Real-World Task Guidelines:
Stage II
CLB 8
Workplace Writing
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Use of a unilingual dictionary to confirm or clarify meaning
- Some support understanding faster conversations or abstract, idiomatic and colloquial language
- Some support understanding appropriate levels of formality and tone, especially in relation to hierarchy and relationships in the workplace
- Some explicit language instruction to convey respect, appreciation and inclusivity
- Information on resources, supports, services and programs related to the theme
Instructors may need to:
- Explain some abstract, idiomatic or colloquial language and/ or cultural references
- Include teaching of pragmatics, strategic competence and sociolinguistic knowledge (cultural references, non-verbal communication, sociolinguistic norms and attitudes, speech styles and registers)
- Include collaborative group and pair work to apply the learned skills and promote the development of communication skills and teamwork, including simulations that allow learners to take on different roles and understand different perspectives
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
- Incorporate learning of background information related to the theme
Comprehending Information
Understand extended monologues or presentations on topics that are generally familiar and related to general knowledge or technical/ work-related issues in own field.
- Identifies phrases and sentences that mark topic introduction, topic development, topic shift and conclusion.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Reproducing Information
Reduce oral discourse about established procedures into notes that can be used to write instructions.
- Reduces information to main points with accurate supporting details and no major omissions.
- Conveys essential information.
Sharing Information
Give detailed information; express and qualify opinions or concerns; present solutions and options; indicate opposition or support for a stand in one-on-one interactions and small group discussions or meetings.
- Provides detailed information and presents options as needed.
- Asks relevant questions to gather, share, analyze and compare information.
Getting Things Done
Write business or service correspondence for an expanding range of purposes (such as giving information in memoranda, documenting work done, indicating a problem, requesting a change, or requesting information).
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
Comprehending Information
Understand moderately complex extended descriptions, feature articles, reports and narrations.
- Identifies organization of text and links between paragraphs.
- Locates and integrates relevant information across paragraphs/ sections of the text.
Getting Things Done
Write business or service correspondence for an expanding range of purposes.
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
Interacting With Others
Convey personal messages in formal and informal correspondence for an expanded range of social purposes (such as expressing and responding to sympathy, clarifying a conflict, or giving reassurance).
- Conveys the intended explicit and implied meanings.
- Uses language, format and content appropriate and relevant to the situation and audience.
Sharing Information
Write 3 or 4 connected paragraphs to relate a historical event, provide a detailed description of a phenomenon, explain a procedure, or express and analyze opinions on a familiar abstract topic.
- Addresses the purpose of the task.
- Provides accurate and detailed descriptions, explanations and accounts of events in a clear sequence.
Getting Things Done
Write business or service correspondence for an expanding range of purposes (such as giving information in memoranda, documenting work done, indicating a problem, requesting a change, or requesting information).
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
Getting Things Done
Complete an expanded range of forms, including extended application forms and workplace forms with pre-set formats.
- Identifies purpose of form and its sections and completes it with required information, including 1 paragraph written responses, if required.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Getting Things Done
Complete an expanded range of forms, including extended application forms and workplace forms with pre-set formats.
- Identifies purpose of form and its sections and completes it with required information, including 1 paragraph written responses, if required.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Additional Sample Real-World Tasks and Competency Areas
Listen to colleagues discuss an idea for a proposal, then write a proposal for a funding grant. (Comprehending Information/ Getting Things Done)
Discuss ideas for a team-building event, then email colleagues to invite them. (Getting Things Done/ Interacting With Others)
Create a checklist from an informational report for a complex multi step workplace task such as opening or closing procedures. (Comprehending Information/ Reproducing Information)
Write a welcome email to a new staff or team member offering help or mentorship. (Interacting With Others)
Additional Resources
- Avenue
- CCLB: Centre for Canadian Language Benchmarks
- CCLB Language for Success: Language for Success – Centre for Canadian Language Benchmarks
- Skills for Success: Skill components and proficiency levels – Canada.ca
- Tutela: Tutela.ca | HomePage
- UP Skills for Work: UP Skills for Work Get Started: Writing
- UP Skills for Work: Free Employee Training Resources l UP Skills for Work
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Have keyboarding and typing skills.
- Have an email address and be able to navigate email proficiently.
- Send and receive text messages.
- Understand and use email and meeting etiquette.
- Navigate and use online tools for collaboration such as Trello or Google Docs.
- Identify safe and reliable sources of information.
- Evaluate online research results.
- Interpret information from online sources such as statistics, graphs or charts.
- Use PowerPoint or other digital tools to create presentations.
Instructors can:
- Support learners in finding, navigating and using websites.
- Teach reading strategies such as skimming and scanning to find information on websites.
- Introduce websites that are relevant to the task(s).
- Refer learners to programs to improve their digital skills.
Equity, Diversity and Inclusion Strategies
Instructors Can:
- Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQIA+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent.
- Recognize that learners with disabilities and learners who are neurodivergent may need accommodations in the workplace; when possible, help learners of all abilities understand their rights in the workplace.
Trauma-Informed Strategies
Triggers:
- Learners who have experienced trauma can be triggered by people in positions of authority; make sure learners understand their rights in the workplace and give strategies for making polite requests.
- Learners who have experienced trauma may feel wary of initiating any kind of perceived conflict, such as making a complaint to a coworker. Reassure learners that this is a routine part of workplace culture in Canada.
Strategies:
- Give learners advance warning of discussions of this topic.
- Giving learners the knowledge, skills and language to access resources can be empowering.
Sample Real World Tasks
This information is aligned with the Canadian Language Benchmarks (CLB) and is designed to help guide you in the planning process. You can use these sample real-world tasks to guide and inform your selection or creation of skill-building activities, skill-using tasks and assessment tasks.
These sample real-world tasks include the following: skill, real-world task, competency area, one competency statement and two sample indicators of ability. This is not an exhaustive list: there are more indicators of ability and information about this CLB level in Canadian Language Benchmarks English as a Second Language for Adults. Consult this resource for more information and to select your own competencies or indicators of ability. Remember, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson plan, module plan or curriculum.
