business letter assignment high school

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When sitting down to complete a business letter assignment in school, students know intuitively that they are engaging in a type of writing that is much different from the typical school assignment. One goal of this resource is to upgrade that intuitive understanding to conscious status and, by doing so, sharpen your understanding of the distinct differences between business and academic writing that must be observed as you transition between the two worlds.

School Writing v. Business Writing

It may sound crass, but the difference between the two can be summarized simply: In school you write to get grades. In the real world, you write to do your job.

It's helpful to think of most school writing as a type of exam: You write to demonstrate to a specific teacher that you understand and can use material in a specific discipline. Those who become outstanding writers in school have usually mastered an important skill of audience analysis: figuring out exactly what an audience of one (the teacher) wants and how he or she wants it delivered.

The audience of one in school becomes the audience of many in the work world. Moreover, everyone who may read your business writing will not be known to you. Especially when your business writing travels outside the company, as it does when in letter format, you have little idea of how many people may read it, much less who they are. And the real kicker is that, unlike teachers, few in the business world get paid to read your writing no matter how poor it is. Other key differences include the following:

Clearly, when authoring a business document, you are taking on a higher degree of responsibility because of potential consequences, both positive and negative, that the writing can have. These consequences are particularly serious for the writer since the lifespan of whatever you write in the work place is potentially your entire career, compared to the duration of a course in school.

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How to Create Your Business Letter

These inherent differences between the two worlds of writing--business and academic--are also reflected in the steps successful writers follow when creating real-world documents like business letters.

Analyze Audience

It's helpful to divide your audience into primary and secondary members. Your primary audience is those whom you are certain will read what you write. The secondary audience is those who may be likely to read it. Your task is to speak directly to the needs of the primary audience while keeping in mind this secondary audience: what they know about the topic and their possible attitudes.

Clarify Purpose

In order for your writing and its purpose to be clear for your audience, it must be twice as clear for you, the writer. Good business writers can provide sharp, succinct answers to the question, "What do I want my readers to know and/or do after reading what I write?" Write the answer down and filter all writing choices through its prism.

Based on the crystal clear idea of what the writing hopes to achieve, the outline represents how the writer will achieve it by arranging information and instructions in the exact order the audience should encounter them for best effect.

The formats for business and technical writing are well known and expected by your audience. These standard formats are usually (1) adhered to rigorously and (2) are modified by any guidelines you have been given by your organization.

Draft & Revise

The first draft is your first opportunity to combine all of the above. However, it should be far from your last. Gone are the days of "once and done" the night before the assignment is due. Especially important is building in some time for a draft to get cold before you revisit with fresh eyes.

Get Feedback

Never let your audience be just the second set of eyes to see what you have written. In between yourself and your audience, insert a knowledgeable person who will act as a proxy for your audience and give you honest feedback.

Business Letter Styles

The two most common formats of business letters today are the full-block format and modified-block format. Note that the full-block format should be used only with letterhead. One variation on these two styles includes indenting paragraphs in the body section. As always, follow the style preferred by your organization unless there is a clear reason not to.

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The Correspondence Project: A Lesson of Letters

• Resources & Preparation
• Instructional Plan
• Related Resources

Students practice writing effective letters for a variety of real-life situations, such as responding to a prompt on a standardized test, corresponding with distant family members, or communicating with a business. They begin by reviewing the differences between business and friendly letter formats, using examples and a Venn diagram. Next, students write two letters, choosing from a list of prompts that include letters for varying audiences and purposes. After completing drafts and revisions, students complete their final versions using an online tool.

Featured Resources

Letter Generator : This online tool allows students to read about the parts of a letter. They can then write and print their own friendly or business letter. Interactive Venn Diagram : Use this online tool to organize ideas for a compare and contrast essay, or while reading to compare and contrast two works of literature.

From Theory to Practice

In Both Art and Craft: Teaching Ideas That Spark Learning , Diana Mitchell explains that teaching is "about gently uncovering ways for students to find their way into the learning by making connections within themselves" (23). Students are more likely to "find their way into learning" when assignments have clear application to real-world tasks. As Mitchell explains it, these types of assignments, "have a ‘nowness' about them; there is a reason for an importance to doing them at this point in time" (24). In addition, personal connections are made more easily when students have a degree of choice within a writing assignment. Mitchell triumphs assignments that "are fun and interesting," as well as those that "provide lots of possibilities and tap into . . . imagination" (24). In that spirit, this lesson in letter writing provides a functional application for writing and, at the same time, encourages students to make personal connections through a variety of letter topics. Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

Computers with Internet access for student use

• Contemplating Correspondence
• Contemplating Correspondence Key
• Correspondence Project Prompts
• Business and Friendly Letter Samples
• Rubric for Correspondence Project
• Venn Diagram

Preparation

• Review the Correspondence Project Prompts and determine the requirements for the class. Decide on the number of letters students will write as well as any letters that you will require. You may wish to choose specific prompts to ensure that students write at least one letter using business format and one using friendly format. You can also require 2 letters and allow students to choose additional letters freely.
• Venn Diagram handout (if computer access is not available)
• Make one copy of the Contemplating Correspondence Key for yourself.
• Make overhead transparencies of the Business and Friendly Letter Samples and the Venn Diagram handout (needed only if computer access is not available).
• Test the interactive  Venn Diagram and Letter Generator on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page .

