SENIOR HIGH SCHOOL DEPARTMENT

SAMUEL CHRISTIAN COLLEGE

Navarro, City of Gen. Trias, Cavite SECOND SEMESTER: MODULE 6-7
CS8: READING AND WRITING
(046) 402-0725 | 0916-729-5830 Teacher: Matthew Geosef B. Beringuela
scc@samuelchristiancollegegtc.com SCC Silid Credentials: beringuela.matthewgeosef@scc/online
SCC Facebook Account Link:
https://www.facebook.com/scc.mgbb
`

MODULE

6-7 Academic and Professional Writing

In the previous modules you worked on the basic tasks and concepts involved in the process of reading and writing.
You were able to familiarize yourself with the stages of the reading and writing processes which you will have to go through
in finishing a writing output. The knowledge and skills you have learned from using several reading and writing strategies
will be very useful in making the most out of your reading and writing experience.

The patterns of development in module 2 provided you with options on how you will organize your ideas depending
on your purpose in writing. Being able to read and respond to texts critically (module 3-4) will help enhance your thinking
skills and give you opportunities to share your unique ideas with others.

In this module, you will be given various opportunities to apply the skills you have acquired during the completion
of modules 1-5. You must be well aware by now of how you will deal with the different writing tasks involved in accomplishing
various texts for academic and professional purposes.

To guide you in this module, below is a simple map of the lessons covered in this module:

Academic Writing Professional Writing

Correctness in content Professional Perspective

Academic Writing

In this lesson you will learn the following:

Learning target
Lesson No. and Title Essential Question
(Acquisition Make-Meaning Transfer)
1. Academic Writing • What are the common • Conceptualize purposeful academic
misconceptions in Academic writing
Writings and how do we
avoid them? • Differentiate academic texts that are
useful across disciplines

• Compose academic writing

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Resources/References o Cenizal-Raymundo, H. (2016) Reading and Writing Skills. Diwa
o Estacio, Ma. (2016) Developing Reading and Writing Skills. Phoenix
o Tiongson, M. (2016) Reading and Writing Skills. Rex
Core Values Moral Integrity, Efficiency and Effectiveness, Innovativeness
21st Century Skills Critical Thinking, Information Literacy

Academic Writing

Academic Writng is any writing done to fulfill a requirement of a college or university. It also includes any
writing assignment given in an academic setting.

List of Documents where academic writing is used:

• Book Review or Article Critique
• Literature Review
• Research Report
• Project Proposal
• Position Paper

One's purpose is a crucial consideration in academic writing, because you do not write for just yourself, for you
write for an audience and you are communicating a message, or useful insights whatever it/they may be, with an
audience depending on the topic/subject concerned.

Clearly, your purpose is to inform, influence, persuade, convince, the readers what you want them to know,
accept, benefit or be persuaded from your writing - an important means of communication.

In academic writing, you may have done a great deal of studies on a topic/subject, have great practical experience
in it, and may have also done research on it. Thus, you have a wealth of valuable insights into this. In other
words, you are an expert on the subject. Hence, others may learn from your insights, which is a crucial
consideration for your writing. You want to share these insights with others.

Mini Task I: What are some examples of Academic Writing can you think of?

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 I. Article Critique
A critique is not (only) a criticism, it is a specific style of essay in which you identify, evaluate, and respond to an author’s
ideas, both positively and negatively

You are expected to engage with the article rather than just summarize it, by considering its content carefully, and from
different angles. Your critique must be objective, so support it with evidence rather than instinct or emotion.

When you engage in a critique you are demonstrating to your marker that:
• You have read extensively
• You can identify the particular strengths and weaknesses of those readings
• You can identify different positions and perspectives in the readings
• You are developing the skills and knowledge to engage with the experts
• You are joining in a broader academic debate about an article's merits

Critiquing means that you are developing an understanding of more than a single article: it means that you are developing an
understanding of the 'big picture', of the discipline as a whole. Later in your study you may be expected to contribute new
understandings to the discipline, so it is important to understand the current state of knowledge

Identify:
• What is the article's background and purpose?
• What is the main idea (the main argument) that the article is communicating?

Evaluate:
• How convincing is the argument?
• What does the argument assume?
• How useful or applicable is the article?
• How does the article compare with other current theory and research?

Respond:
• What is your assessment of the article?
• What issues does it raise?
• What issues does it avoid?

How to make an article critique?

1. Read actively! – Read through the article once to get the main idea, mark up the text as you read through it
again. Develop a preliminary concept for your critique.

2. Gathering Evidence – Question whether the writer’s overall message is logical. Search the article for any
biases, whether intentional or unintentional. Notice if the author cites untrustworthy evidence. Remember
that a critique doesn’t have to be entirely positive or negative, it can be mixed.

