Business Memos

• Definition of a Memo
A memo is a document typically used for communication within a company.
The Basic Structure of a Memo
1. Heading
2. Purpose
3. Body
4. Conclusion
5. Closing
6. Carbon Copy “CC”
Heading
The heading section follows this general format:

To: readers’ names or job titles

From: your name or job title
Date: current date is always included (e.g., February 6, 20xx)
Subject: what the memo is about (be specific)
Purpose
The purpose section provides a brief statement to direct your reader to the
purpose of your memo.
Example:
• We refer to your memo dated May 23, 20xx regarding the
organization’s update.
• Attached, as requested, is an updated training record for our trainees.
• It has been noticed that some employees are still smoking in the main
office.
• All supervisors will meet June 3, 20xx at 10:00 a.m. to work out the
annual operating budgets for all departments.
Body
The body section explains your request or response. It provides
additional details to support the purpose statement.
Conclusion
The conclusion section reiterates the goal of the memo, and states any
action required.
Closing
The most common closings are:
• Sincerely,
• Yours sincerely,
• Regards,
Carbon copy
Carbon copy “CC” If your memo needs to be distributed, then list those
people who should have a copy for their information only under “cc”,
but do not expect them to take any action
Common types of memos
Memos are frequently used:
1. To inform To provide information without necessarily expecting any action on the part
of your readers.
Example:
To: Head of Department
From: Mechanical Engineer
Date: March 5, 20xx
Subject: Absence from duty This is to inform you that I was unable to report
for work on Tuesday and Wednesday of last week due to an illness that kept me
confined to bed. A medical certificate from the hospital is attached for your files.
Regards,
Khalid Ali
Mechanical Engineer
 2. To request
• To obtain permission, information, approval, help, or assistance
Example:
To: Head of Maintenance
From: Senior Mechanical Engineer
Date: September 15, 20xx
Subject: Maintenance Management course
I am interested in attending the above mentioned course, which will be held at the Hilton
Hotel in Dubai from December 8–12, 20xx.
This course will certainly enhance my knowledge of the subject and help me meet the
maintenance challenges of our department. Your approval would be greatly appreciated.
Regards,
Lila Hamad
Senior Mechanical Engineer
3. To instruct
• To give information in the form of directions, instructions, or procedures.
Example:
To: All Employees
From: ABC Plant Manager
Date: April 16, 20xx
Subject: Private Vehicles
In order to minimize road traffic accidents, employees bringing private vehicles to ABC
plants are requested to adhere to the following regulations:
1. All private vehicles should be parked inside the accommodation complex.
2. Company transportation must be used for any work within the plant.
Your strict adherence to the above will be much appreciated.
Regards,
Jassim Hansen
ABC Plant Manager
4. To recommend
• Suggesting an action or series of actions based on alternative possibilities that have
been evaluated
Example:
To: Head of Safety
From: Senior Safety Engineer
Date: March 5, 20xx
Subject: Reverse Parking Sensor
It has been noticed that the number of accidents being reported as a result of
reverse parking has increased in the past three months. Therefore, it is recommended
that sensors be installed on company vehicles to prevent further accidents.
Regards,
Hala Ali Senior Safety Engineer
5. To respond
• To actin response to your superior’s questions about something related to your work. Also,
you may respond to a previous communication.
Example
To: Mechanical Supervisor
From: Team Leader
Date: March 5, 20xx
Subject: Business Writing Course
In reply to your memo dated March 10, 20xx regarding the abovementioned subject, I
am glad to inform you that your request has been approved.
Please contact the training coordinator to make the necessary arrangement.
Regards,
Amar Jassim
Team Leader
6. To complain
• To express disapproval of an unsatisfactory situation.
Example
To: Technical Support Manager
From: Head of Maintenance
Date: June 10, 20xx
Subject: Compressor Failure
We are having frequent failures with the two valves installed recently in our gas
facility. The problem has caused a severe decline in our production rate.
I would appreciate having someone from your company come and take an in-depth
look at this problem.
Please let me know if you need more information.
Regards,
Mohamed Hansen
Head of Maintenance
7. To remind

• To remind your employees about things which have to be completed or that have not been followed
up appropriately.
Example
To: All Employees
From: Head of Planning
Date: July 10, 20xx
Subject: Use of copier
It has been noticed that some employees in this department are using copiers for other than company
business.
All employees are therefore requested to limit the use of copies to company business only.
Your cooperation in this matter is appreciated.
Lila Ali
Head of Planning
To show appreciation

• To show appreciation and gratitude for a job particularly well done.

