Letter to the Principal — “Teatime with the Elderly”
Question prompt
You are the chairperson of the Social Service Club in your school. The school would like to develop closer links with the community. Write a letter to your principal, Ms Lee, proposing a new community project that the school can carry out with a home for the elderly in your district.
In your letter persuade your principal to accept your project by
- describing one activity that could be carried out, and
- identifying the benefits for the elderly home.
Sign your letter Chris Wong. (~200 words)
Show original handwritten pages (3)
The writing, with corrections marked inline
Legend:
red strikethrough = removed |
green highlight = added or replaced |
yellow highlight = handwriting unclear or wording almost certainly slipped |
margin numbers every 5 lines match the booklet’s printed margin
Booklet p.3 (lines 1–23)
1Dear Principal Lee,
2
3I am writing to propose a new community project
4on behalf of the Social Service Club. After consideration,
5some consideration, our club believes that a project
6the project with a tone for the elderly in the
7district is a desirable view centred on the elderly in our district would be a worthwhile direction. The project
8will not only help our school to establish closer links
9with the community, but also bring numerous benefits
10to the elderly itself elderly home itself. The details of the activity that
11could be carried out will be explained below.
12
13We would like to propose an activity called ‘Teatime
14with the Elderly’. In the event, the students will
15visit the elderly home in the afternoon and have
16a casual chit-chat with the elderly there, while enjoying
17light refreshments together. There will be no restrictions
18and limitations on the topics. The students should
19[look prepared] while chatting with the senior citizens, and so
20students need to do some preparation beforehand to
21decide on what they want to discuss with the elderly.
22The students are also free to choose which of the elderly they
23want to chat with, and the only requirement is that
Booklet p.4 (lines 24–46)
24no resident should be left out.
25
26The elderly home will be able to benefit from our
27project in different ways. Firstly, the elderly there
28can mutually support the elderly build meaningful connections with
29younger people. The elderly may feel ignored in the elderly home
30in everyday life. They probably do not get to see
31Hangouts vibrant and bright teenagers in their daily routine.
32They long to receive more encouragement from the
33youth, and the activity will be an opportunity for them.
34Through the activity, the elderly gets get to interact with
35our students. Such a heart-to-heart conversation and a lively
36atmosphere can be developed. The elderly Our students can
37share their care towards the elderly, and the elderly
38will sense the warmth they have been hunting missing
39for a long time, giving the elderly spiritual enlightenment
40enrichment.
41
42Also, the elderly will be able to establish new connection
43connections with current trends. The elderly have barely any
44exposure to new technology and current affairs, and they
45may be worried unsure about the latest trends. The
46activity can definitely help the elderly with that.
Booklet p.5 (lines 47–71)
47Our students are from the latest generation and have
48extensive knowledge about current popular cultures culture.
49In the chat, the students can teach the elderly
50some new slangs, or introduce them with to the latest
51movies. The elderly will surely feel connected to the
52society once again and will less likely be alienated
53be less likely to feel left behind by the materialism rapid pace
54of the latest trends.
55
56I sincerely hope that our proposal will be accepted,
57as the project will undoubtedly bring a lot of benefits to
58the elderly in the elderly home. They will feel
59community support and more a stronger connection to the
60community. Thank you in advance for your kind
61consideration.
62
63Yours sincerely,
64[signature]
65Chris Wong
Word count. The full letter runs to roughly 350 words against a 200-word brief — close to double. The architecture is good (intro / activity / benefit 1 / benefit 2 / close) but every section is heavier than it needs to be.
The opening sentence got tangled. “After consideration, the project with a tone for the elderly in the district is a desirable view” — the writer is reaching for something like “a project focused on the elderly in our district would be a worthwhile direction.” The original syntax doesn’t resolve grammatically and reads as a translation artefact. This is the single most expensive moment in the letter because the opening is what sets the marker’s read of register.
Unclear word. Mid-activity paragraph (line 19) the student writes “The students should [verb] while chatting with the senior citizens…”. The handwritten verb is ambiguous — could be look, cook, talk — but the sense seems to be “look prepared” or “stay engaged”. Marked in yellow above; the analysis treats look prepared as the most likely intended reading.
Sign-off. The letter signs “Chris Wong” correctly. There is no “Chairperson of the Social Service Club” line beneath the signature, which would be the conventional close for an institutional letter. A minor omission.