3. Formatting your critique – Begin with an introduction that outlines your argument, provide evidence for your
argument in the body paragraphs of your critique. Conclude your critique by summarizing your argument and
suggesting potential implications.

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 Introduce your reader to the title of the
Sample article critique article, the authors and the main point of
the article
Introduction
Graduate student enrollment has increased in recent years, but these students face many
challenges on their path to a degree. Researchers have noted that graduate students
experience anxiety and stress that may be connected to high attrition rates (Poock, 2002).
In the article “Student anxiety: Effects of a new graduate student orientation program,”
Megan Hullinger and Dr. R. Lance Hogan (2014) examined the impact of an online
orientation program on student anxiety. While this article produced significant results Include a
showing that an orientation program could reduce anxiety of new graduate students there thesis
are limitations related to the replicability, sample, and generalizability of results. statement
Body
Hullinger and Hogan (2014) used a sample of 32 incoming graduate students to examine
the impact of an online orientation program designed to connect new students with
resources across the university. The researchers collected demographic information of
Provide a participants and used the State Trait Anxiety Inventory to measure anxiety before and
brief after the orientation program. Using t-tests, Hullinger and Hogan found that the
summary participants experienced a significant reduction in anxiety following the completion of the
of the online orientation program
article in
your own The researchers discussed an important topic, as administrators continue to attempt to
words improve retention efforts in higher education. The approach of an online orientation
program could be useful for students as it would allow them to have important
information at their fingertips, regardless of if they are on campus or not. However,
Hullinger and Hogan (2014) did not provide key information about the orientation
program they used in their study. This lack of detail would make it difficult to replicate
Begin the
their program in order to further expand the research on this kind of program.
critique.
This can Use
Significant results were noted in the results of this study, but there are limitations to
be these findings. First, the sample size was small. Out of 802 incoming students who were specific
multiple invited to participate, only 32 students completed the pre- and post- anxiety inventory. examples
paragraph With such a small sample size it is difficult to generalize these findings to the larger to
s strengthen
graduate student population. Also, all participants in this study were from a state
your
university in the Midwest; this also limits the generalizability of these findings to the larger
critique
student population. While Hullinger and Hogan (2014) stated that the study should be
replicated with a larger population and at other schools, the authors did not discuss how
these factors of their study were limitations.
Conclusion
This article focused on an important topic within higher education, as administrators
need to find solutions to improve retention. One of the barriers graduate students face is
anxiety, so an online orientation designed to reduce anxiety could be one useful tool to
address this problem. Hullinger and Hogan (2014) shared encouraging results of an online
orientation program designed to connect incoming graduate students with university
resources. However, this study did not adequately describe this orientation program so
that future researchers can replicate this program in other samples. Furthermore, the
small sample size and lack of diversity among participants limits the generalizability of
these findings. Future research on online orientation programs with a clear description of
the program among a larger more diverse sample is necessary to provide evidence of the
impact of online orientation programs. Summarize
the key
points of
This closing sentence provides the article
direction for future critiques and your
analysis

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 II. Literature Review
Literature review is a description of literature published about a specific topic. It is an overview of significant literature. It
specifies the significant contributions to the understanding of the topic

Literature Review is a synthesis and summary of other people’s arguments and ideas, it emphasizes on the sources not the
argument.

How to write a Literature Review

1. Select a topic – Pick a topic about which books and articles are published. Choose a well-defined topic.
Write about what interests you.

2. Search the Literature – Consider several topics before selecting one. Find at least one pivotal book or
article. Read and understand the main point of the literature. Search comprehensively using library
databases.

3. Scan and read articles and books – Locate and write notes about research question, findings, and
conclusion. Read carefully for precise differences and relationships between sources. Organize
resources by sub-topic, take notes on each article.

4. Sort, analyze, interpret and explain the significance of sources chosen – Find a focus. Create a thesis
statement. Plan your organization of text.

In finding your focus, ask yourself: What is the main point/ theme of your paper? The focus should be obvious to your reader
from the beginning of the paper. Organize your paper in a way that emphasizes the main points. Ask yourself: what are you
reviewing and why is it worth examining?

Sample Literature Review

Use of Propofol and Emergence Agitation in Children: A Literature Review

In 1961, Eckenhoff, Kneale, and Dripps described the phenomenon of emergence agitation (EA), reporting
signs of hyperexcitation in patients emerging from ether, cyclopropane, or ketamine anesthesia. EA during
recovery from general anesthesia has been identified as a frequent problem in the pediatric population. In
children, EA has been described as a mental disturbance that consists of confusion, hallucinations, and
delusions manifested by moaning, restlessness, involuntary physical activity, and thrashing about in bed
(Sikich & Lerman, 2004). The overall rate for EA in children is in the range of 10% to 67% (Aouad & Nasr,
2005), which includes a period of severe restlessness, disorientation, and/or inconsolable crying during
anesthesia emergence (Cole, Murray, McAllister, & Hirschberg, 2002).

