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A Writing Unit for High-Intermediate ESL Learners:

Responding to Help Wanted Advertisements

Carolyn M. Bierma
Wheaton College Graduate School
LING 615: Teaching Reading and Composition to ESL/EFL Learners
Dr. Pam Barger
Oct. 17, 2020
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Rationale

Authentic Course Material

According to Harmer, the most effective writing skill development happens “when

students are writing real messages for real audiences, or at least when they are performing tasks

which they are likely to have to do in their out-of-class life” (Harmer, 2004, p. 39). Learners are

most effective if they see logical bridges between their classroom environment and their real life.

Thus, my teaching plan integrates real-life scenarios and writing assignments whenever possible.

Students will not be asked to produce imaginary work. Though there is a place for fiction writing

in ESL courses, this short class is intended to motivate students with material that is immediately

applicable to their life in Chicago. If students view content as applicable, they are more likely to

practice it and apply it to their workplaces and lives.

Teaching The Writing Process

Writing is a skill that must be taught. One highly effective approach to writing instruction

is to encourage students through a writing process. This step-by-step procedure helps students

see their writing improve over a span of multiple drafts. It bolsters confidence and offers

hands-on assistance as students organize and refine their writing assignments. Teachers can

monitor students’ writing through the process. This gives them insight into students’

developmental needs while helping students learn that writing is a process.

Bottom-Up and Top-Down Approaches

Though the American educational system highly values top-down approaches to learning,

bottom-up instruction also contributes to effective writing courses. In fact, both controlled

phonics instruction (bottom-up) and whole language approaches (top-down) contribute to

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successful learning. Research shows that effective classrooms use a 50 percent bottom-up, 20

percent interactive, and 20 percent top-down approach. This varied approach creates support for

learners with various first language literacies. According to Mikulecky (2011):

The less linguistic ability a reader has, the more likely he or she is to be concerned with

the elements of the text…(bottom up). On the other hand, readers who are fluent in a

language can use much more of their processing time in making connections between the

text and what they already know (p. 41).

Thus, every lesson in this teaching unit will include bottom-up and top-down approaches. This

caters to different learning styles, cultural expectations, and student needs.

Journaling

Students are most motivated to write when their writing tasks are intellectual and

emotional in nature. According to Harmer (2004), an engaging writing task “amuses them,

intrigues them, or makes them feel good” (p. 62). Harmer (2004) writes that “a regular diet” of

journaling mitigates students’ insecurities and nurtures their confidence (p. 63). Journaling is a

low-stress avenue for students to practice their writing. Keeping a journal helps students engage

with their emotions in the English language. It also gives a weekly reminder that students’

words, voices, and experiences matter. This intrinsic motivation can propel students toward a

healthy perspective on writing in their second language. Though this teaching unit focuses on

functional linguistic output, journaling is an integral part of the learning strategy.

Context
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This teaching sequence is designed for use in a free high-intermediate ESL class at

Malcolm X College, a City College of Chicago. There are 26 learners in this class. The class will

meet for two hours on Monday and Wednesday evenings during Spring 2021.

This high-intermediate class is one step of the ESL sequence at Malcolm X College.

Students can work from the first course through the sequence, or they can test into the

high-intermediate class with a City Colleges of Chicago examination. By this level, students

have internalized key reading strategies such as skimming, scanning, and identifying main ideas.

The students can produce simple written discourse in narrative form. Students are learning

technical writing necessary for job applications, workplace responsibilities, and community

involvement. At this stage, their English reading and writing skills allow them to meet basic

communicative needs. They have room to grow in their knowledge of technical reading and

writing. Students are developing fluency and need emphasis on input as well as activities that

stoke creativity and enjoyment of the English language.

The high-intermediate learners have a mix of backgrounds. Some have lived in Chicago

for multiple years, and have attended other English classes at community centers and at various

City Colleges of Chicago. Other students are new to the United States and initially tested into

this high-intermediate ESL class. Finally, some students have lived in the United States for many

years (or their whole life) and have become dissatisfied with their language abilities; these

students hope this English class will propel them to new American opportunities.