The opening sentence got tangled. “After consideration, the project with a tone for the elderly in the district is a desirable view” — the writer is reaching for something like “a project focused on the elderly in our district would be a worthwhile direction.” The original syntax doesn’t resolve grammatically and reads as a translation artefact. This is the single most expensive moment in the letter because the opening is what sets the marker’s read of register.
Unclear word. Mid-activity paragraph (line 19) the student writes “The students should [verb] while chatting with the senior citizens…”. The handwritten verb is ambiguous — could be look, cook, talk — but the sense seems to be “look prepared” or “stay engaged”. Marked in yellow above; the analysis treats look prepared as the most likely intended reading.
Sign-off. The letter signs “Chris Wong” correctly. There is no “Chairperson of the Social Service Club” line beneath the signature, which would be the conventional close for an institutional letter. A minor omission.
Strengths to praise
1. The intergenerational-learning angle is genuinely fresh
Where most candidates frame the elderly as recipients of help, this student flips the dynamic: “Our students can teach the elderly some new slangs, or introduce them to the latest movies. The elderly will surely feel connected to society once again.” Casting students as the cultural translators — rather than as the helpers — is the kind of move that signals real thinking. The proposal isn’t just visiting; it’s a knowledge exchange.
2. Two cleanly distinct benefits
The benefits section makes two non-overlapping cases: (i) emotional connection — warmth, attention, the heart-to-heart conversation; and (ii) connection to current trends — technology, slangs, movies, feeling included in society again. Many candidates double up on the emotional case and run out of substance. Splitting the benefits cleanly gives the proposal more reach.
3. Specific, accessible activity
“Teatime with the Elderly” is a project name a principal can imagine running on a Saturday afternoon. The format (visit, chat, refreshments) is low-risk and clearly scoped — no overnight stays, no complicated logistics. This is a strength when persuading a real principal: the simpler the operational picture, the easier the “yes”.
4. The “no one is left out” line shows institutional care
“The only requirement is that no [resident] should be left out.” This single sentence demonstrates that the proposer has thought about equity within the home — that the activity could otherwise turn into a popularity contest. Naming the operational rule that prevents that signals maturity.
5. Strong vocabulary in their proper habitat
Phrases like establish closer links, intangible, alienated, materialism, spiritual enrichment, current affairs, popular culture, community support, kind consideration are deployed in plausible collocations. The register stays formal-institutional throughout, without slipping into either bureaucratic or chatty modes.
6. The close ties the proposal back to the principal’s framing
The final sentence (“They will feel community support and a stronger connection to the community”) echoes the prompt’s own goal (“The school would like to develop closer links with the community”). The student is reading the prompt as much as writing to it — a strong test-craft instinct.
Grammar notes
| Issue | Explanation |
|---|---|
(lines 4–7) the project with a tone for the elderly in the district is a desirable view → a project centred on the elderly in our district would be a worthwhile direction |
The student’s phrasing doesn’t resolve: with a tone for is not idiomatic English; a desirable view doesn’t name what the sentence is asserting. The corrected version above keeps the same idea but uses standard collocations. |
(line 10) numerous benefits to the elderly itself → to the elderly home itself |
The elderly is a plural-sense collective noun — it can’t take the singular reflexive itself. The writer means the institution: the elderly home itself. |
(line 28) the elderly there can mutually support the elderly → can build meaningful connections with younger people / can mutually support each other |
The subject and the object are the same noun phrase — the sentence says nothing. The writer probably means the elderly can build connections with the students, which is the topic of the next sentences. |
(line 31) see Hangouts and bright teenagers → see vibrant and bright teenagers |
Hangouts is a clear handwriting/word slip (Hangouts is a meeting app, not an adjective). Context wants an adjective parallel to bright — vibrant, energetic, lively, cheerful all fit. |
(line 34) the elderly gets to interact → the elderly get to interact |
Collective the elderly takes plural agreement. Same rule applies to the young, the poor, the homeless, the unemployed. |
(lines 36–37) The elderly can share their care towards the elderly → Our students can share their care for the elderly |
The pronoun loop again — the writer means our students as the subject, not the elderly. Also, care for, not care towards (preposition). |
(line 38) the warmth they have been hunting for a long time → the warmth they have been missing for a long time |
