### Getting Started with Bullet Statements Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/19-bullet-statements.md Outlines four key habits to establish before drafting bullet statements, focusing on organization, format knowledge, editing, and effective writing techniques. Essential for consistent documentation. ```text Getting started: - Get Organized: Keep records of all accomplishments, awards, and recommendations for everyone you supervise. Create a file folder (paper, electronic, or both) for each employee and make regular entries. - Know the Format: Most evaluation forms are written using bullet statements. Use the font and point size specified by the governing instruction or software used to produce the report. - Editing: The Tongue and Quill's "The Mechanics of Writing" section gives guidance for grammar, punctuation, abbreviations, capitalization, hyphens, and numbers — to avoid misspellings, typos, and other mistakes that reflect poorly on you. - Write Effectively: Get the reader's attention. Positive words and phrases leave a lasting impression; neutral or negative words give the impression the person is average or below average. ``` -------------------------------- ### Annotated Introduction Example Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/07-step5-draft.md An example of a short introduction demonstrating the three components: stage-setting remarks, purpose statement, and overview. ```text "Communication is essential to mission accomplishment, and all Air Force personnel should be able to write effectively. (Stage-Setting Remarks) This handbook provides general guidelines and specific formats for use in both staff environments and Professional Military Education schools. (Purpose Statement) It begins with an overarching philosophy on military communication, then describes processes and techniques to improve writing and speaking products, and summarizes the most common formats used in Air Force communication. (Overview)" ``` -------------------------------- ### Multiple Attachments Example Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/14-official-memorandum.md Example of how to list two or more attachments, numbered in order of mention. ```text 3 Attachments: [Two or more attachments] 1. SAF CIO/A6 Memo, 30 Jun 12 (U)(2) 2. 380 FMS/CC Msg, 232300Z May 12 (NOTAL) 3. SAF/CIO Memo, 3 Aug 12 (S) ``` -------------------------------- ### Worked Examples for Writing Good Criteria Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/17-staff-study.md These examples illustrate good, bad, and fuzzy criteria, emphasizing the importance of testability before implementation. ```text • "The total solution must not cost more than $6,000 annually." → GOOD. You could easily "bump" proposed solutions against a specific cost. • "The solution must result in a 75 percent operationally ready (OR) rate." → BAD. OR rates result from numerous, complex variables; you could not guarantee your solution would reach 75 percent before implementation. A criterion you can't test before implementation is not acceptable. • "The solution must be consistent with the boss' philosophy on personnel management." → FUZZY. Not bad, but imprecise. Write it more precisely or leave it off the formal report. You could still use it intuitively, but realize that "hidden" criteria make your report less objective. ``` -------------------------------- ### Single Attachment Example Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/14-official-memorandum.md Example of how to list a single attachment at the left margin. ```text Attachment: [Single attachment] ACC/CC Leave Policy Memo, 30 Jun 14 ``` -------------------------------- ### FROM: Element - Full Mailing Address (Installation State) Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/14-official-memorandum.md Use this format when recipients need to address return mail and the originator's location is specified by installation and state. ```text FROM: HQ SOC/CC [Different installations — Installation State option] 125 Chennault Circle Maxwell AFB AL 36112-6430 ``` -------------------------------- ### Education Section Example Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/20-official-biography.md An example of how to format the EDUCATION section, showing chronological order and required details for degrees and courses. ```text EDUCATION — example 2002 Bachelor of Science, Aeronautical Engineering, Auburn University, Auburn, Ala. 2003 Air and Space Basic Course, Maxwell Air Force Base, Ala. ["Air Force Base" is spelled out on first use.] 2006 Master of Science, Logistics Management, Air Force Institute of Technology, Wright-Patterson AFB, Ohio 2007 Squadron Officer School, Maxwell AFB, Ala., by correspondence 2008 Squadron Officer School, Maxwell AFB, Ala. 2012 Air Command and Staff College, Maxwell AFB, Ala., by correspondence 2013 Master of Military Operational Art and Science, Air Command and Staff College, Maxwell AFB, Ala. 2017 Air War College, Maxwell AFB, Ala., by correspondence 2020 Doctor of Philosophy, Military History, University of Alabama, Tuscaloosa ``` -------------------------------- ### Examples of Acronyms Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/26-abbreviations.md Provides examples of acronyms, including those commonly used as words and those requiring the full term for clarity. ```text Acronyms: AAFES (Army and Air Force Exchange Service) laser (light amplification by stimulated emission of radiation) NATO (North Atlantic Treaty Organization) radar (radio detection and ranging) scuba (self-contained underwater breathing apparatus) ZIP code (Zone Improvement