‘Weeping or crying exercise’

This exercise is suggested to be done in refresher courses and advanced mediation trainings

The participants/trainees must have practical experience of conducting at least fifty mediations.

Trainer’s preparation is very much required for this exercise.

1. Trainer has to give a very short written brief about the background and instruction 
2. Trainer to ask the participant to demonstrate the emotion or the feeling
3. Trainer has to give the brief note to the chosen participants on the previous day of conducting the exercise
4. Trainees are requested to read the narration and come on the stage when called upon, and cry or weep based on the background of the situation given in the slip given to them.

Example 

Participant 1

You have been asking your husband, who is a clerk in a bank, to get you a gold necklace. He is not bothered about it, and so you are weeping/crying in front of your husband.

Instruction: When you are called upon, in the aforesaid background, cry/ weep

Do not use any words.

Participant 2

You lost your mother three months ago. Your husband did not come to pay his last respects. Did not attend the rituals. You are crying or weeping in the presence of husband and the mediator.

Instruction: When you are called upon, in the aforesaid background, cry/ weep

Do not use any words.

Participant 3

You are a child aged 10 years. You are asking your father to get you a I -Phone worth 75,000/- and your father is not showing any interest.

You are crying in front of your father.

Instruction: When you are called upon, in the aforesaid background, cry 

Do not use any words.

Participant 4 

You are a widow. Your brother-in-law is asking you to get out of the house, which has been gifted to him by his brother who is your deceased husband.

Instruction: When you are called upon, in the aforesaid background, Weep 

Do not use any words.

Trainer can write several situations like this.

It is ideal to choose 5-6 participants and do this exercise.

After each participant is called on the stage, and he/she demonstrates the emotion or feeling, ask other participants to identify the reflected emotion in a single word.

Now show the brief note on the screen or read it, for the benefit of all the participants.

Example

You are a child aged 10 years. You are asking your father to get you an iPhone worth 75,000/- and your father is not showing any interest.

You are crying in front of your father.

Now ask other participants to identify the reflected emotion in a single word.

Ask the participant who has demonstrated – whether the emotion was properly identified or not.

Repeat the exercise with 4-5 more participants with different situations.

Objective 

Trainer can explain the connection between thoughts, feelings, emotions, reactions and responses.

How does one identify the emotion without knowing the background and with the help of background given by way of narrative?

Whether mediators have inculcated the technique of identifying the emotions?

Ask the participants who were chosen to do the exercise, to be very honest and answer the following questions:

1. Whether they had rehearsed?
2. Whether they had a thought in their mind that ‘ tomorrow I have to act very well’?

If they say “YES” – use this to introduce the following concepts to the trainees:

1. At times people do not express their true emotions, but reflect their rehearsed emotions, rehearsed with some hidden agenda.
2. Emotion is created by a thought- and emotion is preceded by a feeling.
3. Different people express their emotions differently. Some react and some respond.
4. Emotion needs to be understood in the background of the feeling of an individual.

Where does the mediator use this?

While doing restatement using the technique of reflection. The mediator tries to identify and reflect the emotion of the person speaking to the mediator. 

‘There will be a simulation to show how the project might look’

Barbara Perry

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Ultimate idea of giving training in mediation is to see to it that the trainees evolve as mediators competent to handle practical mediations. 

Role reversal is one of the techniques which is used to avoid impasse and /or break impasse.

This technique is introduced in the topic related to impasse.

How does the trainer equip the trainees to make use of this technique practically in their actual/live mediations is the challenge to the trainer.

The following method can be adopted:-

STAGE – I

1. Role play is to be circulated on the previous day to one set of chosen participants. Roles must be identified. ( Mediator, disputing parties, their respective counsels, third parties if any.) 
2. Trainer has to ask the chosen  participants to step into the role and play as though it is a real life situation.
3.  Confidential information should not be given.
4. Confidential information if any is asked to be developed on their own.

STAGE – II

1. Trainer to ask the chosen participants to go ahead with the role play
2. As the role play seriously moves on, when the parties take strong positions and take firm positions, impasse situation is felt.
3. It is at that stage the mediator is given a cue by the mediator to use the technique of ‘role reversal’.

STAGE – III

Trainer to observe how the mediator uses the technique.

If it is not satisfactory, trainer steps into the role of mediator and uses the technique of “ role reversal”.