Hunt for doesn’t collocate naturally with warmth. The writer wants missing, lacking, craving, longing for. Missing is the cleanest fit. |
(lines 39–40) spiritual enlightenment → spiritual enrichment |
Spiritual enlightenment has a strong religious-philosophical sense (Buddhist nirvana, Sufi awakening). For an elderly home visit it’s overstated. Enrichment, fulfilment, comfort read as proportional to the activity. |
(lines 42–43) connection with current trends → connections with current trends |
Countable in this sense. The writer also uses the plural elsewhere; consistency drift. |
(line 50) introduce them with the latest movies → introduce them to the latest movies |
The verb takes to: introduce X to Y. With is a translation artefact — in modern Chinese the equivalent verb takes a 給 + indirect object which gets calqued as with. |
(lines 51–52) feel connected to the society → feel connected to society |
Society in this abstract general sense takes no article (society today, the future of society, integration into society). Compare the society = a specific society (e.g., the chess society). |
(lines 52–54) less likely be alienated by the materialism from latest trends → less likely to feel left behind by the rapid pace of the latest trends |
Two issues. (1) Less likely be should be less likely to be — likely takes the infinitive. (2) Materialism (philosophy of acquisitive consumption) is the wrong concept here; the writer wants the rapid pace of change or the speed at which things move, which is what an elderly person could be alienated by. |
(line 50) some new slangs → some new slang |
Slang is uncountable — you have some slang, a lot of slang, modern slang. Plural slangs is occasionally used to refer to multiple speech registers (sailor’s slang vs schoolboy slang), but for “new vocabulary used by young people” the uncountable form is standard. |
| (line 65) Closing: missing role line under the signature | The student signs Chris Wong but doesn’t append a role line (Chairperson, Social Service Club). Institutional letters conventionally do this so the recipient knows in what capacity the letter was written. A small text-type marker. |
Style suggestions (where strong writing could become outstanding)
Categories:
Fluency sentence flow, collocations, rhythm.
Authenticity places that sound student-y or translated; how a native voice would say it.
Text-type fit matching the conventions of the genre — here, a formal proposal letter to a principal.
line refs link a suggestion back to specific lines in the transcript above.
Suggestion 1 · rewrite the opening so it doesn’t depend on the broken sentence
Text-type fit
lines 3–7
Original: “I am writing to propose a new community project on behalf of the Social Service Club. After consideration, the project with a tone for the elderly in the district is a desirable view.”
Try: “I am writing on behalf of the Social Service Club to propose ‘Teatime with the Elderly’ — an afternoon visit-and-conversation programme with a home for the elderly in our district.”
A proposal letter has to name the proposal in the first sentence. The original buries it: the project arrives as a generic community project in line 3, then the second sentence collapses syntactically before getting to the activity. The rewrite folds persona, proposal name, and operational picture into one clean sentence.
Suggestion 2 · drop the “below” signpost
Text-type fit
lines 10–11
Original: “The details of the activity that could be carried out will be explained below.”
Try: simply delete. Let the next paragraph (“We would like to propose an activity called…”) carry the reader.
Telling the reader you are about to explain something is filler — just explain it. This line costs no information; cutting it tightens the letter by 14 words.
Suggestion 3 · the “no restrictions and limitations on the topics” line is doing the wrong work
Fluency
lines 17–21
Original: “There will be no restrictions and limitations on the topics. The students should [look prepared] while chatting with the senior citizens, and students need to do some preparation beforehand to decide on what they want to discuss with the elderly.”
Try: “Students will not be given a script. Each will arrive with two or three conversation starters of their own choosing — a favourite film, a hometown story, a family recipe — and let the chat go where it will.”
The original first says there are no rules (good), then says students should prepare (good), but the relationship between the two reads as contradictory. The rewrite reconciles them: students prepare openers but the conversation itself is unscripted. The named examples (film/story/recipe) also turn an abstract claim into something a principal can picture.
Suggestion 4 · replace “senior citizens” with consistent terminology
Fluency
line 19
Original: the letter uses the elderly sixteen times but switches to senior citizens once.
Try: pick one term and stay with it. The elderly, the residents, our elderly friends all work; mix only with intention.
Variation for variation’s sake is a HK examination habit (“don’t repeat the same word”) that often hurts the writing in formal contexts. A formal letter wants steady terminology — the principal needs to know we are talking about the same group every time.
