reading-and-writing-by-ms-morcoso.pptx

A reader lives a thousand
lives before he dies…
The man who never reads
lively lives only once.

Encourage students to love reading.
Dr. Jekyll and Mr. Hyde
The Picture of Dorian Gray
Ms. Peregrine’s Peculiar Children
John Green’s Book

Engage them
to reading
using
technology,
their other best
friend.

Reading is a
cognitive process and
a discourse.
(negotiation of
meaning)

Interpretation -
Prior knowledge,
experiences and attitude.

Reading is a skill:
practice, develop
and refine.

Previewing
-looking at the visible parts of the
text
Reading Strategies

Skimming
-physically move your eyes rapidly
along the page to speed your reading
-use the headings, the last and first
paragraph, etc
Reading Strategies

Scanning
-moving eyes down the text to
search for keywords and ideas
-looking for details
Reading Strategies

Using Context Clues
-improves reading comprehension
-synonyms, antonyms, examples,
explanations and definitions,
situation
Reading Strategies

Denotation and Connotation
-words may have two meanings:
denotative and connotative
Connotative-positive, negative or neutral
feeling, attitude or idea associated with a
word
Ex: home vs. house, odor, fragrance,
scent, smell
Reading Strategies

Tap on their prior knowledge by
using infographics.
Reading Strategies

Text and Context Connections:
Reading is a discourse.
Reading Strategies

The Critical Reader
1. Evaluates claim
2. Seek definitions
3. Judges information
4. Demands proof
5. Questions assumptions
Reading Strategies

The Critical Thinking Skills
Reasoning
Analyzing
Decision Making
Problem Solving
Evaluating
Seeing what is beyond the text
Reading Strategies

Reader’s response –
Give several interpretations of
the books
Reading Strategies

Keeping a Journal
-write your feelings and ideas
about the text and connect them to
your experiences
-choose a quote or an issue and
write short entries about it
Reading Strategies

Annotating
-writing comments on the margins
or highlighting and underlining
Reading Strategies

Summarizing
-getting the gist and the important
details
Reading Strategies

Outlining the text
-thesis statement, claims,
evidence
-evaluate the quality
Reading Strategies

Teaching Tips
-Question the text
-take note of anything impressive
-story wheel
-close reading
-inquiry chart
-IF I Were the author
-CONTEXTUALIZING
-reflecting on challenges to your beliefs and
values
-evaluating an argument
-rebus- illusion device
Reading Strategies

-brainstorming (list ideas)
-graphic organizers (visualize concepts)
Concept maps
Charting method
Bubble map
Topical and hierarchical
Diagram
-outlining
To organize your thoughts
Topic/sentence outline
Prewriting, then, outlining
Story Mapping
Techniques in Selecting and Organizing Ideas

Narration
-recite the details and the plot
-unfolding of a series of events
Description
-imagery: allow to perceive through words
-show and not tell
Definition
-explaining
Patterns of Development

Classification
-can be divided into
-a type of
-falls under
-fits into
-related to
Compare and Contrast
-similar to
-but
-both

Cause and Effect
-relationship of ideas
Problem and Solution
-argumentative and evaluative
Persuasion
-describes an issue and your opinion
-Story grids are very good to practice critical
thinking.

Identifying and Analyzing Claims
Explicit vs. Implicit Ideas = Inference
Observation – seeing the event
Inference- figuring out the experience (the
foundation of all the 21st century skills)

What is a Claim?
The writer’s point of view

Claims of fact
-quantifiable and can be proven by fact or data
Claims of Value
-moral, philophical or aesthetic topics
-attempt to explain problems and situations
Claims of Policy
-actions should be chosen as solutions
-should, ought to, must

Intertextuality
-modeling a text’s meaning
by another text
-borrows and transforms
prior text

Teaching Tip:
Make connections.
Use Hypertext.
Nonlinear way of showing
information
Connecting topics to other
sources

Dramatic Monologue
Map Maker
Trailer
Gender-Bender. What if the author is the opposite
sex? How would the story turnout?
Dear Diary. Write a diary from one character’s point of
view.
Writing Facebook Status of a Character
What if – Alter the parts of the stories.
Cross Characters: meet one character and another
from another text
P.S. Write an epilogue of the story, usually open-
ended.
Why did they? – Criticize the choices of their
character

How do you teach
language arts such as
WRITING?

Why are we here?
To be familiar with the new strategies and styles in teaching
academic writing and professional/business correspondence
To explain and apply the basic concepts in teaching Writing
To adapt new strategies and styles depending on the
learning needs of the students.

The Writing Process
What is the writing
process?
What are the steps in
the writing process?

