The document provides instructions for a writing assignment where the student is asked to write a letter to Maggie advising her on her problem of feeling divided between wanting independence and wanting to support her parents. The letter should introduce the writer, summarize Maggie's problem, suggest solutions, and follow a proper letter format. The assignment is due by emailing the final draft to acohen@philasd.org by Friday, January 16.
The document discusses giving advice and contains various statements of issues or problems people may have, such as being tired, hungry, or having a cold, as well as statements suggesting going to see a doctor for a cold.
Letter writing: giving/asking for advice & letters of complaintNanci Pensado
Ìý
This document provides guidance on writing formal and informal letters and emails. It discusses including a greeting, introduction, main body organized into paragraphs by topic, and appropriate closing. For informal letters, each paragraph should have a topic sentence and use present perfect or simple past tense appropriately. When giving advice, both formal and informal letters should include opening remarks to introduce the request for advice, suggestions for courses of action using formal or informal language, and closing remarks thanking the recipient. The document also provides examples of language for writing letters of complaint.
The document provides instructions on how to write a letter giving advice. It discusses dealing with problems parents may have, expressing advice, and how to plan and structure such a letter. It includes an example of a model letter addressing a situation where a teenager is having arguments with their parents over talking to friends on the phone. The letter demonstrates introducing the problem, providing calm advice, explaining the importance of friends, and concluding with optimism that understanding will be reached.
This document discusses reasons why people make unpleasant choices when young and get tattoos, such as peer pressure, wanting to emulate celebrities, or personal choice. It notes potential reasons to change or remove tattoos later in life, like better employment or becoming a role model. The author offers to help remove tattoos and is developing a sponsorship plan with runners and writers to fund the tattoo removal process.
Gary works for an NGO and enjoys his job, but his organization is implementing a new "home-office" system where he will have to work from home twice a week. Gary finds this awkward and worries about not having coworkers nearby for assistance. Amanda is a hairdresser and single mother who relies on her mother to care for her two sons, but now her mother is moving away for health reasons. Amanda is concerned about who will care for her sons if she continues working and doesn't want to leave them with strangers. The letter offers Amanda advice to prioritize her mother's health and consider hiring help for childcare so she can continue working. It suggests the older son could help watch the younger in a school
The document provides advice on whether a student named Jamie should go on holiday to Mexico with friends. It also includes two other scenarios asking for advice: whether Nick should follow his girlfriend to London for her job or stay in his current job, and whether Jane should still go on a planned holiday if her friend Susan invites another friend, Angie, that Jane does not know.
The expert's advice for each scenario is: 1) Let Jamie go but discuss rent payments when he returns, 2) Nick and his girlfriend should discuss their future plans together, and 3) Jane should try to get to know Angie first and decide if she wants to still go based on if she likes Angie or not.
The document provides guidance on writing a success story about yourself in the third person. It recommends including personal details from your past and specific goals and achievements. A sample success story is given about a woman named Marie who overcomes challenges from her parents' divorce to become a successful lawyer and find love. The conclusion emphasizes that writing a success story can help you visualize your potential and plan to achieve your goals.
Gary works for an NGO and enjoys his job, but his organization is implementing a new "home-office" system where he will have to work from home twice a week. Gary is uncomfortable with this change as he lives alone and enjoys the social interaction at the office. Amanda is a hairdresser and single mother of two sons. Her mother has always helped care for her sons, but is now sick and moving away. Amanda is worried about who will care for her sons if she has to keep working and may have to quit her job. She is also considering opening her own salon but is afraid it may not succeed.
This document discusses bullying and provides information about what bullying is, types of bullying, and advice on how to deal with bullying situations. It defines bullying as deliberately hurtful behavior that is repeated over time and where it is difficult for the victim to stop. It describes different types of bullying such as physical, social, verbal, and cyberbullying. The document provides tips for students, teachers, and bullies on how to prevent and address bullying.
The document discusses peer work in an English class and addresses common fears students have about it. It defines peer work as students working together with minimal instructor involvement to provide feedback on written work. It acknowledges common student concerns like peers not having enough knowledge to provide helpful feedback or peers being mean. However, it asserts that students in the class can act as interested readers and will be constructive. It provides an example of a rubric and feedback that stays true to the rubric's guidelines. The purpose is to build a supportive learning community.
Students often struggle with academic problems like falling behind in schoolwork or losing motivation to attend classes. They should communicate with their teachers about catching up, ask peers for help, and try to identify what specifically makes school uninteresting to find ways to reengage. Interpersonal issues also arise, such as conflicts with friends or romantic partners. Students can express how the other person's actions make them feel, listen actively to understand others, and seek compromise. Managing stress and mental health is additionally challenging. Students should practice self-care, talk to counselors or trusted adults, and remember that seeking help is a sign of strength, not weakness.
1. The document summarizes a book club discussion about the children's novel Wonder by R.J. Palacio.
2. The book tells the story of Auggie, a boy with facial abnormalities, and his experience attending a mainstream school for the first time.
