Writing for Change Assignment
OVERVIEW
This assignment has three parts: a draft letter/email, an annotated bibliography, a revised letter/ email.
- 1) Draft Letter / Email (10%) Due week 9
Write a persuasive email or letter asking a person, company or organization to change a policy, program, or behaviour. Your topic can arise out of a personal experience – a negative encounter you’ve had, a problem in your workplace, an issue you’re worried about in your community. Your proposed solution must be realistic and workable.
- 2) Annotated Bibliography (10%) Due week 11
In order to support your proposal with good research, prepare an annotated bibliography using three sources.
- 3) Revised Letter / Email (15%) Due week 13
Using feedback from your professor and from your peers, revise your letter. Incorporate relevant research from at least two credible sources to support your proposal. Your letter will be 600 – 800 words.
Upload all parts of the assignment to Blackboard AND bring a printed copy to class.
On the next pages you will find detailed instructions.
1 DRAFT LETTER / EMAIL
- A. IDENTIFY YOUR AUDIENCE, PROBLEM, SOLUTION AND POTENTIAL RESEARCH AREAS
Your message must be addressed to a real person at a real place and deal with a real issue (even though you are actually sending it to me. You may choose to send your revised version to the real person when this assignment is finished!)[unique_solution]
What problem are you identifying in this letter? How much does your reader know about this problem already? How much will you have to explain?
What do you want the reader to do about the problem? Why should the reader accept your proposal?
What research might be helpful in convincing the reader to consider your problem and proposed solution?
- DECIDE ON THE APPROPRIATE STYLE / STRATEGIES
Based on your purpose, audience and message, decide what style and tone will be most effective in appealing to your reader. How will you establish a relationship or common ground with the reader? How will you support your argument? How will you establish your credibility? - WRITE A DRAFT
- First paragraph: Begin with your purpose: tell your reader why you are writing. Consider whether you need to introduce yourself to the reader and how to frame your message. The following sections might be helpful for the rest of your message:
- Background. What situation led to the writing of this email? What is your personal connection to the problem?
- Problem. How will you present the problem to your reader? What are other people saying about the problem, i.e “They say”?
- Response: What is your response to what other people are saying about the problem, i.e “I say”? (Possible research area!)
- Proposed solution. What are you asking for? Propose a specific, realistic solution, i.e “My Way”. (Possible research area!)
- Benefits. Who will benefit from the change? How will the reader (and their organization) benefit from the change? (Possible research area!)
- Challenges or obstacles. What is standing in the way of your proposed solution? What objections will the reader have? Addressing these obstacles strengthens the persuasiveness of your message.
- Conclusion. Here you might want to summarize your key points. How do you want to end the email? How do you want the reader to respond?
- BRING A DRAFT TO CLASS FOR PEER REVIEW
Your peers will provide feedback on the overall clarity and persuasiveness of your message. They can also help you to identify areas of research and objections your reader might have to your proposal. In the meantime, prepare your annotated bibliography. - ANNOTATED BIBLIOGRAPHY
An annotated bibliography is an alphabetical list of your research sources (“bibliography”). After each source, you write an “annotation” – that is, a brief summary and a brief response to the source.
What is it for? The annotated bibliography provides important information about your research including:
- Credibility (how reliable is the source?)
- Relevance (how will you use the information in your assignment?)
- Your response to the article/source
How to write one?
- – Begin with a full citation (author, title of article, title of source, date of publication, etc.)
- – Write a “They Say” summary of the main arguments of the article (2-3 sentences).
- – Write an “I Say” response to the article AND/OR a short critique or evaluation describing the article’s credibility) (2-3 sentences)
- – Explain how you will use this source in your letter (1-2 sentences).
At least two of the articles must come from the Seneca Library databases.
Below is a sample. Note that it begins with the citation of the source. After the citation, the first three sentences summarize the article. The next three sentences evaluate the strengths and weaknesses of the article and provide an “I say” style response. The last sentence explains how it will be used in the writing assignment.
Warner, J. (2016, June 16). Why Can’t My Students Write [Blog post]. Retrieved from https://www.insidehighered.com/blogs/just-visiting/why-cant-my-new-employees-write.
In a blog written for other post-secondary educators, John Warner argues against that college students are not being trained to write for real-world rhetorical situations. Instead, they are taught formulas that help them score high on standardized tests and other assessments in the classroom. These formulas mean that students arrive in the workplace without any practice writing for real audiences in real situations.
I disagree with Warner’s argument. Although he is a credible source on the matter, as a writing instructor and novelist, he overlooks the importance of learning fundamental building blocks upon which later experiences can be built. These building blocks may be formulaic, but they are critical to a writer’s success. Warner’s analogy of riding a bicycle is compelling, but it is misleading, because riding a bike is a relatively simple skill, whereas writing is complex and progressive. Moreover, Warner does not reference any studies to support his views, nor does he provide concrete examples to illustrate his proposed solution.
I will use Warner’s article in the “solution” section of my letter when I explain why schools should continue to teach grammar. I will use his argument as a “naysayer” to predict opposition to my viewpoint.
3 REVISEDLETTER/EMAIL
Revise your letter to incorporate at least two of your three research sources and to address feedback received from your peers and professor. Use APA to integrate and cite all your research. This means you will have in-text citations in the letter AND a references page.
Consider how to format your message so that it is easy to grasp. Your reader is probably busy. Remember the technique of layering: using headings, starting paragraphs with the main idea, using bullets if you have a list. Set up your message as if it were an actual letter or email, but because this is also an assignment, please double-space the message.
Grading checklist
Format and organization
o Letter or email is addressed to a real person with a complete mailing or email address
o Letter or email is double-spaced (for grading purposes)
o Material follows a clear organizational pattern
o Material is formatted so that it is easy for the reader to follow and absorb the information
Content
o Problem is clearly identified; reader can understand the scope of the problem and the writer’s perspective without having to ask for more information
o Proposed solution is realistic, explained fully and supported by a discussion of benefits and potential obstacles.
o At least two pieces of credible and relevant research (from different sources) are used to support the proposal
o You show how your research is connected to your points
o Research is integrated properly (use ‘quote sandwiches,’ in-text citations, and a correct References page)
Style & rhetorical strategies
o Tone is appropriate for the audience and situation
o You use appropriate rhetorical strategies to create a relationship with the reader
o You use appropriate rhetorical strategies to establish your credibility (for example, drawing on own experience, acknowledging limitations, presenting a balanced view, writing clearly and correctly)
Grammar & mechanics
o Writing is clear and concise
o Grammar errors are minimal and do not interfere with meaning
o Letter has been proof-read carefully for mechanical errors (typos, improper capitalization, missing words)