Primary 6 Situational Writing | Teamwork Emails, Notices, Requests, Updates and Group Communication

The same information changes shape when the reader changes. A message to a close teammate can be direct and conversational. A message to a teacher should usually be more formal. A public notice must be compact and scannable. The content remains accurate, but vocabulary, greeting, explanation and closing adjust to the relationship.

Formal, Neutral and Informal Tone

Task 11: Requesting Help Before a Deadline

Fictional task card: Your group must submit a poster tomorrow. You are responsible for checking the references but cannot verify two website dates. Ask your teacher for help, explain what you have already checked and state when the group needs the answer.

Dear Mr Lim, I am checking the references for our group poster and have verified all except two website publication dates. I checked the article pages and their source notes but could not confirm the dates. Could you please advise us on how we should record these two sources? We hope to finalise the reference list by 4:00 p.m. today so the poster can be submitted tomorrow. Thank you.

Task 12: Correcting Wrong Information

Fictional task card: You previously told your group that rehearsal starts at 3:00 p.m. You now discover the confirmed time is 3:30 p.m. The room remains unchanged. Write a correction.

Hi everyone, correction to my earlier message: tomorrow’s rehearsal starts at 3:30 p.m., not 3:00 p.m. The venue is still the library project room. I am sorry for sending the wrong time earlier. Please reply once you have seen this correction so I know everyone has the updated information.

Correction messages should make the old and new information impossible to confuse.

Task 13: Rescheduling a Meeting

Fictional task card: Two of five members cannot attend Tuesday at 3:00 p.m. All five can attend Wednesday from 2:30 to 3:15 p.m. The project is due Friday. Write a message proposing the change.

Hi everyone, since two members cannot attend our Tuesday meeting, I suggest moving it to Wednesday from 2:30 to 3:15 p.m., when all five of us are available. Our project is due Friday, so this still leaves Thursday for final corrections. Please confirm whether Wednesday works so we can update the schedule.

Task 14: Reporting a Team Problem to a Teacher

Fictional task card: One teammate has been absent for three meetings and owns a section required for tomorrow’s rehearsal. Your group has tried messaging twice but received no reply. Write to your teacher. Do not accuse the absent student of being irresponsible; report only what you know and ask what the group should do.

Dear Ms Lee, our group would like advice about tomorrow’s rehearsal. Daniel has been absent for our last three meetings and is responsible for the conclusion section. We sent him two messages asking for an update but have not received a reply. We do not know whether he is able to complete the section. Could you please advise us whether we should reassign it for tomorrow’s rehearsal? Thank you.

The model separates facts from assumptions. It does not invent a reason for Daniel’s absence or make a judgement about his character.

Task 15: Thanking a Teammate Properly

Fictional task card: A teammate stayed after school to help you repair a diagram that contained several errors. Write a short thank-you message that identifies the help specifically.

Hi Aisha, thank you for staying back to help me repair the diagram. You noticed that I had reversed two labels and helped me check the measurements against our notes. I appreciate that you took the time to explain the errors instead of simply correcting them for me. The final version is much clearer now.

Task 16: Instructions for a Shared File

Fictional information: Only Nadia should edit the master slides. Other members add suggestions as comments. File name: Teamwork_Master. All changes must be submitted by 6:00 p.m. Wednesday. Write clear instructions.

• Use the file named Teamwork_Master.
• Nadia is the only person who should edit the master slides directly.
• Other members should add proposed changes as comments.
• Submit all proposed changes by 6:00 p.m. on Wednesday.
• Do not create a second file labelled “final”.

Task 17: Giving a Progress Update

Fictional task card: Research complete; script 80% complete; two images still need permission checking; rehearsal booked Thursday 3:30 p.m. Write a concise progress update.

Team update: the research is complete and the script is about 80% finished. We still need to check permission for two images before adding them to the final slides. Our rehearsal is confirmed for Thursday at 3:30 p.m. Please send any final script corrections by Wednesday evening.

Task 18: A Compromise Proposal

Fictional task card: Half the group wants a live demonstration; half wants a video because the live version might fail. Propose a compromise that protects reliability and audience interest.

Could we keep the live demonstration but prepare a short backup video in case the equipment fails? This would let us show the process directly while still protecting the presentation if something goes wrong. We can test the live version during rehearsal and decide whether the backup is necessary.

