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VCE 2001 ESL

VCE 2001 ESL. An approach to classroom activities for Unit 3, Outcome 1, Task 1 Writing a point of view . Unit 3, Outcome 1, Task 1 Writing a Point of View An Approach. Set a common issue (Not required, but strongly recommended) Timing: 240 - 300 minutes over 2 weeks

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VCE 2001 ESL

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  1. VCE 2001 ESL An approach to classroom activities for Unit 3, Outcome 1, Task 1 Writing a point of view ©Stella Louca Kew High School

  2. Unit 3, Outcome 1, Task 1Writing a Point of ViewAn Approach • Set a common issue (Not required, but strongly recommended) • Timing: 240 - 300 minutes over 2 weeks • Length: 600 - 800 words ©Stella Louca Kew High School

  3. Some Decisions • Will the issue for the SAC be teacher selected or the student’s choice? • How many articles will be used? • How will you schedule tasks over the 5 - 6 periods? • Will/should any of the SAC be set at home? What? • Will you give the students the topic early in the piece? • Where in the calendar/schedule will the SAC be held? ©Stella Louca Kew High School

  4. An approach • Completion • Mainly in class • Under teacher supervision • Students may bring • a fact file of 4 sides of writing • 6 articles which have been annotated • a one page dot-point plan (referring to evidence and articles – no paragraphs) • a bi-lingual dictionary • Handwritten • If quotations are used, sources should be acknowledged in brackets – title, newspaper,date, page, author ©Stella Louca Kew High School

  5. An approach • Score • This task contributes 35 marks out the 100 marks allocated for unit 3. Unit 3 contributes 25% to the final assessment ©Stella Louca Kew High School

  6. An approach Types of Newspaper Articles • Discuss the purpose of different types of articles • Editorials • Opinions • News reports • Letters to the editor • Features • Stories ©Stella Louca Kew High School

  7. Pre-teach Language Analysis, Using Media Texts Dating From 1/9/00 (Keeping a file of cuttings for yourself is useful but can be time-consuming. Echo on-line is a good resource and also the various clipping services through the newspapers) • Contention • What is this? • Where can this be found? • Headlines • Subheadings • Implied, etc ©Stella Louca Kew High School

  8. Generalisations that support the contention Evidence which supports generalisations Using experts in a field Using comments from “those in the know” Past experience Statistics/research Cause and effect arguments Making deductions and drawing conclusions from these Rejecting suggestions/ rebuttal The Language of Proving an Argument ©Stella Louca Kew High School

  9. Loaded language Rhetorical questions Exaggeration/ Hyperbole Repetition Alliteration/ Assonance Sarcasm/Humour Analogies/Metaphors Mudslinging Case studies Reporting only one side, or parts of an issue Images - cartoons/photos How Is Language Used to Support/prove an Argument? ©Stella Louca Kew High School

  10. Possible Learning Activities • Identifying persuasive language in the media • 3 articles on various issues • Go through the first article as a class. Identify and discuss: • Type of article? Position in the newspaper? • Purpose/audience? • What kind of language or persuasive techniques are used? • Eg: loaded language, repetition, case studies, etc • What is the tone of language is used? • Eg: sympathetic, neutral, aggressive, etc ©Stella Louca Kew High School

  11. Possible Learning Activities • Has the writer persuaded the reader to agree with their opinion? • Which persuasive techniques achieved this? • Which techniques didn’t work? • How effective have the persuasive techniques been to persuade the reader of the writer’s point of view? ©Stella Louca Kew High School

  12. Possible Learning Activities • Divide the students into small groups and ask them to analyse a second article following the basic questions done in the previous class work • The groups can then report to the class and compare findings • Give out a third article for individual analysis. Students can write up their analysis ©Stella Louca Kew High School

  13. Possible Learning Activities(From Study Design ESL 2000 Page 46) • Select an issue • Take students to the library to find 1 - 2 articles each • Provide further articles for reading/discussion • Research the context in which the issue has arisen • Why is the context important? • Introduction • Wider implications ©Stella Louca Kew High School

  14. Possible Learning Activities(From Study Design ESL 2000 Page 46) • Select another issue • provide articles and/or ask students to collect 2 - 3 articles, using on-line resources eg: Echo • read through these articles to ensure an understanding of the issue • discuss how different interest groups would respond to the issue • why would they respond in this way? etc (ask a standard set of questions about the articles)  ©Stella Louca Kew High School

  15. Possible Learning Activities Answer the following questions about the article • What do you think the writer is suggesting by using this headline? • Identify the topic sentence, which briefly explains the writer’s contention • Identify examples of language which are specifically intended to influence the reader’s view on the issue  ©Stella Louca Kew High School

  16. Possible Learning Activitiescont’d • Find a rhetorical question. What impression of the writer’s viewpoint do you gain from this rhetorical question? Is this rhetorical question persuasive, or not? • Is this writer’s view expressed in entirely rational language? • Does the writer make any kind of emotional appeal? Identify at least 2 examples of emotive language Eg: Loaded language, exaggeration, etc ©Stella Louca Kew High School

  17. Possible Learning Activities(From Study Design ESL 2000 page 46) • Select 2 - 4 different issues • divide class into groups of 3 - 4 students • assign an issue to each group • provide a variety of articles (and/or use the library for students to research and find articles. Think of the time available) • each group should then: • identify the contention • identify the arguments supporting the contention • list the supporting evidence • identify the arguments against the contention • list the evidence against the contention ©Stella Louca Kew High School

