Assessment Task 2: the Giver and Persuasive Writing

Year 7 Stage 4 English 2013

Assessment Task 2: The Giver and Persuasive Writing

Assessment Task 2 / Handed Out:
Term 1
Week 11 / Due:
Term 2
Week 4 / Weighting:
20% / Marks:
/40
Submission Instructions
Your completed tasks need to be submitted electronically by Monday 20 May.
Aims of this task:
In this unit, you have studied science fiction genre and the concepts of utopia, choice, sameness, conformity and individuality in The Giver.
Outcomes Assessed:
A student:
1. responds to and composes texts for understanding, interpretation, critical analysis and pleasure
3. responds to and composes texts in different technologies
7. thinks critically and interpretively about information, ideas and arguments to respond to and compose texts
10. identifies, considers and appreciates cultural expression in texts
You will be assessed on your ability to:
•Organise, develop and sustain your ideas
•Present your ideas in an appropriate form
•Use language appropriate to audience, purpose and context
•Present a polished work using accurate spelling, punctuation, grammar and paragraphing appropriate to the task
The Task
Your task is to create an advertising feature (as a demonstration of persuasive writing) that reflects your understanding of bothThe Giverand of persuasive writing techniques.
Your advertising feature for a newspaper (print media) is to consist of three (3) elements:
(a)an advertorial (an advertisement written in the form of a feature article), where you are speaking of the benefits of living in ‘the Community’ in The Giver
(b)an advertisement for ‘the Community’ in The Giver, convincing people to come and live in the community
(c)additional (2-3) advertisements for specific benefits mentioned in The Giver
You should begin by establishing a clear idea of the purpose and audience of an advertorial as well as the concepts and strategies behind effective (print) advertisements (see links below)
You must also provide a written explanation for the persuasive techniques and strategies that you have used in parts (b) and (c)
Your advertorial might include an interview with an Elder or other member of the community, and may touch on such themes as family relationships, personal freedom and choice, utopian ideas, diversity and sameness, memory and history or genetic engineering.

English Assessment Marking Criteria

Mark / Performance Descriptors
17-20 / A student:
Demonstrates an insightfuland detailed understanding of a text (The Hunger Games or The Giver)
Demonstrates a perceptive and skilful understanding of the ways in which modern technologies of communication are used to inform and persuade
Uses a wide range of different persuasive techniques to compose a highly effective set of advertisements
13-16 / A student:
Demonstrates a detailed knowledge understanding of a text
Demonstrates a skilfil understanding of the ways in which modern technologies of communication are used to inform and persuade
Uses a range of different persuasive techniques to compose an effective set of advertisements
9-12 / A student:
Demonstrates generalised knowledge and understanding of a text
Demonstrates a sound understanding of the ways in which modern technologies of communication are used to inform and persuade.
Uses different techniques to compose a set of advertisements
5-8 / A student:
Demonstrates a limited knowledge and understanding of a text
Demonstrates a basic understanding of the ways in which modern technologies of communication are used to inform and persuade.
Uses few techniques to compose a set of advertisements
1-4 / A student:
Demonstrates a limited knowledge of a text
Attempts to use techniques to compose a set of advertisements
Demonstrates little understanding of the ways in which modern technologies of communication are used to inform and persuade.

Background: Persuasive Language Techniques

Features of advertisements

The following features are often found in TV and radio advertisements:

1. Supporting evidence: using quotations, statistics and technical terms.

2. Emotive language: to stimulate strong emotions in the audience.

3. Audience involvement: such as the use of second person pronouns,‘you’.

4. Rhetorical devices: such as questions, exaggeration, alliteration, repetition, lists in threes.

5. Reiteration: the key ideas will be reiterated i.e. repeated.

6. Non-verbal communication: in TV advertisements eg. gesture, eye contact

and body language.