Student Objectives

Students will

• review examples of business and friendly letters.
• compare business and friendly letter formats.
• write letters in response to specific writing prompts.
• apply knowledge of language structure and conventions.
• adjust their use of writing conventions, style, and vocabulary for a variety of audiences and purposes.

Session One

• Distribute copies of the Contemplating Correspondence sheet.
• Explain that most questions have more than one “correct” answers. Suggest that students leave any questions that they are unsure about blank and return to them after the class discussion of the sheets.
• Allow students a few minutes to respond.
• Review the students' responses to the Contemplating Correspondence sheet, using the questions as a springboard for a brief class discussion about writing letters. Refer to the Contemplating Correspondence Key to ensure students recognize the most basic details.
• Tell students that they will be completing a letter writing project. Before writing the letters, however, they will review standard business and friendly letter formats.
• Discuss the difference between the friendly letter format and a friendly tone. Explain that people can use the friendly letter format for letters that have a more formal tone (e.g., a condolence letter to someone the author does not know well).
• Share the Friendly Letter Sample by distributing copies to students, and displaying the sample using an overhead transparency.
• Have students take turns reading the body of the letter aloud.
• Identify the main parts of a friendly letter (heading, greeting, body, closing, and signature) by allowing student volunteers to take turns using a non-permanent transparency marker to label each of the five main parts. Ask students to label their handouts in the same manner.
• Use Writing the Basic Business Letter from the Purdue OWL to supplement the discussion of the parts of letters.

Session Two

• Review the information covered in Session One by asking students what they remember about friendly letter format.
• Tell students that during this session, they will be reviewing business letter format.
• Ask students if business letter format is for use only by businesses. Use student responses as a springboard for discussion on the various uses for business letters (e.g., applying for employment, expressing a consumer complaint to company).
• Share the Business Letter Sample by distributing copies to students and displaying the sample by using an overhead transparency.
• Identify the main parts of a business letter (heading, inside address, greeting, body, closing, and signature) by allowing student volunteers to take turns using a non-permanent transparency marker to label each of the six main parts. Instruct students to label their handouts in the same manner.
• Again, you can use Writing the Basic Business Letter from the Purdue OWL to supplement the discussion of the parts of letters.
• Discuss the differences between the full-block and modified-block formats. Point to the additional sample letters from the Purdue OWL or Sample Complaint Letter to discuss the formats.
• Have students compare friendly and business letter formats using the interactive Venn Diagram . Teachers also may wish to have students complete a separate Venn Diagram to compare and contrast full-block and modified-block formats. If computer access is not available, distribute copies of the Venn Diagram handout to students and display the diagram using an overhead transparency. Allow students to complete the diagram together by allowing student volunteers to take turns using a non-permanent transparency maker to identify common and dissimilar traits between the two letter formats. Students should follow along by filling in their own diagrams on their handouts.
• Distribute the Correspondence Project Prompts and the Rubric for Correspondence Project to students. Explain the requirements you have chosen for the project, giving students details on the number of letters they should write and any required prompts they must respond to.
• Review the Rubric for Correspondence Project and ensure that students understand the expectations for the project.
• In the remaining time, have students begin the process of choosing letters to write and drafting their correspondence. Explain that students will continue this work during the next class session.

Session Three

• Review the Correspondence Project Prompts and the Rubric for Correspondence Project . Answer any questions regarding the project.
• Tell students that the goal for this session is to complete drafts of at least two letters.
• Make newspapers, scissors, and tape available to students for use with the first prompt (a job application letter).
• Circulate among students as they work, and assist as needed.
• Students who require extra time to complete their drafts should do so as homework.

Session Four

• Check for completion of at least two letters.
• Review the Correspondence Project Prompts and the Rubric for Correspondence Project .
• Tell students that the goal for this session is to complete drafts for the remaining letters.
• Students who require extra time to complete their letters should do so as homework.
• Ask students to bring all completed drafts with them to the next class session.

Session Five

• Review the Rubric for Correspondence Project .
• Introduce students to the interactive Letter Generator , and explain that they will be revising their drafts and using this tool to create final versions of their work.
• Allow students time to revise their drafts. Revision options are endless and open to teacher preference. Students may proofread and revise independently, through “pair and share” edit sessions with classmates, or by basing revisions on teacher remarks and comments if the teacher wishes to collect the drafts prior to Session Five and return them with comments at the beginning of the session.
• Students should complete their draft revisions and create final versions using the interactive Letter Generator .
• If needed, add a sixth session to the lesson to allow students time to complete their letters using the interactive Letter Generator .
• Communicating on Local Issues: Exploring Audience in Persuasive Letter Writing
• Draft Letters: Improving Student Writing through Critical Thinking
• E-pals Around the World
• Exploring Literature through Letter-Writing Groups
• Persuading an Audience: Writing Effective Letters to the Editor
• Worth Its Weight: Letter Writing with “The Things They Carried”
• Consider introducing pen pals or “key pals” into your classroom community. Many programs are available online and can easily be located through most of the popular search engines using the keyword search “school pen pals.”
• Depending on the grade and skill level of students, a mini-lesson on properly addressing an envelope and folding a letter might be a worthwhile addition to this project.
• Use the online interactive Postcard Creator as a lesson extension or letter alternative. Many of the friendly letter prompts would adapt easily to a postcard format.
• The EDSITEment lesson I'm Gonna Sit Right Down and Write Someone a Letter offers a collection of historically significant letters and can provide a useful extension to this lesson.

