HUMAN RESOURCESADVANCED LEADERS COURSE

42A

Effective Writing for Army Leaders

LESSON PLAN

Version 3.9

July 2020

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U.S. ARMY SOLDIER SUPPORT INSTITUTENoncommissioned Officer Academy

Human Resources Advanced Leaders CourseTLO 0.0 – Conduct Essential Leadership Training

ELO 0.2 – Effective Writing for Army Leaders

LESSON PLAN

Lesson Author: AG Branch, ITDDate prepared: January 2013Last update: July 2020

1. SCOPE: This 3-hour lesson is the foundation for the techniques and standards students are required to use in demonstrating effective writing skills. The goal of this lesson is to establish the foundation to assist the student in completing increasingly complex writing assignments, while preparing the student to be a successful battalion/brigade staff officer through effective writing skills. The first hour focuses on communication; specifically effective writing skills and standards for effective communication. The discussion of effective communication will examine specific criteria−substance, organization, style, and correctness−used to guide and assess your written communications throughout the ALC curriculum. Using a combination of selected readings, guided class discussions, and experiences, this part of the lesson aims to get you thinking about four questions:

Are there common techniques that can help you improve your writing? Are you able to think logically? Is written communication an important leadership competency? Does logical and thorough writing help foster better thinking?

Developing a good written product, easily understood by the reader, is hard. Even the best writers struggle at times with one or more of the standards for effective communication. Students are introduced to tools that they can use to enhance the quality of their writing skills. Those tools should be put to use throughout the remainder of the ALC. Students will reach the following lesson outcomes through assigned readings, actively participating in class, and completing the practical exercise:

Value of utilizing the Army writing style and critical communication skills in their daily activities.

Fully understand the effectiveness of their written communication and continue to refine their written communication skills

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2. LEARNING OBJECTIVES:

This lesson supports the Leadership/Mandated Training as listed on the course management plan (CMP).

ELO 0.2:Action: Write Effectively Using the Army Writing Program

Condition: HR Sergeants in a classroom environment working individually, using academically sound principles, practical exercises, personal experience, handouts, discussion, an awareness of the Operational Environment (OE) variables and actors, and extracted material from AR 25-50, DA Memo 25-52 and AG Effective Writing Guide.

Standard: Writing includes:

1. Elements of the six step writing process

2. Style that meets Army writing requirements of AR 25-50, DA Pam 600-67, DA Memo 25-52 and the AG Writing Guide

3. Identification of appropriate usage of active voice

4. Composition of correspondence with substance that supports the purpose of effective writing

Learning Domain: Cognitive

Level of Learning: Synthesis

3. STUDENT PREREQUISITE WORK:

a. Study Requirements:

Study: (1) AR 25-50, Preparing and Managing Correspondence, Chapter 1, Section IV, Standards for Army Writing (1 page) and Chapters 2 and 3 (23 pages)

Read: AG School Effective Writing Handbook

Review: DA Memo 25-52, Staff Action Process and Correspondence Policies (50 pages)

Scan: None

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b. Bring to class: Two Practical Exercises

(1) Practical Exercise #1 – Identify Passive Voice

(2) Practical Exercise #2 – Change the Passive to Active Voice

c. Be prepared to answer or discuss the following:

(1) The standards for Army writing.

(2) Why good writing is essential for effective communication and leadership.

4. INSTRUCTOR ADDITIONAL READING(S)/MATERIAL:

http://www.armywriter.com/army-writing-references.htm

5. TRAINING AIDS, REFERENCES, AND RESOURCES:

a. Appendix A: Assessment Planb. Appendix B: Slidesc. DA Memo 25-52d. AG School Effective Writing Handbooke. AR 25-50

6. CONDUCT OF LESSONS:

a. Lesson Timeline:

5 minutes Concrete Experience: 5 minutes Publish and Process40 minutes Generalize New Information10 minutes Break50 minutes Generalize New Information10 minutes Break10 minutes Develop60 minutes Apply

Instructor Note: The PowerPoint slides are used to support discussion. Instructors may modify the slides/material as they see fit in order to accomplish the TLO and ELOs. This lesson is intended not only to facilitate discussions on doctrine, but to also focus students on leader responsibilities and requirements for effective army writing. Multiple online sites are available that provide additional clarification on the topics reviewed in this lesson (i.e., use of outlines, English grammar, etc.). Army Skillport has sections that provide clarification, but most of these sites are colleges or universities that establish, maintain, and update their sites for their students. Many of these sites are very detailed in defining the topic, and in many cases, provide online practical exercises

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(i.e., short quizzes or tests). Throughout this lesson, solicit from students the challenges they experienced in the operational environment (COE) and what they did to resolve them. Encourage students to apply at least one of the critical variables: Political, Military, Economic, Social, Information, Infrastructure, Physical Environment and Time (PMESII-PT).

Security Level: This course / lesson will present information that has a Security Classification of: U - Unclassified.

FD5. This product/publication has been reviewed by the product developers in coordination with the USASSI / Fort Jackson foreign disclosure authority. This product is releasable to students from all requesting foreign countries without restrictions.