What is the writing
process?
A way of looking at writing instruction that
shifts the emphasis from the finished
product to what writers think and do as
they write

What are the steps in the writing process?
Prewriting
Drafting
Revising
Editing
Publishing

Prewriting
Choosing a topic
Gathering and
organizing ideas
Considering the
audience
Identifying the
purpose
Choosing a genre

Drafting
Writing a rough
draft
Emphasizing
content rather than
mechanics

Revising
Rereading for refining and
clarifying
Make changes

Editing
Proofreading to
locate errors
Correcting
mechanical errors

Publishing
Publishing writing
in an appropriate
form
Sharing finished
writing with an
appropriate
audience

Prewrite
Draft
Revise
Edit
Publish
- Share and observe teacher modelling
- Draw on their own experiences
- Generate ideas
- Organize thinking
- Talk over ideas with others
- Choose a form of writing: journals, letters,
expressive writing, literature as model
- Consider the audience
- Brainstorm ideas, make list, cluster, quick write
- Rehearse: draw, talk, map, plot, diagram, act out
- Put ideas down on paper
- Focus on meaning, rather that conventions
- Feel free to experiment
- Understand that writing can change
- Try out different possibilities
- Talk over their drafts with others
- Rehearse some more
- Reread during and after writing the draft
- Rethink what they’ve written
- Share with others in the reader’s circle
- Conference with the teacher and other students
- Change, add, delete, or modify their draft
- Clarify meaning
- Expand ideas
- Proofread their revised piece
- Talk to the teacher in the editing conference
- Ask help for help in peer-editing conference
- Rephrase and refine
- Check: spelling, punctuation, capitalisation, usage,
form, legibility
- Identify and correct their own pieces
- Choose from, displayed in room, drama, reader’s theatre, electronic media, letter, “big book”, newspaper, posters,
advertisements, or any form of social media (facebook-note, blog, etc.)
- Share their published pieces by reading aloud: reader’s circle, writing workshop,etc.
WHAT THE LEARNERS DO IN THE WRITING PROCESS

Understanding the Art of
Writing
Writers don’t always do things in the same order. For
instance, they may change the topic of a piece in the middle
of writing it, rather than definitely deciding it at the beginning.
They may think of an ending first and then add a beginning
and a middle. Or they may change ideas as they revise, in no
particular order.

Understanding the Art of
Writing
Learners may write down several possible opening sentences, with the
understanding that only one or perhaps none of them will be used.
Learners need to know that they can take chances, make and test
hypotheses, and experiment and that teachers will accept their
approximations in writing.
Different aspects of writing process occur simultaneously and even
randomly. Teachers should exercise caution about turning a personal,
creative, fluid, and even messy process like writing into a daily routine that
must be followed.

Teaching learners the art
of writing
Writing is a way of knowing, of discovering what you
know as you put it down.
Writing is a messy process. Writing is not a linear, step
by step process but a recursive one.

Points to remember!
The writing process is not a linear process – but
recursive; with labeling of the steps being useful for
identifying and discussing writing activities.

What are the six traits?
Ideas
Organization
Word Choice
Voice
Sentence Fluency
Conventions
(+Presentation)

Research shows writers
need:
Time to write
Choices
Feedbackresponse
Models of fine writing

“Success in writing directly relates
to the amount of writing and
rewriting a person does.”
-Lucy Calkins

Why is Writing
Important?
it is a skill that draws on the use of strategies (such as planning,
evaluating, and revising text) to accomplish a variety of goals, such as
writing a report or expressing opinion with the support of evidence.
writing is means of extending and deepening students’ knowledge; it
acts as a tool for learning subject matter
(Keys, 2000; Shanahan 2004; Sperling & Freedman, 2001).

According to A Report
to Carnegie Corporation of
New York, entitled WRITING
NEXT, there are 11 identified
strategies for current writing
instruction found to be
effective for helping
adolescent students learn to
write well and to use writing
as a tool for learning.
2007 Carnegie Corporation of NewYork

STRATEGIES IN EFFECTIVE
WRITING INSTRUCTION
1. Writing Strategies
2. Summarization
3. Collaborative Writing
4. Specific Product Goals
5. Word Processing
6. Sentence Combining
7. Prewriting
8. Inquiry Activities
9. Process Writing Approach
10. Study of Models
11. Writing for Content
Learning.

1. WRITING STRATEGIES
Teaching learners strategies for planning, revising, and
editing their compositions has shown a dramatic effect on
the quality of students’ writing. Strategy instruction
involves explicitly and systematically teaching steps
necessary for planning, revising, and/or editing text.
The ultimate goal is: to teach students to use these
strategies independently.

1. WRITING STRATEGIES
Strategy instruction may involve teaching more generic
processes, such as brainstorming or collaboration for
peer revising.
it also involves teaching strategies for accomplishing
specific types of writing tasks, such as writing a story.

1. WRITING STRATEGIES: AN
EXAMPLE
a. SRSD- Self-Regulated Strategy Development
- an approach for helping students learn specific strategies
for planning, drafting, and revising text. SRSD instruction is
also characterised by explicit teaching, individualised
instruction, and criterion- based versus time-based learning.
Learners are treated as active collaborators in the learning
process.

1. WRITING STRATEGIES: AN EXAMPLE
a. SRSD instruction takes place in 6 stages:
1. Developing Background Knowledge
- Students are taught back any background knowledge
needed to use the strategy successfully.
2. Describe It- The strategy as well as its purpose and benefits
is described and discussed.
3. Model It - The teacher models how use the strategy.

1. WRITING STRATEGIES: AN EXAMPLE
a. SRSD instruction takes place in 6 stages:
4. Memorize It- The student memories the steps of
strategy and any accompanying mnemonic.
5. Support It- The teacher supports or scaffolds student
mastery of the strategy.
6. Independent User- Students use the strategy with few
or no supports.

EXAMPLE
b. Students are also taught a number of self-regulation skills-
including:
* goal setting
* self-monitoring
*self-instruction
*self-reinforcement
- these skills are designed to help the learners manage writing strategies, the writing
process, and their behaviour.