Task 19: Inviting Feedback on a Draft

Hi team, I have uploaded the first draft of the conclusion. Could you check two things before 7:00 p.m.: whether it answers our main question and whether any idea repeats an earlier section? Please comment on the draft rather than editing it directly so I can review all suggestions together.

Task 20: Closing the Loop

Many teamwork messages fail because they send information but never verify action. Add a closing loop when the consequence of misunderstanding is important:

• Please confirm that you received the file.
• Reply once you have seen the new rehearsal time.
• Let me know when your section is ready for checking.
• Please confirm which version you are using.

Common Situational Writing Errors

• Missing purpose: the reader cannot tell why the message was sent.
• Invented information: the writer adds dates, promises or reasons not supplied by the task.
• Buried action: the required response is hidden in a long paragraph.
• Wrong tone: either rude and abrupt or excessively ceremonial.
• Ambiguous pronouns: several people are mentioned and “he/she/they” becomes unclear.
• No confirmation: an important change is sent but receipt is never checked.

Editing Drill: Make the Message Usable

Weak message: “Hi. Things changed. I cannot do it so Mei will do it. We are still meeting at the normal time. Please send everything soon.”

Repair it by naming the task, explaining exactly which role changed, stating the unchanged meeting time, identifying where materials should go and giving a deadline if the task card supplies one. Precision is more important than length.

Primary 6 Situational Writing Checklist

• Have I identified the reader and purpose?
• Have I included every required detail?
• Have I avoided inventing unsupported information?
• Is the action clear?
• Is the tone suitable?
• Are names, times, places and roles accurate?
• Could any pronoun be misunderstood?
• Does the reader know what happens next?

Vocabulary for Team Communication

Useful verbs include clarify, confirm, update, notify, delegate, reassign, reschedule, attach, verify, report, recommend, propose, acknowledge, apologise and resolve. Use them because they name the communication job precisely, not because they sound formal.

Transfer into Composition Dialogue

Situational writing trains dialogue. Characters should communicate with purposes: warn, clarify, apologise, persuade, negotiate, update or request. Dialogue becomes stronger when it changes what another character knows or does.

Continue the Teamwork Package

Strengthen sentence accuracy with Primary 6 Grammar and Editing | Teamwork. For evidence-based reading, return to Primary 6 English Comprehension | Teamwork. For the underlying mechanics, use How Teamwork Works for Primary 6 Students.

Extended Primary 6 Teamwork Situational Writing Laboratory

Communication Lab 1: update

A Primary 6 team working on a science project needs a update. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 2: request

A Primary 6 team working on a sports relay needs a request. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 3: handover

A Primary 6 team working on a class performance needs a handover. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 4: correction

A Primary 6 team working on a school exhibition needs a correction. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 5: feedback

A Primary 6 team working on a friendship challenge needs a feedback. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 6: apology and repair

A Primary 6 team working on a design task needs a apology and repair. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 7: confirmation

A Primary 6 team working on a community activity needs a confirmation. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 8: clarification

A Primary 6 team working on a group presentation needs a clarification. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 9: update

A Primary 6 team working on a science project needs a update. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 10: request

A Primary 6 team working on a sports relay needs a request. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 11: handover

A Primary 6 team working on a class performance needs a handover. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 12: correction

A Primary 6 team working on a school exhibition needs a correction. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 13: feedback

A Primary 6 team working on a friendship challenge needs a feedback. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 14: apology and repair

A Primary 6 team working on a design task needs a apology and repair. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 15: confirmation

A Primary 6 team working on a community activity needs a confirmation. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 16: clarification

A Primary 6 team working on a group presentation needs a clarification. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 17: update

A Primary 6 team working on a science project needs a update. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 18: request

A Primary 6 team working on a sports relay needs a request. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 19: handover

A Primary 6 team working on a class performance needs a handover. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 20: correction

A Primary 6 team working on a school exhibition needs a correction. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 21: feedback

A Primary 6 team working on a friendship challenge needs a feedback. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 22: apology and repair

A Primary 6 team working on a design task needs a apology and repair. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 23: confirmation

A Primary 6 team working on a community activity needs a confirmation. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 24: clarification

