Business Correspondence A Guide to Everyday Writing 2002 – longman BUSINESS CORRESPONDENCE ‘.:� – Studocu

longman

BUSINESS

CORRESPONDENCE

‘.:� \«[” INTERMEDIATE j. 9

SECOND EDITION

BUSINESS

CORRESPONDENCE

A Guide to Everyday Writing

INTERMEDIATE

Lin Lougheed

LONGMAN ON THE WEB
Longman offers online resources for teachers
and students. Access our Companion Websites, our
online catalog, and our local offices around the world.
Longman English Success offers online courses
to give learners flexible study options. Courses cover
General English, Business English, and Exam Preparation.
Visit us at longman and engllshsuccess.

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ala
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…..
Longman
–

CONTENTS

A letter to You iv

Test Yourself v

• —————–UNIT 1 Writing a Cover letter To the Teacher vi
• —————–UNIT 2 Replying to a Job Applicant
• ______ UN_I_T_…. 3 Requesting a Service
• —————–UNIT 4 Confirming a Service
• —————–UNIT 5 Ordering Supplies
• —————–UNIT 6 Confirming an Order.
• —————–UNIT 7 Requesting Information
• —————–UNIT 8 Providing Information “
• —————–UNIT 9 Writing Claim letters
• —————–UNIT 10 Writing Adjustment letters
• —————–UNIT 11 Writing Reminder letters and Collection letters
• _____ U_N_IT_1_2 Replying to Reminder letters and Collection letters
  • —————–UNIT 13 Writing Employee Relation letters
  • —————–UNIT 14 Writing Customer Relations letters
• —————–UNIT 15 Writing Personal Business letters
  – Reference
  – Glossary
  – Answer Key

LETTER TO YOU

Pearson
Education

August 2002

Dear Reader:

PEARSON EDUCATION
ELTDMSION
10 BANK STREET, SUITE 900
WHITE PLAINS, NY 10606-
TEL [914] 287-

I wrote the second edition of Business Correspondence for you.
It will help you become a successful member of an office team. You will
learn how to write clear and effective letters, faxes, memos, and e-mails.

You will learn common expressions and procedures used in business. You
will also improve your basic English skills.
This book provides many models of the most common types of
correspondence, with grammar exercises and lots of practice in preparing
letters, faxes, memos, and e-mails. There is also a Reference Section,
which is a handy summary of key information for business
correspondence.
You may use this book with or without a teacher. All the answers

are in the Answer Key on page 144. You can correct your own work and
build your business skills. Good luck!

Sincerely yours,

Lin Lougheed

THE TEACHER

hing Suggestions
Ljealrmmg how to write business correspondence
not as difficult as students think. Business
-::pJ:re!5p()ficierlCe is very formulaic. There are
sta:nct,uct phrases and expressions that are
cplnnlOllly used. When students become familiar
these expressions, they will find it easy to
a business letter.
book teaches standard formats and phrases
in letters for the most common business
By following the book, students will
an excellent introduction to business
¢oITesipondence. You can make their experience
by expanding the book activities. Here are
suggestions for expansion activities to enrich
students’ classroom experience.

Encourage your students to
�n)2;a��e in real correspondence. If they have access
Internet, have them log on to
IW�0Qy���:n, click on Learning Center, then
Business Correspondence. Your students,
along with students around the world, can post
their writing. There is no better way for students
to improve their writing ability than by writing.
First Day of Class
Purpose: Establish a starting point.
Activity 1: Have students write a letter in English.
All students must write on the same subject. Give
them a subject that they might have some interest
in (asking for a college catalog, applying for a job).
Then collect the letters without grading them. On
the last day of class, have the students write a
letter on the same subject. Return their original
letters to them and have them evaluate their own
progress. It should be significant.
Activity 2: Once the students have handed in the
English business letter, have them write a letter in
their own language on the same subject. The
purpose of this activity is to see how much they
know about the conventions of writing a business
letter in their own language. Ask them questions
about the format of the letter, such as, “Where is
the date? Are the paragraphs indented?” (Look at
the reference section in this book for help.)
Activity 3: Next have the class as a whole write a
business letter in English on the same subject. As
they compose the letter, you write the letter on the
board. When you are finished, have the students
compare the letter on the board with their own
letters. Have them note what is the same and

� To the Teacher

what is different between the letter on the board
and their own letters. They can do this in pairs,
small groups, or in front of the whole class.
Warm-up before Each Unit
Purpose: Let the students use previous knowledge.
Provide a basis for learning.
Activity: Have the students read the unit title.
Ask if anyone can explain why a person would
write that kind of letter. Have students write a
letter on the unit focus. Don’t collect, correct, or
read the letters. The students should keep them to
correct during the course of the unit.