EA was reported as a problem in general anesthesia recovery before the development of the modern
inhalational agents (sevoflurane and desflurane), and EA has been shown to occur with the use of all
anesthetic gases. The increased use of sevoflurane and desflurane in recent years has been associated with
a higher incidence of EA compared with isoflurane and halothane. It is suggested that substituting sevoflurane
and isoflurane for maintenance of anesthesia significantly reduces the incidence of EA in preschool children
(Bortone et al., 2006), and that the use of adjunctive agents such as propofol added to sevoflurane can reduce
the incidence of EA compared with sevoflurane alone (Abu-Shahwan, 2008; Aouad et al., 2007; Uezono et al.,
2000). The goal of this literature review is to compare three categories of anesthesia techniques and their
associated incidence of EA in children.

The introduction wraps

up with a clear purpose

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 Cite research on your
topic in APA style

Sevoflurane Inhalational General Anesthesia

Sevoflurane was released in 1994, and has beneficial anesthetic properties such as a rapid onset of
anesthesia, nonpungent odor, and rapid emergence from anesthesia (Baum, Yemen, & Baum, 1997).
Sevoflurane is currently the inhalational agent of choice for pediatric anesthesia because of its rapidity of
induction and pleasant, nonirritating odor (Moore et al., 2003). While the incidence of EA in children who
receive a sevoflurane anesthetic was noted to be as low as 20% for ear, nose, and throat surgery (Nakayama,
Furukawa, & Yanai, 2007), it has been found as high as 60% in circumcision populations (Tazeroualti et al.,
2007). It has been suggested that sevoflurane
causes epileptogenic activity that contributes to EA behaviors. Clinically observed seizures, as well
as seizures proved by electroencephalography, have been reported during sevoflurane induction,
maintenance, and recovery in both children and adults, whether epileptic or not (Veyckemans,
2001).
Use level headings to organize the
literature review by topic
Propofol and Sevoflurane General Anesthetic
Propofol is an intravenously administered general anesthetic released for use in 1989. Propofol has been
studied in adult populations as well as in pediatric surgical, ophthalmologic, urologic, radiologic,
gastrointestinal endoscopy, and dental procedures (Kaddu, Bhattacharya, Metriyakool, Thomas, & Tolia,
2002). Propofol has several advantages and can be used in many settings in anesthesia, including inpatient
and outpatient procedures. General anesthesia with propofol is characterized by a rapid recovery and a calm,
sometimes euphoric state (AbuShahwan, 2008). Learn how
to use
et.al. in a
Propofol has been demonstrated to be effective as an adjunct to sevoflurane inhalational general anesthesia
citation
in reducing the incidence of EA (Abu-Shahwan, 2008; Aouad et al., 2007). Aouad et al. (2007) demonstrated
that propofol as an adjunct decreased the incidence of EA in children to 19.5% of study participants compared
with 47.2% in patients who received sevoflurane alone. Abu-Shahwan (2008) found that a subhypnotic dose
of propofol significantly decreased the incidence of EA. The propofol group had a 4.8% incidence versus a
26.8%
incidence for sevoflurane alone group (Abu-Shahwan, 2008). These findings suggest that the use
of propofol with sevoflurane can help reduce the rate of EA.

Propofol Total Intravenous Anesthesia

Propofol total intravenous anesthesia (TIVA) techniques have also demonstrated a reduction in EA in children.
In the study by Cohen, Finkel, Hannallah, Hummer, and Patel (2003) of sevoflurane inhalational anesthesia
In this
versus a propofol TIVA technique, there were significantly higher rates of EA in the sevoflurane group paragraph,
compared with the propofol group (23.1% versus 3.7%). In a study by Picard, Dumont, and Pellegrini (2000) the
of the quality of recovery in children, a sevoflurane inhalational anesthetic and propofol TIVA techniques authors
were compared, with a reduction in EA rates observed in the propofol TIVA group (46% versus 9%, have
respectively). A reduction in EA from 42% to 11% was seen in children 2 to 5 years of age with propofol TIVA synthesize
compared with sevoflurane inhalational general anesthesia (Nakayama, Furukawa, & Yanai, 2007). In a small d the
literature,
study of children presenting for eye surgery (n = 16), a propofol TIVA technique had an EA incidence of 0%,
by
in contrast to a cohort managed with sevoflurane inhalational general anesthetic, which produced an EA
discussing
incidence of 38% (Uezono et al., 2000). Together, these studies indicate that the use of a propofol TIVA multiple
In this technique can significantly reduce the incidence of EA in children. findings
paragraph,
and
the authors
Discussion adding
have tied
thorough review of the literature revealed the incidence of EA to be reduced with the use of a propofol TIVA their own
together the
technique compared with a sevoflurane inhalational general anesthetic. Also, the incidence of EA was ideas.
research
and made a reduced significantly with propofol as an adjunct to a sevoflurane inhalational general A anesthetic (Abu-
conclusion Shahwan, 2008; Aouad et al., 2005; Aouad et al., 2007). According to the literature evidence base, there is an
advantage to either propofol TIVA or adjunctive propofol with sevoflurane (compared with sevoflurane
alone). We conclude, based on the current evidence, that the use of propofol is associated with a reduction
in the incidence of emergence agitation.

