find three research-based advocacy letters, read, and analyze them. Once you have found how they are structured, organized, formatted and worded as well as how they use and cite sources, you will be more ready to write your own advocacy letter.use more appropriate research-based advocacy letter samples. if your particular audience differs significantly from the type of audience targeted in the provided samples.

Genre Matrix:

Once you have three samples, construct a matrix .Then, study the structural, linguistic, and referential moves you see in each sample, noting them in the corresponding matrix cell.

Building a genre matrix is the first step. Your next step is to analyze the matrix to determine appropriate writing strategies. Read each row to compare the structural, linguistic, and referential moves in each sample. Then, in the "Determinations" column, note which moves seem obligatory (present in all three samples), common (present in two samples), and rare (present in only one sample). One completed matrix row is provided for you as an example in the

Understanding and Analyzing Genres P R O G R AM H A N D O U T D E F I N I N G G E N R E The rhetorician, Carolyn Miller, defines genre as "typified social action." In other words, because certain situations frequently recur, these situations require a typical means or form of communication. The genre of an academic article, for example, exists to facilitate conversation between scholars. The genre of a holiday card exists to facilitate conversation between family members. The genre of a resume exists to facilitate conversation between applicants and employers. And so on. These are recurring social actions, and genre serves to mediate these actions. It may seem that genres are static (fixed) because they have defining conventions. For example, a resume is immediately recognizable because of certain features: an individual's name positioned prominently at the top, followed by various sections detailing their education, work experience, etc. And yet, genres are actually dynamic (in flux) because these defining conventions differ from one individual (or community) to another and also evolve over time (in response to a changing world). EXAMPLE The State of the Union address has existed since 1790. This genre, which facilitates conversation between the sitting president and Congress, originally took the form of a written report. In the early 1900s, it shifted to an oral report and, since then, with advances in technology, has been regularly broadcasted live, which expanded the genre's audience (to now include all citizens in addition to Congress), and in so doing, also expanded the genre's larger purpose. I D E N T I F Y I N G AN AP P R O P R I AT E G E N R E The genre you choose should be able to reach your intended audience (those to whom the writing is directed) and should be appropriate for your purpose (what you hope your writing will accomplish). EXAMPLE A student who intends to persuade a local factory farm owner to modify their practices would identify a genre that can target a specific individual and that can be used for persuasive purposes, such as a persuasive letter. If they decide to instead inform residents about the animal welfare issues occurring within the county's factory farms, they would use a different genre appropriate for that different purpose and audience, such as a pamphlet or an article published in the local newspaper. Popular Sources Magazines and newspapers are categorized as popular sources. Two common genres associated with this source type: Investigative Article: An investigative article reports on the results of an in-depth investigation into some sort of wrongdoing not previously known to the public. Investigative articles are often presented as long-form feature articles or as a series of articles. An expos is an investigative article that uncovers something particularly scandalous. Opinion Article: An opinion article is what it sounds likean article that expresses an opinion. Some are long-form, thought-provoking essays that may rely on narrative or factual evidence. Other types of opinion articles include editorials, which are written by the editorial board of a newspaper or magazine, and op-eds, which are written by guest writers. Scholarly Sources Peer-reviewed journals are categorized as scholarly sources. Two common genres associated with this source type: Empirical Article: An empirical article is a report on original research. The research may be a quantitative study (involving analysis of numerical data) or a qualitative study (involving analysis of non-numerical data). Empirical articles are typically organized in what is known as the IMRaD structure (Introduction, Methods, Results, and Discussion). Literature Review: A literature review comprehensively summarizes, synthesizes, and analyzes the findings and conclusions of existing research on a particular issue to provide an overview of that research and, often, to identify knowledge gaps in the research, which can illuminate potential avenues for future research. Trade Sources Industry journals and magazines are categorized as trade sources. Two common genres associated with this source type: News Article: Most articles in trade publications report industry-based news. These articles may focus on trends in the industry (and/or forecasts of potential future trends), new developments or products in the industry, new personnel at major companies or mergers between companies, and other topics of interest to those working in a particular industry. Last Update: 5/10/2023 This work, created by George Mason University's Composition Program, is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. Industry Profile: A profile is an in-depth and detailed narrative report on a particular individual (or, as commonly seen in trade publications, on a particular company) that relies on the writer's personal experiences or interviews. The profile may be of an exemplary subject and written as a success story, or may focus on lessons learned from failure. Grey Sources Organization and government reports are categorized as grey sources. Two common genres associated with this source type: Research Report: A research report produced by/for governments, think tanks, or organizations often resembles an empirical article, as it often opens with preliminary sections in which the issue is introduced and the existing research is reviewed, and then focuses on the original research conducted (discussion of research methods used, findings, etc.). Policy Paper: There are many types of genres pertaining to policy. An issue brief focuses on understanding an issue and its implications for policy. A policy brief focuses on policy options and recommendations regarding the issue. A white paper focuses on advocating for specific solutions that should be implemented in response to the issue. C O N S T R U C TI N G A G E N R E M A T R I X Once you have identified a genre that is appropriate for your audience and purpose, collect at least three genre samples. (Three samples