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Letter Writing Lesson Plans

This packet contains:
Page 1-2: Stand-alone lesson plan to help learners write a thank you letter based on a
business letter model.
Page 3-17:Unit on letter writing to help learners prepare for the !" and be informed and
a#ti$e members of the #ommunity. %n#ludes sample letters.
Lessons were developed by Lisa Mullins, Hawkins County Adult ducation!
Additional sa"ple letters were provided by #ale Warren, Weakley County Adult
ducation!
Letter$Writing Lesson
%b&ectives:
1. %dentify parts of a business letter
2. Understand positi$e tone in writing
3. Use a #he#klist and rubri# to #he#k for a##ura#y
&. 'rite a business letter

Activity:
(rainstorm a list of reasons you might need to write in #lear) #orre#t form
• *omplain or #ompliment a produ#t) ser$i#e) or organi+ation
• %nfluen#e someone to do something- build a skate park) repair roads in neighborhood)
#ontinue edu#ation programs su#h as ,dult !du#ation) -ead Start) and !$en Start
• %mpress someone- offi#ials) employer) #ommunity members) $oters
• So that the person you are #ommuni#ating with will take you seriously
.he #lass dis#ussion will lead to the agreement that letters would ser$e the purposes.
.he tea#her should ha$e an e/ample of a business letter. Use the e/ample to identify the parts
of a letter. .he letter should in#lude a return address) an inside address) date) salutation) well
written body) #losing) and signature. , dis#ussion of ea#h part will in#lude naming) labeling) and
defining the parts of a letter. Use workbook e/er#ises to show e/amples of #orre#t pun#tuation
and pro$ide a short pra#ti#e a#ti$ity.
.he #lass should e/amine the body of the e/ample letter. 0n the board) list some
#hara#teristi#s of the body. %dentify the message the letter is #ommuni#ating) the tone of the
letter) and the 1uality of the writing. 2ook at the senten#e stru#ture) $ariety of senten#es) and
stru#ture of the paragraphs. 'ith all this in mind) #reate a #he#klist of #riteria for the final
produ#t. ,lso) introdu#e the !" essay rubri#.
*arry out the a#ti$ity of writing a business letter. %n pairs) read and use the #he#klist and the
rubri# to determine the 1uality of the final produ#t. .he tea#her reads the letter and pro$ides
final feedba#k. .he students should make #orre#tions and re$ision. 3ewrite the letter if
needed. 3efle#t on the learning a#ti$ity and how it #ould be useful skill to all the students.
1
Checklist 'or Letter
(es )o
.one: is the letter positi$e
Style: is the letter in #orre#t
form
*an anyone understand the
message4
%s the pun#tuation #orre#t4
,re there any other errors4
*omments
Checklist 'or Writing a *usiness Letter
+core rubric ,
-id not
include
.
)ot all the parts
"any "istakes
in place"ent,
punctuation,
spelling
/
All the parts
so"e "istakes
in place"ent,
punctuation,
spelling
0
Correct
place"ent,
punctuation,
spelling
Heading
1eturn
address
2nside address
+alutation
*ody
Closing
+ignature
2
3nit on Letter Writing
Purpose: To help learners prepare for the GED test and become informed and active
members of the community.
Content: Reading, Social Studies, Writing, Research, using technology, critical thinking
and analysis, creating and understanding data, charts, and graphs.
Community Member Role: http!!eff.cls.utk.edu!fundamentals!role"map"ccm.htm
Broad Areas of Responsibility:
#. $ecome and stay informed
%. &orm and e'press opinions and ideas
(. Take action
Key Activities:
&ind, interpret, analy)e, use, communicate, influence decision makers.
Standards: http!!eff.cls.utk.edu!fundamentals!#*"standards.htm
