ADVERTISEMENT
Standard Competency :
¡ To comprehend and express the meaning of short functional written text about advertisement in the daily life context to access knowledge.
Basic Competency :
¡ To respond and express the meaning within the short formal / informal functional written text accurately and fluently in the form of announcement, advertisement and invitation in the context of daily life to access knowledge.
¡ After having studied the material given, the student are expected to able to:
¡ understand the definition of advertisement
¡ identify the topic of advertisement text
¡ read aloud meaningfully the written passage that is discussed with a good pronunciation and intonation.
AdvErtiSeMeNt
Advertising is a communication whose purpose is to inform potential customers about products and services and how to obtain and use them. Many advertisements are also designed to generate increased consumption of those products and services through the creation and reinforcement of brand image and brand loyalty. For these purposes advertisements often contain both factual information and persuasive messages. Every major medium is used to deliver these messages, including: television, radio, movies, magazines, newspapers, video games, the Internet and billboards. Advertising is often placed by an advertising agency on behalf of a company
In short, Advertisement is :
Information for persuading and motivating people so that it will attract them to the service and the thing that are offered or informed.
Function of advertisement
Function of advertisement :
• Promotion
• Communication
• Information
In making an advertisement keep the following points
1. Language of advertisement :
• Using the correct or suitable words.
• Using the interesting and suggestive expression.
• Using positive expression
• Text of advertisement should be directed to the goals.
2. Content of advertisement :
Objective and honest
Brief and clear
Not mocking to group or other producer.
Mobile Billboard Advertising
Mobile Billboards are flat-panel campaign units in which their sole purpose is to carry advertisements along dedicated routes selected by clients prior to the start of a campaign. Mobile Billboard companies do not typically carry third-party cargo or freight. Mobile displays are used for various situations in metropolitan areas throughout the world, including:
• Target advertising
• One day, and long term campaigns
• Convention
• Sporting events
• Store openings or other similar promotional events
• Big advertisements from smaller companies
Public service advertising
The same advertising techniques used to promote commercial goods and services can be used to inform, educate and motivate the public about non-commercial issues, such as AIDS, political ideology, energy conservation, and global warming.
Commercial advertising
Commercial advertising media can include wall paintings, billboards, street furniture components, printed flyers and rack cards, radio, cinema and television ads, web banners, mobile telephone screens, shopping carts, web popups, skywriting, bus stop benches,, magazines, newspapers, posters, and the backs of event tickets and supermarket receipts. Any place an "identified" sponsor pays to deliver their message through a medium is commercial advertising.
Covert Advertising
• Covert advertising is when a product or brand is embedded in entertainment and media. For example, in a film, the main character can use an item or other of a definite brand, as in the movie Minority Report, where Tom Cruise's character John Anderton owns a phone with the Nokia logo clearly written in the top corner, or his watch engraved with the Bulgari logo. Another example of advertising in film is in I, Robot, where main character played by Will Smith mentions his Converse shoes several times, calling them "classics," because the film is set far in the future. I, Robot and Spaceballs also showcase futuristic cars with the Audi and Mercedes-Benz logos clearly displayed on the front of the vehicles. Cadillac chose to advertise in the movie The Matrix Reloaded, which as a result contained many scenes in which Cadillac cars were used. Similarly, product placement for Omega Watches, Ford, Vaio, and cars are featured in recent James Bond films, Casino Royale.
ANNOUNCEMENT
Standard Competency :
¨ To comprehend and express the meanings of spoken and written short functional text about announcement in the context of daily life to access knowledge.
Basic Competency :
¨ To respond and express the meanings within the formal / informal spoken and written short functional text in the form of announcement, advertisement, invitation accurately and fluently in the daily life context to access knowledge.
Indicators :
¨ After finishing the lesson, the students are expected to be able to:
¨ identify the topic or the purpose of a spoken announcement
¨ give spoken announcement
¨ read aloud the written passage of an announcement in the meaningful way and with good pronunciation and intonation
¨ identify the topic of a written announcement
¨ use the appropriate grammar, vocabulary, punctuation, spelling and other writing rules accurately
The definition of announcement
¨ Announcement is something said, written, or printed to make known what has happened or (more often) what will happen.
In writing an announcement, keep the following points
¨ the title/type of event,
¨ Date/time, place and
¨ contact person
The example of an announcement :
COMMITTEE
SCHOOL TRIP TO
On 28th of August, the school will hold a school trip to
Departure time : 07:30 a.m.
Programs : Morning swimming, games, volley ball; lunch in the sea view restaurant.
Afternoon walk along the beach to the lagoon;
watch the boat festival.
Fee : Rp50,000.00
Contact person : Oghy, Nurul, Diesta
Chair person
Ewo Jatmiko
ลพ Standard Competency :
To express meanings within the transactional and interpersonal conversations about appointment in the context of daily life.
Basic Competency :
ลพ To respond and express the meanings within the formal/informal transactional and interpersonal conversations accurately and fluently that contains the introduction expressions (greetings), invitation, and appointment.
Indicators :
ลพ After having studied the lesson, the students are expected to be able to:
ลพ identify the expression meaning of making, accepting, canceling and changing an appointment
ลพ carry out transactional and interpersonal conversations about appointment
¢ I’d like to make an appointment with Kristian
¡ I want to make an appointment to see…..
¡ I’d like you to come and see
¡ Can I come and see you?
— I’ll be there
— What about….(thank you)
ลพ Accepting an Appointment
¤ All right, see you there
¤ No problem, I’m free on….(Thursday)
¤ Be there on time
¤ I’ll wait for you
¤ It’s a deal
ลพ I’m terrible sorry I have to put off my appointment
ลพ I’m sorry, I’m very busy
ลพ I’m afraid I have to postpone my appointment with….(Dr. Stephen Tong) tomorrow morning
ลพ What about …..(Thursday at 04.00 p.m.)
ลพ Is that ok, if we meet at…..
ลพ Well, I must be off now. I’ll talk to you later!
ลพ Could we change the schedule of the meeting?
ลพ Do you have another time this afternoon
Standard Competency :
— To comprehend and express the meaning within the transactional and interpersonal conversations about gaining attention in the context of daily life.
Basic Competency :
— To respond and express the meaning nuance within the formal / informal transactional and interpersonal conversations accurately and fluently by using the simple kind of spoken language in the context of daily life involving the acts of expressing happiness, gaining attention, expressing sympathy and giving instruction
Indicators :
— After finishing the lesson, the student are expected to be able:
— identify and respond the meaning nuance of gaining attention
— carry out transactional conversations involving the acts of gaining attention.
— carry out conversations for interpersonal purpose and social interaction.
Gaining attention is a way or expression that is spoken so that other people will pay their attention to what we want to.
The example expressions of gaining attention :
— Attention, please
— May I have your attention, please?
— Excuse me, look here!
— Listening to me, please
— Waiter?
— I’m sorry, but…
— Wow really?
Giving Instructions
Standard Competency :
— To comprehend and express the meaning nuance within the transactional and interpersonal conversations which are related to the instruction expressions in the context of daily life.
Basic Competency :
— To respond and express the meaning nuance within the formal / informal transactional (to get things done) and interpersonal (get sociable) by using the simple kind of spoken and written languages accurately and fluently in the daily life context involving the acts of expressing happiness, gaining attention, expressing sympathy and giving instructions
Indicators :
— After having finished the lesson, the students are expected to be able to:
— Identify the meaning nuance of giving instruction
— Give instruction orally
— Respond or carry out transactional and interpersonal conversations involving the acts of giving instruction
Giving Instruction is an expression that is used in order that other person does what we instruct or request.
— The example expressions of giving instruction :
¡ Open your book!
¡ Close the door, please!
¡ Be quiet, please!
¡ Move the chair!
¡ Open the window!
¡ Pass me the sugar, please!
¡ Stand up, please!
Note : The tense used in giving instruction is “simple present”
} Standard Competency :
To comprehend and express the meanings within the transactional and interpersonal conversations about greetings in the context of daily life
} Basic Competency :
To respond and express the meanings within the formal / informal transactional and interpersonal conversations accurately and fluently that contains the introduction expressions (greetings), invitation, and appointment
Indicators :
} After having studied the material given, the students are expected to be able to:
} identify the expression meaning of greetings that contains self introduction, introducing other people and parting / ending conversation both orally and in written form
} respond the expression of greetings
} carry out transactional and interpersonal conversations involving the acts of greeting, introducing and parting
– Good Morning/Afternoon/Evening
– Hello, Ewo
– Hello, Agnes
– How are you?
– How’s everything with you?
– How’s life ?
– How are you getting along ?
– How are you doing ?
– Fine, thanks
– Pretty good, thanks
– I’m well, thanks
– Not bad, thanks. And you?
– Let me introduce my self, my name is Oghy
– Hello, I’m Golda
– Hi, I’m Adi Pramono. You can call me Mono.
– Hello, my name is Yeni Pratiwi
} I would like to introduce Ria Saputri
} I would like you to meet Grace
} Excuse me, let me introduce you a new friend. His name is Agus Kuncoro
} Well, I should be going now. See you!
} I’m sorry, but I have to go now. It’s been nice talking with you. See you later
} Well, I must be off now. I’ll talk to you later!
Standard Competency :
ร To comprehend and express the meaning nuance within the transactional and interpersonal conversations which are related to the happiness expressions in the context of daily life.
Basic Competency :
ร To respond and express the meaning nuance within the formal / informal transactional (to get things done) and interpersonal (get sociable) conversations by using the simple kind of spoken and written languages accurately and fluently in the daily life context involving the acts of expressing happiness, gaining attention, expressing sympathy and giving instruction.
Indicators :
ร After finishing the lesson, the students are expected to be able to:
ร identify the meaning nuance of expressing happiness
ร respond or carry out transactional and interpersonal conversations about expressing happiness
Happiness Expression is an expression that is used to show that someone or people are glad have excited feelings
What would you say to express your happiness?
ร I’m happy……
ร I’m (very)pleased / (really) delighted (about)….
ร I can’t say how pleased / delighted I am about it
ร I am so glad to hear that
ร Great!
ร Terrific!
ร Fantastic!
Lesson Plan #: AELP-WCP0052
Alphabetical Autobiography
An Educator's Reference Desk Lesson Plan
Submitted by: Allison Judge
Email: ajjudge@gte.net
School/University/Affiliation:
Date: March 16, 1999
Grade Level(s): 7, 8, 9, 10, 11, 12
Subject(s):
- Language Arts/Writing (composition)
Duration: One month, or one semester. Teacher choice.
Description: Students write a 26-page alphabetical autobiography, in the format of an elementary school alphabet book. "A is for
Goals: Encourage writing and expression on "real" topics of interest; Hone editing, grammar, and writing skills.
Objectives: Students will be able to write vivid descriptions of events/places/people of importance. Students will be able to edit their own/others' work.
Materials:
- paper
- pencils, etc and bookbinding materials - can be as simple as card stock and prongs
Procedure: Students brainstorm 78 possible topics (3 for each letter of the alphabet) which could be developed into 2 paragraph informal "essays." Writing takes place over several weeks - prevents boredom and allows students time to edit and rethink ideas. When rough copies have been edited by students or teacher (only if it's a personal subject they don't want to share) then final copies are made. When all 26 pages are complete, books are bound - either by student choice of binding materials, or by teacher-provided materials. I gather card stock and have students decorate/illustrate. Then we three hole punch, put in some brass prongs, and it's done!
Assessment: Graded primarily on completeness. Drafts have been spot-checked, so no major grammatical errors are an issue. I never mark on the books - I think they make nice keepsakes and I don't want to mar them. I also require that parents or guardians read them, and write a note to the student after. It has been a fabulous project, and has had great results, both with gifted students and low-level classes.
Lesson Plan #:AELP-WCP0003
Auto-Bio Poem
An Educator's Reference Desk Lesson Plan
Author: Nancy Haugen,
Endorsed by: These lesson plans are the result of the work of the teachers who have attended the
Date: May 1994
Grade Level(s): 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Subject(s):
- Language Arts/Writing (composition)
Overview: This activity was developed for teachers participating in the Wisconsin Writing Project. It works for me when used with K-12 teachers; they have found it useful with most students at most grade levels. It's especially fun in the beginning of the year when we all need to get to know each other.
Purpose: It this lesson, the writer analyzes self to provide an introduction to the rest of the class.
Objectives: To analyze, to inform, to introduce.
Resources/Materials: paper and pencil (Teacher needs to write his/her autobiopoem in advance of the class.)
Activities and Procedures: Students write an eleven line autobiopoem after hearing/seeing the teacher's model.
Tying It All Together: Set up an example of an autobiopoem.
| Line 1: | Your first name | |
| Line 2: | Four descriptive traits | Honest, caring, curious, energetic |
| Line 3: | Sibling of... | Sister of Kenneth |
| Line 4: | Lover of (people, ideas) | Laughter, learning, challenge |
| Line 5: | Who feels... | Joy when traveling |
| Line 6: | Who needs... | Sunshine every day |
| Line 7: | Who gives... | Friendship, encouragement, and smiles |
| Line 8: | Who fears... | Pain, hunger, and the end of summer |
| Line 9: | Who would like to see... | Contentment for all living things |
| Line 10: | Resident of (your city) | |
| Line 11: | Your last name | Haugen |
Lesson Plan #:AELP-LST0002
Make Me a Copy Please:
A Project in Explaining and Following Directions
An Educator's Reference Desk Lesson Plan
Submitted by: Ross Johnson
Endorsed By: Don Descy,
Date: March 11, 1997
Grade Level(s): 5, 6
Subject(s):
- Language Arts/Listening Comprehension
DESCRIPTION:
Often times students are not able to communicate clearly what they would like to say. It is the purpose of this lesson to help student understand the need to be articulate and precise when explain steps to another student. In addition the student listening will learn to be a more effective listener.
GOAL: Students will understand the need to be articulate when communicating.
OBJECTIVES:
1. The student will use descriptive explications to guide another student in completing the task.
2. The student will explain the importance of being articulate and the frustration when directions are unclear.
BACKGROUND INFORMATION: This activity will teach student to explain what they see and guide another student in reproducing the drawing by what they are told.
CONCEPTS: Students will be able to:
1. Explain and articulate the steps to reproducing a drawing.
2. Follow directions as closely as possible.
3. Communicate with fellow students to accomplish the given task.
MATERIALS:
- Paper
- Crayon
- Overhead Projector or Large Visual
PROCEDURE:
- Students will be paired up in groups of two. One student will sit facing the projection or visual and his/her partner facing away from the visual or projection.
- It is essential that the students are sitting back to back so that the student explaining the steps is not able to see the drawing.
- A visual or overhead is displayed in front of the class. The design should be simple shapes and lines of different lengths and dimensions.
- The student facing the visual will explain to his/her partner how to reproduce the visual or projection.
- The students will be given 5 - 10 minutes to complete this task.
- The students will put away their picture without seeing the visual.
- The students will switch positions.
- The students will repeat the steps 1-6.
- The students will be shown the visuals and take 5 minutes to critique the directions of the other student. At this point they still should not have seen the drawing done by their partner.
- After critiquing their partner for probably being unclear in the directions they gave.
- Finally the students will be given the drawing done by their partner and compare it to the original.
- The students should now critique their own articulation abilities. The key is to focus on what they might have said in order to be more clear and not be defensive in blaming the other student.
ASSESSMENT: Ask students to share their feelings in trying to draw by directions and give directions with the class. Collect the reflections and see what students self critiqued instead of blaming. Provide comments to the students critiques, and return.
Lesson Plan# AELP-RDG0011
Paper Bag Book Reports
An Educator's Reference Desk Lesson Plan
Submitted by:
Date: April 1998
Grade Level(s): 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Subject(s):
- Language Arts/Reading
Goals and Objectives:
After selecting and reading a book independently, students will create a paper bag book report using an ordinary paper bag. Students should choose five-seven items to place in the bag to represent significant events or characters from the book. For example, "Goldilocks and the Three Bears" might call for a soupspoon, a thermometer, a piece of dollhouse furniture, an ad for running shoes, etc. Students, after filling and decorating their bags, present them to the class. Each student should explain how the items he or she has chosen relate to the book. This makes for a fun oral presentation which exceeds the traditional book report for both the presenter and the audience.
Lesson Concepts and Materials:
Independent book selection, independent reading, analysis of plot, character and/ or theme, oral presentation.
Paperbags (large to lunch-size).
Procedures:
- Each student chooses and reads a book.
- Students analyze their books' characters, plots, themes, etc.
- Teacher explains the bag book reports. (A teacher-made sample works great!)
- Students devise written plans for their bag book reports, detailing five to seven items for the inside as well as layouts for each part of the outside. (Teacher may want to require title, author, and publisher on the front; an internal conflict on the left side; an external conflict on the right side; or a favorite scene on the back, for example.)
- Provide time in class for students to complete their book report projects so they can see others working and have guided practice at fulfilling the promise of their written plans.
- Students present their projects, in detail, to the class - first explaining the outside of their bags and then explaining each of the itmes inside. (Questions from the class come naturally.)
- Students can assess each other using a teacher-devised scoring rubric for both the bag and the presentation.
Assessment:
Peer assessment of oral presentation; guided self-assessment of bag (inside and out) using a teacher-devised checklist/scoring rubric
Lesson Plan #: AELP-SPH0200
Delivering a Persuasive Speech
An Educator's Reference Desk Lesson Plan
Submitted by: Douglas Parker
Email: parkerd@albany-academy.org
School/University/Affiliation:
Date: May 30, 2001
Grade Level: 6, 7, 8, 9, 10, 11, 12
Subject(s):
- Language Arts/Speech
Duration: Two 50-minute sessions
Description: Students need to understand that how they say something and how they physically present themselves are just as important as what they say. By understanding the dynamics involved in effective persuasive speaking, students will improve their overall confidence in communicating.
Goals: The goal of this lesson is to improve students' speaking skills by understanding persuasion proficiencies.
Objectives: Students will be able to:
- Demonstrate the appropriate classroom public speaking and listening skills (e.g., body language, articulation, listening to be able to identify specific examples of the speaker's coordination of talking and action) that would be necessary to influence or change someone's mind or way of thinking about a topic.
- Define the elements of persuasion.
- Recognize the elements of personal credibility.
- Develop methods to analyze other students' speeches.
- Understand outlining main ideas.
- Create a persuasive speech.
Materials:
- teacher-prepared topics for persuasive speeches
- sample rubric (available in .pdf format)
- Sample Rubric
Rubric in .pdf format; requires free Adobe Acrobat Reader.
Click the icon to obtain the free Reader.
Procedure:
During class discussion, define and explain how people make decisions based on what they see and hear. Explain that sometimes we have to use skills to convince others about our positions. Have the students recall and list their own experiences trying to convince their friends about something, and then ask them to share these with the class. Have the students pick a proposition that not everyone would agree with such as: "nuclear power plants are superior energy sources." Have them write a 6-8 minute speech in outline form to persuade the class. Each student will then deliver this speech in front of the class while the rest of the students take notes and prepare to give the speaker feedback on the speech.
The voice and the body are the best tools -- every student is a natural persuader!
They have done it all their lives. Every time someone enters a conversation, he or she engages in elementary persuasion techniques. It is true that any time students make a statement of fact, they are asserting its validity and assuming that their listener agrees. This speech goes further than a normal conversational assertion: now students have to assume that not everyone will agree with them from the start, and it is their job to make them see things their way. The goal of this speech is to change someone's mind or way of thinking about a topic. This is not a speech to sell, as students do not ask that the listener do anything except to agree with them or to begin to listen to their way of thinking. Their message is, of course, very important in this speech, but their voice and body language are even more important. Here they will learn how their delivery can help. There are several important aspects of presentation to keep in mind; the academic elements of persuasion are:
- Body Language - Make sure that they have a proper posture. If their shoulders are sagging and their legs are crossed, they will not appear as being sincere, and people just will not accept their message.
- Articulation - Articulation means how their total vocal process works. There are several steps to this entire process. Students need to understand the process. First, they need air from the lungs, their vocal cords in their larynx must be working, their mouth and tongue must be in sync, and they have to make sure that they have got some saliva in their mouths to keep things oiled. They should be aware of their physical makeup to be able to understand how they speak.
- Pronunciation - Students need to pronounce each word. They must avoid slang, except to make a point, and not slur the words. They must avoid saying, "you know."
- Pitch - Pitch refers to the highs and lows of the voice. Whatever they do, they must avoid a monotone!
- Speed - The speed, or pace, is an important variable to control. Between 140-160 words per minute is the normal pace for a persuasive speech. Any faster and they may appear to be glib; any slower and they sound like they are lecturing. If they are not sure about their speed, tape them for one minute and then replay it and count the number of words they used in the minute! The human ear and brain can compile and decode over 400 spoken words per minute, so if they are going too slow their listeners' minds are going to start to wander as the brains finds other ways to keep themselves occupied.
- Pauses - The pause, or caesura, is a critical persuasive tool. When they want to emphasize a certain word, have them just pause for one second before; this highlights the word. If they really want to punch it, tell them to pause before and after the word!
- Volume - Volume is another good tool for a persuasive speech, but they should use it with caution. If they scream all the way through their speech, people will become accustomed to it and it will lose its effectiveness. On the other hand, a few well-timed shouts can liven up the speech! They must try to "project" or throw their voice out over the entire class - or speak to the last row.
- Quality - Quality of voice is gauged by the overall impact that their voice has on their listeners. Quality of voice is the net caliber of their voice, its character and attributes. They must try to keep the vocal quality high; it is what separates their voices from everyone else's.
- Variance - Variance of vocal elements is the most important consideration of all! One of the most persuasive speakers in modern history was Winston Churchill. One of his most remarkable qualities was his ability to vary the elements of his voice. He would start with a slow, laconic voice and then switch gears to a more rapid pace. People were light-headed after listening to him! Even if they have no desire to run for political office, students can still use the tools of variance. Have them try to change their pitch, volume, and speed at least once every 30 seconds, if only for just one word. Never let them go more than one paragraph without a vocal variance. This keeps the class locked into the speech, if for no other reason than it sounds interesting! Let the students' words speak for themselves; reflect their nature through their voices. If they use the word "strangle," have them say it with a hint of menace in their voices. If they say the word "heave," let the class feel the onomatopoeic force behind it. If they say the word "bulldozer," make it sound like a titan earthmover, not like a baby with a shovel.
The Strategy: Appear Rational
When students are trying to convince someone of something, they must first establish their credibility, or in other words, they must sell themselves before they sell their message. If people feel that they are not being reasonable or rational, they do not stand a chance. They must be committed to the ideals and goals of their speech and what they are saying. They should not use words such as "maybe" or "might"- the should use positive words such as "will" and "must." Students must portray themselves as the authority figures in this speech, so they had better supply enough information to prove their points so that they can seem knowledgeable, and they had better know their material cold. People can usually spot someone who is trying to "wing" a speech. They should also appear to be truthful - even when they are really stretching a point. If they do not appear to be earnest, even if their message is the 100% truth, people will doubt their word and tune out their speech. Lastly, they must not be afraid to show a little emotion - this is not a sterile or static speech. Students' bodies and voices must match the tone of their words. If their language is strong, they must present a physical force to go along with their deliveries.
The Class Reaction
The class has two major criteria to consider after each member's speech. First, the delivery. Were the speaker's body, words, and actions in synchronization and harmony? Did one support the other or was there tension between the body and the voice? Secondly, were the students persuaded? Why or why not? Discuss what makes a persuasive speech work and how the intangibles effect a positive outcome.
Assessment: The class will assess each speaker's performance in terms of voice and body coordination and in terms of persuasiveness. Each class can develop performance assessments such as rubrics to facilitate this process (see sample rubric in Materials ).
Useful Internet Resource:
* Basic Public Speaking, 2nd edition (written by the lesson plan author)
http://www.capital.net/~bps2
in association
Basic Competency:
To understand meaning nuance within transactional text that contains narrative text
Indicators:
ร Identifying the definition of narrative text
ร identifying the generic structures of narrative text
ร Using past tense
Brief materials
GUYS, THOSE ARE THE EXAMPLES OF
NARRATIVE TEXTS
DO YOU HAVE THE SIMILAR STORIES FROM YOUR
PLEASE MENTION IT…
HOW DO WE DISTINGUISH THIS TEXT FROM THE OTHER KINDS OF READING TEXTS?
WELL, LET’S SEE THE GENERIC STRUCTURE
NARRATIVE TEXT
The generic structures of the text:
Orientation : It sets the scene and introduces the participants (it answers the questions; Who, What, When and Where)
Complication: A crisis or a problem arises. It usually involves the main characters.
Resolution: A solution to the problem (for better or worse). Main characters find a way to solve the problem.
NARRATIVE TEXT
Other generic structures of the text:
Evaluation: (optional) a step back to evaluate the plight (the narrator’s viewpoint)
Coda: (optional)Changes of the characters or lesson/value of the story
Re-orientation: (optional)
What do you think?
Can you see the differences?
Good!
Now take a look at the language features
Ciri kebahasaan/language features:
• Nouns tertentu sebagai kata ganti orang dalam cerita, e.g. stepsisters, housework, etc.
• Adjectives yang membentuk noun phrase, e.g. long black hair, two red apples, etc.
• Time connectives dan conjunctions untuk mengurutkan kejadian, e.g. and, then, before that, etc.
• Actions verbs dalam past tense, e.g. stayed.
• Saying verbs yang menandai ucapan, seperti: said, told, dan thinking verbs yang menandai pikiran dan perasaan tokoh, seperti: thought, felt, etc.
• Kinds of narrative text:
• A myth
• A legend
• Fable
• A folklore
Here is the example of narrative text
The Ox and the Colt
One day an ox and a colt arrived at the water hole at the same time to drink. For a few minutes they stood and stared at each other. Finally the ox spoke. “ Surely you’ll want me to drink first, my young friend, for I’m many years older than you.”
“Should I let you go first merely because you’ve grown old?” asked the colt. “The world today belongs to the young. After all, young people haven’t made as many mistakes as your generation has!”
Such disrespect made the ox angry, but he tried not to show it. “Then certainly, you will respect me because I’ve experienced more of life than you,” said the ox.
But the colt argued, “Do you think you’ve experienced more than I only because you have lived longer? You forget that the world has changed. The young today face more in a few years than you faced in a decade in the years of your youth,” said the colt.
“Then honor me for what oxen have done trough the years!” the ox demanded.
“ And what have oxen done that’s been so great?”
“They’ve tilled the fields of the kings!” the ox cried.
“Have they?” replied the colt. “ You’ve forgotten that horses have carried the kings themselves on their back for centuries. Really, all of your arguments so far have made me laugh!”
Then if I haven’t persuaded you with my words,” shouted the ox angrily, “maybe I’ll convince you with this!” he put down his head and began to paw the earth, ready to charge.
“So you want to fight! You’ll be sorry!” exclaimed the colt. And he reared back, anxious to accept the challenged of the ox. Just the colt saw something out of the corner of his eye. As he looked up, so did the ox. There they saw several vultures, circling overhead, waiting for the kill.
The colt brought his feet down to the ground and said to the ox, “I do believed, sir, that we’ve overlooked a fundamental fact here. It appears that there may be room enough for both of us to drink here at the same time.”
“I think, friend, you may be correct,” replied the ox. Then as he looked toward the waterhole, he added, “Yes, in fact, I’m sure you are right.”
And so they drank at the waterhole together. Later as they went their separate ways, the vultures flew away.
The end…
What kind of narrative text is it?
Legend?
Fairy tales?
Fable?
Myth?
do you say Fable?
That’s right…
It is a fable.
Do you know why?
Sure, it’s all about animals
Well, it’s time to give you the test.
On a piece of paper write down the answers based on the previous lesson and the fable you have read.
Do it in 10 minutes. Ready? …GO!
Questions!
1. What is a narrative text?
2. Mention the generic structures of narrative text.
3. Mention the characters of the story above.
4. What is the problem between the ox and the colt?
5. Where does the story take place?
The key answers:
- A text that tells a real or imaginary story. It is included in the story genre.
2. The generic structures of narrative text are:
Orientation, complication, resolution
3. The characters of the story above are the ox, the colt and the vultures.
4. The problem between the ox and the colt is the right to drink the water first.
5. The story take places at the water hole.
Standard Competency :
ลพ To comprehend and express the meanings of short functional and simple monolog essay texts in the form of past tense in the daily life context to access knowledge
Basic Competency :
ลพ To respond and express the meaning nuance and the rhetorical steps within the short functional and simple monolog essay texts in the form of past tense (simple past tense, past continuous tense, past perfect tense)accurately and fluently in the daily life context to access knowledge
Indicators :
After having finished the lesson, the student are expected to be able to:
ลพ understand the pattern of past tense
ลพ identify past tense in a certain text
ลพ use past tense in making sentences and telling an event or action.
ลพ Simple past is formed for regular verbs by adding –ed to the root of a word. Example: He walked to the store. A negation is produced by adding did not and the verb in its infinitive form. Example: He did not walk to the store. Question sentences are started with did as in Did he walk to the store?
Simple past is used for describing acts that have already been concluded and whose exact time of occurrence is known. Furthermore, simple past is used for retelling successive events. That is why it is commonly used in storytelling
• Simple Past Tense is a kind of tense which is used to describe an event or action that happened already in a certain time in the past
The pattern :
– (+) Subject + verb II + complement
– (-) Subject + did not + verb II + complement
– (?) Did + subject + verb I
The examples :
– (+) I went to Tangkiling yesterday
– (-) I did not go anywhere last night
– (?) Did you go last week?
Adverbs used : yesterday, last night, last week, two days ago, a few minutes ago, last weekend, last month, last year, in 1984, etc.
• Past Continuous Tense is a kind of tense that is used to describe an event or an action which was happening in a certain time in the past
– The pattern : (
– +) Subject + was/were +verb-ing+ complement
– (-) Subject + was not/were not+verb-ing+ complement
– (?) was/were+ subject + verb-ing+complement
The examples :
(+) He was writing a letter at eight o’clock last night
(-) He was not writing a letter at seven o’clock last night
(?) Were you writing a letter at eight last night?
Adverbs used : at the time like this yesterday, at seven o’clock last night, etc.
Past Perfect Tense is a kind of tense that is used to describe an action or an event that started in a certain time in the past and completed or finished till certain time in the past too; or past perfect tense is used to express an action or an event that had happened before the other event or action happened
The pattern :
– (+) Subject + had+verb III+cmplement
– (-) Subject + had not+ver III+complement
– (?) Had + subject +verb III+complement
– (+) We had eaten before they came
– (-) They had not eaten before we came
– (?) Had they eaten before we came?
ลพ Adverbs used :
from 1998 to 1999, once, twice, etc.
Perfect tense
Standard Competency :
— To comprehend and express the meanings of short functional and simple monolog essay texts in the form of Perfect Tense in the daily life context to access knowledge
Basic Competency :
— To respond and express the meaning nuance and the rhetorical steps within the short functional and simple monolog essay texts in the form of perfect tense (present perfect, past perfect and future perfect tense)accurately and fluently in the daily life context to access knowledge
Indicators :
After having finished the lesson, the student are expected to be able to:
— understand the pattern of perfect tense
— identify perfect tense in a certain text
— use perfect tense in making sentences and telling an event or action.
— Present Perfect Tense is used for describing a past action’s effect on the present: He has arrived. Now he is here. This holds true for events that have just been secluded as well as for events that have not yet occurred.
Present perfect is formed by combining have/has with the main verb’s past participle form:
— I have arrived.
A negation is produced by inserting not after have/has:
— I have not arrived.
Questions in present perfect are formulated by starting a sentence with have/has:
— Has she arrived?
Adverbs used:------------
Past Perfect Tense is a kind of tense that is used to describe an action or an event that started in a certain time in the past and completed or finished till certain time in the past too; or past perfect tense is used to express an action or an event that had happened before the other event or action happened
The pattern :
– (+) Subject + had+verb III+cmplement
– (-) Subject + had not+ver III+complement
– (?) Had + subject +verb III+complement
– (+) We had eaten before they came
– (-) They had not eaten before we came
– (?) Had they eaten before we came?
ลพ Adverbs used :
from 1998 to 1999, once, twice, etc.
Future perfect is:----------
Examples:---------
Present tense
Standard Competency :
• To comprehend and express the meaning of short functional and simple monolog essay texts in the form of recount text, narrative, and procedure that have contextual in habitual activities to access knowledge
Basic Competency :
• To respond and express the meaning within simple monolog texts that uses the variety of writing accurately, fluently, and used in habitual activities to accesss knowledge in recount text
Indicators:
• Using Simple present tense in positive, negative and interrogative sentences
• Using Simple present tense in verbal and non verbal sentences
• Using the simple present tense In making recipes or procedures
The simple present is used:
• to express habits, general truths, repeated actions or unchanging situations, emotions and wishes:
I smoke (habit); I work in
• to give instructions or directions:
You walk for two hundred meters, then you turn left.
• to express fixed arrangements, present or future:
Your exam starts at 09.00
Examples:
• For habits
He drinks tea at breakfast.
She only eats fish.
• For repeated actions or events
We catch the bus every morning.
It rains every afternoon in the hot season.
They drive to
• For general truths
The Earth revolves around the Sun.
• For instructions or directions
Open the packet and pour the contents into hot water.
You take the No.6 bus to Watney and then the No.10 to
• For fixed arrangements
His mother arrives tomorrow.