A Primary 6 team working on a group presentation needs a clarification. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 25: update

A Primary 6 team working on a science project needs a update. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 26: request

A Primary 6 team working on a sports relay needs a request. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 27: handover

A Primary 6 team working on a class performance needs a handover. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 28: correction

A Primary 6 team working on a school exhibition needs a correction. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 29: feedback

A Primary 6 team working on a friendship challenge needs a feedback. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 30: apology and repair

A Primary 6 team working on a design task needs a apology and repair. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 31: confirmation

A Primary 6 team working on a community activity needs a confirmation. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 32: clarification

A Primary 6 team working on a group presentation needs a clarification. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 33: update

A Primary 6 team working on a science project needs a update. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 34: request

A Primary 6 team working on a sports relay needs a request. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 35: handover

A Primary 6 team working on a class performance needs a handover. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 36: correction

A Primary 6 team working on a school exhibition needs a correction. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 37: feedback

A Primary 6 team working on a friendship challenge needs a feedback. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 38: apology and repair

A Primary 6 team working on a design task needs a apology and repair. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 39: confirmation

A Primary 6 team working on a community activity needs a confirmation. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 40: clarification

A Primary 6 team working on a group presentation needs a clarification. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 41: update

A Primary 6 team working on a science project needs a update. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 42: request

A Primary 6 team working on a sports relay needs a request. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 43: handover

A Primary 6 team working on a class performance needs a handover. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 44: correction

A Primary 6 team working on a school exhibition needs a correction. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 45: feedback

A Primary 6 team working on a friendship challenge needs a feedback. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 46: apology and repair

A Primary 6 team working on a design task needs a apology and repair. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 47: confirmation

A Primary 6 team working on a community activity needs a confirmation. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 48: clarification

A Primary 6 team working on a group presentation needs a clarification. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 49: update

A Primary 6 team working on a science project needs a update. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 50: request

A Primary 6 team working on a sports relay needs a request. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 51: handover

A Primary 6 team working on a class performance needs a handover. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 52: correction

A Primary 6 team working on a school exhibition needs a correction. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 53: feedback

A Primary 6 team working on a friendship challenge needs a feedback. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 54: apology and repair

A Primary 6 team working on a design task needs a apology and repair. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 55: confirmation

A Primary 6 team working on a community activity needs a confirmation. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 56: clarification

A Primary 6 team working on a group presentation needs a clarification. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 57: update

A Primary 6 team working on a science project needs a update. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 58: request

A Primary 6 team working on a sports relay needs a request. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 59: handover

A Primary 6 team working on a class performance needs a handover. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 60: correction

A Primary 6 team working on a school exhibition needs a correction. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 61: feedback

A Primary 6 team working on a friendship challenge needs a feedback. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 62: apology and repair

A Primary 6 team working on a design task needs a apology and repair. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 63: confirmation

A Primary 6 team working on a community activity needs a confirmation. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 64: clarification

A Primary 6 team working on a group presentation needs a clarification. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 65: update

A Primary 6 team working on a science project needs a update. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 66: request

A Primary 6 team working on a sports relay needs a request. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 67: handover

A Primary 6 team working on a class performance needs a handover. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 68: correction

A Primary 6 team working on a school exhibition needs a correction. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 69: feedback

A Primary 6 team working on a friendship challenge needs a feedback. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 70: apology and repair

A Primary 6 team working on a design task needs a apology and repair. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 71: confirmation

A Primary 6 team working on a community activity needs a confirmation. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 72: clarification

A Primary 6 team working on a group presentation needs a clarification. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 73: update

A Primary 6 team working on a science project needs a update. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 74: request

A Primary 6 team working on a sports relay needs a request. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 75: handover

A Primary 6 team working on a class performance needs a handover. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 76: correction

A Primary 6 team working on a school exhibition needs a correction. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 77: feedback

A Primary 6 team working on a friendship challenge needs a feedback. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 78: apology and repair

A Primary 6 team working on a design task needs a apology and repair. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 79: confirmation

A Primary 6 team working on a community activity needs a confirmation. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 80: clarification

A Primary 6 team working on a group presentation needs a clarification. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 81: update

A Primary 6 team working on a science project needs a update. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 82: request

A Primary 6 team working on a sports relay needs a request. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 83: handover