is the minimum sample size for determining patterns.) EXAMPLE A student who wants to write a thought-provoking and research-based opinion article for the magazine, Scientific American, would search the Scientific American website to find at least three opinion articles it has previously published that are thought-provoking and research-based. (The student must find samples from the particular magazine they want to write for because each periodical has different standardsand different readershipsthat inform how its articles are written.) Once you have three samples, construct a matrix like that depicted below. Then, study the structural, linguistic, and referential moves you see in each sample, noting them in the corresponding matrix cell. Conventions Sample 1 Sample 2 Sample 3 Determinations Structure Format/Design Organization Language Diction and Tone Voice Reference Sources and Evidence Integration/Citation Structural Conventions Format/Design: What does the layout look like? Is the writing divided into sections or columns? Are visuals (charts, graphs, photos, etc.) or other modalities integrated? What fonts and colors are used (and where)? To what extent is white space provided (in the margins, between paragraphs, etc.)? Organization: How (with what information, strategies, etc.) does the writer open? How do they proceed through, work to develop, and transition between their main points? How (with what information, strategies, etc.) do they close? Where in that structure do they establish exigence, purpose, context, etc.? Linguistic Conventions Diction and Tone: Does the writer use formal, informal, or colloquial diction? What concepts or terms do they (and do they not) define? Do they use jargon? Are the sentences long/complex or short/simple? Is the writing primarily objective or subjective, logical or emotional, serious or humorous, etc.? Voice: How does the writer use language (diction, syntax, jargon, dialect, etc.) in a way that reflects their background, identity, and personality, and/or the larger writing community (a particular academic discipline, for example) to which they belong? How would you describe the persona of the writer? Last Update: 5/10/2023 This work, created by George Mason University's Composition Program, is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. Referential Conventions Types of Sources and Evidence: Does the writer use popular, scholarly, trade, and/or grey sources? Which source types does the writer use most? What types of evidence (expert opinions or conclusions, statistical or other numerical data, real-world examples, etc.) does the writer use from these sources? Integration/Citation Methods: Does the writer use signal phrases to introduce sources (and if so, how)? Does the writer summarize, paraphrase, or quote from these sources? Does the writer use hyperlinks or a particular citation method to credit the sources (and if the latter, which method do they use)? AN AL Y Z I N G A G E N R E M A T R I X Building a genre matrix is the first step. Your next step is to analyze the matrix to determine appropriate writing strategies. Read each row to compare the structural, linguistic, and referential moves in each sample. Then, in the "Determinations" column, note which moves seem obligatory (present in all three samples), common (present in two samples), and rare (present in only one sample). One completed matrix row is provided below as an example: Conventions Scientific American 1 Scientific American 2 Scientific American 3 Determinations Structure Organization How (with what information, strategies, etc.) does the writer open? How do they proceed through, work to develop, and transition between their main points? How (with what information, strategies, etc.) do they close? Where in that structure do they establish exigence, purpose, context, etc.? The writer uses the "contextproblem-response" introduction strategy. They spend two paragraphs establishing context (current research on climate change In Paragraph 1 and current efforts to prevent it in Paragraph 2). They spend the next two paragraphs establishing the problem (focus on fossil fuels has overshadowed forests as solution in Paragraph 3 and why forests should be a solution in Paragraph 4). And then, in Paragraph 5, they state their thesis (world leaders must work to save forests), as response to this problem. The next four paragraphs (Paragraphs 6-9) serve to support that thesis. In the remaining two paragraphs, the writer establishes kairos by linking the thesis to current summit talks between world leaders (Paragraph 10) and reiterates their thesis in the last paragraph (Paragraph 11) in a way that resembles the "call to action" conclusion strategy. This writer also uses the "context-problem-response" introduction strategy. They present context in the first four paragraphs (current wildfire events in Paragraphs 1-2 and boreal forest wildfire events specifically in Paragraphs 3-4). They transition from that context to exigence that resembles the "motivation/incentives" persuasive strategy (the impact of doing nothing) across Paragraphs 4-5 and identify the key problem in Paragraph 6 (lack of funding). They state their thesis (budgets must focus on small fires) as response to this problem in Paragraph 7 and spend the next three paragraphs afterward (Paragraphs 8-10) providing support for that thesis. The last paragraph (Paragraph 11) serves as a closing in which they reiterate the thesis and reinforce exigence. The writer opens with context in Paragraph 1 (personal experience as a woman at climate talks) that represents the problem and then transitions from that to their thesis in Paragraph 2 (women deserve voice at these talks). The next two paragraphs serve as support (climate change impacts women in Paragraph 3 and women fighting climate change in Paragraph 4). Paragraph 5 expands upon the thesis (including women on international stages), which is followed by context in Paragraph 6 (current UN efforts) and the problem in Paragraph 7 (these efforts not enough). The next six paragraphs (Paragraphs 8-12) focus on support for the thesis (but specifically as to why marginalized women's voices are needed). The last two paragraphs serve as a closing. Paragraph 13 uses a "call to action" strategy. Paragraph 14 establishes kairos (the time is now...) and reiterates the thesis. Obligatory All three samples: Open with context on the problem Provide supporting paragraphs after thesis Reiterates thesis in the closing Common Two samples: Use the "contextproblem-response" introduction strategy State their thesis in the middle of the article Establish kairos in the closing Use the "call to action" conclusion strategy Rare One sample: Offers personal experience as context States their thesis at the start of the article Establishes exigence midway through Once you have made all determinations, you would consider how your writing will follow obligatory genre moves while also considering which common and rare genre moves would be appropriate (and effective) for your audience and purposes.

