Esp course for banking personnel

Beaconhouse National University

ESP Course for Banking Personnel

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Table of Contents

Page no.

1. Introduction 3

2. Literature Review 4

2.1 What is ESP? 4

2.2 Classification of ESP 5

2.3 Definition of Needs Analysis 6-7

2.4 Course Design in ESP 8-9

3. ESP Course for Banking Staff 10

3.1 Context 10

3.2 Needs Analysis 10-14

3.2.1 Questionnaire 10

3.2.2 Findings of the Questionnaire 11-13

3.2.3 Interview 13

3.2.4 Findings of the Interview 13-14

3.2.5 Conclusion 14

4. ESP Course Design Plan 15

4.1 Course Description 15

4.2 Methodology 15

4.3 Pre-course Information 16

4.4 Learning Outcomes 16

Mohsin Raza Naqvi (M.PHIL TESL Candidate)



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4.5 Evaluation Criteria 16

4.6 Syllabus Outline 17

5. Conclusion 18

6. References 19

7. Appendices 20-39

Appendix A, Questionnaire 20-22

Appendix B, Interview 23

Appendix C, Sample Material 24-39

Figure 1 3

Figure 2 5

Figure 3 8

Figure 4 9

Figure 5 11

Figure 6 27

Figure 7 30

Figure 8 31

Figure 9 32

Figure 10 37

Graph 1 11

Graph 2 12

Graph 3 13




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Table 1 14

Table 2 17

Table 3 24

1. Introduction

The domain of English for Specific Purposes (ESP) has had a strong research tradition

since its inception in the 1960s. There are three main reasons common to the emergence of all

ESP, i.e. the demands of a Brave New World, A revolution in linguistics, and a new focus on the

learner (Hutchinson and Waters, 1987). The difference between teaching ESP & general English

is “in theory nothing, in practice a great deal” (Hutchinson & Waters 1987:53). ESP should

properly be seen not as any particular language product but as an approach to language teaching

which is directed by specific and apparent reasons for learning. The tagline or slogan ESP

undergo through is “Tell me what you need English for and I‘ll tell you the English you need”.

There is a colossal demand of ESP courses for banking personnel as they have to carry

out speaking and writing tasks in English language. In the present paper, the researcher has

presented an ESP course for banking personnel after identifying their language needs. Figure 1

explicitly presents the structure of assignment.


1 Literature Review

2 Research tools and sources;

findings & results

3. ESP course design plan



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Figure 1: Assignment Structure

2. Literature Review

2.1 What is ESP?

ESP involves teaching and learning the specific skills and language needed by particular

learners for a particular purpose. The P in ESP always serves a professional purpose.

Hutchinson and Waters (1987: 19) state that ESP stems from GE, it’s “an approach to language

teaching in which all decisions as to content and method are based on the learner’s reason for

learning”. It is a special discourse used in specific settings. John and Dudley-Evans (1991)

illustrate that ESP requires the careful research and design of pedagogical materials and

activities for an identifiable group of adult learners within a specific learning context. Tony

Dudley Evans (1997) defines ESP in the terms of its absolute and variable characteristics:

I. Absolute Characteristics

ESP is defined to meet specific needs of the learners

ESP makes use of underlying methodology and activities of the discipline it serves

ESP is centered on the language appropriate to these activities in terms of grammar, lexis,

register, study skills, discourse and genre.

II. Variable Characteristics




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ESP may be related to or designed for specific disciplines

ESP may use, in specific teaching situations, in a different methodology from that of

general English

ESP is likely to be designed for adult learners, either at a tertiary level institution or in a

professional work situation. It could, however, be for learners at secondary school level

ESP is generally designed for intermediate or advanced students

Most ESP courses assume some basic knowledge of the language system

2.2 Classification of ESP

ESP is traditionally been divided into two main areas i.e. English for Academic Purposes

(EAP), and English for Occupational Purposes (EOP). Further EAP involves English for

Science and Technology (EST), English for Medical Purposes (EMP), English for Legal

Purposes (ELP), and English for Management, Finance and Economics. EOP refers to English

for professional purposes (EPP) in administration, medicine, law, business and vocational

purposes (EVP).


English for Professional PurposesEnglish for Vocational Purposes

English for Medical Purposes Vocational EnglishPre Vocational English

English for Business Purposes

English for Academic Purposes

English for Science & Technology

English for Occupational Purposes

English for Specific Purposes



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In the USA a more usual model for the categories of ESP is as follows (Johns 1991). This

is similar to (ETIC 1975).

ESP

EOP EAP

EPP EVP EAP EST

Figure 2: Classification of ESP

2.3 Definitions of Needs Analysis

According to Nunan (1988), needs analysis refers to the procedures for gathering

information about learners and about communication tasks for use in syllabus design. Richards et

al, (1992: 242-243) defines needs analysis in language teaching:

…The process of determining the needs for which a learner or a group of learners requires a language and arranging the needs according to priorities. It makes use of both subjective and objective information. The analysis seeks to obtain information on the situation in which a language will be used included whom it will be used with, the objectives and purposes for which the language is needed, the type of communication that will be used, and the level of proficiency that will be required…

Ellis and Johnson (1994) added that needs analysis is a method of obtaining a detailed

description of learner needs or a group of learner needs. It takes into account the specific

purposes for which the learner will use the language, the kind of language to be used, the starting

level, and the target level which is to be achieved. Bachman and Palmer (1996) argued, “Needs

analysis or needs assessment, involves the systematic gathering of specific information about


English for Management, Finance & Economy English for Medical Purposes

English for Legal Purposes



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the language needs of learners and the analysis of this information for purposes of language

syllabus design”.