In the current literature review, a major limitation discovered is the need for the consistent use of a validated
scale for assessing EA across all studies. Numerous studies of EA have used a variety of scales, which measure
EA by different criteria. According to Sikich and Lerman (2004), the Pediatric Anesthesia Emergence Delirium

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 In this
paragraph,
the authors
have pointed
out a
limitation in
the existing
(PAED) scale is a reliable and valid tool based on the scale’s reliability, content, and initial construct validity
literature,
profile determined through their study. Aouad and Nasr (2005) recommended that the PAED scale can be and made
used as a reliable and valid tool that would minimize measurement error in the clinical evaluation of EA. If recommenda
future studies use the same validated assessment scale (such as the PAED), results can be more easily tions about
how to
compared and strengthened.
address it

Conclusion
EA is an important issue in pediatric anesthesia and has increased in occurrence with the use of sevoflurane
inhalational anesthesia. The goal of this literature review was to compare three general anesthesia
techniques in children and their associated incidence of EA. The three techniques were (a) sevoflurane
inhalational general anesthetic, (b) propofol as an adjunct to sevoflurane inhalational general anesthetic, and
(c) propofol TIVA techniques. The reviewed literature suggests that there are advantages to the use of
propofol TIVA techniques and adjunctive propofol anesthetics when combined with a sevoflurane inhalational
technique. This reduction in EA with propofol use in conjunction with or separately from sevoflurane has
been widely documented throughout the literature (Abu-Shahwan, 2008; Aouad et al., 2005; Aouad et al.,
2007). Current research supports the use of propofol, as discussed above; however, a continuation of current
research with consistent and strengthened methodologies will help justify its use and application in clinical
practice.

The conclusion should be a succinct, one-paragraph reiteration of your literature

review

III. Research Report

A Research Report is a completed study that reports an investigation or exploration of a problem, identifies questions to be
addressed, and includes data collected, analyzed, and interpreted by the researcher.

The research report format mainly consists of three main section: Introductory Section, Main Body of the Report, The
Reference Section.

Structure:
• Introductory Section
o Title Page
o Acknowledgements (if any)
o Table of Contents
o List of Tables (if any)
o List of Figures (if any)
o Abstract

• Body of the Report

o Introduction
i. Statement of the Problem
ii. Significance of the Problem
iii. Purpose
iv. Statement of Hypothesis
v. Assumptions
vi. Limitations
vii. Definition of important Terms
o Review of Related Literature
o Design of the Study
i. Description of Research Design and Sources of Data
ii. Sampling Procedures
iii. Methods and Instruments of Data Gathering
iv. Statistical Treatment
o Analysis of Data
i. Tables
ii. Figures

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 o Results and Discussion
i. Major Findings
o Summary and Conclusions
i. Conclusions
ii. Recommendation for Further Investigation
o Reference Section
i. References/Bibliography
ii. Appendices

IV. Project Proposal

A Project Proposal serves as a guide in implementing the project. Like a blueprint of a house or a building, it shows the
information or things needed by the project. It convinces people to participate in the project. It is important to convince the
donor or sponsor for the project and the people that will be possibly be part of it. A project proposal is needed for you to get
funding for a project.

A project proposal can also be a reference in evaluating the project. It can help identify what work is needed to be done,
identify the people involved, the people that will benefit and what will be the worth of the project. It explains why the work
needs to be done. Remember the goal or aim of a project proposal is to get fund for the project to be approved.

The Parts of a Project Proposal:

I. Project Cover sheet – include contact information, project director, project period, indigenous population
that your organization represents or works with, and project summary
II. Organizational history, mission, vision and structure – include a few brief paragraphs explaining how
your organization was established, its mission, vision and structure, as well as its record of working on indigenous
issues
III. Background and analysis of the problem to be addressed – provide an analysis of the field, what are
the existing gaps and challenges, and what exactly is the problem to be addressed? Which indigenous peoples
are affected by this problem and how can the proposed project/program help address the issue?
IV. Proposed goal, objectives, target population and implementation plan – What is the overall goal of
the program/project, and what are the objectives? How will the project be implemented?
V. Annual project budget - provide a line item budget in US$ with short narrative explanations for each line
item, which can be footnoted to the budget. A sample budget is attached on the following page.
VI. Attachments:
• Overall organizational budget (operating budget)
• List of other potential sources of support (if any)
• By-laws of association/organization, where appropriate

*Note: This template is intended to serve as a sample to assist in writing a project proposal. The organization
should feel free to use other formats, as long as all the above-mentioned elements are included in the proposal.
Project proposals should be no longer than 10 pages, although shorter proposals would be preferred.

