Business English Writing Skills Taught and Practiced:
Presentation of ideas, proposals and final projects with rationales written as portfolios, essays, proposals and journal entries.
Presentations of client’s ideas as written proposals with captioned visual support.
Study and use of conventions, voice, word choice, unity of ideas, themes, figurative language, and tone for writing targeted to a varied audience and for diverse business purposes.
The writing of scripts and schedules for procurement activities for sponsorship of projects: foundations phone-a-thon, charity and non-profit organization partnering for auctions.
Creation of marketing materials: professional signage, invitations, program booklets for corporate meetings and musicals, brochures, PowerPoint support with text and related graphics for class and for non-profits.
Project Management leadership
Team organization and communication of specific expectations in memos,schedules, guidelines for project progression
Client contact through emails and written notes
Small group and large group round table meetings with written agendas and demonstration examples.
Explanations of themes, protocols, best industry related practices and/or processes as related to ideas presented by the client or by teacher introduced scenarios.
The writing of resumes and cover letters, plus the filling out of forms for school admissions and scholarships.
Use of Six-Traits Writing for editing and revising purposes
Washington State Office of the Superintendent of Instruction (OSPI) Grade Level Equivalent Standards used for Event English Writing.
EALR 2: The student writes in a variety of forms for different audiences and purposes.
Component 2.1: Adapts writing for a variety of audiences.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.-Identifies an intended audience.
Analyzes the audience to meet its needs. -Respects the cultural backgrounds of potential audiences.
- Describes how a particular audience may interpret a text.-Anticipates and addresses readers’ questions or arguments.
Component 2.2: Writes for different purposes.
2.2.1 Demonstrates understanding of different purposes for writing. Writes to explain, to persuade, and to inform a specified audience. Writes for more than one purpose (using a planning process form).
Component 2.4 Writes for career applications.
2.4.1 Produces documents used in a career setting
- Collaborates with peers on long-term team writing projects(e.g. research paper for an exit project).
- Writes technical and non-technical documents for career audiences (e.g. proposal, resume,abstract) taking into consideration technical formats (e.g. bullets, numbering, sub-headings, blank space).
- Selects and synthesizes information from technical and career document for inclusion in writing(e.g. High School and Beyond Plan that includes information summarized from on-line vocational source or other information text).
- Understands the importance of using a standard reference style consistently when writing reports or technical documents (e.g., MLA, APA)
EALR 3: Student writes clearly and effectively.
Component 3.1 Develops ideas and organizes writing.
3.3.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
- Presents a manageable thesis while maintaining a consistent focus in an individualized and purposeful manner.
- Selects specific details relevant to the topic to extend ideas or develop elaboration.