Student Assessment / Reflections

• Assess students’ understanding of the purposes and formats of business and friendly letters through observation and anecdotal notes of student participation during classroom discussions.
• Assess students’ use of interactive tools through observation and anecdotal notes of student work while using the interactive tools.
• Check for proper completion of the interactive Venn Diagram contrasting letter formats.
• Use the Rubric for Correspondence Project to assess the letters students have written.
• Student Interactives
• Calendar Activities

The Letter Generator is a useful tool for students to learn the parts of a business or friendly letter and then compose and print letters for both styles of correspondence.

The Postcard Creator helps students learn to identify all the typical parts of a postcard, and then generate their own postcard messages by typing information into letter templates. After printing their texts, students can illustrate the front of their postcards in a variety of ways, including drawing, collage, and stickers.

This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.

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• Kindergarten K

Teach teens how to write a business letter

by Kim Kautzer | Sep 18, 2017 | High school , Resources & Links

In WriteShop II , we teach students how to write a letter to the editor of a newspaper. The example composition in the student workbook urges the governor, by way of a letter to the editor, to take action on a bill. With a few word changes, the letter could just as easily address the governor himself.

The point of the lesson, of course, is to help students articulate a concern and seek or suggest action . The audience can be a member of any political, social, or commercial group as long as the student is learning how to address such a person with polite conviction.

Who’s the Audience?

But if your teens need an audience for their letters, and the daily newspaper isn’t the outlet that seems to work for them, you might suggest a different audience. Some ideas that spring to mind:

• City council member
• State legislator
• State representative
• Owner or developer of a property (eyesore, maintenance issues, health or safety concerns…)
• Owner of a local business
• President or CEO of a corporation
• College or university admissions department
• Chamber of Commerce (to request brochures or travel information)

If you shift away from the letter to the editor and instead have your students address their letter to one of the above-suggested recipients, consider teaching them  how to format a business letter . Since WriteShop doesn’t teach business-letter structure, this would be an added tool in their writing belt .

When to Write a Business Letter

• To praise a product, service supplier, or staff person
• To compliment a speaker
• To compliment or praise an author
• To praise someone for an achievement
• To complain about poor product quality or poor service
• To ask for political or social action or change
• To write a letter of recommendation
• To request information

Would you like to teach the business letter to your kids? Here’s a link to a site that models several kinds: WriteExpress.com (Business Letters)

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Writing a Business Letter Lesson Plan: High School Writing Lesson

• Trent Lorcher
• Categories : High school english lesson plans grades 9 12
• Tags : High school lesson plans & tips

Business letters are commonly used for job offers, requests for information, or as a letter of introduction. With this lesson plan, students will write a business letter to learn more about a profession of their choice. Review this information with students. Business letters must contain:

• A heading, the address of the business, a greeting, a body, a conclusion, and a signature.
• Formal, polite language with a clear purpose with relevant background information.
• Standard business formatting with consistent spacing and indentations.

Write a business letter to learn more about a profession.

• Prewriting - Choose a topic by listing your strengths and professions that suit your strengths. Remember, some strengths you have yet to develop. Dream big. Use your dream job as the subject of your letter.
• Prewriting - Search the internet, phone book, newspaper classifieds or a business directory to find the address of a business you’d like to contact.
• Prewriting - Note questions you may want to ask in your letter.
• Prewriting - Gather background information on the profession and the company to which you are writing. Research critical issues in choosing a profession : salary, hours, job outlook and opportunities.
• Prewriting - Identify your purpose . Remind yourself of the letter’s purpose by writing a purpose statement and placing it near you as you write.
• Drafting - Begin by selecting a format: block format or modified block format. Make sure the letter contains all essential parts of a business letter.
• Drafting - Remember your audience. You are addressing a busy professional and should write respectfully. Include only essential information. Leave the flowery prose for your creative writing assignment. Make your information clear. Use formal style, vocabulary, and tone.
• Drafting - Be clear on your purpose. Explain what you want the letter recipient to do, if anything. Do you want an interview, talk on the phone, or gather information, for example. Revising - Review your purpose for writing. Find details that support your purpose. Delete details that do not. Revising - Make sure your language is suitable to your purpose and audience.

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• 33 Writing Business Letters

Start-Up Activity

Read aloud and discuss the introduction. Share experiences when you have written emails or letters for business-related reasons. Then ask for volunteers to share their own experiences. Point out that the presentation of information in a business letter is culturally determined. For example, Pauline Gibbons in Learning to Learn in a Second Language states: “The style and tone of a business letter in Spanish is very different from one in English.” To help students better understand business correspondence used in the United States, share a number of examples.

Think About It

“Never write a letter while you are angry.”

—Chinese Proverb

Page 238 from All Write

Parts of a business letter.

The next two pages work together: Page 238 explains the parts of a business letter, and page 239 shows a business letter with the parts labeled.

First, review the parts of a business letter. Pay careful attention to the information to include in the heading and inside address. (See the model on page 239.) To enrich the discussion of the salutation, refer to the information on abbreviations on pages 381, 399, and 405.

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Page 239 from All Write

Sample business letter.