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 V. Position Paper
Position Papers is an output that gives basic information stating your goals as the writer. It helps other people understand
your ideas, opinions, and perspective.

It is an essay or report which expresses a position, conclusion, or recommendation concerning a contested issue or undecided
question. The purpose of a position paper is to generate a support on an issue. It describes a position on an issue and the
rational for that position. It is based on facts that provides a solid foundation for your arguments.

How to write a Position Paper

• You should use evidence to support your position, such as statistical evidence or dates and events.
• Validate your position with authoritative reference or primary source quotation.
• Examine the strength and weaknesses of your position
• Evaluate possible position and suggest course of action

1. Introduction – in this you must clearly identify the issue and state the author’s position. It should be
written in a way that catches readers attention
2. Body – The Body of the position paper may contain several paragraphs. Each paragraph should present
an idea or main concept that clarifies a portion of the position statement and is supported by evidence or
facts. Evidence can be primary source quotations, statistical data, interviews with experts, and
indisputable dates or events. Evidence should lead, through inductive reasoning, to the main concept or
idea presented in the paragraph. The body may begin with some background information and should
incorporate a discussion of both sides of the issue.
3. Conclusion – in it you should summarize the main concepts and ideas and reinforce, without repeating,
the introduction or body of the paper. It could include suggested courses of action and possible solutions.

Quick Thinking Tips

Academic writing is used in most cases to teach someone how to write or to

teach them how to expand their writing.

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 Did the content and flow of the discussion
achieve the intended learning targets? Submit
your answer to the Google Form sent to your Remarks/
Self-Assessment of Learning
assessments Comments/
Targets
Achieved but Recommendations
Achieved NOT Fully Not Achieved
understand
• Conceptualize purposeful
academic writing

• Differentiate academic texts

that are useful across
disciplines

• Compose academic writing

1. Form a group (maximum of 4 members, you have the option to do this assessment individually)
2. Create a Project Proposal
3. Topic for the Project Proposal: SCC Founding Anniversary Celebration
4. Think of a Program for the whole day celebration of a founding anniversary in a face-to-face setting
with a maximum budget allotment of 30,000 Pesos.
5. Venue will be on the school grounds
6. Make use of the names of your classmates (even outside the group you formed) as the assigned
committees
7. A sample project proposal with instructions can be downloaded
8. Deadline of submission will be until _________ only.
9. Submit your outputs on your individual folders. Meaning: even if you are grouped, you will submit a
copy of
Your work in your individual folder.

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 Professional Writing

In this lesson you will learn the following:

Learning target
Lesson No. and Title Essential Question
(Acquisition Make-Meaning Transfer)
2. Professional Writing • What are the common • Conceptualize purposeful professional
misconceptions in writing
Professional Writing and how
do we avoid them? • Differentiate professional texts that are
useful across disciplines

• Compose professional writing

Resources/References o Cenizal-Raymundo, H. (2016) Reading and Writing Skills. Diwa
o Estacio, Ma. (2016) Developing Reading and Writing Skills. Phoenix
o Tiongson, M. (2016) Reading and Writing Skills. Rex
Core Values Moral Integrity, Efficiency and Effectiveness, Innovativeness
21st Century Skills Critical Thinking, Information Literacy

Professional Writing

Professional Writing is done in in a workplace context to enable and support the work of a company. Professional
people typically write to inform and/or persuade.

List of documents where professional writing is used:

• Resume
• Application for College Admission
• Application for Employment
• Various forms of Office Correspondence

One's purpose is a crucial consideration in academic and professional writing, because you do not write for just
yourself, for you write for an audience and you are communicating a message, or useful insights whatever it/they
may be, with an audience depending on the topic/subject concerned.

Clearly, your purpose is to inform, influence, persuade, convince, the readers what you want them to know,
accept, benefit or be persuaded from your writing - an important means of communication.

In academic and professional writing, you may have done a great deal of studies on a topic/subject, have great
practical experience in it, and may have also done research on it. Thus, you have a wealth of valuable insights
into this. In other words, you are an expert on the subject. Hence, others may learn from your insights, which is
a crucial consideration for your writing. You want to share these insights with others.

Mini Task I: What are some examples of Professional Writing can you think of?

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 I. Résumé
Your Résumé is your ticket to an interview. Your Resume is one of your first impressions with a potential
employer. It is a short account of your Experience, Qualifications, and Achievements. Its goal is to capture
the reader’s interest. Most résumés only get 20-30 second scan by your reader so it should have enough
impact to grab the attention of the prospective employer.