Plan code) ``` -------------------------------- ### Internal Transition Examples Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/07-step5-draft.md Illustrates the use of internal transitions within a single sentence and between sentences in a paragraph. These examples show how to connect ideas sequentially. ```text Within one sentence: "First go home, and then clean your room." Between sentences in one paragraph: "Our plan for Saturday afternoon involves both business and pleasure. First, all the kids will come home at noon, and we'll eat lunch. Next, we'll get the house cleaned — the whole mess. Finally, we'll go out for ice cream and a movie." ``` -------------------------------- ### Attachments Under Separate Cover Example Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/14-official-memorandum.md Example for listing attachments that are being sent under separate cover. ```text 2 Attachments: [Under separate cover] 1. AFI XX-XXXX, 26 Sep 12 2. AFI XX-XXXX, 14 May 12 (sep cover) ``` -------------------------------- ### Worked Example: Argument Structure Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/05-step3-support-your-ideas.md This example demonstrates the structure of a logical argument, showing how claims are supported by evidence and warrants, and how sub-claims can be used to support weak evidence. It also illustrates how to qualify a final claim based on potential controversies. ```text CLAIM: We should invite Ms. Jane Doe to teach topic XYZ at this year's class. EVIDENCE, item #1: Ms. Doe has spent 26 years working with XYZ and is an expert in this field. WARRANT, item #1: Spending 26 years working with XYZ makes her an expert. (Another implied warrant is that we want an expert to teach topic XYZ.) - Attack the evidence: prove she's spent 26 years in the field — let's see a resume! - Attack the warrant: maybe she's been doing an entry-level job for 26 years. - Suppose Ms. Doe is indeed an expert — this is solid evidence. EVIDENCE, item #2: Last year's course directors all thought she did an excellent job. WARRANT, item #2: These people know what they're talking about. - Attack the evidence: produce letters of recommendation — how enthusiastic are the directors? - Attack the warrant: maybe the course directors were new and didn't know the topic, or were TDY and basing it on what they heard from others. - Assume the course directors are both credible and enthusiastic. EVIDENCE, item #3: Ms. Doe is a very dynamic lecturer. WARRANT, item #3: It's good to have a dynamic lecturer. - This evidence looks vulnerable (How do we know she's dynamic?), so you must "support your support" with a sub-claim: SUBCLAIM: Ms. Doe is a very dynamic lecturer. SUBCLAIM EVIDENCE #1: Students provided five times the amount of feedback than is typical for a lecture. SUBCLAIM WARRANT #1: Student interest is proportional to volume of feedback. SUBCLAIM EVIDENCE #2: Ninety-two percent of feedback was very favorable and 8 percent was very unfavorable. SUBCLAIM WARRANT #2: Polarized feedback implies a dynamic lecture. - This backs up that she's dynamic, but also shows her views are controversial (8 percent really didn't like her), so you qualify the claim: QUALIFICATION: Ms. Jane Doe should be invited back to teach topic XYZ IF it is acceptable to have a controversial speaker at the school. ``` -------------------------------- ### MEMORANDUM FOR Addressing Rules and Examples Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/14-official-memorandum.md Details rules for addressing single or multiple offices, using 'IN TURN', or 'DISTRIBUTION'. Includes examples. ```text Addressing rules: One office — enter the ORG/SYMBOL in UPPERCASE. To target a specific person, follow the symbol with the rank and name in parentheses, all uppercase. (Or use the ATTENTION element.) Several offices — align subsequent addressees under the first. Short symbols may go two or three per line, aligned like the first line. Be consistent: write out all names OR use all ORG/SYMBOLs. IN TURN — distribute to several offices in sequence; type "IN TURN" in uppercase one line below the last address, aligned with it. DISTRIBUTION — when the list is too long, leave two spaces after "MEMORANDUM FOR" and add "DISTRIBUTION" in uppercase. Examples: MEMORANDUM FOR 79 FS/DO (LT COL JORGE TORRES) MEMORANDUM FOR CHIEF OF STAFF DIRECTOR, INSTALLATIONS AND LOGISTICS GENERAL COUNSEL MEMORANDUM FOR 42 ABW/JA 42 ABW/SE 42 ABW/XP MEMORANDUM FOR HQ USAF/A4 HQ USAF/A3 HQ USAF/A1 IN TURN MEMORANDUM FOR DISTRIBUTION ``` -------------------------------- ### Work History Entry Format and Examples Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/20-official-biography.md Examples of how to format work history entries for both military assignments and civilian career chronology, including deployment details. ```text Assignment entry format and examples 1. Month Year–Month Year, Duty Title, Unit, Installation, State 2. March 2005–February 2008, Duty Title, Unit, Randolph AFB, Texas 3. February 2008–July 2010, Duty Title, Unit, Maxwell AFB, Ala. (August 2008– January 2009, Duty Title, Unit, Balad Air Base, Iraq) 4. July 2010–June 2011, Student, Air Command and Staff College, Maxwell AFB, Ala. ``` -------------------------------- ### Official Email Structure Example (BLUF) Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/12-electronic-comms-social-media.md This example demonstrates a professional and focused official email using the BLUF (Bottom Line Up Front) technique. It includes standard email fields and a concise message body. ```text From: [system-generated user information] To: [appropriate