The class is racially and ethnically diverse. Students’ first languages include Spanish,

Mandarin Chinese, Cantonese, Polish, Arabic, and Tagalog. Almost two-thirds of the students

are native Spanish speakers. The classroom’s linguistic diversity creates an interesting range of
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interlanguage errors. Learners approach English reading and writing with very different mindsets

because some of the students’ first languages use Roman alphabets and some are

character-based. All students are literate in their first languages. However, literacy does not

equate to normalcy: almost one-third of the students in this course are not accustomed to writing

regularly in their first languages. The teacher must remember to present English material in a

variety of ways so as to cater to different learning styles and needs. Furthermore, the teacher

must interest students by introducing reading and writing topics in motivating ways.

Some students are eager to learn English. Others are entering the class with hesitation or

fear. Though all students are currently at a high-intermediate level, it has taken some students

much more time and effort to reach that proficiency than others. Most students are in the class

because they see English as the key to societal or financial advancement in America. Many of

the students are currently working in the hospitality and restaurant industries. They hope to

become customer service representatives, secretaries, salespeople, teachers, and engineers, but

their English levels disqualify them from many jobs. A few students are highly educated in their

native languages: two hold law degrees and three are experienced medical doctors. They need to

improve their basic English skills before they are able to obtain professional licensing in

America. The students in this course also see English as a gateway to social life in Chicago

outside of their immigrant communities. Most students hope to maintain their meaningful

connections in their immigrant communities. But they recognize a need for advanced English

skills to participate in neighborhood meetings, report crime, volunteer at their childrens’ schools,

advocate for their communities in the political realm, and have a general sense of self-confidence

in America. Thus, the class will focus on both job-related and community-focused English usage.
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Objectives

After these four lessons, students will be able to do the following things. These objectives

will be expanded further in the lesson plans that follow.

1. Students will be able to access Help Wanted advertisements.

2. Students will be able to understand the purpose and components of a Help

Wanted advertisement.

3. Students will be able to compare and contrast a Help Wanted advertisement with

their job skills, interests, and availability.

4. Students will be able to compose a formal email to the author of a Help Wanted

advertisement, describing why they are interested in the job and why they are

qualified to do it.

5. Students will be able to use the writing process to plan, draft, and edit their

writing.

Lesson 1

Title:

The "Who, What, When and Where and Why" of Help Wanted Advertisements

Objectives:

1. Students will be able to identify where Help Wanted signs can be found. Students will be

able to describe which types of jobs interest them.

2. Students will be able to identify features of Help Wanted signs and use that knowledge to

guide their response to the signs.

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3. Students will understand the purpose of using written communication to respond to Help

Wanted advertisements.

Supplementary Materials:

1. Help Wanted Advertisement examples (See Appendix A).

2. Photos of job posting locations around the neighborhood (library, telephone polls,

newspapers, grocery store bulletin board, online at​ Craigslist.com​). (See Appendix B.)

3. Journals.

Schedule:

6:00-6:20 PM Warm Up and Journaling

The teacher will ask students to split into groups and think of as many jobs as possible in

three minutes. Then, the teacher will ask for answers and record them on the board. The teacher

will ask the class to discuss the jobs that interest them, and why. Then, the teacher will ask

students to answer this journal prompt, writing for 10 minutes: "What type of job opportunity

interests you? What would you do each day in that work?"

This short discussion activates schemata related to the workplace. Journaling is a great

way to begin class because students feel instantly gratified after communicating in their English

journals. Students are encouraged to answer the question, but are not required to do so. After

all, journaling is mostly about helping students become confident; it's not about the actual

written product. The teacher will occasionally collect journals to read student work and give

feedback.

