Write A Cover Letter Explaining What Makes You Qualified ✓ Solved

Write a cover letter explaining what makes you qualified to

Write a cover letter explaining what makes you qualified to take college writing 2 course. Explain what university classes and high school writing classes you have taken to prepare for Writing 2. Describe writing strategies you have learned that will help you meet the course goals. Explain what makes you stand out as a writer or creative person and how you will make the course mutually beneficial for yourself, classmates, and the instructor. Also address: how you feel about writing, your strengths and weaknesses, and personal goals for this course. Limit the cover letter to about 600 words and use simple grammar and sentence structure (you are a foreign student). After the cover letter, briefly describe your process drafting and writing the cover letter (about 500 words). Answer: Was it easy or challenging? What was most frustrating or rewarding? What did you notice about your process? Where did you get stuck and where did words flowed? Did formatting feel natural? Did you feel stress while writing; if so, where in your body and what did it feel like? Be prepared to share in class. Use this personal background in the letter: I am originally from Shanghai, China; moved to Canada at 14 for education, then to the United States. I completed basic education in China through 8th grade, transferred to Canada as a ninth grader, then came to the US to pursue my passions. I study Business Management Economics and aim to work in business. I have taken Writing 1 and literature classes in college and high school. I practice meditation which helps creativity. In high school I wrote creative short fiction. My study-abroad experience gives me more to say than others. I want to improve clear structure, better grammar and sentence structure, and make my writing more creative.

Paper For Above Instructions

Cover Letter

Dear Instructor,

I am writing to explain why I am qualified to take College Writing 2. I moved from Shanghai to Canada at age 14 and then to the United States to pursue my education. I study Business Management Economics. I believe strong writing is essential for business. Good writing helps me share ideas clearly in reports and emails (Guffey & Loewy, 2015).

I have taken Writing 1 and literature classes in both high school and college. In high school I wrote creative short fiction. These classes taught me to find a main idea and support it with details. I learned basic essay structure, thesis statements, and paragraph unity (Swales, 1990). In college I practiced academic writing and learned research basics. These courses prepared me for the expectations of Writing 2.

My writing strategies include outlining, freewriting, revision, and peer feedback. I use an outline to arrange my ideas before I write. I also do freewriting to find ideas quickly (Elbow, 1998). I revise my drafts at least once and ask peers for feedback. Peer review helps me find unclear sentences and improve structure (Topping, 1998). I also work on grammar and sentence structure by reading model essays and grammar guides (Gillett, Hammond, & Martala, 2009).

I practice meditation in my free time. Meditation helps me reduce stress and produce new ideas. After a short session I often feel more focused and creative (Colzato, Ozturk, & Hommel, 2012). My study-abroad life has given me varied stories and observations. I have lived and learned in three countries. These experiences help me write with different cultural perspectives. I can share examples that may be new and interesting to classmates.

As a writer, my strengths are creativity, observation, and willingness to revise. I can tell clear personal stories and link them to larger ideas. I am open to feedback and I work hard to improve my grammar and organization (Silva, 1993). My weaknesses are grammar errors, some sentence-level mistakes, and occasional problems with clear transitions. I want to build stronger paragraph flow and correct common grammar problems (Hyland, 2003).

My goals for Writing 2 are to create clear essay structures, improve grammar and sentence variety, and make my writing more creative. I plan to use instructor feedback and peer review to reach these goals. I will bring my experience and ideas to class discussions. I hope my classmates learn about international views. In return, I expect to learn academic conventions and editing skills from them. I will be an active peer reviewer and a respectful contributor in workshops. This approach will make the course beneficial for me, my classmates, and you as instructor (Guffey & Loewy, 2015; Topping, 1998).

Thank you for considering my application to Writing 2. I am ready to work, to revise carefully, and to share my experiences. I hope to grow into a clearer and more creative writer during this course.

Sincerely,

[Student Name]

Reflection on Drafting and Writing the Cover Letter

Writing this cover letter was both easy and challenging. It was easy to say why I want to take Writing 2. I have a clear goal: improve grammar and structure for business writing. It was challenging to make the letter short and simple. I wanted to include many experiences. I had to choose the most important points.

The first step I used was brainstorming. I wrote short notes about my background, classes, and skills. Then I made a simple outline: introduction, classes and strategies, strengths and weaknesses, goals, and closing. The outline kept my ideas organized (Flower & Hayes, 1981). I used freewriting for two minutes to find simple sentences that sounded natural (Elbow, 1998). Freewriting helped ideas flow quickly.

I got stuck writing sentences about weaknesses. I worried about sounding too negative. To solve this, I wrote a short sentence about each weakness and then added one sentence about how I will improve. This balance felt natural. The words flowed best when I described personal stories, like moving to three countries. Personal memory gives many details quickly.

Formatting the letter felt natural because I have seen many cover letters in school. I followed a simple letter format with greeting, paragraphs, and closing. I did not spend much time on fonts or spacing. I focused on clear sentences and correct grammar. I used short sentences to keep meaning clear for myself and the instructor (Gillett et al., 2009).

When I wrote, I felt some stress in my shoulders and a little tension in my chest. The stress came from worry about grammar and making a good impression. To reduce this I meditated for five minutes before writing. Meditation made my breathing slow and my thoughts calm. After meditating, my ideas felt clearer and my shoulders relaxed (Colzato et al., 2012).

The most rewarding part was seeing the draft become clearer after revision. I read the draft aloud. Reading aloud helped me hear long sentences and fix them. Peer feedback is next. I plan to share this draft with classmates for useful comments (Topping, 1998).

Overall, the writing process taught me that planning, short sentences, and revision are useful. I will use these methods in Writing 2 to meet course goals and to become a stronger writer for my future business career (Guffey & Loewy, 2015).

References

• Colzato, L. S., Ozturk, A., & Hommel, B. (2012). Meditate to create: The impact of focused-attention and open-monitoring training on convergent and divergent thinking. Frontiers in Psychology, 3, 116.
• Elbow, P. (1998). Writing without teachers. Oxford University Press.
• Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387.
• Gillett, A., Hammond, A., & Martala, M. (2009). Inside track to successful academic writing. Pearson Education.
• Guffey, M. E., & Loewy, D. (2015). Business communication: Process and product. Cengage Learning.
• Hyland, K. (2003). Second language writing. Cambridge University Press.
• Kinginger, C. (2009). Language learning and study abroad. Modern Language Journal, 93(1), 1–124.
• Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing. TESOL Quarterly, 27(4), 657–677.
• Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge University Press.
• Topping, K. J. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276.