• +earn through Research
• ,se Technology
• Reflect and Evaluate
• -onvey ideas in .riting
• /dvocate and influence
Pretest: 0rovide a set of #1 2uestions as a pretest to determine the kno.ledge on
lesson topics before teaching the unit.
Learning Obectives:
The learners .ill be able to
• Describe the branches of government
• -onstruct a chart to classify the responsibilities of each branch of government
• ,se technology and research to identify 3embers of -ongress from their district
• 4rgani)e the information and evaluate the -ongressional 3embers5 positions on
relevant issues
• &orm opinions based on facts
• -ompose a thank you letter to their 3ember of -ongress
The follo.ing lessons .ill help learners to achieve these ob6ectives.
3
Lesson %ne
Obectives:
• Describe the branches of government, including the names, purpose, and leaders.
• -onstruct a chart to classify the responsibilities of each branch of government.
Read: American Government Freedom, Rights, and Responsibilities (Steck-Vaughn, 199!
page %(7%8.
!iscuss: Why did the founding fathers believe the ne. nation needed three branches
of government9
• Discuss checks and balances of the government and its purpose
• Read pages ((7(:. ;igsa. activity
• Divide the class into small groups or pairs.
• /ssign a section of the reading to each group or pair.
• <ave them make a report describing a branch of the government and its
responsibilities.
• The class members .ill create a chart that classifies each branch, its
responsibilities, and its leaders.
Assessment: +earners should complete the follo.ing
#. =ame the three branches of government.
%. =ame the leaders of each branch.
(. =ame one or more important duties of each branch.
>. Describe in your o.n .ords .hy the checks and balance system is important.
Lesson Two
Obectives:
• ,se technology and research to identify 3embers of -ongress from their district
• 4rgani)e the information and evaluate the -ongressional 3embers5 positions on
relevant issues
!iscuss: Who are our 3embers of -ongress9 What are their 6obs9 What are their
vie.points on issues9 <o. can the 3ember of -ongress help me9
• ,se multiple lines of in2uiry to collect this information.
• ,se ?nternet searches, .ebsites, ne.spapers, etc.
Organi"e# evaluate# analy"e:
4
E'amine the 3embers of -ongress, their policies, statements, committee membership,
pro6ects and their involvement in the community.
What are some of the issues that concern me?
<ave the students make a list of issues they are interested in or that concern them.
@Remind learners that many of the public and community programs in .hich they are
involved are funded through the government and that -ongress makes decisions about
funding these programs .ith or .ithout their information. Don5t .e prefer that -ongress has
their information so that they can make the best decisions possible9A
Make a list of the issues students’ share—include funding for adult education.
The list may include adult education, W?/ Bouth 0rogram, unemployment benefits, food
stamps and medical programs, community housing, etc.
$ocus on Adult %ducation $unding
,se the ?nternet to research adult education programs and funding in several states.
&ind fact sheets and statistics about adult education programs around the nation. @Bou
might assign states to pairs of students or allo. the students to make their o.n choices.A
,se the fact sheets to make comparison of the programs C funding, number of GEDs,
number of students enrolled, number entering employment or postsecondary education, etc.
<ere is a resource they might find helpful
http!!....ncsdae.org!&inalD%1$lueD%17D%1E7#71F.pdf