Example
To: Team Leader Power
From: Plant Manager
Date: July 15, 20xx
Subject: Letter of appreciation
We are pleased to inform you that you have been selected “Safety Employee of the
Month” for raising your concerns about water coolers at ABC restaurants and suggesting
a safe method.
Please accept a gift together with this letter as a token of the Management’s appreciation.
Adel Hassan Plant Manager
Reading skills
Reading
• It is a cognitive process of decoding symbols to derive meaning from
text (as in reading a book or reading music).
Three Components of Reading
1. Decoding
2. 2. Comprehension 3.
3. Retention
Decoding
Decoding refers to the process of translating a printed word into a
sound. Two Skills in Decoding : 1. Identification Skill 2. Word Attack
Skill
Comprehension
It is defined as the level of understanding of a text/message. This
understanding comes from the interaction between the words that are
written and how they trigger knowledge outside the text/message
Retention
The condition of retaining (keeping) something. It could be in the Short
term memory or Long term Memory. The ability to retain, which relies
heavily on a child’s decoding proficiency and ability to comprehend
what is read
Ways to Improve Reading Comprehension
• Mumbling
• Underlining key words/rereading
• Start the conclusion
• Kinesthetic reading
• Reading on a walk
• Stopping at predetermined reflection points
• Visualizing yourself as a reader
• Reading Inductively/Deductively
• The Special Reading Place
• Reading aloud to someone
• Someone reading aloud to you
• Skimming/Reading
TYPES OF READING SKILL
■ Skimming
■ Scanning
■ Intensive Reading
■ Extensive Reading
SKIMMING
■ Skimming is a quick reading
 to know the general meaning of a passage ;
 to know how the passage is organized;
 to get an idea of the intention of the writer.
■ Skimming is a more complex task than scanning because it requires the
reader to organize and remember some of the information given by the
author, not just to locate it.
■ Skimming is a tool in which the author's sequence can be observed,
unlike scanning in which some predetermined information is sought after.
SCANNING
■ Scanning is a quick reading, focusing on locating specific
information.
■ Scanning involves quick eye movements, not necessarily linear in
fashion, in which the eyes wander until the reader finds the piece of
information needed.
■ Scanning is used when a specific piece of information is required,
such as a name, date, symbol, formula, or phrase, is required. The reader
knows what the item looks like and so, knows when he has located what
he was searching for. It is assumed then, that very little information is
processed into long-term memory or even for immediate understanding
because the objective is simply matching.
INTENSIVE READING
■ READING FOR PURPOSE…… course books etc.
■ It is a "detailed in-class" analysis, led by the teacher, of vocabulary and
grammar points, in a short passage.“ (Long, Michael & Richards, J.,1987)
■ Intensive Reading, sometimes called "Narrow Reading", may involve
students reading selections by the same author or several texts about the
same topic.
■ The success of "Narrow Reading" on improving reading comprehension
is based on the premise that the more familiar the reader is with the text,
either due to the subject matter or having read other works by the same
author, the more comprehension is promoted. (Maija MacLeod)
EXTENSIVE READING

■ READING FOR PLEASURE… story books, novels, magazines etc. ■

extensive reading is carried out "to achieve a general understanding of a
text.“ (Brown, 1994)
■ It occurs when students read large amounts of high interest material,
usually out of class, concentrating on meaning. (Long, Michael &
Richards, J.,1987)
■ The aims of extensive reading are to build reader confidence and
enjoyment.
■ Extensive reading is always done for the comprehension of main
ideas, not for specific details. (Maija MacLeod)
LISTENING SKILLS
LISTENING MEANS
■ to pay attention to sound
■ to hear something with thoughtful attention
■ to give consideration
■ to be alert to catch an expected sound (Merriam-Webster)
■ Listening is the ability to accurately receive and interpret messages in
the communication process. (Skills You Need)
TYPES OF LISTENING
• Informational Listening
■ Whenever you listen to learn something, you are engaged in informational
listening. This is true in many day-to-day situations, in education and at work, when
you listen to the news, watch a documentary, when a friend tells you a recipe .
• Critical Listening
■ We can be said to be engaged in critical listening when the goal is to evaluate or
scrutinize what is being said. Critical listening usually involves some sort of
problem solving or decision making. critical listening is about analyzing opinion
and making a judgment.
• Therapeutic or Empathic Listening
■ Empathic listening involves attempting to understand the feelings and emotions
of the speaker – to put yourself into the speaker’s shoes and share their thoughts.
Tips for being good listener
• Give your full attention on the person who is speaking. Don't look
out the window or at what else is going on in the room.
• Make sure your mind is focused. It can be easy to let your mind
wander if you think you know what the person is going to say next,
but you might be wrong! If you feel your mind wandering, change the
position of your body and try to concentrate on the speaker's words.
• Let the speaker finish before you begin to talk. Speakers appreciate
having the chance to say everything they would like to say without
being interrupted. When you interrupt, it looks like you aren't
listening, even if you really are.
• Let yourself finish listening before you begin to speak! You can't
really listen if you are busy thinking about what you want to say next.
• Listen for main ideas. The main ideas are the most important points the
speaker wants to get across. They may be mentioned at the start or end of
a talk, and repeated a number of times. Pay special attention to
statements that begin with phrases such as "My point is..." or "The thing
to remember is..."
• Ask questions. If you are not sure you understood what the speaker has
said, just ask. For example, you might say, "When you said that no two
zebras are alike, did you mean that the stripes are different on each one?“
• Give feedback. Sit up straight and look directly at the speaker. Now and
then, nod to show that you understand. At appropriate points you may
also smile, frown, laugh, or be silent. These are all ways to let the
speaker know that you are really listening.