Persuasive Writing Task Sheet

Student Name: Name of Task: Learning Area/s: Exposition English Year Level: Teacher: 7

Dates due: Week __ (first draft) Week __ (edited draft) Week __ (final copy) Type of Task: Task Conditions: Oral Individual In Class Opportunity Access: Assessed By: to Books Self Notes Peer Written Pair Homework Library Teacher Multimodal Group Work Other Technology

Task Description Create a persuasive exposition on one of the following topics: Should children be allowed to have their own Facebook account? Should boys and girls be in separate classes? Should exercise books be replaced by notebook computers? Length: at least 5 paragraphs Procedure 1. Choose a topic. 2. Write notes, ideas on topic. 3. Put notes into a pros/cons (positives/negatives) T-chart. 4. Choose to focus on either the pros or the cons for your exposition. 5. Using a persuasive essay organiser, put notes in sequential order. 6. Write first draft and edit. Hand in to teacher by due date. 7. Use dictionary/Thesaurus to edit draft. 8. Write final copy in cursive handwriting. Hand in to teacher by due date. Resources: Persuasive essay organiser Dictionary/Thesaurus Writing paper

Written persuasive Criteria - Year 7 Result: Major Teaching A Emphasis

Contextual Understandi ng Persuasive Devices, Audience Uses emotive language to persuade an audience including high modality words (extremely, definitely), affect the readers feelings and emotions. Title is interesting and grabs the audiences attention.

Student: Topic: B
Uses emotive language to persuade an audience including high modality words. (extremely, definitely) Title is interesting. Opening statement states your position on the topic and includes some main points. Uses 3 arguments with connected examples to support your point of view. Includes a summary of the topic, main ideas, restates your opinion, and calls the audience to action. Text is written in cohesive paragraphs with topic sentences. Arguments are in logical order (strong to weak) and support your opinion. Complex Sentences are well written with some varied sentence starters.

Date: C
Uses language to persuade an audience including some high modality words. (extremely, definitely) Title defines the topic. Opening statement states your position on the topic. Uses 3 arguments with examples (facts, statistics, real life experiences) to support your point of view. Includes a summary of the topic, which restates your opinion. Text is written in paragraphs with topic sentences. Arguments are in logical order (strong to weak).

Class: D
Uses some language to persuade an audience including modality words.

E
Lacks persuasive language.

Title is vague. Opening statement does not clearly state your position on the topic. Uses 3 arguments but does not support your point of view. Includes a summary of the topic.

No title. No opening statement.

Text Structure, Ideas, Paragraphing

Opening statement clearly states your position on the topic and outlines the main points. Uses 3 strong arguments and expands on examples to support your point of view. Includes a summary of the topic, main ideas, strongly restates your opinion, and calls the audience to action. Text is written in cohesive paragraphs with topic sentences that are clearly connected. Arguments are in logical order (strong to weak), support your opinion and anticipate the readers arguments. Complex sentences are well written with interesting and varied sentence starters.

Lacks clear arguments to support your point of view. Does not include a summary of the topic.

Text is written in paragraphs with no topic sentences. Arguments included but not in logical order (strong to weak). Some sentences include varied sentence starters.

Text is not written in paragraphs. Arguments are confusing.

Use of Texts

Sentences are well written with varied sentence starters.

Langu age conve ntion Gram s and mar elem and enjht Punct s uatio n

Sentences are repetitive.

Processes & Strategies

Teacher Comments:

Spelling

Uses connectives and conjunctions (although, finally, however) for effect and shows logical order. Complex sentences are grammatically correct. Punctuates complex sentences correctly. Spells all words correctly including challenging words.

Uses connectives and conjunctions (although, finally, however) for effect. Most complex sentences are grammatically correct. Punctuates most complex sentences correctly. Spells all common words correctly including difficult words.

Uses connectives and conjunctions (although, finally, however). Uses sentences with correct grammar. Punctuates sentences correctly (capitalisation). Spells all common words correctly. Attempts difficult words.