4ther similar resources can be found on the state directors5 .ebsite ....ncsdae.org .
&ave t'e students create a c'art comparing t'e states(
<ave each pair or group make a report e'plaining the charts. @The chart should visually
compare funding for each state, enrollment, results, sho.ing ho. Tennessee ranks in areas
of funding versus areas of success.A
Assessment:
• Write a paragraph e'plaining .hat can be learned from the chart you created.
Lesson Three
Obectives:
• /naly)e the differences bet.een funding, need, and success of adult education.
Activity:
• <ave the students return to the .ebsites and collect information on the number of
people .ithout a GED!high school diploma, need to learn English, illiterate, etc
• 3ake a graph comparing funding to need. @This graph could be as simple as funding
to need7line or bar, or as comple' as funding, need, resultsA
5
Assessment: E'amine and ans.er 2uestions about graphs.
• &or a connection to the GED use7 -ontemporary5s =umber 0o.er $ook 8 page #E*
• 3ore comple' graphs7 ?nterpreting Gisual ?nformation GED skill book @Steck7Gaughn,
%11%A page #* and %(.
Lesson 4our
Obectives:
• -reate informed opinions based on facts.
!iscussion:
• ?n pairs then as a class, discuss findings, feelings, and opinions about the facts and
information learned in this unit.
• Discuss the importance of the 3embers of -ongress5 6obs and .hy communication
.ith constituents is important.
• Discuss the importance of communicating their opinions to their 3embers of
-ongress.
• $rainstorm .ays to communicate those opinions, such as email, meetings, letters,
phone calls, at community events, and so forth
Lesson 4ive
Obective:
• -ompose a thank you letter to their 3ember of -ongress.
!iscussion:
• E'amine appropriate and inappropriate .ays to communicate .ith 3embers of
-ongress.
• -ompare lobbying .ith advocacy. 0ut the definitions on the board, make a list of
e'amples of both.
<ere are definitions and also t.o diagrams developed by ;ackie Taylor and 3arsha Tait that
you may find useful.
Advocacy:
/dvocacy includes
identifying, embracing, and
promoting a cause.
?t is any attempt to shape
public opinion, and promote
the interests of your
community.
H"he #obb$ing and
Advocac$ %andbook &or 'onpro&it
(rgani)ations
6
7
Lobbying:
/ specific, legally defined activity that involves stating your position on specific
legislation to legislators and!or asking them to support your position.
*+enter &or #obb$ing in the ,ublic -nterest (+#,-A
3ake a diagram or chart detailing the differences and the effective!ineffective .ays to
communicate.
• Determine that .riting a letter is a good .ay to communicate .ith public officials.
)rite a t'an* you letter:
• 0rovide a business letter as a model.
• E'amine this model as a .ell7.ritten letter.
• E'amine the parts of the letter. ?dentify correct punctuation, capitali)ation, form and
tone for a letter of this type.
• -reate a checklist for creating a letter.
• <ave students .rite a letter.
• ,se the checklist to determine if the letter is appropriate to communicate .ith a
3ember of -ongress.
• <ave the students compose a thank you letter .ith attention given to adult education
programs. @This letter can be personal, describing the students5 e'periences .ith
education and the positive impact of adult education.A
? provided three sample letters for the students to read, evaluate, and generate ideas about
their letters. ? 6ust had each student read the three letters, .e discussed ho. each .as
different, its purpose, and effectiveness. @? did not say this is ho. it should be .ritten.A The
