Minto Method

Introductions
Successful introductions establish a familiar situation, bring a complication into play triggering a
question, and then answer the question. Readers no matter their intention have multitudes of thoughts
going through their minds. The introduction needs to entice these readers to forget other thoughts by
offering a compelling narrative. Every good story has a beginning, middle, and end. The easiest stories to
digest are ones that are familiar to the reader. Easy reading of agreeable points renders readers more
receptive to ideas than swamping them with detail after detail. Once they see the material arranged in
narrative form, and not in a way they had thought about before, they will be inspired to ask the question
we will address.
We need to begin by making a statement about the SITUATION with which the reader will agree. They
might respond by saying thats true, why are you telling me this? By anticipating this reaction we
introduce the COMPLICATION. The complication in the story creates tension which triggers the
QUESTION. These three elements must be present in the introduction. However, they can be ordered
differently to change the tone. The main ways are Standard, Direct, Concerned, and Aggressive.
The KEY LINE gives the answer to the QUESTION raised by stating the main point, and it also indicates
the plan of the document. It is best to put the key line points on the page as headings. Doing so allows the
readers to see our line of thinking. Importantly, the key line points should be expressed as ideas and not
subjects. Ideas keep the readers engaged logical flow and arguments. Categories on the other hand could
muddle the logical flow of the report and delay the readers understanding.
Each key line point must be introduced (SCQ approach). We want the reader to follow our approach and
ask the question raised by each key point. Headings reflect the points that follow. It is best to review for
the reader what he knows about the subject and how a question would arise to which our point is the
answer. (page 47)
Throughout the report we need to be aware of what we have placed in the readers minds and what else
they need to be told to elicit the question which our following point answers.
Good introductions:
Are meant to remind rather than inform, should always contain the 3 elements of a story, and should be
long enough to meet the needs of the reader and the demands of the subject.
How to Advice?
The key line structure of How to documents is steps. The introductory structure depends on if we are
telling them how to do something new or telling them how to do something they are already doing. The
trick is to lay out the present process and the way you think it should be done. The differences between 1
and 2 define the key points.
The story flow gives a sense of rightness to the writers conclusion, making the reader less inclined to
argue with the thinking that follows.
The Problem
When we decide a problem exists, there is usually a GAP between the results we are getting (R1) from
certain actions and the results we desire (R2). The problem exists in that we do not like the result (Safety

still an issue) and we want a different result (Safe environment). The solution bridges the gap between the
two results.
First we must define the PROBLEM (Is there a problem? Where does it lie?), which becomes the
introduction. Next we structure the analysis (Why does it exist?). Finally we find the solution (What could
we do about it? What should we do about it?).
Gaps do not come from out of left field. They result from an existing situation and develop in response to
certain circumstances. The situation is made of a Starting Point or Opening Scene that encompasses an
existing process. Some event occurs in the situation that leads to an undesired result (R1). A gap now
appears between what was delivered and what was expected. This gap is the PROBLEM. We need to
determine what caused the gap and the steps required to close it. The causes generally appear in the
Opening Scene. We must answer 3 questions: Whats going on? What dont we like? And what do we want
instead? The SOLUTION generally comes from changing what happens in the structure or process
identified as the Starting Point. These 4 elements define the problem.
For the Starting Point/Opening Scene we need to sketch the layout of what we see as the area we are
discussing. This is where we begin to tell the story of the problem. Here we want to keep the visualization
simple and the description short.
The Disturbing Event threatens the stable situation in the Starting Point/Opening Scene, which triggers
the undesired result R1. R1 is the problem we need to solve. This should be stated briefly in the diagram.
The desired result R2 is what the readers want to process to produce. We need to state this as specifically
and quantifiably as possible. We must try to state R2 in end product terms with a specific number or end
date. This process creates a rough structure that allows us to identify gaps in our understanding.
Once we have done this we must look for the readers question. Some circumstances to consider: They
dont know how to get from R1 to R2; they think they know how but they are not certain; or they thought
they knew how and implemented it, but the solution didnt work.
Problem Analysis
Problem analysis proceeds in a standard way: Gather Data, State Findings, Draw Conclusions, and
Recommend Actions. The initial fact gathering effort must yield logically coherent findings to generate
conclusions and actions efficiently. Diagnostic frameworks and logic trees should guide our analysis.
We should structure the analysis of the problem before we gather data. This process follows the scientific
method: Generate hypotheses, Devise an experiment with different possible outcomes, Carry out the
experiment, and Plan action accordingly. This method forces us to up likely possible reasons on why the
problem exists and focus our data gathering accordingly. We need to look critically at the structure of the
area where the problem occurs (Starting Point/Opening Scene). Here we should use some kind of
diagnostic framework.
Diagnostic frameworks help us visualize what is going on where the problem is occurring. It will reveal
elements where we should focus our analysis. MECE classification allows us to assess the possible causes
in the order in which they are easiest to eliminate (page 143).
To diagnose the problem we could draw a picture of the system as it should be functioning, and this will
allow us to determine the questions we need to answer to identify the causes of the problem.
Also, we could trace the cause and effect elements, activities, or tasks that contribute to a particular end
result. We begin the tree with the undesirable effect we want to understand. At the next level we must

hypothesize the MECE reasons that could cause this. We then break each reason down further and
continue until there is a complete list of the areas where facts could be gathered and analyzed. Experience
in the field is key.
Third we could classify possible causes by similarity, which could help us synthesize facts. Here we need
to create a MECE classification at the upper branch to guide classifications further down. Here we can
formulate yes/no questions that will help identify or eliminate them as causes.
Overall yes/no questions are important to diagnostic frameworks. They unambiguously identify or
exclude the contributing causes of the problem.
Logic trees help to generate alternative ways to solving the problem. Logic trees also show the impact on
the company of implementing the solutions. The logic tree provides a systematic and logical breakdown of
the MECE possibilities. Once the logical possibilities are laid out, we can calculate the benefit and
estimate the risk of taking each action. A logic tree can also reveal flaws in grouped ideas once the
document is written.