organizational account, individuals, or distribution list for ACTION] Cc: [as required for INFORMATION] Subject: INFO: Air Force Doctrine Update Date: [system-generated date-time group] [Greeting], BLUF: Effective 29 Oct 13, all Air Force Doctrine Documents (AFDDs) have been rescinded and replaced by core doctrine volumes and doctrine annexes. - Core doctrine is categorized into five volumes: Volume I, Basic Doctrine; Volume II, Leadership; Volume III, Command; Volume IV, Operations; and Volume V, Support - Each core doctrine volume is supported by one or more annexes. - For further information, go to https://doctrine.af.mil/. //SIGNED// WILLIAM B. MITCHELL, Colonel, USAF Director, Doctrine Development LeMay Center for Doctrine Development and Education Voice: DSN 493-0000 / Comm (334) 953-0000 FAX: DSN 493-0001 / Comm (334) 953-0001 william.mitchell.1947@us.af.mil ``` -------------------------------- ### Address Formatting Examples Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/22-envelopes-and-mail.md Provides worked examples of correctly formatted addresses for various types, including individual, attention line, international, military, rural route, highway contract, post office box, and non-address data. ```text KEY (line names): NON-ADDRESS DATA LINE XXXXXXXXXXXXXX INFORMATION/ATTENTION LINE MR STANLEY DOE RECIPIENT LINE LAST NATIONAL BANK DELIVERY ADDRESS LINE PO BOX 345 LAST LINE NEW YORK NY 10163-0345 INDIVIDUAL: MR JAMES F JONES 4417 BROOKS ST NE WASHINGTON DC 20019-4649 ATTENTION LINE: RUFUS LANGDON LAW DEPARTMENT US POSTAL SERVICE 475 LENFANT PLZ SW RM 6627 WASHINGTON DC 20260-1120 INTERNATIONAL: MS HELEN SAUNDERS 1010 CLEAR STREET OTTAWA ON K1A 0B1 CANADA MILITARY: SSGT KEVIN BEASLEY UNIT 2050 BOX 4190 APO AP 96522-1215 RURAL ROUTE: H E BROWN RR 3 BOX 9 CANTON OH 44730-9521 HIGHWAY CONTRACT: B G LIGHT CO HC 72 BOX 293A DULUTH MN 55811-9702 POST OFFICE BOX: MISS JANICE SMITH PO BOX 34 DULUTH MN 55803-0034 NON-ADDRESS DATA: CRPS 03672 MR S ONEILL PRES SEAN ONEILL INC 4321 MAPLE ST OAKTON MD 12345-6789 ``` -------------------------------- ### Informative Heading Examples Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/07-step5-draft.md Demonstrates how to transform vague headings into more informative ones for better reader guidance in reports. ```text Make headings informative: For: Procedures → Try: How to Complete AF Form XXXX For: Contractors → Try: How Much Contractors May Charge ``` -------------------------------- ### Air Force Position Paper Structure Example Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/16-air-force-papers.md This example demonstrates the typical layout and introductory content of an Air Force position paper, including title, purpose, and paragraph structure. ```text POSITION PAPER ON WRITING POSITION PAPERS 1. Position papers are essential tools for Airmen who are tasked to evaluate a proposal, raise a new idea for consideration, advocate a current situation or proposal, or take a stand on an issue. This paper advocates the use of the position paper for these and other functions where Airmen must advocate a position based on the background information and courses of action available. 2. The format of the position paper is identical to a background paper for page setup (margins, title, paragraph numbering, line spacing, text wrapping, page numbering, and identification line). Position papers may be a single page but are typically several pages or more in length. Also, the paragraphs of the position paper, like background papers, are narrative sentences that fully comply with the rules of good grammar and punctuation. 3. The flow of the position paper is similar to other Air Force papers: introduce the topic with a clear statement of purpose; outline the paper; present background information; conclude with recommendations. However, the position paper stands out from other papers by the clear statement of the position taken and actions required. 4. In many ways, a position paper is a written debate. The author must present a clear claim, provide evidence (background information) to support the claim, and demonstrate the logic (the warrant) that ties the evidence to the claim. In addition, the author must also consider counter- arguments from readers and provide evidence and logic why counter-arguments are unwarranted. a. The opening statement or introductory paragraph must contain a "clear statement" of your purpose in presenting the issue and "your position" on that issue. b. The remainder of the paper should consist of integrated paragraphs or statements that logically support or defend that position. c. Adequate, accurate, and relevant support material is a must for the position paper. For classified content, see DOD 5200.1-R/AFI 31-401 to prepare classified papers. d. The concluding paragraph must contain a specific recommendation or a clear restatement of your position. This is where you reemphasize your bottom line. 5. The position paper is a valuable tool for Airmen to use to advocate a position. The flow of the paper presents a clear argument and background information while also presenting the logic that ties the background to the position being advocated and the action recommended. Ms. Skinner/Spaatz/XT/334-953-9999/ks/15 May 14 ``` -------------------------------- ### Example: Narrowing a Broad Problem Statement Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/17-staff-study.md This example demonstrates how to refine an overly broad problem statement into a more specific and manageable one, focusing on key elements like the target group and specific issues. ```text Problem: the use of amphetamines and barbiturates among junior Airmen. Too broad: "To reduce the crime rate on base." Too broad: "How to detect and limit the use of dangerous drugs on base." More to the point: "To detect and end the causes of amphetamine and barbiturate use among the junior Airmen at Wright-Patterson AFB." ``` -------------------------------- ### Point Paper Format Example Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/16-air-force-papers.md This example demonstrates the standard format for an Air Force Point Paper, including title, margins, headings, bullet formatting, and identification line. Use this as a template for creating concise, single-page outlines for extemporaneous speaking. ```text POINT PAPER ON WRITING POINT PAPERS - Function: Minimal text outline of a single issue to quickly inform others -- Short: supports extemporaneous speaking opportunities (e.g. "elevator speech") -- Subject matter: requires prior preparation/immersion in background and details - Format: Baseline standards below are flexible to save space and/or conform to user's needs -- Overall: single page with short telegraphic bullets -- Page setup --- Title: centered; all capital letters; long titles wrap single-spaced under third line (FYI: Use manual line breaks for long title readability or to visually balance the lines.) --- Margins: One (1) inch all around --- Headings (e.g. PURPOSE, DISCUSSION) are optional --- Dashes: single before major thoughts; multiple for subordinate thoughts --- Line spacing and text wrapping: single-space within bullets and double-space between bullets; wrap bullets as in this example (wrapped bullets are rare in Point Papers) --- Punctuation: open punctuation style—ending punctuation not required --- Identification line: One (1) inch from bottom, flush left; alternatively placed in the footer, one half (1/2) inch from the bottom, flush left as in this example ---- Rank/Title and last name of the point of contact (POC) ---- Organization/office symbol ---- Telephone: Full DSN or 10-digit commercial ---- Typist's initials ("ahd" in the example) (may be the POC or someone else) ---- Date in "DD Mmm YY" format - Recommendations or conclusion: Give your point a solid sense of the way ahead or closure SSgt Hines-Davis/SOC/ES/DSN 493-9999/ahd/22 Jul 14 ``` -------------------------------- ### Quick Reference for Step 7: Feedback and Approval Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/09-step7-feedback-and-approval.md A summary of key actions and considerations for fighting for feedback and getting formal approval for a package. ```text STEP 7 — FIGHT FOR FEEDBACK AND GET APPROVAL Fight for feedback (informal, voluntary): Why — a second set of eyes; saves time during coordination; early buy-in. Where — coworkers/fellow staffers; multiple trusted agents; outsiders. What — ask about purpose/audience, level of detail, and other viewpoints. Mindset — keep an open mind; accept criticism; don't take it personally. Giving feedback: Understand the request · separate necessary/desirable/unnecessary changes · pinpoint specific problems · improve content, not style. Feedback philosophy — feedback should: describe (not judge) · be positive AND negative · be specific (not general) · consider needs of receiver and giver · target controllable behavior · be analyzed for clarity · be solicited, not imposed (except supervisor-subordinate). Get approval (formal staff coordination): WHO — check policies; ask key contacts; expect the list to grow; find the clout/approval Authority. HOW — send previews; route via one copy or "shotgun" (or TMT); get the boss's blessing; schedule BACKWARDS from the deadline; check for TDY/leave. E-mail — name COORD/INFO/APPROVE roles in the subject; clear instructions; attach everything; final spelling/grammar check before SEND. Track — follow up, follow up, follow up; retrieve all copies before signature. Nonconcur — concede to clout, persuade, compromise, or stand firm; escalate unresolved disputes. Start over — too many substantial changes? recirculate original + changed. SUMMARY: Your job as a staffer is to get the corporate stamp on the package — get feedback from a few key people, then coordinate to get other offices to approve. Only a fully coordinated package gives the boss the best course of action plus who supports it. Coordination is the oil that lubricates complex organizations; your attitude is key to success. Where to go next: E-mail communication ....... Chapter 12 ``` -------------------------------- ### Commonly Used Style Guides Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/24-writing-terminology.md Lists style guides that are commonly used in writing and academic contexts. These guides provide a framework for consistent and professional writing. ```text Commonly used style guides: • MLA Style Guide (Modern Language Association) • The Chicago Manual of Style • APA Style Guide (American Psychological Association) • Air University Style Guide for Writers and Editors • US Government Printing Office Style Manual ``` -------------------------------- ### Internet Starting Points for Research Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/04-step2-research-your-topic.md These are general online resources that can help introduce a topic. While Wikipedia is useful for introductions, it's often not citable in formal papers. Other directories can help survey available resources. ```text Starting points on the Internet: - Wikipedia (http://www.wikipedia.org/) — considered by many not citable in a formal research paper due to anonymous contributors, but a very useful introduction; margins/bottom