Aldridge State High School

Year8General English, 2016

Unit Four: Appreciating Other Worlds

Student’s Name: ______Teacher’s Name: ______

Learning Goals Assessed
Construct a letter to the editor (apply the generic structure)
Apply persuasive language
Justify arguments with use of evidence
Apply knowledge of writing features (paragraphing, sentence structure, grammar, spelling and punctuation)
Conditions
Test in class over three lessons
Date Set: _____ Exam Dates: ______
Purpose: To persuade/and inform Length: 150-200 words
Audience: General Public Genre: Letter to Editor
Access to Resources: Class novel and 50 words notes on scaffold (to be checked by teacher)
CONTEXT/TASK
The class novel that you have read deals with either another culture or time. As you have been reading you have explored different character/group perspectives.
1)Select a major conflict/event from your class novel. CONSTRUCTa letter to the editor about this issue for the local newspaper. Clearly justify your opinion with arguments supported by evidence and examples from the novel.
OR
2)Brainstorm current issues that you have a strong opinion about. Select one and CONSTRUCT a letter to the editor expressing your opinion about this issue for the local newspaper. e.g. increasing punishments for mobile phone use while driving, should school uniform be compulsory, community work should be compulsory for social security payments, HPE should be compulsory for all year levels.
Essential Vocabulary / Literacy/Numeracy
You should consider using the following to position/persuade your audience (list with class according to novel/topic context): / Emotive language, repetition, rhetorical question, modality, sensationalism, tone, hyperbole, evidence/examples, imperatives, cause and effect, compare and contrast, comparatives, superlatives
Verbs / CCE’s
Construct-To assemble, build or create something by placing parts together for a particular purpose
Justify – Provide logical reasons or evidence to support the validity of an idea, statement or hypothesis
Analyse-The process of examining in detail, the parts of something (often involves listing and describing)

ALDRIDGE STATE HIGH SCHOOL - JUNIOR ENGLISH STUDENT FRIENDLY CRITERIA – PERSUASIVE WRITTEN: Letter to the Editor

UNDERSTANDING AND SKILLS / A / B / C / D / E
Ideas & Information / You have selected detailed and highly relevant information and ideasfrom the novel to support arguments and persuade the audience convincingly / You have selected relevant information and ideasfrom the novel to support arguments and persuade the audience / You have used basic information from the novel that supports arguments and is mostly persuasive / You have used some basic information from the novel, little of which is persuasive and some ideas do not connect. / You have used mostly irrelevant information. Most ideas do not make sense or lack connection.
Text Structure / You have used a very effective letter to the editor to persuade and justify:
  • Introduction strongly and imaginatively hooks the reader, clearly states thesis and introduces main arguments
  • Body paragraphs follow the PEEL structure
  • Information within paragraphs is well organised and logically develops how the person/group is represented
  • Convincing conclusion restates the thesis and restates the main arguments
/ You have used an effectiveletter to the editor to persuade and justify:
  • Introduction hooks the reader, clearly states thesis and introduces main arguments
  • Body paragraphs follow the PEEL structure
  • Information within paragraphs is organised and logically develops how the person/group is represented
  • Substantialconclusion restates the thesis and restates the main arguments
/ You have used the main aspects of aletter to the editor to persuade and justify:
  • Introduction states thesis and introduces main arguments
  • Body paragraphs mostly follow the PEEL structure
  • Information within paragraphs is mainly organised and mostly logical
  • Conclusion restates the thesis and restates the main arguments
/ You have used some aspects of aletter to the editorto achieve some purpose:
  • introduction states thesis or some argument/s
  • Body paragraphs do not follow the PEEL structure
  • Information within paragraphs lacks organisation and is sometimes illogical
  • Conclusion restates the thesis or restates the main argument/s
/ You have used limited aspects of text structures:
  • introduction does not establish thesis or arguments
  • Body paragraphs do not follow the PEEL structure
  • Information within paragraphs is disorganised and illogical
  • Conclusion restates the thesis or restates some main argument/s

Language Features / You have very effectively usedpersuasive devices (emotive language, rhetorical questions, repetition, modality imperatives, figurative language, alliteration)
You have selected a wide range of appropriate and specific vocabulary to inform and justify / You have effectively used persuasive devices (emotive language, rhetorical questions, repetition, modality imperatives, figurative language, alliteration)
You have selected a range of appropriate vocabulary to inform and justify / You have used basic persuasive devices emotive language, rhetorical questions, repetition, modality imperatives, figurative language, alliteration)
You have used simple and appropriate vocabulary to inform and justify. / You have used few persuasive devices appropriately
Your use of vocabulary is at times inappropriate. / You have used inappropriate or no persuasive devices.
Your vocabulary choice is limited and inappropriate.
You have used correct and purposeful:
  • SPELLING
  • PUNCTUATION
  • GRAMMAR / SENTENCE STRUCTURES
…throughout your letter to achieve different purposes. / You have used mainly correct:
  • SPELLING
  • PUNCTUATION
  • GRAMMAR / SENTENCE STRUCTURES
…throughout your letter to achieve different purposes. / You have used correct basic:
  • SPELLING
  • PUNCTUATION
  • GRAMMAR /SENTENCE STRUCTURES
…throughout your letter to communicate your ideas.
More thorough proof-reading needed. / Your meaning is unclear in places due to incorrect use of:
  • SPELLING
  • PUNCTUATION
  • GRAMMAR / SENTENCE STRUCTURES
/ Your meaning is unclear due to incorrect use of:
  • SPELLING
  • PUNCTUATION
  • GRAMMAR/ SENTENCE STRUCTURES