Writing Memos Learning Outcome When you complete this module you will be able to: Plan, write, and edit routine and positive messages in memo format, given a workrelated scenario. Learning Objectives Here is what you will be able to do when you complete each objective: 1. Identify the parts of a memo and their functions. 2. Write effective subject lines. 3. Identify the three-part structure of a memo. 4. Describe effective format design. 5. Describe how to plan the writing task. 1
INTRODUCTION In industry, where time is money, the immediate transfer of information is important. One of the formats most commonly used is the inter-office memorandum. The term memorandum means a thing worth remembering. Today, we use the shortened form of memorandum, memo, to refer to any written correspondence within a business or an organization. Its purpose is to communicate rapidly and precisely whether the message is informal or formal, printed electronically or on memo paper. Letters are used for external communication, whereas memos are used for internal communication. Memos may meet the goals of the organization, but memos may also serve the personal needs of an employee. As part of every individual s job, memos are written for the following purposes: To record an action, policy, or conversation. To report incidents, events and announce changes within an organization. To request information or assign a task. To request approval for funds. To persuade an employer or manager to a course of action to suit the needs of the company. The message of a memo may be a few words, or a few pages. It may be one paragraph or a complete report. Nevertheless, the memo reflects an individual s ability to communicate effectively with managers and/or colleagues. Memos are organized for reader benefit, and so the reader should know within seconds whether the memo is for the purpose of recording, informing or acting. Also, the memos should be concise, clear, complete and correct to meet the purpose of the message and the needs of the audience. THE PARTS OF A MEMO Most memos follow a specific format provided on company stationery, known as a standard memo. Most organizations provide a simple printed form for their employees. The standard memo must have headings that name the organization and identify the sender, the receiver, subject, and date. Figure 1 illustrates a simple memo announcing a change in leasing charges. The standard memo has nine main parts. 2
Organization Identification The name of the company or organization usually appears across the top of a memo. Some companies also show their company logo and address as part of this identification. An example of a simple memo announcing a change in leasing charges is shown in Fig. 1. MEMORANDUM PEPPERCOMBE IMPORTS 345 Canyon Drive SE Calgary, Alberta TO: Maria Jamison Customer Service Department FROM: Shane Ingraham Manager Administration Department DATE: June 13, 19xx SUBJECT: CHANGES IN OVERDUE LEASING CHARGES The following charges on overdue leased equipment will be in effect as of June 18, 19xx: overdue equipment overdue videos $10.00 per day 3.00 per day These charges will be levied to the maximum of one week. Furthermore, a customer s leasing privileges will be suspended until all penalties are paid in full. Figure 1 Simple Memo Receiver Identification The name of the receiver, job title and department appear after the heading TO. A courtesy title such as Mr., Mrs. or Ms. may be omitted depending on the degree of informality in the organization and on how well the writer knows the receiver. The following example illustrates the format: TO: Linda Spicer Supervisor Marketing Division 3
Sender Identification Your name (the sender) appears after the heading FROM, and is also followed by your corporate title and department, if relevant. Use a format and margins consistent with what you used in the TO section of the memo: FROM: Carl Lang Project Supervisor Inspections Date A date line can appear to the right of or below the TO and FROM sections. The date you send the memo follows the heading DATE, as shown here: TO: FROM: Linda Spicer Supervisor Marketing Division Carl Lang Project Supervisor Inspections DATE: June 12, 19xx Subject Line The subject line is a phrase or title identifying the content and the purpose of the memo. Follow these guidelines in writing effective subject lines: Try to restrict the subject line to one line or no more than 10 words. Use uppercase letters or underlining to highlight the title. Example: SUBJECT: REQUEST TO ATTEND WRITING SEMINAR RE: INTRODUCTION OF NEW TELEPHONE SERVICE Note: Often, RE is used in place of SUBJECT as an abbreviation, meaning in the matter of or in the case of. 4