of articles usually link to usable sources, sometimes primary sources. - Yahoo! Directory (http://dir.yahoo.com/) — a directory of topics and subtopics with links to references, to survey resources available for a topic. - Open Directory Project (http://www.dmoz.org/) — another extensive directory of links organized by topic. - Congressional Research Service (CRS) reports — short summaries written by subject matter experts at the Library of Congress; excellent for becoming familiar with a topic. (See the government resources section for how to find CRS reports.) ``` -------------------------------- ### Coordination Checklist: How to Route My Package Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/09-step7-feedback-and-approval.md This text details the process of routing a package for coordination, covering decisions on sending previews, methods for distributing copies, and considerations for the boss and schedule. It suggests using automated tools and planning backwards from deadlines. ```text Deciding the "How" of coordination: Do you want to send out a preview copy? Send a draft early to potential coordinators on complex issues or to offices whose inputs are crucial — it gives them time to study the issue and saves time during formal coordination. Coordinate by telephone for small packages, for people very familiar with the issue, or with off-base agencies. How will you route the package? Many organizations use automated tools such as the Task Management Tool (TMT), which lets multiple offices see what others are saying. - One copy routed to all offices: works for high-level packages with few offices; the more offices, the slower it gets. - "Shotgun" multiple copies at once: speeds the process, but you track more copies and offices can't see each other's comments. Decide which works for your case. Don't forget to determine when the certifying and approval authority will coordinate. Consider the boss and the schedule. • Get your boss's blessing before going out-of-office — make sure the boss agrees with what you're saying. • Establish a tentative schedule based on your deadlines. If you have a completion deadline, build the schedule BACKWARDS from it to allow for reviews, changes, and recoordination. • Check whether key personnel will be TDY or on leave for extended periods. ``` -------------------------------- ### Pipeline Overview Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/CLAUDE.md Illustrates the content conversion pipeline from a source PDF to optimized documentation and an index file. ```text afh33-337.pdf ──(extract)──► intermediate markdown ──(llm-docs-optimizer)──► optimized docs + llms.txt ``` -------------------------------- ### Components of a Typical Introduction Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/07-step5-draft.md The essential elements that constitute an effective introduction, including stage-setting, purpose statement, and overview. ```text Three components of a typical introduction: Stage-setting remarks — set the tone, capture attention, encourage reading on. OPTIONAL — omit them in very short messages or where you don't want to waste words. Purpose statement — the one sentence you'd keep if you had only one. It specifically states your purpose, thesis, or main point. (For examples and detail, refer back to Chapter 3.) Overview — a roadmap: clearly presents your main points, previews your paragraph sequence, and ties the points to your purpose. ``` -------------------------------- ### Attachments Listed on Next Page Example Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/14-official-memorandum.md Example for indicating that the list of attachments exceeds the current page. ```text 12 Attachments (listed on next page) [Listed on next page] ``` -------------------------------- ### Elements of an Introduction Checklist Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/08-step6-edit.md Review the essential components of an introduction, including optional stage-setting remarks, a purpose statement, and an overview of main points. Tailor the introduction to the specific assignment. ```text Review: Elements of an Introduction In chapter 7 we described how an introduction often begins with optional stage-setting remarks that grab the reader's attention. The introduction should include your purpose statement, which informs the reader where you are going and why you are going there. The introduction often contains an overview of the main point(s) covered in the body. These are just guidelines: the composition of an introduction should be tailored to the assignment. ``` -------------------------------- ### Return Address Example for a Personal Letter Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/15-personal-letter.md Provides an example of how to format the sender's return address in a personal letter. ```text Chief Master Sergeant David L. Jones Duty Title Organization Street Address City ST 12345-6789 ``` -------------------------------- ### Guidance on Using Wikis, Blogs, and Social Media Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/04-step2-research-your-topic.md Treat wikis, blogs, e-journals, and social media as starting points for understanding a topic, but not as authoritative sources for supporting claims in credible research. ```text A note on Wikis, Blogs, e-journals and social media posts: The Tongue and Quill recommends treating wikis, blogs, e-journals, and social media as BREAD CRUMBS on the trail to a basic understanding of a topic and its corollary issues. Almost everyone uses these sources to get started — from the news of the day to challenging