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Assessment task 1: Extended response

Part 1: Logos, pathos and ethos

Discuss with the class the different ways texts position readers and viewers to respond. Response can be based on logos (logic), pathos (feeling) and ethos (ethics). This applies particularly to non-fiction texts. Divide the class into groups of five and allocate each group a text, from the suggestions below, to read and discuss. In this activity the students will identify the purpose, audience and context of each text, its perspective and the language features it uses to convey its message.

Give each group of five students five cards, each of which has one of five phrases at the top (historical context, social issue, logical argument, emotional appeal, call to action). Distribute the cards randomly within each group and tell the students they have five minutes to produce a short oral presentation on that aspect of the topic, which they will then give to the other four members of their group. To assist in their presentations, underneath each heading include some pointers. For example, for historical context, the card might say:

After the preparation time, stop the students and tell them they will give feedback on each other’s presentations in their groups, using a traffic light strategy. The traffic light strategy works like this:

Members of each group give their presentation to the group in alphabetical order. No feedback is given within the group until all five presentations are completed. Thus, each member of the group judges four presentations and has feedback from their four peers on their presentation.

Part 2: Formative assessment – preparing for Assessment task 1

Using the text reflection and analysis from the previous part of the assessment task, the students will write an extended response addressing the task below:

Ask the students to form groups of four and prepare a concept map that responds to the demands of the prompt. The concept map will include terms, knowledge of writing forms and content from the texts considered. Links between these elements are important in the map. Split the groups into pairs – one pair stays with the concept map and the other discusses concept maps that have been developed by students in other groups, focusing especially on the linkages and connections. The students rotate through these groups. 

Conduct a class discussion where the students as a class group report on terms, ideas and links, and whether they are good or confusing. Clarify any concerns they may have.

Reconvene the students in groups of four and ask them to write down between three and five assessment criteria for an answer to the question. Finally, as a whole class, draw up a final list of criteria, publish these and ask the students to prepare for the task and write the response.

Part 3: Formative assessment – the task itself and after the task

In this part of the assessment task the students write their responses and review those of others. This provides opportunities for both peer and self assessment.

Ask the students to write their extended response. Collect the responses and redistribute them randomly to the students, instructing them to identify how the answers met the criteria.

It is likely in this activity that students will be reminded of their own particular strengths and weaknesses as well as those of the student whose work they are reading.