Determine
purpose and cause. Develop decision possibilities. Decision taking process. Define implementation
process. |
E. THE INTRODUCTION SHOULD BE COMPILED
WHEN A, B, C AND D ARE COMPLETED
The introduction to your writing should summarise
A and B and the level at which each STEP above is attained.
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END
RESULT |
(A
"X" C "X" D = B) + E |
The A,B,C,D and E sections follow the matrix
chart format shown below. You should give careful consideration to these
sections and understand fully the creative thought process they contain in
order to attain a high degree of proficiency in writing skills.
Depending on the type of writing you are
undertaking the information, detail and extent provided in this Key can be
limited or expanded to suit your requirements. A story can be as easy as A, B
and C.
A link to a summary document is provided at the
end of this KEY.
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specify
clearly |
B. THE OBJECTIVE specify
precisely |
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detailing the subject matter |
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DEFINE each
element |
STEP 2 DESCRIBE each
element |
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to
achieve the objective |
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ANALYSIS Determine
purpose and
cause |
OPTIONSDevelop
decision possibilities |
STEP 5 DECISION Decision
taking process |
STEP 6 ACTION Define implementation process |
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E. INTRODUCTIONShould be compiled when A, B,
C and D are completed
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A.
SUBJECT MATTER
A specific subject matter is the foundation
stone of writing upon which you will build your creation.
The need to have the subject matter, about which you are going to apply a set
of parameters as dictated by the objective, specified clearly, cannot be over
stressed. This is the initial requirement for any form of writing. Failure to
specify the subject matter clearly before you start writing or to have it
specified clearly for you will cause you great difficulty in producing a
constructive or creative piece of writing. A specific subject matter is the
foundation stone of writing upon which you will build your creation.
The range of subjects about which you can write or will be required to write
about in one way or another, depending on the objectives, is infinite. As a
child your subject matter covered imaginary persons, places, animals, games and
friends. As a teenager the subject matter became more realistic and included
past and current events, world affairs, peer situations, the environment etc..
As a student the subject matter became more and more sophisticated ranging from
writing about literary and historical events or characters, to scientific,
commercial, political and social developments or producing papers and theses on
a wide range of research subjects. Then as the business person to writing about
various business scenarios, the market place or on financial and personnel
matters.
B. OBJECTIVE
The next requirement in writing is to
specify precisely or to have defined precisely for you the objective which you
are going to achieve in relation to the subject matter selected. This
requirement cannot be over emphasised.
For the child the objective could be to write an imaginary story about an
imaginary person, place, animal or thing.
For the teenager the objective could be to discuss or comment on current
events, world affairs, peer situations, the pop scene, historical events and
other topical subjects or to examine the reasons for some of to-day's social
problems.
For the student it may be to review, compare, contrast, criticise, analyse or
arrive at a conclusion about a wide range of subjects.
In the business world it could be to analyse market research surveys, business
plans, investment plans and budget
strategies or create a host of
proposals e.g. new management policies, working agreements and
development plans.
The objective could be to reply to a question, make a suggestion, report an
incident, make a claim or give an explanation. Perhaps two of the many
objectives of business to-day are solving problems and making decisions once
the options have been specified clearly.
The requirement to specify precisely the objective which you are going to
achieve in relation to any subject matter cannot be over emphasised.
Once you have specified precisely the objective of your writing
either to relate an event, present the facts, analyse a situation, make a
proposal, propound a theory or indeed to create any of the above end results,
it will be necessary to create a set of guideline steps which will assist you
to achieve your objective.
The following is a typical set of guideline steps
which can be used selectively or extensively to assist you arrive at your end
result.
C.
THE INVESTIGATIVE STEPS DETAILING THE
SUBJECT MATTER
Identifying the elements of your subject
matter is one of the most important stages of writing.
STEP
1. DEFINE - DEFINE EACH ELEMENT OF THE SUBJECT
MATTER
This is the first detailed step you must consider. No matter what your subject
matter is for the particular piece of writing you are undertaking, there are
elements of the subject about which you are going to write that are
identifiable, specific, tangible or conceptual. Many elements can be determined
from the subject matter itself but additional elements can be created in a
variety of ways. Only elements appropriate to the objective should be selected.