EXAMPLE
MNEMONICS are introduced to help students remember
strategies to increase writing performance. 2 such
strategies are:
* P.L.A.N.
Pay attention to the prompt, List the main idea,
Add supporting ideas, & Number your ideas.

EXAMPLE
MNEMONICS are introduced to help students remember
strategies to increase writing performance. 2 such
strategies are:
* W.R.I.T.E.
Work from your plan to develop your thesis statement Remember your
goals Include transition words for each paragraph
Try to use different kids of sentences, and Exciting, interesting
10,000 words…
Source: De La Paz & Graham, 2002; Harris & Graham, 1996

2. SUMMARIZATION
- Learners can learn to write better summaries from
either a rule-governed or a more intuitive approach. Over
all, teaching learners to summarise text had a consistent,
strong, positive effect on their ability to write good
summaries.

3. COLLABORATIVE
WRITING
- Collaborative writing involves developing instructional
arrangements whereby learners work together to plan, draft,
revise, and edit their compositions. It shows a strong impact
on improving the quality of students’ writing.
- learners help each other with one or more aspects of their
writing have a strong impact on quality.

3. COLLABORATIVE WRITING
AN EXAMPLE
COLLABORATIVE WRITING involves peers writing as a team. In one
approach, a higher achieving students is assigned to be the HELPER
(Tutor) and a lower achieving student is assigned to be the WRITER
(Tutee). The students are instructed to work as partners on a writing task.
The HELPER student assists the WRITER student with meaning,
organization, spelling, punctuation, generating ideas, crafting a draft,
rereading essays, editing essays, choosing the best copy, and evaluating
the final product. Throughout the intervention, the teacher’s role is to
monitor, prompt, and praise the students, and address their concerns.
Source: Yarrow & Topping, 2001

Comprehension Questions:
1. What was Mr Jones' job?
2. What was he going to do?
3. Why?
4. What was the weather like?
5. What did he decide to do after that?
6. What he didn’t want to do?
7. Why?
8. What was the surprising end?

4. SPECIFIC PRODUCT
GOALS
- Setting product goals involves assigning students
specific, reachable goals for the writing they are to
complete. It includes identifying the purpose of the
assignment (e.g. to persuade) as well as characteristics
of the final product.

4. SPECIFIC PRODUCT GOALS:
ONE APPROACH
Setting specific product goals provides learners with objectives to
focus on particular aspects of their writing. For example, students
may be instructed to take position and write a persuasive letter
designed to lead an audience to agree with them.
Teachers provide explicit subgoals on argumentative discourse,
including a statement of belief, two or three reasons for that belief,
two or three reasons for that believe, examples or supporting
information for each reason, two or three reasons why others might
disagree, and why those reasons are incorrect.
Source: Ferretti, MacArthur, & Dowdy, 2000

5. WORD PROCESSING
In this type of instruction, learners might work collaboratively
on writing assignments using personal laptop computers, or
they might learn to word-process a composition under
teacher guidance. Typing text on the computer with word-
processing software produces a neat and legible script. It
allows the writer to add, delete, and move text easily. Word
processing software, especially in more recent studies,
includes spell checkers as well.

6. SENTENCE COMBINING
-involves teaching learners to construct more complex
and sophisticated sentences through exercises in which
two or more basic sentences are combines into a single
sentence.

6. SENTENCE COMBINING: ONE
APPROACH
Sentence-combining is an alternative approach to more
traditional grammar instruction. In one approach, students at
higher and lower writing levels are paired to receive lessons
that teach:
(a) combining smaller related sentences into a compound
sentence using the connectors and,but, & because;
(b) Embedding an adjective or adverb from one sentence into
another;

6. SENTENCE COMBINING: ONE
APPROACH
(c) creating complex sentences by embedding an adverbial
and adjectival clause from one sentence into another; and
(d) making multiple embeddings involving adjectives,
adverbs, adverbial clauses, and adjectival clauses.
The instructor provides support and modelling and the
student pairs work collaboratively to apply the skills taught.

7. PRE-WRITING
-engages learners in activities designed to help them
generate or organise ideas for their composition
- includes gathering possible information for a paper
through reading or developing a visual representation of
their ideas before sitting down to write.

8. INQUIRY ACTIVITIES
-Inquiry means engaging learners in activities that help
them develop ideas and content for a particular writing
task by analysing immediate, concrete data (comparing
and contrasting cases or collecting and evaluating
evidence).

8. INQUIRY ACTIVITIES
- Effective inquiry activities in writing are characterised by:
(a)clearly specified goal (e.g. describe the actions of the people),
(b)analysis of concrete and immediate (observe one or more peers
during specific activities), (c)use of specific
strategies to conduct analysis (Retrosrectively ask the person being
observed the reason for a particular action), and
(d) applying what is learned (assigned the writing story incorporating
insights from the inquiry process).

8. INQUIRY ACTIVITIES: AN
EXAMPLE
Students examine and infer the qualities of a
number of objects in order to describe them in writing.
The students touch objects while wearing blindfolds,
examine seashells, listen to sounds, do physical
exercise, become aware of bodily sensations,
examine pictures, pantomime brief scenarios, act out
dialogues, and examine model compositions.

EXAMPLE
cont…
Students’ responses to these objects are elicited.
tudents list more and more precise details, and respond to
ach other’s descriptions in small groups or whole classes
nder teacher guidance in order to become increasingly
ware of the writing task and possible audience reactions to
he written product.

