What are the two ways to begin a routine inquiry?

The three major types of routine requests are (1) requesting information and action, (2) asking for recommendations, and (3) making claims and requesting adjustments. Describe the three-step strategy for requesting information and action. Start with a clear statement of your reason for writing.

When making a routine request you should quizlet?

In most cases, when making routine requests you should assume that the audience will not comply. When making a direct request, state what you want in the first sentence or two and then follow with an explanation.

What should be considered in making a routine request?

When writing a routine request, open by stating your specific request. Use the body to justify your request and explain its importance. Close routine requests by asking for specific action (including a deadline, if appropriate) and expressing goodwill.

Which are the steps to write a routine message?

• Planning. There are four tasks to do when you are planning: analyze the situation, gather the information, select the right medium, and organize the information.
• Writing. Using proper English and active voice is the key when you write the message.
• Completing.

When making a claim or requesting an adjustment what should be included in the opening of the message?

This preview shows page 3 – 5 out of 22 pages. Explanation: C) When you’re making a claim or requesting an adjustment, open with a statement of the problem; then, provide specific details in the body, and present facts honestly and clearly.

What is the key to writing effective requests?

–open with your main idea and clear statement of your request. Assume that your audience will comply: they will comply when they clearly understand the reason for your request. Be specific. State precisely what you want.

When should the direct approach for routine messages be used?

The direct approach is used for good news or routine communication; the indirect approach is used for persuasive, sales, or bad news messages.

What is a routine request?

Routine request means a request for access to a record that an agency spends a minimal amount of time, not exceeding fifteen minutes, to search for, review, and segregate.

What is the best advice for writing the body of a routine request message?

what is the best advice for writing the body of a routine request message? remember that the quality of the information obtained from the request depends on the clarity of your inquiry.

What information should be included in routine request where in a routine message should you state your actual request?

Close your message with three important elements: (1) a specific request that includes any relevant deadlines, (2) information about how you can be reached (if it isn’t obvious), and (3) an expression of appreciation or goodwill.

What are routine messages?

Routine messages provide information regarding the who, what, when, where, why and how of daily happenings in the workplace. … Order confirmations, contracts, service letters and satisfaction surveys are all examples of routine messages.

What is a positive message?

Positive messages include messages where the audience is expected to react in a neutral to positive manner. Positive messages tend to consist of routine or good news. These messages might be items such as congratulations, confirmations, directions, simple credit requests, or credit approvals.

What are the two ways to begin a routine inquiry?

A routine inquiry should not open with a question or request. orient the reader, followed by the request or question. The opening of a routine inquiry should focus on the main objective. you’ll ask in the body of the message.

What is the most effective technique to use when making a claim?

Lay out a logical explanation of the claim. Threaten to take your business elsewhere. Let the recipient decide what action should be taken. Lay out a logical explanation of the claim.

What is an effective way to write procedures and directions?

1. Write actions out in the order in which they happen. …
2. Avoid too many words. …
3. Use the active voice. …
4. Use lists and bullets.
5. Don’t be too brief, or you may give up clarity.
6. Explain your assumptions, and make sure your assumptions are valid.
7. Use jargon and slang carefully.

Which of the following is an example of an analyzing question in a negative message?

Should you include an apology? is an example of an analyzing question in a negative message. Analyzing is crucial to developing a message that supports the business goals and positively affects audience reaction.

Welcome to Project Zero’s Thinking Routines Toolbox. This toolbox highlights Thinking Routines developed across a number of research projects at PZ. A thinking routine is a set of questions or a brief sequence of steps used to scaffold and support student thinking. If you're new to thinking routines and PZ's research, please click here to explore more about thinking routines.

A vast array of PZ's work has explored the development of thinking, the concept of thinking dispositions, and the many ways routines can be used to support student learning and thinking across age groups, disciplines, ideals, competencies, and populations. Thinking Routines originated in PZ’s Visible Thinking research initiative. Over the years, researchers enhanced and expanded upon the original routines, and new projects developed new routines. Some of the larger PZ research projects focused on enhancing thinking include To learn more about PZ Thinking Routines and their background, watch this video introduction.

Project Zero’s broader work on Visible Thinking can be defined as a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters. An extensive and adaptable collection of practices, the Visible Thinking research has a double goal: on the one hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning. The PZ researchers working on the first Visible Thinking initiative, including Dave Perkins, Shari Tishman, and Ron Ritchhart, developed a number of important products, but the one that is best known over two decades later is the set of practices called Thinking Routines, which help make thinking visible. Thinking Routines loosely guide learners' thought processes. They are short, easy-to-learn mini-strategies that extend and deepen students' thinking and become part of the fabric of everyday classroom life.

Thinking routines exist in all classrooms. They are the patterns by which teachers and students operate and go about the job of learning and working together in a classroom environment. A routine can be thought of as any procedure, process, or pattern of actionthat is used repeatedly to manage and facilitate the accomplishment of specific goals or tasks. Classrooms have routines that serve to manage student behavior and interactions, to organize the work of learning, and to establish rules for communication and discourse. Classrooms also have routines that structure the way students go about the process of learning. These learning routines can be simple structures, such as reading from a text and answering the questions at the end of the chapter, or they may be designed to promote students' thinking, such as asking students what they know, what they want to know, and what they have learned as part of a unit of study.

PZ’s Visible Thinking research, both the initial project and the many projects that followed, makes extensive use of learning routines that are rich in thinking. These routines are simple structures, for example a set of questions or a short sequence of steps, that can be used across various grade levels and content areas. What makes them routines, versus mere strategies, is that they get used over and over again in the classroom so that they become part of the fabric of classroom' culture. The routines were designed by PZ researchers to become one of the regular ways students go aboutthe process of learning. Routines are patterns of action that can be integrated and used in a variety of contexts. Educators might even use more than one routine in teaching a single lesson. Routines don’t take time away from anything else educators are doing; instead, they enhance learning in the classroom.

The thinking routines included in this toolbox are organized in four ways –

• by a small set of “Core Routines” that target different types of thinking, are easy to get started with, and are commonly used by teachers in many disciplines and with learners of many ages,
• by the way educators use routines during a unit of study, similar to the arrangement used by Ritchhart, Church and Morrison (2011) (Introducing and Exploring Ideas, Digging Deeper into Ideas, Synthesizing Ideas),
• by the subject-area or topic the routines were developed to explore (Objects & Systems, Art & Objects), and,
• by the way educators use routines for conceptual exploration (Possibilities and Analogies, Perspective Taking, & Perspectives, Controversies and Dilemmas).

The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges. When clicking on a routine in the Toolbox, a separate page opens with links to the downloadable PDF of the routine. All routines use a common PZ template describing the purpose of the routine, offering potential applications for the routine, and often providing suggestions for its use and tips for getting started. The PZ research project responsible for developing the routine is noted at the bottom of each page along with the copyright and licensing information and guidance about how to reference the routine. We invite and encourage educators to share their experiences using the routines! Each routine has a #hashtag listed just above the reference information. Jump in and get started!