staff research. But they are NOT considered authoritative and should not be cited as evidence to support any claim in a credible research effort of any kind. Bottom Line: Wikis can get you intellectually started, but there are no shortcuts for obtaining valid, credible, authoritative content to support claims — you must do some digging. ``` -------------------------------- ### Impact Element Example Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/19-bullet-statements.md Provides a concise example of an impact element that quantifies the effect of an accomplishment on a specific organizational level. ```text Impact element for the accomplishment above: - … all wing personnel met their scheduled clock times ``` -------------------------------- ### Example of Direct vs. Indirect Opening Sentences Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/06-step4-organize-and-outline.md Illustrates the difference in opening sentences between a direct approach, stating the main point upfront, and an indirect approach, which begins with a more general statement. ```text Direct: Women should be allowed in combat because…. Indirect: The issue of women in combat has been hotly debated and both sides have valid points…. ``` -------------------------------- ### Examples of Source Classification Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/04-step2-research-your-topic.md Illustrates primary, secondary, and tertiary sources with examples related to a friendly fire incident and the foundations of logic and persuasion. ```text Example 1 — a friendly fire incident: Primary: interviews of parties involved, radio recordings, gun camera footage, black box recordings. Secondary: the Summary of Official Findings published by the investigation board. Tertiary: a magazine article quoting the Summary of Official Findings within a larger discussion. Example 2 — foundations of logic and persuasion in Western culture: Primary: essays on the subject by the Greek philosopher Aristotle. Secondary: an academic textbook that refers back to those writings. Tertiary: a lecture by an instructor who used the academic textbook as a reference. Reliability: primary and secondary sources are generally more reliable than tertiary, because each level of interpretation can introduce errors or bias and ideas can be misquoted or quoted out of context. Still, a tertiary source can be useful for a "big picture view" before you slog through primary and secondary sources. ``` -------------------------------- ### Example Staff Summary Sheet (AF Form 1768) Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/18-staff-package.md This is a full sample Staff Summary Sheet (SSS) from the handbook, demonstrating the coordination grid, action-officer/subject identification block, and the five-heading summary. Use it as a baseline or template. ```text +-----------------------------------------------------------------------------------------+ | STAFF SUMMARY SHEET | +----+---------+--------+----------------------------+----+---------+--------+-------------+ | | TO | ACTION | SIGNATURE (Surname), | | TO | ACTION | SIGNATURE | | | | | GRADE AND DATE | | | | (Surname), | | | | | | | | | GRADE/DATE | | 1 | Org/Sym | Coord | Ford, Capt, DDMmmYY | 6 | | | | | 2 | Org/Sym | Coord | Second, Maj, DDMmmYY | 7 | | | | | 3 | Org/Sym | Appr | Third, Lt Col, DDMmmYY | 8 | | | | | 4 | Org/Sym | Sig | Fourth, Col, DDMmmYY | 9 | | | | | 5 | | | | 10 | | | | +----+---------+--------+----------------------------+----+---------+--------+-------------+ | SURNAME OF ACTION OFFICER AND GRADE | SYMBOL | PHONE | TYPIST'S | SUSPENSE | | MSgt Last | Org/Symbol | DSN 888-9990 | INITIALS | DATE | | | | | abc | YYYYMMDD | +-------------------------------------+------------+--------------+----------+--------------+ | SUBJECT | DATE | | Staff summary sheet on completing a staff summary sheet | YYYYMMDD | +---------------------------------------------------------------------+-------------------+ | SUMMARY | | | | 1. PURPOSE: Provide a sample staff summary sheet (SSS) for use as a baseline/template. | | | | 2. BACKGROUND: The SSS introduces and summarizes the issue then coordinates the | | package through the staff with the goal of obtaining approval for action or signature | | on an attached document. | | a. The "Org/Sym" flows up the chain of command and through appropriate staff offices | | for coordination/approval. | | b. Actions include "Coord" (Coordination), "Appr" (Approval), "Sig" (Signature), and | | "Info" (Information); normally, there is only one "Appr" entry and/or one "Sig" entry | | on the SSS. | | c. The standard summary section headings (purpose, background, discussion, views of | | others, and recommendation) provide officials a short purpose statement, pertinent | | background information, a logical discussion of the information and rationale for any | | action proposed, the views of other officials impacted by the action, and a | | recommendation for the senior official (headings can be adapted for local needs, | | recurring tasks, and command preferences). | | | | 3. DISCUSSION: The SSS should be a concise (preferably one page) summary of the package.