Write a Business Letter Requesting Information
Write a Business Letter Requesting Information
Write a business letter to request information.
- Computer
- Training Opportunity Ad - Attached
- Pen and Paper
![application/msword](/modules/file/icons/x-office-document.png)
![application/pdf](/modules/file/icons/application-pdf.png)
A2. Interpret documents
Competency A: Find and Use Information
Task Group A2: Interpret documents
Level: 1
At this level, learners: Interpret very simple documents to locate specific details
Performance Descriptors
The learner:
- Scans to locate specific details
- Interprets brief text and common symbols
- Locates specific details in simple documents, such as labels and signs
- Identifies how lists are organized (e.g. sequential, chronological, alphabetical)
- Requires support to identify sources and to evaluate and integrate information
Task Descriptors
- Scope of task is limited
- Involves one document
- Contains brief text, symbols, or both
- Uses a very simple format
- Contains common, familiar vocabulary
- Has a familiar context
- Addresses concrete, day-to-day topics
- Has a highly explicit purpose
- Documents at this level may contain up to one paragraph of text
Examples:
- Signs
- Labels
- Lists
- Coupons
- Simple forms
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – A2.1
B2. Write continuous text
Competency B: Communicate Ideas and Information
Task Group B2: Write continuous text
Level:2
At this level, learners: Write texts to explain and describe information and ideas
Performance Descriptors
The learner:
- Writes texts to explain or describe
- Conveys intended meaning on familiar topics for a limited range of purposes and audiences
- Begins to sequence writing with some attention to organizing principles (e.g. time, importance)
- Connects ideas using paragraph structure
- Uses a limited range of vocabulary and punctuation appropriate to the task
- Begins to select words and tone appropriate to the task
- Begins to organize writing to communicate effectively
Task Descriptors
- Scope of task is clearly defined
- Content of writing is routine
- Addresses a familiar or unfamiliar audience
- Requires a degree of formality, such as appropriate tone
- Is one paragraph or longer
- Requires organization to support the message (e.g. sentence order, paragraphs)
- May include unfamiliar elements (e.g. vocabulary, context, topic)
Text types:
instructional, descriptive, narrative, and informational texts
Examples:
- Emails
- Brief letters
- Notices
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B2.2
B3. Complete and create documents
Competency B: Communicate Ideas and Information
Task Group B3: Complete and create documents
Level: 1
At this level, learners: Create very simple documents to display and organize a limited amount of information
Performance Descriptors
To complete documents, the learner:
- Makes a direct match between what is requested and what is entered
- Makes entries using familiar vocabulary
To create documents, the learner:
- Follows conventions to display information in lists, labels, simple forms, signs (e.g. images support the message, text is legible)
- Organizes lists to suit purpose (e.g. chronologically, alphabetically, numerically, sequentially)
- Includes titles where required
- Uses labels and headings to organize content
- Presents text and numbers below one or more headings in lists
Task Descriptors
- Scope of task is limited
- Involves one document up to a page in length
- Has a very simple format
- Requires few entries
- Contains clearly labeled entry fields
- Entries require common, familiar vocabulary
- Has a familiar context
- Addresses concrete, day-to-day topics
- Has a highly explicit purpose
- Documents at this level may require entering up to one paragraph of text
Examples:
- Lists
- Labels
- Simple forms
- Cheques
- Signs
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B3.1
Competency D: Use Digital Technology
Level: 2
At this level, learners: Perform well-defined, multi-step digital tasks
Performance Descriptors
The learner:
- Selects and follows appropriate steps to complete tasks
- Locates and recognizes functions and commands
- Makes low-level inferences to interpret icons and text
- Begins to identify sources and evaluate information
- Performs simple searches using keywords (e.g. Internet, software help menu)
Task Descriptors
- Scope of task is clearly defined
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- Requires multiple steps to complete
- Requires the use of a limited range of features and options
- May be completed in more than one way; each way has a set procedure
- Uses a simple format
- Contains text, icons, or both
- Text and icons required to complete tasks are easy to interpret
- May contain distracting information
- Interface offers a variety of options through menus
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – D.2