Additional elements can be extracted, extrapolated and generated from the
subject matter by a series of questioning techniques. Such techniques are used
by most writers and professionals as they go through the analysis phase of
their work.
One of the more basic questioning techniques that you can use initially is
"what?, where?, when?, who? and how?". Such questions, when
systematically gone through and applied to the subject matter, will provide you
with most of the main elements you will require for your writing. You will be
surprised at the success of this technique and the scope it opens up for you.
Identifying the elements of your subject matter is one of the most important
stages of writing. It is these elements you will be
detailing in STEP 2. In their simplified form elements are the answers to your
basic questioning technique. Typical sets of questions are as follows:
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WHAT IS IT? WHERE IS IT? WHEN IS IT REQUIRED? WHO USES IT? HOW IS IT USED? WHAT IS THE COST? |
ELEMENTS |
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WHAT IS DONE (OR NOT), ACHIEVED OR REQUIRED? WHO IS DOING IT, ACHIEVING IT OR REQUIRING IT? |
ELEMENTS |
Examples:
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SUBJECT
MATTER QUESTIONS: WHAT IS DONE? WHERE IS IT DONE? WHEN IS IT DONE? WHO IS DOING IT? HOW IS IT DONE? |
The
Princess and the Prince. ELEMENTS of the subject matter: The princess is captured in the forest when she is going to visit the prince. The witch captures her by using a magic spell. |
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SUBJECT
MATTER QUESTIONS: WHAT IS DONE? WHERE IS IT DONE? WHEN IS IT DONE? WHO IS DOING IT? HOW IS IT DONE? WHAT IS THE COST? |
A
purchasing procedure. ELEMENTS of the subject matter: A purchase is paid for in the supermarket after the selection of a present. writes a cheque for seven pounds. |
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SUBJECT
MATTER QUESTIONS: WHAT IS OR IS NOT ACHIEVED? WHERE IS IT NOT ACHIEVED? WHEN IS IT NOT ACHIEVED? WHO IS NOT ACHIEVING IT? HOW IS IT NOT ACHIEVED? WHAT IS THE COST? |
A
performance problem. ELEMENTS of the subject matter: Poor output levels recorded in the Machine Shop during the night shift. New inexperienced staff working on old machines. Loss of order. |
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SUBJECT
MATTER QUESTIONS:
WHAT
IS REQUIRED? WHERE
IS IT REQUIRED? WHEN
IS IT REQUIRED? WHO
WILL REQUIRE IT? HOW
WILL IT BE REQUIRED? |
A
new product. ELEMENTS
of the subject matter: A
new product is required in
the sports shops for
the Spring season to
meet teenagers' demands which will
arise from the Olympics. |
These examples illustrate the use of the questioning technique to determine the
elements of the subject matter. The technique can be applied successfully to
all kinds of subjects creating the elements in the form of answers or
initiating a research process that will provide the elemental answers. Many
writers and professionals develop their own questioning technique based on
observation and research to suit their particular work. You can develop your
own technique if you wish or extend the one above. Any questions?
STEP
2. DESCRIBE - DESCRIBE DETAILS OR FACTS ABOUT EACH
ELEMENT
All
elements should be described in detail to the degree necessary and where facts
are required there should be no surmising, guessing, conjecture, supposition or
half truths.
Having identified the elements of the subject
matter the next step is to obtain details and or facts about the elements. In
many instances the facts will come to mind easily but usually research will
have to be undertaken to provide clear, vivid and precise information about
some elements. For creative writing bright ideas, imagination, fantasy and
vision will have to be generated and applied to the elements. Visualising a
scene, a situation, a relationship, an action, a predicament or experience and
letting your mind concentrate on the desired, required or possible results will
generate the details required. Such information does not flow from the pen.
All elements should be described in detail to the
degree necessary and where facts are required there should be no surmising,
guessing, conjecture, supposition or half truths.