Unit-Specific Activities Following are expansion
activities for the different sections in each unit.
Getting Started The first page of each unit provides
the context for the unit. There has to be a reason to
write or respond to a letter. The material on this
first page provides the reason.
Tell your students that the language, format, and
style in internal (interoffice) correspondence is
much more informal than the language used for
external correspondence. See if they can spot
differences. For example, salutations are often not
used in e-mail, especially within a company.
Sometimes subjects are dropped from sentences.
This would never happen in correspondence
addressed to a stranger or to a client. (Note: Some
style differences are explained in the Language
Style section on page viii.)
There are generally two pieces of correspondence
at the start of each unit followed by a form with
blanks. Students are required to read the
correspondence to complete the form. If they
complete the form accurately, they understood
the material.
Purpose: Provide context for letter writing.
Activity 1: Before students read the page in detail,
have them skim it and make assumptions about
the context. Ask questions such as: What is the
sender writing about? How do you think the
sender feels? How would you handle the
situation/ correspondence?
Activity 2: Bring in real examples of business
writing and discuss them. Have students bring in
writing that is relevant to the unit topic.
Models Well-written business correspondence
comes quickly to the point. It is thorough, concise,
and polite. Good business writing maintains good
customer relations. With each model, point out

how the correspondence clarifies the issue and
encourages a response.
In reality, it often takes more than two letters to
resolve a problem. There is sometimes a need for
further clarification. Sometimes, problems are solved
on the phone and then followed up in writing.
Nonetheless, these models will serve as examples of
how to write clearly, concisely, and effectively.
Purpose: Establish a model.
Te ach students to “get the point.”
Activity 1: Have the students scan each letter to look
for specific information such as date, sender, etc.
Activity 2: Have the students skim each letter to
look for key words and phrases. In small groups,
have them discuss the content and describe the
purpose of each letter.
Activity 3: Dictate the letter to the class or have
pairs of students dictate to each other.
Composing Your Message This section graphically
illustrates the parts of a letter. Using this as a
guide, students will easily remember the parts
when they start to compose a letter.

There are many ways a writer might express an
idea in a letter. The most frequent activity in this
section gives students examples of these variations
mixed with sentences that are inappropriate
because of style or content. This is challenging
because students must determine not only if the
content is correct, but also if the style is
appropriate. Of the three choices, two are
appropriate. Those that are inappropriate because
of style are identified as such in the answer key.

Purpose: Give students a formula to guide their
letter writing.

Activity 1: Help students understand and learn
the parts of each letter.

Activity 2: Have students look at the letters they
wrote the first day of class and find the parts;
rewrite if necessary.

Writing Your Message This section focuses
on grammar and style. You can also go back to
letters in earlier units to find examples of topics
being discussed.

Grammar Practices
Purpose: Focus on common grammar found in
business correspondence.

Activity 1: Have the students underline or circle
the grammar point under discussion in letters
throughout the chapter.

Activity 2: Have the students write a sentence
Similar to the ones they have marked.

Style Practices
Purpose: Focus on common stylistic devices in
business correspondence.
Activity 1: Have the students rewrite letters using
a different opening/ complimentary close.
Activity 2: Have the students write sentences in
different business contexts using the phrases and
expressions used in the model letters.
Activity 3: Have the students write letters using
the phrases in the Useful Language boxes.
Letter Practice 1
Purpose: Reinforce business communication
vocabulary, phrases, and patterns.
Activity 1: Ask questions such as: Who wrote it?
When was it written? What does the writer want
done?
Activity 2: If students are familiar with the parts
of speech, have them examine the letter; determine
what kind of word could go in the blanks.
Activity 3: Have the students try to fill in the
blanks without looking at the word box.
Activity 4: If students are familiar with the parts
of speech, have them identify words in the box by
part of speech.
Activity 5: In pairs, have the students correct
and/or compare work.
Activity 6: Have the students identify the parts of
the letter.
Letter Practice 2
Purpose: Guide students to reread and proof
letters for possible errors.
Activity 1: Individually or in pairs, have students
proofread the letter line by line.
Activity 2: Have students rewrite the letter.
Activity 3: Have students rewrite the letter with
different openings and/ or complimentary closes.
Activity 4: Point out grammar and/ or
punctuation rules.
Letter Practice 3
Purpose: Let students apply what they have
learned to create their own letters.
Activity 1: Have students write the letters.
Activity 2: Have peers proofread the letters.
Words and Expressions to Know
Purpose: Provide list of relevant business
vocabulary. These words are defined in the
Glossary on page 139.