Our holiday starts on the 26th March
Adverb of Time
q Always
q Never
q Every
q Often
q Seldom
q Usually
q Sometimes
A. VERBAL SENTENCE
Affirmative Form
S +V1(-s/-es) +Object
| Subject | Verb 1 | Object |
| I | buy | some books |
| You | write | a story |
| We | study | English |
| They | play | football |
| He | goes | to school |
| She | gives | a present |
| It | runs | very fast |
NEGATIVE FORM
S+ do/does+ not+ V1+ object
| Subject | Do/does | Not | Verb 1 | Object |
| I | do | not | buy | some books |
| You | do | not | write | a story |
| We | do | not | study | English |
| They | Do | not | play | football |
| He | does | not | goes | to school |
| She | does | not | gives | a present |
| it | does | not | runs | very fast |
INTERROGATIVE FORM
Do/does+ S+ V1+ Object?
| Do/does | Subject | Verb 1 | Object |
| Do | I | buy | some books? |
| Do | you | write | a story? |
| Do | we | study | English? |
| Do | they | play | football? |
| Does | he | go | to school? |
| Does | she | give | a present? |
| Does | it | run | very fast? |
1. Verbs ending in –y: the third person changes the –y to –ies :
fly → flies, cry → cries
Exception: if there is a vowel before the –y :
play → plays, pray → prays
- Add –es to verbs ending in: -ss, -x, -sh, -ch :
he passes, she catches, he fixes, it pushes
B. NON VERBAL SENTENCE
AFFIRMATIVE FORM
S+ to be(am/is/are)+ noun/adjective/adverb
NEGATIVE FORM
S+ to be+ not+ noun/adjective/adverb
INTERROGATIVE FORM
To be+ S+ noun/adjective/adverb
| Affirmative | Interrogative | Negative |
| I am a student | Am I a student? | I am not a student |
| You are clever | Are you clever? | You are not clever |
| We are teachers | Are we teachers? | We are not teachers |
| They are in library | Are they in library? | They are not in library |
| He is diligent | Is he diligent? | He is not diligent |
| She is a beautiful girl | Is she a beautiful girl? | She is not a beautiful girl |
| It is a cat | Is it a cat? | It is not a cat |
Standard Competency :
ลพ To comprehend and express the meaning of short functional and simple monolog essay texts in the form of simple procedure text accurately and fluently in the daily life context to access knowledge
Basic Competency :
ลพ To respond and express the meaning nuance and the rhetorical steps within the short functional and simple monolog essay texts in the form of recount, narrative and procedure text in the daily life context to access knowledge
Indicators :
After having finished the lesson, the student will be expected to able to:
ลพ understand the concept of procedure text
ลพ mention the generic structures of procedure text
ลพ tell and write the procedures of making or doing something
The Definition Of Procedure Text
ลพ Procedure text is a text that is designed to describe how something is achieved through a sequence of actions or steps. It explains how people perform different processes in a sequence of steps. This text uses simple present tense, often imperative sentences. It also uses the temporal conjunction such as first, second, then, next, finally, etc.
The generic structures of procedure text are :
ลพ Goal/aim ( or title)
ลพ Materials (not required for all procedural texts)
ลพ Steps (the actions that must be taken)
How to make a sandwich (aim/goal)
You need (materials)
ลพ 2 slices of bread
ลพ peanut butter
ลพ a banana
ลพ honey
What you should do are : (steps)
ลพ Take two slices of bread
ลพ Spread peanut butter
ลพ Cut up a banana onto small slices and put them on one of the slices
ลพ Pour some honey over the bananas
ลพ Put the other slice of bread on top
Recount Text
Standard Competency :
— To comprehend and express the meaning of short functional and simple monolog essay texts in the form of recount text, narrative, and procedure that have contextual in habitual activities to access knowledge
Basic Competency :
— To respond and express the meaning within simple monolog texts that uses the variety of writing accurately, fluently, and used in habitual activities to accesss knowledge in recount text
Indicators :
After having finished the lesson, the students will be expected to able to:
— understand the concept of recount text
— identify the main idea of the text
— identify the series of events of recount text
The Definition Of Recount Text
— Recount text is a text that is used to retell events for the purpose of informing or entertaining.
The generic structures of recount text are :
— Orientation ( it gives the readers the background information needed to understand the text such as who was involved, where it happened, when it happened)
— Events (a series of events, ordered in a chronological sequence)
— Re-orientation (restates the writer’s opinion or personal comment of the writer on the incident
The significant Lexicogrammatical features :
◦ Use of simple past tense
◦ Use of temporal conjunctions (when, after, before, next, later, then)
◦ Use of personal pronoun (I, we)
An Unlucky Day
One morning, I got up with the feeling that the day was going to be an unlucky one for me. How right it was! Found that it was already 06:15 a.m..
I rushed into the bathroom. I did not see a piece of soap lying on the floor, I stepped on it and slipped, almost breaking my back in the process.
Then, I went into the dining room for my breakfast. I gulped down the tea without realizing that it was very hot. It burnt my tongue. I spat it out and could not eat anything because my tongue hurt. I got dressed and rushed to the bus stop.
Unfortunately, I just missed the bus. My heart sank and I knew that I would be late for school.
When I reached school. My name was taken down by the teacher. The teacher scolded me for being late. To my humiliation, I was made to stand outside the class. I was so upset by the incidents that I could not study properly. But worse was to come.
After school, I was on my way home when something hard hit me on the head. Someone hand thrown a bag of fish bones out of the window and it landed on me! I was boiling with rage but could do nothing. However, luckily for me, this only raised a small lump on my head.
I managed to reach home safe and sound, and did not dare to go out again for the rest of the day.
Simple Straight sided shapes Simple Rounded shapes Types of triangles 3D shapes Mathematical shapes
Miscellaneous shapes |
| |
November 2003
Revised: January 2009
English Vocabulary
The Human Body and Anatomy
Useful Vocabulary | Build Up | Naturally Speaking | Dialogues | Games and Tests
Useful Vocabulary
| The Human Body | |
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Close up on the foot | Close up on the hand |
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Pronunciation Click here
Build Up
Inside the Body - Simple Anatomy
| bladder | The organ inside the body of a person, where urine is stored before it leaves the body. |
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| brain | The organ inside the head that controls thought, memory, feelings and activity. |
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| digestive system | The organs in your body that digest food. |
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| ear | The ear is made up of three different sections: the outer ear, the middle ear, and the inner ear. These parts all work together so you can hear and process sounds. |
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| eye | 'The eyes takes in information about the world around you - shapes, colours, movement, and more. Then they send the information to your brain. |
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| heart | The heart sends blood around the body. The blood provides oxygen and nutrients to the body. |
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| kidney | One of the main jobs of the kidneys is to filter the waste out of the blood. |
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| liver | A large organ in the body which cleans the blood and produces bile (a bitter yellow liquid which helps to digest fat). |
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| lungs | The lungs are one of the largest organs in the body, they work with the respiratory system to take in fresh air, and get rid of stale air. |
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| mouth | The opening in the face which consists of the lips and the space between them, or the space behind which contains the teeth and the tongue. |
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| skeleton | The frame of bones that support the body. |
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| spine | The line of bones down the centre of the back that provides support for the body. |
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| teeth | The hard white objects in the mouth, which are used for biting and chewing. |
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| tooth | (see above) |
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| urinary tract | The parts of the body which produce and carry urine. |
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Naturally Speaking
Describing aches and pains
| If your head hurts: | "I've got a headache." or "My head aches." |
| If your stomach hurts: | "I've got stomach ache." or "My stomach aches." |
| If your back hurts: | "I've got backache." or "My back aches." |
| If your neck hurts: | "I've got neckache." or ""My neck aches." |
| If other parts of your body hurt: | "I've got a pain in my arm / leg etc." |
Dialogue
| Listening Practise:- It's Monday morning and Mr Smith has gone to see the doctor. | |
| Doctor: | Hello Mr Smith. We haven't seen you in a while. What seems to be the problem? |
| Mr Smith | Well, I fell off the ladder whilst I was decorating and hurt my ankle. It swelled up and hasn't gone down since. |
| Doctor: | OK - let's have a look, take off your shoe and sock and roll up your trouser leg. (Examines ankle) Ah yes, I think we had better send you to the hospital to get this X-rayed. You may have broken a bone. |
| Mr Smith: | What? You're joking! No wonder it hurts so much. |
Sympathy Expressions
— Standard Competency :
To comprehend and express the meaning nuance within the transactional and interpersonal conversations which are related to the expressions of sympathy in the context of daily life
— Basic Competency :
To respond and express the meaning nuance within the formal / informal transactional (to get things done) and interpersonal (get sociable) conversations by using the simple kind of spoken and written languages accurately and fluently in the daily life context involving the acts of expressing happiness, gaining attention, expressing sympathy and giving instruction
Indicators :
— After having studied the material given, the students are expected to be able to:
— mention the definition of sympathy expression
— identify the meaning nuance of expressing sympathy
— respond or carry out conversations using sympathy expressions
— The definition of sympathy expression:
Sympathy expression is an expression or feeling of pity and sorrow when we know and see someone or people are unlucky or have trouble and in bad condition. By expressing sympathy we want to show our concern or carefulness on other people’s condition.
— How can we give sympathy expression to someone?
We express it directly to him/her orally or we can use a letter or card by post also by short message service (SMS), e-mail, television, radio, and newspaper if he/she who got the trouble is far from us.
— Several expressions of sympathy :
— I’d like to express my deepest condolences
— I’m sorry to hear that
— I’m awfully sorry about…
— Oh, how awful!
— Oh, dear!
— You must be very upset
— Oh, what a shame
— How pity you are!
— How terrible / awful for you
— Example of dialogue that expresses sympathy in a certain situation :
Miss Agnes Hansella : You know what? Ewo has lost his wallet.
Noveni Irawati : Oh, I’m sorry to hear that
Appointment Letters
Write the perfect appointment letter in minutes
With WriteExpress software you get proven appointment letters that are guaranteed to help you find the perfect words to say.
Tips for writing effective letters to schedule an appointment:
· Mention or restate the purpose for the meeting or other event. Describe what you would like to accomplish so that the other party/parties involved know your expectations.
· If you are seeking an appointment as part of a job search, keep the tone of your letter particularly cordial. Briefly mention your qualifications, past experience, and other relevant information; the position you are seeking; when you can meet and when you would be available to begin working; and so forth.
· If applicable, mention how the reader will benefit from the appointment.
· Include the date you would like to meet, or reiterate the date you had planned to meet.
· If other people besides the reader will be present, you may wish to mention briefly the other individuals who will attend.
· If appropriate, include information such as where the meeting will take place; how long it is intended to last; any items, documents, etc. that the person(s) should bring to the appointment; and so forth.
· Indicate by when you need a response to affirm that the reader can attend the meeting. If you intend to contact the person to follow up, indicate this in your letter.
· Include your contact information, such as e-mail address or phone number where you can most easily be reached.
Tips to effectively reschedule an appointment:
· If desired, politely state the reason for which you need to reschedule the appointment.
· Give a couple of dates and times when you are available to meet, or mention that you will call (or ask the other person to call you when it is convenient for him/her) to schedule a time that will work for all those involved.
· If any other details will change (such as location, those who will attend, etc.), include that information as well.
· Indicate by when you need a response to your letter.
· Make sure to include your contact information, even if you included it in your first letter when scheduling the original appointment.
Tips to cancel an appointment:
· This letter can usually be short and to the point.
