Writing a Sales Letter for a Bank That Targets University Students (Bank Name can be Trustmark) Write a sales message that targets university students and promotes joining a local bank

Find information online about local credit unions and banks, select the financial institution that interests you the most, and then promote it with an effective sales message.

Business letters and emails are single spaced with double spacing between paragraphs.  Be sure to follow proper business letter formatting.  You may also create a letterhead to make your letter/email more professional in appearance.  Fit your letter/email to one page, and write three to four paragraphs. Your goal is to write an error-free message that could be mailed.

Instructions for your Choosing your Topic. Choose a specific technological artifact (or interconnected set of artifacts) or form of technology whose impacts, biases and political properties you can study by observing first-hand how people in the world use it. Your choice should be a primary source, some form of immediate, first-hand technology that you can observe directly.

It should be original and unique, chosen from the categories below, and not be simply something like a smart phone.

Possible topic categories include:

· Technological Artifacts in the Built Environment: The built environment includes human-made structures, features, and facilities that encompass the environment where people live and work.

Artifacts here would include things like a streetlight, a walkway, a road, a fence or barrier, a sidewalk, a piece of playground equipment, a building entrance, and a building elevator.

For example, you could examine the streetlights at a specific busy corner where you live, an EV plug-in parking spot at a local supermarket, elevators in a building near you, an overpass on a specific street, or a specific floating dock at a riverside.

· Household Items & Tools: These would include forms of technology used in a home. Included here could be things like a vacuum cleaner, a steam mop, a tool for fixing or building things, an interior or exterior lighting system, appliances, pieces of entertainment systems.

Be sure to pick a specific brand and model since all vacuums, for instance, are not designed the same way.

They can be items used in your own home by your family or in the home of someone you know. Make sure you have been able to observe their actual use.

· Transportation and Infrastructure: These would include technologies people use to get around and systems that deliver specific locale services. Examples would include a specific car, truck, tractor, bus, train, airplane or a water/sewer system, a set of electrical towers, a dam, a sewage plant or system, a snowplow, a UPS truck, etc. This should be something you can see with your own eyes in its actual context where you live.

· Technology from another Culture: This would include a technological artifact or form of technology used in a culture other than American culture or another country. Examples would include facial recognition technology in China, high-speed rail systems in Japan, precision farming technology in South Africa, the motorcycle rickshaw in India, and speaker systems on mosques in Pakistan.

· Digital technology: This would include specific categories of computer programs, apps, platforms, or video games. Examples would be word-processing software, shopping apps, puzzle apps, Web 2.0 social media platforms, Web 1.0 multi-user platforms (usenet, text-based mmorpgs), first-person shooter video games, building video games, military training programs, MMOs of a particular genre (adventure, first person shooter, building), graphical based MMORPGs, bitmap games.

· Workplace technology: This would include artifacts and digital technology found in the workplace. Examples would be things like staplers, copiers, labelers, mail sorters, forensic microscopes, accounting software, medical software, medical and dental tools, learning management systems, customer management software.

II. Instructions for Creating your Video

Video Content

Once you have chosen your topic, create a 3-5 minute video. You can record your video with your smartphone, tablet or computer. You can give us a glimpse of what you will talk about, such as making your video on-site if you plan to talk about a set of streetlights or a playground, or you could edit in a photo of an artifact you plan to discuss. Be creative! 

In your video you should describe your artifact, mention why you are interested in examining it further, and include some of your thoughts about why this is an appropriate topic for a class on technology and culture. In your video, please make sure to cover the following questions, and feel free to include additional thoughts as appropriate.

1.

1. What are you planning to study?

2. Where is it located? If a digital form, where are its creators located?

3. Why is this technology interesting to you, personally?

4. Why is it an appropriate choice to talk about its impacts, biases or technological politics? Please see the readings and other assignments from week 3 to help you figure out how to talk about this question.

Video Format

Your video should be about 3-5 minutes long and formatted as an MP4, MOV, or WMV. If you cannot create a video for whatever reason, please contact your instructor for an alternative way to fulfill this assignment’s requirements.

III. Instructions for Sharing your Video

Please do not upload your video to the classroom. Instead, upload it to a cloud server (Google, OneDrive, etc.), set the permissions so that everyone with the link can see it, and cut and paste the link from your cloud server into the discussion forum.

After you post your video, please make sure that others can access it by testing it. You can send your link to a family member or friend to see if they have access. If they don’t, then this means your professor and classmates also don’t, and you will have to adjust the settings. 

Week 2.6 | Researching Rhetorically. Note: This discussion board is part of your Unit 1 Project Grade. Please take care to do this assignment well, as it will have a larger impact on your grade than a “normal” assignment. This discussion board is worth 40% of your Project 1 grade.

Now that we are finishing up Unit 1, you will take time to reflect on what you learned.  You’ll be asked to reflect a few times throughout the semester. There are a few reasons for this: reflection helps you understand what you learned and make sense of it in context; it helps you understand things that you can improve; and it helps you explain your choices as a writer and learner to the reader of the reflection.

In addition, reflection can be a good way to share what you’ve learned with other people, helping them to consider new or different perspectives.

With this in mind, you are being asked to write a letter to your classmates in which you reflect on some of the main things you’ve learned about information literacy and conducting research rhetorically and responsibly in the 21st century. Although we have all been exploring these concepts throughout our semester, we have been doing so through the lens of our individual research topics.