To the Teacher �

Unit 6 E-mail (p. 43)

Informal They’re going to be a week behind
schedule.
Formal They will be a week behind schedule.

Informal Please call customers who ordered this
chip set.

Formal Would you please call those customers
who ordered this chip set?

There is no rule that governs when you can or
can’t delete an article or demonstrative pronoun
like those. It is safer to use the formal form.

Informal Ask if we can substitute ACB 5/x/233.

Formal Would you please ask if it would be
possible to substitute ACB 5/x/233 for the
Intex 440SX chip?

Informal We have those chip sets on hand.

Formal We currently have those chip sets in stock.

Unit 7 Interoffice e-mail (p. 51)

Informal Could you check it out?

Formal Would you please research the
information?

Unit 8 Interoffice e-mails (p. 59)

Most of the language used in these e-mails
would be appropriate for any type of business
communications. In more formal correspondence,
the abbreviations reps and info would be spelled
out: representatives and information. Note these two
abbreviations are used as words; they are not
followed by periods.

Unit 9 Interoffice e-mails (p. 67)

The e-mail begins with “Mark, … ” as if H. Park
were actually talking to Mark. E-mails can be very
conversational. The e-mail continues with a
rhetorical question: Doesn’t anyone read our POs?
When you ask a rhetorical question, you don’t
expect an answer.

Mark replies that MarvelSoft has real problems. In
this instance, real means “a lot of” problems or
“very serious” problems.

Unit 10 Interoffice e-mails (p. 75)

Informal Best Ads Online returned 4 manuals­
old editions.

Formal Best Ads Online returned four manuals
because the manuals were out-of-date.

Informal Empress Trading sent back the
accounting package-damaged CD.
Formal Empress Trading company returned the
accounting package because the CD was
damaged.
Ms. Gerard lists the reasons for the rehlrn using a
dash. This is an informal, conversational style.

Informal I’ll check into it.
Formal I’ll investigate the problem.
Ms. Gerard asks many questions: Why are we getting
so many returns? What’s going on here? Who’s filling
these orders? These are not rhetorical questions.
She expects answers. Sometimes it is hard to tell
when a question is rhetorical, especially in e-mails.
Mr. Weiss begins his response by saying: It seems
our customer service … By saying, It seems, he puts
the responsibility for the problem on someone
other than himself.

Unit 11 Interoffice e-mails (p. 83)

Informal Check receivables.
Formal Would you please look over the list of
accounts receivable?

Informal See if we received payment from
Gornan Industries.
Formal Would you please determine if we
received payment from Coman Industries?

Informal Have other reminders gone out?
Formal Would you tell me if other reminder
letters have been sent?

Formal What next?
Informal Please tell me if there is anything else
you would like me to do.
The verb is is dropped in What next? This is
written in a conversational style.
S. Caffey uses the plural possessive (their) referring
to a company Alliance. This acknowledges the fact
that there are people working in the company who
do the work. A company may be singular, but the
employees are plural. The writer could say, For
their May invoice, For Alliance’s May invoice’, or For
its May invoice.

Unit 12 Interoffice e-mails (p. 91)

Tone 1 Do I have authorization to pay these
invoices?
Tone 2 Wo uld you please authorize me to pay
these invoices?

To the Teacher J!..;

sentences illustrate differences in tone and
rather than formality. The writer doesn’t
authorization to pay invoices without
..
from a superior. In the first sentence,
writer uses the pronoun I which makes it seem
I if he has some power. In the second sentence, it
clearly the superior, you, with the power.

Wait for now.
Please don’t pay the invoice until
further notice.
stop-payment order is also called a stop-check
A check lost in the mail could be found by
;¢mne(me and cashed. To avoid this potential
Jlrc)blE�m, the writer of the check can call the bank
place a stop-payment order on the check, which
that nobody can cash the check. There is a
fee for this service.

Interoffice e-mails (p. 99).