Ask for a volunteer to read the sample business letter. Then make reference to the different parts of the letter as well as to the style and tone of the writing. The student writer uses a serious, polite tone throughout. The beginning paragraph introduces the writer and explains the reason for the letter. The body paragraph provides the important details. The closing paragraph makes a request. Have students label parts of other business letters, perhaps the ones that you shared from page 237.

Page 240 from All Write

Writing guidelines: business letters.

Review the guidelines for writing a business letter. Point out that word-processing programs provide templates to help students follow a proper business-letter format. Consider modeling the writing process before students write their own letters.

Page 241 from All Write

Types of business letters.

Discuss the three reasons for writing a business letter listed on this page. Suggest possible topics for each type and share example letters. Consider sharing famous letters with students to help them appreciate their importance and impact in history. Examples: Martin Luther King’s “ Letter from Birmingham Jail ” and President Lincoln’s letter to New York editor Horace Greely concerning slavery.

Page 242 from All Write

Sending the letter.

The next two pages provide guidelines for sending a business letter. Review the sample envelope and the acceptable forms for addressing an envelope. Pay careful attention to the U.S. Postal Service guidelines.

Page 243 from All Write

Sending your letter (continued).

Discuss the guidelines for folding a letter, demonstrate it, and have students try it themselves. Then review the two tables on the page, which give the traditional and postal abbreviations for states and addresses. Consider modeling addressing an envelope using the postal guidelines before students address their own envelopes.

• 01 A Basic Writing Guide
• 02 One Writer's Process
• 03 Traits of Effective Writing
• 04 Prewriting
• 05 Writing and Revising
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• 08 Publishing
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• 11 Building Paragraphs
• 12 Writing with Style
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• 14 Writing in Journals and Learning Logs
• 15 Writing Emails and Blog Posts
• 16 Writing Narratives
• 17 Writing Biographical Stories
• 18 Writing Informational Essays
• 19 Writing Explanations
• 20 Writing News Stories
• 21 Building Arguments
• 22 Writing Persuasive Essays
• 23 Writing Book Reviews
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• 25 Writing Observation Reports
• 26 Writing Summaries
• 27 Writing Classroom Reports
• 28 Writing Poems
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• 30 Writing in Science
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• 32 Writing in Math
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• 43 Improving Your Vocabulary
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• 48 Responding to a Prompt
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• 51 Proofreader's Guide
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BUSINESS LETTER WRITING LESSON PLAN - TEACHING LEARNING FORMAT SAMPLE EXAMPLE HELP FORMAL WORK CAREERS SAMPLE STUDENTS PRACTICE TEACHER TEMPLATE BUSINESS LIFE SKILLS

WRITING A BUSINESS LETTER LESSON

Objectives:

Suggested Grades:

BUSINESS LETTER WRITING LESSON PLAN

Teachers: discuss with your students the importance of proper, clear communication to a business, and how important it is to follow the formal business letter format.

Hand out the example business letter to students. Go over each part in detail.

Here are some topics to discuss:

Business Letter Parts (Block Style Format):

In order from top to bottoms:

Lesson Printable Materials - Worksheets

Print out the example pages and worksheets for use with this lesson:

An example of a business letter.

Back to Business Writing Lessons

Additional Career, Job, and Business Skills Lessons

To teach and learn money skills, personal finance, money management, business, careers, and life skills please go to the Money Instructor home page .

Business Writing

What this handout is about.

This handout explains principles in business writing that apply to many different situations, from applying for a job to communicating professionally within business relationships. While the examples that are discussed specifically are the application letter and cover letter, this handout also highlights strategies for effective business writing in general.

What is business writing?

Business writing refers to professional communication including genres such as policy recommendations, advertisements, press releases, application letters, emails, and memos. Because business writing can take many forms, business writers often consider their purpose, audience, and relationship dynamics to help them make effective stylistic choices. While norms vary depending on the rhetorical situation of the writer, business writers and audiences tend to value writing that communicates effectively, efficiently, and succinctly.

If you have been assigned a genre of business writing for a class, it may help to think about the strategies business writers employ to both gather and produce knowledge. A business communicator or writer may use the following forms of evidence: statistics, exploration of past trends, examples, analogy, comparison, assessment of risk or consequences, or citation of authoritative figures or sources. Your knowledge of and relationship to your audience will help you choose the types of evidence most appropriate to your situation.

Who is your audience?

To communicate effectively, it is critical to consider your audience, their needs, and how you can address all members of your audience effectively. As you prepare to write, think about the following questions:

• What are your audience’s priorities and expectations?
• What does your audience need to learn from your document?
• How will you grasp the attention of readers when you are competing for their attention?
• How will you help your reader move through your document efficiently? When is it effective to use bulleted lists, visuals, boldface, and section headers to guide your reader’s attention?
• What does your audience most need to know?
• What is your audience expecting? Is your goal to satisfy their expectations, or do you want to surprise them with a new idea?
• How will you communicate about setbacks? When is it appropriate to spin bad information with a positive outlook? How will stakeholders, customers, or employees respond to bad news?
• In general, how can you tailor the organization and style of your writing to address your audience’s considerations and needs?

