> ## Content Index > Fetch the complete content index at: https://learn-with-alicia.ghost.io/llms.txt > Use this file to discover other available public pages before exploring further. # Lesson 1 · Know What You Need to Say - URL: https://learn-with-alicia.ghost.io/lesson-1-know-what-you-need-to-say/ - Published: 2026-09-01T13:04:16.000Z - Updated: 2026-09-01T13:04:16.000Z - Description: Learn to identify your purpose, reader and main message before you begin writing—and revise a practical message with greater clarity. - Author: Alicia Lund - Tags: Adult Practical Writing Skills Adult Practical Writing Skills · Course 1 ## Lesson 1 · Know What You Need to Say **Module 1 · Think, Plan and Write Clearly** **This page guides your work but does not collect or save your answers.** Write in your own document or notebook. Keep your first draft unchanged and write your revised version separately. 1 · Think2 · Write3 · Check and improve Start here · How to use the lesson Work through the cards in order. Stop before each model until you have completed your own draft and self-check. All scenarios are fictional. Do not send messages, identification documents or personal details to real organisations for these activities. ### By the end of this lesson - Identify why you are writing. - Identify who will read your writing. - Identify the main message the reader needs to understand. - Pause and think before beginning a practical writing task. - Revise a message when its purpose is not clear. Step 1 · Start with a real problem Daniel is attending an evening business course. Tomorrow's session has been moved from 5:00 p.m. to 3:00 p.m. Daniel works until 4:00 p.m. He needs to contact the course coordinator. Daniel starts writing: Hello. About tomorrow, there are some issues because of work and the time has changed, and normally I come after work, so now there is a problem and I wanted to explain. The words are understandable, but the purpose is still difficult to identify. Daniel has started writing **before deciding exactly what the message needs to achieve**. Sometimes the problem is not grammar. Sometimes the writer has not yet decided: **What exactly do I need to say?** Step 2 · Ask WHY, WHO and WHAT ### 1\. WHY am I writing? This is your **purpose**. What does the writing need to achieve? I need to explain that I cannot arrive at 3:00 p.m. and ask whether I can join after work. That is clearer than: *I need to write about tomorrow.* ### 2\. WHO am I writing to? This is your **reader**. Daniel is writing to the course coordinator. The coordinator needs enough information to understand the situation and respond. ### 3\. WHAT is the main message? If the reader remembers only one thing, what must they understand? I cannot arrive at 3:00 p.m. because I am working. Can I arrive after 4:00 p.m.? **The writing habit** **WHY?** Why am I writing? **WHO?** Who needs to understand this? **WHAT?** What is the main thing they need to know? Practice 1 · Find the purpose ### Situation A You ordered printed business cards. The company told you they would be ready on Friday. It is now Monday and you have received no information. **Why would you write?** Write your response in your document or notebook. ### Situation B You registered for a training event on Saturday. You can no longer attend and need to tell the organiser. **Why would you write?** Write your response in your document or notebook. ### Situation C An organisation asked you to send a copy of your identification before it can continue processing your application. You are sending it today. **Why would you write?** Write your response in your document or notebook. Practice 2 · Identify the reader **Business cards have not arrived — Reader:** Write your response in your document or notebook. **You cannot attend the training event — Reader:** Write your response in your document or notebook. **You are sending requested identification — Reader:** Write your response in your document or notebook. You would not necessarily write to a close friend in the same way. Tone will be taught later. For now, develop the habit of knowing **who will read your words**. Practice 3 · Find the main message You have an appointment with a service company tomorrow between 9:00 a.m. and 12:00 noon. Nobody will be at home until 2:00 p.m. You need another appointment time. **WHY am I writing?** **WHO am I writing to?** **WHAT is the main message?** Write your responses in your document or notebook. ### Compare **A** There is an issue about tomorrow because the time given to me will be difficult. **B** Nobody will be home before 2:00 p.m. Could the appointment be moved to a later time? B gives the reader a clearer idea of both the problem and the action needed. Step 3 · Complete your writing task You registered for an orientation session at a training centre. The orientation is tomorrow at 10:00 a.m. An important appointment means you cannot arrive until 12:00 noon. You want to know whether you can still attend. **Before writing, complete:** **WHY am I writing?** **WHO will read my message?** **WHAT is the main message they need to understand?** ### First draft Write this version in your document or notebook. **Save your first draft before continuing.** Do not change it yet. Step 4 · Self-check before seeing the model Choose **Yes / Partly / Not yet**. **Purpose** Can I tell why this person is writing? **Reader** Have I given the reader enough information to understand the situation? **Main message** Does the reader know what I need from them? **Clarity** Can the message be understood without guessing? **Do not revise yet.** Complete your self-check, then open the model card below. Open only after your first draft · Model comparison MODEL Here is one possible response: Hello, I am registered for tomorrow's orientation session at 10:00 a.m. I have an important appointment in the morning and will not be able to arrive until 12:00 noon. Would I still be able to attend the orientation if I arrive at 12:00? Thank you. This is not the only successful way to write the message. - Where does the writer explain the situation? - Is the reason for writing easy to identify? - Does the reader know what answer is needed? - What is one useful difference between this model and your first draft? Step 5 · Check and revise your writing ### Lesson 1 writing check Choose **Yes / Partly / Not yet**. - Is my reason for writing clear? - Have I written for the correct reader? - Is my main message easy to identify? - Would the reader know what I need from them? - Is the writing understandable without guessing? **Choose the most important thing to improve.** Do not try to fix every possible error at once. ### Revise your writing Return to your first draft. Improve it using what you noticed. - Make your purpose clearer. - State the situation more directly. - Make the main message easier to find. - Remove information that confuses the reader. **Revised version** Write and save this version separately. **The most important change I made was:** **It made my writing better because:** Transfer · Try it somewhere new You help organise a neighbourhood reading group. You need a quiet room for eight adults next Saturday from 2:00 to 3:00 p.m. Write to the community-centre coordinator to ask whether a suitable room is available and what it would cost. Use these fictional details. Do not contact a real centre for this activity. Write without looking back at the earlier model or receiving help with wording. **Before writing:** **WHY am I writing?** **WHO am I writing to?** **WHAT is my main message?** ### Your message Write this version in your document or notebook and save it. When you finish, ask: - Is my purpose clear? - Does the reader understand the situation? - Does the reader know what I need? Revise if necessary. ### Lesson takeaway Before important practical writing, do not begin with: *“What sentence should I write?”* **WHY?** What am I trying to achieve? **WHO?** Who needs to understand this? **WHAT?** What is the main message? **Good writing begins before the first sentence.**