CORRESPONDENCE CANTOR EEE. ROM POPE ae cớ vo A Guide to Everyday Writing. Longman ———cSộ longman.com BUSINESS CORRESPONDENCE A Guide to Everyday Wr INTERMEDIATE Lin Lougheed LONGMAN ON THE WEB Longman.com offers online resources for teachers and students. Access our Companion Websites, our online catalog, and our local offices around the world. Longman English Success offers online courses to give learners flexible study options. Courses cover General English, Business English, and Exam Preparation. Visit us at fongman.com and englishsuccess. Longman nee Poo Writing, Business Correspondence: A Guide to Everyday Second Edition Copyright © 2003 by Pearson Education, Inc. 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That’s Good Busine ISBN: 0-13-089792-2 Printed in the United States of America 567809 I0-CRK-06 05 CONTENTS A Letter to You iv Test Yourself v To the Teacher vi UNIT 1 Writing a Cover Letter. 1 UNIT 2 Replying to a Job Applicant . 9 UNIT 3 Requesting a Service . 19 UNIT 4 Confirming a Service . 27 UNIT 5 rdering Supplies . 35 UNIT 6 Confirming an 0rder . 43 UNIT 7 Requesting Information . 91 UNIT 8 Providing Information. 59 UNIT 9 Writing Claim Letters. 67 UNIT 10 Writing Adjustment Letters . 75 UNIT 11 Writing Reminder Letters and Collection Letters . 83 UNIT 12 UNIT 13 Writing Employee Relation Letters . 99 UNIT 14 Writing Customer Relations Letters. 109 UNIT 15 Writing Personal Business Letters . 121 Reference 131 Glossary 139 Answer Key 144 ii A LETTER TO YOU PEARSON EDUCATION P eer ELT DIVISION ucation 10 BANK STREET, SUITE 900 WHITE PLAINS, NY 10606-1951 TEL [914] 287-8000 August 2002 Dear Reader: you. I wrote the second edition of Business Correspondence for You will It will help you become a successful member of an office team. learn how to write clear and effective letters, faxes, memos, business. You You will learn common expressions and procedures used in will also improve your basic English skills. a aE0 This book provides many models of the most common types of preparing correspondence, with grammar exercises and lots of practice in Section, ra letters, faxes, memos, and e-mails. There is also a Reference which is a handy summary of key information for business Te correspondence. s You may use this book with or without a teacher. All the answer work and are in the Answer Key on page 144. You can correct your own build your business skills. Good luck! Sincerely yours, A Lin Lougheed i le kệ FR abe a Tay oF A aE BS LN 00 22 TEST YOURSELF Before you begin, see how much you know about business correspondence. Label the different elements of this letter. What is the format of this letter: block, semi-block, or indented? 3. The shaded boxes show fifteen errors. Write the correct word or punctuation above the errors. The answers are in the Answer Key on page 144. If you need help, look at the Reference section on page 131. After you finish this book, try the test again. You will see a big improvement! Polycomp Worldwide 459-34 Grand Hotel Avenue Taipei Taiwan (1), (2) august 15 20— ———— (3), (4) mr. Gilbert m Ramirez Vice President, Marketing (5) soup and Salads Restaurant 5632 Western Avenue (6) | Los angeles, California 90026 (7), (8), (9) dear Mr ramirez —— (10), (11) your letter of March 15 arrived this morning a b (12), (13) | Tell us your travel plans and we’ll meet you at the airport? Ÿ ~®———————- We appreciate your interest in our company. I look forward » to your visit next month. š a (14) | Sincerely yours/—__ Bill Chang — (15) | bill Chang President — TO THE TEACHER the board what is different between the letter on eaching Suggestions in pairs, and their own letters. They can do this of the whole class. small groups, or in front ga C= espondence earning how to write business corr ness not as difficult as students think. Busi Warm-up before Each Unit ulai c. Ther e are orrespondence is very form knowledge. - : ons that are Purpose: Let the students use previous ca tandard phrases and expr essi familiar Provide a basis for learning. When students become og OW title. vith these expressions, they will find it easy to Activity: Have the students read the unit pt ain why a pers on wou ld rite a business letter. Ask if anyone can expl ents write a phrases write that kind of letter. Have stud "hịs book teaches standard formats and t collect, correct, or ness letter on the unit focus. Don’ ised in letters for the most common busi them to ents will read the letters. The students should keep ituations. By following the book, stud oe ness correct during the course of the unit. Lave an excellent introduction to busi ey You can make their experience 'orrespondence. Here are Unit-Specific Activities Following are expansion richer by expanding the book activities in each unit. to enrich activities for the different sections some suggestions for expansion activities provides your students’ classroom experience. Getting Started The first page of each unit a reason to the context for the unit. There has to be General Activities Encourage your students to write or respond to a letter. The