This means that the ideas you have learned so far might be somewhat different than what your peer has learned. This reflection is an opportunity to share these ideas with one another. Your reflective letter should be at least 500 words and incorporate specific references to the texts you discussed and analyzed in Researching Rhetorically 1 and/or 2.

The rhetorical situation of this assignment:

• Audience: Your classmates.
• Purpose: For this assignment, your task is to explain to your classmates what you have learned about information literacy and about researching rhetorically and responsibly in the 21st.
• You will bring in specific examples from the analyses you did in Researching Rhetorically 1 and 2 to support the ideas you are sharing in your letter. You may also discuss other assignments in the unit, but make sure you address Researching Rhetorically 1 and Researching Rhetorically 2.
• Genre: Letter to ENC 1102 classmates. Since this genre is a letter to your classmates, you can assume that your audience has read/viewed all of the course information we’ve covered together until this point in the semester.
• This means that if you reference a text such as the Stanford University study we discussed in Week 1, you can reference it by name and assume your readers are familiar with it. However, when you reference a text that you analyzed for Researching Rhetorically 1 or 2, this is not a text that the rest of your classmates have read/viewed, so you will need to provide more context.

In addition, so that we can share our letters with one another, we are submitting them to a discussion board. This means that you are expected to post your own response and also respond to your peers’ posts. More details about the peer responses provided below.

Part 1: Submit your Reflective Letter

Guidelines and requirements for your reflective letter:

• You should address your peers directly (for example, “Dear ENC 1101 classmates…”)
• You should offer at least four specific observations related to information literacy and/or researching rhetorically and responsibly in the 21st century. To help you come up with your observations, I’ve provided some guiding questions for you. You should not try to answer all of these questions; rather, select the ones that 1) you can make specific observations about and 2) you can support with details from the research you conducted for Researching Rhetorically 1 and/or Researching Rhetorically 2. See these guiding questions to help you. 
• Support your observations with specific, detailed references to the research and analyses you conducted in Researching Rhetorically 1 and/or Researching Rhetorically 2. In other words, how has what you learned in Researching Rhetorically 1 and/or 2 shaped and impacted your ideas about information literacy and researching rhetorically and responsibly in the 21st century?
• For example, in your letter you might decide to discuss the importance of fact-checking sources. In this part of your letter, you could explain to your peers one of the sources you fact-checked in Researching Rhetorically 2 and what information or insight you gained about your research topic as a result of this fact-checking process.

Part 2: Comment on Two Peers Posts

After you have posted your letter to this discussion board, you will post two peer comments. Each peer comment should be at least 100 words.

• Comment #1: Find a peer who addressed an idea similar to one you addressed in your letter. Comment on how that idea adds to or complements your idea. Additionally, your comment should also further the discussion by bringing up a new example or a new (related) idea to be considered.
• Comment #2: Find a peer who addressed an idea that you did not address in your letter. Comment by explaining what idea they addressed, your reaction to it, and whether you agree with it: Did you see this idea in the unit? (If so, where?) Did your peer teach you something, but now you have questions? (If so, ask them.) Does your peer explain a concept that is different than your own experience or different from what you understood? (If so, explain.)

Here’s how you’ll be graded:

• Did the writer achieve their rhetorical purpose? Does the final product clearly explain what the writer learned about research from this unit?  Does the student address how Researching Rhetorically Post 1 and 2 illustrate these concepts? (17 points)
• Does the writer use specific examples and evidence to support their claims? (10 points)
• Did the writer make effective rhetorical choices to reach their audience?  Did the writer produce a document that clearly follows the conventions of the genre of a letter (including salutation, multiple paragraphs, and a signature)?  (8 points)
• Does the final product reveal evidence of effective proofreading and editing? (5 points)
• Does the writer/student make two meaningful comments that follow instructions? (10 points)

https://www.ted.com/talks/julieanna_l_richardson The mission to safeguard black history in the us. Provide the NAME &  url for the speech you reviewed here:

1. What is the topic of the speech?
2. What is the speaker’s specific purpose?
3. HIGHLIGHT with background color-Which of the following methods of gaining interest and attention does the speaker use in the introduction?

¨ Relate the topic to the audience ¨ State the importance of the topic

¨ Startle the audience ¨ Arouse the curiosity of the audience

¨ Question the audience ¨ Begin with a quotation

¨ Tell a story ¨ Refer to the occasion

¨ Invite audience participation  ¨ Use visual or audio aids

¨ Refer to a previous speaker ¨ Begin with humor

1. Does the speaker include a central idea/thesis that previews the main points of the speech in the introduction?  State the central idea/thesis to show that you understand the definition of this concept.
2. List the main points developed in the body of the speech.
3. Are the speaker’s main points clear and easy to follow throughout the speech? Why or why not? (Do not just answer YES or NO)
4. Does the speaker use a transition/signpost or other connective between each main point of the speech?
   Please list a minimum of one used in speech if they are present (FYI – they SHOULD be present).  Show that you understand the definition/concept of transitions/signposts in your answer.
5. HIGHLIGHT with background color – Which of the following methods of referring to the central idea (thesis) does the speaker use in the conclusion?

¨ Restate the main points  ¨ End with a quotation

¨ Make a dramatic statement  ¨ Refer to the introduction

¨ Challenge the audience ¨ Call for action