6:20-6:40 PM Presentation and Modeling Material

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The teacher will talk about how she was walking into the library recently when she

noticed a Help Wanted sign. She will show the sign on a powerpoint, and flip through a few

more as she talks about other places around the city where she sees Help Wanted signs.

The teacher will ask students to scan a few handouts of help wanted signs for common

themes. Students will also look for words and phrases they do not know, such as "opening for,"

"front-line," and "benefits." The teacher will then write new vocabulary on the board, clarify the

purpose of help wanted advertisement, and explain sections of a help wanted advertisement.

Scanning is a top-down approach. When students scan for relevant details, they are

simultaneously practicing a key reading strategy and priming their minds to learn about the

discourse-specific structures of job advertisements. Identifying unknown words is a bottom-up

approach. Both approaches are necessary.

6:40-6:50 PM Guided or Controlled Practice

Students will work individually to identify the parts of a help wanted advertisement, such

as title, contact information, details. There will be a word bank to help them answer questions.

As they find the parts, they will answer questions at the bottom of a handout, such as: "Who

should someone call if they are interested in this job?" "What are the job's benefits?" "What is

helpful, but not necessary?"

This activity contributes to scaffolding. Students are learning the functions, structure, and

vocabulary of a help wanted advertisement. This is essential to grasp before students contact the

advertiser. According to Harmer (2004), “When students are writing within a recognized genre,

they will benefit from first analyzing that genre before writing within it” (p. 91).

6:50-7:05 PM Break
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7:05-7:15 PM Modeling More Material

The teacher will log​ on to​ Craigslist.com​ t​o showcase virtual "Help Wanted" signs. She

will then explain that "Help Wanted" signs are a great way to find employment opportunities.

Then, she will say that in America, clear writing is a very important part of the job application

process. The teacher will add "job applications and interest forms" to a classroom chart called,

"Ways to Use My Writing Skills".

Students often complain that writing classes are not as important as speaking classes. In

reality, writing is a key to much of American society. Connecting writing tasks to real life

motivates students to learn to write. You may recall that many students in this class are hoping to

earn higher-paying jobs and to engage in more community life. In order to take that next step,

​ ribble argued that, "to be deprived of the

they need crisp and appropriate writing skills. T

opportunity to learn to write is…to be excluded from a wide range of social roles, including

those which the majority of people in industrialized societies associate with power and prestige"

(Tribble, 1997, as cited in Harmer, 2004, p. 3).

7:15-7:40 PM Free Practice

Students will split into groups to create Help Wanted posters. The teacher will give each

group a slip of paper, assigning them to a specific job. The paper will contain a few job-related

details, but will leave others out. It is the group's responsibility to make sure all the details are on

the poster, whether real or made-up. Once the Help Wanted poster is complete, students will

write a paragraph summarizing the job opportunity. There will be prompts to help students think

of ideas, (i.e. "What type of person is qualified to work at the YMCA?" "How can someone say

they are interested in the job?") but they can ultimately write about any part of the job.
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The teacher will include some details to help jog students' memories. But since

understanding the purpose and structure of a Help Wanted advertisement is one of the lesson

objectives, students will need to look at their notes and see which details are missing. This

process helps students notice details on advertisements, which will help them respond with detail

in their writing.

7:40-8:00 PM Conclusion and Homework Assignment

The teacher will ask two groups to present their "Help Wanted" posters. Then, for

homework, the teacher will ask students to brainstorm a list of 2-3 job skills, character traits, and

interests for the next class. Students will receive a word bank to choose from if needed.

Presentations give students a chance to showcase their hard work. They also give the

teacher a chance to correct any major errors with the attention of the whole class. This

homework assignment will prepare students to compare and contrast their skills with Help

Wanted advertisements in the next class.

Lesson 2

Title:

Drafting a Response to a Help Wanted Advertisement

Objectives:

1. Students will be able to compare and contrast job requirements with their individual

qualifications.