· Be courteous. You never know when you might have occasion to meet with this person again or desire his/her services or products.
· If you must cancel the appointment, do so as soon as possible in order to give the other party adequate notice, especially if you might incur a fee or expense by not canceling by a certain date.
· If desired, you can indicate your reason for canceling. However, this is not necessary, and doing so is not always in your best interest.
When writing a letter to offer someone an appointment to a position:
· Use a positive tone.
· If this letter also serves to praise or congratulate the person, be direct and sincere.
· Give as much information as necessary to communicate the scope and importance of the new appointment.
· Generally, because this letter is one the reader will greatly appreciate, you may wish to use this letter to help build a stronger relationship between yourself and the appointee.
· If other individuals are likely to read the letter, it should contain enough information about the appointee's qualifications that others will recognize that he or she is qualified to fill the position.
invitation : :
1. A document written or printed, or spoken words, /onveying the message by which one is invited.
2. The act of inviting; solicitation; the requesting of a person's company; as, an invitation to a party, to a dinner, or to visit a friend.
3. Allurement; enticement.
4. A request (spoken or written) to participate or be present or take part in something.
**a written or spoken request asking someone to spend time with you socially or to come to a social event
The wedding invitations went out yesterday.
invitation to: Nobody in the office had received an invitation to the party.
**a request to someone to do something or go somewhere
invitation to do something: She has received an invitation to join a new environmental policy body.
decline/refuse an invitation: The senator declined our invitation to comment on the allegations.
standing/long-standing/open invitation (=with no fixed date): The former president has accepted a long-standing invitation to address the conference.
** invitation or open invitation an action or event that makes something unpleasant more likely to happen
invitation to: He described the low wages paid to police officers as almost an invitation to corruption.
an (open) invitation to do something: The banks will take the minister’s comments as an open invitation to charge their customers higher rates.
Invitation Letters
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How to write an invitation letter:
· The tone of an invitation should be always positive, in anticipation of a pleasurable occasion. Picture your guests smiling when they read your letter of invitation. Clever phrasing, poetry or a themed approach may be appropriate for an informal occasion, but you should express the details clearly.
· Extend the invitation, naming the event and including the date, time, and place. If the event has a special purpose, such as honoring someone or celebrating an anniversary, state this.
· Indicate if a gift is not expected if the event is a retirement, an anniversary, or a reception. If a gift is welcome, it is usually best to say nothing, except in the case of bridal or baby showers.
· Indicate the appropriate dress, if there is any reason for question.
· Express anticipation.
· Ask for a response by a specific date.
· Try to send your invitation letter two weeks or more in advance.
Be sure your invitation letter includes:
o The name of the person sponsoring the event (who is the host/hostess?)
o Exactly who is invited (can someone bring a guest, spouse, child?)
o What type of social event is being held
o The date, address, and time of the event
o Directions or a simple map if the location may be difficult to find
o What type of dress is appropriate or preferred
o The phone number and deadline to reply; precede these facts with “RSVP” (French abbreviation for “please reply”).
Sympathy Letters
Quickly and effortlessly create sympathy letters that show you care
With WriteExpress software you get proven sympathy letters that are guaranteed to help you find the perfect words to say.
How to express sympathy when a friend or relative suffers a loss:
· Describe how much the deceased was respected and admired by you and others.
· Mention a few of the deceased person's strengths, achievements, and successes.
· If appropriate, include a short personal story or anecdote involving your relationship with the deceased.
· Strike a careful balance between the formal tone of a sympathy letter and its deeply personal nature.
· Remember that a mourner is emotionally drained, so keep your sympathy letter short—under one page in length.
· If you can do so sincerely, offer to help in some way and include contact information such as your cell phone number and your email address.
· If you have strong religious convictions, comfort the mourner with your belief that the deceased will find peace and happiness in a better world.
· Put yourself in the mourner's place and imagine the kind of sympathy letter you would like to receive.
Compliment or praise an employee's work performance
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Use of this material is subject to the WriteExpress License Agreement.
| Tips: Keep your letter brief! Praise is a powerful motivator. Take the time to give genuine, specific compliments in a friendly, yet professional manner. A bonus check or some other tangible expression of thanks may accompany this letter. |
| | Jane, we in management are well-aware of your personal contributions to the Doe project. Given a complex problem, you have a rare and enviable ability to find a simple solution. It is delightful to see how your eyes light up when you are working on new ideas. Thank you for the enthusiasm you add to the team. You are a great contributor. We hope you will be inspiring us with your innovative thinking for years to come. |
| | Sample Compliment Letter #2: I want to compliment you on getting the sales brochure out in record time. I know you had to spend time on Saturdays to pull things together after some of the data was lost, but you did it without complaint. I trust these kinds of pressures will be a thing of the past as we get new equipment. We sincerely appreciate your outstanding work in getting this campaign started right. Thank you, again, for taking this problem in stride. You have a promising future in the company. |
| | Sample Compliment Letter #3: Congratulations on your presentation to our new clients last Friday. I thought your descriptive approach with multicolored visuals was very effective. The clients seemed especially to appreciate your attention to detail when you answered their questions. Thank you for the preparation you put into this effort. It was one of the best I have attended. |
| | Sample Compliment Letter #4: Congratulations! Your work group achieved the highest quality production of the whole factory last month. In addition to having the highest overall score, your group also had the lowest rework percentages in the plant. This is particularly impressive since our overall quality figures were up for all departments for the month. The diligence and dedication demonstrated by your team have been mentioned by your supervisors and your colleagues. We have all noticed the enthusiasm and extra hours each of you put in this last month. Thank you for your significant contribution to our division's success. We are implementing your recommendations for new equipment and hope that it will help you to maintain the same excellent performance. |
Combine sample phrases and sentences to create a letter that is specific to your own personal situation.
1. Mention the work or achievement that deserves the compliment.
Sentences:
· I was pleased with your presentation on Friday. It was very interesting, accurate, and motivating.
· I want to commend you for your fine work on our last project.
· I want you to know how impressed I am with the professional manner in which you handled the Doe account.
· I continue to be grateful for your ability to find every error. Without your sharp eye we would have been working for days trying to resolve the discrepancies in the Doe account.
· Congratulations, John! Your team surpassed this month's production goals in both quality and quantity.
· We just want to tell you how much we appreciate the public relations work you do for us.
Phrases:
- a direct result of your efforts
- a job well done
- accept my sincerest
- are to be commended for
- congratulations on
- done a magnificent job
- exceptional job you did
- have been very pleased
- how much we value
- how impressed I was
- how much I appreciate
- let you knowv
- must compliment you on
- must give you the credit for
- such a fine job
- the outstanding success of
- the excellent quality of
- the professional manner
- the contribution you make
- very impressed with
- want to commend your
- was most pleased with
- your positive impact on
2. Acknowledge the qualities the employee possesses to achieve the high standard.
Sentences:
· Your willingness to spend long hours in meticulous research has brought impressive results that motivate the younger members of the team.
· Your insistence on professional quality at each stage produced a much better product than we had originally thought possible.
· Not only did you identify the problem, you explained how we can avoid the error in the future.
· Your ability to motivate your team to work together in harmony is a rare thing in this industry.
· We salute you for your professional approach and are proud to have you as part of our staff.
· We have come to depend on your market predictions and insightful observations.v
Phrases:
- can take pride in
- competence and sensitivity
- done expertly and thoroughly
- expertise and diligence
- extra time and effort
- hard work and commitment
- have been invaluable
- have set a standard for
- have come to depend on
- professional approach to
- support you gave to
- taking the initiative
- talent combined with
- the enthusiastic way you
- time and effort
- to go the extra mile
- to take the lead in
- your ability to
- your willingness to
- your contribution tov
- your influence on
- your dedication to
- willingness to help
3. Thank the employee for his or her contribution
Sentences:
· Thank you for your dedication.
· We appreciate your thoroughness.
· Thank you for helping us make a smooth transition.
· Thank you for your outstanding service.
· Please accept my gratitude for your extra effort.
· Thank you for your contribution.
· We appreciate your devotion to your work.
· Thank you for enriching our work environment.
Phrases:
- a job well done
- a significant contribution
- accept my gratitude for
- an asset to our
- appreciate having you
- as a result of your efforts
- best wishes for
- cannot overestimate the value of
- commend you for
- congratulations to
- continue to excel
- continued success in
- count it a privilege to
- enjoy the rewards of
- express our appreciation for
- future association with
- gain further recognition for
- gain even more visibility
- good luck with
- hope other opportunities will
- in the future
- keep up the good work
- look forward to
- made the difference
- making quite a name for yourself
- making a great contribution to
- many contributions to
- our best wishes
- reap many benefits from
- sincerely grateful for
- thank you for
- thank you
- very proud of
- vital to our success
- will be watching your
- will prove to be of great value to
- wish you continued success
- wish you similar success with
- your future endeavors
- your future accomplishments
- your contribution to
- your happiness and success
Impressed with the professional letters and content for this topic? This is just the beginning.
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Now even amateur writers can sound like experts.
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Authorization Letters
Empower, grant or justify with the right letter of authorization
Don't leave others guessing—let them know exactly your expectations.
With WriteExpress software you get proven authorization letters that are guaranteed to help you find the perfect words to say.
How to write an authorization letter:
· Letters of authorization are important for granting approval, delegating responsibility, or giving permission.
· When granting authorization, it is often a good idea to communicate exactly what you want. Giving precise instructions now may save a great deal of correcting later.
· Given the particular circumstances, however, you may wish to simply outline the main responsibilities or objectives with the promise of additional information and training to come.
· Either way, the ultimate letter of authorization must be very detailed and specific so that the reader knows what to do, when to do it, and what means to use, and so that all such particulars are documented in order to mitigate liability. It is important that the person understand exactly what you expect of him or her.
· When writing your letter, be brief and businesslike, but specifically state the details of any agreement into which you may have entered. Do not assume anything that is not explicitly written.
· Be sure to state the time frame so there will be no misunderstanding as to the scope or duration of the authorization or additional responsibilities.
Need the right words for your authorization letter? With WriteExpress software you get proven authorization letters that are guaranteed to help you find the perfect words to say in three easy steps: 1. Choose from a variety of prewritten authorization letters that cover many common situations. Copy your letter directly into Microsoft Word or your favorite word processor. 2. Or let our software guide you step-by-step through the writing process, suggesting sample phrases and sentences for each writing step. In minutes, you can write an effective authorization letter. 3. Print your authorization letter and send it! For each topic you get many authorization letters already written for you:
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Announcement Letters
Discover the easy way to write an announcement letter
You're reading this because you have to write an announcement letter that will be read and re-read by many people.
And you probably want your letter to sound smart, clever and maybe even funny.
How to write an announcement letter:
· Write your announcement letter in a straightforward and concise so way the reader can get the information quickly and be able to refer to it easily.
· If you are making a positive announcement, keep it short, inviting, and to the point. Demonstrate your desire to maintain a personal or business relationship, and to build morale, confidence, loyalty, and goodwill.
· If announcing or recognizing the achievements of others, you can, if you write appropriately, motivate others to achieve the same objectives.
· Your letter is a prime opportunity to build good relationships and promote your business.
· Make the information in your announcement clear and complete, so you are not bombarded with questions later.
· If you are announcing bad news, make a direct, no-nonsense statement. Temper the announcement with understanding and optimism. Your tone should be considerate and respectful.