3. The discussion covered themes in the book like family relationships, friendship, bullying, betrayal, and overcoming challenges. Participants discussed how characters change and develop throughout the story.
This document discusses different types of friendships and qualities of good friends. It defines acquaintances as people you recognize but don't know well. Casual friends are people you share interests with like school or activities. Close friends are those you spend time with and share emotions. Intimate friends know each other very well and have a deep connection developed over time. The document provides tips for being a good friend, such as listening without judgment, keeping promises, and caring for others. It also covers signs of toxic friends and how to handle them, such as recognizing toxicity, setting boundaries, and potentially ending the friendship. Finally, it discusses how social media can impact friendships both positively and negatively.
This document discusses the creative process for writers. It covers topics like understanding your creative process through your personality type, archetypes, and blind spots. It discusses developing the core conflict in your story using a conflict box. It also addresses challenges like fear, the imposter syndrome, and how to develop courage to overcome obstacles to the creative process.
The September 11 attacks involved 19 al-Qaeda terrorists hijacking 4 commercial airplanes and crashing them into important buildings, killing nearly 3,000 people. On September 11, 2001, the terrorists crashed two planes into the World Trade Center in New York City, one into the Pentagon near Washington D.C., and a fourth plane crashed in Pennsylvania after passengers fought the hijackers. The attacks were orchestrated by Osama bin Laden and al-Qaeda to attack the United States.
1. Olaudah Equiano was born around 1745 in what is now southeastern Nigeria and was kidnapped as a child and sold into slavery.
2. He was sold and transported across the Atlantic, experiencing the horrors of the Middle Passage. He eventually purchased his freedom after years of enslavement.
3. Equiano wrote an influential autobiography in 1794 about his experiences, which helped advance the abolitionist movement in Britain, America, and elsewhere. Though he did not live to see it, his work contributed to the eventual end of slavery.
Gary works for an NGO and enjoys his job, but his organization is implementing a new "home-office" system where he will have to work from home twice a week. Gary is uncomfortable with this change as he lives alone and enjoys the social interaction at the office. Amanda is a hairdresser and single mother of two sons. Her mother has always helped care for her sons, but is now sick and moving away. Amanda is worried about who will care for her sons if she has to keep working and may have to quit her job. She is also considering opening her own salon but is afraid it may not succeed.
This document discusses bullying and provides information about what bullying is, types of bullying, and advice on how to deal with bullying situations. It defines bullying as deliberately hurtful behavior that is repeated over time and where it is difficult for the victim to stop. It describes different types of bullying such as physical, social, verbal, and cyberbullying. The document provides tips for students, teachers, and bullies on how to prevent and address bullying.
The document discusses peer work in an English class and addresses common fears students have about it. It defines peer work as students working together with minimal instructor involvement to provide feedback on written work. It acknowledges common student concerns like peers not having enough knowledge to provide helpful feedback or peers being mean. However, it asserts that students in the class can act as interested readers and will be constructive. It provides an example of a rubric and feedback that stays true to the rubric's guidelines. The purpose is to build a supportive learning community.
Students often struggle with academic problems like falling behind in schoolwork or losing motivation to attend classes. They should communicate with their teachers about catching up, ask peers for help, and try to identify what specifically makes school uninteresting to find ways to reengage. Interpersonal issues also arise, such as conflicts with friends or romantic partners. Students can express how the other person's actions make them feel, listen actively to understand others, and seek compromise. Managing stress and mental health is additionally challenging. Students should practice self-care, talk to counselors or trusted adults, and remember that seeking help is a sign of strength, not weakness.
1. The document summarizes a book club discussion about the children's novel Wonder by R.J. Palacio.
2. The book tells the story of Auggie, a boy with facial abnormalities, and his experience attending a mainstream school for the first time.
3. The discussion covered themes in the book like family relationships, friendship, bullying, betrayal, and overcoming challenges. Participants discussed how characters change and develop throughout the story.
This document discusses different types of friendships and qualities of good friends. It defines acquaintances as people you recognize but don't know well. Casual friends are people you share interests with like school or activities. Close friends are those you spend time with and share emotions. Intimate friends know each other very well and have a deep connection developed over time. The document provides tips for being a good friend, such as listening without judgment, keeping promises, and caring for others. It also covers signs of toxic friends and how to handle them, such as recognizing toxicity, setting boundaries, and potentially ending the friendship. Finally, it discusses how social media can impact friendships both positively and negatively.
This document discusses the creative process for writers. It covers topics like understanding your creative process through your personality type, archetypes, and blind spots. It discusses developing the core conflict in your story using a conflict box. It also addresses challenges like fear, the imposter syndrome, and how to develop courage to overcome obstacles to the creative process.
The September 11 attacks involved 19 al-Qaeda terrorists hijacking 4 commercial airplanes and crashing them into important buildings, killing nearly 3,000 people. On September 11, 2001, the terrorists crashed two planes into the World Trade Center in New York City, one into the Pentagon near Washington D.C., and a fourth plane crashed in Pennsylvania after passengers fought the hijackers. The attacks were orchestrated by Osama bin Laden and al-Qaeda to attack the United States.
