Four sets of case notes, four readers, and a marker that reads what you wrote.
The Writing page teaches the method on one nursing case. This page is the practice: four original cases, one each for medicine, physiotherapy, pharmacy and dentistry, each with the notes, the task line, a model letter I wrote and the selection decisions behind it. Write yours first, under the clock, then open the model, then have your letter read against the six criteria at the foot of the page.
How to use the page. Pick the case nearest your profession, but do the other three as well: the selection skill is the same whoever the reader is, and a physiotherapist who has written a pharmacist’s letter understands what “relevant to the reader” means better than one who has only written her own. Five minutes reading, forty writing, no notes open in another window. The model is folded shut on purpose; a letter compared with a model before it is written is a copy, not practice. The cases are invented and are language practice, not clinical guidance.
The three questions, in the reading time.
The method is on the Writing page in full. This is the version that fits on the back of your hand.
Who is reading, and what will they do next?
The task line, read first
A GP acts on medication and follow-up. A surgeon acts on findings and risk. A care-home manager acts on daily care. Everything in the notes is relevant or irrelevant to that action, and to nothing else.
Write the reader’s next action in four words before you read a line of the notes.
What must the reader be told?
The must-list, usually five to eight items
The event, the changes, the requests, the risks. If the reader would be wrong-footed without it, it is on the list. If the reader already knows it, it is not, however important it looks.
A GP knows the patient’s regular medication and allergies. A specialist does not.
What is the first sentence?
Patient, event, request, in one line
Purpose is a separate criterion, scored on the opening. The first sentence names why the letter exists; the paragraphs then follow the reader’s order of need, not the order of the notes.
“I am writing to…” is fine. “I am writing to inform you about the above patient” is not, because it says nothing.
Discharge letter: hospital doctor to GP.
The case notes
A model I wrote, at Grade B · 183 words · open after you have written yours
- Purpose The first sentence gives the diagnosis and the request. Dr Achterberg knows within one line that this is a discharge letter asking for follow-up.
- Must The event, the stent, the ejection fraction, every medication change, the blood test and the titration request, the driving advice and the two referrals. Each of these changes what the GP does in the next fortnight.
- Leave The flat and the lift, the father’s death, the weekend drinking, the BMI, the GTN spray explanation, the lipid figures and the three-month target. The GP knows his history; the lipid target belongs to the cardiology clinic that set it.
- May, kept The HGV licence, because the GP will be asked about fitness to work and needs to know an assessment is required. One clause, not a paragraph.
- Genre Doctor to doctor: abbreviations the reader uses daily (ECG, HbA1c) are fine; “NSTEMI” is written out once in full. Numbers are kept where the reader acts on them and dropped where they do not.
Referral letter: physiotherapist to GP.
The case notes
A model I wrote, at Grade B · 200 words · open after you have written yours
- Purpose Two purposes, both in the first paragraph: an update and a request. The GP knows what to do with the letter before the findings begin.
- Must The progress figures, because they show the pattern the GP needs (back improving, leg plateaued); the negative neurology, because it is what makes waiting safe; the eight weeks of ibuprofen, because it is the request; the safety-net advice, because the GP shares responsibility for it.
- Leave Geography, the partner, the running history, the high stool, the manual therapy, the run on 6 September, the reading about surgery online. The treatment detail is the physiotherapist’s business; the GP needs the outcome.
- May, cut Her anxiety about the leg. Relevant, but the letter is at 190 words and the next review will show whether it persists. A one-clause mention would have been acceptable.
- Genre Allied health professional to doctor: measurements given as numbers, findings in professional terms, the suggestion of a specialist opinion framed as a suggestion rather than an instruction.
Medication review request: hospital pharmacist to GP.
The case notes
A model I wrote, at Grade B · 198 words · open after you have written yours
- Purpose Two things in one sentence: what has changed, and what is being asked. The reader can act on the letter from the first line.
- Must The postural drop and the blood results, because they explain the furosemide change; each stopped or changed medicine with its reason; the two sedatives still running, because they are the request; the renal check with its timing.
- Leave The bungalow, the daughter’s visits, the forehead laceration, the confusion score, the falls team and the walking frame, the apixaban check (confirmed appropriate, so nothing for the GP to do), the amlodipine possibility. A letter that lists everything reviewed reads as a record, not a request.
- May, kept The bone health assessment and the compliance aid, one sentence each at the end, because both are things only the GP can set in motion and both follow from the falls.
- Genre Pharmacist to doctor: drug names, doses and results given precisely; recommendations framed as recommendations. The patient’s agreement to the withdrawal is stated, because the GP will need it.
Referral letter: dentist to oral surgeon.
The case notes
A model I wrote, at Grade B · 192 words · open after you have written yours
- Purpose The referral and its reason in the first sentence: which tooth, what for, and why now.
- Must The acute findings and the radiograph, because the surgeon plans from them; the warfarin, INR, allergy and antibiotic, because they change the surgical plan and the timing; the three reasons the extraction is not for practice, because they justify the referral.
- Leave His job and family, the alcohol units, the oral hygiene, the caries in 47 (the dentist will restore it), the temperature, the one-week review, the analgesia advice.
- May, kept His anxiety, in four words, because it bears on sedation. Not the sentence about coping with local anaesthetic, which the surgeon will discover.
- Genre Dentist to consultant: tooth notation used once with the name in full, findings in clinical terms, the request specific about anticoagulation management rather than a general “please see”.
Write the letter, then have it read.
The medicine case is loaded; the button on any case above loads that one instead. Set a timer for forty-five minutes, write to the reader in the task line, and have the letter read against the six criteria. The read is indicative, the same first read the writing checker gives, and nothing you write is stored.
Fix this first
One fix, to show you the kind of thing
A first read against the six published criteria, built for one letter at a time. It marks the page, not the day: treat the grade as a rough position and the two lists as the work. The full marked letter, with every selection decision explained, is what a lesson is for.
Four letters, marked, is a week of work. The fifth is the one that counts.
Do the four under the clock, read the models, and keep the two lists the marker gives you. In a lesson, I bring a fifth case you have not seen, you write it live, and we mark it together, criterion by criterion, with every selection decision explained: what you kept that the reader did not need, and what you cut that they did.
Lessons are £20 for fifty minutes, one to one with a native British tutor, with a written report after each. The Writing page has the method and the criteria; the OET hub covers the other three sub-tests.