1. Topic-
Writing
 
2. Content-
Audience, Purpose, and Language Use in Electronic Messages
 
3. Goals: Aims/Outcomes-
1. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
2. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
3. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
4. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
 
4. Objectives-
1. Students will explore the relationship between purpose, audience, and appropriate language use.
2. Students will work collaboratively to define and discuss the appropriate use of Internet abbreviations and shortcuts.
3. Students will write original e-mail messages or letters demonstrating the effect of purpose and audience on language use and word choice.
 
5. Materials and Aids-
Computer with projection screen or overhead projector.
Computer lab for students' use (optional)
 
6. Procedures/Methods-

A. Introduction-

1. Distribute the Internet Abbreviations and Shortcuts handout to each student, or show the chart on an overhead projector. Allow students time to expand each abbreviation.
2. As you discuss the abbreviations and their meaning, allow the class to add to the list. Remind students to share only abbreviations that are appropriate for your classroom community.
 

B. Development-

1. Share the sample email with the class using handouts or an overhead projector. As a class, edit the document by expanding the Internet abbreviations and shortcuts. Then discuss how the audience and the purpose of the letter would affect the choice of words.
2. Present other scenarios to the class and help the students to identify both the audience and the purpose for writing. The students should then be able to choose the proper language use for each scenario. As you talk about the possibilities, remind students that a good message is balanced. Too many abbreviations, even if the reader understands them, can be inappropriate or confusing. The point is to match the message to the reader and make sure that meaning is clear.
 

C. Practice-

As a final step, ask students to write e-mail messages or letters for one of the following situations. In the process of writing their messages, students will need to think about audience, purpose, and language use"”and the issue of whether Internet abbreviations are appropriate, and if so, which abbreviations. If e-mailing is allowed within your school, have students e-mail both letters to the teacher-accessible address. Otherwise, have students print and turn in their messages.
 
7. Evaluation-
Generally review each e-mail to see if each student understands how audience and purpose affect the writer's word choice before grading or assessing. Return work to students and discuss the issues further if you notice any issues that need to be revised. Alternately, students can exchange drafts and work with partners or in peer groups to sharpen the connections between audience, purpose, and language use.
 

This Lesson Plan is available at (www.teacherjet.com)