# CTE Resource Center - Verso - Office Specialist II--Preparation Task 1143522104

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Report on a business article.

Definition

Reporting should require
  • using written or electronic sources
  • citing sources
  • researching a business article in a business-related magazine or journal
  • preparing a written or oral summary
  • presenting the summary.

Related Standards of Learning

English

10.1

The student will make planned multimodal, interactive presentations collaboratively and individually.
  1. Make strategic use of multimodal tools.
  2. Credit information sources.
  3. Demonstrate the ability to work effectively with diverse teams including setting rules and goals for group work such as coming to informal consensus, taking votes on key issues, and presenting alternate views.
  4. Assume responsibility for specific group tasks.
  5. Include all group members and value individual contributions made by each group member.
  6. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  7. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
  8. Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
  9. Access, critically evaluate, and use information accurately to solve problems.
  10. Use reflection to evaluate one’s own role and the group process in small-group activities.
  11. Evaluate a speaker’s point of view, reasoning, use of evidence, rhetoric, and identify any faulty reasoning.

10.6

The student will write in a variety of forms to include persuasive, reflective, interpretive, and analytic with an emphasis on persuasion and analysis.
  1. Engage in writing as a recursive process.
  2. Plan and organize writing to address a specific audience and purpose.
  3. Adjust writing content, technique, and voice for a variety of audiences and purposes.
  4. Communicate clearly the purpose of the writing using a thesis statement.
  5. Objectively introduce and develop topics, incorporating evidence and maintaining an organized structure and a formal style.
  6. Compose a thesis statement for persuasive writing that advocates a position.
  7. Clearly state and defend a position using reasons and sufficient evidence from credible sources as support.
  8. Identify counterclaims and provide counter - arguments.
  9. Show relationships among claims, reasons, and evidence and include a conclusion that follows logically from the information presented.
  10. Blend multiple forms of writing including embedding a narrative to produce effective essays.
  11. Elaborate ideas clearly through word choice.
  12. Use textual evidence to compare and contrast multiple texts.
  13. Revise writing for clarity of content, accuracy, and depth of information.
  14. Write and revise to a standard acceptable both in the workplace and in postsecondary education.

10.7

The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
  1. Use parallel structure across sentences and paragraphs.
  2. Use complex sentence structure to infuse sentence variety in writing.
  3. Distinguish between active and passive voice.
  4. Use colons correctly.
  5. Analyze the writing of others and suggest how writing might be improved.

10.8

The student will find, evaluate, and select credible resources to create a research product.
  1. Verify the accuracy, validity, and usefulness of information.
  2. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
  3. Evaluate and select evidence from a variety of sources to introduce counter claims and to support claims.
  4. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

11.1

The student will make planned informative and persuasive multimodal, interactive presentations collaboratively and individually.
  1. Select and effectively use multimodal tools to design and develop presentation content.
  2. Credit information sources.
  3. Demonstrate the ability to work collaboratively with diverse teams.
  4. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
  5. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  6. Anticipate and address alternative or opposing perspectives and counterclaims.
  7. Evaluate the various techniques used to construct arguments in multimodal presentations.
  8. Use vocabulary appropriate to the topic, audience, and purpose.
  9. Evaluate effectiveness of multimodal presentations.

11.6

The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
  1. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
  2. Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.
  3. Organize claims, counterclaims, and evidence in a sustained and logical sequence.
  4. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
  5. Use words, phrases, clauses, and varied syntax to create a cohesive argument.
  6. Blend multiple forms of writing including embedding narratives to produce effective essays.
  7. Revise writing for clarity of content, accuracy and depth of information.
  8. Write and revise to a standard acceptable both in the workplace and in postsecondary education.

11.7

The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
  1. Use complex sentence structure to infuse sentence variety in writing.
  2. Use verbals and verbal phrases correctly to achieve sentence conciseness and variety.
  3. Distinguish between active and passive voice.

