Encourage students to complete as much of the R.A.F.T.S. chart as possible using the list of key words as clues. Explain that words may provide clues to more than one component. For example, the term “Your Excellency” may indicate who is writing the document (Role) or is the recipient (Audience), and suggest that the document may be a letter (Format). Invite students to summarize their preliminary conclusions about the document using the following structure:
I think . . . [Role ]. . . created a . . . [Format] . . . about . . . [Topic] . . . to . . . [Strong verb] directed to . . . [Audience] . . .
Encourage students to support their tentative conclusions with evidence and to challenge alternative interpretations presented by others in the class.