learners should compose their o.n letters based on .hat they learned and their opinions.
Assessment: /fter the students .rite their letter, they should use the checklist to
determine if it is correct. They may make changes and draft a final version. Then the
8
teacher and student use the checklist. Teacher points out any problems and has the student
revise!or if no problems, have the student prepare it for presentation to person.
Assessment: T/$E FD or #1D has a letter .ith punctuation and capitali)ation.
$oth assessments ask the student to find the correct capitali)ation and punctuation of inside
address, date, salutation, and closing. Each one has a grammar or sentence structure
2uestion as .ell. The salutation uses a colon. Teachers .ill need to discuss the use of a
colon in a business letter.
/s a final activity, have the students revisit the pretest 2uestions and ans.er again. They
should make comment on .hat they learned in this lesson.
9
+sing t'e %,uipped for t'e $uture Standard
Advocate and -nfluence
,se this .orksheet .ith students to determine that the class has follo.ed
the steps of the E&& Standard, /dvocate and ?nfluence.
List 'o. you accomplis'ed eac' step(
Steps:
#A Define .hat one is trying to achieve.
%A /ssess interests, resources, and the potential for success
(A Gather facts and supporting information to build a case
>A 0resent clear case
8A Revise in response to feed back
10
Sample C'ec*list for Letter
/'is is a sample c'ec*list t'at my class created( - believe it is more
po.erful for t'e students to create t'eir o.n c'ec*list or rubric for
evaluating t'eir letters(
-tem 0eeds improvement Appropriate and
accurate
?nside address
• -apitali)ation
• 0unctuation
• Spelling
Date
• -apitali)ation
• 0unctuation
• Spelling
Salutation
• /ppropriate
• 0unctuation
$ody of letter
• Grammar
• 0unctuation
• -apitali)ation
• Spelling
• /ppropriate
Tone of letter
-losing
• Spelling
• 0unctuation
Appropriate &or
advocac$
11
Dakota Leake
8156 Main Road
Bulls Gap, Tennessee
on!"ess#an $%il Roe
$&'& Bo( 1728
)in!spo"t, Tennessee 37662
*e+"ua", 23, 2011
Dea" on!"ess#an Roe-
. a# 19 ,ea"s old and . li/e in 0a1kins ount,& . a# a pa"ti2ipant o3 t%e 4.5 6out% $"o!"a# in
Ro!e"s/ille& . 7ust "e2ei/ed #, G8D last 1eek and . a# !oin! to Tennessee Te2%nolo!, 92%ool
at $%ipps Bend in Ma,& . 2an:t +elie/e . a# doin! all t%is sin2e . %a/e %ad so #an, p"o+le#s in
#, li3e& . lost +ot% #, pa"ents 1%en . 1as little and #, !"and#a "aised #e& 9%e died a 3e1
,ea"s +a2k so . %a/e +een on #, o1n& .t see#ed like . 1as ne/e" !oin! to !et to s2%ool and !et a
!ood 7o+& But no1 . 2an do +ot% t%ose t%in!s& T%e 4.5 p"o!"a# !i/es #e t%e e(t"a suppo"t
and 2ounselin! . need to do t%ese t%in!s& T%e 0a1kins ount, 5dult 8du2ation $"o!"a# %elped
#e !et #, G8D& 4it%out t%ese p"o!"a#s, . #i!%t +e on t%e st"eets o" 1o"se&
. 1ant to t%ank ,ou 3o" ,ou" suppo"t o3 +ot% o3 t%ese p"o!"a#s& . also 1ant to tell %o1 #u2% .
app"e2iate t%e 1o"k ,ou do 3o" ou" dist"i2t& 6ou #ake i#po"tant de2isions and 1o"k to #ake
t%in!s +ette" 3o" t%e people o3 8ast Tennessee& T%ank ,ou so #u2%& . kno1 t%at ,ou listen to
people:s 2on2e"ns and 1o"k to1a"d #akin! t%is a +ette" pla2e to li/e and 1o"k& . look 3o"1a"d
to %ea"in! 3"o# ,ou a+out t%is #atte"&
9in2e"el,,
Dakota Leake
12
;o%n Ma,%an
120 B"o1n Road
Ro!e"s/ille, Tennessee 37857
on!"ess#an $%il Roe
$&'& Bo( 1728
)in!spo"t, Tennessee 37662
*e+"ua", 23, 2011
Dea" on!"ess#an Roe-
. a# ;o%n Ma,%an& . li/e in t%e uppe" 8ast Tennessee a"ea& . a# %ono"ed t%at ,ou "ep"esent #,
dist"i2t in on!"ess& *i"st, . 1ant to t%ank ,ou 3o" t%e 1o"k and dedi2ation ,ou put into t%e 1
st