EXAMPLE
cont…
The students write and revise several compositions. The
eacher makes comments on each draft of the composition
with the intention of increasing specificity, focus, and impact of
he writing.
Source: Hillocks, 1982

9. PROCESS WRITING APPROACH
-involves a number of interwoven activities, including:
(a)creating extended opportunities for writing;
(b) emphasising writing for real audiences; (c)
encouraging cycles of planning, translating,and
reviewing; (d) stressing
personal responsibility and ownership of writing projects;

9. PROCESS WRITING APPROACH
(e)facilitating high levels of student interactions;
(f) developing supportive writing environments;
(g) encouraging self-reflection and evaluation; and
(h) offering personalised individual assistance, brief
instructional lessons to meet students individual needs, and in
some instances, more extended and systematic instruction.

10. STUDY OF MODELS
-provides adolescents with good models for each type of
writing that is the focus of instruction.
-learners are encouraged to analyse these examples and
to emulate the critical elements , patterns, forms
embodied in the models in their own writing. The effects
for

10. STUDY OF MODELS:
AN EXAMPLE
An example of Study of Models involves presenting
students/learners with two (2) models of excellent
writing, such as a well-written essay that sets out to
persuade the reader that UFOs exist and another well-
written persuasive essay claiming that there is no such
thing as a UFO. The teacher discusses the essays with
the students.

11. WRITING FOR
CONTENT LEARNING

11. WRITING FOR CONTENT LEARNING
-Writing has been shown to be an effective tool for
enhancing students’ learning of content material.

11. WRITING-TO-LEARN
AN EXAMPLE
In a science class, the students study the human circulatory system.
The teacher’s goal is to help the learners develop alternative
conceptualisations of the role of the heart, blood and circulation. The
Science teacher asks the students to write summaries and answer
questions in writing to increase their ability to explain information,
elaborate knowledge leading to deeper understanding of the topic,
comment on and interpret information in the written science text,
communicate what has not been understood, and describe a change
of belief they might be experiencing.

10. STUDY OF MODELS:
AN EXAMPLE
cont.
Note that in the writing-to-learn approach, the teacher
assigns writing tasks but does not provide explicit
instruction in writing skills. Thus, writing is a tool of
learning content material rather than an end itself.
Source: Boscolo & Mason, 2001

STRATEGIES IN EFFECTIVE
WRITING INSTRUCTION
1. Writing Strategies
2. Summarisation
3. Collaborative Writing
4. Specific Product Goals
5. Word Processing
6. Sentence Combining
7. Prewriting
8. Inquiry Activities
9. Process Writing Approach
10. Study of Models
11. Writing for Content
Learning.

- Proficient writers can adapt their writing to its context.
Writing is also produced in different formats, such as
sentences, lists, outlines, paragraphs, essays, letters
and books.
- Proficient writers can flexibly move among most, if not
all, of these formats.
- Proficient writers are also able to move among
purposes that range from writing solely for themselves
(as in personal diary) to communicating with an external
audience….
AIMS FOR WRITING INSTRUCTIONS:

1. Writing is a skill that draws on sub-skills and
processes such as handwriting and spelling; a rich
knowledge of vocabulary; mastery of the conventions
of punctuation, capitalization, word usage, and
grammar; and the use of strategies (such as planning,
evaluating, and revising text). “Learning to Write”
2. Writing is a means to extend and deepen students’
knowledge; it acts as a tool for learning a subject
matter. “Writing To Learn”
TWO (2) DISTINCT ROLES OF WRITING IN
SCHOOL

- Language art teachers use content-area texts to teach
reading and writing skills and that content-area teachers
provide instruction and practice in discipline-specific
reading and writing. (-Biancarosa and Snow, 2004)
- Using writing tasks to learn content offers learners
opportunities to expand their knowledge of vocabulary; to
strengthen the planning, evaluating, and revising process;
and to practice grammar, spelling, punctuation, modes of
argumentation, and technical writing (Yore, 2003).
Take Note:

Academic Writing
forms of expository and
argumentative prose used by
students, faculty, and
researchers to convey a body
of information about a particular
subject.
expected to be precise, semi-
formal, impersonal and
objective.

Academic Writing in
Senior High School
1. Book Review
2. Literature Review
3. Research Report
4. Project Proposal
5. Position Paper

Why Write a Book Review?
One way to share a book you’ve read
Different from a book report because it includes your opinion
To let others know that you enjoyed the book or not, and
why
Helps a person to make an informed choice

What Does a Book Review
Consist of?
It has three parts which includes facts and opinions
supported by reasons.
Introduction
Body
Conclusion

Introduction
Grab the attention of the reader by:
Including a quote from the book
Telling something about the author
Purpose for writing the book
Intended audience
From what point of view the story was written
Telling the genre of the book
fiction, nonfiction, mystery, romance, etc.

Body
Give a summary of the plot.
Include information about the setting and main characters.
You can include a hint about the ending, but don’t give away the best
part!
Make the book sound as exciting and interesting as possible!

