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12 — Being consumer savvy in the 21st century: Part 2

In this sequence the students will continue to draft and publish their guides, selecting appropriate subject matter, language and visuals (including audio where relevant) to convey information and ideas. ACELY1725

The guide forms Assessment task 2 and is the culminating productive component for this unit. To assist students in the creation and final publication of their guide, some further writing and editing mini-lessons are suggested. The focus in this sequence will be on the language and visual choices that the students will make. The students will present their guides and complete a unit evaluation.

This sequence draws on the General Capabilities of Literacy, Information and Communication Technology, and Personal and Social Capability.

3. How will the style of writing help my reader and drive my purpose (to inform and persuade)?

Remind the students that they are permitted to use their own voice and modes of expression in their guides, specifically aiming to connect with a teenage audience. They also need to remember that the guide needs to have a readable structure and be easily recognised as a guide. It needs to tell a cohesive story and show that time and care have gone into its creation. To enable this, there are some language techniques to focus on as students edit their texts for meaning. ACELA1532ACELY1726

Readability: Using topic sentences and connected paragraphs

Explain that writing a cohesive text involves the use of topic sentences and connected paragraphs. For a user guide in particular, using text connectives is an effective way of achieving this. Some sample connectives that students can explore, from Beverly Derewianka’s A Grammar Companion, are:

Students can be encouraged to search for samples of these language features in the non-fiction texts displayed in the classroom.

A cohesive text is also about putting an effective story together, with all of the elements in place, a consistent and clear message, ensuring that sentences are punctuated correctly and that the whole guide has been edited for meaning.


Repeating a main point or case over and over again, but varying it so as not to repeat exactly the same words, is another great way of connecting the reader to the topic (for example, ‘Don’t you want to be consumer savvy?’, ‘So what can I do to be more savvy’, ‘You will feel like a light bulb has just gone off!’, ‘It will feel like a door has opened’).

Using analogies and making comparisons can also help to really drum in a message.

4. How will I use visual elements to enhance my guide?

Remind the students that the visual elements used should be relevant to their guide, with the aim of attracting the audience and maintaining their interest. Return to some of the sample concepts explored in Sequence 11: guide for dummies, illustrative guide and so on. Encourage the students to think about how a visual theme can be applied to their guides and how their theme can connect with the language they use. For those presenting their guides in a digital format, this involves consistency of colour scheme and digital design features.

Additional resource: For templates that students may choose to use when presenting their guides, such as pocket guides, pin wheels and booklet designs, see Sheena Cameron’s The Publishing and Display Handbook. A variety of digital templates can also be found online.

So, when it comes to advertising, are we being bought? 

On completion of their culminating project, the students will share their guides with a young teenage audience (their peers). 

After the guides have been completed and shared, the students can complete a final reflection for the unit for their advertising journals and/or complete a Unit evaluation worksheet.