2. Students will be able to identify all the components of a successful application for this

job. Students will use discourse markers to differentiate between the necessary

components.
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3. Students will be able to use graphic organizers to plan and arrange their genre-specific

writing. Students will be able to practice drafting as a part of the writing process.

Supplementary Materials:

1. Three different Help Wanted Advertisements. These will vary by job and experience

level.

2. T-charts to organize job qualification lists.

3. Examples of responses to Help Wanted advertisements (See Appendix C).

4. Journals.

Schedule:

6:00-6:20 PM Warm Up and Journaling

The teacher will review homework by making lists on the board of student job

qualifications, interests, and character traits. Students will be asked to discuss in small groups

first, then small group leaders can report to the teacher. After students see the list on the board,

they will respond to this journaling prompt: "What are some of your best qualities? How do

those help you in your job or life? Are there any qualities that you want to improve?"

Students may be uncomfortable talking about their qualifications with the class as a

whole, as this could be seen as shameful or overly prideful. Instead, students will discuss in

small groups. Leaders can contribute to the discussions based on group feedback.

6:20-6:40 PM Presentation and Modeling Material

The teacher will draw a t-chart on the board titled "Job Qualifications”. She will show

one ad. On one side, the teacher will ask the class to help her fill in things that made a candidate
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qualified for a job. On the other side the class will write what disqualifies a candidate. This can

be written on the ad or inferred. The teacher will then show a model candidate to the students.

6:40-6:50 PM Guided or Controlled Practice

Students will self-select into a group based on their job interests and qualifications. The

groups can choose from the following job opportunities: Xfinity retail sale consultant, Lyft

driver, Te-amo Bubble Tea Bar employee, and Voyager Industries aluminum welder. Students

will analyze the job advertisements and make a t-chart with their own job qualifications and

interests. ​The teacher will ensure that every student qualifies for multiple job opportunities to

ensure that this activity has real life application without discouraging students.

6:50-7:05 PM Break

7:05-7:15 PM Modeling More Material

The teacher will ask students to list ways that they use email. The teacher will also

reference previous instruction about email so as to remind students of its discourse structures.

The first conversation topic activates background knowledge.

The teacher will explain that email is an appropriate way to tell companies that you are

interested in their job. The teacher will then show email examples. Together, the class will

identify key structures to the email and make observations about their content and purposes.

7:15-7:40 PM Free Practice

Each student will receive six example emails: two for each job. ​When asking students to

write in their second language, it is important to provide them with many examples.

The teacher will ask students to read the emails carefully, making note of the discourse

patterns. When students have read all emails, they will complete a Cloze passage of an email.
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Cloze passages are commonly used in Reading courses. Since reading and writing skills are

intertwined, this activity is an appropriate way to check reading comprehension before writing.

After a short description from the teacher, students will make a first draft of an email to

send to the job advertiser. The email will mirror the example emails in structure, content, and

tone. Students will have the liberty to make small stylistic changes and insert their own

information. ​Parallel writing exercises help students write with confidence. They are particularly

helpful when the genre of writing is very technical or formal, as is the case with a business

email.

7:40-8:00 PM Conclusion and Homework Assignment

The teacher will answer any questions students may have after their independent practice

time. The teacher will congratulate students on making a first draft for the email. The teacher

will ask students to review their drafts before the next class and rewrite it with any edits.

The writing process continues in this lesson through organizing and drafting. Students

created graphic organizers to respond to emails with appropriate information. Without

organization, a written response may contain too little or too much information. Students drafted

their emails in a low-stress environment and have an opportunity to revise them between classes,

thus continuing the work on a single piece of writing.

Lesson 3

Title:

Editing a Response to a Help Wanted Advertisement

Objectives:
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1. Students will be able to identify appropriate and inappropriate levels of formality in

responses to Help Wanted advertisements. Students can apply this knowledge in their

peer work.

2. Students will be able to recognize sentence-level discourse features that relate to email,

such as greetings and salutations.