Needs analysis has a vital role in the process of designing and carrying out any language

course, whether it may be English for Specific purposes (ESP) or general English course.

Though needs analysis has gone through many stages, with the publication of Munby’s

Communicative Syllabus Design in 1978, situations and functions were set within the frame of

needs analysis. In his book, Munby introduced communication needs processor (CNP) which is

the basis of his approach to needs analysis. Hutchinson and Waters (1987: 54) articulate:

With the development of CNP it seemed as if ESP had come of age. The machinery for identifying the needs of any group of learners had been provided: all the course designers had to do was to operate it.

Munby’s framework concentrates on target needs which are identified through target

needs analysis. Hutchinson and Waters (1987) consider target needs as ‘an umbrella term’ and

sub-divide it into ‘necessities, lacks, and wants’.

Dudley-Evans and St John (1998) presented a conceptual framework of needs analysis

encompassing the following three key aspects of investigation:

Target Situation Analysis (TSA)

The term Target Situation Analysis (TSA) was first used by Chambers in his 1980s article

in which he tried to clarify the confusion of terminology. TSA focuses on goal oriented needs.

Present Situation Analysis (PSA)

The term PSA (Present Situation Analysis) was first proposed by Richterich and

Chancerel (1980). Dudley-Evans and St. John (1998: 125) state; “A PSA estimates strengths and

weaknesses in language, skills, learning experience”.




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Learning Situation Analysis (LSA)

Hutchinson and Waters (1987) advocated a learning-centered approach in which learners’

learning needs play a vital role. Obviously, they advocate a process-oriented approach, not a

product or goal-oriented one. LSA involves factor like previous learning experience of learners,

reasons for attending the course, and expectations of them.

Hutchinson and Waters’ (1987) definition of wants (perceived or subjective needs of

learners) corresponds to learning needs. Similar to the process used for target needs analysis,

they suggest a framework for analyzing learning needs which consists of several questions, each

divided into more detailed questions. The framework proposed by Hutchinson and Waters (1987)

for analysis of learning needs is the following:

1. Why are the learners taking the course?

2. How do the learners learn?

3. What sources are available?

4. Who are the learners?

2.4 Course Design in ESP

I keep six honest serving-men.

(They taught me all I knew.)

Their names are What and Why and When

And How and Where and Who.

(Rudyard Kipling)




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There are three main types of ESP course design e.g. language centered course design,

skills centered course design, and learning centered course design. Figure 3 clearly demonstrates

a comparison of approaches to ESP course design. Needs analysis further leads the ESP experts

to the course design. As key to ESP is the course design because, in ESP course design, syllabus

specific content (what is to be taught), and method (how is to be taught) are directly related.

A language-centered approach

considers the learner to here.

A skills- centered approach

considers the learner to here.

A learning- centered approach

must consider the learner at every stage.

Figure 3: A comparison of approaches to ESP course design

Four topics keep extreme importance in ESP course design i.e. language varieties, needs

analysis, syllabus and wide-versus narrow-angled course design. Figure 4 demonstrates those

factors which effect ESP course design.


Identify target situation

Analyse target situation

Analyse learning situation

Write syllabus

Write materials

Teach materials

Evaluate learner achievement



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According to Holliday (1995) the functions of language in ESP course design should be

referential (language use to convey facts and knowledge) and instrumental (language use to get

things done; Holliday, 1995). Needs analysis involves the systematic gathering of specific

information about the language needs of learners. Most ESP courses are subject to time

constraints and must be effectively utilized (West, 1994). Helen Basturkmen (2006) cited in his

book ‘Ideas and Options in English for Specific Purposes’ with reference to Long and Crooks,

syllabuses can be synthetic (language is segmented into discrete linguistic items for one

presentation at one time) or analytic (language is presented whole chunks at a time without

linguistic control). According to Brown (1995) and Richards (2001), there are some types of

syllabuses for ESP course design: Structural, Functional, Notional, Topical, Situational, Skills,

and Task based (organized around activities).Dudley-Evans and St John (1998) state that where

needs are limited, a narrow-angled course may be appropriate and where the learners needs are

more general, a wide-angled course may be appropriate.

Figure 4: Factors affecting ESP course design


ESP course

WHAT?

Language description

HOW?

Learning theories

WHO? WHY? WHERE? WHEN? Needs

analysis

Nature of particular target and learning situation

Syllabus Methodology



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3. ESP Course for Banking Personnel

3.1 Context

English language has been officially established as a second language in Pakistan.

Moreover, people consider the vital role of this language very seriously. Nowadays, the language

is being used in all fields of life. English language is also used as a tool of communication and

plays a very significant role in the business context. Keeping this in view, the researcher has

designed an ESP course after analyzing the language needs of banking personnel. It was a local

bank, located in Wapda Town Lahore.