Also, Ming-Tang is going to two of our
offices in China next week. You should e-mail
our branch managers in Beijing and Shanghai
to introduce him.
ormal You should also write an e-mail to our
branch managers in Beijing and Shanghai to
introduce Ming-Tang who is going to China
next week.
use of also at the beginning of the sentence is
conversational. It introduces a new thought
t is similar to the one just mentioned-writing
In formal written English, the adverb also
placed near the similar action.

nformal I’m way ahead of you.
I I have already thought about that and
have put a plan into action.

nformal I’ll do Michelle Fung’s announcement
tomorrow.
[ will write Michelle Fung’s
announcement letter tomorrow.

nit 14 Interoffice e-mails (p. 109).

Informal Also, don’t forget …
Formal There is one more task for you to
remember to do.
the note on also in Unit 13 above.

Informal No problem.

Formal [have taken care of the tasks already.

Informal The addresses were pulled on Jan. 3.
Formal The addresses were retrieved from the
database on January 3.

. � To the Teacher

Unit 15 Interoffice e-mails (p. 121)

Informal Would you draft a thank-you letter to
May Wing for referring us to Xenest?
Formal Would you please draft a letter to May
Wing thanking her for referring us to Xenest?

Informal Lisa,
Formal Dear Lisa,
Remember in interoffice communication between
COlleagues, you can address the person as if you
were talking in person or you can omit the
salutation all together.

Informal Sorry to hear about Jeong-tae’s father.
Formal I am sorry to hear the news about Jeong-
tae’s father.

Informal When you get a chance,
Formal If you have the opportunity,

Informal BTW,
Formal By the way,
BTW is generally used in e-mails only.
In Also, the fa ther of Park Jeong-tae, CEO of
PacMoon, passed away yesterday, the writer uses
also to mean another task.
The writer uses the conditional tense Wo uld you
draft … to be polite. Adding the word please
would make the request even more polite.
l’m at a loss fo r words means “It is difficult for me to
compose a letter of condolence.”
Speaking of … means “While we are discussing the
matter … “

Acknowledgments The author gratefully
acknowledges the efforts of those whose insights and
hard work have made this book what it is.
Comments from the following reviewers provided
invaluable guidance:
Susan Caesar, Korea University. J. Lazaro da Silva,
private instructor, Brazil • Paul H. Faust,
Tezukayama College, Nara, Japan • Haeyoung Han,
Halla Institute of Technology, Korea • Yasuko
Hashimoto, Yamanashi Eiwa Junior Women’s
College, Japan • Samantha Jones, El Centro College,
Dallas, Texas • Conceicao Maria Ferreira Sannento
Rito Lange, private instructor, Brazil • Grace Jih-Jen
Liou, National Kaoshiung Institute of Technology,
Taiwan • Leonard Lundmark, Wakayama University,
Japan • Mark Zeid, Hiroshima College of Foreign
Languages, Japan
Many individuals at Pearson Education/ Longman
ELI were also instrumental in creating this book,
including: Marian Wassner, Senior Acquisitions
Editor; Andrea Bryant, Development Editor;
Ginny Blanford, Senior Acquisitions Editor; and
Sasha Kintzler, Production Editor.

odel Cover Letter

Look at the different elements of a cover letter.

Address
your personal
ad. Put your contact
tion here.

�
Michele Peters
45 Agate Road
London NW6 OAR
Tel: 208 847 9746
Fax: 208 774 8094
E-mail: mpeters@londonmail .com
L-

_______ -4 ….. [ March 1,20-

.-
ddress _____ HIo�1 Maria Sanchez
rite a cover letter to a
pecific person, if possible.

L…

Human Resource Specialist
NetLives Ltd.
632 Garrison Road
Cambridge CB4 1 HD

alutation ______ –I-‘I10-[ Dear Ms. Sanchez:

olon after the name.

that you are applying

[I read about a job opening for an administrative assistant on the NetLives

Web site.
band (2) the source
information.

ocus _______ -r ….. [ I am a recent graduate of EMP Secretarial School, and I was in the top of my

ell why you are suited for class. I am looking for a challenging work environment like that at NetUves.
he job

Action _______ -H�[ I will call you next Monday to discuss my enclosed resume.

Te ll what you plan to do.

Closing _______ -r …. [ I look fo rward to meeting with you soon.

Be positive.

Complimentary Close —-H� [ Sincerely yours,

Signature ______ +-Jo-[ ?1tidde ‘Pete-u

Sign your name.

Typed Name _____ -H� [ Michele Peters

Enclosure ——-+ ….. [ Enclosure

Add this if you are sending
something with the letter.

. � Unit 1

Useful Language
I read about a job opening for ___.
I will call you ___.
I look forward to meeting you.

fi’

I

,�

Practice 1

Thafs
I
I GOOiL Business.