Conclusion
Give your opinions, and the reasons for your
opinions.
Be honest, don’t be afraid to say if you didn’t enjoy the
book.
Reading recommendations
Who might or might not like the book
What is the intended age group

Sample Book Review
Diary of a Wimpy Kid – The Ugly Truth by Jeff Kinney
"See, when you're a little kid, nobody ever warns you that you've got an expiration
date. One day you're hot stuff and the next day you're a dirt sandwich.“
Greg Heffley has always been in a hurry to grow up. But, is getting older really all
it’s cracked up to be? Greg suddenly finds himself dealing with the pressures of
boy-girl parties, increased responsibilities, and even the awkward changes that
come with getting older—all without his best friend, Rowley, at his side. Can
Greg make it through on his own? Or will he have to face the “ugly truth“.
This is the fifth book in the Diary of a Wimpy Kid series. Whatever I expected about
this book, it was not the book I read. I was expecting a book that cracked me up
at moments I laughed at some parts of the book, but not at as many as some
other books in the series. I liked the other books in this series much better than
this one. I believe that the author could have made the plot a little more
interesting. Some of the characters changed personalities.
The book wasn't a complete letdown, and there were interesting parts. If you’re a
fan of the Wimpy Kid series you will want to read the book.

Another Sample
Review
Among the Hidden by Margaret Peterson Haddix
Among the Hidden is a great novel. The book is full of suspense. You are always surprised at what
happens. The story is set in the future. The government has laws about how many children a family
can have. It is illegal to have more than two children. Since Luke is the third child in the family, he
has to spend his entire life in hiding. If anyone finds out about him, the Population Police will punish
his whole family.
Luke discovers that the new neighbors have a third child, too. Her name is Jen. Luke sneaks over to her
house to meet her. There he learns that Jen has been organizing a rally for hidden children. She urges
Luke to attend. Will he be brave enough to go?
This story is unforgettable. The characters are realistic and brave. Anyone who reads this book won’t
be able to put it down.

General Guidelines to
Writing a Literature Review
Introduce the literature review by pointing out the major
research topic that will be discussed
Identify the broad problem area but don’t be too global
(for example, discussing the history of education when the
topic is on specific instructional strategy)
Discuss the general importance of your topic for those in
your field

Don’t attempt to cover everything written on your
topic
You will need to pick out the research most relevant
to the topic you are studying
You will use the studies in your literature review as
“evidence” that your research question is an
important one

It is important to cover research relevant to all the
variables being studied.
Research that explains the relationship between
these variables is a top priority.
You will need to plan how you will structure your
literature review and write from this plan.

Organizing Your
Literature Review
Topical Order—organize by main topics or issues;
emphasize the relationship of the issues to the main
“problem”
Chronological Order—organize the literature by the dates
the research was published
Problem-Cause-Solution Order—Organize the review so
that it moves from the problem to the solution

Organizing Your
Literature Review
General-to-Specific Order—(Also called the funnel
approach) Examine broad-based research first and
then focus on specific studies that relate to the
topic
Specific-to-General Order—Try to make discuss
specific research studies so conclusions can be
drawn

After reviewing the literature, summarize what has been done, what
has not been done, and what needs to be done
Remember you are arguing your point of why your study is
important!
Then pose a formal research question or state a hypothesis—be
sure this is clearly linked to your literature review
Literature Review

Literature Review
All sources cited in the literature review should be listed in
the references
A literature review should include introduction, summary
and critique of journal articles, justifications for your
research project and the hypothesis for your research
project

Common Errors Made in
Lit Reviews
Review isn’t logically organized
Review isn’t focused on most important facets of the study
Review doesn’t relate literature to the study
Too few references or outdated references cited
Review isn’t written in author’s own words
Review reads like a series of disjointed summaries
Review doesn’t argue a point
Recent references are omitted

Writing the Literature
Review
Plagiarism includes (Galvan, pg. 89):
1. Using another writer’s words without proper citation
2. Using another writer’s ideas without proper citation
3. Citing a source but reproducing the exact word without quotation
marks
4. Borrowing the structure of another author’s phrases/sentences
without giving the source
5. Borrowing all or part of another student’s paper
6. Using paper-writing service or having a friend write the paper

Writing the Research
Report
The purpose of the written report is to present
the results of your research, but more
importantly to provide a persuasive argument to
readers of what you have found.

How to Write a Project
Proposal

What is a Project
Proposal?
Project proposals present a project by
outlining:
The specific objectives of the project.
The technical approach to be used in solving the problem or developing
the product
The anticipated results of the project
Project proposals should answer the
following questions:
Is the problem sufficiently important to justify money, time and effort?
Is the project well defined and realistic?
Have you outlined a sound approach, including your ability to perform
the tasks?

A project proposal can be a selling
document written to:
Influence decision-makers.
Convince them to commit time, money or resources in
support of a specific project.
A winning proposal addresses an important question
with an innovative idea, is well expressed with a clear
indication of methods for pursuing the idea, evaluates
the findings, and makes them known to all who need
to know.

Why Write a Project
Proposal?
To inform people or organizations of a project
that you would like to implement. A project
proposal is much like a business plan.
To apply for a grant.
To ask for other resources or support from
another organization.
To explore the causes of a problem and clearly
define next steps in solving that problem.

