Task
Construct, script and deliver a persuasive speech on a social issue to:
- Your teenage peers, at a Mental Health and Personal Wellbeing Seminar o
- The School's Naidoc Parade o
- A Local Community Group who are attending an information evening presented by Teen Community Leaders o
- A Special Interest Group in which you may be involved: eg Human Rights and
Freedoms o
- A specific Australian Audience of your choice, negotiated with your teacher.
Your speech will shape a perspective about a social issue that has been raised in the
media in recent times. This could focus on:
* A Social Issue related to Power [Examples of these could include issues related to
Religious Freedom, Bikie Laws, Facial Recognition Securities, for instance] o
* A Social Issue related to Identity. [Examples of these could include a Racial issue, a
Gender Issue, a Mental Health issue or an issue related to Sexuality, for instance]. o
* A Social Issue related to Loss [Examples of these could include an issue related to
Refugees, Immigration, or Euthanasia, for instance]
Therefore, you need to select a contentious social issue that has appeared in media
texts in the last year, which may be drawn from
oader topics such as power, identity
or loss. Construct a persuasive argument of your own that adds to the public
conversation about the issue.
● In your speech, identify your audience / your role / and your purpose, invite
listeners to reconsider their own position on the issue, persuade them to accept
your stance, and influence them to take action.
● Establish a thesis in relation to the chosen issue
● Develop your argument to persuade others on this issue, making use of the ways
cultural assumptions, attitudes, values and beliefs underpin perspectives and
epresentations on the issue
● Select and synthesise subject matter to support your argument
English — IA2 Page 4
● Select and synthesise subject matter to support your argument
● Use rhetorical and persuasive strategies to position your chosen audience to
accept your thesis.
Stimulus: Cu
ent (within last 12 months) multi-media articles and sources
Scaffolding
Your persuasive speech should show an understanding of the relationship between
language, argument and speaker presence. Your script and delivery should show clea
awareness of the audience, purpose and context of the speech.
It should include the following characteristics:
● A clear thesis or contention on the issue that is developed in the script
● A series of points to support the contention, employing logical reasoning
● Engagement with an ongoing public conversation about the issue
● Reference to (or critique of) other perspectives proposed in media texts (if
appropriate to the development of your argument)
● Incorporation of a range of rhetorical strategies to influence your audience, e.g.
emotive language and appeals, figurative language, rhetorical questions,
epetition, anaphora, antistrophe, antithesis, identifying with the audience,
statistics, evidence, case studies
● Ve
al and nonve
al features appropriate to the context that complement what
you are saying and influence your audience to take action
● A call to action appropriate to the audience and context.
Criteria:
Climate Change - Powe
Thesis: The media influences the public to believe their own agenda around climate change
Melting icecaps, inhabitable land, unpredictable weather and natural disasters are all repercussions of climate change. So why hasn’t the government done anything about this inevitable crisis? And why does our media constantly make us doubt whether climate change is real?
Good Morning, my name is Jessica and I’m here today as a cu
ent year 12 student who is wo
ied about the future of our planet.
The media is a crucial part of informing the public about what is happening in the world, so it is extremely important we can trust their sources. However it has become very evident over the past decade that the information the media releases to the public is suited to their own agenda and in doing so fake news has arose.
The government is in a constant debate over climate change; however, the facts are apparent. Science has proven that the worlds climate is changing and has slowly began exposing the negative effects the changing climate is having on the planet. However to our expense, the media has chosen to influence the public to believe their own agenda instead of helping to promote solutions to the
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English 2019 v1.5 Instrument-specific marking guide (IA2)
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Pacific Pines State High School
English
IA2
Student name
Student numbe
Teache
Issued 04/03/2020
Due date 01/04/2020
Marking summary
Criterion Marks
allocated
Provisional
marks
Knowledge application 8
Organisation and development 8
Textual features 9
Overall 25
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Access to IT via school's BYOD program.Resources
IndividualIndividual / group
Spoken/signed: 5–8 minutesMode / length
4 weeks notification and preparationDuration
Topic 2: Conversations about issues in textsTopic/s
Unit : 3 Textual connectionsUnit
Extended response — persuasive spoken responseTechnique
Conditions
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Context
In this unit, you have examined representations of a number of contemporary social
issues in the media, as well as exploring strategies for persuasive argument. You
have also analysed the ways different texts construct perspectives of the same issue.