| | a. Organize the discussion chronologically, geographically, functionally, or as | | appropriate to the issue or action. | | b. If there are several options or courses of action available, they should be covered | | in the discussion. | | c. Save space with run-in headings and telegraphic statements/bullets. | | d. For additional guidance on the summary section, see the sample SSS and eSSS in | | AFH 33-327. | | | | 4. VIEWS OF OTHERS: | | a. Good staff work engages other offices impacted by the SSS before formal coordination. | | b. Make revisions or note disagreements so that the SSS moves forward rather than back | ``` -------------------------------- ### Pronoun-Antecedent Agreement Examples Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/08-step6-edit.md Illustrates common errors in pronoun-antecedent agreement and provides corrected examples. Focuses on agreement in number and compound subjects. ```text Pronoun-Antecedent Agreement: Agreement in number — often the best fix is to make the subject plural and keep the pronoun unchanged: Incorrect: Everyone should bring their books to class. [Everyone is singular, their is plural.] Correct: All students should bring their books to class. Also correct: Everyone should bring his or her books to class. [Acceptable, but "his or her" gets cumbersome when overused.] Compound subject joined by "and" → plural pronoun. My advisor and I can't coordinate our schedules. [our is plural] Parts joined by "or"/"nor" → pronoun agrees with the nearest part. John or Steve should have raised his hand. Neither the student nor his roommates will have their deposit returned. Mixed singular/plural antecedent → place the plural part second to avoid awkward phrasing. Awkward: Neither my parents nor my sister has stayed on her diet. Better: Neither my sister nor my parents have stayed on their diet. Embedded descriptive phrases can be tricky: Incorrect: He is one of those ambitious people who values promotion over personal ethics. [Values should be value — the pronoun "who" refers to people, not one. He is one, but not the only one, of many ambitious people.] Other incorrect references: The Air Force maintains different types of numbered forces, but the organization of its headquarters is similar. [Its should be their — to refer correctly to "types."] The committee plans to submit their report by the end of the month. [Their should be its — committee functions as a single unit here.] ``` -------------------------------- ### Transitional Sentence Placement Examples Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/07-step5-draft.md Provides concrete examples of how transitional sentences can be placed at the end of a paragraph, the beginning of the next, or merged into the topic sentence. ```text Option 1 (transition at end of paragraph 1): ...Fortunately, we can solve these parking problems if we offer our people some incentives to use car pools. (transitional sentence) [Paragraph 2 starts:] We can offer our personnel three incentives to participate in car pools: preferred parking spaces, guaranteed duty hours and distant parking for nonparticipants. (topic sentence) Option 2 (transition at start of paragraph 2): Fortunately, we can solve these parking problems if we offer our people some incentives to use carpools. (transitional sentence) We can offer them three incentives: preferred parking spaces, guaranteed duty hours, and distant parking for nonparticipants. (topic sentence) Option 3 (transition merged into the topic sentence): Fortunately, we can solve these parking problems (transitional clause) by offering our people three incentives to participate in car pools: preferred parking spaces, guaranteed duty hours and distant parking for nonparticipants (topic of paragraph 2). ``` -------------------------------- ### Repository Output Structure Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/CLAUDE.md Shows the expected directory and file structure for the generated documentation and index file. ```text docs/ 01-.md # one file per handbook chapter 02-.md ... llms.txt # repo-root index linking to each docs/ file ``` -------------------------------- ### Sample Chronological Résumé Format Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/21-resume.md This example demonstrates a chronological résumé, which lists work experience in reverse chronological order. Adapt this structure to highlight your career progression and responsibilities over time. ```text CHRONOLOGICAL RÉSUMÉ KAREN CALLOWAY 123 Center Street Middletown IA 54321-1234 (515) 333-9999 (Home) (515) 555-7777 (Cell) kgalloway@heartland.com JOB OBJECTIVE Challenging writer-editor position. EXPERIENCE Writer-Editor, Middletown College, Middletown, Iowa, 2008-Present. Researched and wrote curriculum materials for … Edited curriculum materials written by … Ensured accuracy of facts and figures for … Researched, designed, wrote, and typeset a 55-page administrative handbook … Developed and distributed a 21-page textbook preparation guide for … Supervised three … Editorial Assistant, The Middletown Journal, Middletown, Iowa, 1998-2008. Typed, edited, and proofread all articles prepared by reporters and staffers for the weekly newspaper. Produced … Recommended … Prepared … EDUCATION MA, Adult Education, Middleton College, Middletown IA, 2006 BS, English, Middleton College, Middletown IA, 1998 PROFESSIONAL MEMBERSHIPS American Writers Guild Association of Professional Editors AWARDS Outstanding Contributor, Middletown College English Faculty, 2009 Best Book Award, American Council of Teachers of English, 2006 PERSONAL INTERESTS Free-lance writing Photography Publishing ``` -------------------------------- ### Voicemail Out-of-Office Message Example Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/12-electronic-comms-social-media.md An example of an out-of-office voicemail message that provides contact information for immediate assistance. This should be used when you are away from your desk for an extended period. ```text This is SSgt _____. I am away from my desk. If you need immediate