When answering the last question, don’t overlook the following considerations:

Title. Is it appropriate to address your audience by their first name, or is a salutation needed? Are you addressing someone who prefers to be addressed by a formal title such as Dr. or Professor? If you are writing about a third party, do you know what title and pronouns to use? When the name of the person you’re writing to is unknown, then it is customary to address your letter “To Whom It May Concern.” But this may be impolite if the person’s name is known or easily discovered. You can find more information on titles, names, and pronouns in our handout on Gender-Inclusive Language .

Language . If you’re writing in English, ask yourself: Is English the first language of all your audience members? Are you using idioms or other expressions that might not be clear to someone with a different background in English? For example, are you using expressions that require U.S.-specific cultural knowledge?

Culture . Does your audience have different customs and cultural norms? How might these customs and norms impact the way they receive your message?

Once you understand your purpose and your audience, you can begin to consider more specific elements, like organization and style.

What is your purpose?

To get a better sense of how the purpose of your writing will impact your style, it can be useful to look at existing messages and documents from the organization with the following questions in mind:

• What type of document is it (e.g. email, cover letter, social media post, memo, etc.)?
• What is the general length of the document?
• How is the document organized?
• How long are the paragraphs or sections?

How is business writing organized?

A common organizational pattern used across genres in business writing is OABC: Opening, Agenda, Body, and Closing. While the exact content of your opening, agenda, body, and closing may change depending on your context, here is the overall purpose of each component of the OABC pattern:

• Opening: This section introduces the reader to the purpose of your document or the subject matter you’ll be discussing. It lets them know why you are communicating with them and why the information is important to your reader.
• Agenda: This section lets the reader know, more or less, what to expect from the rest of the message. You can think of it like a roadmap for your document.
• Body: This section is where you make your main points and communicate your overall message to the reader. This section is often the longest part of a business document.
• Closing: Here, you reiterate the main points for the reader and include any follow-up actions or recommendations as necessary. In most cases, you may request a meeting to discuss your ideas further.

What style considerations are common in business writing?

Business writers tend to prioritize clear and concise communication. When writing in business, carefully considering the following style elements, along with your purpose and audience, can help you communicate more effectively:

Active voice. One skill in business writing is how to tactfully take ownership or distribute blame for certain actions. Active voice refers to a sentence structure that places the actor of the sentence as its grammatical subject. In general, active voice comes across as clearer, more direct, and more concise than passive voice, which are all elements of good business writing. However, the passive voice can be a useful tool in legally-sensitive writing, because the passive voice can convey what has occurred without naming names.

Jargon. Generally, your audience will prefer plain, straightforward language over jargon, because it allows them to read your writing quickly without misunderstandings. However, you may encounter what looks like jargon. Ask yourself if this language may be functioning as shorthand or whether it’s helping establish expectations or norms in business relationships. Understanding your audience and why they may choose to either use or avoid jargon will help you determine what is most appropriate for your own writing.

Tone. While business writing should be clear and concise, “concise” does not necessarily mean “blunt.” As you write, think about how your relationship to the reader and about how your audience may interpret your tone. Consider the following examples:

Nobody liked your project idea, so we are not going to give you any funding. After carefully reviewing this proposal, we have decided to prioritize other projects this quarter.

While the first example may be more direct, you will likely notice that the second sentence is more diplomatic and respectful than the first version, which is unnecessarily harsh and likely to provoke a negative reaction.

If you are wondering how your audience will respond to your writing, it may also be helpful to have a disinterested reader provide you with their impression of your message and tone after reading the document. What is the take-home message? Does any language stand out as surprising, confusing, or inappropriate? Where is the writing more or less persuasive? If you would like more ideas, see our handout on getting feedback .

There are many circumstances in which business writing is your opportunity to make a first impression, such as in a cover letter. In these scenarios, attention detail is especially important. A useful strategy for revising a piece of business writing is to use the acronym CLOUD: Coherence, Length, Organization, Unity, and Development. Contemplating each of these elements can help you to think about how each section communicates your ideas to your audience and how the sections work together to emphasize the most important parts of your message.

Going through the CLOUD acronym, you can ask yourself questions like:

• How coherent is each individual component of your document?
• Does each component follow length guidelines (if provided) or otherwise convey your message concisely? Our handout on conciseness gives 7 common writing patterns that make writing less concise that you may want to keep in mind when writing for business.
• Is the information clearly organized ?
• How unified is the message conveyed by all of the components taken together?
• Are your ideas fully- developed , or might your reader find themselves with any important questions?

As you answer these questions and start revising, revisiting your purpose, audience, style, and structure can help you address the concerns you’ve identified through CLOUD. Once you’ve considered these elements, soliciting feedback from another person can help you ensure your draft is clear and your ideas are fully-developed . Proofreading can help you identify errors and assess the tone of your document, while reading your draft aloud lets you hear your words and estimate your own tone.

Examples of business writing

Now that you’re ready to start writing, you may want to see some examples of business writing to guide your drafting process. Below, you can learn more about and see examples of two business writing contexts: cover letters for applications and cover letters for sending information. For more examples, explore the University Career Services’ Resumes and Letters portal .

Cover letters for applications

Maybe you have been asked to write an application cover letter for a job or a scholarship. This type of cover letter is used to introduce yourself and explain why you are qualified for a given opportunity, and your objective is to catch the reader’s attention and convince them that you are a qualified candidate for the job. Although this type of letter has some unique considerations and conventions, it still follows the OABC organization pattern and is generally 3-4 paragraphs in length.