Components of a Project
Proposal
Cover Page
Introduction
Antecedents
History and Definition of the Problem
Justification and Intervention
Objectives
Intervention Design and Strategy
Activities and Timeline
(Budget)
Evaluation Indicators
Bibliography
Annex

Cover Page
Institution Information
Title (no more than 15 words corresponding
to the theme of the intervention)
Author
Date

Introduction
The historical antecedents of the problem and the current
situation: Include results or findings of related preliminary studies
related to the problem, either national or international.
Description of the problem: Include the description of the current
situation and how it got to be that way.
Justification of the Intervention: Clearly define the proposed
intervention and justify why this intervention is the best solution to
the management problem.

Objectives
Objectives signify the result that you intend to achieve through the intervention. They
should directly address the problem mentioned in the problem statement.
Objectives should be SMART:
Specific
Measurable
Achievable
Relevant
Time-bound

Specific. Use Specific rather than generalized language; clearly state
the issue, the target group, the time and place of the program.
Measureable. Be clear in the objective about what will be changed and
by how much. Setting this clearly at the start makes it easier to evaluate
Achievable. Be realistic about what the program can achieve in terms of
the scale/scope of what is being done, the time and resources available.
Relevant. Objectives need to relate to and be relevant to the goals.
Remember objectives are the building blocks / steps toward meeting the
goals.
Time Specific. Be clear in the objectives about the timeframe in which
the program / activities, as well as expected changes, will take place…
Using the SMART
Process

Intervention Design and Strategy
Describe the intervention, explaining what
you propose to do to respond to the
problem. It is important to remember that the
proposed intervention leads to the
objectives that were initially proposed.
Intervention design and strategy should be
research based.

• Activities includes
specific action items
under the intervention
design.
• All activities should be
linked to the objectives.
Activities and Timeline
Specify:
Who will do them
When they will be done
How they will be accomplished
Why you chose this approach
How long each activity will take

Budget Strategy
Ask for what you need to do the work.
Justify requests that are significant or out of
the ordinary.
Develop a budget explanation to delineate
clearly how budget figures were computed.

Evaluation Indicators
Clear objectives and activities lead to an
evaluation plan – how are you going to know
you accomplished what you set out to do?
Choose indicators that will tell you whether
or not you achieved your goal and met its
objectives.

Bibliography
Cite ALL information and ideas that were not
originally yours.
Be consistent

Dos
Innovative
Relevant
Proposal demonstrates expertise on the issue
Feasible
Show enthusiasm in your writing
Simple, straightforward language
Research based

Don’ts
Project doesn’t address priorities
Ideas are not clearly presented
Ideas are not backed up by statistics and research
Overuse of jargon
Overly ambitious
Narrative and budget don’t correspond
The work has already been done

Why write a Position
Paper?
The purpose of a position paper is to generate support
on an issue. It describes a position on an issue and the
rational for that position. The position paper is based on
facts that provide a solid foundation for your argument.

In the position paper you should:
1. Use evidence to support your position such as statistical
evidence or dates and events.
2. Validate your position with authoritative references or
primary source quotations.
3. Examine the strengths and weaknesses of your position.
Evaluate possible solutions and suggest courses of action.

Structure of a Position
Paper
AN INTRODUCTION - identification of the
issue - statement of the position
THE BODY - background
information - supporting evidence or facts
- a discussion of both sides of the issue
A CONCLUSION -suggested
courses of action - possible solutions

What is professional
correspondence?

Professional
Correspondence
the exchange of information in
a written format in the form of
letters, emails, etc. for the
practice of professional
activities.

Professional Correspondence in
Senior High School
1. Resumé
2. Application for College
Admission
3. Application for Employment
4. Various Forms of Office
Correspondence

Pop Quiz!
 What is the initial amount of time an employer takes
to review an applicant’s resume?
 Answer:
 15 – 20 seconds minimum
 45 seconds maximum

Why do you need a resume?
 A marketing tool
 To obtain an interview, not a job
 Requirement of many
organizations

Resume- hidden messages
 Neat
 Well-organized
 Error free
 Professional
appearance
 Neat
 Well-organized
 Attention to detail
 Careful & Competent
Resume You

The Header
 What should be included?
 Name
 Permanent and present address
 E-mail address
 Telephone number
 Where should contact information go?
 Top of the page

Objective Statement
 Purpose
 Communicate the type of position you are
interested in
 Examples
 Management trainee position with a specialty retailer.
 Technical sales with an energy related industry in the Southwest. Long
range goals of regional sales management.
 To obtain a School Teaching Position in Science High School.

Education
 Name of Institution
 Include the address of the institution
 Name of your degree and major
 Bachelor of _________ in ___________
 Bachelor of Arts Major in English
 List degrees in reverse chronological order
 Most recent degree is listed first

Education
 Date or expected date of graduation
 Graduation Date: May 2014
 Expected Graduation Date: May 2015

Experience
 What is considered
experience?
 Full and part-time
jobs
 Self-employment
 Volunteer work
 Practicum, field, and
cooperative
education
 Information to
include
 Job Title
 Dates of employment
 Company name
 Company Address

Listing Responsibilities
 Use bullet points
 Start of each line with an action verb
 Present tense if currently employed
 Past tense if no longer employed
 Vary your choice of verbs
 Tailor skills and experiences to the position for which you are
applying
 Be concise while providing enough detail

Honors & Awards
 Order by dates
 Reverse chronological
 Rank order by importance to the career objective

Professional Affiliations & Activities
 Order by date
 Reverse chronological
 Rank order by importance to the career objective
 Do not say Member of …
 Emphasize your leadership roles
 Spell out the organization’s name:
 Do not use abbreviations or acronyms

Professional Affiliations & Activities

Resume Dos
 Use action verbs
 Use short, concise sentences
 Keep resume easy to read
 Keep resume about one page

Resume Don’ts
 Do not use the pronouns such as I, me, my, etc.
 Do not include references
 Do not clutter your resume with nonessential
information
 Do not make any misrepresentations
 Do not include personal information
 SSN, age, sex, height, weight, marital status,
photograph, etc.

