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    UNIT 3 Lesson 4 Memorandum

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    Angelica Talandron
    This document provides guidance on writing a memorandum by outlining the typical memo format including a header, summary paragraph, supporting paragraphs, and conclusion. It explains that memos are brief internal communications that alert coworkers to problems or solutions. The document also provides two sample memos that demonstrate how detail can vary depending on the audience and topic.

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    UNIT 3 Lesson 4 Memorandum

    Uploaded by

    Angelica Talandron
    125 views5 pages
    This document provides guidance on writing a memorandum by outlining the typical memo format including a header, summary paragraph, supporting paragraphs, and conclusion. It explains that memos are brief internal communications that alert coworkers to problems or solutions. The document also provides two sample memos that demonstrate how detail can vary depending on the audience and topic.

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    © © All Rights Reserved

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    This document provides guidance on writing a memorandum by outlining the typical memo format including a header, summary paragraph, supporting paragraphs, and conclusion. It explains that memos are brief internal communications that alert coworkers to problems or solutions. The document also provides two sample memos that demonstrate how detail can vary depending on the audience and topic.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    125 views5 pages

    UNIT 3 Lesson 4 Memorandum

    Uploaded by

    Angelica Talandron
    This document provides guidance on writing a memorandum by outlining the typical memo format including a header, summary paragraph, supporting paragraphs, and conclusion. It explains that memos are brief internal communications that alert coworkers to problems or solutions. The document also provides two sample memos that demonstrate how detail can vary depending on the audience and topic.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    LESSON 4: Memorandum

    Information is power only if you can take action with it. Then, and
    only then, does it represent knowledge and, consequently, power.

    -Daniel Burrus

    Your superior is going to write a memo to his office staff. As his secretary, you are
    asked to take down his dictation and then type the memo. This is your first time to
    type a memo since this is still your first week of work. What questions come to your
    mind?

    MEMORANDUM
    Memorandum, commonly called memos, are brief communications within an
    organization. They typically alert co-workers to a problem or provide a solution to a
    problem. Memos often serve to notify employees of policy changes in an organization.
    The level of detail in a memo is dictated by the needs of the intended audience. If the
    audience is a small circle of people intimately aware of the problem or the proposed
    solution, only limited background information might be needed. On the other hand, if
    the memos unveiling a new policy company-wide, the writer would want to provide
    sufficient background details for the readers to understand the memo on the proper
    context.
    The format of the memo allows essential information to be presented very concisely.
    A memo usually contains:

    • a header,
    • a summary paragraph,
    • supporting paragraphs,
    • the conclusion, request, or recommendation.

    Header
    Header information consists of
    TO : (name and title of person receiving the memo)
    FROM : (name and title of person sending the memo)
    DATE : (establishes the date for later reference)
    RE : (short for “regarding” --- give the topic of the memo
    here. Some organizations use the word “Subject:” to
    replace “Re:”)

    and can be expanded to fit the needs of the organization. The initials of the person
    initiating the memo are written next to the typed name on the FROM: line. The initials
    in a memo are equivalent to a signature in a letter.

    The header may be expanded to accommodate the approval process or to track the
    memo as it progresses up to the organization hierarchy. Expanded headers may
    include:

    VIA : (an intermediate approval needed before going to


    the final recipient)

    CC : (original meaning was “carbon copy” ---- now means


    “copy sent to”)

    BCC : (original meaning was “blind carbon copy” --- now


    means copy sent to another person without the
    recipient’s knowledge)

    BCC should not be used if their use is likely to cause misunderstanding. Entry-level
    employees should ask their supervisor about their organization’s policies regarding
    CCs and BCCs.

    Summary Paragraph

    An effective summary paragraph allows busy managers to understand the “big


    picture” overview of the memo by reading just a few sentences. When the entire
    memo consists of only a few sentences, there is no need for a summary paragraph.
    Some authorities on memo writing argue that the summary paragraph should focus
    only on the current assignment, while others recommend including the history of the
    project that led up to the current assignment. Some authorities suggest the need for
    a separate paragraph denoted as the foreword preceding the summary paragraph.
    Novice memo writers should examine memos from supervisors in the organization to
    understand the organization’s culture and then follow establish practice.