STAGE – IV

1. Trainer Mediator asks the disputing parties to switch their roles, and continue the role play 
2. Trainer mediator asks the respective counsels to switch their roles as counsel for the other party and continue the role play.
3. One each of the third parties is asked to switch the role.
4. Strict instructions are given to think only from the perspective of the role to which each has switched. 

STAGE – V

Give them five minutes’ time. Provide an atmosphere of complete silence.

STAGE – VI

Trainer mediator to go ahead with the role play for 15 minutes.

STAGE – VII

Ask the participants to switch to their original roles 

Give them five minutes’ time. Provide an atmosphere of complete silence.

Continue the role play.

STAGE – VIII

De-Briefing by the trainer

1. How difficult it is to step into the role of other person.
2. How one feels it difficult to think completely forgetting who he/she is and to think as another person.
3.  When one starts thinking from others’ perspective, how their strong positions start getting diluted. How emotions get diffused.
4. How they are moved on their own from competitive negotiation to co-operative negotiation.
5. How they stop thinking about individual gain and start thinking about mutual gain.

This exercise can be effectively used in advanced mediation trainings and in refresher courses.

I would figure out ways to use role -playing in the healing of people.

Kerry Washington
American Actress, Producer and Director

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Trainers are often invited as guest speakers. Trainer’s role in the mediation training program is different from the role he/she is required to perform as a Guest Speaker.

When a trainer is invited as a Guest Speaker the following steps may be followed:

1. CONTENT: Collection of data or information to be communicated
2. UNDERSTANDING: Understanding the data /information collected
3. ANALYSING: Analyse thread bare on each of the components
4. COMMUNICATING: Select what is required to be communicated 

and communicate.

Working on the First Part: Content

1. Knowing the audience 
2. Keeping track of the time available 
3. What is required to be communicated
4. What cannot be communicated
5. What can be communicated.

Working on the Second Part: Understanding 

1. Deeper understanding- Guest speaker is generally expected to have deeper understanding of the topic.
2. Has to understand the topic, layer by layer. If there is any confusion in the mind of the guest speaker, the sub topic may be tried to be avoided.
3. Once a guest speaker gets clarity on the contents, he/she should cross check on the following:
   1. Whether I have understood the topic at a deeper level?
   2. Is my understanding correct?
   3. How differently have others understood this concept?
   4. Can the audience understand if I communicate?
   5. Are there chances of the  audience misunderstanding or not understanding me?
   6. What should I do to reflect my understanding in a simple and effective way?
   7. Should I get further strengthening of my understanding on the given topic before addressing the audience?

Reasons

1. Speaker cannot make others understand what he/she has not understood.
2. Speaker is not invited only to share with or transfer  material/s collected from one or more sources to the audience through a chosen media.
3. Speaker should not just be transferring the information but must also be transferring the knowledge as to how the information is required to be understood.   
4. Speaker is not invited to only to make the audience know from how many sources he/she has collected information 
5. Speaker’s credibility lies more in reflecting his/her deeper understanding of the subject 

Working on the Third Part: Analysing 

Analysis in the present context refers to detailed examination of the elements. It also involves detailed examination of how the entire presentation is structured. 

Analysing in the given context refers to examining something in an organized way.

After a speaker chooses the contents for delivery, and gets confirmation on his/her understanding of the topic, he/she should analyse the following:

1. Have I chosen the proper subtopics?
2. How do I take the audience with me step by step, in a methodical manner
3. Am I going to create confusion in the mind of the audience? 
4. Do examples chosen by me relate to the concept
5. Have I gone wrong anywhere in the structuring of the presentation?
6. How should I begin – conclude?

Working on the Fourth  Part: Communicating 

 After the above three steps are followed, the speaker has to choose the right method of communication to see to it that what is required to be communicated to the audience gets communicated.

The contents that are required to be communicated should be converted into teachable-relatable and communicable information.

Information overloading must be avoided.

ADVANTAGES

When one has the information, and has understood the same, and has also analysed it thread bare communication becomes easier and effective. 

Learn avidly. Question repeatedly what you have learned. Analyze it carefully. Then put what you have learned into practice intelligently.’

Edward Cocker
English Engraver
Author of famous book ‘Arithmetick’

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Mediator’s role is to facilitate the process of mediation. 

One of the challenges the trainer faces is to effectively train the participants in internalizing this technique of facilitation.

