Unit 2 E-mail Writing. Teaching Objectives: Knowledge Requirements: 1 To enhance students’ awareness of essential properties of English E-mail writing ； 2 To enable students to become familiar with structural parts and etiquettes of English E-mail writing ； Competence Requirements:
Layout 1 facilitate the addresser’s or sender’s communication with one person or with a large group at the meantime by simply clicking on the contact list. In a paper-based document, it is absolutely essential to make everything completely clear and unambiguous because the recipient may not have a chance to ask for clarification. With e-mail documents, the addresser and the recipient can interact immediately and in due course. This makes little sense to slave over a message for hours, making sure whether the spelling is faultless, the words eloquent, and the grammar beyond reproach. Emails, lacking vocal inflection, gestures, and a shared environment, do not convey emotions so clearly as face-to-face or even telephone conversations, and the correspondent may have difficulty telling if the addresser is serious or kidding, happy or sad, frustrated or euphoric. Therefore, e-mails tend to be sloppier and more conversational than paper-based communication; and the addresser needs to be aware of when to be sloppy and when to be meticulous (a.
1) Enclose the key word(s) in asterisks (*) or capitalize the first letter only of the words for mild emphasis
2) Use all capital letters or some extra exclamation marks, extra spelling of a word letter, bold faced letters and smiley for expressive and impressive messages
Answer: 1-B, 2-C, 3-D & A, 4-E, 5-G, 6-F with brevity and individuality
Answer: 1-C, 2-A, 3-B, 4-D, 5-E, 6-F, 7-H, 8-G with the missing information marked from A to H.