Stage II: Workplace Writing
This theme focuses on the communication skills needed to effectively share information through writing at the workplace. Find out more about this theme at Language for Success and Skills for Success.
Choose a CLB level by clicking below to access information about Real-World Tasks and Detailed Sample Tasks for this theme.
CLB 5
CLB 6
CLB 7
CLB 8
Listening
CLB 5
Listen to a short update on a work project and summarize the main points.
Comprehending Instructions
Understand information about familiar or relevant topics.
- Identifies key words and phrases.
- Interprets descriptions, reports and explanations.
Reproducing Information
Reduce short, factual, oral discourse to notes or messages.
- Includes important points with accurate details.
- Records details (such as names, addresses, numbers, dates, times and directions) legibly, with correct spelling and other standard conventions of capitalization and punctuation.
CLB 6
Listen to an update on a work project
and summarize the main points.
Comprehending Instructions
Understand descriptive or narrative monologues or presentations on generally familiar and relevant topics.
- Identifies factual details, main ideas, supporting details and implied meanings.
- Interprets factual information, explanations and opinions.
Reproducing Information
Takes notes and reduces written or oral information to important points with accurate details.
- Writes messages with accurate details for others.
- Uses common conventions such as point form.
CLB 7
Listen to a detailed update on a work project that has experienced delays and write a summary.
Comprehending Instructions
Understand extended descriptive or narrative monologues or presentations about personal experiences, general knowledge or familiar work-related topics, even when some information is presented out of sequence.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
- Interprets factual information, explanations and opinions.
Reproducing Information
Reduce short oral discourse (such as live or recorded phone messages, pre-recorded public information, podcasts or short presentations) to notes.
- Reduces information to important points with accurate details and no major omissions.
- Conveys the essential information.
CLB 8
Listen to a detailed update on a work project that has experienced delays and summarize the report and next steps for colleagues in writing.
Comprehending Information
Understand extended monologues or presentations on topics that are generally familiar and related to general knowledge or technical/ work-related issues in own field.
- Identifies phrases and sentences that mark topic introduction, topic development, topic shift and conclusion.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Reproducing Information
Reduce oral discourse about established procedures into notes that can be used to write instructions.
- Reduces information to main points with accurate supporting details and no major omissions.
- Conveys essential information.
Speaking
CLB 5
Discuss team availability and create a shift task list for a small team.
Sharing Information
Agree, disagree and give opinions in small group discussions or meetings.
- Provides necessary information.
- Asks relevant questions.
Reproducing Information
Reduce a page of information to a list of important details.
- Includes important points with accurate details.
- Conveys a clear message.
CLB 6
Discuss team availability and create a weekly shift schedule for a small team.
Sharing Information
Ask for and give information in some detail; express opinions, feelings, obligation, ability and certainty one-on-one and in small group discussions or meetings.
- Provides necessary information.
- Thanks others for their contributions and information.
Reproducing Information
Write short business or service correspondence for routine personal needs.
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
CLB 7
Discuss team availability and strengths, then create a project management schedule for a small project.
Sharing Information
Give detailed information; express and qualify opinions and feelings; express reservations, approval, disapproval, possibilities and probabilities one-on-one and in small group discussions or meetings.
- Asks and addresses relevant questions.
- Summarizes information and ideas to clarify and confirm understanding.
Getting Things Done
Write business or service correspondence for a range of routine and less routine purposes (such as passing on information, and making and responding to requests, recommendations and warnings).
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
CLB 8
Discuss team availability and strengths, then create a project management schedule for a large project.
Sharing Information
Give detailed information; express and qualify opinions or concerns; present solutions and options; indicate opposition or support for a stand in one-on-one interactions and small group discussions or meetings.
- Provides detailed information and presents options as needed.
- Asks relevant questions to gather, share, analyze and compare information.
Getting Things Done
Write business or service correspondence for an expanding range of purposes (such as giving information in memoranda, documenting work done, indicating a problem, requesting a change, or requesting information).
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
Reading
CLB 5
Scan a workplace policy manual for information about how to include your preferred pronouns in an email signature and email your supervisor to ask a clarifying question about it.
Comprehending Instructions
Interpret information contained in formatted texts (such as diagrams, tables, graphs or website navigation menus).
- Scans to locate relevant terms to access the information needed.
- Locates 2 relevant pieces of information in reference sources.
Getting Things Done
Write short business or service correspondence for routine personal needs.
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
CLB 6
Scan a flyer about a 2SLGBTQIA+ inclusion training workshop and email your supervisor to request that your team enroll in it.
Comprehending Instructions
Interpret information contained in formatted texts (such as diagrams, tables, graphs or website navigation menus).
- Identifies purpose, main ideas and key details in prose or formatted texts.
- Compares facts to make choices.
Getting Things Done
Write short business or service correspondence for routine personal needs.
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
CLB 7
Scan a workplace policy manual for information about parental leave, including for same sex-couples, and email HR requesting specific information about it..
Comprehending Information
Interpret information contained in formatted texts (such as diagrams, tables, graphs or website navigation menus).
- Identifies purpose, main ideas and key details in prose or formatted texts.
- Compares facts to make choices.
Getting Things Done
Write business or service correspondence for a range of routine and less routine purposes.
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
CLB 8
Scan a workplace policy manual for information about different types of leave and email HR requesting information about them.
Comprehending Information
Understand moderately complex extended descriptions, feature articles, reports and narrations.
- Identifies organization of text and links between paragraphs.
- Locates and integrates relevant information across paragraphs/ sections of the text.
Getting Things Done
Write business or service correspondence for an expanding range of purposes.
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
Writing
CLB 5
Message your manager asking for time
off work.