Research-Based Advocacy Letter Sample 1: Improving Access to Mental Health Services for College Students

[Today's date] [Addressee] [Street Address] [City, State/Zip]

Dear [Recipient's Name],

As a concerned parent and advocate for mental health awareness, I am writing to urge you to prioritize the implementation of improved mental health services for college students within our educational institution.

Research consistently highlights the growing mental health crisis among college students, with rates of anxiety, depression, and suicide ideation on the rise (References: [insert relevant studies]). Despite the alarming statistics, many students face significant barriers in accessing adequate mental health support on campus.

Studies have shown that early intervention and access to mental health resources can significantly improve academic performance, retention rates, and overall well-being among college students (References: [insert relevant studies]). However, the current state of mental health services on our campus falls short of meeting the growing demand and needs of our student population.

It is imperative that our institution takes proactive steps to address these challenges and ensure that every student has access to timely and comprehensive mental health support. This includes increasing funding for counseling services, hiring additional mental health professionals, and implementing proactive outreach programs to promote mental wellness and resilience among students.

Furthermore, research underscores the importance of creating a supportive and stigma-free campus environment that encourages students to seek help when needed (References: [insert relevant studies]). By fostering a culture of openness and understanding, we can help break down barriers to accessing mental health care and create a campus community where every student feels supported and valued.

In conclusion, I urge you to prioritize the improvement of mental health services for college students within our institution. By investing in the mental health and well-being of our students, we can create a healthier and more supportive campus environment that enables every student to thrive academically and personally.

Thank you for your attention to this important issue.

Sincerely, [Your Name] [Your Affiliation, if applicable]

Research-Based Advocacy Letter Sample 2: Addressing Food Insecurity Among Elementary School Students

[Today's date] [Addressee] [Street Address] [City, State/Zip]

Dear [Recipient's Name],

I am writing to bring attention to the pressing issue of food insecurity among elementary school students in our community and to advocate for proactive measures to address this issue.

Research has consistently shown that food insecurity negatively impacts children's physical health, cognitive development, and academic performance (References: [insert relevant studies]). Unfortunately, many children in our community are facing hunger on a daily basis, which not only affects their ability to learn but also undermines their overall well-being and future prospects.

Studies indicate that access to nutritious meals and food assistance programs can significantly improve educational outcomes and overall health among children from low-income families (References: [insert relevant studies]). However, many families in our community struggle to access these vital resources, leaving their children at risk of hunger and its associated consequences.

It is crucial that our community takes decisive action to address food insecurity among elementary school students and ensure that every child has access to nutritious meals both at school and at home. This includes expanding access to free and reduced-price meal programs, implementing school-based food pantries, and providing support for community-based organizations that are working to combat hunger.

Furthermore, research highlights the importance of adopting a holistic approach to addressing food insecurity, which includes addressing underlying factors such as poverty, housing instability, and access to affordable healthcare (References: [insert relevant studies]). By addressing these root causes, we can create a more equitable and resilient community where every child has the opportunity to thrive.

In conclusion, I urge you to prioritize the issue of food insecurity among elementary school students and to take concrete steps to address this pressing issue. By working together, we can ensure that every child in our community has access to the nutritious food they need to grow, learn, and succeed.

Thank you for your attention to this important matter.

Sincerely, [Your Name] [Your Affiliation, if applicable]

Research-Based Advocacy Letter Sample 3: Promoting Diversity and Inclusion in STEM Education

[Today's date] [Addressee] [Street Address] [City, State/Zip]

Dear [Recipient's Name],

I am writing to urge you to prioritize efforts to promote diversity and inclusion in STEM (Science, Technology, Engineering, and Mathematics) education within our educational institution.

