Drafting a Formal Email

Overview

Lesson 8 of 20 in Literacy Skills for CAAs. Students examine the structure, tone and language of a formal email, then draft an email to a teacher or authority about a relevant school or community topic.

Learning intentions

• WALT identify the purpose, audience and appropriate tone of a formal email.
• WALT organise ideas into a clear subject line, greeting, paragraphs and sign-off.
• WALT use precise, respectful language to make a request or communicate an issue.
• WALT review and improve a draft for clarity, accuracy and suitability for purpose.

Success criteria

• I can write a specific subject line and appropriate greeting.
• I can explain the purpose of my email clearly in the opening.
• I can organise details into logical paragraphs and make a clear request or recommendation.
• I can check my tone, spelling, punctuation and sign-off before submitting my draft.

Curriculum links

• Creating texts for a specific purpose and audience, using appropriate language features and structure.
• Selecting, organising and communicating ideas clearly in written English.
• Developing accuracy in spelling, punctuation, grammar and sentence structure.
• Key competencies: managing self; thinking; participating and contributing; relating to others.

Lesson structure (60 minutes)

1. 0–5 minutes – Hook and purpose

Open with the introduction slides. Display two short versions of the same email: one informal and one formal. Students silently identify which email they would send to a principal and give one reason to a partner. Explain that today’s draft will be completed individually.

2. 5–13 minutes – Notice the features

Use the email features slides to introduce the purpose–audience–tone connection. Model the main parts of a formal email: specific subject line, respectful greeting, clear opening purpose, logically ordered detail, polite request or next step, and suitable sign-off. Briefly contrast conversational expressions such as “Hey” or “I reckon” with more appropriate alternatives.

3. 13–22 minutes – Guided annotation

Distribute the formal email planning and drafting worksheet. Read the model email aloud and annotate it together. Ask: Who is the audience? What is the writer asking for? Which words create a respectful tone? How does each paragraph contribute to the purpose? Students underline the request and label the greeting, purpose, supporting details and sign-off.

4. 22–30 minutes – Plan the message

Students choose one relevant topic, such as requesting improved lunchtime facilities, suggesting a school sustainability action, asking for support with a club or activity, or raising a reasonable concern about school life. They complete the planning section of the formal email planning and drafting worksheet, recording their audience, purpose, three supporting points and desired response. Confer with students who choose topics that are too broad or personal.

5. 30–48 minutes – Independent drafting

Students draft a formal email on the worksheet. Remind them to write to a real audience, maintain a respectful tone and use paragraphs rather than a list of disconnected points. Keep the drafting checklist slides visible and circulate to give brief feedback, particularly on clarity of purpose, paragraph order and whether the request is realistic.

6. 48–56 minutes – Peer review and revision

Students exchange drafts with a partner and use the review questions on the formal email planning and drafting worksheet. Reviewers identify one effective feature and suggest one improvement, checking subject line, greeting, tone, paragraphing, evidence or reasons, request, punctuation and sign-off. Writers make at least two purposeful revisions.

7. 56–60 minutes – Plenary and submission

Return to the plenary slides. Students complete the final self-check on their worksheet and write one sentence explaining the change that most improved their email. Collect drafts or have students submit them digitally for formative assessment.

Resources

• the formal email lesson slide deck
• the formal email planning and drafting worksheet
• Whiteboard or projector
• Pens or pencils
• Highlighters
• Timer
• Optional devices for typing and submitting the final draft

Assessment

• During annotation and discussion, listen for students’ understanding of audience, purpose, tone and email structure.
• Review planning notes and drafts for a clear purpose, logical organisation, appropriate formal language and accurate conventions.
• Use the peer-review and final self-check to assess students’ ability to identify and apply improvements.

Differentiation

• Provide a word bank and sentence stems such as “I am writing to request…”, “This would be beneficial because…” and “I would appreciate your consideration…”.
• Support students by offering a choice of audiences and topics, conferencing before drafting, or allowing speech-to-text and typed drafting.
• For EAL and SEN learners, display a colour-coded model, orally rehearse the email, chunk the task into one section at a time and pair with a supportive peer.
• Extend confident writers by asking them to anticipate a reader’s concern, include a specific supporting example and make their request more persuasive without becoming confrontational.