• Opening: In the opening section of your letter, indicate your reason for writing. This generally includes mentioning the job title (if applicable) and how you heard about the position. Be specific about how you learned of the job.
• Agenda: In a cover letter, your agenda section sets the stage for a discussion of your qualifications by first summarizing your interest in the position, company, or organization. What sets you apart from your competitors? Why are you interested in working in this particular position or company? This section may be combined with the first paragraph.
• Body: This is where you highlight your qualifications for the job including your work experience, activities that show your leadership skills, and your educational background. If you are applying for a specific job, include any information pertinent to the position that is not included in your resume. You might also identify other ways you are a good fit for the company or position, such as specialized skills you have acquired. Illustrate how the experiences and skills from your resume qualify you for the job rather than merely repeating information as it is presented in your resume.
• Closing: Now that you have demonstrated your interest and fit to the reader, it is time to request an interview and, if necessary, refer them to your resume. State how you can be reached and include your contact information for follow-up. Be sure to close the letter by thanking the reader for their time and consideration before typing and printing your salutation and name.

Two sample letters of application are presented below. The first letter (Sample #1) is by a recent college graduate responding to a local newspaper article about the company’s plan to build a new computer center. The writer is not applying for a specific job opening but describes the position he seeks. The second letter (Sample #2) is from a college senior who does not specify where she learned of the opening because she is uncertain whether a position is available.

6123 Farrington Road Apt. B11 Chapel Hill, NC 27514

January 11, 2020

Taylor, Inc. 694 Rockstar Lane Durham, NC 27708

Dear Human Resources Director:

I just read an article in the News and Observer about Taylor’s new computer center just north of Durham. I would like to apply for a position as an entry-level programmer at the center.

I understand that Taylor produces both in-house and customer documentation. My technical writing skills, as described in the enclosed resume, are well suited to your company. I am a recent graduate of DeVry Institute of Technology in Atlanta with an Associate’s Degree in Computer Science. In addition to having taken a broad range of courses, I served as a computer consultant at the college’s computer center where I helped train users to work with new systems.

I will be happy to meet with you at your convenience and discuss how my education and experience match your needs. You can reach me at (919) 233-1552 or at [email protected] . Thank you for your time and consideration, and I look forward to hearing from you.

Raymond Krock

6123 Farrington Road Apt. G11 Chapel Hill, NC 27514

Dear Ms. LaMonica Jones:

I am seeking a position in your engineering department where I may use my training in computer sciences to solve Taylor’s engineering problems. I would like to be a part of the department that developed the Internet Selection System but am unsure whether you have a current opening.

I expect to receive a Bachelor of Science degree in Engineering from North Carolina State University in May and by that time will have completed the Computer Systems Engineering Program. Since September 2019 I have been participating, through the University, in the Professional Training Program at Computer Systems International in Raleigh. In the program I was assigned to several staff sections as an apprentice. Most recently, I have been a programmer trainee in the Engineering Department and have gained a great deal of experience in computer applications. Details of the academic courses I have taken are included in the enclosed resume.

If there is a position open at Taylor Inc., please let me know whom I should contact for further information. I look forward to hearing from you soon. I may be reached at my office (919-866-4000, ext. 232) or via email ( [email protected] ). Thank you for your time, and I look forward to hearing from you.

Rebecca Brock

Cover letters for sending information

Some cover letters simply provide a record of the transmittal of information—say, sending your resume to a recruiter or submitting your project for a class—and may even take the form of an email. Although they are short, to-the-point, and often only one or two brief paragraphs in length, these messages still follow the basic guidelines of business writing by using the OABC organization pattern in a more condensed format:

• Opening: Briefly explain what you are sending and why.
• Agenda: In an optional second paragraph, you might include a summary of the information you are sending as an agenda for your reader. A letter accompanying a proposal, for example, might point out sections in the proposal that might be of particular interest to the reader.
• Body: You could then go on to present a key point or two explaining why your firm is the best one for the job.
• Closing: You might end your letter with acknowledgements, offer additional assistance, or express the hope that the material will fulfill its purpose.

The following are examples of these kinds of cover letters. The first letter (Sample #1) is brief and to the point. The second letter (Sample #2) is slightly more detailed because it touches on the manner in which the information was gathered.

Your Company Logo and Contact Information

Brian Eno, Chief Engineer Carolina Chemical Products 3434 Pond View Lane Durham, NC 27708

Dear Mr. Eno:

Enclosed is the final report, which we send with Eastern’s Permission, on our installment of pollution control equipment at Eastern Chemical Company,. Please call me at (919) 962-7710 or email me at the address below if I can answer any questions.

Nora Cassidy Technical Services Manager [email protected]

Enclosure: Report

Brian Eno, Chief Engineer Ecology Systems, Inc. 8458 Obstructed View Lane Durham, NC 27708

Enclosed is the report estimating our power consumption for the year as requested by John Brenan, Vice President, on September 4.

The report is the result of several meetings with Jamie Anson, Manager of Plant Operations, and her staff and an extensive survey of all our employees. The survey was delayed by the transfer of key staff in Building A. We believe, however, that the report will provide the information you need to furnish us with a cost estimate for the installation of your Mark II Energy Saving System.