Need the right words for your announcement letter? With WriteExpress software you get proven announcement letters that are guaranteed to help you find the perfect words to say in three easy steps: 1. Choose from a variety of prewritten announcement letters that cover many common situations. Copy your letter directly into Microsoft Word or your favorite word processor. 2. Or let our software guide you step-by-step through the writing process, suggesting sample phrases and sentences for each writing step. In minutes, you can write an effective announcement letter. 3. Print your announcement letter and send it! For each topic you get many announcement letters already written for you: Business Announcement Letters
Personal Announcement Letters
Sales Announcement Letters |
How to Write a Narrative Essay
by Jesse Seldess, Professional Writer
Learn how to write a narrative essay with these easy-to-follow tips.
Writing a Narrative Essay
There's nothing like reading a great narrative. Whether in novel or essay form, a narrative piece of writing transports readers into the time and space of the world portrayed by the writing.
There's also nothing like writing a great narrative. Through reflecting upon an event, and through recreating the experience for other readers, writing a narrative essay can enable you to develop new, subtle, and rewarding perspectives.
Basic qualities of a narrative essay:
- A narrative essay is a piece of writing that recreates an experience through time.
- A narrative essay can be based on one of your own experiences, either past or present, or it can be based on the experiences of someone else.
- In addition to telling a story, a narrative essay also communicates a main idea or a lesson learned.
First steps for writing a narrative essay:
- Identify the experience that you want to write about.
- Think about why the experience is significant.
- Spend a good deal of time drafting your recollections about the details of the experience.
- Create an outline of the basic parts of your narrative.
Writing about the experience:
- Using your outline, describe each part of your narrative.
- Rather than telling your readers what happened, use vivid details and descriptions to actually recreate the experience for your readers.
- Think like your readers. Try to remember that the information you present is the only information your readers have about the experiences.
- Always keep in mind that all of the small and seemingly unimportant details known to you are not necessarily known to your readers.
Communicating the significance of the experience:
- It's often effective to begin your narrative with a paragraph that introduces the experience and communicates the significance. This technique guarantees that your readers will understand the significance of the experience as they progess through the narrative.
- Another effective technique is to begin the essay by jumping directly into the narrative and then ending the essay with a paragraph communicating the significance of the experience. This approach allows your readers to develop their own understanding of the experience through the body of the essay and then more deeply connect to your expression of the significance at the end.
- You might also consider introducing the experience in the first paragraph but delaying your expression of the significance of the experience until the end of the essay. This approach heightens your readers' sensitivity to the significance of the narrative.
Revising your narrative essay:
- After spending time away from the draft of your narrative essay, read through the essay and think about whether the writing effectively recreates the experience for your readers.
- Ask other people to read through the essay and offer their impressions.
- Identify where more details and descriptions are needed.
- Identify and consider removing any information that seems to distract from the focus and main narrative of the essay.
- Think about whether you've presented information in the most affective order.
Potential prompts for your narrative essay:
If you're having trouble choosing an experience to write about, take a quick glance through these prompts. They might help you remember or identify a particularly interesting or significant experience to focus on.
- A childhood event. Think of an experience when you learned something for the first time, or when you realized how important someone was for you.
- Achieving a goal. Think about a particularly meaningful achievement in your life. This could be something as seemingly minor as achieving a good grade on a difficult assignment, or this could be something with more long-lasting effects, like getting the job you desired or getting into the best school to which you applied.
- A failure. Think about a time when you did not perform as well as you had wanted. Focusing on an experience like this can result in rewarding reflections about the positive emerging from the negative.
- A good or bad deed. Think about a time when you did or did not stand up for yourself or someone else in the face of adversity or challenge.
- A change in your life. Think about a time when something significant changed in your life. This could be anything from a move across town to a major change in a relationship to the birth or death of a loved one.
- A realization. Think about a time when you experienced a realization. This could be anything from understanding a complicated math equation to gaining a deeper understanding of a philosophical issue or life situation.
Clarity
| | By Stacie Heaps
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Readers, like writers, are busy people, and they are unlikely to spend time trying to decipher the meaning of wordy, vague, or confusing text. Therefore, writers should themselves spend the time to ensure that their writing is as clear as possible.
Writing clearly should be one of the most important objectives, if not the most important objective, of good writers. The ability to write clearly is of course a skill that is learned over time, primarily through reading good writing and through the actual act of writing. Like any skill, the more you write, the clearer and more effective your writing will become.
Avoid Jargon
Jargon is specialized language used by the members of a particular field or industry, organization, or other group. Though it may be acceptable and even useful among the members of the specific group, jargon should be avoided when writing to a general audience. Even when used among members of a specific group, jargon sometimes causes sentences to be needlessly wordy. In such cases, the sentence should be revised.
| Not: | The director said that by the end of the year they would equip our homes with Wi-Fi, so everyone will have to upgrade from dial-up to a broadband connection and use the same ISP. |
| But: | The director said that by the end of the year they would equip our homes with wireless Internet connection, so everyone will have to upgrade from dial-up to high-speed Internet and use the same Internet service provider. |
Jargon is also language that has been inflated or made flowery simply for the purpose of impressing others. In reality, however, readers are far more impressed by simple, clear, powerful writing. Sentences filled with this second type of pretentious jargon should always be revised.
| Not: | In our department, they recently instigated downsizing in order to more efficiently use their human resources by reducing overhead. |
| But: | In our department, they recently began laying people off to reduce costs. |
Avoid Obsolete or Invented Words
In most contexts, it is best to avoid using words that are obsolete and no longer used or that are invented. Invented words (or neologisms) include those that are too new to the lexicon to be standard; many such words are never accepted into the language. In formal writing, a neologism should be used solely if it is the only word that will convey your meaning.
| Not: | Erelong they will have to make a decision about the merger twixt themselves and Dairy Soul. Perhaps it is because of his love of literature that he tries to metaphorize everything he says to his co-workers. |
| But: | Before too long they will have to make a decision about the merger between themselves and Dairy Soul. Perhaps it is because of his love of literature that he tries to use metaphors in everything he says to his co-workers. |
Avoid Slang
Slang is nonstandard language made up of usually short-lived, expressive words and phrases. Though some slang words are eventually accepted as standard language, many are not. Because slang words often do come and go very quickly, they lend an informal tone and should therefore be avoided in most types of writing.
| Not: | My brother’s start-up company got owned last year. That idea is really out there. |
| But: | My brother’s start-up company went out of business last year. That idea seems pretty far-fetched. |
Avoid Regional and Colloquial Expressions
Regional expressions are sayings used in a particular part of a country, and a colloquial expression is an expression not used in formal speech or writing. (A colloquial style is an informal or conversational, or even folksy, style.) Like slang, regional and colloquial expressions are also best avoided in most writing contexts because such expressions may not be understood by those outside of a particular group and because they lend an informal tone to one’s writing.
| Not: | After these meetings, the managers generally stand around just shooting the breeze. Last year, our company had a rough trot. |
| But: | After these meetings, the managers generally stand around talking. Last year, our company went through a period of misfortune. |
Don’t Misuse Words
Though it is admirable to use new words and to work to expand your vocabulary, it is important to make sure that you are using a word correctly before including it in your writing, particularly if the writing will be read by large number of people or by influential people in your field.
A thesaurus, for example, is a very handy tool for finding new words, but make sure when you use it that you do so with care so that you don’t choose words that might cause embarrassment to you or misunderstanding or confusion for your readers.
| Not: | My manager said that after slipping on the ice, she laid prostate for several seconds catching her breath. |
| But: | My manager said that after slipping on the ice, she lay prostrate for several seconds catching her breath. |
In the example sentence above, notice that both laid and prostate were initially used incorrectly. The correct terms are lay (past tense of lie) and prostrate (meaning to lie flat on the ground). Lay and lie are two of the most commonly confused words in English. For definitions of these and other commonly confused words, see the article entitled “Commonly Confused Words.”
Use That When Needed
For sentences that contain a that clause following the main clause, including the that often helps the meaning to be more clear by better showing how the sentence parts work together. In some cases, if that is left out, readers may misunderstand the meaning of the sentence.
| Not: | The manager was suggesting their termination was inevitable. Each year the employees demand their wages be increased. |
| But: | The manager was suggesting that their termination was inevitable. Each year the employees demand that their wages be increased. |
Use Words with Appropriate Connotations
Many words have both denotations (literal or dictionary meanings) as well as connotations (emotional meanings). For example, the word sweat denotes a salty fluid secreted by sweat glands, but it connotes hard work and dedication. Because of this distinction, it is important to pay attention to both the denotation and the connotation of words. If the connotations of a word do not seem appropriate for the context of your writing, choose a different word. A good thesaurus can help you come up with a suitable synonym if one does not readily come to mind.
| Not: | After purchasing her treadmill and using it faithfully every day for a year, my sister became very skinny. |
| But: | After purchasing her treadmill and using it faithfully every day for a year, my sister became very slender. |
Avoid Euphemisms
Euphemisms are milder or less negative words that are used in place of a harsh, blunt, or offensive word. Like jargon, they are often needlessly wordy, indirect, and sometimes even misleading. For this reason, most euphemisms should be replaced.
| Not: | Next week we are having a sale on all of our recently acquired preowned vehicles. Our lives are somewhat different now because of our daughter’s special needs. |
| But: | Next week we are having a sale on all of our recently acquired used cars. Our lives are somewhat different now because of our daughter’s blindness. |
In some cases, however, euphemisms are appropriate. For example, we often use euphemisms when talking about death, bodily functions, or other sensitive topics. When euphemisms are used in these instances or in an honest effort to spare someone’s feelings, such as saying that someone is frugal rather than cheap, then they are sometimes preferred.
Use Figures of Speech with Care
A figure of speech is an expression that uses language in a nonliteral way. Figures of speech are most frequently used to compare two dissimilar things in order to reveal unexpected similarities between them. Two common devices for doing so are similes and metaphors. A simile compares two things using the word like or as, as in the expression cool as a cucumber. A metaphor makes a similar comparison, but without the use of like or as. For example, Their home is a museum is an example of a metaphor. Both kinds of figures of speech can be quite useful in helping readers to grasp an interesting or new idea or concept. It is important, however, not to mix metaphors—that is, don’t use a metaphor or simile that evokes two or more images of ideas that just don’t make sense together.
| Not: | We set up a foolproof plan to work out the holes in our production process. While her husband was on leave, they tried to bridge the rough patches their separation was causing. |
| But: | We set up a foolproof plan to work out the kinks in our production process. While her husband was on leave, they tried to bridge the gaps their separation was causing. |
Avoid Being Too Formal or Too Informal
Part of analyzing the purpose of your writing and the needs of your anticipated audience is determining the tone you want to use. For most types of academic and business writing, a somewhat formal tone is best. An informal style, on the other hand, is best reserved for personal correspondence with friends and family or communication with other close associates. Once you have determined which style is appropriate for a particular document, be consistent; readers can be easily distracted or even confused by writing that switches between a formal and informal style.
| Not: | I heard you’re hiring a few new guys for your latest gig, and I thought I’d see about working there. The party will commence at 7 p.m. We’ll be having barbequed burgers and hot dogs. Feel free to invite your parents, if you like. I would look forward to making their acquaintance then. |
| But: | One of your employees, Jon Daniels, told me that you are hiring a few new contractors for your latest project, and I would like to apply for a position. The party will start at 7 p.m., and we’ll be having barbequed burgers and hot dogs. Feel free to invite your parents, if you like. I would enjoy meeting them |
Apostrophes
| | By Stacie Heaps
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Apostrophes are primarily used to show possession, though they have a number of other common uses, as well.