3. Students will be able to edit and revise as stages of the writing process. Students can use

peer conferencing to enhance their editing and revising.

4. Students can identify when the writing process is complete.

Supplementary Materials:

1. Computer lab.

2. Peer editing template.

3. Peer editing pair list based on chosen Help Wanted advertisements.

4. This YouTube video and a computer to play it:

https://www.youtube.com/watch?time_continue=73&v=HTgYHHKs0Zw&feature=emb_

titl​e.

5. Journals.

Schedule:

6:00-6:20 PM Warm Up and Journaling

The teacher will collect the homework. Later, she will redistribute them for peer editing.

The teacher will then show a funny YouTube video called "​Email in Real Life​." The

three-minute video shows actors talking in real life as if they were using email. Then, the teacher

will ask students to comment on the video using questions such as: "What was the problem in the
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video?", "Why were the employees confused?", and "What would you do if you were working in

that office?"

Students will then journal in response to this prompt: "Write about a time that you felt

awkward because you were too formal or informal. Here are some topic ideas: Clothes, age,

language ability, friends, employees.”

6:20-6:40 PM Presentation and Modeling Material

The teacher will explain that email has a different language than real life. Email is often

more formal than speech, which is why the video felt so awkward. The teacher will then show a

job application response email on the board. Going line by line, the teacher will discuss

sentence-level discourse features that convey formality and tone. For example, the teacher will

help students understand the formality levels of various greetings, such as "Hi,” "Good afternoon

Mr. Richards," "To Whom it May Concern," etc. ​This bottom-up approach allows students to

focus on the power of word choice and meaning.

6:40-6:50 PM Guided or Controlled Practice

The teacher will redistribute the email drafts to randomized pairs. Students will peer-edit

each other's emails using a peer editing template. The template will include questions such as:

"Does this email match the recipient in level of formality?" and "What do you like about this

email?" The template will also have a simple checklist. Afterward, the students will conference

with each other about the feedback.

Students may be afraid to give poignant feedback on each other's papers. A simple

checklist is a face-saving way to allow students to make others' papers without shaming each

other for errors.

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6:50-7:05 PM Break

7:05-7:15 PM Modeling More Material

The teacher will lead students to the computer lab and have students log in to their school

email accounts. The teacher will give a refresher on how to write a good email subject line and

how to address an email.

7:15-7:40 PM Free Practice

Students will have extensive time to make edits to their emails using their peer evaluation

forms. This process will be done in the computer lab so students can make big organizational

changes without needing to rewrite the entire email. The teacher will walk around and make

comments on student progress, pointing out organizational issues, for example, or answering

questions as needed.

7:40-8:00 PM Conclusion and Homework Assignment

The teacher will ask for students to finish their emails before the next class. If they would

like additional help from the teacher on their emails, they may email the teacher for feedback.

Since students have had one day of editing and another day of revising and peer-editing, they are

completing the end of the writing process. Most students could likely submit a well-written email

at this point. However, the end goal is not only a well-written email, but also confidence in

English and adherence to the writing process. Therefore, if students want more assistance with

their second drafts or editing, the teacher should be happy to provide it.

The teacher will then tell students that they will have an opportunity to Zoom with a job

counselor in the next class. The students should brainstorm questions that they have for the job

counselor.
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Lesson 4

Title:

Continuing the Job Application

Objectives:

1. Students will be able to intake information from an email and understand how to begin

the writing process again with a new goal. In this case, students will notice a need to

begin the writing process of asking a past employer for a letter of recommendation.

2. Students will be able to recognize Wh- questions in the response from the advertiser.

3. Students will be able to recognize that the writing process begins afresh with each new

piece of writing. Students can identify the first step in the writing process.