We would like to thank Billy Budd of ESI for his assistance in preparing the survey. If you need more information, please let me know.

Sincerely, Nora Cassidy New Projects Office [email protected]

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Baker, William H., and Matthew J. Baker. 2015. Writing & Speaking for Business , 4th ed. Provo, UT: Brigham Young University Academic Publishing.

Covey, Stephen. 2002. Style Guide for Business and Technical Writing , 5th ed. Upper Saddle River, NJ: Franklin Covey.

Locker, Kitty, and Donna Kienzer. 2012. Business and Administrative Communication , 10th ed. Boston: McGraw-Hill.

O’Hara, Carolyn. 2014. “How to Improve Your Business Writing.” Harvard Business Review , 20 Nov. 2014. https://hbr.org/2014/11/how-to-improve-your-business-writing .

United States Government. 2011. “Federal Plain Language Guideline.” Plain Language, March 2011. https://www.plainlanguage.gov/guidelines/ .

University of North Carolina Writing Program. 2019. The Tar Heel Writing Guide , rev. ed. Chapel Hill, NC: UNC Writing Program.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Business Communication  - How to Write a Formal Business Letter

Business communication  -, how to write a formal business letter, business communication how to write a formal business letter.

Business Communication: How to Write a Formal Business Letter

Lesson 7: how to write a formal business letter.

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How to write a formal business letter

Whenever you need to communicate with another company or share important news, business letters can present your message in a classic, polished style. Unlike internal memos, business letters are usually written from one company to another, which is why they’re so formal and structured . However, letters are also quite versatile, as they can be used for official requests, announcements, cover letters, and much more.

Despite the formality, letters can still have a friendly tone , especially because they include brief introductions before getting to the main point. Regardless of the tone you use in your letter, your writing should remain concise, clear, and easy to read.

Watch the video below to learn about formal business letters.

This lesson focuses on American business letters. Letters written in other parts of the world may have minor differences in formatting.

The structure of a business letter

The business letter’s precise structure is crucial to its look and readability. As you write your letter, you can follow the structure below to create an effective document.

• Opening : Include your mailing address, the full date (for example, July 30, 2017), and the recipient’s name, company, and address. Skip one line between your address, the date, and your recipient’s information. Don’t add your address if you’re using letterhead that already contains it.
• Salutation : Address the recipient using “Dear,” along with their title and last name, such as “Dear Mr. Collins” or “Dear Director Kinkade.” If you don’t know the recipient’s gender, use their full name, such as “Dear Taylor Dean.” Finally, be sure to add a colon to the end of the salutation.
• Body : In the first paragraph, introduce yourself and the main point of your letter. Following paragraphs should go into the details of your main point, while your final paragraph should restate the letter’s purpose and provide a call to action, if necessary.
• Closing : Recommended formal closings include “Sincerely” or “Yours truly.” For a more personal closing, consider using “Cordially” or “Best regards.” Regardless of what you choose, add a comma to the end of it.
• Signature : Skip four lines after the closing and type your name. Skip another line and type your job title and company name. If you’re submitting a hard copy, sign your name in the empty space using blue or black ink.
• Enclosures : If you’re including documents with this letter, list them here.

Another important part of the structure is the layout , which determines how the text is formatted. The most common layout for a business letter is known as block format , which keeps all text left-justified and single spaced, except for double spaces between the paragraphs. This layout keeps the letter looking clean and easy to read.

As stated in Business Writing Essentials , revision is a crucial part of writing. Review your letter to keep it concise, and proofread it for spelling and grammar errors. Once you’re finished writing, ask someone to read your letter and give you feedback , as they can spot errors you may have missed. Also make sure any enclosures are attached to your document and that any hard copies are signed.

After revising the content, consider the appearance of your letter. If you’re printing a hard copy, be sure to use quality paper. Also try using letterhead to give your document a more official look.

Example of a business letter

To see this lesson in action, let’s take a look at a polished business letter by reviewing the example below.

This letter looks great! The structure is perfect, and the text is left-justified and single spaced. The body is formal, friendly, and concise, while the salutation and closing look good. It also contains a handwritten signature, which means it’s ready to be submitted as a hard copy.

Knowing how to write a business letter will serve you well throughout your career. Keep practicing and studying it, and you’ll be able to communicate in a classic style.

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Business Letter Activities for Middle School

How to Write Recommendation Letters for Students

When teaching middle school students, it is important to present real-world applications of the skills being taught. Writing business letters allows students to practice their writing and computer skills in a way that students are likely to encounter in life. Students gain experience conducting business online through email and also through handwritten letters.

Letter of Complaint

Present a beat up, ripped box to the class and open it up to reveal a broken item. Create a scenario for students about the item arriving broken after shipping and have them write a letter to complain about the condition of the product when it arrived. Provide students with a list of words that convey a negative tone, such as agitated, frustrated or displeased, to help them convey the proper tone in their letters. Explain that, while they may be angry, it is important to focus on explaining the problem with the product and asking for it to be corrected rather than filling the letter with inappropriate language and threats.

Persuasive Letter

Have students choose an issue that is important to them in the school, community or the world. Instruct students to write a letter to someone in a position of power, such as the school principal, mayor or president to express an opinion on the issue and urge that person to take action.