Task
Construct, script and deliver a persuasive speech on a social issue to:
1. Your teenage peers, at a Mental Health and Personal Wellbeing Seminar o
2. The School's Naidoc Parade o
3. A Local Community Group who are attending an information evening presented by
Teen Community Leaders o
4. A Special Interest Group in which you may be involved: eg Human Rights and
Freedoms o
5. A specific Australian Audience of your choice, negotiated with your teacher.
Your speech will shape a perspective about a social issue that has been raised in the
media in recent times. This could focus on:
* A Social Issue related to Power [Examples of these could include issues related to
orReligious Freedom, Bikie Laws, Facial Recognition Securities, for instance]
* A Social Issue related to Identity. [Examples of these could include a Racial issue, a
orGender Issue, a Mental Health issue or an issue related to Sexuality, for instance].
* A Social Issue related to Loss [Examples of these could include an issue related to
Refugees, Immigration, or Euthanasia, for instance]
Therefore, you need to select a contentious social issue that has appeared in media
texts in the last year, which may be drawn from
oader topics such as power, identity
or loss. Construct a persuasive argument of your own that adds to the public
conversation about the issue.
● In your speech, identify your audience / your role / and your purpose, invite
listeners to reconsider their own position on the issue, persuade them to accept
your stance, and influence them to take action.
● Establish a thesis in relation to the chosen issue
● Develop your argument to persuade others on this issue, making use of the ways
cultural assumptions, attitudes, values and beliefs underpin perspectives and
epresentations on the issue
● Select and synthesise subject matter to support your argument
Page 4English — IA2
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Week 8 of Topic: Submit final written script (and multi-modal resources if
applicable) using Daymap with plagiarism check, + submit hard copy to teache
Student Services. Present Spoken Presentation Component in scheduled
presentation session - under video-recorded conditions which adhere to QCAA
Endorsement requirements.
Week 7 of Topic: Rehearse speeches in teacher-nominated pairs and provide
feedback to one another focusing on use of spoken and non-ve
al features.
Respond to feedback.
Week 6 of Topic: Draft submitted for feedback. Prepare multimodal resources.
Week 5 of Topic: Summary and Identification of cu
ent social issues; location
of relevant media text. Consult with teacher about speech topic and thesis.
Consult with teacher to monitor drafting progress.
● Select and synthesise subject matter to support your argument
● Use rhetorical and persuasive strategies to position your chosen audience to
accept your thesis.
Stimulus
Cu
ent (within last 12 months) multi-media articles and sources.
Checkpoints
Authentication strategies
● You will be provided class time for task completion.
● Your teacher will observe you completing work in class.
● Your teacher will collect copies of your response and monitor at key junctures.
● Your teacher will collect and annotate a draft.
● You must acknowledge all sources.
● You must submit a declaration of authenticity.
● You will produce summaries during your response preparation.
● Your teacher will conduct interviews or consultations as you develop the response.
● Your teacher will conduct interviews after submission to clarify or explore aspects
of your response.
● Your teacher will ensure class cross-marking occurs.
● You will use plagiarism-detection software via school's Daymap to submit your
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● You will use plagiarism-detection software via school's Daymap to submit your
esponse.
● You will provide documentation of your progress at checkpoints.
Scaffolding
Your persuasive speech should show an understanding of the relationship between
language, argument and speaker presence. Your script and delivery should show clear
awareness of the audience, purpose and context of the speech.
It should include the following characteristics:
● A clear thesis or contention on the issue that is developed in the script
● A series of points to support the contention, employing logical reasoning
● Engagement with an ongoing public conversation about the issue
● Reference to (or critique of) other perspectives proposed in media texts (if
appropriate to the development of your argument)
● Incorporation of a range of rhetorical strategies to influence your audience, e.g.
emotive language and appeals, figurative language, rhetorical questions,
epetition, anaphora, antistrophe, antithesis, identifying with the audience,
statistics, evidence, case studies
● Ve
al and nonve
al features appropriate to the context that complement what
you are saying and influence your audience to take action
● A call to action appropriate to the audience and context.
Instrument-specific marking guide (IA2): Extended response — persuasive spoken response (25%)
Criterion: Knowledge application
Assessment objectives
3. create perspectives and representations of concepts, identities, times and places
4. make use of the ways cultural assumptions , attitudes, values and beliefs underpin texts and invite audiences to take up positions
5. use aesthetic features and stylistic devices to achieve persuasive purposes
The student work has the following characteristics: Marks
• discerning creation of perspectives and representations of concepts, identities, times and places in a persuasive text
• discerning use of the ways cultural assumptions , attitudes, values and beliefs underpin texts and invite audiences to take up
positions
• discerning use