3.2 Needs Analysis

After identifying the group of learners, analyzing their needs is preliminary to an ESP

course design, as it determines the ‘what’ and ‘how’ of an ESP course (Dudley-Evans & St John,

1998). The researcher used two methods to satisfy the objective of needs analysis i.e.

questionnaire and interview. While collecting the data, the researcher did triangulation process

such as data collected through different resources i.e. bank manager & the banking staff and data

collected through different methods i.e. questionnaire & interview.

3.2.1 Questionnaire

Twelve close-ended questions were asked in the questionnaire, including the

demographic information of the respondents. The questionnaire was designed using Dudley-

Evans & St John (1998, p.125) and Munby’s (1978) framework to needs analysis. Mostly the

questionnaire revolved around their language needs, preferences, proficiency level, language

problems and wants. Cohen and Manion (1994, p.94) state that questionnaire is the best form of

survey to gather significant amount of critical information.




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Fourteen questionnaires were sent to the bank. The researcher received nine

questionnaires back, duly filled by the banking personnel. The researcher had done convenience

sampling. The manner in which the researcher administered the questionnaire is presented in the

diagram below:

Figure 5: Administration of the Questionnaire

3.2.2 Findings of the Questionnaire

The questionnaires were predominantly answered by males. Their age was between 24 to

59 years. Their job experience was between 1 to 35 years. 90% respondents responded that

learning of English language was helpful in their job, only 10% answered vice versa. In response

to the question that which language skill ensure their promotion, 4 respondents out of 9 replied

that mastering in writing skill ensure their promotion. The banking personnel were asked to rate

their level of proficiency for the language skills on a scale, from ‘poor’ to ‘excellent’. They were

also asked that how often they were expected to use the language skills. The below given chart

demonstrates the speaking task which the banking personnel had to carry out most.


Step 2

Step 3

Contacted the bank manager and explained him the objective of survey

Sent the questionnaires to bank

Step 1 Designed the questionnaire logically



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Answering phone calls Give a presentation Negotiating Give a formal speech0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Graph 1: Banking personnel’s speaking task

The banking personnel were also asked that how often they had to face difficulty in

speaking English with the customer. The below given chart clearly shows their level of difficulty

in speaking skills;


Often

Sometimes

Rarely

Never

0% 5% 10% 15% 20% 25% 30% 35%



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Graph 2: Banking personnel’s level of difficulty in speaking English

Through questionnaires, the researcher came to know that, while speaking English, the

banking personnel faced problem in vocabulary. While performing writing task, they had to

write business letters and e-mails. However, they had to face problem in grammar, while writing

English. In response to the question, which language skill they wanted to improve, majority or

the respondents replied that they wanted to improve their speaking skill. The researcher put a

question to check the preferences of the banking personnel, majority of the respondents

responded that they learnt best by group activities. In response to the last question majority of

the respondents replied that they wanted to take 2 classes of ESP in a week.

The result of the questionnaire showed that the banking personnel’s needs and necessities

were confined to writing skills; however, they also wanted to improve their speaking skills.

Graph 3 explicitly shows the ‘wants’ of banking personnel;

Graph 3: Language wants of banking personnel


Speaking Listening Writing Reading0%

10%

20%

30%

40%

50%

60%



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3.2.3 Interview

The researcher conducted an interview with the bank manager which focused on the

language needs of banking personnel. The aim of the interview was to conform the speaking and

writing task which was performed by the banking staff. The bank manager did not allow the

researcher to record the conversation.

3.2.4 Findings of the Interview

The bank manager replied that speaking of English language varied from branch to

branch, for instance a branch located in some posh area of the city was required efficient

speaking staff as compared to a branch located in the area of bourgeois class. Through the

interview, it became crystal clear that the banking personnel needed writing skills to improve.

The bank manager replied that mostly the banking staff had to write business letters, and e-mails.

The below given table clearly reflects the question answer session with the bank manager:

No Questions Answered by the bank manager

1 How often the banking personnel are

supposed to speak English with the

customer?

Speaking of English varies from one branch to

another.

2 What kind of writing task is carried out by

the banking staff?

Mostly, they have to write business letters, and

e-mails.

Table 1: result of interview conducted with the bank manager

3.2.5 Conclusion

Data collected through questionnaires and interview showed that the most important need

of banking personnel is to write business letters and e-mails. Pellucid agreement and apt writing




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of these documents is absolutely necessary for the banking personnel, as any misunderstanding

in writing these documents can cause detriment to the business. The researcher found that the

banking staff wanted to improve their speaking skills, as well. Bowyer cited in Jordon (1997,

p.26) state;

“If we accept… that a student will learn best what he wants to learn, less well what he only needs to learn, less well still what he neither wants nor needs to learn, it is clearly important to leave room in the learning programme for the learner’s own wishes regarding both goals and processes”.

Bearing in mind the importance of learner motivation in the learning process, learner’s

perceived wants cannot be ignored. So it was decided to design an ESP course based on writing

and speaking skills to fulfill the necessities, lacks and wants of the banking personnel. However,

the speaking skill will be emphasized a little more than writing skill. Keeping in view the target

needs of banking personnel, preliminary, the group will be formed homogeneous. As far as the

language level, work experience, prior knowledge, skills and motivation are concerned, the

group will be formed heterogeneous.