Body or Memo Contents The body of the memo is the most important component because it contains your message. It may be a brief reminder of a meeting or it may be a full-length inhouse report. Headings used to clarify the contents of the memo must be directly related to the content. Never use the words body or contents as headings. They have virtually no meaning for the readers who already know they are reading the content. If the memo is particularly short (one or two paragraphs), you probably will not want to use content headings. Write the memo contents in effective paragraphs, lists that follow a parallel construction, or a combination of paragraphs and lists depending on which format most clearly transmits your message. Avoid over-using abbreviations, symbols or telescopic writing; your message could get lost. Write in complete sentences and present the information logically, completely, and clearly. Always begin the memo with the main message followed by the details which support or explain the main message. Signature Since the memo is a relatively informal method of written communication, and since your name already appears at the top of the memo, a formal signature is not really necessary. However, to ensure that you are, indeed, the writer and that you are willing to take responsibility for the validity or accuracy of the content, you should sign or initial the memo at the bottom. Identification of Other Readers If you want an individual other than the main reader(s) to be informed of your message but not necessarily respond to the message, you would send them a copy of the memo. If more than one person is to receive a copy of the memo, their names appear below your signature, following the copy notation cc. Usually, their names are listed alphabetically, or in the order of their position in the organization. Example: cc: J. Danson W. Jones T. White 5
Pagination Reference The first page of a memo is not numbered. However, if the memo exceeds one page, each additional page is numbered in sequence. The pagination reference appears in the left corner and includes the receiver s name, the date, and the page number. Example: V. Samson June 13, 19xx Page 2 The memo, unlike that of the letter, is not centered on the page. The message of the memo appears three lines below the subject line, just enough space to separate the memo headings from the memo content. Left margins are usually lined up evenly below the TO and FROM headings. The body is typed, single-spaced, with double spacing between paragraphs. Divide the message under content headings if the memo is long. If you use content headings, leave three lines above the heading and two lines below the heading to separate the headings clearly from the text. WRITING EFFECTIVE SUBJECT LINES An effective subject line prepares the reader for the content of the memo, and therefore it must be specific but concise. It saves the reader time by specifically identifying the purpose and describing the content of the message of the memo. General: Specific: COMPANY AIRCRAFT CHANGES IN CHARGES FOR JOINT COMPANY AIRCRAFT OPERATIONS The subject line should contain a precise, descriptive title indicating to the reader whether the memo is written to keep employees and customers informed of events or of changes made, or whether the memo requires action. Information: INCREASE IN HEALTH CARE PREMIUMS Action: REQUEST FOR TRAINING IN SAFETY PROCEDURES IMPLEMENTING CHANGES IN REPORTING EQUIPMENT FAILURE 6
The subject line serves the following functions: It identifies the purpose and content of the memo. It indicates immediately whether the memo requires action or simply gives information. Because the memo is often a short announcement or reminder, it often serves as an introduction to the memo. It assists in filing and in retrieving the document. ORGANIZING THE CONTENT OF MEMOS Because employees and managers receive numerous memos each day, the memo should get to the point quickly, be limited to one subject and purpose, and include only the relevant information to support the one purpose. Effective memos are organized for the reader s needs and must get to the main message quickly. They follow a clear beginning, middle, and ending organization. Thus most routine and positive messages will follow the direct organizational pattern: Main Message Supporting Details Explanation The Subject Line The subject line of a short memo introduces the topic and purpose of the message. The Beginning The beginning paragraph states the most important thing the reader needs to know to about the subject. It is similar to the first paragraph in a newspaper article answering the who, what, where, when, and why questions. The Middle The middle paragraph(s) provides the reader with the details needed to support the main message. It often answers the how question. 7
The Closing The closing may be omitted if the memo is written merely to record information or to announce changes. However, often the writer will close a memo by inviting questions about the content of the memo and by leaving a contact number. Fig. 2 shows an example of a short memo announcing a change in a meeting date. MEMORANDUM PEPPERCOMBE INDUSTRIES 67 Harris Avenue N Saskatoon SK S0K 7T3 TO: Members of the Renovations DATE: January 3, 19xx Committee FROM: SUBJECT: Ted Smith, Chairperson CHANGE IN MEETING DATE Because James Danson, our architect, can attend Monday meetings only, the regularly scheduled January 17 meeting of the Renovations Committee is rescheduled for Monday, January 27 at 4:00 p.m. in the Penthouse Lounge. Please call me at 7089 if you are unable to attend. Figure 2 Short Memo DESIGNING AN EFFECTIVE FORMAT Because memos are so numerous in the daily transaction of business, the page should be designed so the information can be read quickly. Headings, effective use of white space, and visual cues such as bolding and underlining will make your message more visible to your audience. Headings A heading is a word or phrase that announces to a reader the main idea of the paragraph or section of writing to follow. In many ways, a heading acts as a topic sentence while eliminating the need for transitions that join one written section to the following or preceding written section. 8