Application Letter for
College Admission

How To Write An Application
Letter
Some colleges ask that you submit an application letter.
This could be in addition to a personal statement or
college entrance essay, or it could replace that document
when you apply to college. In either case, if you have to
write an application letter, make sure that you write a
strong piece, as this could be the reason you’re accepted
or rejected.

Step One:
Write the salutation.
A salutation is the part of the letter that addresses the
reader by name. In general, it is not a good idea to just
address the letter to “Dear Sir or Madam” or “College
Entrance Committee.” Be more specific. If the college
doesn’t come out and tell you who will be reading the
letter, call and ask. They’ll give you the name of the
person to whom the letter should be addressed. Make
sure your salutation is formal.

Step Two:
Introduce yourself.
Think of the first few sentences of your application
letter as an opening paragraph. Avoid wording like “I
am writing because…”, and instead just come out and
say why you are writing. A strong beginning will set
the tone for the rest of the letter. You want your
reader to be interested in learning more about you.

Step Three: Talk about why
you want to attend their
school.
Do a little research and then flaunt what you know in
the second paragraph of your application letter. Be
sure that this section emphasizes that you’re a good
fit for the school due to the school’s characteristics.
Be honest and avoid sounding like you’re sucking up.

Step Four:
Talk about yourself in depth.
In the third paragraph, you really want to make your
achievements shine. Application letters are only one
to two pages long, so you don’t have a lot of room to
talk about yourself. Focus on things that aren’t found
elsewhere in your application packet. You can use
examples to highlight how you’ve displayed these
characteristics in the past.

Step Five: Be unique.
Before you close, have a paragraph that tells the
reader why you are unique as compared to other
students. In essence, you want to convince the school
that you are not just a good fit, but will also add
something to the college that they don’t already have.
After all, every college wants alumni who are
successful. Talk about your educational and career
goals, highlight talents that you hope to expand upon
in college, and point out you academic achievements.

Step Six: Say thanks.
Close out your letter with a reminder of what you’ve
covered, and always thank the reader for his or her
time. Finish the letter with your name, bother printed
and signed. Don’t forget to sign – many students do
every year.

Guidelines for Writing Job
Application Letters

Guidelines for Writing Job
Application Letters
Personalize your letter for that company.
Know the job ad and respond specifically to what is in
it.
Avoid an excessive use of the first-person pronoun.
Focus on how your skill sets match what the company
is looking for.

Guidelines for Writing Job Application
Letters (cont.)
Focus on the company—the “you” in your letter.
Never have someone else write your letter.
Keep your letter to one page but sell yourself.
Be specific.
Refer to your resume and your portfolio.

Guidelines for Writing Job Application Letters
(cont.)
Use high-quality-stationery and envelopes.
Address a specific person in your letter and spell that
person’s name correctly.
Ask for the interview. Don’t be timid.
Edit and proofread! Your letter and resume should be
error-free.

Types of Follow-up Letters
Confirming an interview
Thank you after the interview
Feedback on status of application
Requesting additional time to make a decision
Accepting an offer
Turning down an offer

Confirming an Interview
Thank you for the interview and add something
positive about your desire to work for the company.
Confirm time and place of interview. If you plan to
bring something (i.e., portfolio), note that here.
Re-confirm your interest in the company and thank
them again.

Thank You After the Interview
Say thank you !!
Note something positive about the interview.
Sound positive and upbeat, noting that you are
looking forward to the decision.

Feedback on Status of
Application
Restate interest in position.
Provide date of prior application letter.
Request status of application.
Highlight major qualifications.
Goodwill—look forward to their response.

Requesting Additional Time
Begin with a strong statement of interest in the
company.
Provide reasons for requesting time extension. State
tactfully. Be specific.
Note willingness to compromise and express
continued interest in position and company.

Accepting an Offer
Begin with good news and confirm specifics of offer.
Provide details about starting date and any forms that
need to be completed.
Restate good news and a look to the future.

Declining an Offer
Use the indirect approach—a buffer or positive note.
Tactfully express reasons for turning down the
position.
Express good will and say something positive about
the company.

How to Write Memos, E-mails, and Letter
Written Correspondence

Memos, E-mails, Letters
Many differences:
Destination
Format
Audience
Topics/Purpose
Tone
Speed or delivery time
Attachments
Length
Security

Determine the Purpose
Why are you writing?
Documentation
Cover/transmittal
Confirmation
Procedures
Recommendations
Feasibility
Status
Directive
Inquiry

Determine the Audience
Who are you writing to?
Supervisor
Colleagues
Subordinates
External parties
Other

How to Write Memos
Subject Line
Introduction
Discussion
Conclusion

Subject Line
100% of readers read the subject line
Write the “focus” and “topic” for the subject line
Don’t write: “Comptrollers”
Do write:
“Salary Increases for Comptrollers”
“Termination of Comptrollers”
“Hiring Procedures for Comptrollers”
“Vacation Schedules for Comptrollers”
“Vacation Schedules for Comptrollers”
“Training Seminars for Comptrollers”

Introduction
Write one or two clear introductory sentences
What you want
Why you are writing
Examples:
“In the third of our series of quality control meetings this quarter, I’d
like to get together again to determine if improvements have been
made.”
“As a follow-up to our phone conversation yesterday (11/2/00), I
have met with out VP regarding your suggestions. He’d like to meet
with you to discuss the following ideas in more detail.”