4. ESP Course Design Plan

The researcher has followed ‘learning-centered approach’ while designing the course

(Hutchinson & Waters 1987, p.72). There is a connection between speaking and writing

therefore both are to be integrated (Mangeldorf, 1989 as cited in Scarcella and Oxford 1992,

p.122). In the case of writing activities, the researcher will engage the learners in collaborative

activities in which they assist one another and give feedback. This very process has been termed

as ‘tapestry approach to writing’ (Scarcella and Oxford 1992, p.123). In the case of speaking,

the researcher will also engage the learners in group activities, where they will perform the task




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of answering phone calls and giving presentation to one another. As the course progresses,

teacher’s scaffolding gradually decreases and learners will be given autonomy to perform by

their own. While assessing the learners, the technique of formative assessment will be given

more preference.

4.1 Course Description

In order to address the language concerns of banking personnel, the researcher present an

intensive, narrow angled, task based ESP course, based on two language skills i.e. writing and

speaking. This ESP course is designed to meet the specific language needs of banking personnel.

This is an in-service course comprised on two months and a week (36 hours, each class has 2

credit hours). ESP classes will be held twice in a week. For four weeks, the learners will learn

speaking skills. For five weeks, the learners will learn writing skills. Participant’s present

language situation will be analyzed. Real language situations will be provided. The learner’s

will suppose to work in groups.

4.2 Methodology

Teaching will take place by involving the learners in group activities, situation or task

based activities, presentations, audio-visual activities and so on. Learners will be given

autonomy. They will be motivated and encouraged during their course of work. The learners will

suppose to, write assignments, participate in class discussions, be judged or assessed formatively.

Out of the language skills, writing and speaking will be given extreme importance.

4.3 Pre-course information

Course title ESP course for banking personnel

Credit hours 2

Course type Intensive




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Needs covered Immediate and delayed both

Focus Narrow

Resources Audio-visual aids, air conditioned rooms

Gender Male

Sample size 9

4.4 Learning Outcomes

By the end of the course, the participants will be able to use English language skills while:

i. Answering phone calls

ii. Giving a presentation

iii. Writing business letters

iv. Writing e-mails

4.5 Evaluation Criteria

The assessment or evaluation procedure will be as follows:

i. Attendance 10 marks

ii. Class participation 10 marks

iii. Speaking test 20 marks

iv. Assignment 30+30 marks

4.6 Syllabus Outline




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S,# Week Topics Skills Function Outcomes

1 1st What is speaking?

Tips for best call Answering.

Speaking, Listening Asking and giving information

Improve their speaking skills

2 2nd How to greet customers on phone calls?

Making a phone call.

Speaking, listening Asking and giving information

Improve their speaking

proficiency

3 3rd What is presentation? Types of presentation.

Speaking, listening To improve speaking skills

How to give a presentation

4 4th Tips for presentation. Give a presentation.

Speaking, listening To improve speaking skills

How to give a presentation

5 5th Types of business letters.

Parts of a business letter.

Writing, speaking To provide basic information about

letter writing

Will learn the basics of

business letters

6 6th What does a good business letter do?

Formats of business letters.

Writing, speaking To provide the information of style

and formats

Will learn the styles and formats of

business letters

7 7th Formats of business letters.

Tips for writing business letters.

Writing To provide details of writing business

letters

Will learn how to write effective business letters

8 8th E-mail and its reasons of use

Basic parts and types of e-mail

Writing To provide basic information about

e-mails

Will learn about e-mails

9 9th E-mail guidelines E-mail guidelines

Writing To teach the learners, how to write

e-mails

Will be able to write effective

e-mails




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Table 2: Syllabus outline

5. Conclusion

The course will focus on the writing skills of the banking personnel which are identified

through needs analysis. During the course, the learner’s will be formatively assessed by giving

them exercises. Summing up, this paper has discussed various aspects of ESP and the

significance of needs analysis in ESP course design. The course has been designed keeping in

view the literature review in ESP. The course will not only meet the specific needs of banking

personnel, but also serve a great deal for the further researches.




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6. References

Bachman, L.F. and Palmer, A. S. (1996). Language Testing in Practice. Oxford: Oxford University

Press.

Basturkmen, H. (2006). Ideas and Option in English for Specific Purposes. New York and London:

Routledge Taylor & Francis Group.

Jordon, R. R. (1997). English for Academic Purposes. Cambridge: Cambridge University Press. (p.

26).

Brown, J.D. (1995). The element of language curriculum. Massachusetts: Heinle & Heinle

Publishers.

Cohen, L. and Manion, L. (1994). Research Methods in Education. (4th Ed.) London and New York:

Routledge.

Dudley-Evans, T. and John, M. (1998). Developments in English for Specific Purposes: A multi-

disciplinary approach. UK: Cambridge University Press. (p. 125).

Ellis, M and Johnson, C. (1994). Teaching Business English. Oxford: Oxford University Press.

Holliday, A. (1995). Assessing language needs within an institutional context: an ethnographic

approach. English for Specific Purposes, vol. 14. 2: 115-126.