Headings serve four main functions: To act as attention-getting devices, because they are easy to see and understand. To act as transitions, because they guide the reader from one section to another. To access the information in a memo, because they break down and organize large, diverse sections of material into smaller, more readable parts. To break up a page of text uninterrupted by white space. Since headings clarify the content of the memo, they must describe the content of the section. INTRODUCTION, CONCLUSION, RECOMMENDATION, FORECAST, or even REQUEST FOR ACTION may be used as headings, but never use the words BODY, TEXT, THEORY or DETAILS as headings because they are too vague. They have virtually no meaning for the readers who already know they are reading the content. If the memo is short (one to three paragraphs), you probably will not want to use content headings. White Space White space refers to the empty space on a page of text. Using white space effectively makes a document easier to read as it separates important information from the text. An effectively designed page also makes the page more visually appealing and less intimidating than a page filled with text. Effective use of white space can be achieved in three ways: Lists using point form Short paragraphs Columns instead of complete sentences 9
1. Lists Using Point Form Lists are often used to emphasize information. Using lists is also referred to as point form. If the points in the list are sequential, introduce them with numbers. If the list is fairly short and the sequence is not important, use a closed bullet ( ) or an open bullet (ο) to highlight the information. Follow these guidelines in using point form: a. Use point form for all lists of similar items: Include only items of similar nature and importance in a single list. Phrase all points in a list in similar ways using parallelism. Not parallel: Logical thinking is one of the things necessary for good writing. Good writers also have to organize their ideas coherently. And, finally, anyone who wants to write well must express their ideas clearly. Parallel: Anyone who wishes to write well must learn To think logically. To organize ideas coherently. To express ideas clearly. Parallel structure also provides the means to use white space effectively. The sentence is rewritten into a compact, clear sentence. The bullets immediately draw the reader s eyes to the message. b. Introduce all point form lists completely: Begin every list with a self-explanatory label or introduction. Make each point in a list complete the introduction in some way. Example: Training should be developed in two areas: 1. Communicating bad news to managers 2. Giving and receiving criticism 10
c. Organize point form to help the reader understand and remember what you are saying: Break long lists into sub-categories. Avoid using lists in inappropriate situations. Give the reader organized and complete points, not simply rough notes. Avoid telegraphic tendencies by including all the articles a, an, the. 2. Short Paragraphs Short paragraphs are easier to read than long paragraphs. If the paragraph is longer than eight to ten lines, look for ways of breaking up the paragraph perhaps into shorter paragraphs, bulleted sentences, or listings. Limit paragraphs to one idea only. Paragraphs can even consist of one sentence. This is particularly true in letters and memos If you have access to word processing packages, use a ragged right margin rather than justified margins that end evenly on the right side of the page. Many of the word processing programs are able to justify margins, however, they leave wide spaces between words. These rivers of white are distracting to readers. (This paragraph is an example of justified margins.) The rest of this module is written using ragged margins. Research suggests that readers find it more difficult to skim read the block margins than the margins with varying line length. 3. Columns Rather Than Sentences Organization of space, text and headings is an important part of data presentation. Comprehensive test results show that a reader s understanding and retention of written material are higher: When short units of information are surrounded by space so they stand out. When units of information are presented in columns rather than in wide sections stretched across a page in complete sentences. When you find yourself repeating similar words and phrases, try converting the information into a short table with an introductory sentence instead of sets of sentences and paragraphs. 11