material on this access engage in real correspondence. If they have first page provides the reason. to the Internet, have them log on to format, and Center, then Tell your students that the language, www.com, click on Learning style in internal (interoffice) corr espo nden ce is ce. Your stude nts, click Business Corresponden much more informal than the lang uage used for the worl d, can post along with students around external correspondence. See if they can spot r way for stud ents their writing. There is no bette differences. For example, salutations are often not ty than by writi ng. to improve their writing abili used in e-mail, especially within a comp any. First Day of Class Sometimes subjects are dropped from espo nden ce This would never happen in corr Purpose: Establish a starting point. (Note: Some in English. addressed to a stranger or to a client. Activity 1: Have students write a letter Give style differences are explained in the Lang uage subject. All students must write on the same Style section on page viii.) interest them a subject that they might have some espondence og, applying for a job). There are generally two pieces of corr in (asking for a college catal with out grad ing them . On at the start of each unit followed by a form Then collect the letters with ents write a blanks. Students are required to read the the last day of class, have the stud If they original correspondence to complete the form. letter on the same subject. Return their accurately , they unde rstood uate their own complete the form letters to them and have them eval the material. It should be significant. handed in the Purpose: Provide context for letter writing. Activity 2: Once the students have in in detail, a letter Activity 1: Before students read the page English business letter, have them write ons about The have them skim it and make assumpti their own language on the same subject. is the much they the context. Ask questions such as: What purpose of this activity is to see how k the a business sender writing about? How do you thin know about the conventions of writing questions sender feels? How would you handle the letter in their own language. Ask them such as, “Where is situation/ correspondence? about the format of the letter, nted?” (Look at the date? Are the paragraphs inde Activity 2: Bring in real examples of business for help.) bring in the reference section in this book writing and discuss them. Have students whole write a writing that is relevant to the unit topic. Activity 3: Next have the class as a ct. As business letter in English on the same subje Models Well-written business corresponden ce the letter on the they compose the letter, you write comes quickly to the point. It is thor ough , concise, students board. When you are finished, have the and polite. Good business writ ing main tain s good their own compare the letter on the board with customer relations. With each mode l, point out and letters. Have them note what is the same vi To the Teacher how the correspondence clarifies the issue and Style Practices encourages a response. Purpose: Focus on common stylistic devices in In reality, it often takes more than two letters to business correspondence. There is sometimes a need for Activity 1: Have the students rewrite letters using further clarification. Sometimes, problems are solved a different opening/complimentary close. on the phone and then followed up in writing. Nonetheless, these models will serve as examples of Activity 2: Have the students write sentences in how to write clearly, concisely, and effectively. different business contexts using the phrases and expressions used in the model letters. Purpose: Establish a model. Teach students to “get the point.” Activity 3: Have the students write letters using the phrases in the Useful Language boxes. Activity 1: Have the students scan each letter to look for specific information such as date, sender, etc. Letter Practice 1 Activity 2: Have the students skim each letter to Purpose: Reinforce business communication look for key words and phrases. In small groups, vocabulary, phrases, and patterns. have them discuss the content and describe the Activity 1: Ask questions such as: Who wrote it? purpose of each letter. When was it written? What does the writer want Activity 3: Dictate the letter to the class or have done? pairs of students dictate to each other. Activity 2: If students are familiar with the parts Composing Your Message This section graphically of speech, have them examine the letter; determine illustrates the parts of a letter. Using this as a what kind of word could go in the blanks. guide, students will easily remember the parts Activity 3: Have the students try to fill in the when they start to compose a letter. blanks without looking at the word box. There are many ways a writer might express an Activity 4: If students are familiar with the parts idea in a letter. The most frequent activity in this of speech, have them identify words in the box by section gives students examples of these variations part of speech.
