Writing skills

Writing for Results: A hands-on program to develop clear, effective writing skills (2006)

Instruction manual with participant handouts

The program outlined in this document has been developed to help people learn to write clearly and effectively at work, in the community, and at home.

The first principle underlying the program is that effective writing begins with a complete understanding of both the purpose of a piece of writing and its intended audience, while the second principle says that good writing is a process that takes time and follows certain steps.

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2014-03-26

CLB Support Kit – Section 3 Part IV – Exemplars for the Productive Skills (2012)

The Canadian Language Benchmarks (CLB) is a 12-level descriptive scale of ability in English as a Second Language (ESL). The CLB was revised in 2010 to make it clearer and more usable.

This document is the third part of a kit supporting in-service training on the revised CLB for instructors who work in programs funded by Citizenship and Immigration Canada. It provides exemplars for the language skills of speaking and writing.

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2014-03-14

Resume and Cover Letter Guide (2011)

This booklet, a revies version of a document published in 2011, offers a detailed guide for preparing two key components of a job search, the resumé and the cover letter.

The authors explain that resumés can be functional, also known as skills-based; chronological, providing a history of where and when the applicant worked; or a combination of both. Samples of each type are provided.

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2014-02-07

Do students entering university have the basic writing and math skills they need? (2005)

Lessons in Learning – October 28, 2005

While recent testing suggests that Canadian students’ comprehension of basic skills is generally not declining, proficiency exams administered within some universities do show very slight declines in the skills of incoming students. Even though this decline is small overall, the authors of this paper say it does offer lessons in learning for students, their families, professors, universities, and governments.

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2013-05-14

Making Media Connections: Writing a Press Release (2009)

In this brief document, the authors explain how to write a press release that will catch the attention of an editor. They begin by pointing out that while an organization’s work may be very important, a press release must focus on something that will be of interest to the general public now.

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2011-05-17

Plain Language: A guide to clear, effective communication (2010)

Participant workbook

The authors of this workbook begin by explaining what plain language is, why it is important, and who benefits from its use. They discuss the ways that plain language can address workplace concerns like safety and communication between coworkers.

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2011-05-10

Writing Tip Sheet (2009)

This document includes both general and higher level tips for improving writing skills. The authors have included a chart offering clear words or phrases as alternatives to wordy expressions.

At a general level, practice exercises in this document focus on logical flow and transition words. Higher level exercises focus on effective writing and preparing memos.

The authors have also included a worksheet to track progress.

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Added: 
2010-10-12

Writing Self-Assessment (2009)

This is one in a series of self-assessment tools prepared by Human Resources and Skills Development Canada (HRSDC) to help individuals determine their grasp of essential skills.

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2010-09-02

The bottom line, No. 9 (1998)

May 1998

This issue includes an article about a partnership between Bow Valley College (formerly Alberta Vocational College – Calgary) and educational institutions in South Africa and Zimbabwe. Funded by the Canadian International Development Agency, the project combines skills-based technical instruction with hands-on entrepreneurial experience. Canadian labour representatives are also involved in the project.

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Added: 
2010-03-10

Strategies for Writing (2008)

QLWG Essential Life Skills - Unit 13

Competency-based learning meets the needs of all learners. It is important to keep in mind, however, that all learners are different. In order to address the needs and interests of all learners, the units in this publication have been divided by Essential Life Skills and Individual Life Skills.

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Added: 
2009-09-23

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