Non-Fiction Unit

Due Date: 16th October

MYP SOI: Non-Fiction text types use structure

to communicate and influence an audiences
sense of fairness.

Key Concept: COMMUNICATION

Related Concepts: Audience Imperatives,

Structure

Global Context: Fairness and Development

Assessed against: Criteria B, C and D

Word Count: 500-1000 words for the Op-Ed plus a maximum of 300 words for the Rationale.

Requirements: You must submit both a paper and electronic copy of your Op-ed on the due date.

As part of our unit on non-fiction you will be required to write an Op-ed (Oppositional Editorial) on a
topic of your choice. Your topic must be linked to the idea of Fairness which all of our non-fiction texts
have revolved around. Your topic must be real either current or has occurred in the past. You must
make sure that you find a topic where there are multiple perspectives to explore.

Here are some possible topic choices that could be used to inspire you:

A recent Ministry of Labour survey found that numerous companies did not comply with the
summer working hours forcing labourers to work during midday hours outside.
An examination of the way street cats and dogs are treated in Dubai.
Global concerns about the increase of refugees from countries such as Syria, Egypt and Iraq.
An exploration of the role of womens sport in Gulf Countries.

Along with your Op-ed, you will be required to write a 300 word rationale where you explain how you
used STRUCTURE to express your opinion about your topic chosen and how this influenced your
AUDIENCE. Your rationale will be assessed alongside your Op-ed and will be marked against criterion C.

A note on Academic Honesty

Some research will be required for this task; as part of that you will be expected to cite IDEAS as well as
quotations, facts, statistics and any other material used.

You must have as part of your Op-ed a works cited page or bibliography. This will be formatted in MLA
and must include information gathered on your topic chosen. You will also be required to include a
word count for both the Op-ed and the Rationale. This forms part of criterion B if you do not submit
this information in the correct formatting (MLA) your level awarded for criterion B will be lower.

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Non-Fiction Unit

In order to check that you are being academically honest you will be required to submit a planning
sheet/outline during the week of the 28th September, which lists the sources that you will be using.
You will not be given the planning sheet rather you will have to create one suitable for your topic and
audience.

How to be successful with this task

B Organizing
The student follows the
structure of an op-ed and
includes the following in their
piece:
Lead/Hook
Thesis/Debatable Claim
Counter-Argument
Argument
Conclusion/Call to action
The student uses a variety of
transitions to move between and
within paragraphs.
Body paragraphs (counter-
argument and argument) follow
a format that includes a topic
sentence, evidence and analysis.
The argument builds in
complexity (weakest to
strongest).
The student cites research,
statistics, images and ideas using
MLA formatting in a works cited
page.
The student embeds quotations
correctly into sentences.
The student includes a caption
for any images included. Images
are embedded into the article.
The student can use other
organizational structures such as
subheadings.
The student includes a word
count for the op-ed and
rationale.
C Producing Text D Using Language
Op-Ed Voice is persuasive and
The student demonstrates a authoritative whilst remaining
clear insight into the topic and sensitive to the complexity of
shows a personal engagement the issue.
with the issue. Register is formal and is tailored
The student includes at least one towards your audience.
counter-claim and arguments The student uses a variety of
explore different perspectives on sentence structures for various
the issue/topic. effects.
The student uses evidence (facts, The word choice is interesting,
statistics, and expert quotations) shows knowledge of the topic
that are relevant to their topic chosen and is reflective of the
and stimulate thought in the intended audience.
reader. The student includes visual
The student carefully presents image(s) to support and develop
the information about the issue their argument.
in a sensitive manner one in
which a clear argument is
evident however different
opinions are not dismissed.
Rationale
The student identifies the
intended audience and discusses
the impact of their choices on
the audience.
The student explains their
reasons for choosing the topic
and connects this to the key
concept of communication and
the global context of fairness
and development.

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Non-Fiction Unit

Criterion B Organizing
How well can the student:

Employ organizational structures that serve the context and intention?

Organize opinions and ideas in a sustained, coherent and logical manner?
Use referencing and formatting tools to create a presentation style suitable to the context and
intention?

Achievement Level Level Descriptor

0 The student does not reach a standard described by any of the descriptors below.
1-2 The student:
i. Makes minimal use of organizational structures though these may not
always serve the context and intention.
ii. Organizes opinions and ideas with a minimal degree of coherence and
logic.
iii. Makes minimal use of referencing and formatting tools to create a
presentation style that may not always be suitable to the context and
intention.
3-4 The student:
i. Makes adequate use of organizational structures that serve the context
and intention.
ii. Organizes opinions and ideas with some degree of coherence and logic.
iii. Makes adequate use of referencing and formatting tools to create a
presentation style suitable to the context and intention.
5-6 The student:
i. Makes competent use of organizational structures that serve the context
and intention.
ii. Organizes opinions and ideas in a coherent and logical manner with ideas
building on each other.
iii. Makes competent use of referencing and formatting tools to create a
presentation style suitable to the context and intention.
7-8 The student:
i. Makes sophisticated use of organizational structures that serve the
context and intention effectively.
ii. Effectively organizes opinions in a sustained, coherent and logical
manner with ideas building on each other in a sophisticated way.
iii. Makes excellent use of referencing and formatting tools to create an
effective presentation style.

