COOLUM BEACH CHRISTIAN COLLEGE
MIDDLE SCHOOL ENGLISH
Student Name _______________________
“Hey Mr. Editor...” Feature Article
Teacher: Mrs. Briggs
Parent Signature: _________
Subject: Year 9 English
Issued: 8th August, Term 3 2011
FEATURE ARTICLE:
CHECK DATE:
Thursday 25th August
Teacher Signature: ______________
DUE DATE:
Wednesday 31 August
Teacher Signature: _______________
st
TASK:
As a newly appointed journalist for the Coolum Beach Christian College Times you
have been asked to write a Feature Article to demonstrate your skills to your new
boss and Editor, Mrs Briggs. The article can be on a topic of your choice, however,
the Editor hates celebrity gossip and believes that only matters that are
‘newsworthy’ should be publishable. You are one of 19 employees she is
considering promoting to a higher position. This is your opportunity to shine!
CONTEXT OF TASK:
Format:
Feature Article (Written Task)
-
Article must be typed and printed for submission
-
Consider layout and format (e.g. justified text, images, headline)
Length:
400 words
Time:
You will be given 2 weeks of in class time to prepare your article
CHECKLIST
Tick the box when you have completed each task:
 My article follows the feature article format (introduction, body,
conclusion/challenge)
 I have included my notes from an interview I completed for this article
 I have handed in a draft copy to Mrs Briggs by the Check Date
 I have typed and printed my article and created a neat single page
layout for my article including a headline, by-line, picture and
creative layout of text.
 I have completed this task to the best of my ability
 This task is my own work

Student Signature: _____________________
Date: ______________
COOLUM BEACH CHRISTIAN COLLEGE
Middle School English 2011
Student’s Name: _________________________________________________________
A
B
C
D
E
The Student:
 Uses the genre with superb
skill to connect and
position audience
 Clearly demonstrates
feature article format with
a clear introduction, body,
conclusion/end challenge –
showing an excellent grasp
of the task
 Has created a visually
aesthetic design for their
article following
newspaper conventions
The Student:
 sequenced the subject
matter very effectively;
 substantiated opinions
with detailed evidence
and explanations.
 used a mature and
relevant vocabulary;
The Student
 Uses the genre with skill to
connect and position
audience
 Clearly demonstrates feature
article format with a clear
introduction, body,
conclusion/end challenge –
showing a good grasp of the
task
 Has created an appealing
design layout for their article
that follows newspaper
conventions
The Student:
 sequenced the subject matter
effectively;
 supported opinions with
relevant evidence and
explanation.
 used mostly appropriate
vocabulary;
The Student:
 Uses the genre correctly to
connect and position
audience
 Demonstrates awareness of
feature article format with a
clear introduction, body,
conclusion/end challenge –
showing sound grasp of the
task
 Has created a simple design
layout for their article that
follows newspaper
conventions
The Student:
 sequenced the subject matter
logically;
 supported opinions with some
evidence; some explanation.
 used appropriate vocabulary;
The Student:
 Uses the genre to connect and
position audience
 Demonstrates some awareness of
feature article format with a clear
introduction, body,
conclusion/end challenge –
showing some understanding of
the task
 Has created a basic design
layout for their article that
follows some newspaper
conventions
The Student:
 Uses some aspects of the genre
to connect and position audience
 Demonstrates limited awareness
of feature article format with a
clear introduction, body,
conclusion/end challenge –
showing limited understanding of
the task
 Has not shown creativity in their
layout and followed limited
newspaper conventions.
The Student:
 occasionally sequenced the
subject matter; some lack of
logic;
 supported opinions with little
evidence and explanation.
 used vocabulary with is not
consistently appropriate;
The Student:
 did not sequence subject matter
logically;
 states opinion; little to no
explanation or evidence.
 used vocabulary which is
unsuitable;
The Student:
 Demonstrates extensive
understanding of the task,
purpose and structure
 Demonstrates excellent
use of spelling,
punctuation, and sentence
structure.
 Shows an in depth
awareness of audience and
text positioning
The Student:
 Demonstrates a good
understanding of the task,
purpose and structure.
 Demonstrates adequate use
of spelling, punctuation, and
sentence structure
 Shows a good understanding
and awareness of audience
and text positioning
The Student:
 Demonstrates a sound
awareness off the task,
purpose and structure
 Demonstrates a sound use of
spelling, punctuation and
sentence structure
 Shows a sound awareness of
audience and text positioning
The Student:
 Demonstrates some awareness
off the task, purpose and
structure
 Demonstrates some use of
spelling, punctuation and
sentence structure
 Shows some awareness of
audience and text positioning
The Student:
 Demonstrates a limited
awareness off the task, purpose
and structure
 Demonstrates limited use of
spelling, punctuation and
sentence structure
 Shows limited awareness of
audience and text positioning
Constructing
Texts
Understanding and
controlling textual
features
Knowledge and
Understanding
CRITERIA
Overall Result
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