Hutchinson, T. and Waters, A. (1987). English for Specific Purposes: a learner centered approach.

Cambridge: Cambridge University Press. (p. 19, 53, 54, 72).

John, A. & Dudley-Evans, T. (1991). English for Specific Purposes: International in Scope, Specific

in Purpose. TESOL QUARTERLY, Vol. 25, No.2. (pp, 297-314).

Munby, J. (1978). Communicative Syllabus Design. Cambridge: Cambridge University Press.

Nunan, D. 1988. Syllabus Design. Oxford: Oxford University Press.

Richards, J.C., Platt, J., and Platt, H. (1992). Longman Dictionary of Language Teaching & Applied

Linguistics. Longman Group UK Limited.




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Richards, J (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge

University Press.

Scarcella, R. C. and Oxford, R.L. (1992). Writing. The tapestry of language learning. The individual

in the communicative classroom (pp. 117-135). Boston, Mass.: Heinle and Heinle.

West, R. (1994). Needs analysis in language teaching. State of the art article: Language Teaching

Journal. Cambridge: Cambridge University Press.

7. Appendices

Appendix A Needs Analysis Questionnaire for Banking Personnel

Dear respondent,

I am conducting a survey on “language needs of banking staff”. Kindly spare

some of your valuable time to fill up the questionnaire. The information collected shall be used

for academic purposes only.

Looking forward to your kind help

(Mohsin Raza Naqvi M.PHIL TESL)

PART ( I )

Please give me some demographic information:

Name

Gender Age

Bank




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Working experience

E-mail address

Nationality City

PART ( II )

Please read carefully, than tick in appropriate box.

1. Do you think learning English language is helpful in your job?

Yes No

2. Mastering in which language skill ensure your promotion?

Speaking Listening Reading Writing

3. Rate your level of proficiency for the following skills.

Excellent Good Satisfactory Poor

I. Speaking

II. Listening

III. Reading

IV. Writing

4. In the course of work, how often are you expected to use the following skills?

Often Sometimes Rarely Never




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I. Speaking

II. Listening

III. Reading

IV. Writing

5. What kind of spoken task, you have to carry out the most?

Answer a phone call Give a presentation

Negotiating Give a formal speech

6. How often do you face difficulty in speaking English with the customers?

Often Sometimes Rarely Never

7. While speaking English, you face problem in

Confidence Vocabulary Fluency Pronunciation

8. What kind of written task, you have to carry out the most?

Writing business letters Writing of memos

Writing reports Writing faxes and E-mails

9. While writing English, you face problem in

Grammar Vocabulary Active voice Passive voice

10. Which language skill, do you want to improve?

Speaking Listening Reading Writing

11. In your opinion, how do you learn best? .......by




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Lectures Group activities

Independent work Visual activities

12. How many classes of ESP, do you want to take in a week?

2 3 4 5

Thanks for your time to complete the questionnaire!

Appendix B

Interview with the Bank Manager

How often the banking personnel are supposed to speak English with the customer?

Mostly, the banking personnel have to carry out the writing task, as for as speaking task is

concerned, it varies from one branch to the other. A branch in some posh area would have some

other standards, while mostly here, they have to deal with the bourgeois class.

What kind of writing task, they have to carry out in the course of work?

The most important writing task, they have to do is to write business letters and e-mails.




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Appendix C

Sample Material

Unit 1: Business Letters

What are business letters?

Business letters are formal letters used for business to business, business to client, or

client to business correspondence. While writing business messages the five C’s should be kept

in mind: concise, clear, complete, courteous and correct. The success of any modern business, to

a large extent, depends on the uses of business letters. Someone has rightly said: ‘A letter in

business is what medicine is to a patient’. Good letters are little ambassadors that traverse every

nook and corner of the present day commercial world. They constitute the biggest source of




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active liaison that is a necessary concomitant for procuring business. In the words of Mr. Herbert

N. Casson: “A good letter is a master key that opens locked doors. It opens markets and avenues.

It opens the way for your goods or your services. It tells the story of the character of your firm”.

Types of Business Letters

S # Type of Letters Purposes

1 Inquiry Letters Ask for information

2 Special Request Letters Make a special demand

3 Sales Letters To persuade the reader to buy a product, service, idea, or point of view

4 Customer Relation Letters Establish and maintain good relationships with the customers

5 Claim Letters Express a complaint and request specific action

6 Adjustment Letters Respond to claim letter with solution

Table 3: Types of Business Letters

Parts of Business Letters

The number and location of letter parts depend on the format you select. Most letters

contain seven standard parts: heading, inside address, salutation, body, complimentary close,

signature block, and reference initials.

The first standard part of the letter is the heading, which consists of the letterhead and the

dateline or the return address and a dateline. A letterhead contains the name of the company and

its complete address. It may contain a phone number; fax number; e-mail address; originating

department; originator’s title; founding date; organizational slogan; emblem; logo; and other




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information that the organization deems appropriate. The dateline contains the month, day, and

year that the letter is written. The month should be spelled in full figures are not used for the

month (e.g. 4/08/00) because there is no universal agreement as to whether the day or month

appears first. Dates may be in one of the following two styles:

May 9, 200-

9 May 200-

Notice that there is no punctuation when the day appears before the month in the dateline.

