How can you connect this new skill to the student’s priorities? How can you assure ownership by making the development of this skill the student’s goal rather than just your goal for the student?
Helping the student understand the cover letter as a form of “first impression” may or may not be the most appropriate method of motivation. Regardless, it will be helpful if the student understands the impact a cover letter can have on getting hired. To do this, try providing examples that clearly illustrate the perspective of an employer reading a cover letter. Use role-play scenarios and social narratives to depict the different reactions an employer may experience when reading different cover letters. For example, photographs or drawings may be used in a thought comic to show what an employer thinks when reading a “good” versus “bad” cover letter. It should be noted that this approach will only work for a student who is already motivated for getting hired.
As you introduce this skill, how will you incorporate (visually, thematically) the student’s unique interests?
If the student has a strong interest in a particular real or fictional character, perhaps it would be appropriate for you to draft an example cover letter that was “written” by this character. In the letter, the character would express how his particular strengths and experiences relate to the position for which he is applying. In some cases, you and the student might draft these example letters together. This fun approach might make the writing process less aversive.
Can you make it visually clear to the student who is resistant to change that his assumption is only one way of looking at things? Can your use of visual supports and self-assessments help get agreement that this is an area of need, get agreement on the solution, and create the motivation for change?
A student may object to creating a cover letter for many
reasons. Perhaps he feels it is redundant to provide a cover
letter and a resume. In this case, use a social narrative to
clarify the purpose of the task. Additionally, video scenarios
and live role-play scenarios can illustrate an employer’s reactions to
a cover letter (e.g. Employer is smiling, using an excited tone of
voice - “Wow, this applicant’s cover letter is great, I will check his
resume.”).
For those students who struggle to express their ideas in writing,
graphic organizers, as well as templates and samples, can support
coherence of ideas, and help relieve some of the anxiety related to
tackling a new writing task.
Priming is a form of negotiation that can reframe and sharpen a student’s assessment of self. Below are the self-assessment tools that align with this intervention topic:
Interspersal is a proven technique involving the presentation of familiar, higher success tasks with the new, more challenging task. When it is appropriate, are you varying the activities to maintain the student’s confidence and focus?
At its core, drafting a cover letter involves writing. As you target this skill, be sure to intersperse the writing tasks with those that do not involve written expression.
Before the student attempts to write the cover letter (or portions of it), how do you help her prepare? How do you orient her to the materials she will use? How do you activate prior knowledge?
There are a variety of ways to prime the student just prior to the writing activity:
