ICT30115 Certificate III in Information, Digital Media and Technology
ASSESSMENT / COVER SHEET
BSBWRT301 – Write simple documents
STUDENT Name: Student no: ABS000_ _ _ _
Teacher name: Kayleen Ford Due date
Assessment Items for this Unit / Subject Submitted Satisfactory / Not satisfactory
1 Plan document Indicate ? S NS
2 Draft document Indicate ? S NS
3 Review document Indicate ? S NS
4 Write final document Indicate ? S NS
5 BSBITU306 Indicate ? S NS
6 Practical – Three documents Indicate ? S NS
Student: I declare that the work contained in this assignment is my own, except where acknowledgement of sources is made. I authorise the ABS to test any work submitted by me, using text comparison software, for instances of plagiarism. I understand this will involve the ABS or its contractor copying my work and storing it on a database to be used in future to test work submitted by others.
Note: The attachment of this statement on any electronically submitted assignments will be deemed to have the same authority as a signed statement.
Signed by Student: Date:
Date received from student
/ / 2018 Assessment / grade
C NC (Circle) Assessed by:
Kayleen Ford Recorded on eBECAS
(Tick):
SECTION 1 - GENERAL INFORMATION
This unit describes the skills and knowledge required to plan, draft and finalise a basic document.
It applies to individuals who apply a broad range of competencies in various work contexts and may exercise some discretion and judgement to produce a range of workplace documentation.
A note on Plagiarism and Referencing
Plagiarism is a form of theft and is avoided where information from another source is acknowledged with quotation marks around the relevant words/sentences or ideas, and cited at the end of your document. This means a list of the sources of information is provided in alphabetical order by each author’s surname (including author’s full name, name of document/ book, website, and year and place of publishing) such that the assessor or another reader may locate the source information if necessary.
IMPORTANT! Feedback and Resubmissions
ABS Policy states that students are required to submit assessments by the due date provided for that unit of competency.
Students who present assignments by the due date will receive feedback on their work in a timely manner for them to benefit in preparing for the next assessment task.
Students who submit an assessment that does not adequately demonstrate their competence or is incomplete, will be marked as NS (Not Satisfactory) for the relevant assessment item.
A second opportunity to complete an assessment to demonstrate competence will then be given to the student. This opportunity will not incur a penalty, provided the second submission is deemed competent and the first was handed in by the due date and the re-submission is handed in by its due date (to be decided by the trainer, based on individual student factors).
If a student does not pass their second attempt at an assessment or examination then a ‘NC’ will be recorded and the student will be required to pay a “Third Submission fee” of $50 (per assessment not completed in two attempts).
If a student does not pass their third attempt at an assessment or re-examination then a ‘NC’ will be recorded and the student will be required to re-enrol in the unit and pay the appropriate tuition fee for that unit.
Extensions
Requests for extensions must be made in writing a minimum of one week prior to the due date of that unit of competency, to the student’s teacher for consideration. Only students that demonstrate exceptional circumstances will qualify for an extension. Students can access the complaints and appeals policy if they are unhappy with a result or feedback received.
If you would like more information on the unit of competency, please refer to the Training website www.training.gov.au for unit of competency descriptors.
BSBWRT301 Write Simple Documents
1. Plan document
LEARNING ACTIVITY ONE
In this Section we learned about two types of audiences that documents may be created for. What were those two types?

LEARNING ACTIVITY TWO
In this Section we learned about seven common types of written communication in the form of a simple document that could be used for internal purposes. What were those seven common purposes?
LEARNING ACTIVITY THREE
In this Section we learned about six common types of written communication in the form of a simple document that could be used for external purposes. What were those seven common purposes?
LEARNING ACTIVITY FOUR
What were the nine common elements of a business letter?

LEARNING ACTIVITY FIVE
What were the eight items that should be included in a ’Meeting Agenda’?
LEARNING ACTIVITY SIX
What were the eight items that are summarised in the ’Meeting Minutes’ documents?
LEARNING ACTIVITY EIGHT
What were the seven common elements of an email?
LEARNING ACTIVITY NINE
Professional writers will tell you that if there is something in the document that is irrelevant, take it out. Why?
LEARNING ACTIVITY TEN
In this Section we learned that for longer written documents, it is suggested you start with an outline that includes the key points. How does an outline help a writer?
LEARNING ACTIVITY ELEVEN
We spoke of ‘organisation requirements in this Section. What five areas of an organisation would organisational requirements generally refer to?
LEARNING ACTIVITY TWELVE
In this Section we talked about communication flows. Below are three examples. Tell us what type of communication flow they are describing.