Discussion
Respond with the
reporter’s questions:
Who, What, When,
Why, Where, and How
Make your information
accessible by applying
highlighting techniques
Itemization
White space
Boldface type
Headings
Columns
Graphics

Conclusion
Conclude with either a complimentary close or a directive close
Complimentary close: motivates readers and leave them
happy
“If our quarterly sales continue to improve at this rate, we
will double our sales expectations by 2005.
Congratulations!”
Directive close: tells readers exactly what you want them to
do next or provides dated action
“Next Wednesday (11/13/09), Mr. Jones will provide each
of you a timetable of events and a summary of
accomplishments.”

Additional Memo Writing Tips
Use parenthetical definitions for your audience
Use simple words, readable sentences, and specific
detail
Write in informal, friendly tone
Use proper grammar

Practice Writing a Memo
 Scenario: You are a supervisor and realize that your
staffing needs have increased due to the changes in the
current year’s enrollment. Write a memo requesting
more funds to the director of your department.
 Pre-write: Answer who, what, when, why, where, and
how
 Write: Draft the memo using the correct memo format
and checklist
 Re-write: Check for errors, flow, and tone

How to Write an E-mail
Recognize your audience
Identify yourself
Use the correct e-mail address
Write an effective subject line
Keep the message brief
Organize your e-mail
Use highlighting techniques sparingly
Proofread your e-mail
Practice netiquette (or Yale’s version of netiquette)

Practice Writing an E-mail
 Scenario: You are a staff clerk and your supervisor
would like you to draft an e-mail about your unit’s
services for the campus.
 Pre-write: Answer who, what when, why, where, and
how
 Write: Draft the e-mail using the correct e-mail format
and checklist
 Re-write: Check for errors, flow, and tone

Different Kinds of Letters
Inquiry
Cover
Good news
Bad news
Complaint
Adjustment
Sales

Essential Letter Components
Writer’s address
Date
Inside address (recipient’s address)
Salutation
Letter body
Complimentary close
Signed name
Typed name

Optional Letter Components
Subject line
New page notations
Writer’s and typist’s initials
Enclosure notation
Copy notation

Criteria for Letters of Inquiry
Introduction
State why you are writing
Tell what you are writing about
Discussion
Specify your needs
Ask precise questions
Quantify
Conclusion
Explain when you need a response
Tell your readers why the date is important

Criteria for Cover Letters
Introduction
Discussion
Tell the reader exactly what you have enclosed or the value of the enclosures in an
itemized list
Conclusion
State what you plan next
State when this action will occur
State why the date is important

Criteria for Good News Letters
Introduction
Discussion
Explain exactly what has justified the commendation or the promotion
Conclusion
State what you plan next
State when this action will occur
State why the date is important

Criteria for Bad New Letters
Introduction
Begin with a buffer
Discussion
Preface your news with quantifiable proof
State the bad news
Conclusion
Provide options which will allow them to regain “good graces,” seek
employment in the future, or reapply for the refund you have denied
Try to end upbeat and positively

Criteria for Complaint Letters
Introduction
Politely state the problem
Include supporting documents
Discussion
Explain in detail the problems experienced
Sate what you want done and why
Conclusion
End positively
Include your phone number and the time you can best be reached

Criteria for Adjustment Letter:
100% Yes
Introduction
State that you agree with the reader’s complaint
State that you will honor her recommendations for adjustment
Discussion
Explain why the problem occurred
Explain how the problem will be avoided in the future
Conclusion
Try to maintain customer satisfaction
End upbeat

100% No
Introduction
Begin with a buffer: positive statement and facts that all
can accept
Discussion
Explain what happened
State the bad news
Conclusion
End upbeat

Partial
Introduction
State good news
Discussion
Explain what happened
State bad news
Conclusion
Try to maintain customer satisfaction

References
Culham, R. (2005) 6+1 Traits of writing the complete guide for the primary grades. New York:
Scholastic
Culham, R. (2003) 6+1 Traits of writing the complete guide for Grades 3 and Up. New York:
Scholastic
Calkins, L. et al (2003) Units of Study for Primary Writing: A Yearlong Curriculum, Portsmouth:
Heinemann,
Calkins, L. et al (2006) Units of Study for Grades 3-5, Portsmouth: Heinemann,
Graham, S. (Ed) (2007) Best Practices in Writing Instruction, New York: The Guilford Press
Cox, C. (2008), Teaching Language Arts, A Student Centered Classroom-6th Ed., Boston
Tiongson & Rodriguez, (2016), Reading and Writing Skills, 1st Ed., Rex Bookstore Manila
https://www.teachingenglish.org.uk/article/writing-through-reverse-reading
http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/posters/ideas.pdf
http://www.educationworld.com/a_lesson/lesson/lesson126.shtml
http://glencoe.com/sites/common_assets/languageart/grade6/G6WAER.PDF

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