Supplementary Materials:

1. Computer with Zoom accessibility.

2. Examples of email responses from advertisers (See Appendix D).

3. Examples of recommendation letters.

4. Wh- question list for activity.

5. Journals.

Schedule:

6:00-6:20 PM Warm Up and Journaling

The teacher will pin student emails to a bulletin board to showcase students'

achievements. Students can then read others' emails and feel a sense of accomplishment.
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The teacher will then ask students to journal about a positive relationship with a

supervisor at their current or former workplace. Students can use Wh- questions (who, what,

when, where, why) to describe the scene. If students do not have positive relationships with

supervisors, they can journal about a neighbor or family member.

Later in this lesson, students will notice Wh- questions in the email reply from the

advertiser. This journal entry activates background knowledge about Wh- questions so they will

be prepared to engage with them later. It also prepares students to think about people who they

might ask for letters of recommendation.

6:20-6:40 PM Presentation and Modeling Material

The teacher will point to the emails on the bulletin board, noting that they have been

received. Then, the teacher will say that the advertiser has responded. The teacher will ask

students to brainstorm things that the advertiser might have written in his response. After that

conversation, the teacher will reveal the email to students. The class will read the email together

three times, then silently. Then they will discuss the email's contents.

6:40-6:50 PM Guided or Controlled Practice

The teacher will ask students to highlight all of the Wh- questions in the text. ​As

previously mentioned, this is a bottom-up strategy that will enhance students' understanding of

the text. ​Students will make a list of all the things they need to do to move forward with their job

application. Students will talk in groups about how they can answer the questions and respond to

the email.

6:50-7:05 PM Break

7:05-7:15 PM Modeling More Material

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The teacher will ask students to guess what "recommendation letter" means. ​Students will

not be tasked with soliciting real recommendation letters. This part of the assignment is included

because it enhances the assignment's validity. Students are more likely to work hard on their

writing skills if they feel that their assignments directly relate to the real world.

The teacher will show examples of recommendation letters and share her experience

writing and receiving them. The teacher will explain that she can write recommendation letters

for students if they are in need of someone to vouch for their English skills.

7:15-7:40 PM Free Practice

The teacher will lead a group discussion about how students will respond to questions in

the email. The teacher will have other examples of Wh- questions to answer. After a few practice

rounds, students will ask questions to each other in small group mock interviews. ​This is

primarily a speaking exercise. For classroom instruction to pertain to real-life, students must

have opportunities to practice all of their skills in tandem. Here, the students have practiced

written Wh- questions as scaffolding for the mock interviews.

Question examples: Who will write your letter of recommendation? When did you begin

your previous job? Why do you want to work at the YMCA? What can you offer to our

restaurant? What are your best qualities? Where did you learn customer service skills?

7:40-8:00 PM Conclusion and Homework Assignment

The teacher will call the job counselor (a friend of the teacher) on Zoom. Students will

have the final 20 minutes of this unit to ask their questions to the expert. ​This is the crowning

jewel of the "real life" teaching rationale. Hopefully this teaching unit increases students'
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confidence in their job application and interview skills. Talking to an expert gives them an

opportunity to crystalize their new skills.

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References

Droll, A. ​"Help Wanted" board to post local job postings #RABoards #BulletinBoards​. Pinterest.

https://www.pinterest.com/pin/420734790167136315/?nic_v2=1a2a7YpEM.

Harmer, J. (2004). ​How to teach writing (​ Ser. How to...). Pearson Education Limited.

Human Resources and Talent Acquisition. (2020, February 2). ​How To Write a Great Job

Posting [Examples and Templates]​. Betterteam.

https://www.betterteam.com/job-posting-template.

KRA Westside American Job Center. (2019, September 13). XFinity Hiring Event. ​Evensi.​

https://www.evensi.us/kra-westside-american-job-center-xfinity-hiring-event/336577409.

Morning Cleaning Needed. (2020, October 15).

https://chicago.craigslist.org/nch/csr/d/libertyville-morning-cleaning-needed/7214664032

.html.