The employer wants to know:

• What can you do for us?
• How can you improve my operations?
• Can you make me money?
• Save time?
• Keep my customers happy?
Your résumé must not only show the skills you have: it must demonstrate your success.

There are two main types of résumés

1. Chronological – it is the most common type of résumé. It lists previous jobs and dates; it identifies
work accomplishments and skills connected to each job. It is easier to prepare.
Contents:
a. Contact Information
b. Objective or Career Profile
c. Summary of Skills
d. Work Experience
e. Education
f. Professional Affiliations

2. Functional – Uses career profile in lieu of objective that focuses on jobseeker’s knowledge, skills and
abilities. Lists company names, titles, and job dates at the bottom showing your work experience. You
may use this to list the number of years of experience in the field.

In making a résumé be consistent in structure to make it easy for your reader to skim through your resume
quickly without confusion.

Suggested format:
a. 10-12 font size (choose Conventional Fonts like Arial, Tahoma, Verdana, Times New Roman
b. Names and positions must be boldfaced
c. Dates: Month Day Year (Ex: July 7, 2021). Or Month, Year (July, 2021)
d. Paper Color: White
e. Spacing: 1-2 line spacing
f. Use short, bulleted statements
g. Use numbers or percentages (instead of using the word “seven” just write “7”)
h. Avoid personal pronouns like “I” or “Me”
i. Start your statements with action verbs

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Sample Functional Resume

II. Application for College Admission

The purpose of the college application essay is to give the admissions committee information about who you are.
Some Universities and Colleges require College Application Essays.

WHAT IS THE ADMISSIONS BOARD LOOKING FOR IN MY ESSAY?

The key questions they ask when reading your essay are:
a. Will this person be a good representative of our college?
b. Does s/he seem like a person of high moral character and outstanding work ethic?
c. Will this person use his or her education to benefit the community or the world at large?
d. Also, will this person benefit the college, now and later on? (Think Alumni Association and
generous donations to the college when you are in your 40s.)
e. Will he or she be a good fit for this campus?
f. Does he or she have the desire to succeed, even if the grades or test scores don’t reflect it?

HOW DO I CONVEY THESE THINGS TO THE ADMISSIONS BOARD?

• Be specific: Avoid generalizations.
o Not: “I want to be a doctor so I can help people.” (Admissions people read things like this all
the time. If you want to help people, join the Peace Corps, which is less expensive and doesn’t
require 14-hour shifts in the ER.)
o Try something like this: “Ever since I was eight years old and watched an ER physician put
sutures in my split kneecap, I have wanted to become a doctor.”
o The last line is also a good introduction to an essay, because it gets the reader to want to hear
more about your kneecap, and hence your story.
o Not: “Society encourages us to be materialistic.” (Who is “us?” Which society are you talking
about, and aren’t you part of this society?)
o Try: “I grew up in an affluent neighborhood, where people thought the kind of cell phone you
carried was more important than a reading by Toni Morrison at the local college.”

• Use proper grammar and spelling, and be personable: that is, think as if you are meeting a
roomful of strangers for the first time.

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 o If you’re not sure about your grammar, get a writer’s handbook like The New McGraw-Hill
Handbook and use it religiously.
o Better yet, have someone with better grammar and spelling than yours read your essay out
loud for you.
o The reason you want to hear the essay read out loud is because your ear will pick up your
mistakes before your brain does. We all learn language by listening first, so your ears are better
trained to pick up “funny” sentences. You may also notice you don’t sound very nice or
determined or whatever feeling you intend to convey to the Admissions Board.

• Remember your audience: that is, make sure your style of writing will appeal to a wide
group of people.
o The Admissions Board of each college differs: some have student reviewers who were once in
your shoes and may be more understanding of your situation than others. On the other hand, a
22-year-old college senior may be a lot tougher on you than say, a 60-year-old senior who has
seen it all and may have more compassion for your errors or your low math section scores.
o More colleges are looking for diversity, so the people reading your essay will come from
different professions and cultural, political, and economic backgrounds.

• Be honest.
o Do NOT pad your application or essay with awards you almost received or jobs you could have
done. All the person reading your essay needs to do is pick up the phone to verify the
information, and you’re done.
o Do NOT try to be someone you are not. If you are not into politics, do not try to put your life in
the context of world events. If you are terrible at telling a joke, do not force yourself to be funny.
Be sincere and write from the heart.
o Admissions boards appreciate this more than the person whose essay is little more than a list of
accomplishments.

Sample College Application Essay

Your Contact
information as the
sender of the
letter

Contact
information of the
recipient of the
letter

Subject of the
letter

Greeting
Body of the letter, first
paragraph should
provide introduction to
the letter.
Followed by details in
the next paragraph
The last paragraph
should restate the
reason you are
writing. Don’t forget to
thank the reader.

