B2The Last Letter · Chapter 9 · Part 2About 3 min

The Decision Notice

Listen first. Answer six questions. Then explore the transcript.

01 · Before you listen

A few words to know

Explore the vocabulary
template
A standard document used to create other documents.
notify
To officially tell someone something.
issued
Officially prepared and sent out.
dispatch register
A record of letters or messages sent.
recipient
The person meant to receive something.
archival
Related to preserved historical documents.

02 · Listen to the story

Follow the clues.

03 · Check your understanding

What did you discover?

Choose one answer for each question. Submit all six to see your score and unlock the transcript.

1. Why are the two procedural documents useful together?

2. Why does Emma avoid saying applicants were informed?

3. How does Emma interpret the parent’s silence about a decision letter?

4. What can the newspaper archive currently confirm?

5. Why is the administrator-copy line relevant?

6. What information does Emma ask for first?

04 · Read & review

The transcript

Submit all six answers to unlock the transcript. You can then listen and read together.

Fiona Bell had located a second procedural document among the surviving student travel papers. Unlike the still-unopened appeals folder, this was an unused template: a letter intended to notify applicants of the outcome of their applications. As it contained no personal details, Fiona sent Emma a scanned copy.

The letter had spaces for an applicant's name, the course and the date of the decision. Below the outcome, a paragraph told unsuccessful candidates that they could seek a review in writing within fourteen days. Its wording matched the guidance sheet Fiona had supplied the previous day.

“That sounds as though applicants were informed,” Sarah said when Emma described it.

“It sounds as though the trust designed a way to inform them,” Emma replied. “We haven't seen a single completed letter, or proof that it was delivered.”

Emma asked Fiona whether the records team had found any issued notices. Fiona said they had not yet confirmed any, and the appeals folder remained unopened. A blank template did not identify a selection panel, a reviewer or a recipient.

Emma revisited the parent's letter published in September 2011. Its author had questioned the fairness and clarity of the selection process but had not mentioned receiving—or failing to receive—a decision notice. Emma resisted treating that silence as evidence either way. A short letter to a newspaper was not a complete account of the family's correspondence with the trust.

An email from the newspaper archive arrived that afternoon. Staff said they might still hold unpublished correspondence from the period, although the collection had not been checked. Even if material survived, access would depend on privacy considerations and archival rules. Emma recorded this as a possible route for further enquiry, not evidence that other parents had complained.

When she returned to the model notice, a line at the foot of the page caught her attention: Copy to scheme administrator. The role was identified; the individual was not. If copies had been retained, they might help establish which decisions had been communicated and when. Their existence, however, was entirely unconfirmed.

Emma sent Fiona a narrow follow-up: was there a dispatch register, a file of copies or another record showing that decision notices had been issued? She avoided asking for names. A count and a description of the system would already clarify whether the procedure had been put into practice.

Sarah wanted to know whether the newsroom could now say that applicants had enjoyed a working right of appeal.

“Not yet,” Emma said. “We can say the rules and the model notice included a review process. We still can't say who was informed or whether anybody used it.”

The two documents agreed with each other. That made the intended procedure clearer, but it did not fill the space between written policy and lived experience.