Stage 3 English Assessment Booklet
page 1
Name:___________________________
Class: _______
Overview:
This unit of work is on the power of
language to persuade through a range of
texts such as: speeches, advertisements,
editorials, short stories and poetry. Students
will learn about how words and images can
be used persuasively to manipulate and
position others. This unit allows students to
learn more about the way texts are shaped
through exploring a range of language
forms and features and ideas related to
persuasion. Students will apply their learned knowledge of persuasive
techniques to participate in a debate. They will use their developed
knowledge of ICT to use different types of persuasive techniques in visual
texts.
Task 1:
Stage 3 English Assessment Booklet
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Composing – Writing, Speaking and Representing

Compose a visual text (advertisement) featuring a range of persuasive
devices, using technology to communicate the form and purpose of the
text.
 EN3-2A
composes, edits and presents well-structured and coherent texts,
uses knowledge of sentence structure, grammar, punctuation and
vocabulary to respond to and compose clear and cohesive texts in
different media and technologies)
 EN3-6B
Your task:
Create an advertisement about Kincumber Public School.
Your advertisement should focus on at least three reasons
why
parents would want to send their students to KPS
b) why students would want to come to our school.
a)
or
Remember: Your advertisement will be an original text. There is no
right or wrong to your writing, just remember to explain your language
choices, list your persuasive devises and know why you have used them in
your writing.
We want students to know:
Stage 3 English Assessment Booklet



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How and why writers create and use persuasive texts
Authors make specific language choices and use organisational
features to make their text persuasive.
How to transfer their knowledge of the craft of persuasive writing for
other composing purposes (transferable knowledge to spoken texts,
including debates)
Persuasive texts are about persuading an audience.
Before writing, you must be able to answer these
questions:

Who is your target audience?