The inside address includes the receiver’s courtesy title (Ms., Miss, Mrs., Mr., Dr., etc.),

name, street number, and name (or some other specific mailing designation, such as post office

box number), city, state, and ZIP code. Abbreviations should be avoided in street addresses (e.g.,

use Avenue instead of Ave, use Road instead of Rd).

The salutation is the greeting that begins the message. Greeting starts with dear, includes

gender title and last name, and ends with a colon. While greeting keep in mind the following

rules; Dear Ms, Mrs., Mr., last name: Dear Director of Department Name: or To Whom It May

Concern: if recipient’s name is unknown. If you are writing a letter to many people, address them

‘Dear Customers’ instead of ‘Dear Gentleman’, and ‘Ladies and Gentlemen’ instead of ‘Dear

Ladies and Gentlemen’. The salutation is omitted in the simplified block format.

The body is the message section of the letter. It begins a double space below the

salutation. The body is single-spaced within paragraphs and double-spaced between paragraphs.

Normally, the first and last paragraphs of a letter are shorter than the other paragraphs.

The complimentary close is a phrase used to end the message. Frequently used

complimentary closes include the following: ‘Sincerely’, ‘Sincerely yours’, and ‘Cordially’. The

complimentary close is keyed a double space below the last line of the body of the letter. Only




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the first character of the first word in the complimentary close is capitalized and at the end there

is a comma. The simplified block letter omits the complimentary close.

The signature block contains the writer’s signed name, keyed name, and title. The name

is keyed four spaces below the complimentary close. The position title of the sender is keyed a

single space below the keyed name. If the name and position title are on the same line, a comma

separates them. The sender of the message signs the letter in the space between the

complimentary close and the keyed name. The signature normally does not include the courtesy

title even if it is keyed in the signature block.

The reference initials identify the person who typed the letter. If the originator is the

same person who signs the letter, his or her initials are optional. When the messages originator

keys the letter, no reference initials are necessary. If the originator’s initials are given, they are

separated from those of the keyboard operator by a colon. The originator’s initials should be

uppercase and the keyboard operator’s lowercase. Examples of reference initials are the

following: (ev, NRE:pd, JHT/ras)

The supplementary parts of business letters are: attention line, subject line, company name

in signature block, enclosure or attachment notation, copy notation (cc), and postscript.

Figure 6 explicitly shows the standards parts of a letter.


1. HEADING

Dateline

2. INSIDE ADDRESS

xxxxxxxxxxxxxxxxxxxxxxxxxxx



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Figure 6: The Seven Standard Parts of a Letter

What does a good Business Letter do?


1. HEADING

Dateline

2. INSIDE ADDRESS

xxxxxxxxxxxxxxxxxxxxxxxxxxx



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Modern business language is simple, easy to understand, friendly and courteous. Letters

convey messages; letters must also build goodwill and create positive and pleasant feelings in the

reader. What a good business letter does is given below:

It sells goods

It creates new customers

It brings back lost customers

It brings good travelling sales representatives

It gives an incentive to the dealers

It instills confidence among the suppliers

It brings back confidence amongst the buyers

It collects bad debts

It settles disputes

It brings more finance

It opens new markets

It brings more profits

It builds the business and the nation

It avoids business jargons




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Formats of Business Letters

The format helps create the reader’s first impression of your letter. Organizations usually

designate the format of their letters, but in some circumstances they may permit the originator to

select the format. The most frequently used formats are:

The full block format is becoming very popular. It can be keyed rapidly because none of

the parts of the letter are indented. The letterhead uses less than two vertical inches of stationary,

and the date is placed approximately a double space below the letterhead. The salutation is on the

second line below the inside address. The subject line is keyed a double space below the

salutation. The complimentary close is keyed a double space below the body. The signature

block is keyed four lines below the complimentary close. Letter using the full block format is

shown in figure 7.

The date (or the return address and date), complimentary close, and signature block begins

at the horizontal centre of the page in the modified block format. In this format, attention line is

used when addressee’s name is unknown to you. The complimentary close is keyed a double

space below the body. The enclosure notation is used to ensure that the person mailing the letter

includes the pamphlet and that the person receiving the letter is aware that it was included. No

punctuation is used after salutation and complimentary close. Modified block is the most widely

accepted letter format. Letter using the modified block format is shown in figure 8.

The simplified block format is a modern, efficient letter format. The simplified block

letter eliminates the salutation and complimentary close. It is often used when the gender or

marital status of a female receiver is unknown. It uses a subject line keyed in all capital letters.

The subject line is keyed a double space below the address; the body is keyed a double space

below the subject line. In this format, all enumerations are at the left margin. It uses the writer’s

name and title in all capital letters and is keyed a four space below the body. It uses the keyboard




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operator’s initials in lowercase letters a double space below the writer’s name. Enclosure

notations and copy notations are keyed a double space below the keyboard operator’s initials.

Letter using the simplified format is given in figure 9.