dist"i2t o3 Tennessee& 6ou" "e2o"d p"o/es ,ou listen and 2a"e a+out t%e people in ,ou" dist"i2t&
. a# a student in t%e 0a1kins ount, 5dult 8du2ation $"o!"a#& 4e "e2entl, 2o#pleted a
p"o7e2t in ou" 2lass t%at %elped #e unde"stand ,ou" "ole in t%e 2o##unit,& 4e lea"ned t%e "ole
o3 t%e le!islatu"e and t%e #an, de2isions t%at a"e #ade t%e"e& <o1 . unde"stand %o1 i#po"tant
it is to /ote and to e(p"ess #, 2on2e"ns a+out ou" 2o##unit,&
9oon . 1ill %a/e #, G8D and . %ope to !o into a !ood 7o+ and so#e t,pe o3 %i!%e" edu2ation& .
%ope t%at t%e ne(t ti#e ,ou a"e asked to /ote 3o" 3undin! t%e 5dult 8du2ation $"o!"a#s ,ou 1ill
"e#e#+e" #e& T%e G8D 1ill open #an, doo"s t%at %a/e al1a,s +een 2losed to #e +e3o"e& .
2ould not %a/e a2%ie/ed t%is !oal and i#po"tant step in #, li3e 1it%out 5dult 8du2ation& . t%ink
t%at . 1ill +e2o#e a +ette" 1o"ke", pa"ent, and 2o##unit, #e#+e" t%anks to t%e 5dult 8du2ation
2lasses and #, G8D& T%is p"o!"a# is a +i! i#po"tant pa"t o3 ou" dist"i2t&
5!ain t%ank ,ou 3o" t%e i#po"tant 1o"k ,ou do& . look 3o"1a"d to %ea"in! 3"o# ,ou in t%e 3utu"e&
9in2e"el,,
;o%n Ma,%an
13
Lu2, Manis
329 9%el+, 9t"eet
%u"2% 0ill, Tennessee37642
on!"ess#an $%il Roe
$&'& Bo( 1728
)in!spo"t, Tennessee 37662
*e+"ua", 23, 2011
Dea" on!"ess#an Roe-
M, na#e is Lu2, Manis& . li/e in %u"2% 0ill, Tennessee& . a# a sin!le #ot%e" o3 3ou" 2%ild"en&
. a# en"olled in t%e 0a1kins ount, 5dult 8du2ation $"o!"a# t",in! to ea"n a G8D& . %a/e
passed all t%e tests and . +elie/e . 1ill %a/e a G8D in a 3e1 1eeks& T%is is !oin! to %elp #e so
#u2%& . 1ill +e a+le to !o to t%e 2o##unit, 2olle!e and 1o"k to1a"d a de!"ee in nu"sin!& .
al1a,s 1anted to +e a nu"se, +ut . t%ou!%t . ne/e" 2ould +e2ause o3 #, edu2ation +a2k!"ound&
T%e sta33 and t%e 2lasses at t%e 0a1kins ount, 5dult 8du2ation $"o!"a# %a/e %elped #e to
unde"stand t%at . 2an do t%is 1it% t%e "i!%t attitude and %elp& T%e tea2%e" is !"eat& . unde"stand
so #u2% #o"e and . kno1 . 2an do 1ell in 2olle!e&
.n #, 2lasses . %ad to lea"n a+out %o1 t%e !o/e"n#ent 1o"ks in o"de" to do 1ell on t%e so2ial
studies pa"t o3 t%e G8D e(a#& 4e %ad a 3e1 lessons a+out t%e "ole o3 la1#ake"s& <o1 .
unde"stand %o1 i#po"tant ,ou and ,ou" 1o"k a"e to #e& . 1ant to let ,ou kno1 %o1 #u2% .
app"e2iate people like ,ou& . also 1ant to ask ,ou to "e#e#+e" t%e 2o##unit, o3 %u"2% 0ill
and 0a1kins ount, and %o1 #u2% 1e need p"o!"a#s like 5dult 8du2ation& .t is a +i! %elp to
people like #e and it 1ill #ake #, li3e and t%e 2o##unit, +ette"&
T%ank ,ou so #u2% 3o" all ,ou do& T%ank ,ou 3o" listenin! to t%e needs o3 t%e people and
%elpin! ou" a"ea +e a +ette" pla2e to li/e& . look 3o"1a"d to %ea"in! %o1 ,ou 3eel a+out 5dult
8du2ation&
9in2e"el,,
Lu2, Manis