Create a Letterhead

Many companies have their own letterhead. Have students create a company. Using a graphic design or publishing program, ask students to construct a letterhead for that company. The letterhead should include the company's name, contact information and colors and images that represent the company. Students can use the letterhead to write sample company business letters.

Address an Envelope

With the popularity of email, many students no longer send traditional lettters. Have students practice properly addressing an envelope. To help students tell whether or not they have addressed the envelope correctly, address it to the student's home address or the school address and mail it. If the letter arrives through the mail, it was addressed correctly.

Fix the Letter

Once students have written business letters, choose letters with common errors and copy them. Remove student names before copying to prevent student embarassment. Provide students with copies of the letters and ask them to edit for spelling and grammatical errors, as well as errors in word choice and letter format.

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• "Middle Ground"; Writing Wrongs... Business Letters Give Students a Voice in World Affairs; Ron Adams; August 2001

Stacy Zeiger began writing in 2000 for "Suburban News Publication" in Ohio and has expanded to teaching writing as an eighth grade English teacher. Zeiger completed creative writing course work at Miami University and holds a B.A. in English and a M.Ed. in secondary education from Ohio State.

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A Late Work Policy That Works for Teachers and Students

Creating clear boundaries around when students can submit assignments after the due date can boost morale for everyone.

When the end of a term approaches, educator social media is full of images and commentary on the sheer amount of grading that will be coming their way. From images of monstrous waves or an exhausted teacher grasping a large cup of coffee, the stress is palpable. So how do we make this better for everyone, including teachers, students, families, case coordinators, and everyone else struggling at the end of the term?

As educators, we want to be considerate of the fact that students have yet to acquire excellent management skills. But we also need to protect our own mental health and teach students the responsibility that comes with completing assignments and turning in work. 

Designing a Late Work Policy With Students

Some years back, I had a high school world language class with a wonderful group of students—but getting work from them was challenging on a good day. After one particularly exhausting end of the term when I received a monumental amount of late work, I flatly said, “We can’t do this again.” Shockingly, they agreed. I gave the class 30 minutes to discuss as a class what they thought could be a fair policy. The requirements were simple: 

1. Simplicity. This policy had to be easy for me to manage as a teacher.

2. Accountability. It couldn’t be a free-for-all with no accountability. 

I could easily write a separate article on how to have students design class policies, but that is for a different time. Here is what the students came up with as a proposal:

Assessment as final deadline: All homework and classwork is accepted full credit until the assessment—then it is not accepted at all. This also counts for any retakes (or corrections) to other activities or smaller assessments. 

The 55 percent rule: If a student does the large majority of the assignments up until assessment, they do not get less than 55 percent on any assessment. This gives students an incentive to get their work done and make arrangements with the teacher to keep on track. It should be very unlikely that a student will do the majority of assignments related to an assessment and get below 55 percent. However, if it does happen, they know that there are policies in place to help them.

If a student does get below 55 percent and has done the large majority of the work, this forces me as an educator to consider the cause. Did other students have similar troubles? If so, was the assessment reflective of the work done in class? If this student was an outlier, perhaps they simply had a rough day (which does happen)?

Assessment as proof of competency: If a student is missing an assignment and they get above a certain score on the assessment, they can get partial credit for any missing work related to the assessment. The students were very clear that this was not a reason to not do work, but rather it was to allow students to focus on critical assignments if they get behind. 

Assessment as redo attempt: If a student does well on a final unit assessment, they can have their grade raised for smaller assessments leading up to that larger one. This was because they showed understanding in areas where they had struggled before. 

Once this policy was created, I shared it with all my sections. Students overwhelmingly supported it. So, we decided to implement it on a trial basis. Once that was a success, I shared this with colleagues, and they implemented it in their classrooms as well. It is now a regular course policy and is shared in all of my course syllabi.

a policy that works for teachers and students

After we set this policy up in my classroom, I observed a variety of benefits.

Morale boost for teacher and students: There was an immediate turnaround for both me and my students. Students who felt that failure was inevitable were motivated and engaged. And I felt better about giving students another chance-–but with boundaries. 

Increased accountability: Students held each other accountable for their own success and admitted when they were not putting in their effort. Parents were highly supportive; it was clear why a student was not successful, and this saved a lot of time responding to parent emails.

Better-quality work: Work was less rushed, which led to better quality, deeper learning, and stronger assessment scores. Students told me they had often rushed through work so it wouldn’t be marked late, but this gave them time to do quality work and therefore learn in the process.

Students did the work: Very few students used the “proof of competency policy” as a chance to simply not do work. Rather, this policy helped students prioritize missing work if they got really behind. Although I worried that this policy might be taken advantage of, only a small handful of students tried—and they realized very quickly that this was not a recipe for success. 

Range of grades: There was still a wide range of grades. Highly skilled students who had an excellent understanding of the content still earned excellent grades. Those who struggled earned grades that weren’t quite as high, but they felt empowered with the recognition of their efforts.

So why does this policy work? I believe there are two main reasons. The first is assurance. Provided they do “their part,” students feel that they can be successful and are assured that their efforts do matter. If they make mistakes, life events make submitting work challenging, or the content gets particularly hard for them, there are structures in place to help them. Second, there is a sense of control for the students. Students crave the opportunity to have control over their future, and they are able to recognize what is fair and how they (and their classmates) should be held accountable for their responsibilities.  

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Business Letter Rubric—Middle and High School

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