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Years 9-10
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English
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Activities
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Letters to the Editor - Food
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Additional Information
Additional Information
View the Recording Templates for this Activity (Microsoft Word, 32 KB)
Guidelines for marking
The following guidelines for marking show one approach to assigning a value to a student’s work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.
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Range
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Students in this range:
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11-15
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- plan, compose and edit accurate, clear and logical responses in the form of letters, applying knowledge of the language forms and features, and structures of a letter to the editor according to purpose, audience and context
- make effective choices about language and content to construct a persuasive argument, using appropriate register and vocabulary
- think critically and interpretively using key information about GM foods to construct a logical argument which integrates personal opinion.
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6-10
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- plan, compose and edit generally clear and logical responses in the form of letters, applying knowledge of the language forms and features, and structures of a letter to the editor aware of the purpose, audience and context
- make adequate choices about language and content to construct a response, which at times contains a persuasive argument, using generally appropriate register and vocabulary
- show evidence of thinking critically and interpretively using relevant information about GM foods to construct a logical argument that integrates some personal opinion.
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1-5
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- attempt to plan, compose and edit responses in the form of letters, following the language forms and features, and structures of a letter according to purpose, audience and context
- make choices about language and content to construct an argument that may use appropriate register and vocabulary, and demonstrate some logic
- think critically and interpretively, using some information about GM foods, with support of the teacher.
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Feedback
Students will be given written feedback from the teacher. Comments will inform them about such things as the structure and presentation of their ideas when writing with a particular purpose for a particular audience.
Future directions
Teachers could consider focusing on the composing of further texts by transferring understanding of language concepts into new and different contexts and responding to other texts in order to show how texts reflect personal and public worlds. These applications could include debating and essay writing.