The following lists expanding description, specification, operation, function, output etc. will assist in focusing your mind on this step where you are obtaining details or facts about the elements. There is no doubt that you can extend or vary these lists depending on the elements of the subject matter in question and on the objective that has been set.
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DESCRIPTION: SPECIFICATION: OPERATION: FUNCTION: OUTPUT: CONDITION: LOCATION: STATUS: COSTS: |
Name, title, age, characteristics,
qualifications. Details, dimensions, capabilities, systems. Methods, controls, instructions, skills,
training. Activities, processes, applications. Volume, frequency, quality, productivity. Serviceability, maintainability, acceptability. Address, direction, distance, access. Importance, old, new, changed, modified. Capital, unit cost, depreciation, budgets. |
There are obviously numerous other headings under
which details and facts about the elements can be written. The facility to
detail and obtain facts about the elements of the subject matter under
appropriate and relevant headings is one of the skills you will now easily
develop.
Using The Previous Examples:
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ELEMENTS: The princess is captured in the forest when going to visit the prince The witch captures her by using a magic spell A purchase is paid for in the supermarket after the selection of a present The customer writes a cheque for seven pounds Poor output levels recorded in the Machine Shop during the night shift by new inexperienced staff working on old machines Loss of order A new product is required in the sports shops for the Spring season to meet teenagers' demands which will arise from the Olympics |
DETAILS
or FACTS about the elements: Name, age, description. Define targets. Describe product. |
In this STEP 2 it cannot be over emphasised that
adding details and providing facts about the elements of the subject matter is
one of the essential keys to writing. Facts are not hear-say or determined by
guesswork, neither are they half-truths or interpretations. Facts must be
determined through research, examination, analysis and particularly
observation. Failure to determine the facts about the elements will leave you
chewing your pen with no hope of producing a masterpiece. Similarly in the case
of creative writing the lack of imaginative detail will leave your works
impoverished.
It will also be necessary for you to develop the
facility of adding details and facts to your writing as you progress through
the next steps - the INTERACTIVE STEPS.
Here
your creativity to achieve the objective of your writing is brought to bear on
the subject matter.
In these next steps, the INTERACTIVE STEPS, your
creativity to achieve the OBJECTIVE of your writing is brought to bear on the
subject matter. Your ability to further question and then analyse, extrapolate,
deduce, examine alternatives, arrive at conclusions and make recommendations
all come into play. Here you examine the existing situation, problems or
requirements and explore new options, ideas and solutions. Just as the poet
adds perception to his works, the author instills participation into his novel,
the politician adds promises of Utopia to his manifesto, the scientist injects
the spark of genius into a theory, the business person develops a business
strategy and the analyst arrives at a conclusion, so you too can be creative,
analytical and conclusive.
As in the other steps there are guidelines on how
to approach this, the participative phase of writing. In the next few
paragraphs these guidelines are set down clearly. As you will appreciate there
are various methods that can be used in applying these interactive steps to
your writing. The technique recommended, however, is a further series of
questions which will take you through the analysis of the subject matter, the
development of alternatives and options and then assist you in arriving at
conclusions and recommendations.
Arising out of the initial sets of questions the
elements of the subject matter were defined and described.
It is to the information arising out of these
questions that these further series of questions are applied.
STEP
3. ANALYSIS - DETERMINE PURPOSE AND CAUSE
The
ability to wonder "WHY" has been one of our greatest gifts.
In STEP 3 a set of questions dealing with
analysing the elements and determining why they occur are recommended. The
ability to wonder "WHY" has been one of our greatest gifts. It has
resolved and unlocked many of the mysteries about ourselves and the world about
us. By applying a series of "WHY" questions to the elements, the
basis for the elements are queried and answers, reasons, purposes, causes,
excuses or rationalisations are found. These questions will give you plenty of
food for thought and scope for further research. The resultant information can
then be easily committed to paper.