11.8

The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.
  1. Critically evaluate quality, accuracy, and validity of information.
  2. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.
  3. Synthesize relevant information from primary and secondary sources and present it in a logical sequence.
  4. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

12.1

The student will make planned persuasive/argumentative, multimodal, interactive presentations collaboratively and individually.
  1. Select and effectively use multimodal tools to design and develop presentation content.
  2. Credit information sources.
  3. Demonstrate the ability to work collaboratively with diverse teams.
  4. Anticipate and address alternative or opposing perspectives and counterclaims.
  5. Evaluate the various techniques used to construct arguments in multimodal presentations.
  6. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  7. Critique effectiveness of multimodal presentations.

12.6

The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
  1. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
  2. Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions.
  3. Use a variety of rhetorical strategies to clarify and defend a position organizing claims, counterclaims, and evidence in a sustained and logical sequence.
  4. Blend multiple forms of writing including embedding a narrative to produce effective essays.
  5. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
  6. Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from the information presented.
  7. Revise writing for clarity of content, depth of information, and technique of presentation.
  8. Write and revise to a standard acceptable both in the workplace and in postsecondary education.
  9. Write to clearly describe personal qualifications for potential occupational or educational opportunities.

12.7

The student will self- and peer-edit writing for Standard English.
  1. Use complex sentence structure to infuse sentence variety in writing.
  2. Edit, proofread, and prepare writing for intended audience and purpose.
  3. Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.

12.8

The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.
  1. Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.
  2. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias.
  3. Critically evaluate the accuracy, quality, and validity of the information.
  4. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

History and Social Science

GOVT.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. planning inquiries by synthesizing information from diverse primary and secondary sources;
  2. analyzing how political and economic trends influence public policy, using demographic information and other data sources;
  3. comparing and contrasting historical, cultural, economic, and political perspectives;
  4. evaluating critically the quality, accuracy, and validity of information to determine misconceptions, fact and opinion, and bias;
  5. constructing informed, analytic arguments using evidence from multiple sources to introduce and support substantive and significant claims;
  6. explaining how cause-and-effect relationships impact political and economic events;
  7. taking knowledgeable, constructive action, individually and collaboratively, to address school, community, local, state, national, and global issues;
  8. using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences;
  9. applying civic virtues and democratic principles to make collaborative decisions; and
  10. communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing specific sources.

VUS.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in Virginia and United States history;
  2. using geographic information to determine patterns and trends in Virginia and United States history;
  3. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia and United States history;
  4. constructing arguments, using evidence from multiple sources;
  5. comparing and contrasting historical, cultural, economic, and political perspectives in Virginia and United States history;
  6. explaining how indirect cause-and-effect relationships impact people, places, and events in Virginia and United States history;
  7. analyzing multiple connections across time and place;
  8. using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
  9. identifying the rights and responsibilities of citizenship and ethical use of material and intellectual property; and
  10. investigating and researching to develop products orally and in writing.

WHI.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in world history;
  2. using geographic information to determine patterns and trends to understand world history;
  3. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world history;
  4. evaluating sources for accuracy, credibility, bias, and propaganda;
  5. comparing and contrasting historical, cultural, economic, and political perspectives in world history;
  6. explaining how indirect cause-and-effect relationships impacted people, places, and events in world history;
  7. analyzing multiple connections across time and place;
  8. using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
  9. identifying the rights and responsibilities of citizens and ethical use of materials and intellectual property; and
  10. investigating and researching to develop products orally and in writing.

WHII.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. synthesizing evidence from artifacts and primary and secondary sources to obtain information about events and life in world history;
  2. using geographic information to determine patterns and trends in world history;
  3. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world history;
  4. evaluating sources for accuracy, credibility, bias, and propaganda;
  5. comparing and contrasting historical, cultural, economic, and political perspectives in world history;
  6. explaining how indirect cause-and-effect relationships impacted people, places, and events in world history;
  7. analyzing multiple connections across time and place;
  8. using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
  9. identifying the rights and responsibilities of citizens and ethical use of materials and intellectual property; and
  10. investigating and researching to develop products orally and in writing.

Other Related Standards

FBLA Competitive Events and Activities Areas

American Enterprise Project

 

Business Financial Plan

 

Business Plan

 

Business Skills and Knowledge

 

Community Service Project

 

Partnership with Business Project

 

NBEA Achievement Standards for Communication

Analyze and synthesize information from published sources for group discussions and team-building activities.