Study the following example of paragraphs taken from a report detailing the demographics of three areas in Calgary to see how the information can be converted to an informal table. EDGEMONT - This community has the highest family incomes ($68,537) of the 16 communities receiving the super mailbox service. The population is 1245 residents in the 25-44 age group. Most of these residents live in apartments and condominiums. They are in the uppermiddle class. The community shows a good interest in the Mailchek service. RIVERBEND - This community has an average family income of $38,042. The population of this community is 1931 people, with a good population spread in the 25-44 age group. This is a single-family home community which is continuing to grow. This middle class neighbourhood showed a fair interest in the services of Mailchek Security Inc. VISTA HEIGHTS - This community has an average family income of $44,423. The population is continually growing due to the steady development of this NW community. The population is 2129 residents, with a strong representation in the 25-44 age group. This is a middle class community which showed a strong interest for the Mailchek service. The paragraphs can easily be written as an informal table with an introductory sentence telling the reader what is to follow. The following table compares the demographics in the 25-44 age group of three areas showing an interest in the Mailchek program: Edgemont Riverbend Vista Heights Average Family Income $68 537 $38 042 $44 423 Population (Age 25-44) 1245 1931 2129 Class upper-middle middle middle Interest good fair strong Table 1 Sample Table 12
Visual Elements A writer can use other visual elements such as UPPER CASE LETTERS, underlining, and boldface type to highlight information. However, do not overuse these elements on a page as the page quickly looks too busy and becomes distracting to the reader. Similarly, if you have access to word processing packages with different fonts (style of type), do not overuse the number of different fonts in one document. Generally, use no more than two fonts in one document. PLANNING THE WRITING TASK Our written messages often do not communicate effectively because we do not spend enough time thinking about the interaction of the writer, the reader, and the message. In order for our message to be effective, we need to spend time anticipating the response of the reader. All our writing should keep the needs of the reader in mind rather than the wishes of the writer. We can create more effective messages if we take the time to define the purpose of the message, the audience receiving the message and the content of the message to meet the needs of the purpose and the audience. Define the Purpose The first step in any writing task, whether it is a memo, a letter, or a report, is to analyze the situation and decide the main purpose of the writing task. The clearer you are about the purpose of the writing task, the more likely you are to communicate successfully with the intended audience. To help you communicate effectively in a memo, these three questions will help you clarify the purpose of the memo: Why do I need to write this memo? What do I want my audience to know, think, or do after reading my memo? How will my memo be used? 13
Describe the Audience Memos are written to be read. Thus they are effective only if the intended audience understands the message. Therefore, you must adapt your message to the individual who needs to act on the content of the memo. For example, if you were requesting money from your department to support a training program, your message would be quite different from the message requesting money from a friend. The tone of the message, the vocabulary used in the content, and the length of the message would change for your audience. The more you know about your audience, the easier it is to design a communication that fits. Visualize your audience. Ask yourself Who will read this memo? The answer to this question will help you to determine how much detail is needed and at what language level the memo should be written. In defining an audience, ask yourself these questions: Who will act on the message in this memo? Is my audience motivated to read my memo? What is the level of interest? How may the reader feel about receiving the memo? How much knowledge does the reader have of the topic or situation? What objections can I expect my readers to have to my message? Decide on the Content of the Message Memos are written to communicate specific information that someone else needs. Your purpose in writing the memo is to meet the needs/wants of the audience. Your message will grow out of a clear definition of your purpose and your audience. Before writing the memo, brainstorm the content of your memo by answering Who? What? Where? When? Why? How? Also answer these questions to help you focus on the content of the memo: What is the most important thing I need to say to my audience? What information must my memo include to provide evidence for my position? What positive elements should be emphasized? What should be deemphasized? 14