Alison Buske

March 1, 2017
EDIN 542-352

Service Learning Project: Email Outreach

Background

This year, we have spent a lot of time examining the world around us and the issues that we need to
solve in order to make that world better. In class, we are currently working on creating a performance
(storytelling, playwriting, music, art) in order to bring awareness to a local issue. However, in order for this
performance to take place, we need the support of local organizations for whom weve designed our
performances. We also need an organized way to present all of the research and performance materials
weve created.

Task

This week, you will be asked to create a proposal for your project. You and your team will need to
accomplish the following
Write a catchy introduction with a hook, background information, and thesis
Present the research youve gathered in a clear way, analyzing and connecting your
quotes to the bigger picture
Summarize the goals of your performance
Apply what weve learned about word choice, grammar, and punctuation
Integrate EVERYONES ideas into a single proposal, use peer revision and reflection to
make the BEST POSSIBLE PROPOSAL
*You will also need to decide the best mode of presentation for your performance--will a
Powerpoint work? Will a simple Google Doc do the trick? You decide!

Audience

The audience for each group will vary--your audience is the local organization for whom youve designed
your performance. However, you should always write your email in a professional manner; no matter
what, you will be writing to the head of a program, a supervisor, or a manager.

Purpose

The purpose of this proposal is not only to help you and your team organize your goals for this project, but
to convince an outside organization that your performance will make meaningful change in the
community. You will present information in a clear, understandable way, using a variety of media forms to
present your work. You will also practice the use of formal writing techniques, including your awareness of
connotation, punctuation (really important!), and grammar (capitalization especially!).

Procedures

1. Play the Twenty Questions, One Word game to identify the structure of a proposal (Introduction,
Research, Goals).
2. Read over the Proposal Examples provided in class.
 a. In the introduction, highlight the hook, background information, and thesis.
b. In the research section, underline the evidence used by the author and their analysis of
that evidence.
c. In the goals section, circle the two most important goals of the given project.
3. Participate in the Mock Sales Pitch Activity. Identify the components of an effective introduction.
Model your introduction after the introductions presented in class (hook, background information,
thesis).
4. Write out the research youve gathered in a new section on your Google Doc OR a Google Slide.
You should include the quote, author, and your analysis of the quote.
5. Write out three goals of your project. They should be short and clear.

Evaluation

1. Complete the Peer Evaluation Checklist with another group member.

2. Revise and review your proposal with me in an Independent Writing Conference. I will be looking
for the following
a. Introduction with Hook, Background Information, and Thesis
b. Correctly Formatted Quotes/Author/Explanations
c. Three Clear Goals
3. Youre good to go!

Challenge

Create a visual to go along with your proposal. This could be a poster, a web page, or an Instagram page.
 Advanced (20) Proficient (15) Almost Proficient Needs
(10) Improvement (5)

Speaking and
Listening
SL.9.1
Initiate and participate
effectively in a range of
collaborative discussions...
building on others' ideas
and expressing their own
clearly and persuasively.
Student presents ideas Student presents ideas Student presents Student does not
respectfully and listens respectfully and listens ideas respectfully and participate and/or
to the ideas and to the ideas and listens to the ideas makes
opinions of others. opinions of others. and opinions of others. disrespectful
Student integrates Student integrates their comments to peers
different perspectives own perspectives and during the creation
and goals into a single goals into a single of proposals.
proposal. proposal.

Writing
RI.9.1 Cite strong and
thorough textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
Student interprets Student interprets Student vaguely Student does not
information and draws information and draws describes evidence in cite outside
new understandings new understandings their own words. evidence and/or
from quote. Student from quote. does not explain
makes outside cited evidence in
connection. their own words.

W.9-10.2 Write
informative/explanatory
texts to examine and
convey complex ideas,
concepts, and information
clearly and accurately
through the effective
selection, organization,
and analysis of content.
Student creates a clear Student creates a clear Student creates a
introduction with a introduction with a
hook, background hook, background
information, and thesis. information, and thesis.
Student includes many Student includes some
transitions throughout. transitions throughout.
Student includes three Student includes at
clear sections, ending least two clear
with a concluding idea. sections, ending with a
concluding idea.
No clear
clear introduction with organization (no
a hook, background clear sections). No
information, and clear introduction
thesis. Student or conclusion. No
includes at least two transitions included
clear sections, ending throughout.
with a concluding idea.

Student completes Student completes Student mostly Student does not

W.9.9 Develop and
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach,
focusing on addressing
what is most significant for
a specific purpose and
audience.
peer evaluation, peer evaluation, adding completes peer complete peer
adding to evaluation to evaluation. Student evaluation. Student evaluation and
with insightful applies criticism of their somewhat applies does not revise
comments. Student own proposal to the criticism of their own their proposal
applies criticism of revision of their proposal to the throughout.
their own proposal to proposal. revision of their
the revision of their proposal.
proposal.

Research Student incorporates Student incorporates Student incorporates Student does not
multiple quotes from multiple quotes from more than two quotes conduct outside
W.9.8 Gather relevant varied sources. two or more sources. from one or two research.
information from multiple
authoritative print and
digital sources, using
advanced searches
effectively; assess the
usefulness of each source
in answering the research
question; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and following a
standard format for
citation.
W.9.9 Use technology,
including the Internet, to
produce, publish, and
update individual or shared
writing products, taking
advantage of technology's
capacity to link to other
information and to display
information flexibly and
dynamically.
Reflection
W.9.10 Write routinely over
extended time frames
(time for research,
reflection, and revision)
and shorter time frames...
for a range of tasks,
purposes, and audiences.
Performance Task
Background
Task
Audience
Student includes Student includes at
varied data, including least two different
interviews, articles, forms of sources,
and student-generated including interviews,
questionnaires. articles, and
Student uses reliable student-generated
sources (.gov, .edu). questionnaires.
Student follows correct Student uses reliable
format. sources (.gov, .edu).
Student mostly follows
correct format.
Student includes Student includes at
multiple modes of least one mode of
presentation, including presentation, including
Google Docs and Google Docs and
Google Sheets. Google Sheets.
Student creatively Student creatively
synthesizes synthesizes
information for information for
audience. audience.
Student completes Student completes
daily reflections and daily reflections and
final reflection, using final reflection, vaguely reflections and final
specific examples from referencing work to
their project to support support their
their assessment of assessment of
personal growth. personal growth.
sources. Student does
not cite reputable
sources. Format may
be misinterpreted
(author not cited, date
not cited, etc.).
Student includes at Student does not
least one mode of use technology to
presentation, including create proposal.
Google Docs and
Google Sheets.
Student mostly Student completes
completes daily less than half of
reflections (daily
reflection. Student and final). Student
may not use examples does not use
to support assessment specific examples
of personal growth. in self-assessment.
5
5
5
Purpose 5

Procedures 5

Evaluation 5

30

Rubric

Criteria Listed (clear, consistent, defensible) 5

Performance Quality Levels Identified 5

Rating Descriptions 5

Rating Scoring/Gauge 5

Target Skills 5

Aligned with Performance Task 5

30

Peer Review

Lists of knowledge & skills 5

Feedback provided reviewing knowledge/skills 5

Analysis of alignment present