In order to achieve this objective trainers are supposed to lay the foundation by making use of the technique of “facilitation” in their presentation.

By this, the trainer introduces the concept of technique of facilitation to the trainees.

PROCEDURE TO BE ADOPTED BY THE TRAINER

1. Choose a topic.
2. Give a questionnaire.
3. Ask them to write their answer/s. ( ask them to mention their names).
4. Collect the papers.
5. Take one question after the other.
6. As and when a question is asked, form two groups based on two different sets of answers given by the trainees.
7. Facilitate healthy discussion.
8. Ask each party in a group to give/his /her version justifying the answer. Request the other group to listen without intervening. 
9. Once all in the group complete giving their justifications /reasons for their opinion/s or decision/s, sum up and give a neat summary, without agreeing or disagreeing with any of their views. 
10. Move on to the other group and repeat the same process.

Example

CONFIDENTIALITY

1. Just because confidential information is disclosed, and permission is given to the mediator to disclose the same to the other side, should the mediator disclose it? (YES /NO)
2. Is it better for the mediator to set an atmosphere in such a way that, parties themselves exchange the confidential information ?( YES/NO)
3. Should the mediator take the responsibility of exchanging the confidential information?(YES/NO).
4. Can the mediator insist upon the party to disclose the confidential information? (YES/NO)

How to make use of this knowledge in actual mediation?

Example

Husband has filed a petition for divorce. He is not at all interested in reunion.

Wife wants restitution. She is not agreeable for divorce.

Objective: Mediator has to facilitate the disputing parties in the decision making process.

Skills used: Questioning skills

Mediator has to frame the questions in the mind. Mediator can even note down the questions. This will help in distilling the issues. 

(In Private session/Caucus)

1. Do you think your wife will be agreeable for divorce? (YES /NO)

Can you please think of reasons for the same from her perspective.

ANSWER : a…b…. c…

2. Are you interested in reunion (YES/NO).

Just Imagine …Don’t agree or disagree.. Please put yourself in a hypothetical position and try to answer, ‘Can you please give some reasons as to what are the advantages that you may have if you think of reunion?’

ANSWER :..a, b…c…

3. Can you help me understand what according to you would be the negative impact/consequence of your decision to take divorce?

ANSWER : a, b, c

List out all the reasons/justification.

Summarize – paraphrase 

When is this exercise done?

After the regular role play is completed, two from the group are invited to the dais.

One plays the role of mediator and the other the role of mediator.

The above method is asked to be followed. 

If the foundation is laid in the forty hours’ training program, it can be further strengthened during refresher courses, and advanced training in mediation. 

“We are the creators of our own creative evolution.”

Bill Hicks
Stand up Comedian and Musician

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(All Copyrights reserved by the author S.Susheela).

Filler exercises are small exercises which do not consume a lot of time. 

Time management is one of the essential skills of a trainer. Beginning the session on time and closing the session exactly on the time mentioned in the curriculum speaks a lot about the professionalism of a trainer. Under no circumstances, this discipline can be compensated. 

“ Just two minutes… I wanted to add one important point..” A trainer tells the other trainer and goes for about 5 – 10 minutes. This reflects on the poor time management skills of a trainer. 

At times a presentation, or a session or role play with debriefing etc. gets closed ahead of the time. 

Fillers are used to overcome all the aforesaid situations. 

EXAMPLE

Trainer asks the trainees to do the following exercise

INSTRUCTION : Write the following in numbers.

“ Twelve thousand twelve hundred and twenty two”

 Example:

Forty = 40

          Thirty four= 34

          Two hundred and two = 202.

TIME: 3 minutes

( Exercise along with Instructions can be displayed on the slide/written on white/black board/or given in separate paper.)

After three minutes, trainer collects answers from all. And writes the correct answer as follows on the board/ or displays on the screen:

                       12,000

                         1,200

                            22

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TOTAL           13,222

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The above exercise can be done on any day when 5-6 minutes’ time is available.

It can also be done on the day while giving a presentation on the topic of ‘Importance of Lateral thinking to break /manage/handle Impasse’.

Relating to the exercise

Why did many fail to get the correct answer?

Because of the examples given along with the problem.

i.e. Forty = 40, Thirty four= 34, Two hundred and two = 202, Forty = 40

Going by the examples everyone thought the problem “Twelve thousand twelve hundred and twenty two” should also have an answer beginning with twelve. 