Look at the
NetLives
advertisement
on page 1. Ads
often use
abbreviations,
such as admin. asst. for
administrative assistant.
Ads also use numerals
(such as 2) instead of
spelling out words (two).
Using abbreviations in ads
saves space and money.
Do not use abbreviations
like this in a business letter.

The body of a cover letter generally has four parts.

Part Content Example
Opening Te ll (1 ) that you are applying for I read about a job opening for an
a job and (2) the source of administrative assistant on the
your information. NetLives Web site.
Focus Te ll why you are suited fo r the job. I am a recent graduate of EMP
Secretarial School, and I was in
the top of my class. I am looking
for a challenging work
environment like that at NetLives.
Action Te ll what you plan to do. I will call you next Monday to
discuss my enclosed resume.
Closing Be positive. I look forward to meeting with
you soon.

Circle the letter of the sentence that is most similar to the sentence in the Model
Cover Letter on page 2.

1. Opening
   a. I am applying for the position of administrative assistant.
   b. I need a job.
   c. I saw your advertisement for an administrative assistant in the
   November 14 International Herald Tr ibune.
2. Focus
   a. My work experience matches your requirements. I worked as an
   administrative assistant for two years.
   b. I’m a quick learner. I’ve never worked before.
   c. I have the skills required. I am familiar with word processing
   programs.
3. Action
   a. I will contact you early next week.
   b. I will call you on Tuesday morning to discuss the position.
   c. I’ll be at home if you need me.
4. Closing
   a. Looks good, right?
   b. I look forward to working with NetLives.
   c. I look forward to talking to you next week.

Writing a Cover Letter .!..;

(Focus

Practice 4

(Action

Practice 5

(Closing

Practice 6

The body of a cover letter focuses on your skills. Briefly describe why you are
suited for the job. Te ll the reader how your skills match the job requirements.

Look at the skills you checked for the administrative assistant positions on
page 1. Write sentences that describe your experience and skills and explain
how you are suited for the job.

1. My work experience matches your requirements.
   I wor£e. a:; an admini:;tratire a:;:;t:;tant for two !lear:;.

2. My qualifications fit your needs. ______________ _

3. My skills match the job requirements. ____________ _

4. I have the skills required. ________________ _

5. I meet the job requirements. ________________ _

Follow-up is very important. After you send a cover letter and resume,
contact the employer. In your cover letter, give either a general or a
specific time that you will call or e-mail.
General I will call you early next week.
Specific I will call you next Monday.

Write G if the action has a general time or S if the action has a specific time.

1. __ I will contact you early next week.

2. I will call you on Tu esday morning to make an appointment.

3. __ I will e-mail you next week to arrange an interview.

4. __ On Friday, I will call your assistant to set up an interview.

5. __ I will telephone you tomorrow to answer any questions you have.

In the dosing, be sure to thank the reader for looking at your letter.
Be positive. Mention a future conversation or meeting.

Rewrite these sentences using the expression I look forward to [+ -ing verb].

1. I want to work with IronGate.
   I 100£ forward to wor£i’Hfj with Iron Gate.

2. I’d like to talk to you next week. ______________ _

3. I’d like to meet with you. _________________ _

4. I probably should discuss my interest in A-Way with you.

5. I hope I can contribute to your team. _____________ _

Writing a Cover Letter V

Letter Practice 1

., ” – “‘. ‘” -.

We,UtSAID

n this letter, the writer uses
nd in the date July 2nd.
is is called an ordinal
number. The number 2
lone is a cardinal number.
u can use either type of
number in the body a letter,
but in the date at the top
always use a cardinal
number (July 17).
Be consistent in your letter.
If you use an ordinal
number in one sentence,
use ordinal numbers in the
other sentences.

Thafs

i Good Business. ,

When you send
material, such
3 a resume,
with a letter,
3 the word
Enclosure at
the end of the letter. Yo u
can write what is enclosed
\Enclosure: Resume), but it
is not necessary.

-!..; Unit 1

Complete the sentences in this letter. Use the job advertisement and the
words below.

Changi News
July 2-
File clerk wanted. Must have high school
degree. Send resume to Mr. Paul Rook.
Human Resource Director. Island
International 659589.

applying
enclosed

forward
interview

part-time
position

(Write your address here.)

July 17,20-

Mr. Paul Rook
Human (1) ______ Director
Island International Airport
Singapore 659589

Dear Mr. Rook:

Resource
Sincerely

I am (2) ______ fo r the position of file clerk that was advertised
in the July 2nd Cbangi News.