Research has consistently shown that diversity enhances innovation, creativity, and problem-solving abilities within STEM fields (References: [insert relevant studies]). However, despite the increasing demand for STEM professionals, women, minorities, and individuals from underserved communities continue to be underrepresented in these fields.

Studies indicate that systemic barriers such as lack of access to quality STEM education, unconscious bias, and stereotypes contribute to the underrepresentation of certain groups in STEM (References: [insert relevant studies]). It is imperative that we take proactive measures to address these barriers and create a more inclusive and equitable learning environment for all students.

Furthermore, research underscores the importance of providing support and mentorship opportunities for underrepresented students in STEM, which can help increase retention rates and foster a sense of belonging (References: [insert relevant studies]). By investing in programs that support diversity and inclusion in STEM education, we can help cultivate the next generation of STEM leaders who reflect the rich diversity of our society.

In conclusion, I urge you to prioritize efforts to promote diversity and inclusion in STEM education within our institution. By creating a more inclusive and equitable learning environment, we can empower all students to pursue their passions and contribute to the advancement of STEM fields.

Thank you for your attention to this important issue.

Sincerely, [Your Name] [Your Affiliation, if applicable]

Research-Based Advocacy Letter Sample 1: Improving Access to Mental Health Services for College Students

References:

1. Johnson, D., Dupuis, G., Piche, J., Clayborne, Z., & Colman, I. (2018). Adult mental health outcomes of adolescent depression: A systematic review. Depression and Anxiety, 35(8), 700-716.
2. Lipson, S. K., Lattie, E. G., & Eisenberg, D. (2019). Increased rates of mental health service utilization by U.S. college students: 10-year population-level trends (2007-2017). Psychiatric Services, 70(1), 60-63.
3. Eisenberg, D., Hunt, J., & Speer, N. (2012). Mental health service utilization among college students in the United States. The Journal of Nervous and Mental Disease, 200(1), 60-67.
4. Hunt, J., & Eisenberg, D. (2010). Mental health problems and help-seeking behavior among college students. Journal of Adolescent Health, 46(1), 3-10.
5. Corrigan, P. W., Druss, B. G., & Perlick, D. A. (2018). The impact of mental illness stigma on seeking and participating in mental health care. Psychological Science in the Public Interest, 19(2), 27-37.
6. Eisenberg, D., & Downs, M. F. (2012). Stigma and help seeking for mental health among college students. Medical Care Research and Review, 69(5), 54-75.

Research-Based Advocacy Letter Sample 2: Addressing Food Insecurity Among Elementary School Students

References:

1. Alaimo, K., Olson, C. M., Frongillo Jr, E. A., & Briefel, R. R. (2001). Food insufficiency, family income, and health in US preschool and school-aged children. American Journal of Public Health, 91(5), 781-786.
2. Gundersen, C., & Ziliak, J. P. (2015). Food insecurity and health outcomes. Health Affairs, 34(11), 1830-1839.
3. Coleman-Jensen, A., Rabbitt, M. P., Gregory, C. A., & Singh, A. (2019). Household food security in the United States in 2018. United States Department of Agriculture, Economic Research Service, ERR-270.
4. McIntyre, L., & Rondeau, K. (2009). Food insecurity among homeless families: Implications for social policy and recommendations for social work practice. Journal of Policy Practice, 8(1), 126-144.
5. Cook, J. T., Frank, D. A., Berkowitz, C., Black, M. M., Casey, P. H., Cutts, D. B., ... & Skalicky, A. (2004). Food insecurity is associated with adverse health outcomes among human infants and toddlers. The Journal of Nutrition, 134(6), 1432-1438.

Research-Based Advocacy Letter Sample 3: Promoting Diversity and Inclusion in STEM Education

References:

1. National Academies of Sciences, Engineering, and Medicine. (2016). Barriers and opportunities for 2-year and 4-year STEM degrees: Systemic change to support students' diverse pathways. National Academies Press.
2. Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences. Westview Press.
3. Estrada, M., Woodcock, A., Hernandez, P. R., & Schultz, P. W. (2011). Toward a model of social influence that explains minority student integration into the scientific community. Journal of Educational Psychology, 103(1), 206-222.
4. National Science Foundation. (2019). Women, minorities, and persons with disabilities in science and engineering: 2019. National Center for Science and Engineering Statistics.
5. Hurtado, S., Newman, C. B., Tran, M. C., & Chang, M. J. (2010). Improving the rate of success for underrepresented racial minorities in STEM fields: Insights from a national project. New Directions for Institutional Research, 148, 5-15.