Suggestion 5 · cut the “mutually support the elderly” loop and lead with the actual benefit
Authenticity
lines 27–31
Original: “Firstly, the elderly there can mutually support the elderly. The elderly may feel ignored in the elderly home in everyday life. They probably do not get to see [vibrant] and bright teenagers in their daily routine.”
Try: “Firstly, the visits would interrupt the loneliness of routine. Most residents see the same faces every day; an afternoon with a roomful of teenagers brings energy that the regular schedule simply cannot.”
The original’s opening sentence loops on itself (the elderly support the elderly) and the paragraph takes four sentences to reach its real point (residents are bored of the same routine). Naming the point first — interrupts the loneliness of routine — lets the supporting sentences earn their place.
Suggestion 6 · “spiritual enlightenment” is too big a word for the actual outcome
Authenticity
lines 38–40
Original: “…the warmth they have been hunting for a long time, giving the elderly spiritual enlightenment.”
Try: “…the warmth they have been missing for a long time — a small comfort, but a real one.”
Spiritual enlightenment overshoots: it suggests transcendent insight, not an afternoon of tea and conversation. The rewrite right-sizes the claim and the modest “small comfort, but a real one” actually persuades harder than the overstated original.
Suggestion 7 · protect the intergenerational-learning angle — it’s your best idea
Text-type fit
lines 47–51
Original: “Our students are from the latest generation and have extensive knowledge about current popular cultures. In the chat, the students can teach the elderly some new slangs, or introduce them with the latest movies.”
Try: “Our students are fluent in a world the residents see only on television. In each visit, two or three students would bring a short demonstration — how to read an emoji thread, what a meme is, which of this year’s films are worth watching — and walk a resident through it. The teaching is the gift.”
The intergenerational angle is the proposal’s most original idea; protect it by giving it weight. The rewrite turns the abstract extensive knowledge about popular culture into three concrete things (emoji threads, memes, films) and frames the activity as the teaching is the gift — a phrase that puts the proposal on a different rhetorical level from a standard “visit-the-elderly” pitch.
Suggestion 8 · replace “materialism” — the wrong concept
Authenticity
lines 52–54
Original: “The elderly will surely feel connected to society once again and will less likely be alienated by the materialism from latest trends.”
Try: “The elderly will feel reconnected to a society that has otherwise been moving too fast for them to keep up with.”
Materialism means an excessive focus on possessions and money; that is not the thing the elderly feel alienated by in the writer’s actual argument. The writer means the rapid pace of change, the constant churn of new things, the speed of trends. Get the concept right and the sentence becomes the strongest in the paragraph.
Suggestion 9 · the closing should ask for a specific next step
Text-type fit
lines 56–61
Original: “I sincerely hope that our proposal will be accepted… Thank you in advance for your kind consideration.”
Try: “I would be grateful for the chance to discuss this with you, and to bring a one-page implementation plan to a short meeting at your convenience.”
Hope is not a deliverable. A proposal closes with a request the recipient can act on — in this case, a meeting. Naming what you would bring to that meeting (a one-page plan) also signals that the legwork has been done.
Professional rewrite 1 — the intergenerational-learning paragraph (strong moment)
Professional rewrite — protecting the proposal’s most original idea
For comparison only, not a correction. The intergenerational-learning angle is what makes this proposal stand out from the dozens of “students visit elderly home” letters in the marker’s pile — the student inverts the usual dynamic and casts the teenagers as cultural translators. The original sentences land the idea but don’t fully claim it. The rewrite gives the move the weight it deserves, in roughly the same word count.
The student’s paragraph (corrected)
Also, the elderly will be able to establish new connections with current trends. The elderly have barely any exposure to new technology and current affairs, and they may be unsure about the latest trends. The activity can definitely help the elderly with that. Our students are from the latest generation and have extensive knowledge about current popular culture. In the chat, the students can teach the elderly some new slangs, or introduce them to the latest movies. The elderly will surely feel connected to society once again and will be less likely to feel left behind by the rapid pace of the latest trends.
Rewritten by a professional letter-writer
Our students live in a world the residents see only on television. That asymmetry is usually treated as a deficit on the elderly side; this proposal flips it into a gift. In each visit, two or three students would prepare a short, one-on-one demonstration for a resident — how to read an emoji thread, what a meme is, why their grandchildren can’t stop talking about a particular film. The point isn’t to make the residents fluent in TikTok; it is to give them the experience of being taught something new by someone young, which is a thing that mostly stops happening to people in their seventies. The teaching is the gift. The benefit to the home is a kind of cultural circulation that no member of professional staff, however skilled, can quite substitute for.