Wapda Town, Lahore, Landline xxxxx, FAX xxxxx

Dateline

xxxxxxxxxxxxxx

xxxxxxxxxxxxxx

xxxxxxxxxxxxxx

xxxxxxxxxxxxxx:

LETTER USING FULL BLOCL FORMAT

x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x

x x

x x

x x

x x


Sincerely,

xxxxxxxxxxxxxx

vfr

Habib Bank Limited

xxxxxxxxxxxxxxxxxxxxxxxx Heading

Inside Address

Salutation

Subject Line

Complimentary Close

Signature Block

Body



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Figure 7: Full Block Letter Format


Habib Bank Limited

xxx Wapda Town, Lahore

Landline xxxxx, FAX xxxxx

Dateline

xxxxxxxxxxxxxx

xxxxxxxxxxxxxx

xxxxxxxxxxxxxx

Attention: xxxxxxxxxxxxxx

xxxxxxxxxxxxxx


x x

x x

x x

x x


Sincerely

xxxxxxxxxxxxxx

Reference Initials

Heading

Inside Address

Salutation

Attention Line

Body



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Figure 8: Modified Block Letter Format


Habib Bank Limited

xxx Wapda Town, Lahore


Dateline

xxxxxxxxxxxxxx

xxxxxxxxxxxxxx

xxxxxxxxxxxxxx

Attention: xxxxxxxxxxxxxx

xxxxxxxxxxxxxx


x x

x x

x x

x x


Sincerely

xxxxxxxxxxxxxx

Complimentary Close

Signature Block

Reference Initials

Enclosure

Habib Bank Limited

xxx Wapda town, Lahore


Dateline

xxxxxxxxxxxxxx

xxxxxxxxxxxxxx

xxxxxxxxxxxxxx

SIMPLIFIED BLOCK FORMAT


x x

x x

x x

x x


XXXXXXXXXXXXXX

Heading

Inside Address

Subject Line

Body



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Figure 9: Simplified Block Letter Format

Tips for Writing Business Letters

To be consistently successful in business, you must be able to communicate clearly,

interact ethically, and operate honestly. For writing good business letters, there are some tips

given below;

Never abbreviate part of the company name unless the company’s registered name uses

an abbreviation (Co., Inc., or &).

Names of cities are never abbreviated; names of states are also not abbreviated. There is

one exception: use the official postal service postal state abbreviations on the envelop

address.

Figures are used for all house numbers except the ‘one’ (which is spelled out). If there is

a numerical street number, separate the house number and street number by a dash:

1214-72 Street (note there is no th after ‘72’).


Habib Bank Limited

xxx Wapda town, Lahore


Dateline

xxxxxxxxxxxxxx

xxxxxxxxxxxxxx

xxxxxxxxxxxxxx

SIMPLIFIED BLOCK FORMAT


x x

x x

x x

x x


XXXXXXXXXXXXXX

Writer’s Name and Title

Keyboard Operator’s Initials

Enclosure

Copy Notation



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An individual’s name is always preceded by a title for example, Mr., Ms., Mrs., Miss, Dr.

It’s permissible to place honorary initials after the name of an addressee; in that case,

always omit the beginning title. Use XXXXX Ph.D. instead of Dr. XXXXX Ph.D.

Business titles are never abbreviated. Use Mr. XXXXX, Senior Editor instead of Mr.

XXXXX, Sr., Ed.

When you are writing to a department of a company, rather than to a person within the

company, place the company name on the first line and the department on the second

line.

The correct tone of a business letter is unassuming but confident. It is unprofessional to

write long sentences, or to take a long time to get to the point.

It is not wise to use contractions, slang, jargon, or to use a conversational tone. Business

letters are serious documents often used as evidence or commercial certification.

Lengthy descriptions have no place in a business letter. Sentences must be brief and to

the point, without embellishment, flattery or extra phrasing.

If the letter is being e-mailed, it should be word-processed, laid out properly in an A4

portrait document, and attached.

Do check all details. Mistakes in addresses, telephone numbers, or e-mail addresses could

mean that the letter does not reach its destination, becomes confusing to the recipient, or

shows the sender to be negligent or forgetful.

Make sure the date on the letter is the same as on the mailing date.

An effective business letter should call the recipient to action. Be clear with the message

without being demanding or rude. A polite message is always more effective.

Don’t use personal styles as business letters are impersonal and formal.

Don’t use all caps or emphasize too much in italics.

Use an apostrophe in “it’s” only when you mean “it is”. “Its”, without an apostrophe

describes ownership, such as “its bond offering”.

Avoid “is because”.




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Don’t forget that grammar, punctuation, syntax, and word choice affect meaning, so keen

attention should be paid while using them.

In business writing, passive voice is frequently used to avoid specifically naming a

person or group of people. For instance: The reports were reviewed and

recommendations were provided (Passive). Ahmad reviewed the reports and provided the

recommendations (Active).

Make sure the tone matches the occasion and the establishment, you are addressing.

A business letter should never have more than two folds in the paper.

Don’t neglect the very important steps of drafting, editing, checking, and proofing your

business letters.

E-mail and its reasons of use

The most common and demanding task today relates to electronic messaging, or e-mail.

Business started using e-mail in the early ‘90s. When used effectively, e-mail enhances a busy

professional’s ability to communicate and solve problems. Information can be exchanged at a

moment’s notice. However, just as e-mail can enhance getting a job done, e-mail also adds new

challenges. When composing e-mail, writers must make effective decisions quickly. Decisions

must also be objective as a business relationship can end with the push of a button. Some reasons

to use e-mail are given below:




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To send details in writing, making information easy for the recipient to access.