Possessive Case
The primary use of the apostrophe is to indicate the possessive case.
Singular Possessive
To form a possessive with a singular noun, use an apostrophe followed by an s.
| Examples: | My aunt’s home is in Our supervisor’s name is Joshua. |
This is generally true even if the word itself ends with an s. Still add an apostrophe and s.
| Examples: | Have you seen Marcus’s report?
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On the other hand, some writers prefer to omit the s after the apostrophe whenever a word already ends in s or z. Though this guideline is easy to follow, it does not follow the norms of pronunciation, and it can therefore seem unnatural.
| Examples: | Last night we had dinner at Mr. Lewis’ home.
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Plural Possessive
To create plural possessive nouns when the words end with an s, add just an apostrophe. Never add an apostrophe and an s to a plural noun that already ends in s.
| Not: | The managers’s meeting will be tomorrow.
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| But: | The managers’ meeting will be tomorrow.
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For plural nouns that do not end with an s, add an apostrophe followed by an s. Do not write the apostrophe after the s.
| Not: | Your childrens’ song was beautiful.
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| But: | Your children’s song was beautiful.
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For a more thorough discussion of possessives, see the article entitled “Possessive Nouns and Indefinite Pronouns.”
Indefinite Pronouns
Use an apostrophe plus s to create the possessive case of indefinite pronouns. Indefinite pronouns are pronouns that do not refer to any particular person or thing, such as somebody, anybody, someone, anything, something, and so forth.
| Examples: | I found someone’s keys on the desk over there.
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For more information, see the article entitled “Indefinite Pronouns.”
Abbreviations
To create the possessive form for the abbreviation of a singular noun, add an apostrophe plus s.
| Examples: | That CPA’s salary is twice what mine is.
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Generally, do not use an apostrophe plus s to create the plural form of an abbreviation.
| Not: | There were three CPA’s at the meeting.
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| But: | There were three CPAs at the meeting.
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However, if the abbreviation has both capital and lowercase letters or has two or more periods, then an apostrophe should be used to avoid misreading.
| Example: | All of my brothers earned PhD’s |
To make the plural possessive form of an abbreviation, add an apostrophe after the s only.
| Examples: | Have you heard the CPAs’ recommendations? We understand the RNs’ want to change their schedules. |
Plural Letters and Words
To pluralize a letter or a word used as a word, italicize the letter or word and use roman type for the final s. Generally, no apostrophe is used to make the plural form of a word or an uppercase letter.
| Examples: | Do you realize how many heretofores are in this affidavit?
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However, where the plural form of the capitalized letter might be misread if the apostrophe were omitted, then include it.
| Example: | I think that there are two capital I’s in InterIndex. |
When referring to letters used to represent scholastic grades, the letters are capitalized and left in roman type. An apostrophe is typically not necessary to create the plural form (though it is used after A so as not to confuse it with the word As).
| Example: | He received three A’s, two Bs, and two Cs.
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An apostrophe generally is used for ease in reading, however, when creating the plural form of lowercase letters.
| Examples: | There are two t’s and two c’sin the word fettuccini. Are those two e’s in that word? |
Plural Numbers
To make the plural form of a number, add an s,without the apostrophe.
| Example: | They like to skate figure 8s at the ice rink.
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Contractions
The apostrophe is also used to replace the missing letters in a contraction.
| Example: | He said he couldn’t make it to the meeting this morning.
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Contractions are common in speech and informal writing, and many writers include them even in formal text to give the work a more conversational or relaxed tone. However, some readers disapprove of contractions in formal writing, so pay attention to the purpose of your document and the audience for whom it is intended.
When writing a contraction where the apostrophe comes at the very beginning of the word, make sure that an apostrophe, and not an opening single quotation mark (which is the default character that will be inserted by most word processors), is used.
| Not: | ‘Tis the best time of the year.
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| But: | ’Tis the best time of the year.
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Such constructions are generally reserved for poetry and other forms of informal writing.
Years
An apostrophe (again, not an opening single quote) is used to indicate the omission of the first two digits of a year.
| Not: | His wife graduated two years before he did, in ‘75.
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| But: | His wife graduated two years before he did, in ’75.
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However, do not omit the first two digits of the year if it might be unclear to readers which century is meant.
Decades
An apostrophe should not be used before the s when referring to the years of a particular decade.
| Examples: | He is definitely a child of the 1980s. Her grandfather was a teenager during the 1950s. |
Plural Form in Quotation Marks
The plural form of a word or phrase in quotations marks may look awkward, and thus the sentence should probably be revised to avoid this construct. If the plural form is retained, however, then an apostrophe plus s should be included within the quotation marks (never on the outside of the quotation marks).
| Original: | | With the state of marriage in this country, are there any “till death do us part’s” anymore? |
| Better: | | With the state of marriage in this country, does anybody even make it to “till death do us part” anymore? |
Misused Apostrophes
Sometimes writers mistakenly add an apostrophe where one does not belong. Following are instances where an apostrophe should not be used.
Do not use an apostrophe for nouns that are not possessive. This error sometimes occurs when a possessive pronoun appears in the sentence. However, a possessive pronoun does not necessarily mean that a nearby noun should also be in the possessive case. Rather, it depends on the grammatical function of the noun.
| Not: | Their nephews’ all live in the |
| But: | Their nephews all live in the Our pets are like our surrogate children. |
Do not use an apostrophe for the possessive form of the personal pronouns its, whose, his, hers, ours, yours, or theirs. These words do not contain apostrophes, even though they are in the possessive case.
| Not: | I did not know that their department had combined with our’s.
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| But: | I did not know that their department had combined with ours.
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The word it’s is the contraction of it is, and the word who’s is the contraction of who is. Do not confuse these two words with the possessive forms its and whose, which do not contain apostrophes despite being in the possessive case.
| Not: | Every department has it’s own policies and procedures to handle such circumstances.
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| But: | Every department has its own policies and procedures to handle such circumstances.
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Nor should apostrophes be used with the personal pronouns your, their, or theirs. Be careful not to confuse these words with the contraction you’re, they’re, and there’s.
| Not: | What you’re colleagues said was inexcusable.
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| But: | What your colleagues said was inexcusable.
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Finally, present-tense verbs used with third-person singular subjects always end in s and do not ever have an apostrophe.
| Not: | | Our office boast’s some of the best talent in the nation.
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| But: | | Our office boasts some of the best talent in the nation.
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Greeting Card Templates
| Congratulations
| Happy Anniversary 01
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| Happy Anniversary 02
| Happy Birthday 01
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| Happy Valentine's Day
| Invitation 01
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| Invitation 02
| Merry Christmas 01
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| Thinking of You
| See also:
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These easy-to-use templates are included in OfficeReady Professional and are completely customizable. Get the entire collection of templates for one low price!
Holiday Letters
Quickly and effortlessly create holiday letters with cheerful words
With WriteExpress software you get proven holiday letters that are guaranteed to help you find the perfect words to say.
Tips for writing your holiday letter
· Consider your audience and purpose, and write accordingly.
· It is often fun to write holiday letters using friendly stationery templates you can print from your own printer.
· Be sensitive when choosing your words—keep in mind that the person you are addressing might not celebrate the holiday(s) that you mention.
· Send your letters early, especially for the end-of-year holidays or winter season because of the increased volume in the mail.
· When possible, send a personalized letter—such an effort will be much more appreciated than simply receiving a “group letter.” If you do choose to send a group letter, try to add a personalized note at the bottom.
· Close by wishing the person well and expressing your hope that he/she enjoys the holiday. End on a positive note.
· Review your letter before sending it and revise if necessary. Keep your letter interesting and upbeat—and if possible, to one page.
· Ask family members and others before sharing personal or important information about them. For members of your own family (e.g., spouse and older children), it is best to let them read the letter before sending it.
How to write a holiday letter in conjunction with a sale or other special promotion:
· Extend a warm greeting.
· Acknowledge the upcoming holiday.
· Describe the offer or special sale that you are having, including any special discounts or other incentives.
· If appropriate, express your appreciation for the customer and for his/her business over the years (or months, etc.).
· Close by reiterating warm wishes for the holiday.
How to write a holiday letter to employees or business colleagues:
· Begin your letter with a warm, personal greeting.
· Mention the holiday or season for which you are sending the letter.
· If appropriate, thank the person for his/her hard work and dedication to your company or organization.
· If you are including with your letter a bonus check or gift of some kind, indicate as much in your letter.
· If you are also announcing a party or other social event in your letter, be sure to include important information, such as the date, time, location, appropriate attire, and whether or not the person needs to RSVP, how, and by when.
· Include any message you want to about the successes or accomplishments of that year (or quarter, etc.), or the goals for next year. For personalized letters, mention specific accomplishments of the various employees or coworkers or colleagues.
· Close your letter by expressing your wish that the person have a happy holiday (and a prosperous new year, if this is an end-of-year letter).
Tips for personal holiday letters:
· Open with a warm greeting, acknowledging the occasion.
· Include an update on your life or that of your family—mention latest events or changes, happy news, accomplishments, noteworthy goals, humorous events, etc.
· Make polite inquiries about the life of the reader.
· If you have included a gift or money, briefly mention this fact.
· You might also include such things as: warm memories, an invitation to spend time with the reader, or reminders about important dates, such as upcoming get-togethers or family reunions, graduations, marriages, and the like.
· Include a current picture of your family or other keepsake, if desired.
· Include your current contact information, such as e-mail, cell phone or home number, etc., in case the reader does not have it or has lost track of it.
· In closing, express your wishes for a pleasant holiday.
Need the right words for your holiday letter? With WriteExpress software, you get the words you need in three easy steps: 1. Choose from a variety of prewritten several letters that cover many common situations. Copy your letter directly into Microsoft Word or your favorite word processor. 2. Or let our software guide you step-by-step through the writing process, suggesting sample phrases and sentences for each writing step. In minutes, you can write an effective several letter. 3. Print your several letter and send it! For each topic you get many holiday letters already written for you:
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Ten Tips for Writing Collection Letters by Stacie Heaps, Professional Editor/Writer (English B.A., Editing Minor) | ||
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1. Consider offering a discount for early payment on products or services. In this type of letter, you can remind or notify a customer that if you receive payment within a certain period, you will give him or her a discount on the purchase. Be specific about the conditions for the discount.
2. Gather all the facts about your customer's account and to encourage your customer to pay the money owed. Always be specific about how much the customer owes and about when the money was due to avoid future misunderstandings.
3. Offer assistance to a customer having difficulty paying an overdue bill. In fact, often it is the only way to collect payment. Use a sincere tone, and gently persuade the customer to contact you to talk about the problem. When discussing new terms, be sure that any new arrangement is one that the customer can handle and that you can feel comfortable about.
4. Take a firmer stand in your next letter if after writing one or more collection letters you have received no response from the customer (even after suggesting an alternative payment plan or other options). Unlike earlier letters, this one should carry a demanding rather than a requesting tone. Although this letter is less friendly than other letters, it should still make it easy for the customer to respond.