Mikulecky, B. S. (2011). ​A short course in teaching reading: practical techniques for building

reading power​. Pearson Longman.

Te'Amo Boba Bar. Now Hiring. ​Facebook.​

https://www.facebook.com/teamobobabar/posts/teamo-now-hiring-teamo-is-looking-for-

organic-boba-tea-enthusiasts-hard-working-/638203466688132/.
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Tribble, C (1997) ​Writing i​ n ‘Language Teaching: a Scheme for Teacher Education’ series,

Oxford University Press.

Tripp and Tyler. (2015). ​Email in Real Life​.

https://www.youtube.com/watch?time_continue=73&v=HTgYHHKs0Zw&feature=emb_

title.

Voyager Industries. (2019). ​Echo Press​.

https://local.echopress.com/brandon-us-mn/voyager-industries-800-980-4940/2019-05-28

-10152200-help-wanted-aluminum-welder-assembler-full-time-positions-day-shift-benefi

ts-health-and-dental-insurance-life-insurance-short-term-and-long-term-disability-stop-in

-or-401k-paid-time-off-and-holidays-resume-today-email-your-803-central-a.

Who's hiring. (2020, October 15). ​KWTX.​ https://www.kwtx.com/2020/06/11/whos-hiring/.

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Appendix A

Help Wanted Advertisement Examples

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Appendix B

Photos of Job Posting Locations

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Appendix C

Example Student Email Responses to Help Wanted Advertisements

Xfinity Email
Dear Nichole,

I saw the Help Wanted advertisement for a retail sales consultant job opening at the Western
Ave. Xfinity location.

I believe that I am qualified for this position because I am an energetic and passionate person. I
earned my GED in 2014. Since then, I have been working in the hospitality industry. Thus, I
have over 6 years of customer service experience. Furthermore, I am able to work the flexible
hours that retail requires.

Could you answer a few questions for me about this job? Here are my questions:

1. How can I apply for this position?

2. What are the benefits and hourly pay?

Thank you. I look forward to hearing your response.

Sincerely,
Rue Xi

Te’Amo Boba Bar Email

Dear Te’Amo Boba Bar Team,

I am interested in joining your team at the Uptown Te’Amo Boba Bar location. I have been
visiting this location for three years now. It is my favorite bubble tea shop in Chicago.

I have been working in the Chicago restaurant industry since 2016. I am a hard-working
employee and reliable staff. If you would like, I can send you a letter of recommendation from
my current employer. I think I would fit in with your team because I am committed to a healthy
lifestyle and I love bubble tea.
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What information would you like me to send to you in an application?

Thank you for your consideration.

Sincerely,
Helen Lee

YMCA Welcome Center Staff Email

Dear Josh,

Hello, my name is Enrique Garcia. I am interested in applying for the Welcome Center Staff
position at the Glow YMCA. I have 3 years of customer service experience in the hospitality
industry. I also have sales experience through former employment. I think I would be a great
addition to your team. It would be my pleasure to send you more information about my
qualifications.

Can you send me more information about how to apply for this position?

Thank you very much. I look forward to hearing from you.

Best,
Enrique Garcia
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Appendix D
Example Email Response From Advertiser

Dear Rue,

Thank you for your inquiry regarding the retail sales consultant job opportunity at Xfinity

Mobile. Your qualifications fit our requirements. I have a few more questions about your work

experience and education.

1. When did you complete your high school diploma or equivalent?

2. When are you able to start working at Xfinity, if we approve your application?

3. Why did you choose to work in retail?

Please respond to these questions and send me a letter of recommendation from a former

employer or mentor by Monday, March 30. Once we receive your responses and the letter of

recommendation, we will schedule an interview for you at our office.

Please let me know if you have any questions. Thank you for your interest in working in

our new Xfinity store at 5700 S. Western Avenue. We are looking forward to hearing more from

you.

Sincerely,

Nichole Morrison

Divisional Manager, Xfinity Mobile

nmorrison@kra.com