What the rewrite is doing differently:
- Names the asymmetry-as-deficit framing explicitly, then inverts it. “That asymmetry is usually treated as a deficit on the elderly side; this proposal flips it into a gift.” Calling out the assumption is what gives the inversion its weight. The student does the inversion but doesn’t name what is being inverted, so the move can be missed.
- Three concrete things to teach. The original says new slangs and the latest movies; the rewrite specifies emoji threads, memes, the film their grandchildren keep talking about. The principal can now picture the actual content of the visit.
- Right-sizes the goal. “The point isn’t to make the residents fluent in TikTok” — pre-empting the sceptical reader (are you really going to teach a 90-year-old to use Instagram?) makes the proposal harder to dismiss.
- The unusual experience is named in human terms. “Being taught something new by someone young, which is a thing that mostly stops happening to people in their seventies”. This is what an editorial writer would call the “hidden insight” of the proposal, and the rewrite puts it in a place where the marker cannot miss it.
- The load-bearing line stands on its own. “The teaching is the gift.” Five words, declarative, isolated. This is the sentence a thoughtful principal would underline when re-reading the letter.
- The institutional benefit is repositioned at the close. “A kind of cultural circulation that no member of professional staff, however skilled, can quite substitute for.” The home itself benefits in a way that the original’s closing (feel connected to society once again) leaves implicit.
Professional rewrite 2 — the opening sentences (weak moment)
Professional rewrite — the first paragraph, where the syntax collapsed
For comparison only, not a correction. The opening of a proposal letter is what sets the marker’s read of register for everything that follows. The student’s second sentence (“After consideration, the project with a tone for the elderly in the district is a desirable view”) doesn’t resolve grammatically — it reads as a sentence translated word-by-word from formal Chinese. The rewrite folds persona, proposal name, and operational picture into one clean opening sentence and uses sentence two to frame the two-front benefit explicitly.
The student’s opening paragraph
I am writing to propose a new community project on behalf of the Social Service Club. After consideration, the project with a tone for the elderly in the district is a desirable view. The project will not only help our school to establish closer links with the community, but also bring numerous benefits to the elderly home itself. The details of the activity that could be carried out will be explained below.
Rewritten by a professional letter-writer
I am writing on behalf of the Social Service Club to propose ‘Teatime with the Elderly’ — a recurring Saturday-afternoon visit-and-conversation programme run jointly with an elderly home in our district. The proposal is designed to do two things at once: build the closer links with the community that the school has set as a priority this year, and offer the residents a benefit that no professional service quite reaches.
What the rewrite is doing differently:
- The proposal arrives in sentence one. The student takes two sentences to reach the project name (which doesn’t actually appear until paragraph two of the original). The rewrite names Teatime with the Elderly in the opening clause, where a proposal letter has to lead.
- One sentence carries persona, name, and operational picture. “I am writing on behalf of the Social Service Club to propose Teatime with the Elderly — a recurring Saturday-afternoon visit-and-conversation programme run jointly with an elderly home in our district” contains: who is writing, on whose authority, what the project is called, what kind of activity it is, what its cadence is, and where it would take place. Six pieces of information, one sentence.
- The broken second sentence is gone. “After consideration, the project with a tone for the elderly in the district is a desirable view” doesn’t convey information — it is throat-clearing that has gone wrong. Cutting it removes the most damaging line in the letter.
- The two-front benefit is named explicitly. “Designed to do two things at once” tells the principal the structure of the case before the case is made. The student’s version mentions both fronts but doesn’t announce the pairing.
- The community-link claim is grounded in the principal’s own context. “That the school has set as a priority this year” — the rewrite uses the principal’s framing back to her. The student does this in the closing of the letter; the rewrite moves the move into the opening, where it does more work.
- The “details below” signpost is dropped. Telling the reader you are about to explain something is filler. The next paragraph will explain itself.
- Word count drops from ~75 to ~70. Roughly the same length, but the new opening does the job of an opening, where the original was warming up.