To send a message to multiple people at the same time.

To communicate at odd times of the day when a phone message or meeting is not

feasible.

To save time; with e-mail there is much less small talk.

To convey information when you do not need an immediate response.

To give short bits of information.

Do not rely on e-mail if your information has a critical time element. The recipient may

not even read your message before the deadline. Also, don’t assume that once you send

information, the other person is now responsible to take action. When you need a fast response,

call to saying that you are sending an urgent message that needs an immediate response. When

sending an e-mail, here are some questions to consider:

What time frame is involved? How soon do I need a response?

Would a phone call be more or less effective?

Do I need to meet with a colleague personally to discuss issues informally?

Should I schedule a meeting to examine the issues and brainstorm options?

Would a more formal communication, such as a letter, address the situation more

effectively?

Basic Parts and types of E-mail

Though more casual than a business letter, e-mail is a business document that portrays an

image of you and your company. Although e-mail standards are still evolving, all business

writing must follow standard rules for grammar, punctuation, and abbreviation. With e-mail,

software templates provide the heading; you need only to fill in the necessary information. The




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basic parts of an e-mail are: receiver address, sender address, subject line, greeting, body,

closing, and sign off or signature.

The receiver address contains the address of receiver, like xxxxx@ email.com. While the

sender address contains the address of addressee. The subject line is very concise or specific.

To connect with your reader, start an e-mail with a salutation or greeting. The most formal

salutation uses the recipient name preceded by dear. (For example, Dear Mr. xxxxx). While

writing in the body part of an e-mail, consider these points:

Keep your message short, about one screen in length.

Limit each message to one main issue.

Start with the most important information and get right to the point.

If you need the reader to take action, identify the needed action at the beginning of the

message.

Give a positive closing at the end. While writing in formal situation, you should use a

closing such as Regards or Best regard. The signature section of the e-mail includes your name

or company name with phone number. Figure 10 explicitly shows the basic parts of e-mail.

Six types of e-mails used in business context are:

Responsive e-mail Greeting e-mail Deliberation e-mail Event related e-mail Lead development e-mail Gain customer’s trust with loyalty e-mail.


To:

Cc:

Subject:

xxxxx,

Sender Address

Receiver Address



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Figure 10: Basic Parts of an E-mail

E-mail Guidelines

In general, keep your e-mail messages to the length of one screen. If your message is

much longer than one screen, consider using another method of communication (such as phone

call). Though e-mail standards are still evolving, here are some basic guidelines:

Respond to e-mail within a day or two. (Use an out-of-office response when you are

unavailable for more than one day.)

Use a salutation and a closing, even if the salutation consists of only the recipient’s name

and the closing consists of only your name.

Start the message with the most important information; clearly state the information you

need from the reader at the beginning of the message.


To:

Cc:

Subject:

xxxxx,

Subject Line

Greeting

Body

Closing

Signature



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Number items so that they stand out.

Use conventional rules for punctuation and capitalization: do not write in all uppercase or

all lowercase.

Avoid jargon, slang, and abbreviations.

Use an accurate and updated subject line so that your recipient can refer to your message

and file it easily.

Avoid using “Read Now” and “Urgent” unless absolutely necessary.

Do not send the following types of information via e-mail: extremely sensitive

information, confidential information, or bad news.

Keep an open mind about messages you receive; if you infer there is a problem, you may

actually create one.

Stay current about your company policy for e-mail use; even if personal messages are

allowed, send them sparingly.

Do not send a message about which you have doubts. Save the message as a draft and

send it after removing the doubts.

When forwarding or replying to messages, do the following:

Update the e-mail for the recipient by changing the subject line to reflect the new content.

If the recipient does not need to know the history, delete the previous messages.

With forwarded messages, add a note at the beginning to explain how the e-mail relates

to the reader and what action he or she should take.

Do not press “Reply All” unless everyone needs the information.

Do not respond to controversial or emotional messages until you are clearheaded and

objective.

Do not forward messages that you consider inappropriate. (Every year, many people lose

their jobs as a result of forwarding inappropriate messages.)




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The CAT strategy will help you shape your messages effectively. It stands for Connect,

Act, and Tell.

It is recommended that you use CAT Structure while writing an e-mail. How this very

structure works:

Connect: Personalize the beginning so that the message reflects that you are a human

being writing to another human being.

Act: For longer messages, list the requested action at the beginning of the message.

Readers sometimes glance at a message and then save it to read when they have more

time. For time-sensitive messages, list the due date in the subject line of the message.

(Or, better yet, make a phone call.)

Tell: Use the remainder of the message to provide information.

Requested action should go toward the beginning of the message because sometimes

readers do not read entire messages, especially long ones. Ask only one or two questions in an e-

mail; if you need to address multiple topics, number them or consider presenting each main topic

in a separate message. Messages that get to the point make it easier for readers to respond.

Finally, sign off. You can use an informal closing or simply end with your name. If you are

writing to an outside client, use an automatic sign-off that gives your mailing address and phone

number.




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Esp course for banking personnel

Education

Transcript of Esp course for banking personnel