Many adopted this approach and got incorrect answers. 

Human beings are, by and large, tuned to solve problems appearing to be similar to the ones they had met with, in the same manner in which they had solved earlier. 

Only some adopted a different approach and got the correct answer as 13,222.

This different approach is lateral thinking.

“When direct approach to the problem does not yield any results, try to approach the problem from the side, at divergent angles, without concentrating on one approach at length and ending in failing.’’

Practical example

Suit for partition of a single house situated at Bangalore, between two brothers, which could not be divided by metes and bounds. Both did not want to sell the house to each other or to any one else. There was an impasse situation.

Elder brother’s wife had a site in Madras. Younger brother’s son was settled in Madras, and was looking for a site. Elder brother’s wife gifted this site property to her brother-in law’s son. Younger brother relinquished his right/half share in the suit schedule house in favor of his elder brother.

Advantage of fillers

1. Exercise can be given any time before, and the same can be linked to the topic while dealing with the topic.
2. While doing the exercise the trainees will enjoy the fun point.
3. While connecting the exercise to the concept, they understand the concept very well. 

Filler exercise should have the following three elements:

1. Fun part
2. Theoretical importance
3. Innovation

“ Innovation is taking two things that exist and putting them together in a new way”

Tom Freston
Co-founder of MTV

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While introducing a topic it is better to tell the trainees what the trainer is going to tell. It is safe to follow the “Rule of Three”.

For Example: Topic – Conflict

In this 30 minutes’ session I am going to share some inputs on (i) What is conflict? (2) Sources of conflict (iii) Management and resolution of conflict.

Opening the Topic

Such focused opening will help the trainer in drawing the attention of the participants. This sets a tone for taking each of the subtopics forward in a systematic manner. Trainees will know that there are three points /concepts to be learnt.

During Presentation

While giving the presentation it is better to use the expression “Firstly”, “Secondly” and “Finally”.

What the trainer wants to tell first, second and finally about each of the three sub topics chosen by the trainer, has to be structured by the trainer well before hand.

When the presentation is structured in this form, the flow becomes easier for the trainer. Chances of speaking something unconnected with the subject will get eliminated. Trainer can avoid choice of some sub topic about which he /she is not or less confident. Trainees feel very comfortable in remembering one point after the other. They do not feel stressed. Learning becomes easy for them.

Conclusion

While concluding one or two sentence/s on each of the sub-topics chosen can be stated by the trainer. These concluding statements will stay in the memory of the trainees.

Example

Let me conclude this session with these three points:

1. Conflict is inevitable.
2. Identification of the source of conflict is essential.
3. Management of conflict depends on individualistic defense mechanisms but conflict can be resolved with external help.

Thank You all.

Following this organizing technique keeps the trainer in a safe zone. Management of time becomes very easy. For beginners, or for someone who is dealing with a particular subject or topic for the first or second time, this technique will be of great help. Opening and concluding statements can be prepared well before hand and kept ready. They can also be displayed on slides. The contents of the middle portion of the presentation have to be navigated by the trainer.

“Organizing is what you do before you do something, so that when you do it, it is not all mixed up.”

A.A. Milne (Alan Alexander Mile)
English Author

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What one knows is different from what one has understood. Trainer needs knowledge which is based on understanding. Facts-information- statistics are all required in any training. But whether the trainer has understood all these is the question. Trainer’s role includes explaining and making others understand what is required to be known and required to be understood by them. Unless the trainer himself/herself does not understand a concept clearly, he /she cannot make others understand what is not understood by him/her.

Learning to learn to understand is the first step.

1. Take a concept.
2. Read it many a times.
3. Understand the meaning of each of the words used in the concept.
4. Think where all you came across this concept
5. How did you understand the same?
6. In what better way you can understand it?
7. How do you communicate your understanding to others?

Example: Source of conflict

Concept: “If needs, interests, values and/or goals of one, or any one or more of these overlap/s with the needs, interests, values and goals or any one or more of another, conflict may arise.”

• Understand the meaning of needs, interests, values and goals. 
• Read material on Needs. For example: Maslow’s hierarchy of needs etc.
• Work on definitions and proper understanding of goals, interests, values 
• Work on examples for each of these components.
• Then, identify a situation where you had come across a situation of conflict.
• Find out whether there was overlapping of any of these (as stated in the concept).
• Give that practical example you had come across in your practical mediation, to the trainees.

