Amy Estersohn (2011) had her students assume the roles of members of hiring committees who were reviewing five job candidates’ cover letters for a position of someone managing a community agency that works with adolescents.  To prepare her students for writing cover letters, she created some letters in advance that included grammatical problems, little organization, and lack of specific information.  In serving as audiences to review these letters, students were considering how variations in the information provided, as well as the quality of the organization.  Students then writer their own cover letter for a dream job, in which, while they invent information about their qualifications, they still need to provide relevant information.