English Assessment Map – Sample at Level 6
Dangerous Dogs
Students researched the issue of dangerous dogs in Victoria. They then participated in a debate and wrote a letter to the editor of a local newspaper on the issue.
The elements of the Writing standard addressed by the task are:
(Students) … write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives on complex themes and issues.
(Students) … begin to use a range of language techniques to try to position readers to accept particular views …
The following sample illustrates the kind of response that students typically produce when they have achieved the elements of the standard addressed by the task.
Letter to the editor
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Paragraphs 1–2
The letter opens with appropriate salutation. The introduction includes context of issue, establishes tone and, while not explicitly stated, clearly establishes contention.
Paragraphs 1–6
Uses brief and direct paragraphs without much preamble and unnecessary development. Background and content are established early – writing in response to an incident and relating to it personally. Shows understanding of the structure and features appropriate to text type – a letter to the editor of a local newspaper. Body paragraphs are clearly and tightly based on lines of argument and include topic sentence and expansion. The writer’s involvement is positive and builds up reasons for overall position and the personal involvement and level of assertion is basic but adequate.
The writer effectively uses persuasive writing techniques, such as:
- appeals to the reader’s emotions (‘I love my dogs…I got them from the local animal shelter over three years ago after they had been dumped by their irresponsible first owners’ in Paragraph 4), family values (‘and they are very much part of my family’ in Paragraph 4) or community values (‘I write to support the work of council rangers and local vets and urge all dog owners to be responsible’ in Paragraph 6)
- emphasis through repetition (on responsible dog ownership in Paragraphs 4–6)
- direct attack on opposition (‘If you can’t or won’t do this…’ in Paragraph 6)
- assertion (‘Responsible pet ownership should be taught in schools and people not able to own a pet until they have passed a course’ in Paragraph 4)
- providing evidence, albeit anecdotal (‘I always walk my dogs on a lead…dog obedience and training classes…put up strong fences’ when describing what responsible pet ownership entails in Paragraph 4).
Tone shifts from irate in Paragraphs 1–2, to sentimental (Paragraph 4) and, at the close of the letter, to assertive. Tone shift – if deliberate – shows a good understanding of its potential impact on audience.
Paragraph 4
Assertions about teaching pet ownership in school and awarding qualification certificates are emotive but simplistic and lacking in development.
Paragraph 6
Penultimate sentence clarifies motivation for writing. Concluding sentence applies an assertive, even strident, tone in a final attempt to persuade.
Elements of the standard
(Students) … write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives on complex themes and issues.
(Students) … begin to use a range of language techniques to try to position readers to accept particular views …
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