Closing followed
by the signatory

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 III. Application for Employment
Many employers now require a writing sample, or job application essay, to accompany all applications or résumés
— even if writing is not a significant part of the position. The goal of the job application essay is to ensure that
applicants have the right communication skills for the position offered. Sometimes, potential employers will provide
a specific topic or series of questions for your essay to respond to. However, you may also be asked to provide
an essay with no guidance whatsoever. Either way, approach the essay seriously so that it highlights the skills
and assets you could bring to the company

How to write an Application essay for Employment

1. Outlining your essay

a. Read the job listing and essay description carefully
b. State your theme or thesis statement upfront
c. Brainstorm 3 or 4 points that support your thesis statement
d. Gather documents and information to fill out your points

2. Completing your draft

a. Start with an introductory paragraph that describes you and your essay
b. Organize your essay logically
c. Create transitions between each paragraph of your essay
d. Use your closing to summarize your essay

3. Finalizing your essay

a. Proofread your essay for spelling, grammar, and typographical errors.
b. Read your essay out loud
c. Edit your essay for clarity and to fit the specified length
d. Work backward through your essay to proofread a second time
e. Print your essay.

An appropriate length for a job application essay may contain 250-500 words. Give yourself plenty of time to work
on your essay. Ideally, you should plan to work on it over the course of at least two days, so you have the time
to set it aside after writing before you move to the editing and proofreading stage. Unless you're applying for a
position in a political or religious organization, avoid including anything in your essay that identifies your political
or religious preferences or beliefs. Avoid using humor, especially sarcasm or ironic humor, as it can be
misconstrued in text. Additionally, humor may lead the hiring manager to believe that you aren't serious about
the position.

Sample Job Application Letter

Your MERCY JOHNSONS

Contact 8521 UPPER HILL STREET
informat LAVINGTON RACECOURSE, TV 72109
ion as
the MR. PETER STOCKMANN Contact
sender 2314 WEST LANDS STREET information of the
of the EAST LEIGH, FI 87319 recipient of the
letter letter
31 JUNE, 2010
Subject of the
RE: APPLICATION FOR A JOB letter

Dear Mr. Peter Stockmann, Body of the letter,

first paragraph
should provide
Greeting I am writing to apply for the job of Shop Assistant in your store. I am a third year student at the University
introduction to the
of Lavington, currently pursuing a BS in Business Management. A friend of mine who is an employee at
letter.
your store suggested the vacant post for me. I believe that with my experience and studies, I am fit to take Followed by details
on the job. Having reached my third year in my university studies, I feel I am ready to take upon greater in the next
challenges and responsibilities in my life and I believe working in your store will give me that opportunity. paragraph
The last paragraph
My decision to take up a summer vacation job in your store is greatly influenced by the post I am currently should restate the
reason you are
hold at my university. I hold the position of the Executive in the University Managerial Society. Working in
writing. Don’t forget
your store is appealing to me as it has a good reputation and offers solid training. It will also provide with to thank the reader.

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 me with an opportunity to better my services by understanding and gaining knowledge on how to run the
Managerial Society.

While leading the University Managerial Society, I have improved my communication skills and my ability
to lead and supervise subordinate staff effectively. I have also learned to work under pressure and to work
in a team.

I have worked as a junior staff in various stores here in Pennsylvania that offer similar services. Working in
those stores gave me an experience and an in-depth knowledge in how to handle services. I have learned
to relate to customers well and to cater to their orders effectively as well as offering recommendable after
sale services. I am a hardworking, conscientious and effective communicator. I am interested in enhancing
my skills as a business manager in a store that encourages high standards in personal development. I would
gladly appreciate the opportunity to be involved in the management and development of your store.

I will be available to work from the start of the next month. I will be happy to attend an interview at your
convenience and send any additional information needed. With my letter, I have attached my resume. I
can be contacted anytime on my mobile phone, 955-764-2341 or via my email address,
mercyjohnsons@gmail.com.

Sincerely,
Signature Closing followed
Mercy Johnsons by the signatory

IV. Various Forms of Office

Correspondence
Business correspondence is a form of written communication used for business purposes. It is usually made
between organizations, within the organization, or between clients and the organization. Email can be considered
as a form of business correspondence when used to represent a company or for the purpose of the business.

Written communication is important in a business for various reasons. It serves as a formal way of exchanging
information while maintaining professional relationships between organizations, employees, and clients. It can
also serve as future reference for the information being communicated.

There are different kinds of business correspondence that are typically used in organizations. The 5 most
common types of business correspondence include internal correspondence, external
correspondence, sales correspondence, personalized correspondence, and circulars.

1. Internal Correspondence
Internal correspondence is a written communication between the employees, units, departments, and branches
of the same organization. Internal correspondence can either be formal or less formal. Routine internal
correspondence are usually less formal, such as quick instructions between a supervisor and a staff, and these
are normally in the form of email.