14
Additional Sample Letters
+a"ple Learner Letter
<ote- $lease do not use t%is lette" as a te#plate& 5ll lette"s s%ould +e uni=ue& 9ta33s "ead ou"
lette"s 3o" uni=ue sto"ies& *o"# lette"s #a, alienate le!islati/e sta33s 1%o t", to "ead and "espond
to ea2% lette"&
6ou" st"eet na#e
it, and state, >ip 2ode
Date

0ono"a+le 9tep%en *in2%e"
1226 Lon!1o"t% 0'B
4as%in!ton, D 20515

Dea" on!"ess#an *in2%e"-
5s a ta( pa,e" and 2iti>en, . 1ant to t%ank ,ou 3o" suppo"tin! 3undin! 3o" adult edu2ation
p"o!"a#s& Ta( pa,e" dolla"s %elp p"o/ide needed 2lasses, 7o+ t"ainin!, and i#p"o/ed skills&
5s a sin!le pa"ent 1it% 2%ild"en and little edu2ation, . a# %a/in! a /e", %a"d ti#e 2a"in! 3o" #,
3a#il, and p"o/idin! t%in!s t%e, need& .t is %a"d to +u, 3ood and 2lot%in! and !et ade=uate
%ealt% 2a"e& .t is %a"d to %elp t%e# 1it% s2%ool assi!n#ents, sin2e #, skills a"e so li#ited&
Gettin! a G8D is t%e onl, %ope . %a/e 3o" a +"i!%te" 3utu"e& 0ope3ull,, !ettin! t%is edu2ation
1ill %elp #e to !et a 7o+ and take 2a"e o3 #, 3a#il,& .t is also i#po"tant 3o" #, 2%ild"en to see
#e 2ontinue #, o1n edu2ation +e3o"e t%e, 2an "eali>e t%e i#po"tan2e o3 sta,in! in s2%ool& .t
1ould also #ake #e 3eel +ette" a+out #,sel3 to +e s#a"t enou!% to %elp t%e# 1it% t%ei"
assi!n#ents&
T%ank ,ou 3o" suppo"tin! 3undin! 3o" adult edu2ation so 1e 2an +e2o#e !i/e"s to ou"
2o##unities& . look 3o"1a"d to %ea"in! 3"o# ,ou&
9in2e"el,,

6ou" <a#e
15
Correct Name / Address
?5"e ,ou sendin! t%e sa#e lette" to all
t%"ee o3 ,ou" @9 le!islato"sA Make
su"e ,ou 2%an!e t%e na#e, add"ess, and
salutation on ea2% lette" a22o"din!l,&B
“The
Ask”
Why is adult
education
important to
you?
Why are
you are
enrolled in
adult
education?
Let the reader
know you
would like a
reply
Restate
your
reason
for
writin
+a"ple #raduate Letter
Note! $lease do not use t%is lette" as a te#plate& 5ll lette"s s%ould +e uni=ue& 9ta33s "ead ou"
lette"s 3o" uni=ue sto"ies& *o"# lette"s #a, alienate le!islati/e sta33s 1%o t", to "ead and "espond
to ea2% lette"&

9t"eet na#e
it,, 9tate, Cip
Date
0ono"a+le 9tep%en *in2%e"
1226 Lon!1o"t% 0'B
4as%in!ton , D 20515

Dea" on!"ess#an Tanne"-
5ttendin! G8D 2lasses and !ainin! skills %as %elped #, li3e in #an, 1a,s& $lease suppo"t
3undin! and inno/ation 3o" adult edu2ation&
4%ile . 1as t",in! to !ain e#plo,#ent and take 2a"e o3 #, 3a#il, 1it%out an edu2ation, t%e task
1as /e",, /e", di33i2ult& . attended G8D 2lasses in 4eakle, ount, and passed #, G8D& <o1
t%in!s a"e +ette" 3o" #e&
M, 2%ild"en lea"ned %o1 i#po"tant an edu2ation is in o"de" to !et 7o+s and p"o/ide t%in!s t%e,
need& T%e, sa1 t%at it is easie" to !et an edu2ation 1%en t%e, a"e ,oun!& T%e, sa1 #e stud,
alon! 1it% t%e# and "eali>e it is i#po"tant to ne/e" !i/e up&
Be2ause o3 G8D 2lasses, so#e o3 #, 3"iends %a/e +een a+le to !o to 2olle!e, attend t"u2k
d"i/in! s2%ools, ente" nu"sin! p"o!"a#s, and !et 7o+s t%at a"e a/aila+le no1 +e2ause o3 i#p"o/ed
skills&
Gettin! an edu2ation %as %elped #, 3a#il, and 1ill %elp us to take 2a"e o3 ou"sel/es&
T%ank ,ou 3o" /aluin! edu2ation and its +ene3its& $lease let #e kno1 1%et%e" ,ou 1ill suppo"t
3undin! 3o" adult edu2ation and inno/ation 3o" t%ese p"o!"a#s& . look 3o"1a"d to ,ou" "esponse&
9in2e"el,,
*o"#e" student:s na#e
16
“The
Ask”
"ow has
adult
education
helped
you?
Restate
your
reason
for
writin#
Let the reader
know you
would like a
reply#
+a"ple "ployer Letter
Note! $lease do not use t%is lette" as a te#plate& 5ll lette"s s%ould +e uni=ue& 9ta33s "ead ou"
lette"s 3o" uni=ue sto"ies& *o"# lette"s #a, alienate le!islati/e sta33s 1%o t", to "ead and "espond
to ea2% lette"&