I worked as a (3) me clerk after school for three years.
Now I am looking for a full-time position. I have (4) —–­
my resume, and I would like to schedule an (5) ——
I will caU you early next week to follow up on my application. I look
(6) ______ to discussing this (7) _____ _

(8) ______ yours,
__________ (Write your name here.)
__________ (Print your name here.)

Enclosure

i ._,.. t l£Jew«

you.

III’ 4 J

tetter Practice 3
-� ��

On a separate piece of paper, write responses to one of the following job
advertisements.

Job Advertisement 1

Receptionist
Entry-level position for
receptionist in dynamic
construction company. Yo u will
enter data, greet customers,
maintain database, and type
memos. Prefer individual with
good communication skills.
Great compensation. Apply
today!
Job Experience
Filing, General Office,
Data Entry
Additional Information
Salary: $9 to $12.
per hour
Contact Information
Account Executive,
myan@constructnow

\WeUtSAID

Job Advertisement 2

Web Discount Corporation of Barcelona,
Spain. seeks full-time Client Ser vices
Coordinator. Responsibilities include
greeting clients. answering telephones,
and performing other clerical functions.
REQUIREMENTS:
I. High school diploma and/or business
college program
2. 2-4 years of clerical or administrative
experience
3. Excellent organizational skills
4. Typing speed of 30 wpm
5. Word processing and database
experience
6.. Good communication skills
If you would like to work in an exciting
environment. fax or e-mail your resume to:
Pablo Cavero
Fax: 93412 1044
E-mail: [email protected]

Most people use one of two styles for writing dates.
U. style
Non-U. style

March 1,20-
1 March 20-
This book uses U. style. Of course, you should use your country’s style when you
write letters.
The month in a date is usually written out in a letter. In business forms, the month can
be written as a number. Be sure it is clear which number is the month. In a letter, it
may be unclear to use all numbers, especially if the writer and the reader use
different styles.
U. style
Non-U. style

03/01/03 is March 1,
03/01/03 is 3 January 2003

Words and Expressions to Know
Look at this list of words and expressions that were used in the unit. Their definitions are in the glossary
at the end of the book.
attach
candidate

.� Unit 1

colleague
follow-up

follow up
opening

post
proficient

requirement
vacancy

y ‘” applicant has the skill
y'” applicant has the skill
and is a very good
candidate
n applicant doesn’t have
the skill
? resume doesn’t say if
applicant has the skill

A resume and cover letter make up a job application. When you receive a job
application, first send a letter acknowledging that you received it. After you read the
job application, decide whether to interview or reject the applicant. Send all
applicants either an interview letter or a rejection letter.
Before you reply to job applicants, you must evaluate their skills. Compare the skills
they listed in their resume and cover letter with the requirements you listed in your
job advertisement.

GETTING STARTED

1. Read the e-mail from a human resource specialist to her assistant. She
   discusses replying to job applicants. The assistant will send interview
   letters to applicants who meet four or all five of the requirements.
2. Think about your skills. Do you meet the requirements?
3. Complete the Applicant Evaluation Chart. Write I for interview or R for
   reject for each applicant and yourself in the bottom row.

>”¥.’

From:
To :
Subject:
Date:

…. X

Maria Sanchez <msanchez@netlives>
“Grace Chen” <gchen@netlives>
Applicants for Administrative Assistant
Fri, Mar 3, 20- 8 :4 5 :

Thanks for sending out the acknowledgment e-mails yesterday to the ten
applicants for the administrative assistant position. Please read their
resumes and decide whether to interview the applicants or reject them. Then
send them the appropriate e-mail.

:”””�”,’ “‘,’>’i'” .�.” .,’ ”:;,’}, oo’;t
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APPLICANT EVALUATION CHART
Applicants Requirement

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(1)) 1,)\ l<:l\ 111\ Ie:. It>\ (7) i(8) (9) !(10) ; Your Skills
y! y n y y
:

I or
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n I, Y Y? n Y? Has scheduling and
, V””,,,,,,::! “”’1-””””””’0.

Y y.: n n : y? Y y!y y’ Is familiar with word
I 1-” 1-“!

Y? n? ,Y n n Y Y* n Has at least two years of
i 0″1-”””0”””’ as an admin. ass!. ‘

‘*;

y?? Y n : y y? Is organized and
I detail-oriented.
i ,
i , Interview (I) or Reject (R)
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