    Supporting Paragraphs
    The first few sentences in the paragraphs that follow the summary paragraph should
    contain the purpose of the assignment. A description of what was done and why
    should follow the purpose. The supporting details are similar to the Procedures and
    Results sections of a technical report. They allow the reader to verify that proper
    protocol was followed and that the results support the subsequent conclusions,
    requests, or recommendations.
    Conclusion

    Conclusion consists of a final assessment of the results of the assignment and may
    include requests or recommendations based on the outcome.

    In many organizations, email has largely replaced paper memos and even
    electronically distributed memos. Nonetheless, a formal printed memo may still be
    necessary to satisfy legal requirements that changes to existing company policies be
    distributed as hard copies.

    Memos basically contain those parts as stated. However, it is then recommended


    that you observe and adopt the memorandum format your company or organization
    is using.

    Here are two examples of memos. Depending on the needs of the audience and the
    subject of the memo, their levels of details vary.

    Company Name Taylor Enterprises

    MEMORANDUM

    TO: All Employees

    Heading FROM: Janet Wilkins, Administrative Specialist JW

    DATE: 27 June 2017

    RE: Characteristics of Formal Memos

    --------------------------------------------------------

    Many questions have arisen concerning construction and use of


    formal memos. The following guidelines should answer these
    questions:

    Formal memos contain several unique characteristics. Some of


    these characteristics are:

    Body 1. A memo should have a reprinted or keyed heading


    consisting of TO:, FROM:, DATE:, and SUBJECT:, or
    RE.
    2. The individual sending the memo may or may not use a
    business title. The sender normally does not use a
    complete signature. An individual’s first name or initials
    are usually written after the keyed name on the FROM
    line in the heading.
    3. The memo is not centered vertically as is a letter.
    4. Memos, whether formal or simplified, are normally short
    and contain only one topic; that topic is indicated in the
    subject line. If more than one topic is needed, separate
    memos are sent.
    5. The body of the memo is in block style beginning a triple
    space below the heading. The body is single spaced.
    6. Informal writing style is appropriate for memos. First
    person I, is commonly used as in letters. Remember that
    memos should be concise and easy to read; they should
    not contain any irrelevant information.

    Aresquell
    UNIVERSITY

    MEMORANDUM
    Heading

    Writer’s initials TO: Samuel Jones, Director, Program for International


    Exchange
    FROM: Robert J. Stephenson, Assistant to the Dean RJS
    DATE: 20 May 2017
    RE: Expanded Exchange Possibilities

    Under the direction of the Dean and in collaboration with all


    department heads, I have conducted a study of the possible
    expansion of our international exchange programs in the
    Foreword and summary
    College of Engineering. Based on positive feedback from the
    paragraph
    concerned constituents, I recommend proceeding with the
    expansion at a moderate rate, adding one new exchange
    program every two years over the next decade. With a gradual
    introduction of new programs, we can assess the effectiveness
    of the exchange programs individually. Based on available
    faculty connections, I recommend we develop an exchange
    program with one or several universities in Brazil in the next two
    years. Subsequently, I believe programs with Japan, India,
    Background, statement of China, and Turkey are feasible based on our current situation.
    assignment
    In the late 1990s, Aresquell began to develop engineering
    exchange programs. We have previously developed programs
    with exchange partners in England and in Spain. We are
    currently finalizing plans for an exchange program with Mexico.
    The Dean of Engineering asked me to assess other exchange
    possibilities and to develop a plan for expanding our
    Added details
    international exchange programs.

    I interviewed all faculty members in the college, asking in


    particular about contacts and connections they have that might
    serve as basis for the expansion plan. I found the most frequent
    contacts and connections they have that might serve as a basis
    for the expansion plan. I found the most frequent contacts were
    in Brazil, Japan, India, China, and Turkey. I believe that we can
    Conclusion and potentially expand our program allowing 3 to 4 students per year
    recommendation from Aresquell to exchange their study slot with a counterpart
    from each of these countries. A gradual ramp up is necessary
    to assess the benefits of doing so relative to the costs of each
    program in succession.

    I have tabulated my survey results in spread sheet available in


    the college website for anyone wishing to see more details.

    Based on the survey, I recommend establishing programs with


    Brazil, Japan, India, China, and Turkey sequentially. All of these
    countries are expected to become substantially more significant
    international trading partners with the US in the near future.

    Source: Cuerda, F. & Pilapil, E. Purposive Communication in the New General


    Education Curriculum, c2017.

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