1. Olaudah Equiano was born around 1745 in what is now southeastern Nigeria and was kidnapped as a child and sold into slavery.
2. He was sold and transported across the Atlantic, experiencing the horrors of the Middle Passage. He eventually purchased his freedom after years of enslavement.
3. Equiano wrote an influential autobiography in 1794 about his experiences, which helped advance the abolitionist movement in Britain, America, and elsewhere. Though he did not live to see it, his work contributed to the eventual end of slavery.
Ida B. Wells was born into slavery in Mississippi in 1862. She became an educator, journalist, and prominent activist against lynching and racial segregation in the late 19th century. Wells conducted investigations into lynchings in the South and gave powerful speeches condemning the practice. She co-founded the NAACP and was a leading voice in the women's suffrage movement. Though she tried unsuccessfully to become a state senator, Wells opened doors for future generations of African American women in politics through her pioneering work confronting injustice and fighting for equal rights over a century ago.
The Constitution, Government and Law making bodies .saanidhyapatel09
Ìý
This PowerPoint presentation provides an insightful overview of the Constitution, covering its key principles, features, and significance. It explains the fundamental rights, duties, structure of government, and the importance of constitutional law in governance. Ideal for students, educators, and anyone interested in understanding the foundation of a nation’s legal framework.
ITI Turner Question Paper MCQ E-Book Free DownloadSONU HEETSON
Ìý
ITI Turner Question Paper MCQ Book PDF Free Download. All Questions collected from NIMI Mock Test, CTS Bharat Skills Question Bank, Previous Exam papers. Helpful for CTS Trade Theory 1st & 2nd Year CBT Exam,ÌýApprentice test, AITT, ISRO, DRDO, NAVY, ARMY, Naval Dockyard, Tradesman, Training Officer, Instructor, RRB ALP CBT 2,ÌýRailway Technician, CEPTAM, BRO, PWD, PHED, Air India, BHEL, BARC, IPSC, CISF, CTI, HSFC, GSRTC, GAIL, PSC, Viva, Tests, QuizÌý& all other technical competitive exams.
Digital Tools with AI for e-Content Development.pptxDr. Sarita Anand
Ìý
This ppt is useful for not only for B.Ed., M.Ed., M.A. (Education) or any other PG level students or Ph.D. scholars but also for the school, college and university teachers who are interested to prepare an e-content with AI for their students and others.
This course provides students with a comprehensive understanding of strategic management principles, frameworks, and applications in business. It explores strategic planning, environmental analysis, corporate governance, business ethics, and sustainability. The course integrates Sustainable Development Goals (SDGs) to enhance global and ethical perspectives in decision-making.
Unit 1 Computer Hardware for Educational Computing.pptxRomaSmart1
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Computers have revolutionized various sectors, including education, by enhancing learning experiences and making information more accessible. This presentation, "Computer Hardware for Educational Computing," introduces the fundamental aspects of computers, including their definition, characteristics, classification, and significance in the educational domain. Understanding these concepts helps educators and students leverage technology for more effective learning.
How to Configure Flexible Working Schedule in Odoo 18 EmployeeCeline George
Ìý
In this slide, we’ll discuss on how to configure flexible working schedule in Odoo 18 Employee module. In Odoo 18, the Employee module offers powerful tools to configure and manage flexible working schedules tailored to your organization's needs.
Effective Product Variant Management in Odoo 18Celine George
Ìý
In this slide we’ll discuss on the effective product variant management in Odoo 18. Odoo concentrates on managing product variations and offers a distinct area for doing so. Product variants provide unique characteristics like size and color to single products, which can be managed at the product template level for all attributes and variants or at the variant level for individual variants.
Managing expiration dates of products in odooCeline George
Ìý
Odoo allows users to set expiration dates at both the product and batch levels, providing flexibility and accuracy. By using Odoo's expiration date management, companies can minimize waste, optimize stock rotation, and maintain high standards of product quality. The system allows users to set expiration dates at both the product and batch levels, providing flexibility and accuracy.
3. Give Maggie Advice!
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
4. Give Maggie Advice!
Maggie
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
5. Give Maggie Advice!
Maggie
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
6. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
7. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
8. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
9. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
10. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
11. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
12. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
13. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
14. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
15. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
16. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
17. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
18. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
19. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
20. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
21. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
22. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
23. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
24. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
25. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
26. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
27. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
28. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
29. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
30. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
31. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Can she do both?
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.
32. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Email a final draft by Friday, January 16.
Must she choose?
Write her a letter.
• Introduce yourself.
• Summarize her problem, as you see it.
• Sugg.
• Use proper letter format.
33. Give Maggie Advice!
Maggie feels divided.
She wants to be independent.
She wants to support her parents.
Email a final draft by Friday, January 16.
acohen@philasd.org
Must she choose?
Write her a letteroduce yourself.
• Summarize her problem, as you see it.
• Suggest solutions.
• Use proper letter format.