What is the purpose of your text?
What are you going
to write about?
Stage 3 English Assessment Booklet
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Before deciding what you will write in your advertisement, consider who your
audience is (parents or students) and why you are writing your advertisement. This
should help you to choose the devices to appeal to your audience.
Remember, a persuasive text is one where the writer tries to persuade the reader
1. Identify all the positive things about Kincumber Public School that you might include
in an advertisement promoting our school (write down all the things you can think of):
Stage 3 English Assessment Booklet
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Can you organise all of your suggestions into headings or groups? Eg:
 Features about the school
 Catering for learning
 Great natural environment
 Excellent teachers
 Wide opportunities for success
Try grouping your list of positive features for our school:
3
4
Positives about
KPS
5
2
Stage 3 English Assessment Booklet
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2. Generating and selecting ideas to best meet the assessment task
Based on your group headings, what are the three things you think your
advertisement should focus on (the three best arguments to persuade people to
come to KPS)
See your teacher with your ideas….
Teacher comment and/or approval:
Confirmed arguments:
Stage 3 English Assessment Booklet
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3. Complete the Persuasive map to clarify the organisation of your text. Start thinking
about examples you could use to support your argument. This page is just for ideas,
not fully developed paragraphs.
Intro
Argument 1:
Examples or supporting
evidence:
Argument 2:
Examples or supporting
evidence:
Argument 3:
Examples or supporting
evidence:
Stage 3 English Assessment Booklet
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4. Before you begin writing, think about the persuasive devices you could use to be
persuasive in your advertisement.
Here is a list to help you:
 High modality words
 reasons/examples/arguments to support your case
 strong opinion
 use adjectives/emotive words
 make an emotional impact
 positive and negative words
 pictures/visuals
 imagery – metaphor, simile, personification, alliteration, rhyme,
repetition, rhythm, onomatopoeia, rhetorical questions
 sounds/soundtrack/sound effects/music
 colours
 comedy
 design: colour, layout, font, visuals, print, models, product placement,
detail
 structure – introduction, arguments, examples, conclusion
 tone of voice, intonation
 intricate/considered/careful language choices
 facts, true or false, data, statistics, figures, diagrams, tables
 carefully CRAFTED – structure, beauty and flow
 strong emotional images
 fear factor
 imperative voice, imperative verbs
 star endorsement
 invitation to respond
 superlatives
 guarantees
 sense of urgency (eg limited offer, hurry, offer ends soon)
 bandwagon (everyone else is doing it/buying it!)
the reality gap
Tick at least three you are planning to use.
Stage 3 English Assessment Booklet
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Are there any persuasive words or phrases you really want to use? Use this page to
record these. After your first draft, return to this page and check to see you have
included these important words/phrases:
Stage 3 English Assessment Booklet
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5. Aristotle’s rhetoric styles
Think about Aristotle’s three persuasive techniques Logos, Pathos and Ethos. Think
about your three arguments. How will you use the three rhetoric styles in your
advertisement to help persuade the reader?
Argument Logos (appeal
to logic: statistics
graphs, research
etc)
Write your first
argument
here:
Write your
second
argument
here:
Write your
third
argument
here:
Pathos (appeal
to the emotions)
Ethos (appeal
through
credibility, star
power, belief in
the product or
the endorser)
Other devices
you might want
to use:
Stage 3 English Assessment Booklet
page 11
Persuasive texts:
•
are emotive • are biased (they have a sell point) • sound authoritative
Look at the structure of a persuasive text. Keep these things in mind when
you write your first draft:
Structure: Introduction
 include a statement to give the author’s opinion
 preview important arguments
 engage the reader’s attention
Body
 include a series of paragraphs
 give a new idea or argument with reasons and examples to
support it in
each paragraph
 use persuasive language
 use quoted or reported speech
 use cohesive language to link ideas between paragraphs
Conclusion
 restate the position of the writer
 sum up the main arguments
 include request action to be taken by the reader (optional)
 do NOT give any new information
Stage 3 English Assessment Booklet
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Use your persuasive devices and make careful language choices (eg high modality
words and imperative verbs). Remember to structure your writing.
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Stage 3 English Assessment Booklet
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Ask a friend to read your advertisement. Ask them to give you some
written feedback here. Remember to use the compliment
sandwich (positive, something to consider, positive).
Positive (list something that was effective about the text):
Something to develop (list a way the writer could improve their text):
Positive (overall, how would you sum up the text?):
Are these good suggestions? Would following these suggestions make my text more
emotive/powerful/organised/structured?
What should I do next?
Stage 3 English Assessment Booklet
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After my peer review and personal reflection, I have looked carefully at my persuasive text.
I am ready to ‘score’ my writing. I give my writing a score for the following:
_____ out of 10 for organisation (it reflected the structure of a persuasive text)
_____ out of 10 for language choices (I made careful language choices to be persuasive)
_____ out of 10 for using a range of persuasive devices
Based on my score, I could improve by:
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What other types of persuasive devices could you include in your writing?(use the
checklist on page 8). In the thinking cloud space, write down which of the above
persuasive devices you could add to your advices to help persuade your reader.
I will try adding:
Stage 3 English Assessment Booklet
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Before you begin your second draft, you should have made some decisions on how
you can adjust your advertisement.
 Add words, change words, delete words
 Add phrases, change sentence order,
 Review your persuasive device choices. Can you add or change any of them?
Write your 2nd draft here:
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Stage 3 English Assessment Booklet
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Stage 3 English Assessment Booklet
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Show your second draft to your teacher. Ask for feedback and discuss ways to
improve your writing.
Teacher comments:
Teacher recommendation to
 write third draft or
 begin publishing
Brainstorm how you will use technology to present this text in a persuasive way:
Stage 3 English Assessment Booklet
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Stage 3 English Assessment Booklet
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Stage 3 English Assessment Booklet
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Stage 3 English Assessment Booklet
Name:
Class:
Date: Week 10, Term 1
EN3-9E
E. learn and reflect on their learning through their study of English
* I can reflect on own learning achievements against specific criteria
Assessment Criteria:
Did I have a target
audience in mind?
How well did my text
suit my target
audience?
What is the purpose
of my
advertisement? Was
this clear in my final
product?
What types of
persuasive devices
did I use?
Did I use a wide
range of devices?
Did I include:
o Logos
o Pathos
o Ethos
page 22
Student Reflection
Stage 3 English Assessment Booklet
How well did I
structure my final text
(introduction,
arguments,
supporting
evidence/examples,
strong conclusion)?
How did I (or how did
I plan to) present my
advertisement?,
Did my choice of
presentation help
persuade my
audience?
What do I like most
about my
advertisement
(which parts do I like
best and why)?
How could I improve
my advertisement? if
I had more time, how
would I change it?
page 23
Stage 3 English Assessment Booklet
 Matrix
page 24
for composing assessment:
Outstanding
(stage 4)
EN3-2A
composes, edits
and presents wellstructured and
coherent texts
EN3-6B uses
knowledge of
sentence
structure,
grammar,
punctuation and
vocabulary to
respond to and
compose clear
and cohesive
texts in different
media and
technologies
composes, edits
and presents wellstructured and
coherent texts EN3-2A (compose
increasingly
complex print,
visual, multimodal
and digital texts,
experimenting
with language,
design, layout and
High
Sound
Developing
Limited
(Stage 3)
(towards Stage 3)
Student
composes texts
for a variety of
purposes
including
imaginative
expression and
pleasure
makes effective
language
choices to
creatively shape
meaning with
accuracy, clarity
and coherence
(towards Stage
4)
Student
composes a
well-planned,
cohesive text
with a focus on
creating a
persuasive
argument
Makes some
effective
language
choices to
creatively
shape a
cohesive
persuasive
argument
Student is able to
plan, compose, edit
and present a wellstructured and
coherent text
Student
attempts to
plan, compose
and present a
structured text
which makes
sense
Student
demonstrates
difficulty in
composing a
structured text.
Composes clear
and cohesive text
with evidence
effective sentence
structure,
knowledge of
grammar,
punctuation and
vocabulary
Student
attempts to
compose a
clear text with
some
knowledge of
sentence
structure,
grammar,
punctuation and
vocabulary
effectively uses
a widening
range of
processes, skills,
strategies and
knowledge for
responding to
and composing
texts in different
media and
technologies
Composes
complex print,
visual,
multimodal
and digital
texts, making
effective
choices about
language,
design, layout
and graphic
compose
increasingly
complex print,
visual, multimodal
and digital texts,
experimenting with
language, design,
layout and graphics
Student
attempts to
compose more
complex print,
visual and digital
texts, making
some language,
design, layout
and graphic
choices
Student
demonstrates
difficulty in
composing a
text with
evidence of
understanding
of sentence
structure,
grammar,
punctuation
and
vocabulary
Student begins
to experiment
with visual,
multimodal
and digital
processes to
represent ideas
encountered
in texts
Outstanding
(stage 4)
High(towards
Stage 4)
Sound(Stage 3)
Developing(to
wards Stage 3)
Limited
Student uses,
reflects on and
assesses their
individual and
collaborative
skills for learning
Student clearly
identifies and is
able to
reflectively
assess skills as a
learner
Student recognises,
reflects on and
assesses their
strengths as a
learner
Makes some
reflections on
own self as a
learner
Experiences
difficulty
reflecting on
self as a
learner
Outstanding
High
graphics)
Matrix for reflecting assessment:
EN3-9E recognises,
reflects on and
assesses their
strengths as a
learner)
Teacher
comments:
Overall:
Sound
Developing
Limited