Vocabulary to notice
| Word | Definition | Usage notes | Synonyms / alternatives |
|---|---|---|---|
| on behalf of | (prep. phrase) as a representative of; in the interests of (someone or something). | Formal. Pairs naturally with letters, speeches, and announcements: on behalf of the committee, on behalf of my colleagues, on behalf of the Social Service Club. | representing, for, in the name of, speaking for |
| establish closer links | (v. phrase) to create or strengthen connections. | Common in institutional and diplomatic writing: establish closer links with the community, with industry, with overseas partners. Pairs naturally with build, develop, foster, strengthen. | build ties, forge connections, develop relationships |
| refreshments | (n., plural) light food and drink, typically served at a social occasion or break. | Always plural in this sense. Pairs with light, complimentary, served, provided. The student’s light refreshments together is exactly the right register for a school proposal. | snacks, finger food, light food, nibbles |
| chit-chat | (n. / v., informal) light, casual conversation about unimportant topics. | Hyphenated. Slightly informal — usable in a formal letter but feels a half-register lighter than the surrounding text. Casual conversation or informal talk reads as a closer match for the register. | small talk, casual conversation, banter, chitchat |
| senior citizens | (n. phrase) older people, especially those who have retired. | A polite, formal alternative to the elderly. American English uses it most heavily; in HK and UK English, the elderly is more common in policy contexts. | the elderly, older adults, retirees, the older generation |
| heart-to-heart | (adj. / n.) a sincere and intimate conversation. | As adjective: a heart-to-heart conversation, a heart-to-heart chat. As noun: we had a heart-to-heart. Always hyphenated when attributive. | candid talk, frank conversation, soul-baring chat |
| long to (do something) | (v.) to feel a strong desire for something; to yearn. | Slightly literary. Pairs with infinitives: they long to receive encouragement, to be heard, to go home. More emotionally weighted than want or hope. | yearn, crave, ache for, pine for |
| extensive | (adj.) covering a large area or range; far-reaching, thorough. | Pairs with knowledge, experience, research, network, damage, coverage. The student’s extensive knowledge about current popular culture is a clean collocation. | wide-ranging, thorough, broad, comprehensive |
| popular culture | (n. phrase) the cultural products and practices of mainstream society at a given time. | Usually singular — popular culture, not popular cultures. Plural cultures would refer to distinct national or ethnic traditions, not the contents of pop culture. | pop culture, mainstream culture, mass culture |
| slang | (n., uncountable) very informal language, typically associated with a particular group or age. | Uncountable in standard English: some slang, modern slang, internet slang. Slangs (plural) appears in HK English but is non-standard; in textbook English it would be marked. | informal language, jargon, lingo, vernacular |
| alienated | (adj. / past part.) made to feel isolated or estranged. | Pairs with by, from. Alienated by = caused by an experience or force; alienated from = cut off from a community or thing. The student’s use needs the concept clarified (see Style suggestion 8) but the word choice is appropriate. | estranged, isolated, cut off, detached |
| materialism | (n.) a tendency to consider material possessions and physical comfort as more important than spiritual values; also, the philosophical view that matter is the fundamental substance. | The first sense is the one most often invoked in cultural writing. The materialism of consumer society. The student’s use here is the wrong concept — the surrounding sentence is about pace of change, not consumption. | consumerism, acquisitiveness, possessiveness |
| spiritual | (adj.) relating to the human spirit or soul, as opposed to material or physical things. | Pairs with life, growth, journey, practice, well-being. In secular HK English, spiritual can read as a calque from the Chinese 精神, which spans both spiritual and mental/emotional. Spiritual enrichment is fine; spiritual enlightenment overshoots. | inner, mental, emotional, soulful |
| current affairs | (n. phrase) events of political, social, or economic importance that are happening now. | Usually plural. Common in HK education and broadcast contexts: a current affairs programme, keep up with current affairs. | current events, the news, today’s issues |
| undoubtedly | (adv.) without doubt; certainly. | Strong sentence-level adverb — use sparingly in persuasive writing because overuse signals insecurity (the writer who must keep insisting). The student’s single use in the closing is well-placed. | certainly, unquestionably, doubtless, indeed |
| community support | (n. phrase) practical, social, or emotional help offered by members of a community. | Often paired with build, receive, offer, provide. Common in social-work and policy contexts. | community backing, neighbourhood support, social support |
| kind consideration | (n. phrase) careful and respectful attention given to a request. | A set phrase in formal letter-writing. Thank you in advance for your kind consideration is conventional in business and institutional correspondence; the student uses it correctly. | careful attention, thoughtful review, good-faith consideration |
Leave a Reply