Tips on Understanding

1. Each part of the concept must be understood. Discussion with peers, lead trainers will strengthen the understanding.
2. Areas of possible misunderstanding must be noted down and precaution must be taken to avoid the same.
3. Incorrect understanding if any, noticed at any point of time, should be eliminated from the understanding. 

Advantages

1. When there is a clear understanding, the level of confidence increases.
2. Communication becomes easier.
3. Thoughts start flowing automatically.
4. Trainer does not feel the strain.
5. Trainees feel comfortable while learning.

“A fool can know.

The point is to understand.”

Albert Einstein

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Professional competence of a trainer in the field of mediation depends on there factors:

1. Theoretical knowledge
2. Knowledge in the practical field
3. Knowledge in the field of training.

Excellent Knowledge in any one or two of the three fields will not help. Trainer has to work on all the three fields. 

Trainer has to introspect as to in which field he /she needs further strengthening and work on the same. A presentation of an hour or 90 minutes reflects expertise of the trainer in all these three fields.

Any presentation should necessarily involve (a) theory – knowledge to be imparted (b) strategy to be designed well before the presentation and at times during the presentation (c) experience- experiential information as to what works when and how.

Preparation for the training involves an action plan as to how the training is to be organized.

Any amount of self-preparation without proper plan of organizing will not give the desired results. Coordination with the co-trainees, persons providing logistics etc is a must. Any Team work can be successful if these three factors are not ignored – (a) Inclusion (b) reasonable control (c) mutual affection and respect.  

A trainer has to understand the difference between teaching abilities and training abilities. Teaching abilities of a trainer will definitely help in mediation trainings. But a trainer cannot depend only upon teaching abilities without developing training abilities.

As the objective of training in Mediation is to see to it that the Society gets the service of efficient professional mediators, trainer has to work more on acquiring action-based learning tools like simulation exercises- short and long role plays etc. Training on the theoretical component and the practical component should go hand in hand, so that a perfect synergy between the two is felt and understood by the trainees.  

Suggested Action plan

1. Ask your peers/co-trainees in which of the three fields you are weak.
2. Take a self-assessment.
3. Find out whether you have only teaching ability but not training ability.
4. Work on each of the three fields meticulously.
5. Include your practical experience as a mediator in your presentation while explaining a concept.
6. Acquire mastery over action-based learning tools.

“Systematic learning has its own edge”

Slamw

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All copyrights reserved by the author S.Susheela.

‘The greatest barrier to success is fear of failure.’

Sven Eriksson

One of the barriers to trainer’s success is also ‘ fear of failure’.

What if I do not present well?

What if I don’t remember anything?

What if my knowledge on fundamentals is found to be insufficient?

What if I am unable to meet with the expectations of trainees and or observers?

What if I go blank?

What if I get tensed up?

What if I mess up all that I know?

Any one or more or all of these questions may arise in the mind of any trainer at any stage of the trainer’s career.

How to over come this fear?

Imagine that your co trainee comes to you, or your co trainee has sent these questions to you and is asking for your help.

What would you suggest him/her? What would be your advice?

Imagine Mr/Ms.A ( known to you )  in his/her place

Write down your suggestions/advice to each of these  one after the other.

Imagine Mr/Ms.B, and C next, and do the same thing.

When you chose Mr/Ms A, B and C, please note that you are choosing some one as A whom you consider as best, B as some one who is good, and C as some one  who is yet to grow,

This work sheet helps every trainer to overcome the fear factor.

To Do List

Trainer has to meticulously work on this with pen and paper.

A trainer has to send the above list (with inclusions if any) to other co trainees and request for their assistance.

A trainer should also volunteer to address the fear factors of other co trainers.

Advantage

While answering some one’s questions, and/or giving suggestions or advice to others, we get answers to our own questions/dilemmas/ confusions, and we start addressing and overcoming our fear.

GET -START- GO- Today is the right DAY

“Fear is common to all. No matter in which rung of the ladder you are, you cannot avoid it. Learn to face it and overcome it?”

Slamw

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A trainer’s demonstrative opening statement has to be perfect. Though opening statement is considered as a ‘forgiving process’, when it comes from a trainer, one has to see to it that it is flawless. It should have a special touch.

