39 Writing in the Workplace

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

110.22.b.10.A, 110.22.b.10.B

Form:

Theme:

Education Communication

English Language Arts:

Reading

Page 339 from Write on Course 20-20

Writing Guidelines: Email

Under "Prewriting," point out that when students consider the writing situation, they think about

why they are writing (Purpose),
to whom they are writing (Audience),
what they are writing about (Subject), and
the conventions of email (Type).

In other words, the PAST strategy works for all writing situations, not just academic writing.

To assign an email, make yourself the audience, give students a subject to write about (e.g., what book they are currently reading), and assign a purpose (e.g., to reflect on the book).

Lead students through the rest of the tips for prewriting and writing. Provide the revising and editing checklist, asking students to use it before they send their emails.

Downloads:

Revising and Editing Checklist

State Standard Reference:

LAFS Standard:

LAFS.6.W.2.4

TEKS Standard:

NE ELA Standard:

LA 6.2.2

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

Writing Process Prewriting Writing Revising Editing

Form:

English Language Arts:

Page 340 from Write on Course 20-20

Minutes

Note: The material on pages 342-343 might be best used as an individual assignment for students who serve as secretaries of groups that have meetings. If you would like to use these pages as a whole class assignment, follow the suggestions here and on the next page.

Have a student read the minutes aloud, just as is done at the beginning of many meetings. Afterward, lead a discussion about these minutes:

What do you notice about the overall organization? (The group is identified, major actions are recorded, old business is covered followed by new business, and the next meeting is established.)
What purpose do the numbers serve? (They identify the year and record major actions in the order they are taken.)
Why is it important to name the people who do each action? (Naming the people makes the meeting clear and shows who advocated what.)

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

110.22.b.10.A, 110.22.b.10.B

Form:

Minutes

English Language Arts:

Reading

Page 341 from Write on Course 20-20

Writing Guidelines: Minutes

Review with students the material under "Prewriting" and "Writing." Then assign them to attend a meeting as if they were the secretary and take notes to create an accurate set of minutes. If possible, have two or three students observe the same meeting so that they can compare their minutes afterward for accuracy.

After students have written their minutes, provide the revising and editing checklist to help them improve their writing.

Downloads:

Revising and Editing Checklist

State Standard Reference:

LAFS Standard:

LAFS.6.W.2.4

TEKS Standard:

NE ELA Standard:

LA 6.2.2

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

Writing Process Prewriting Writing Revising Editing

Form:

Minutes

English Language Arts:

Page 342 from Write on Course 20-20

Proposal

Note: This lesson would work well prior to a major student project, helping them not only practice a key persuasive writing form, but also organize their thinking for a complex task.

Have a student read the proposal aloud to the class. Then lead a discussion of the proposal by pointing out the features in the side notes.

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

110.22.b.10, 110.22.b.11.C

Form:

Proposal

English Language Arts:

Reading

Page 343 from Write on Course 20-20

Writing Guidelines: Proposal

Use the opening paragraph on this page to help students focus on the type of proposals they will be writing, whether offering a solution to a problem or detailing a plan for a major project. Lead them through the tips for prewriting, and have the students decide on topics and gather details.

Once they are ready to write their proposals, lead them through the guidelines for creating the beginning, middle, and ending of their proposals.

After students have written their proposals, provide the revising and editing checklist to help them improve their work.

Downloads:

Revising and Editing Checklist

State Standard Reference:

LAFS Standard:

LAFS.6.W.1.1

TEKS Standard:

NE ELA Standard:

LA 6.2.1.b, LA 6.2.2, LA 6.2.2.a

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

Writing Process Prewriting Writing Revising Editing

Form:

Proposal

English Language Arts:

Page 344 from Write on Course 20-20

Parts of a Basic Business Letter

Though email has largely replaced business letters as the workhorse of business, often official documents still require the letter form, so your students need to understand how to put one together.

Review the six parts of the basic business letter, not only naming them, but explaining the purpose of each. Use the model on the facing page to demonstrate each part. Also, point out the formal elements, such as the flush-left setting for all text, the lack of indents on paragraphs, the blank lines between paragraphs, and the spacing shown in blue.

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

Form:

110.22.b.10.A, 110.22.b.10.B

English Language Arts:

Reading Writing

Page 346 from Write on Course 20-20

Writing Guidelines: Business Letter

Note: Students learn most when they are writing for real purposes to real audiences. Instead of assigning students to write a letter just as an academic exercise, have them select a real recipient, such as a member of Congress or a local politician. Have them write for a real purpose, such as advocating for a new bill or expressing concern about an environmental issue.

Lead your students through the material under "Prewriting." Then have them select their topics and define their purpose for writing. Afterward, give them time to research the issue and gather information.

Once students complete their prewriting, teach them the tips for writing strong beginnings, middles, and endings in their letters. Use the "Helpful Hint" to speak about the appropriate tone for a business letter. (See page 347 for more specifics about appropriate tone.)

After students finish their first drafts, provide the revising and editing checklist to help them improve their letters. Then have them address and stamp envelopes (page 348), fold the letter (page 349), and send it.

Downloads:

Revising and Editing Checklist

State Standard Reference:

LAFS Standard:

LAFS.6.W.2.4

TEKS Standard:

NE ELA Standard:

LA 6.2.2

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

Form:

Writing Process Prewriting Writing Revising Editing Traits of Writing Strong Ideas Logical Organization Effective Voice Precise Words Fluid Sentences Correct Conventions

English Language Arts:

Page 347 from Write on Course 20-20

Using Clear, Fair Language

Help students understand that one of the key features of business communication is an attitude of respect shown to readers and others. Language must avoid bias in terms of gender, ethnicity, religion, age, and ability. Use this page as a minilesson either before students write their first drafts or before they revise their letters.

State Standard Reference:

LAFS Standard:

LAFS.6.W.1.1

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

Form:

English Language Arts:

Writing

Page 348 from Write on Course 20-20

Sending Your Letter

Addressing an envelope may be very foreign to many of your students, but they should not leave middle school without understanding the basic conventions.

The top example on this page shows the all-caps, no punctuation form that the Postal Service advocates. However, the traditional form with upper-lowercase is more familiar to most of us and also is acceptable.

Use the information on the next page to help students use correct state and address abbreviations as well as fold their letters correctly.

State Standard Reference:

LAFS Standard:

LAFS.6.W.4.10

TEKS Standard:

110.22.b.10, 110.22.b.11, 110.22.b.12

NE ELA Standard:

LA 6.2.1.g, LA 6.2.2

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

Form: