English Department
Year 12
Name:____________________________________________________
Teacher:_____________________________________
Task: [1]
Due Dates:
Final – 12 March, 2015
Draft – W/B 2 March, 2015
UNIT:
MEDIA REPRESENTATIONS
GENRE:
PERSUASIVE RESPONSE – Persuasive Article/Opinion Piece
MODE:
WRITTEN
CONTEXT:
Media outlets are in the money-making business. Commercial television and radio stations, as well as
newspaper conglomerates, are primarily interested in the almighty dollar. As a result, what is reported is
driven by the determination to make more money rather than the desire to report the news. Often, there is a
political agenda which underpins the way in which the news is reported.
Every day, the general public is bombarded with information from various media sources. This information is
supposedly designed to keep the public informed as to what is occurring in the world around them. However,
reporters, editors, owners and other individuals present this information in different ways, depending on their
purpose and target audience. An issue may be sensationalised or glossed over. The same information can
be transmitted from different sources with each source taking a different stance on the one issue.
TASK:
In the role of a journalist, you will select an issue which is currently featured in the news and gather news
reports about this issue from 3-4 media sources.
You are then required to write a persuasive article/opinion piece which positions the public audience to
endorse your perspective on the issue. Your article will contain strong persuasive devices, particularly in
the way that you convey the information, construct and structure the article, select information, emphasise
and privilege aspects of the topic and use pertinent language.
PURPOSE:
 To write a persuasive article that demonstrates your knowledge and understanding of how the media
represents stories and issues
 To persuade your audience to a particular viewpoint
ROLE & AUDIENCE:
 A journalist writing a weekly opinion column
GUIDELINES:
 Select your news item/story/issue carefully
 Thoroughly research your selected topic
 Develop a viewpoint on your chosen topic
 Make effective use of the scaffolding sheets provided.
CONDITIONS:

2 weeks’ notice of task

individual

open access to resources

teacher consultation allowed – maximum one draft submitted

previously taught subject matter

your written piece should follow the required genre (persuasive feature article)

800 - 1200 words

task sheet and draft to be stapled to your assignment

must be original and word processed
MONITORING
REQUIREMENTS:
Date Due
Teacher Signature/Comments
Draft
REQUEST FOR EXTENSION – Written and Spoken Assignments
If illness, family circumstances or other difficulties will prevent you from presenting your assessment on the due date,
you must explain this if seeking an extension. Extension/absence on the due date on the grounds of a medical issue
must be supported by a medical certificate (Years 11 and 12) or communication from home to the class teacher (Years 7
to 10). In all cases, a parent or guardian must support the request by providing their signature in the relevant space
below.
If work is completed systematically in class, there should be no need for extensions; however, if mitigating
circumstances occur you must see the HoD, after seeing your class teacher. Extensions must be authorised by the
Head of English AT LEAST 3 days prior to the due date. Please refer to the Diary for information regarding the
assessment procedures.
If work is not submitted/presented on the due date and you are at school, then your draft/attempt will be graded. If no
draft exists, and if you do not make an attempt, you will be required to write/present your response in class and that
effort will be graded. Other reprimands may be enforced according to the School’s Pastoral Care Flow Chart. This will be
at the discretion of the HoD and/or classroom teacher.
Reason for Request:
Date of proposed submission/presentation:
Student’s Signature:
Parent’s Signature:
Date:
Teacher’s Notes: Effort in class to date: Excellent  Very Good  Good  Satisfactory 
Unsatisfactory  Effort beyond the classroom: Satisfactory  Unsatisfactory 
Supports extension:
Yes 
No 
Additional information:
Head of Department:
Extension Approved Yes  until:______________
No 
Comments:
DECLARATION OF ORIGINALITY:
I, _____________________________, declare the work presented in this assignment task is, to the best of
my knowledge and belief, original and my own work, except as I have acknowledged within the text.
Signature:_______________________________Date:__________________
Standards matrix – persuasive feature article
UNDERSTANDING AND RESPONDING TO CONTEXTS
Dimension
A
B
C
D
E
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
 exploitation of the
feature article genre
patterns and
conventions to
achieve specific
purposes
 effective control of a
range of feature
article patterns and
conventions to
achieve specific
purposes
 use of feature article
patterns and
conventions to
achieve purposes
 use of aspects of
feature article
patterns and
conventions to
achieve some
purposes
 use of aspects of
feature article
patterns and
conventions
 discerning selection,
organisation and
synthesis of relevant
and substantive
subject matter to
support opinions and
perspectives in a
feature article
 effective selection,
organisation and
synthesis of relevant
subject matter to
support opinions and
perspectives in a
feature article
 selection,
sequencing and
organisation of
relevant subject
matter to support
opinions and
perspectives in a
feature article
 selection and
organisation of
subject matter to
support opinions and
perspectives in a
feature article
 selection of some
subject matter to
state an opinion in a
feature article
 manipulation and
control of roles of the
writer and
relationships with
audiences
 establishment and
control of roles of the
writer and
relationships with
audiences
 establishment and
maintenance of roles
of the writer and
relationships with
audiences
 establishment of
some roles of the
writer and
relationships with
audiences
 use of roles of the
writer
UNDERSTANDING AND CONTROLLING TEXTUAL FEATURES
Dimension
A
B
C
D
E
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
 a discerning
combination of a
range of
grammatically
accurate language
structures for specific
effects, including
clauses and
sentences in feature
article
 control of a range
grammatically
accurate language
structures to achieve
effects, including
clauses and
sentences in feature
article
 use of a range of
mostly
grammatically
accurate language
structures to achieve
purposes, including
clauses and
sentences in feature
article
 inconsistency in the
use of grammar and
language structures
to meet a purpose
 grammar and
language structures
that impede meaning
 discerning use of
mode-appropriate
cohesive devices to
develop and
emphasise ideas and
connect parts of
feature article,
including
paragraphing
 effective use of
mode-appropriate
cohesive devices to
develop and maintain
ideas and connect
parts of feature
article, including
paragraphing
 use of modeappropriate cohesive
devices to link ideas
and connect parts of
feature article,
including
paragraphing
 use some modeappropriate cohesive
devices to connect
parts of feature
article, including
paragraphing
 some connections
between parts of
feature article
 discerning use of a
wide range of apt
vocabulary for
specific purposes
 effective use of a
range of apt
vocabulary for
specific purposes
 use of suitable
vocabulary for
purposes
 use of vocabulary for
a purpose
 use of vocabulary
that distracts from
purpose
 discerning use of
mode-appropriate
features to achieve
specific effects:
- written features
- complementary
features
 effective use of
mode-appropriate
features to achieve
specific effects:
- written features
- complementary
features
 suitable use of
mode-appropriate
features to achieve
purposes:
- written features
- complementary
features
 use of modeappropriate features
that vary in
suitability:
- written features
- complementary
features
 features that distract
from meaning:
- written features
- complementary
features
A
The student work has the
following characteristics:
Creating
CREATING AND EVALUATING MEANING
Dimension
 discerning manipulation
of the ways ideas,
attitudes and values
underpin the current
event and influence
audiences
 subtle and complex
creation of perspectives
and representations of
the selected news event
and issue
 discerning use of
aesthetic features to
achieve specific
purposes in texts
B
The student work has the
following characteristics:
C
The student work has the
following characteristics:
 effective manipulation of
the ways ideas, attitudes
and values underpin the
current event and
influence audiences
 appropriate use of the
ways ideas, attitudes and
values underpin the
current event and
influence audiences
 effective creation of
perspectives and
representations of the
selected news event and
issue
 creation of perspectives
and representations of
the selected news event
and issue
 effective use of aesthetic
features to achieve
specific purposes in texts
 use of aesthetic features
to achieve purposes in
texts
D
The student work has
the following
characteristics:
 use of ideas, attitudes
and values that
underpin the current
event
 creation of some
perspectives and
representations of the
selected news event
and issue
 use of aesthetic
features to achieve
some purposes in
texts
E
The student work has
the following
characteristics:
 use of ideas in texts
 creation of some
concepts, identities,
times and places in
the media
 use of some aesthetic
features in texts
Result:
Comments:
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