assistance on [topic], please call MSgt _____ at DSN 555-1234. ``` -------------------------------- ### Passive vs. Active Voice Examples Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/07-step5-draft.md Illustrates common passive voice constructions and their active voice equivalents. Useful for understanding the structural differences. ```text Passive (actor obscure/absent) → Active (doer up front) Your support is appreciated … I appreciate your support … Requisitions should be submitted … Submit your requisitions … The IG team will be appointed … Colonel Hall will appoint the IG team … It is requested that you submit … Please submit … ``` -------------------------------- ### Step 7: Fight for Feedback and Get Approval Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/02-seven-steps-overview.md This step involves getting outside feedback to improve the communication and navigating formal coordination processes for approval up the chain of command. ```text Step 7 — Fight for Feedback and Get Approval • Get outside feedback; you can't fully criticize your own work. • What you write or say at work often must be approved through a formal coordination process up the chain of command — supervisor, executive officer, the big boss, and so on. Detail: Chapter 9 (giving and receiving feedback; managing coordination). ``` -------------------------------- ### Sample Functional Résumé Format Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/21-resume.md This example illustrates a functional résumé, emphasizing skills and accomplishments grouped by function rather than chronological work history. Use this format to highlight specific qualifications relevant to a job objective. ```text FUNCTIONAL RÉSUMÉ CHARLES CATO 1234 High Street Millbrook AL 36054-0001 (205) 333-4444 (Home) (205) 555-4400 (Cell) charlescato@southland.com JOB OBJECTIVE Information systems resource manager specializing in microcomputers with emphasis on training and development. QUALIFICATIONS Resource Management: Managed $300 million inventory of hardware and software resources for 13 individual computer systems, 5 aircraft simulators, and 40 microcomputers. Reorganized … Identified …, formulated new policies, updated … and revised … Researched and developed … Planned and supervised … Reduced computer supply acquisition costs by $150K through … Systems Analysis: Coordinated weekly … Organized, developed, and supervised the … Designed training … and developed self-study course … implemented data base … that resulted in … ``` -------------------------------- ### Classic Outline Format Example Source: https://github.com/brynhild-chale/tongue-and-quill/blob/main/docs/06-step4-organize-and-outline.md Demonstrates the classic outline format using Arabic numerals and lowercase Latin alphabet characters for different levels, including indentation and spacing. ```text THE CLASSIC OUTLINE FORMAT 1. Level 1. Classic outline levels are formatted as shown below. Each paragraph is identified with a number or letter element followed by two spaces preceding the content of the paragraph. a. Level 2. [5 spaces precede "a." using Times New Roman (TNR) 12 point font] (1) Level 3. [10 spaces precede "(1)" using TNR 12] (a) Level 4. [16 spaces precede "(a)" using TNR 12] 1 Level 5. [22 spaces precede "1" using TNR 12] a Level 6. [26 spaces precede "a" using TNR 12] [1] Level 7. [30 spaces precede "[1]" using TNR 12] [2] Level 7. Second item required by the cardinal rule of outlining. b Level 6. Second item required by the cardinal rule of outlining. 2 Level 5. Second item required by the cardinal rule of outlining. (b) Level 4. Second item required by the cardinal rule of outlining. (2) Level 3. Second item required by the cardinal rule of outlining. b. Level 2. Second item required by the cardinal rule of outlining. 2. Paragraphs are numbered by alternating Arabic numerals with characters from the Latin alphabet, along with a period, parenthesis, underline or bracket to identify each paragraph. a. Each level is indented so that the paragraph number or letter is aligned under the first character in the preceding paragraph. Using Times New Roman 12 point font the spaces preceding each level to create this example are shown in [grey brackets]; however, if the font style or point size changes, the number of spaces will change due to the proportional spacing function of word processing software. Regardless of the font style or point size, maintaining the alignment of the paragraph number or letter of subordinate paragraphs with the first character of the preceding level is the key. b. The text wraps all the way to left margin for all levels. c. Use bold font for main points or headings, as desired. 3. You can organize and subdivide in any number of ways (see "Outlining the Body: Pick a Pattern" later in this chapter). a. Some sections may be more detailed than others resulting in some levels that will be divided while others will not, but remember, the cardinal rule of outlining applies when you do divide: any topic or outline level that is divided must have at least two parts. b. Most letters and memorandums use no more than three levels and AU-1, the Air University Style and Author Guide, recommends no more than three levels for most written work. c. Technical works may require more than three levels to maintain clarity and organization. 4. The Classic Outline Format is the standard format commonly used by senior Air Force executive staffs (directors of staff, secretaries, executive officers, command chiefs, etc.) and is the format used in official memorandum examples later in this handbook. ```