# CTE Resource Center - Verso - Culinary Arts Specialization Task 420644053

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify career-progression options.


Identification should include an outline of various food service career pathways (e.g., line cook, waitstaff, kitchen manager, maître d’, sous chef, executive chef, baker, pastry chef, dietitian, school nutrition director).

Process/Skill Questions

  • What are the benefits of working one's way up the career ladder?
  • Why is a working knowledge and experience in various positions important to overall career success?
  • How can verbal and nonverbal communication skills benefit the food service industry worker?
  • What career resources are available to employees in the food service industry?
  • Why is it important to manage one's career?
  • Why is cooperation vital to job performance?
  • How can managers encourage and engage employees?
  • How can managers mentor employees?
  • How can managers foster self-motivation in employees?

Related Standards of Learning



The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.


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.


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.

Other Related Standards

FCCLA National Programs

Career Connection: My Career


Career Connection: My Life


Career Connection: My Path


Career Connection: My Skills


Power of One: A Better You


Power of One: Working on Working


FCCLA: STAR Events (2019)

Career Investigation


Check the national FCCLA portal.




Hospitality, Tourism, and Recreation


Interpersonal Communications


Job Interview




Professional Presentation


National Standards for Family and Consumer Sciences Education


Analyze career paths within the food production and food services industries.