Genre Letter of Acceptance Writer’s Craft Know Your
Audience
Writing Trait Voice
Identify the characteristics of a
letter of acceptance.
Write a letter of acceptance using
language suitable for the audience.
Focus on voice.
Use a rubric.
Writing Support See the writing
support activities in the ELL and
Transition Handbook.
IDEAS/FOCUS The writer keeps to
the
main idea—the offer of a job.
He
asks one related question.
ORGANIZATION/PARAGRAPHS
The
letter is divided into two
main
paragraphs and a
one-sentence
conclusion.
VOICE The tone is respectful
and
grateful. The writer uses
formal
language, avoiding
slang and
contractions.
WORD CHOICE The writer
describes his
feelings
(delighted, exciting, honored)
and avoids wordiness.
SENTENCES Sentences vary
in
kind and length. The writer
uses
an interrogative sentence
to ask
Columbus's opinion.
CONVENTIONS There is
excellent
control and accuracy.
Teach and Model
Prepare to Write
Prewrite and Draft
Draft and Revise
Connect to Unit Writing
READING-WRITING CONNECTION
The author of Antarctic Journal writes about things that interest
herself—the reader.
Writers must bear in mind their
audience—the person or people
who are likely to read their writing.
Students will write a letter of
acceptance in response to an
opportunity, keeping their audience
in mind.
The main idea and supporting details in
a letter of acceptance must relate to the
offer that has been made.
Comprehension Skill
EXAMINE THE MODELDisplay Writing
Transparency 24A. Explain that it is
a letter of acceptance in response to
a job offer, and read it aloud with the
class. Discuss the model in terms of
the writing traits listed to its left.
In reading the examples, make sure
students understand that a letter to
a newspaper editor will be read by
many strangers.
Have students read the sentences
in Exercise 1 aloud. Ask them to
listen to the language, grammar,
and tone. For Exercise 2, discuss with students how the audiences
are different.
GUIDED WRITINGSome students may need more help with knowing their audience. Have them look back
through other selections. Ask them
to identify writing that is formal or
informal.
Imagine that you lived long ago and
have been asked to accompany a
famous traveler or explorer on a journey.
Write a letter accepting the offer.
Drafting Tips
Write as if you are speaking directly
to the person making the offer.
Make it perfectly clear that you accept.
Include a reason why you are pleased
to be going on the trip.
GETTING STARTED Students
can do any of the following.
Create a K-W-L chart listing what
they know and want to know about
the person they are writing to. After
doing
some research, students
should fill in the third column,
noting
what they have learned.
They
can draw information
from their
chart for use in the
letter.
With a partner, brainstorm places
in the world that they would like
to learn more about. Find out who
explored these places.
Visit the library or a reliable Internet Web site to find information
about their chosen character.
EDITING/REVISING
CHECKLIST
Have I used suitable words, details,
and voice?
Is it clear that I accept the offer?
Are comparative and/or superlative
adverbs used correctly?
Are words with Latin roots spelled
correctly?
Revising Tips Voice
Remember that you are addressing
an important person.
Avoid informal language, including
slang and contractions.
Let your reader know how you feel
about the offer.
PUBLISHING Have students put their
letters in envelopes addressed to
their explorers. Put the letters in a
History Mail Bag. Some students may
wish to revise their work later.
ASSESSMENT Use the scoring rubric
to evaluate students' work.
Think of a place that you would like to
visit with your class. Write an essay to
persuade your teachers to help organize
a field trip to this place. Use convincing reasons, facts, and examples.
APPLY
A persuasive essay tries to convince
a reader to think or act a
certain way. It uses facts, reasons,
and examples to make a point.
A persuasive essay is effective only
when the writer knows his or her
audience.