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Non-Fiction Unit

Criterion C Producing Text

How well can the student:

Produce texts that demonstrate insight, imagination and sensitivity while exploring and
reflecting critically on new perspectives and ideas arising from personal engagement with the
creative process?
Make stylistic choices in terms of linguistic and visual devices, demonstrating awareness of
impact on an audience?
Select relevant details and examples to develop ideas?

Achievement Level Level Descriptor

0 The student does not reach a standard described by any of the descriptors below.
1-2 The student:
i. Produces texts that demonstrate limited personal engagement with the
creative process; demonstrates a limited degree of insight, imagination or
sensitivity and minimal exploration of and critical reflection on new
perspectives and ideas.
ii. Makes minimal stylistic choices in terms of linguistic, literary and visual
devices, demonstrating limited awareness of impact on an audience.
iii. Selects few relevant details and examples to develop ideas.
3-4 The student:
i. Produces texts that demonstrate adequate personal engagement with
the creative process; demonstrates some insight, imagination or
sensitivity and some exploration of and critical reflection on new
perspectives and ideas.
ii. Makes some stylistic choices in terms of linguistic, literary and visual
devices, demonstrating adequate awareness of impact on an audience.
iii. Selects some relevant details and examples to develop ideas.
5-6 The student:
i. Produces texts that demonstrate considerable personal engagement with
the creative process; demonstrates considerable insight, imagination or
sensitivity and substantial exploration of and critical reflection on new
perspectives and ideas.
ii. Makes thoughtful stylistic choices in terms of linguistic, literary and visual
devices, demonstrating good awareness of impact on an audience.
iii. Selects sufficient relevant details and examples to develop ideas.
7-8 The student:
i. Produces texts that demonstrate a high degree of personal engagement
with the creative process, demonstrates a high degree of insight,
imagination or sensitivity and perceptive exploration of and critical
reflection on new perspectives and ideas.
ii. Makes perceptive stylistic choices in terms of linguistic, literary and visual
devices, demonstrating good awareness of the impact on an audience.
iii. Selects extensive relevant details and examples to develop ideas with
precision.

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Non-Fiction Unit

Criterion D - Using Language

How well can the student:

Use appropriate and varied vocabulary, sentence structures and forms of expression?
Write and speak in a register and style that serve the context and intention?
Use correct grammar, syntax and punctuation?
Spell, write and pronounce with accuracy?
Use appropriate non-verbal communication techniques?

Achievement Level Level Descriptor

0 The student does not reach a standard described by any of the descriptors below.
1-2 The student:

i. Uses a limited range of appropriate vocabulary and forms of expression.

ii. Writes and speaks in an inappropriate register and style that do not suit
the context and intention.
iii. Uses grammar, syntax and punctuation with limited accuracy; errors
often hinder communication.
iv. Spells/writes and pronounces with limited accuracy; errors often hinder
communication.
v. Makes limited and/or inappropriate us of non-verbal communication
techniques.
3-4 The student:

i. Uses an adequate range of appropriate vocabulary, sentence structures

and forms of expression.
ii. Sometimes write and speaks in a register and style that serve the context
and intention.
iii. Uses grammar, syntax and punctuation with some degree of accuracy;
errors sometimes hinder communication.
iv. Spells/writes and pronounces with some degree of accuracy; errors
sometimes hinder communication.
v. Makes some use of appropriate non-verbal communication techniques.
5-6 The student:

i. Uses a varied range of appropriate vocabulary, sentence structures and

forms of expression competently.
ii. Writes and speaks competently in a register and style that serve the
context and intention.
iii. Uses grammar, syntax and punctuation with a considerable degree of
accuracy; errors do not hinder effective communication.
iv. Spells/writes and pronounces with a considerable degree of accuracy;
errors do not hinder effective communication.
v. Makes sufficient use of appropriate non-verbal communication
techniques.

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Non-Fiction Unit

7-8 The student:

i. Effectively uses a range of appropriate vocabulary, sentence structures
and forms of expression.
ii. Writes and speaks in a consistently appropriate register and style that
serve the context and intention.
iii. Uses grammar, syntax and punctuation with a high degree of accuracy;
errors are minor and communication is effective.
iv. Spells/writes and pronounces with a high degree of accuracy; errors are
minor and communication is effective.
v. Makes effective use of appropriate non-verbal communication
techniques.

IBMYP English Language and Literature