Business Lette"%ead
*e+"ua", 9, 2009
0ono"a+le La#a" 5le(ande"
455 Di"ksen 9enate '33i2e Buildin!
4as%in!ton , D 20510

Dea" 9i"-
$lease suppo"t 3undin! and inno/ation 3o" adult edu2ation du"in! t%e app"op"iations p"o2ess&
. see a !"eat need 3o" adult edu2ation 2lasses in ou" 2o##unit, and state& 5s an e#plo,e" in
4eakle, ount,, . see t%e need to in2"ease 3undin! 3o" t"ainin! and edu2ation& 4e %a/e #an,
une#plo,ed people 1%o si#pl, do not %a/e t%e skills needed to pe"3o"# in toda,:s 1o"kpla2e&
9o#e people d"opped out o3 s2%ool ,ea"s a!o to +e!in 1o"kin! in 3a2to"ies t%at %a/e no1 +een
2losed& 9o#e #ade +ad 2%oi2es and 3ailed to see t%e /alue o3 edu2ation& 't%e"s si#pl, 3ailed in
t%e t"aditional 2lass"oo#s and a"e despe"atel, in need o3 3u"t%e" t"ainin!&
4%ate/e" t%e "easons #a, +e, it is #, opinion t%at 1e %a/e a /e", "eal need to edu2ate and t"ain
people to %elp t%e#sel/es +e2o#e p"odu2ti/e 2iti>ens o3 ou" 2o##unities and nation& T%e"e a"e
7o+ oppo"tunities a/aila+le to t%ose 1%o 1ill 2ontinue t"ainin! t%at is ne2essa", to pe"3o"# #u2%
needed tasks& 4e as e#plo,e"s need t%ei" skills&
Mo"e and #o"e 3undin! is needed to a22o#plis% t%e !oal o3 edu2atin! t%e adults in ou"
2o##unities& 4e need ,ou" %elp in in2"easin! t%e 3undin! 3o" adult edu2ation p"o!"a#s in o"de"
to p"epa"e lea"ne"s to pu"sue post se2onda", t"ainin! and skills& 'u" state and nation 1ill "eap
t%e +ene3it o3 su2% p"o!"a#s&
$lease let #e kno1 1%et%e" ,ou 1ill suppo"t 3undin! 3o" adult edu2ation and 3und inno/ation 3o"
t%ese p"o!"a#s& T%ank ,ou 3o" ,ou" e33o"ts to #ake t%is t%e !"eatest 2ount", in t%e 1o"ld&

9in2e"el,,

8#plo,e":s na#e
17
+a"ple )ursing +tudent Letter
Note! $lease do not use t%is lette" as a te#plate& 5ll lette"s s%ould +e uni=ue& 9ta33s "ead ou"
lette"s 3o" uni=ue sto"ies& *o"# lette"s #a, alienate le!islati/e sta33s 1%o t", to "ead and "espond
to ea2% lette"&
9t"eet na#e
it,, 9tate Cip
Date
0ono"a+le La#a" 5le(ande"
455 Di"ksen 9enate '33i2e Buildin!
4as%in!ton , D 20510
Dea" 9enato" 5le(ande"-
. a# a nu"sin! student and . 1ant to ask ,ou to please 2ontinue 3undin! 3o" adult edu2ation and
3und inno/ation 3o" t%ese p"o!"a#s&
5ttendin! nu"sin! 2lasses %as tau!%t #e #an, t%in!s +esides t%e su+7e2t #atte"& 5s a nu"sin!
student, . see %o1 di33i2ult it %as +een 3o" #an, o3 t%e people in #, 2lass to !et to t%is point in
ou" li/es& 9o#e %a/e 2o#e di"e2tl, 3"o# %i!% s2%ool, so#e %a/e +een out o3 s2%ool 3o" a 1%ile,
and so#e 1%o 2o#e %e"e %a/e 2o#pleted G8D 2lasses&
5dult edu2ation 2lasses a"e /e", i#po"tant to ou" 2o##unit,& Man, people a"e une#plo,ed as a
"esult o3 3a2to", 2losin!s and la2k o3 ne2essa", skills to !ain ot%e" e#plo,#ent& 4e in t%e
nu"sin! p"o3ession a"e a1a"e o3 t%e s%o"ta!e o3 nu"ses& 5dult 8du2ation 2lasses 2an #ake it
possi+le 3o" so#e people to !et G8D:s and take "e3"es%e" 2lasses 3o" <8T e(a#s& T%e,, too,
#i!%t +e a+le to +e!in a nu"sin! 2a"ee"&
Mo"e #one, spent in adult edu2ation 2an +"in! !"eat +ene3its to ou" 2o##unities& Man,
p"o3essions 2an +e2o#e st"on!e" +e2ause o3 t%ese edu2ational oppo"tunities&
T%ank ,ou 3o" all ,ou do to #ake ou" !"eat 2ount", 1%at it is toda,& . look 3o"1a"d to ,ou"
"esponse&
9in2e"el,,
<a#e
18
+a"ple Teacher Letter
Note! $lease do not use t%is lette" as a te#plate& 5ll lette"s s%ould +e uni=ue& 9ta33s "ead ou"
lette"s 3o" uni=ue sto"ies& *o"# lette"s #a, alienate le!islati/e sta33s 1%o t", to "ead and "espond
to ea2% lette"&
6125 G"een3ield 01,& 54
5pt& D 2
D"esden , T< 38225
Ma"2% 20, 2011
0ono"a+le 9tep%en *in2%e"
1226 -Lon!1o"t% 0'B
4as%in!ton , D 20515