  18. Possible Learning Activities • Maybe here, a Learning Activity for Outcome 2 (Oral Presentation) could be done as practice for this Outcome (Study Design ESL 2000 Page 56) eg: Learning Activity (from Study Design ESL 2000 Page 47) In small groups, use MS Powerpoint to create multimedia presentations about the assigned issues ©Stella Louca Kew High School

  19. Outcome 1: Discuss in detailthe ideas, experiences and issues dealt with in …current Australian media texts(From Study Design ESL 2000 page 27)SAC (School Assessed Coursework): A written presentation of the student’s point of view on an issue drawn from print and /or non-print Australian media sources(From Study Design ESL 2000 page 27) Where to begin? From the basics  ©Stella Louca Kew High School

  20. Possible Learning Activities • Contention - what is it? Explain/discuss • How can it be phrased? Examples • Work for the students • Formulate a contention on the chosen issue • Why do you believe in this point of view? • Make a list of the main reasons/ideas why you believe in this point of view • You must be able to find at least 3 - 4 main reasons • Write each reason onto a slip of paper (supply) • Sort these reasons into groups of similar reasons • These will become the basis for paragraphs in the students’ writing and can be included as part of their dot-point plan ©Stella Louca Kew High School

  21. Possible Learning Activities • What can be used as proof/evidence to support these ideas? Provide examples of: • Relevant case studies or anecdotes • Expert opinions • Facts which cannot be argued with • Statistics/surveys • Etc ©Stella Louca Kew High School

  22. Possible Learning Activities • Issues work • Identify relevant proof/evidence on the assigned issue using the media texts provided/collected • Write this on slips of paper • Match the evidence slips with the appropriate ‘reasons’ group of slips from the earlier task • These will become supporting evidence in the students’ writing and can be used for the dot-point plan ©Stella Louca Kew High School

  23. Possible Learning Activities • Rebuttal • What is this? • What does it do? • Why is it needed? • Where does it come in the students’ writing? • Why at this point? ©Stella Louca Kew High School

  24. Possible Learning Activities • Issues work • Look at the arguments against the contention, which were collected earlier • For each argument, make notes on why it is wrong, weak, unimpressive or ineffective • Do this for each argument against the contention • Put all these slips into one group, as these will become the basis for a ‘rebuttal’ paragraph • Use these as part of the dot-point plan ©Stella Louca Kew High School

  25. Possible Learning Activities • How can students write persuasively and convincingly? By using the same techniques used by the media. Discuss these again: • Loaded language • Rhetorical questions • Repetition • Alliteration/Assonance • Sarcasm/Humour • Analogies/Metaphors • Case Studies • relevant quotations • relevant anecdotes ©Stella Louca Kew High School

  26. Mudslinging Exaggeration Made up ‘facts’ Generalisations False ‘cause and effect’ statements Using parts of quotations so that it looks like a point of view is supported, when in reality, the whole quotation does not support the point of view Possible Learning Activities What techniques should students avoid? Discuss: ©Stella Louca Kew High School

  27. Possible Learning Activities • Format/style of presentation • Persuasive/argumentative essay • Letter • To the editor • To a friend • An authority on the issue • Speech/dialogue • Newspaper article, etc ©Stella Louca Kew High School

  28. Possible Learning Activities • You must pre-teach how to write on an issue, expressing a clear point of view • Format/style of presentation • Persuasive/argumentative essay • It’s all very well to practice the other styles for the writing task but we’ve found that for the SAC it’s best if the students stick to a persuasive/argumentative essay ©Stella Louca Kew High School

  29. Possible Learning Activities • The basic essay structure. Go over this with the students using 1 or 2 different issues as examples Never assume that this is a known factor • Introduction • Background/context to the issue • Why has it become an issue? • Who are the major players? • What are the wider implications? • What are the two sides to the issue? (3 - 4 sentences) • Clearly stated contention (1 sentence) • Very briefly, why the student feels strongly their opinion is right (1 sentence) ©Stella Louca Kew High School

  30. Possible Learning Activities • Body • At least 4 - 5 main paragraphs, each with • Topic sentence with one key reason • Supporting evidence • Links to paragraphs before and after • One rebuttal paragraph • Placement? Second last or last paragraph in the body? At the start? It depends on the student and how good they are ©Stella Louca Kew High School

  31. Possible Learning Activities • Conclusion • Repeat the contention in different words • Summarise in 2 - 3 sentences the main arguments used • Perhaps reiterate some of the wider implications of the issue • Try to finish with a strong ‘final comment’ on the issue • Do not introduce any new evidence here ©Stella Louca Kew High School

  32. The SAC • The students should now be ready to write their individual essay in class time. They can write a practice essay on a different issue or go straight into the SAC • Begin with the introduction, and check it for them • Continue with the body, check, then the conclusion • This essay must be 600 - 800 words long. Get them to count the words – it’s amazing how far off the mark some kids can be • They could include a bibliography of the sources of quotations used ©Stella Louca Kew High School

  33. Some Possible Current Issues • Detention centres • Racial vilification laws • Smokers and elective surgery • Etc ©Stella Louca Kew High School

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