Interacting With Others
Convey personal messages in short, formal and informal correspondence for a range of everyday social purposes (such as expressing or responding to invitations and feelings, or providing quick updates).
- Conveys the intended meaning.
- Uses language and content appropriate and relevant to the situation. Expresses main ideas and supports them in some detail.
Create a social media post to promote a mental health service specifically tailored for BIPOC communities.
Reproducing Information
Reduce a page of information to a list of important details.
- Includes important points with accurate details.
- Conveys a clear message.
Make a request to attend an anti-racist professional development workshop.
Getting Things Done
Write short business or service correspondence for routine personal needs.
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
Complete a form to register for a training event.
Getting Things Done
Complete forms requiring detailed personal information.
- Identifies purpose of the form and completes it with all the required information
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Message a manager about a minor workplace incident such as boxes falling on an employee.
Sharing Information
Write a paragraph to relate a familiar sequence of events, description of a person, object or routine.
- Addresses the purpose of the task.
- Provides accurate descriptions or accounts of events.
CLB 6
Message your manager confirming a return to work date after time off or leave.
Interacting With Others
Convey personal messages in short, formal and informal correspondence for a range of everyday social purposes (such as expressing or responding to invitations and feelings, or providing quick updates).
- Conveys the intended meaning.
- Uses language and content appropriate and relevant to the situation.
Create a one-page flyer to promote a women’s empowerment workshop.
Reproducing Information
Reduce a page of information to an outline or summary.
- Writes messages with accurate details for others.
- Uses common conventions such as point form.
Make a request to attend an anti-racist professional development workshop, with details about the event.
Getting Things Done
Write short business or service correspondence for routine personal needs.
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
Complete a form to rent a car for work-related travel.
Getting Things Done
Complete forms requiring detailed personal information.
- Identifies purpose of the form and completes it with all the required information.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Message a manager describing an incident in detail, such as an angry customer demanding a return on a product.
Sharing Information
Write 1-2 connected paragraphs to relate a familiar sequence of events, description of a person, object or routine.
- Expresses a main idea and supports it with details.
- Provides accurate descriptions or accounts of events.
CLB 7
Reply to an email from your supervisor or manager acknowledging your efforts and achievements on a project.
Interacting With Others
Convey personal messages in formal and informal correspondence for an expanding range of social purposes (such as expressing and responding to appreciation, complaints, disappointment, satisfaction, dissatisfaction or hope).
- Conveys the intended meaning.
- Uses language, format and content appropriate and relevant to the situation.
Create a set of slides for a workshop series on Indigenous entrepreneurship.
Sharing Information
Write 2 or 3 connected paragraphs to relate a familiar sequence of events, make a comparison, or provide a detailed description of a person, system, routine or procedure.
- Addresses the purpose of the task.
- Expresses main ideas and supports them with details.
Make a request for your team to attend an anti-racist professional development workshop, with detailed information about the event and how this can benefit staff.
Getting Things Done
Write business or service correspondence for a range of routine and less routine purposes (such as passing on information, and making and responding to requests, recommendations and warnings).
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
Register 2-3 guests into a hotel for a conference using the conference discount code.
Getting Things Done
Complete forms requiring detailed personal information.
- Identifies purpose of the form and completes it with all the required information.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Complete an incident report form after witnessing an incident such as one colleague yelling at another colleague.
Getting Things Done
Complete forms requiring detailed personal information.
- Identifies purpose of the form and completes it with all the required information.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
CLB 8
Reply to a request from your manager for information about a conflict you witnessed between two colleagues or a colleague and a customer.
Interacting With Others
Convey personal messages in formal and informal correspondence for an expanded range of social purposes (such as expressing and responding to sympathy, clarifying a conflict, or giving reassurance).
- Conveys the intended explicit and implied meanings.
- Uses language, format and content appropriate and relevant to the situation and audience.
Create a multi-page pamphlet on services provided for newcomers to Canada which includes equity, diversity and inclusion content to ensure all newcomers feel they belong.
Sharing Information
Write 3 or 4 connected paragraphs to relate a historical event, provide a detailed description of a phenomenon, explain a procedure, or express and analyze opinions on a familiar abstract topic.
- Addresses the purpose of the task.
- Provides accurate and detailed descriptions, explanations and accounts of events in a clear sequence.
Make a request for your team to attend an anti-racist professional development workshop, with detailed information about the event elaborating on the benefits of this knowledge or experience to the company.
Getting Things Done
Write business or service correspondence for an expanding range of purposes (such as giving information in memoranda, documenting work done, indicating a problem, requesting a change, or requesting information).
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
Complete a call for proposals application to make a presentation at a conference.
Getting Things Done
Complete an expanded range of forms, including extended application forms and workplace forms with pre-set formats.
- Identifies purpose of form and its sections and completes it with required information, including 1 paragraph written responses, if required.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Complete a formal accident report form after witnessing a serious workplace accident.
Getting Things Done
Complete an expanded range of forms, including extended application forms and workplace forms with pre-set formats.
- Identifies purpose of form and its sections and completes it with required information, including 1 paragraph written responses, if required.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Sample Real World Tasks
This information is aligned with the Canadian Language Benchmarks (CLB) and is designed to help guide you in the planning process. You can use these sample real-world tasks to guide and inform your selection or creation of skill-building activities, skill-using tasks and assessment tasks
These sample real-world tasks include the following: skill, real-world task, competency area, one competency statement and two sample indicators of ability. This is not an exhaustive list: there are more indicators of ability and information about this CLB level in Canadian Language Benchmarks English as a Second Language for Adults. Consult this resource for more information and to select your own competencies or indicators of ability. Remember, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson plan, module plan or curriculum.