There are other more formal types of internal correspondence which include promotion letter, written reprimand,
notice to explain, memorandum, formal requests for approval, and letter of approval or dismissal. These types of
communication are ideally printed on paper, signed by the sender, and physically received by the recipient.

2. External Correspondence
External correspondence takes place between different organizations, or between an organization and their
individual clients. This is a form of written communication made by a company to those who do not belong to
their organization.

External correspondence is commonly made to vendors, creditors, suppliers, existing customers, prospective
clients, financial institutions, government offices, law and accounting firms, business affiliates, sponsors or donors,
and other offices that have either direct or indirect business relationship with the company.

3. Sales Correspondence

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Sales correspondence refers to sales-related communications. It is not limited to just selling a product or service,
but it also includes other activities relating to sales. Sales correspondence include marketing letters, offer and
discount letters, sales proposals, invoices, statement of accounts, sales reports, order confirmation, purchase
orders, letters of authorization, collection letters, and such.

For the purpose of selling, it is important to know how to write quality sales letters to be able to communicate
effectively. Also, marketing and offer letters should reflect truthful and non-misleading information. Other kinds
of sales correspondence — such as invoice, purchase orders, and collection letters — must contain accurate
information.

4. Personalized Correspondence
Personalized correspondence involved personal and emotional factors. Despite being labeled as “personalized”,
this type of correspondence can also be used for business purposes. Examples of personalized correspondence
include letters of gratitude, letters of favors or requests, appreciation notes, letters of congratulations of
commendation, and such.

This particular type of correspondence does not need to have a very formal tone. Though this can be done via
email, writing an actual, physical letter is more preferable because it has a sense of personal touch. You may use
a regular office paper for this, or perhaps a personalized yet cheap note pads, or a greeting card for a certain
purpose (e.g., Thank You card, Congratulations card, etc.).

5. Circulars
Circulars are notices that are communicated to a large number of people within the organization. It is also referred
to as office instructions or announcements. Often, general announcements (such as changes in contact
information, details about meetings with shareholders, instructions about certain protocols, etc.) are being
communicated via circulars.

Sections within business correspondence:

2. Contact information
a. Your Name
b. Your Address
c. City, State Zip Code
d. Your Phone Number
e. Your Email Address
2. Date – the format for writing the date is month, date, and year. Do not abbreviate the month.
3. Recipient’s Contact information
a. Name
b. Title
c. Company
d. Address
e. City, State Zip Code
4. Subject of the letter
5. Salutation - Begin the letter with a salutation, such as "Dear," followed by the title and name. Follow the
person's name with a colon.
6. Body of the Letter
a. The first paragraph of your business letter should provide an introduction to why you are writing.
b. In the following paragraphs, provide more information and details about your request.
c. The final paragraph should reiterate the reason you are writing and thank the reader for reviewing
your request
7. Complimentary Close
a. Respectfully,
b. Sincerely,
8. Signature Line

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Sample Business Letter
Contact Information of
Sender
Joan Lau
123 Main Street
Anytown, CA 12345
555-555-5555
joan.lau@myemail.com Date

March 1, 2020

Steven Kramer Contact Information of

Director, Human Resources Receiver
Acme Office Supplies
123 Business Rd.
Business City, NY 54321 Subject

RE: Speaking Engagement

Salutation
Dear Mr. Kramer,

I’m writing today to invite you or another representative from your company to speak at
the annual Metropolitan Business Conference, which will be held at North Branch
Hotel, September 15 - 18, 2020.

The theme of our upcoming conference is finding and hiring employees who fit
company culture. With the growth that your company has seen in the past five years, I
believe you would have much to offer our audience.

As part of the speaker’s package, we offer a modest honorarium and a table for six at Body
the Saturday night dinner.

If you have any questions or wish to know more about the speaking opportunity,
please let me know. My cell phone number is 555-555-5555, and my email is
joan.lau@myemail.com.

I look forward to hearing from you. Thank you for your consideration.

Sincerely, Complimentary Close

Your signature (hard copy letter) Signature Line

Joan Lau

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Quick Thinking Tips

Professional writing is taking what you have learned and applying it to real life
scenarios

Did the content and flow of the discussion

achieve the intended learning targets? Submit
your answer to the Google Form sent to your Remarks/
Self-Assessment of Learning
assessments Comments/
Targets
Achieved but Recommendations
Achieved NOT Fully Not Achieved
understand
• Conceptualize purposeful
professional writing

• Differentiate professional
texts that are useful across
disciplines

• Compose professional
writing

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 Directions: Imagine that you are doing a research on your respective field (e.g., science, engineering,
social science). Now, you need to write a letter of request to fund your research addressed to the municipal
government. Write a letter of the said request. Write your answer in the space provided below. Be sure to consider
the given rubrics for grading.

Format/Appearance 40

Organization 30

Content 20

Spelling/Grammar 10

Highest Possible Score 100

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