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The Baroness\'s Story

Learning task 2

Learning intention(s)	Developing understandings about argument
KCs/ Principles/Values focus	KCs: Thinking – making connnections Relate to others – peer discussion Use language, symbols and texts –exploring a text type

Reading and responding to feature articles

Browse print and online newspapers. Develop a list of topics which you might be interested in writing about.
As a class, talk about how to recognise and identify facts and opinions in a piece of writing. Introduce the concept that feature articles often combine both facts and opinions. Discuss how effective writers express and develop their points of view and support them by evidence.
Run a short newspaper/magazine based quiz. Select 10 extracts drawn from feature articles. Classify these as facts or opinions, then justify the classifications.
Read The Ginga Stereotype feature article. In pairs or small groups, use the questions on The Ginga Stereotype Discussion Sheet to guide the discussion and to record comments and examples.
As a class, discuss whether The Ginga Stereotype could be classified as ‘good writing’. Talk about examples of writing they liked from the article. Discuss which examples might earn a ‘good writing’ classification. Is the writing effective because of: [for example] the use of humour, interesting ideas and development of argument, skilful expression and use of language? Look particularly closely at several examples of effective sentence structures and word selections the writer has made.
What criticisms do you have of this piece? How do you think it could be improved?
Identify examples of information about ‘gingas’ from other sources. Classify these pieces of information. For example, historical details about ‘gingas’, unusual details, scientific details. Ask students to consider and describe the approach they might take when they write their articles.
Brainstorm two or three possible topics you could write about. Complete an internet-based search for three or four pieces of information that you could potentially incorporate into feature articles on these topics. Your search and the information you select should be guided by the tone and approach you might take in your articles. Information collected for a serious article is likely to differ from that collected for a humorous piece.
When you make a firm decision about topic for your own feature article, you could widen your search to include library and other relevant sources to locate information that could be included.

Learning task 3

Learning intention(s)	Developing understandings about structure
KCs/ Principles/Values focus	KCs: Thinking - exploring various ways a feature article can be organised

Focus on structuring and linking ideas

Examine the structure used in The Ginga Stereotype. Develop sub headings for each paragraph that summarise the topic covered. [e.g. First paragraph: introducing central idea: ‘gingas’ are unfairly treated].
Complete the Jigsaw Activity based on the feature “Eat Up: It’s Got to Be Good For You”. With a partner, cut up the jigsaw sheet and assemble the six paragraphs into a sequence matching the Structure Headings so that a case is developed on the topic of diet and young people. The complete feature article is available in the editing checklist. used in task 4.
“Eat Up: It’s Got to Be Good For You” takes a serious approach to the issue that young people need to be more responsible about healthy eating. Compare this article with the humorous “The Ginga Stereotype” and consider the information each writer selects to develop their ideas.
Before you begin the first draft of your feature articles, revisit your work in learning task 2 to help to select the topic and approach for your feature article, then locate information to develop ideas.
During the drafting process, use connectives from the Making the right connections resource to introduce or explain another point of view, present an additional point or show a connection, or to emphasise a point.
The Writing Frame provides examples of sentence frames to help develop syntax. Some teacher adaptation may be required to suit selected topics.

Learning task 4

Learning intention(s)	Critiquing and improving writing
KCs/ Principles/Values focus	KCs: Managing self - taking responsibility for the editing process

Reviewing and evaluating

Reviewing your work using the editing checklist. Consider each section of your writing by addressing the questions listed.  After working through the checklist and making improvements to your own draft, seek feedback your teacher.
After completing a first draft, read your piece aloud to help identify parts of the writing that require reworking.
In 2011, your writing can be assessed during your class programme against Achievement Standard 90376: Produce crafted and developed formal transactional writing. From 2012, it can be assessed against its replacement, the new Level 2 writing standard, AS 2.4 Produce a selection of crafted and controlled writing. The same standard of writing is required at each achievement level for both the old and new achievement standards.
Prior to writing the final draft, look at to the assessment schedule, exemplar A, and the editing checklist to decide which changes or additions are needed for the final draft.
Develop the final draft. You should view this as much more than a proof reading exercise, although you should improve on technical accuracy in grammar, spelling and punctuation. This is an opportunity to craft and reshape - to polish your sentences and to try forming some sentences in different ways in order to improve them.