The STEP 3 set of questions are as follows:
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ANALYSIS
OF THE ELEMENTS: |
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WHY IS IT DONE, OR NOT DONE, OR
REQUIRED? |
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TO
DETERMINE ANSWERS: Examine Analyse Define Evaluate Detect Research Check |
FACTS. FINDINGS. |
The answers to these questions about each element
will confirm whether or not the present situation is logical, realistic and
based on sound reasoning. During this analysis the reasons, necessities,
sequence of events, the participants, the procedures and costs can all be
examined critically and the unnecessary, unsatisfactory, illogical, incorrect
and inefficient aspect highlighted.
This questioning technique will also highlight
the traditional reasons, rationalisations, excuses and the "don't
knows" and "would like to have" reasons. Where problems and
difficulties are found it is important that the causes and not the symptoms are
investigated.
Having applied this STEP 3 set of questions to
the elements you will have commenced exercising your analytical ability and
prepared the foundations for answering the next set of questions in this
interactive phase.
At this point you should be pleased at how well
you are progressing. Your confidence should be growing as you see the results
of your investigation and analysis. Remember "nothing succeeds like
success". Having successfully completed STEP 3 you will have all the
"why" answers as to why things are as they are and opened up a window
into what else could or should be in the future.
Now open up that window into what else could be or should be in the future.
In STEP 4 the set of questions deal with
determining alternatives and options for existing situations or problems and
with generating new ideas, approaches and techniques for new requirements and
future needs. Again arising out of these questions new horizons are opened up
to you providing you with endless scope for inventive, imaginative and
divergent thinking.
DETERMINING
ALTERNATIVES, OPTIONS AND NEW IDEAS:
WHAT ELSE COULD BE DONE OR REQUIRED?
HOW ELSE COULD IT BE DONE OR REQUIRED?
WHERE ELSE COULD IT BE DONE OR REQUIRED?
WHEN ELSE COULD IT BE DONE OR REQUIRED?
WHO ELSE COULD DO IT OR REQUIRE IT?
FOR WHAT OTHER PRICE?
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FOR
EXISTING SITUATIONS, PROBLEMS: Determine Consider FOR
NEW REQUIREMENTS: Develop FOR
ALL EXISTING SITUATIONS, PROBLEMS AND NEW REQUIREMENTS: Consider Compare Check against |
ALTERNATIVES, OPTIONS. NEW IDEAS, APPROACHES, TECHNIQUES. IMPLICATIONS, ADVANTAGES, DISADVANTAGES. |
In applying this set of questions to each element
you are seeking alternatives or new ideas. Arising out of the previous
questions you may have decided to redefine your requirements or the objectives
so as to proceed realistically with this stage. Here in STEP 4 the possibility
of eliminating, combining or simplifying the elements can now be considered,
but the main purpose of the STEP 4 set of questions is to generate alternatives
and new ideas.
Here "imagination is more important than
knowledge" (Einstein).
"Brain storm" or "think tank"
techniques can be considered as means of generating alternatives and new ideas.
The aim here is to create as much divergent information as possible.
It will be necessary to evaluate these
alternatives and new ideas under a number of headings e.g. implications,
advantages, disadvantages, requirements, costs and time scales so as to
determine the benefits of one against the other. Consideration must be also
given to laid-down standards and legislation, where applicable, as such
controls can be useful in reducing the number of alternatives and new ideas
being considered.
By now you must have surprised yourself at how
much information you have collected and created. Careful and selective editing
will be necessary at this stage so that only realistic and appropriate
alternatives, options and new ideas are written down for evaluation by the
final set of questions.
STEP
5. DECISION - DECISION TAKING PROCESS
Here
your research, analysis and brain storming is brought to fruition and a result
arrived at, through convergent thinking that will meet your defined objective.
In STEP 5 the set of questions deal with deciding
"WHAT SHOULD BE DONE?" After determining alternatives and options or
generating numerous ideas, approaches and techniques using the STEP 4 set of questions, this final set of questions will
lead you to conclusions whereby you can decide the best solution or make the
best decision. Here your research, analysis and brain storming is brought to
fruition and a result arrived at, through convergent thinking that will meet
your defined objective.
CONCLUSIONS
PROCESS:
WHAT SHOULD BE DONE OR REQUIRED?