Dea" on!"ess#an *in2%e"-
$lease suppo"t 3undin! and inno/ation 3o" adult edu2ation& 5dult edu2ation is p"o/ided +, t%e
5dult 8du2ation and *a#il, Lite"a2, 52t&
0a/in! +een a tea2%e" in T< s2%ools 3o" t%i"t, ,ea"s, . %a/e seen t%e /alue o3 edu2ation in t%e
li/es o3 ou" 2iti>ens& .n #, p"esent position o3 adult edu2ation inst"u2to", . see t%e "eal i#pa2t o3
la2k o3 edu2ation in t%e li/es o3 adults 1%o ente" ou" doo"s& $eople "an!in! in a!es 3"o#
ei!%teen to se/ent,Et%"ee %a/e 2o#e %e"e seekin! skills to %elp 2%ild"en 1it% %o#e1o"k, to !ain
e#plo,#ent in o"de" to 3eed t%ei" 3a#ilies, to +e a+le to es2ape a+usi/e "elations%ips, to p"epa"e
3o" postEse2onda", t"ainin!, to attend /o2ational s2%ools, to +e!in nu"sin! p"o!"a#s, and to
#odel t%e need 3o" edu2ation to t%ei" 3a#ilies& 8a2% pe"son 1%o %as attended t%e 2lasses %as
+ene3ited in one 1a, o" anot%e"&
.t is #, +elie3 t%at e/e", @9 dolla" spent 3o" adult edu2ation 1ill +"in! di/idends to ou" nation&
4%en pa"ents a"e +ette" edu2ated, 2%ild"en 1ill +e +ette" edu2ated& *a#ilies 1ill +e %ealt%ie",
#o"e p"odu2ti/e, and %appie" 1%en 7o+s a"e in t%ei" "ea2%& 'u" 2o##unities and nation 2an
+ene3it e2ono#i2all, +, %a/in! 2iti>ens 1%o a"e p"epa"ed 3o" t%e 7o+ #a"ket& 5dult edu2ation is
t%e ke, to #akin! i#p"o/e#ents in ou" %o#es, s2%ools, 1o"k pla2es, and 2o##unities&
Mu2% o3 ou" su22ess depends on 3undin! 3o" adult edu2ation& . a# "e=uestin! t%at ,ou please
/ote 3o" +ills to 2ontinue 3undin! and suppo"t inno/ation 3o" t%is #ost i#po"tant endea/o"& 4e
a"e 2ountin! on ,ou to %elp t%is !"eat 2ause&
. look 3o"1a"d to lea"nin! 1%et%e" ,ou 1ill suppo"t t%is "e=uest&
9in2e"el,,

Tea2%e" <a#e
19
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