Uses some connectives and conjunctions (although, finally, however) Sentences have some grammatical errors. Punctuates most sentences correctly. Spells some common words correctly.

Has not included connectives and conjunctions (although, finally, however). Difficulty using correct grammar. Difficulty punctuating sentences. A lot of words misspelt and makes text difficult to read.

Self Assessment Have I .... Set out my main arguments clearly, linking them with connecting words or phrases? Introduced my arguments effectively, clearly stating my point of view? Used my conclusion to sum up my ideas and reinforce my opinion? Used topic sentences to focus my paragraphs? Explained my arguments and used relevant evidence and supporting ideas? Written complex sentences using correct grammar, punctuation and spelling? Used a dictionary or thesaurus to edit my work? I think I did the following really well!

I think I need to improve on the following:

Teacher comments:

PEER ASSESSMENT CHECKLIST FOR DEBATE

You are going to assess your classmates work, use the table below to help you. For each of the criteria give points based on the following scale:

1 2 3 4 poor average good fantastic Remember you are playing the role of a critical friend and your goal is to identify where they did well and where they could improve. Do not be too critical or just say everything was fantastic. Name Name Name Name Assessment criteria: 1,2,3,4 Participation (were they actively involved in the debate) Content (were their ideas relevant to the debate) Pronunciation (were their words easy to understand) Detail (did they go beyond the basic answers, giving examples) Clarity (did they speak clearly) Opinions and descriptions (their ideas were interesting) Total Based on your findings now leave a comment on the debate. The comment must take the form of a compliment sandwich:
One thing which was good about the performance One thing which needs to be improved One thing which was good about the performance Comment:

Oral Discussion Criteria; Year 7 Result: Topic: Teaching Emphasis

Active Listening Quality of comments Language/ vocabulary used Impact audience on Actively participates at appropriate times with relevant or interesting comments and encourages interaction from other participants. Teacher Comments: Participation

Student: B
Listens to others most of the time, does not stay focused on other's comments (too busy formulating own) or loses continuity of discussion. Shows consistency in responding to the comments of others. Volunteers comments, most are appropriate and reflect some thoughtfulness, leads to other questions or remarks from student and/or others class members.

Date C
Listens to others some of the time, does not stay focused on other's comments (too busy formulating own) or loses continuity of discussion. Shows some consistency in responding to the comments of others. Volunteers comments but lacks depth, may or may not lead to other questions from students.

A
Posture, demeanor and behavior clearly demonstrate respect and attentiveness to others.

D
Drifts in and out of discussion, listening to some remarks while clearly missing or ignoring others.

E
Disrespectful of others when they are speaking; behavior indicates total non-involvement with group or discussion.

Timely and appropriate comments, thoughtful and reflective, responds respectfully to other student's remarks, provokes questions and comments from the class.

Uses sophisticated vocabulary, enunciating all complex words correctly. Words are highly related to major ideas in context.

Uses some sophisticated vocabulary, enunciating the majority of complex words correctly. Most words are related to the major ideas in context. Discussion presents a point of view, engages the audience and sometimes affects the audiences feelings and emotions. Mostly participates at appropriate times with relevant or interesting comments.

Appropriate vocabulary is used, enunciating common words correctly. Words relate to the major ideas in context.

Struggles but participates, occasionally offers a comment when directly questioned, may simply restate questions or points previously raised, may add nothing new to the discussion or provoke no responses or question. Uses common language, and enunciates most words appropriately. Words lack relevance to the context.

If participates comments are only negative or disruptive remarks, comments are inappropriate or off topic.

Language used is inappropriate or unrelated to discussion.

Discussion presents a point of view, engages the audience and affects the audiences feelings and emotions.

The discussion presents a point of view. Engages the audiences.

The discussion presents a point of view but lacks audience engagement.

Has difficulty audience. .

engaging

the

Participates times.

at

appropriate

Seldom participates and is generally only engaged when facilitator initiates participation.

Has difficulty contributing to discussion.