write a opinion column with persuasive, the topic chosen is bullying at school
INDOOROOPILLY STATE HIGH SCHOOL Student name: Student number: Teacher name: Date handed out: Wk 3 Term 1 Date due: 12 March 2021 Subject English as an Additional Language Technique IA2 Unit Topic Topic 2: Creative responses to literary texts [Insert session number] Conditions Response type Persuasive written response Duration 4 weeks notification and preparation Mode WrittenLength 800-1200 words Individual/ group IndividualOther Genre: Opinion Column Purpose: to persuade, using convincing arguments Audience: engaged school community Resources available Open access to resources Context Over the course of this unit, you have been examining representations of a number of contemporary social issues. You have been examining the ways particular cultural assumptions, attitudes, values and beliefs underpin these representations. You have also studied the strategies for persuasive argument used in examples of persuasive texts. This assessment provides you with opportunities to draw on what you have learnt and create a perspective on a social issue in your own text, using reasoned argument to persuade a reading audience. Task Choose a contemporary social issue or concept that has recently appeared in the media in Australia and decide on a particular perspective on that issue. Write an opinion column that will appear in the Indooroopilly School Newsletter that aims to persuade your audience of your school community to accept your ideas about this issue. To complete this task, you must: decide on a contemporary issue which has been in the Australian media which you consider is important and examine the perspective offered choose a topic related to this issue (identity, gender, class, power, education, hope, resilience, bullying, fear, discrimination, marginalisation) and decide what perspective on this topic you want to develop consider which cultural assumptions, attitudes values and beliefs about this issue and topic you want to use in the script for your persuasive speech consult with your teacher about the suitability of the topic you have chosen and the ideas you want to focus on developing in your script for a persuasive speech plan draft and write the script using the patterns and conventions of a persuasive text, relevant strategies for persuasive argument, and the key subject matter that supports the perspective you want to develop use and synthesis persuasive strategies to position an audience to accept the perspective constructed in text. Checkpoints ☐IA2 handed out Week 3 Term 1 ☐Submission of persuasive script draft due date: Wk5 T1 ☐Final script of persuasive speech submitted through SafeAssign and hard copy to teacher due date: 12 March 2021 Assessment objective/s This assessment instrument is used to determine student achievement in the following objectives: 1. use patterns and conventions of a persuasive genre to achieve particular purposes in a specific context 2. establish and maintain the role of the writer and relationships with audiences 3. create perspectives and representations of concepts, identities, times and places 4. make use of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions 5. use aesthetic features and stylistic devices to achieve persuasive purposes 6. select and synthesise subject matter to support perspectives 7. organise and sequence subject matter to achieve particular purposes 8. use cohesive devices to emphasise ideas and connect parts of a persuasive text 9. make language choices for particular purposes and contexts 10. use grammar and language structures for particular purposes 11. use written features to achieve particular purposes. Criterion Marks allocated Result Knowledge application Assessment objective 3, 4, 5 8 Organisation and development Assessment objective 1, 2, 6, 7, 8 8 Textual features Assessment objective 9, 10, 11 9 Total 25 Feedback Knowledge Application: Organisation and Development: Textual Features: Authentication strategies · Documentation of the writing process, as indicated in the checkpoints. · Copies of the student response, collected and monitored at key junctures. · Drafts collected, annotated, signed and dated by teacher. · Plagiarism-detection software used at submission of response. · Your teacher will ensure class cross-marking occurs. Declaration of Authenticity I declare the work presented in this assessment is my own original work. Where necessary, I have acknowledged the work of others using a recognised system of referencing. Student signature: ________________________________________________ Instrument-specific marking guide (ISMG) Criterion: Knowledge application Assessment objectives 3. use patterns and conventions of a persuasive genre to achieve particular purpose in a specific context 4. establish and maintain the role of the writer and relationships with audiences 5. create perspectives and representations of concepts, identities, times and places The student work has the following characteristics: Marks · discerning creation of perspectives and representations of concepts, identities, times and places in a persuasive text · discerning use of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions · discerning use of aesthetic features and stylistic devices to achieve persuasive purposes. 