A Primary 6 team working on a class performance needs a handover. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 84: correction

A Primary 6 team working on a school exhibition needs a correction. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 85: feedback

A Primary 6 team working on a friendship challenge needs a feedback. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 86: apology and repair

A Primary 6 team working on a design task needs a apology and repair. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 87: confirmation

A Primary 6 team working on a community activity needs a confirmation. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 88: clarification

A Primary 6 team working on a group presentation needs a clarification. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 89: update

A Primary 6 team working on a science project needs a update. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 90: request

A Primary 6 team working on a sports relay needs a request. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 91: handover

A Primary 6 team working on a class performance needs a handover. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 92: correction

A Primary 6 team working on a school exhibition needs a correction. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 93: feedback

A Primary 6 team working on a friendship challenge needs a feedback. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 94: apology and repair

A Primary 6 team working on a design task needs a apology and repair. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 95: confirmation

A Primary 6 team working on a community activity needs a confirmation. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 96: clarification

A Primary 6 team working on a group presentation needs a clarification. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 97: update

A Primary 6 team working on a science project needs a update. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 98: request

A Primary 6 team working on a sports relay needs a request. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 99: handover

A Primary 6 team working on a class performance needs a handover. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 100: correction

A Primary 6 team working on a school exhibition needs a correction. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 101: feedback

A Primary 6 team working on a friendship challenge needs a feedback. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 102: apology and repair

A Primary 6 team working on a design task needs a apology and repair. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 103: confirmation

A Primary 6 team working on a community activity needs a confirmation. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 104: clarification

A Primary 6 team working on a group presentation needs a clarification. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 105: update

A Primary 6 team working on a science project needs a update. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 106: request

A Primary 6 team working on a sports relay needs a request. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 107: handover

A Primary 6 team working on a class performance needs a handover. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 108: correction

A Primary 6 team working on a school exhibition needs a correction. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 109: feedback

A Primary 6 team working on a friendship challenge needs a feedback. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 110: apology and repair

A Primary 6 team working on a design task needs a apology and repair. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 111: confirmation

A Primary 6 team working on a community activity needs a confirmation. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 112: clarification

A Primary 6 team working on a group presentation needs a clarification. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 113: update

A Primary 6 team working on a science project needs a update. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 114: request

A Primary 6 team working on a sports relay needs a request. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Communication Lab 115: handover

A Primary 6 team working on a class performance needs a handover. Extract the communication variables before writing: who will read the message, what the reader already knows, what changed, which facts are fixed, what action is required, who owns the next step and when confirmation is needed. Draft the shortest complete message that preserves every required detail and uses an appropriate tone.

Audit the draft from the reader’s perspective. Circle every vague pronoun, unnamed file, uncertain time, unsupported assumption and buried action. Rewrite the message so two reasonable readers cannot take different actions from it. Then produce a second version for a different audience—a teacher, teammate or public notice—and explain why the tone and information order changed while the facts remained constant.

Mastery Check

Mastery means the learner can perform the same reasoning in an unfamiliar setting without depending on memorised wording. Return to the linked Teamwork vocabulary articles and How Teamwork Works whenever a concept needs to be rebuilt from meaning.

Advanced Transfer, Correction and Retrieval Practice

Transfer Task 1

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 2

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 3

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 4

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 5

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 6

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 7

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 8

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 9

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 10

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 11

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 12

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 13

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 14

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 15

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 16

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 17

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 18

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 19

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 20

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 21

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 22

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 23

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 24

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Transfer Task 25

A teamwork situation changes unexpectedly: a role, deadline, venue, file version or required resource is different from the original plan. Write the communication only after separating old information, new information, unchanged information and required action. Make ownership explicit, choose a tone appropriate to the reader and close the loop when misunderstanding would create a second failure. Then shorten the message without losing any task point.

Next, create an intentionally weak version containing three faults: one missing fact, one ambiguous expression and one tone problem. Diagnose each fault from the recipient’s perspective and repair it. Explain how the corrected version improves reader usability, not merely grammar. Finally, convert the same facts into a notice and explain why information hierarchy changes.

Use the linked Teamwork vocabulary, comprehension and How Teamwork Works articles to check whether language remains connected to meaning and mechanism.