The Army Learning Areas (ALA) are the baseline focal points Soldiers and Army Civilians must possess to prevail in the ambiguous environments that challenge the Army today. The four ALAs are: Army Profession and Leadership; Mission Command; Human Dimension; and Professional Competence. The Army Learning Area taxonomy provides a framework to assist in grouping the General Learning Outcomes. The four Army Learning Areas serve as the framework to catalogue the 14 General Learning Outcomes.

The General Learning Outcomes (GLOs) are essential outcomes resulting from training, education, and experience along a career continuum of learning. There are three primary purposes for the Army General Learning Outcomes. First, they provide trainers and educators a lens into how effective they are in conveying their support material. Second, it assists in improving instructional design and/or training support packages. Finally it places responsibility on training and education proponents to be nested with ALAs.

GLO 7: Soldiers and Army Civilians demonstrate capacity in critical thinking. This GLO includes Applied Critical Thinking and Groupthink Mitigation, Strategic Thinking, Problem Solving, and Decision Making.

GLO 12: Soldiers and Army Civilians demonstrate proficiency in Army and joint doctrine. Throughout the lesson discussion seek opportunities to link the competencies with the lesson content through the student’s experiences.

GLO 14: Soldiers and Army Civilians are technically and tactically competent.

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Slide: Title Slide

Why do we need an Army Writing Program?

Too much Army writing does not communicate well. It confuses rather than clarifies; it is wordy rather than concise; it hides the main idea rather than getting to the point. We all recognize the particular style described above as “Army” writing. The Army has developed this style collectively. That means that, collectively, we can build a better style. Information overload and the complexity of the modern Army demand a more effective style and a new standard for writing.

b. Concrete Experience (10 min): This phase is student-centered and observed by the instructor (not an active participant).

Slide: Concrete Experience

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Focus: This CE is directly relatable to the group project that concludes the lesson. Some of the ideas students generate will be discussed in the lesson, but many other valid topics may be brought up as well and integrated in the group project at the end.

Instructor Note: Do not take this poem to indicate that spell checking papers are a bad idea. On the other hand, one should not assume that the spell checker alone can guarantee perfect results.

c. Publish and Process (20 min): This phase is student-centered and instructor facilitated.

The “publish” portion is a short discussion on how group members felt during their experience of generating data. This phase focuses on the group dynamics during the exercise and is NOT intended to be a discussion of the content generated. This can be kept short; once the group moves to “process,” they will likely continue to add to “publishing” type information. Do not let the group jump straight to content. When well facilitated, publishing is a good method to relate a discussion of interpersonal communication and group dynamics to the broader topic of leader competencies described in FM 6-22, Army Leadership.

Instructor Questions:

Q1. What was your reaction? How did you feel about that?Q2. What are your experiences with bad writing?Q3. What did you think bad writing says about the writer?Q4: How does this affect your feelings about writing in general, “bad or good”?

Slide: Learning Objective

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Focus: Review learning objective

Slide: Learning Objective Focus: Review learning objective

Slide: Learning Objective

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Focus: Review learning objective

d. Generalize New Information (1.6 hours):Instructor Note: The purpose of this lesson is not just to impart knowledge and move on – it is intended to get students thinking about how important effective Army writing is and how they can apply it to their duties and responsibilities in future assignments.. There are very few slides in the lesson; however, there are multiple opportunities for discussion. While topic slides do introduce knowledge and provide a focus, they are primarily designed to start discussions and constantly engage students, even in the GNI portion. The information covered in this lesson is basic and even students with limited leadership time, knowledge, and skills.

Slide: Effective Army Writing

Refer students to AR 25-50, para 1-36

Department of the Army writing will be clear, concise, and effective. Army

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correspondence must aid effective and efficient communication and decision making. Writing that is effective and efficient can be understood in a single rapid reading and is generally free of errors in grammar, mechanics, and usage.

Slide: Characteristics of Army Writing

Focus: Definition of effective Army Writing

Slide: Constructing Military Correspondence

Focus: Refer students to AR 25-50, para 1-37

Slide: Active/Passive Voice

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Focus: Active vs. passive voice. Refer students to AR 25-50, para 1-36

Slide: Active Voice Is More Effective Because….

Refer students to AR 25-50, para. 1-36d

Slide: Disadvantages of Using Passive Voice

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Slide: How To Recognize The Passive Voice

Refer students to Adjutant General School Effective Writing Handbook, page #6

NOTE to Instructor: At this time, review PE #1, Identify Passive Voice, from their assigned homework. Have each student exchange their papers with their learning buddies and discuss each item. Use this time to clear up misunderstandings.

Slide: Practical Exercise #1

Slide: How To Correct Passive Voice (1 of 3)

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Slide: How To Correct Passive Voice (2 of 3)

Slide: How To Correct Passive Voice (3 of 3)

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NOTE to Instructor: At this time, review PE #2, Change the Passive to Active Voice, from their assigned homework. Have each student exchange their papers with their learning buddies and discuss each item. Use this time to clear up and questions or misunderstandings.