WHERE SHOULD IT BE DONE OR REQUIRED?
WHEN SHOULD IT BE DONE OR REQUIRED?
WHO SHOULD DO IT OR REQUIRE IT?
HOW SHOULD IT BE DONE?
HOW SHOULD THE REQUIREMENT BE FULFILLED?
WHAT SHOULD THE PRICE BE?
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SOLUTION
OR DECISION PROCESS: Review
Review
Arrive
at Select
Make
a Check
Make
Provide Determine |
ALTERNATIVES, OPTIONS or |
By applying this final set of questions to the
elements and reviewing the alternatives and options or new ideas, approaches
and techniques derived from STEP 4, you will be able to arrive at the correct
conclusions. The appropriate solution or decision will emerge from these
conclusions, the associated implications having already been taken into account
during the previous evaluation phase.
Once the solution has been selected or the
decision made, the next stage is to make recommendations that can be
implemented. Validation of these recommendations should be carried out in order
to ensure that they are realistic, practical and within acceptable budgets,
resources and time scale limits and that their implementation will, in fact,
guarantee the attainment of your objective.
Having confirmed your recommendations you will
then need to define a plan of action. This plan is outlined in STEP 6 below.
The content of your writing has now become
logical, decisive and convincing, capturing your readers' attention and winning
their approval and support.
By now you will have realised that writing is
only a systematic recording of a creative thought process.
STEP
6. ACTION - DEFINE IMPLEMENTATION PROCESS
Example:
A Business Scenario.
A report that has to be implemented or considered
for implementation must contain instructional information. Depending on the
subject matter and objectives, this will vary considerably. I have taken a
typical business scenario to illustrate this process.
The recommendations that have been made in order
to attain the objective must now be transformed into an action plan and then
into action. The action plan can be long term, short term or for immediate
action and should contain all the necessary task planning, approvals, phasing
of resources and support requirements as well as the allocation of
responsibility and accountability for carrying out the plan. Your report will
have to embody these requirements and provide all the necessary instructional
information, e.g. critical path charts, diagrams, drawings, budgets and
organisation charts.
The plan, however, will remain a plan unless
there is drive and commitment to having it actioned and unless the tasks that
have been planned are scheduled with their appropriate resources for
commencement and completion to specific target dates. The aim must be to
achieve to-day's tasks to-day. Detailed instructions will have to be contained
in your work schedules so as to ensure that these actions take place and that
the end results are achieved.
Appropriate controls and monitoring systems have
to be set-up during the implementation process to ensure that targets are
achieved, to provide feed-back information for corrective action to be taken if
necessary and to provide data for analysis purposes, review and future
development. These systems are essential in the managing of the implementation
process and must be specified in your report. You must also define the level
and frequency of feed-back you require.
Your report has now embodied those assertive
characteristics, displays confidence and determination as well as a clear
understanding of what is entailed in having an objective achieved.
STEP 6 is a necessary step in bringing to
fruition the creative and objective thought processes which were unfolded in
STEPS 1 to 5 and in displaying your leadership and management capabilities.
THE
CONSTITUTENTS OF STEP 6 ARE AS FOLLOWS:
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Task Design Detail Specify Obtain Commence Initiate Impose Take Review Achieve Consider |
OBJECTIVE APPROVED for implementation. |
E.
THE INTRODUCTION SHOULD BE COMPILED WHEN A, B, C AND D ARE COMPLETED
The introduction to your writing should summarise
A and B and the level at which each STEP above is attained.
SUMMARY
The questioning techniques recommended throughout
this section are provocative, interrogative and logically sequential. They
should be of immediate assistance to you and should guide and inspire you through
a creative and objective thought process and enhance your writing.
Remember a clearly specified SUBJECT MATTER with
the OBJECTIVE which has to be achieved in relation to the subject matter,
specified precisely, coupled with the answers from a variety of questioning
techniques, are the KEYS to good writing, good reports and proposals, good
analysis and interesting reading.
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Key Points 10.CompileThe Introduction At The End Of Your
Work |
I.Q. Writing Technique
Summary