7. Tone of voice: e.g. intonation, stress and pausing to add emphasis.

8. A friendly tone of voice will be used.

9. Humour: might be included to aid the friendly tone

1. Colloquial Language

Colloquial (slang) language can be used in different ways. It can set the writer up as knowledgeable, on the inside of a social group. A writer may also use slang in a sarcastic manner, to attack an opponent or mock an argument. It may also be used to appeal to a reader’s own sense of cultural identity, or reinforce a writer’s overall tone.

Example text:

She’s a top sheila that Jessica Rowe. Channel Nine are stark raving to give her the boot.

1. Emotive Appeals

Like many persuasive techniques, emotive appeals aim to engage people’s feelings, not logic or reason. If a writer can manipulate a reader to feel a certain way, that reader should be more likely to agree with the writer’s overall contention. Often writers will use other forms of persuasive language techniques in order to appeal to people’s emotions.

There is a huge variety of emotive responses that can be aimed at by writers, such as:

Democracy / Family values / Hedonism / Reason and logic
Charity / Fashion-sense / Hip-pocket nerve / Safety
Compassion / Fear of change / Morality / Self-interest
Environmentalism / Freedom / Nostalgia / Sense of justice
Fairness / Group loyalty / Patriotism / Vanity

Example text 1:

Soon we will see civilians lying dead in our own streets if we do not act against terrorism.

Example text 2:

In our society today there are people living without food or adequate shelter. Such basics of life can be provided if those of us who can afford to, give to organisations such as the Salvation Army, to help those unable to help themselves.

1. Inclusive language

Inclusive language aims to directly address the reader, either personally or as a member of a shared group. This involves using such words as us, we, you, our.

Example text:

It is time for us to show our belief in the value of mateship and a fair go, and give generously to the Good Friday Appeal.

1. Rhetorical question

A rhetorical question is one in which the answer is so obvious it is not required. The idea here is not to receive an answer, merely to reinforce a point.

Example text:

Should footballers be treated as above the law?

1. Exaggeration

A writer may describe a situation in forceful, overblown language in order to make the issue seem more important or urgent than it may otherwise be considered. Exaggerating the scale of an issue can draw an emotional response from a reader. Also known as hyperbole.

Example text:

Councils are losing the war against vandals.

1. Emphasis

There are three types of emphasis that writers use to draw the reader’s attention to a specific point or idea: Repetition; Cumulation and Alliteration

Repetition

Repeating a single word a number of times over is repetition.

Example text:

We will all suffer for years to come unless we stop this government, stop them in the workplace, stop them in the polls, and stop them on election day.

Cumulation

Using many similar words in a short space is cumulation.

Example text:

This task requires guts, determination, grit and willpower.

Alliteration

Repetition of the first sound in consecutive words is alliteration.

Example text:

To rip people off so blatantly shows Mr. Craven to be cruel, calculating and crooked.

1. Evidence.

There are three main types of evidence: Anecdotal; Expert Opinion and Statistical

Anecdotal evidence

An anecdote is a tale involving real life events, a true story. Such stories can be used by writers as evidence to back their claims. To support a contention, and to make themselves appear more credible, writers often use personal anecdotes.

Example text:

I can tell you that, as a single mother of two, I received very little in the way of financial support during my attempts to return to fulltime work.

Expert opinion

To make a writer’s position seem more credible, they may quote the opinions of experts that correspond with their own. As in a court case, experts are often called on to make one side seem stronger and more believable.

Example text:

My stand on the issue of exposed underwear is supported by fashion designer Ruby Reed, who recently stated: “Anyone whose underwear is exposed due to low slung jeans should be punished as forcefully as possible.”

Statistical evidence

Like any form of evidence, statistics can be used to make an argument seem more conclusive, a writer’s opinion more valid. Often statistics are used that are out of context, or from unreliable sources. As the saying goes, “There are lies, damned lies, and statistics.”

Example text:

A recent survey found that 90% of students favoured no school uniforms at all.