Slide: Practical Exercise #2

Slide: Types of Army Correspondence & Documents

Focus: Refer students to AR 25-50, para 1-7; review and facilitate discussion as needed.

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The U.S. military sometimes uses the term Standing — rather than Standard — Operating Procedure, because a military SOP refers to a unit's unique procedures, which are not necessarily standard to another unit. "Standard" could imply that there is one (standard) procedure to be used across all units.

Slide: The Memorandum

Focus: Refer students to AR 25-50, para. 1-7b and Chapter 2

Formal memorandums. The formal memorandum is used for correspondence that is sent outside the headquarters, the command, the installation, or similarly identifiable organizational elements within the DOD; for routine correspondence to Federal Government agencies outside the DOD; for notification of personnel actions, military or civilian; and for showing appreciation or commendation to DA employees and soldiers.

Informal memorandums. The informal memorandum is used for internal correspondence within the same headquarters, same command, or similarly identifiable organizational elements. As a general rule, do not use informal memorandums when corresponding with organizations or individuals not familiar with your office symbol. Informal memorandums may be preprinted and used as form letters.

When writing a memorandum, use the modified block style format. The format has three parts: heading, body, and closing.

Memorandum for record. Use the memorandum for record (MFR) to give a summary of preceding correspondence and to show the authority or basis for the action taken. See figure 2–18. The MFR is also used to document informal meetings or telephone conversations in which official business was conducted.

Memorandum of Understanding. Use a Memorandum of Understanding (MOU) or a Memorandum of Agreement (MOA) to document mutually agreed to statements of—

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(1) Prepare the MOU or MOA on the letterhead of the preparing or requesting agency.(2) Intentions.(3) Procedures.(4) Parameters.(5) Policies of future actions.(6) Matters of coordination.

Slide: Information Paper Focus: Content and structure of an information paper

NOTE: Refer students to DA Memo 25-52, Page 23 and figure 19

a. An information paper provides facts in a clear and concise format (that is, for use in a discussion paper or trip book). The format may be altered to meet a specific need.

b. Include the subject and purpose. Paragraphs will contain only essential facts concerning the subject. Papers will be self-explanatory and will not refer to enclosures except for tabular data, chars, or photographs.

c. Papers should not exceed one page in length and need not be signed, but must include the action officer’s name and telephone number in the lower right corner. Type the name of the approval authority below the action officer’s name and number to indicate agency approval by principle, deputy, or director.

d. Avoid using acronyms and abbreviations, except for those that are familiar outside of the Army (e.g., DoD, ARSTAF, etc.)

e. Avoid using classified information when it does not contribute to understanding the issue.

SAMPLE

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Note to instructor: Review the lesson information using the following closer.

Slide: CloserPartial Mind Map

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Note to instructor: This activity is called a Partial Mind Map and can be completed individually, as a smaller group, or as a class. The mind map contains the major discussions of the class. Students need to add items to each subject area.

Daily Reflective Journal. Students will be required to complete one entry in the daily reflective journal using the K-W-L Chart. The KWL Chart is a tool that provides a structure for helping students recall what they currently KNOW about a topic, what they WANT to know, and finally listing what has been LEARNED and is yet to be learned. The KWL chart allows students to assess and monitor their comprehension of the topic and request assistance from the instructor or conduct additional independent research based on what they wanted to know or what they’ve learned.

Slide: QUESTIONSQuestions

Appendix AAssessment Plan: Writing Requirements

There are three (3) separate graded writing requirements. The purpose of these writing assignments is to assess students’ ability to effectively communicate as a leader. All writing assignments will be assessed using the ALC Written Communication Rubric. Detailed information on each of these assignments is provided separately and is available on Blackboard and/or SharePoint.

Writing Assignment #1 – Essay

Writing Assignment #2 – Prepare a Memorandum for Record

Writing Assignment #3 – Information Paper

ELO 0.1 Think Critically and Creatively

ELO 0.2 Effective Writing for Army Leaders (Graded Separately)

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ELO 0.3 Integrate the Role and Use of AG Branch

ELO 0.4 Unit Training Management

ELO 0.5 Understand Soldier 2020 Concept

ELO 0.6 Army Maintenance Program

ELO 0.7 Communicate the Principles of IPPS-A

Appendix BList of SlidesSlide 1: Title Slide – Write EffectivelySlide 2: Concrete ExperienceSlide 3: Learning ObjectiveSlide 4: Effective Army WritingSlide 5: Characteristics of Army WritingSlide 6: Constructing Military CorrespondenceSlide 7: Active/Passive VoiceSlide 8: Active Voice is More Effective BecauseSlide 9: Disadvantages of Using Passive VoiceSlide 10: How to Recognize the Passive VoiceSlide 11: PE #1 ReviewSlide 12: How to Correct Passive Voice (1 of 3)Slide 13: How to Correct Passive Voice (2 of 3)Slide 14: How to Correct Passive Voice (3 of 3)Slide 15: PE #2 Review

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Slide 16: Types of Army Correspondence and DocumentsSlide 17: The MemorandumSlide 18: Information PaperSlide 19: CloserSlide 20: QuestionsSlide 21: Practical Exercise

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