LEARNING ACTIVITY THIRTEEN
In your own words define what the term ‘inclusive communication’ means, in regard to written communication.
2. Draft document
LEARNING ACTIVITY ONE
In this Section we learned about writing either in the ‘active voice’ or in the ‘passive voice’.
Tell us the difference between the two and which one is generally used in business documents.
LEARNING ACTIVITY TWO
In this Section we learned about transitional words and phrases. First, write below what transitional words and phrases are used for. Following this, tell us nine common types of transitional words and phrases.

LEARNING ACTIVITY THREE
When and why would there be a need to obtain and include additional information in a document?
3. Review document
LEARNING ACTIVITY ONE
Fill in the missing words:
As you read the draft you look at the document to ensure:
It is _________________ for the ________________ it is targeting
The ________________of the document is being achieved
It is following the ___________________requirements relating to style and format
It is using the proper __________________________style
LEARNING ACTIVITY TWO
In this Section we learned about the tone of a document. Tell us in your own words what a document’s tone is.
LEARNING ACTIVITY THREE
We showed you a quote from Winston Churchill where he said that some documents are written using ‘woolly phrases’. What did he mean by that?
LEARNING ACTIVITY FOUR
Grammar is how a language is created by developing words, then words into sentences and then sentences into phrases. What are some of the building blocks of English grammar?
LEARNING ACTIVITY FIVE
In this Section we learned about sentence and paragraph construction. Many professional writing coaches use an illustration of a hamburger to show how sentence and paragraph construction works. Briefly in your words, describe the three types of sentences.
LEARNING ACTIVITY SIX
In this Section we learned that ‘text structure’ refers to how the information within a written text is organised. A text structure is the framework of a text’s beginning, middle and end. In the middle of a document there are five accepted text structures. We have listed each and in this activity we
want you to define what each is.
Sequence
Description
Cause and effect
Compare and contrast
Problem and solution
LEARNING ACTIVITY SEVEN
In your own words explain to us what are ‘organisational requirements’ and tell us whether they are the same as a company’s policies and procedures’.
LEARNING ACTIVITY EIGHT
There is a university in USA called the University of Wisconsin. On their website they have a very good page for students that teach them how to proofread their written submissions.
In this activity we want you to locate their website. Then in the search bar type in ‘Proofread’ and locate the page called ‘How to Proofread’. In the space provided tell us the six proofreading tips they suggest.
Tip 1
Tip 2
Tip 3
Tip 4
Tip 5
Tip 6
4. Write final document
LEARNING ACTIVITY ONE
In Activity Eight of the previous Section, we introduced you to a page about proofreading that was produced by the University of Wisconsin. In this activity we want you to go back to the same web page. On the left of the same page is a menu. Click on the menu item named ‘Writing Process and Structure’. Then under the heading ‘Drafting and Revising Your Paper’, click on ‘Peer Reviews’.
Here are some very good points about someone reviewing someone else’s writing, how they should do it and what they should look for.
There are seven points outlined there and in this activity we want you to summarise each point in your own words.
Tip 1
Tip 2
Tip 3
Tip 4
Tip 5
Tip 6
Tip 7
LEARNING ACTIVITY TWO
What were the six common types of recipients of business documents?
LEARNING ACTIVITY THREE (See Practical below)

6. Practical
You are to send to your teacher via email, three completed documents that you authored / created in the course of your current or past work (or as required by your teacher) and an incomplete draft for one of these (4 documents in all). These can be existing documents or documents prepared to demonstrate competence in this unit of study.
These documents must demonstrate evidence of planning and drafting of these three documents that accurately convey the required basic information in a format suitable for the intended audience and in accordance with organisational policies and procedures for document production.
If using a past work document, the endorsement of your supervisor that the work is yours can be provided by the words: “I confirm these are (student name’s) work”, Name, position, current date and initials of the confirmer, typed/written on one of the documents provided. Please black-out any names or references to persons referred to or anything that can identify them, taking into account, Privacy Act requirements.
Assessment Feedback
Assessor Feedback (Mandatory)
If NS and Re-Submission is needed
Assmt.
item no./s What needs to be done by the student to fix this Re-Submit by Outcome, teacher signature
and date &

___/___/2018 S NS
__________
___/___/2018
Student comments (Optional)
Signed by Assessor: Date:
Signed by Student: Date:
Destruction Date (24 months after marking)