7–8 · effective creation of perspectives and representations of concepts, identities, times and places in a persuasive text · effective use of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions · effective use of aesthetic features and stylistic devices to achieve persuasive purposes. 5–6 · appropriate creation of perspectives and representations of concepts, identities, times and places in a persuasive text · appropriate use of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions · appropriate use of aesthetic features and stylistic devices to achieve persuasive purposes. 3–4 · superficial creation of perspectives and representations of concepts, identities, times and places · superficial use of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions · use of aspects of aesthetic features and stylistic devices that vary in suitability. 2 · creation of fragmented perspectives and representations of concepts, identities, times and places · fragmented use of some ways ideas underpin texts · fragmented use of persuasive language features. 1 · does not satisfy any of the descriptors above. 0 Criterion: Organisation and development Assessment objectives 1. use patterns and conventions of a persuasive genre to achieve particular purposes in a specific context 2. establish and maintain the role of the writer and relationships with audiences 6. select and synthesise subject matter to support perspectives 7. organise and sequence subject matter to achieve particular purposes 8. use cohesive devices to emphasise ideas and connect parts of a persuasive text The student work has the following characteristics: Grade · discerning use of the patterns and conventions of a persuasive text, and of the role of the writer, to achieve a particular purpose · discerning selection and synthesis of subject matter to support perspectives · discerning organisation and sequencing of subject matter to achieve a particular purpose, including discerning use of cohesive devices to emphasise ideas and connect parts of a persuasive text. 7-8 · effective use of the patterns and conventions of a persuasive text, and of the role of the writer, to achieve a particular purpose · effective selection and synthesis of subject matter to support perspectives · effective organisation and sequencing of subject matter to achieve a particular purpose, including effective use of cohesive devices to emphasise ideas and connect parts of a persuasive text. 5-6 · suitable use of the patterns and conventions of a persuasive text, and of the role of the writer, to achieve a particular purpose · suitable selection and adequate synthesis of subject matter to support perspectives · suitable organisation and sequencing of subject matter to achieve a particular purpose, including suitable use of cohesive devices to emphasise ideas and connect parts of a persuasive text. 3-4 · inconsistent use of the patterns and conventions of a persuasive text, and of the role of the writer established · narrow selection of subject matter to support perspectives · disjointed organisation and sequencing of subject matter, with some use of cohesive devices to connect parts of a persuasive text 2 · fragmented use of the patterns and conventions of a persuasive text, and aspects of the role of the writer established · fragmented selection of subject matter · some connections between parts of the text. 1 · Does not satisfy any of the descriptors 0 Criterion: Textual features Assessment objectives 9. make language choices for particular purposes and contexts 10. use grammar and language structures for particular purposes 11. use written features to achieve particular purposes The student work has the following characteristics: Grade · discerning language choices for particular purposes in a specific context · discerning combination of a range of grammatically accurate/appropriate language structures, including clauses and sentences, to achieve particular purposes · discerning use of written features, including conventional spelling and punctuation, to achieve particular purposes. 8-9 · effective language choices for particular purposes in a specific context · effective use of a range of grammatically accurate/appropriate language structures, including clauses and sentences, to achieve particular purposes · effective use of written features, including conventional spelling and punctuation, to achieve particular purposes. 6-7 · suitable language choices for particular purposes in a specific context · suitable use of a range of mostly grammatically accurate/appropriate language structures, including clauses and sentences, to achieve particular purposes · suitable use of written features, including conventional spelling and punctuation, to achieve purposes. 4-5 · language choices that vary in suitability · uneven use of grammar and language structures · use of written features, including conventional spelling and punctuation, that vary in suitability. 2-3 · inappropriate language choices · fragmented use of grammar and language structures · variable and inappropriate use of written features, including spelling and punctuation 1 · Does not satisfy any of the descriptors 0 6