5. Let the customer know exactly what the penalty will be in the final letter unless he or she responds immediately with the payment. Don't make an empty threat, and don't send another letter asking for payment. You must be prepared to follow through with your claim.
6. If you must cancel or withdraw a customer's credit account, explain clearly your reasons for doing so. Be sure to use a courteous tone when writing this letter, as you may want to maintain this customer's business, even if you must ask for cash payments from now on.
7. If you receive a collection letter and plan to pay your overdue bill, it is a good idea to write a letter reassuring the creditor of that fact. Use simple language to clearly state your intent, and refrain from making promises that you are not sure you can keep. If necessary, you may want to consider outlining your proposed payment plan in your letter or asking about an alternative payment plan.
8. Though it is usually not necessary to send a letter acknowledging payment of an overdue balance, you may wish to do so if you feel it is important to clear the slate or ease the customer's mind, or if the customer requests it.
9. If you have sent a collection letter by mistake, you should apologize for your error and acknowledge any inconvenience you may have caused. You should also state the current condition of the customer's account.
10. When requesting payment of a personal loan—because the person who borrowed the money from you is most likely a friend or family member—your letter should communicate very little pressure. Don't hesitate to make the message as personal and warm as possible.
Need the right words for your collection letters?
With WriteExpress software, you get the words you need in three easy steps: 1. Choose from a variety of prewritten collection letters that cover many common situations. Copy your letter directly into Microsoft Word or your favorite word processor. 2. Or let our software guide you step-by-step through the writing process, suggesting sample phrases and sentences for each writing step. In minutes, you can write an effective collection letter. 3. Print your collection letter and send it! For each topic in the collection-letter series, you get several letters already written for you: 1. Remind a customer that payment is past due 2. Remind a customer that payment is past due (a little more demanding) 3. Appeal to a customer's personal interests to pay an overdue bill 4. Offer assistance to a customer having difficulty paying an overdue bill 5. Demand payment on a delinquent account 6. Announce your intention to take aggressive action against a customer for failing to make payment Plus, you get letters for each of these related topics and more:
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Home School Reading
Here are some home school tips for teaching reading in home schools:
· Practice the sounds of language. Parents that home school their children should read books that focus on phonics. Play simple word games: How many words can you make up that sound like the word “bat”?
· Take spoken words apart and put them together. This is a fun home school activity. Separate the sounds in words, listening for beginning and ending sounds, and putting separate sounds together.
· Practice the alphabet. Have some fun in your home school by making the alphabet come alive in your home. Point out letters wherever you see them.
· Point out the letter-sound relationships. This is another home school strategy. Help your child learn to read by practicing letter-sound relationships with household items--labels, boxes, newspapers, magazines and signs.
· Show you are proud of your child. Every skilled home school parent learns to patiently listen as the child practices. Tell your child you are proud that he/she is learning to read.
Vocabulary How The Family Readers improve vocabulary
Vocabulary can be developed: · Indirectly - when students engage daily in oral language, listen to adults read to them, and read extensively on their own. · Directly - when students are explicitly taught both individual words and learning strategies.
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Learn to Read--It’s the Road to Success
When children learn to read in early grades, they are more likely to become better learners throughout their school years and beyond. So says the National Institute for Literacy, the National Institute of Child Health and Human Development, and the U.S. Department of Education. Children may find it hard to learn to read, the report states, but fortunately helpful research is available. Now every child can to learn to read. Here is some more valuable information:
Learn to Read by Developing Important Skills
· using language in conversation
· listening and responding to stories read aloud
· recognizing and naming the letters of the alphabet
· listening to the sounds of spoken language
· connecting sounds to letters to figure out the "code" of reading
· reading often so that recognizing words becomes easy and automatic
· learning and using new words
· understanding what is read
Teaching a Child to Learn to Read--A Teacher/Parent Partnership
When you learn to read, the process happens in stages. Preschool and kindergarten teachers set the stage for your child to learn to read with some critical early skills. First, second, and third grade teachers then take up the task of building reading skills that children will use throughout their lives. As a parent, you can help your child learn to read by:
· understanding what teachers are teaching about reading
· asking questions about your child's progress
· practicing reading with your child.
What You Should Know if Your Child is just Beginning to Learn to Read
At school, teachers should be...
· Teaching the sounds of language. The teacher is helping children learn to read by putting sounds together to make words and to break words into their separate sounds.
· Teaching the letters of the alphabet. The teacher should be aiding a student to learn to read by their being able to recognize letter names and shapes.
· Helping children learn and use new words. The teacher is assisting children to learn to read by using new vocabulary words.
· Reading to children every day. The teacher is helping pupils learn to read by personally reading to children (and having the children read) with expression and talking to them about what they are reading.
· Systematically teaching phonics. The teacher should be aiding young readers to learn to read by demonstrating how sounds and letters are related.
· Giving children the opportunity to practice the letter-sound relationships. The teacher is assisting students to learn to read by having them practice sounds and letters through reading easy books that use words with the letter-sound relationships.
· Helping children write the letter-sound relationships. The teacher is helping pupils learn to read byusing the letter-sound relationships in words, sentences, messages, and their own stories.
· Showing children ways to think about and understand what they are reading. The teacher is aiding children to learn to read by asking questions to show them how to think about the meaning of what they read.
At home, you should help by...
· Practicing the sounds of language. Help your child learn to read by reading books with rhymes, short poems, and songs. Play simple word games: How many words can you make up that sound like the word “bat”?
· Helping your child take spoken words apart and put them together. Assist your child to learn to read by separating the sounds in words, listening for beginning and ending sounds, and putting separate sounds together.
· Practicing the alphabet by pointing out letters wherever you see them and by reading alphabet books. Aid your child to learn to read by making the alphabet come alive in your home.
· Pointing out the letter-sound relationships. Help your youngster learn to read by practicing letter-sound relationships with household items--labels, boxes, newspapers, magazines and signs.
· Listening to your child read words and books from school. Help your young reader learn to read by being patient and listening as your child practices. Let your child know you are proud that he/she is learning to read.
What if Your Child is Already Reading
At school, teachers should be...
· Continuing to teach letter-sound relationships for children who need more practice. To become good spellers as well as readers, the teacher should be helping students learn to read with ongoing instruction in letter-sound relationships
· Teaching the meaning of words. The teacher is aiding her pupils to learn to read byteaching word meanings, especially words that are important to understanding a book.
· Teaching ways to learn the meaning of new words. The teacher is assisting children to learn to read by using a dictionary to learn word meanings, how to use known words and word parts to figure out other words, and how to get clues about a word from the rest of the sentence.
· Helping children understand what they are reading. The teacher is helping students learn to read by teaching them to think as they read. Teachers check children’s understanding. When children are having difficulty, teachers show them ways to figure out the meaning of what they are reading.
At home, you should help by...
· Rereading familiar books. Help your child learn to read by practicing reading comfortably and with expression using books he knows.
· Building reading accuracy. Aid your young reader to learn to read by reading aloud. This allows you to point out words he missed and help him read words correctly. If you stop to focus on a word, have your child reread the whole sentence to be sure he understands the meaning.
· Building reading comprehension. Assist your youngster to learn to read by talking with your child about what he is reading. Ask about new words. Talk about what happened in a story. Ask about the characters, places, and events that took place. Ask what new information he has learned from the book. Encourage him to read on his own.
The National Institute for Literacy, the National Institute of Child Health and Human Development, and the U.S. Department of Education end their article with this suggestion: Make reading a part of every day. You can help your child learn to read by:
· sharing conversations with your child over meal times and other times you are together. Children learn words more easily when they hear them spoken often. Introduce new and interesting words at every opportunity.
· reading together every day. Spend time talking about stories, pictures, and words.
· being your child's best advocate. Keep informed about your child's progress in reading and ask the teacher about ways you can help.
· being a reader and a writer. Children learn habits from the people around them.
· visiting the library often. Story times, computers, homework help, and other exciting activities await the entire family.
How to write cover letters: Selling the greatest product in the world—You!
by Dr. Melvin Luthy, WriteExpress Chief Editor
Brent McKinley, WriteExpress VP of Marketing
Bottom Line
An effective cover letter may be your ticket to success. Don't take it lightly. A cover letter can make a great first impression; if done poorly, it can send your resume on an express journey to the trash can. Spend time to get it right. A little extra effort will help you get an interview.
It's all about marketing!
You are now selling the most important product in the world—YOU. Cover letters are your personal headline. They are the attention-getters that pique interest and entice others to read more about you. A well-written cover letter will make you stand out, and will open the door to the next step of selling yourself—the interview.
You have 5 seconds
You are marketing and selling yourself to the recipient of your resume. That's it, plain and simple. How well your letter sells you in the first five seconds will determine whether your resume will be considered or tossed.
Consider how you react to advertising and packaging. Ask yourself, "What entices me to buy one product over another? What is it about one product that catches my attention?" Guess what—your potential employer is going through the same thought process with your cover letter. Your job is to figure out exactly what the employer wants, and to make it clear that YOU have it.
Benefit Selling
Hold on a minute! Before you fire up the word processor, you've got some work to do. You have to learn to think in terms of benefit selling.
Every advertisement that you see on television, hear on the radio, or see in a magazine is trying to appeal to a need or a want. Unless advertisers can appeal to a need or a want in your life, and can make a connection with you, they won't be successful in getting you to buy their product. They want that little voice in the back of your head to scream "I NEED THAT!"
You have to create in the mind of your potential employer a curiosity and interest in YOU. They have to see the real benefits that you offer the position. They must be able to see how you, above all other applicants, will make them shine. Trust me, this will not happen with a generic cover letter sent to both Jerry's Jerky Shack and Boeing Aerospace Division. Your approach must be well-planned for a specific employer and a specific position.
Covering it up
A well-written cover letter is the key to bridging the gap between your resume and the job requirements. First and foremost, understand that employers want employees with excellent writing skills—don't disappoint them in the cover letter. Employers skim hundreds of resumes and cover letters, looking for the few that grab their attention. Show them that you understand the job requirements and explain how you will exceed their expectations.
WARNING:
A quick word of caution: Generalities and hollow statements must be avoided at all cost. One more letter that says "I'm responsible and enjoy working with people" may just send the exhausted hiring manager over the edge!
Give specific information and examples of how your skills and experience relate directly to the new position.
Cover Letters—Points to Remember
- Customize each letter for the specific position, company, and potential employer.
- Express some personality and creativity.
- Explain any items in your resume (work gaps, reasons for changing jobs, etc.) that may be questioned by the reader.
- Show that you have done your homework on the company and the reviewer. HINT: Do this and you will stand out from most of the competition.
- Ask for an interview or give information on your proactive follow-up plans.
- Check carefully for spelling and grammatical errors. Have others read for errors and make suggestions, if appropriate. Nothing says "DON'T HIRE ME" louder than bad grammar and spelling.
- Use standard paper, fonts, and business letter format for your cover letter. Too much creativity detracts from the message and irritates some conventional employers and Human Relations managers.
Good Form
- Identify the position for which you are applying. Mention how you heard about the job, especially if you are acting on a personal referral.
- Demonstrate that you are familiar with the company and the position.
- Convincingly answer the question "Why should you be interested in me?"
- Be specific about your skills, talent, and experience, and how they relate to the position and the benefits.
- Close the sale. Always ask for an interview appointment or let them know when you will be contacting them to follow up.
- Provide your contact information.
- Follow Up!
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