Article: If you are using a letterhead you don't need to put the sender's address. Instead, begin the letter with the date in the top left corner. Do not leave a blank line between the sender's address and date. One line is two hard returns on a keyboard. ) This lets the recipient know what the letter will be about. This is where you discuss your subject. Be concise but thorough in your discussion of the subject. Do not any closing remarks such as 'sincerely'. Below your name, leave room for your signature. Below your signature, write your job title. Enclosures are extra materials sent along with the letter. Write the word 'Enclosure' and then list the names of the enclosed materials. Make sure all names and addresses are spelled correctly.
Question: What is a summary of what this article is about?
Write the sender's address in the top left corner. Place the date directly below the sender's address. Write the recipient's address one line below the date. Write the subject of the letter in all caps one full line below the date (two hard returns. Write your body paragraphs. Write your name below the body of the letter. Add any enclosures. Proofread your letter for spelling or grammar errors.
Article: One way to make sure that all of the students are on the same page is to summarize the class discussion as you move forward. You can make it feel seamless, and not like an interruption of the conversation. Even repeating the points that you or your students have made with extra care can help your students get a firmer painting of the big picture. Make a point of slowing down and rebooting every 20 minutes or so, especially if you're teaching a longer class, so that everyone is on track. You can ask other students to help you with this task. Say something like, "Okay, what have we learned so far?" and have volunteers help you out. When the allotted time for the discussion is up, or when things have reached a natural end point, do a full summary of what you covered. Talk about the point you started from, and remind the students of any arguments that were made along the way. Don't invalidate any arguments and focus on bringing together all of the different ideas you talked about instead of acting like you're showing students the one and only way something should be done. Make sure you leave some time to do this so your students aren't distracted and ready to pack up their bags. This is where leaving notes on the board during the discussion can really come in handy. Having something you can point to can make it easier to wrap up your ideas. You can even try having another student or two wrap up the class discussion. This can make students feel more accountable and involved. Make sure to leave at least a few minutes for questions at the end of class. You want students to leave the discussion feeling like they learned something, not like they are utterly confused. If you wait until the class is almost over to ask if anyone has questions, then students will be much more reluctant to say anything because they won't want to hold up or even prolong the class. Leave a suitable amount of time for questions and make sure to encourage students to speak up if they're confused. Answering the students' questions can also help you wrap up the discussion more thoroughly. Having people ask questions can also give you insight into the strengths and weaknesses of your discussion. If five students seem to be confused about the same thing, then it may be because you didn't cover it thoroughly enough in your discussion. Close with a related question, or a "suggestion for further research." This will give all involved something to think about for next time. You shouldn't leave students feeling like you discussed absolutely everything there was to say about the given topic and that you had completely solved the puzzle together. Instead, you should have moved the conversation forward, helped students gain valuable insight, and leave them looking forward to the next discussion. Leaving your students wanting more can also give you a logical place to pick up during the next class. They'll come to class feeling ready and excited to continue the conversation, and they may have even gained some insight into the topic in the meantime. Consider conducting a brief "check out". Let students talk about where the discussion leaves them or where they will go next. They can do this at the end of class, or even in a written survey they take during the last few minutes of class. After the discussion is over, ask yourself who did the most talking, who did the least talking, and who contributed the most meaningfully to the conversation. Keep in mind that talking the most doesn't actually mean contributing the most, either. The next time you lead a discussion, you can work on encouraging the more quiet students a bit more, and making sure that everyone has a chance to speak and that the students don't feel dominated by a few more confident speakers. Remind yourself that no discussion is perfect. As you improve at leading class discussions, you'll improve at making sure that all students participate in the conversation.
Question: What is a summary of what this article is about?
Summarize as you go. Tie it all together. Leave room for questions. Leave 'em hungry. Notice who did or did not participate to improve next time.
Article: This allows the curls to cool and hold their shape. For softer curls, you'll only need to wait roughly 5-10 minutes, depending on how thick your hair is. For super tight, bouncy curls, wait at least 15 minutes. To see if the foil is still hot, lightly touch it with your finger. If it's still warm, wait a few more minutes before checking again.
Question: What is a summary of what this article is about?
Wait 5-15 minutes for your hair to cool and the curls to set.