Course Calendar

• Introduction to the Course
• Syllabus
• Student Information Sheet
• Writing Correspondence textbook, pp. 1-10 (copies given in class)
• Writing for Work
• Reader and Purpose

• Forward to your instructor 1-3 examples of the most common correspondence you do for work - in English.
• Forward to your instructor 1-3 examples of English correspondence you've receceived from others that you think is especially good - something that you wish to aspire to.
• Read chapters 3 & 4 (pp.21-40) in Everyday Letters for Busy People and be ready to share your answers to these discussion questions.

• Discussion about Chapters 3 & 4 in Everyday Letters for Busy People
• Requests

• Write a request (ideally for work), following the organization and using expressions presented in class.
• Read chapters 1 & 2 (pp.7-20) in Everyday Letters for Busy People

• Email cartoons
• Email Quiz - based on Ch's 1 & 2, Everyday Letters for Busy People
• Subject line, salutations & dates - and an example to analyze
• Acronyms quiz
• Responding to requests

• Write two responses to a request - one in which you can meet the request and one in which you can't. Ideally, these should be email written for work. Please include a subject line.
• Read pp. 12-19 in the U.N. Correspondence Manual on the format of UN memos and letters and be ready for a short quiz in next week's class.

• Quiz: United Nations Letter Format
• Format of a United Nations letter
• Format of a United Nations memo
• Thank you notes
• Asking for clarifications

• Write a thank you note.
• Write an email asking for clarification

• Ch. 3: Language and Organization
• Ch. 4: Unity and Coherence
• Two more templates: Correcting a Misunderstanding; Reminding
• Sign up for an individual appointment, which will replace next week's group class.

• Complete e-mail 1-3, on pp.26-27 - exercise 2
• Write a message correcting a misunderstanding
• Write a reminder (perhaps to Jodi to remind her of your individual appointment?)
• Write an email to your instructor with your responses to the following questions: Has this course met your expectations so far? What would you like more of? What would you like less of? Do you have any other comments?

No Class

Instead of class today, you will have an individual appointment with your instructor.

• Revise two of the messages that your instructor has edited.

• Sentence Length and Variety
• Transitional Devices - exercises at the end of Chapter 4
• Began Chapter 5: 'Sentence Length and Variety'
• Discussed a few grammar topics
• Giving an Opinion - a lesson
• Contributing an Opinion -a template

• Write an opinion on a topic (on a real-life issue, or a suggested topic found in the 'Giving an Opinion' lesson.

All quizzes are due by 1 November class

• Try the Sentence Length and Variety exercises
• Try the Misplaced and Dangling Modifiers exercises
• Write 2 examples of each sentence pattern given at the beginning of Chapter 5 (see work-in-progress textbook, attached above)
• Try English Verb Tense Quiz (optional)
  

• Sentence Length and Variety
• English verb tense quiz - answer key
• *Since we didn't have enough time in class to review the answers to the 'Misplaced and Dangling Modifiers' and 'Sentence Length and Variety' exercises, please give these to your instructor to be checked.
• A reference list of transitions and transitional expressions - arranged by meaning (ask Jodi for a copy)
• More on sentence combining
• Style (to be continued)

• Write a message giving directions - you can try the exercise and use that as a model for writing your message. If you can't think of a 'real life' example of your own, suggested topics are given.
• Finish any previous homework that you haven't yet turned in.

optional:

• Visit www.grammarbook.com to study English punctuation
• Visit www.englishpage.com and click on 'Verb Tenses' to study and practice English verb tenses

• Style - a new handout was given on this. Ask Jodi for a copy if you need one.
• Writing complaints - handout and pp.82-84 in 'Everyday Letters for Busy People'

• Do the exercises on Style (from handout given in class) and bring on 15 November.
• Take the 'Online Writing Resources' quiz - indicating where you might look for an answer to each question.
• Write a 'complaint' letter. That is, write to persuade someone to take action.

• Style (continued)
• Tone
• Demanding action (pp.85-86)
• Writing resources

• Complete any previous writing assignements (see above) that you haven't yet finished.
• Read Don't Send that Angry Email. What advice is most useful? Do you agree with all the advice given?
• Read the unit on Tone and do ex's
• Write ONE of the following:

(1) A job application letter. See 'Everyday Letters...' p.99, or Unit 4 in the Electronic workbook, or examples on websites recommended by the UN Career Resource Center If you write this type of letter, base it on a real job posting and your resume - and send me a copy of the post advertisement.
(2) A message that informs, announces or describes an event . Read pp.89-90 in the 'Everyday Letters' book, and look at the book's index under 'informing' or 'announcing' to see examples.
(3) A message that demands action . Read pp.89-90 in the 'Everyday Letters' book.

*22 November

*UN holiday - American Thanksgiving Day

No Class

Instead of class today, you will have an individual appointment with your instructor

• Tone (continued)
• Revision
• Other types of letters and messages