The points to be communicated must come one after the other. There should be no confusion in the mind of the speaker or that of the listener. There should be perfect flow. The voice modulation should be taken note of. There has to be assertive statements. There has to be requests. There has to be encouraging statements. Trainer’s objective is to see to it that Opening statement is made in such a perfect manner by each of the trainees so that they can move the disputing parties glued into the mediation process on their own, impressed by the information given by the mediator in the opening statement. Through the opening statement trust is created in the mediator as well in the process.

As mediation is a structured process, trainer should not forget that, through the opening statement a mediator is trying to explain to the disputing parties and others, as to what exactly is mediation, what is the role of the mediator, lawyer and about the mediation process, ground rules and advantages of mediation. Though all the elements of mediation are briefly introduced in the opening statement, it would be ideal if they are introduced in a systematic manner, so that as the process continues, the parties will get to know that ‘the process is going on exactly the way in which it was stated in the opening statement by the mediator.’ Trainer should always know that ‘opening statement’ is not just about covering all the points about mediation and the process. It is much more. The way in which it is said is equally important.

FIRST STATEMENT – TELLING

Tell the participants in mediation what you are going to tell, and then tell what you had assured to tell.

Example

Let me take few minutes of your time to explain what is mediation, what is my role and that of lawyers, how the mediation process takes place, and what are the advantages.

Advantage

This statement prepares the mindset of the participants. This statement also strengthens one of the definitions of mediation i.e., “Mediation is an informed process”.

• What is mediation?

It is always better to start with “what is mediation?”

Depending on the receptive capacity of the participants a simple statement like

Mediation is a voluntary process.

 It is a confidential process.

 It is party centric process.

 Or

“Mediation is a process, (PAUSE) where disputing parties are facilitated by the mediator, (PAUSE) to resolve the dispute (PAUSE) by themselves.”

 Mediator can coin several such proper definitions regarding “What is mediation?” and use it appropriately depending on the circumstances.

• What is my role as a mediator?

Let me tell you “I am a neutral person.

I have no personal interest in either of you (PAUSE) or in the subject matter in issue in this matter.

I will be facilitating the process.

I will not impose my views on either of you (PAUSE) in any manner.

 I will not compel either or both of you (PAUSE) to agree or disagree on anything.

• About the Process

“Let me tell you how this mediation process takes place:
 

Joint Session:

First we have joint session.

In the joint session one of you will tell me the narrative briefly.

You can tell only the disclosable factors.

Disclose those factors (PAUSE) which you don’t mind disclosing (PAUSE) in the presence of the other party.

GIST: Then, I will make a restatement.

Please feel free to correct me, (PAUSE) if I have not understood you properly.

After one party has completed, the other party will give the narrative.

I will tell the gist of it.

The other party can correct me if my understanding is incorrect.

GROUND RULES: 1..2..3…4…5…6.

About Private session:

Trainer has to tell in small sentences how private sessions are used.

While explaining about private session. Trainer/mediator has to tell about confidentiality.

Thereafter, Trainer may discuss:

• Scheduling the sessions
• Time / limitation
• What if agreement is reached
• What if agreement is not reached?
• Advantages
• Any questions about the process?

It is paining to see that at times some trainers fail in their demonstrative opening statements.

How to overcome this?

• Prepare a written opening statement.
• It should be prepared in a methodical manner.
• Points should be placed one after the other.
• One sentence should not go beyond a line or at the maximum beyond one and a half line.
• There should not be any repetition.
• After working on the first draft, trainer has to edit the same. Delete the unwanted word/s or sentence/s
• Get the second draft prepared.
• Read it many a times. Edit it again.
• Then record the opening statement twice.
• Work on the mistakes.
• Get the Third recording done.
• Send it across to co trainers.
• Get their fair feedback.
• Work on the shortfalls if any.

How to give feedback?

Feedback about trainer’s opening statement should not be limited to ‘what was left out in the opening statement’.

It should also include some of the areas like :

1. Tone
2. Voice modulation
3. Pace
4. Pause
5. Structuring
6. Flow
7. Confidence of the trainer/mediator
8. connecting to listener
9. communication being easily understandable
10. Simple and effective sentences
11. Brevity and clarity.
12. Choice of words
13. Avoiding repetition.
14. Unwanted sentence/s.

 
 “ You can be your best Judge, if only you are honest to yourself.”

Slamw

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