Links to Student Work
Student Work 1      

ELA

Performance Task

11-4 final

(Content Area)

 

(Grade Level-Task Number)

 

Standard(s):

 

Public Documents

 

 E6a - The student identifies strategies common to public documents and public discourse,

 including:

E6a.1 effective use of argument

E6a.2 use of the power of anecdote

E6a.3 anticipation of counter claims

E6a.4 appeals to audiences both friendly and hostile to the position presented

                E6a.5 use of emotionally laden words and imagery

                E6a.6 citing of appropriate references or authorities.

 

 E6b – The student creates public documents, in which the student

E6a.1 exhibits an awareness of the importance of precise word choice and the power of

                         imagery and/or anecdote

E6a.2 utilizes and recognizes the power of logical arguments, arguments based on appealing to

                         a reader’s emotions, and arguments dependent upon the writer’s persona

E6a.3 uses arguments that are appropriate in terms of the knowledge, values, and degree of

                         understanding of the intended audience

E6a.4 uses a range of strategies to appeal to readers.

 

Reading

 

 E1c – The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work that:

E1c.1 interprets and analyzes information

E1c.2 relates new information to prior knowledge or experience

E1c.3 extends ideas

E1c.4 makes connections to related topics or information.

 

Performance Task:

 

Some members of the student body are supporting the staff of the school newspaper in their efforts to eliminate censorship of articles submitted by the student body.  Recently several articles have been censored and/or edited before publication.   As a member of the student body, you have decided to write a Letter to the Editor that explains your position on censorship as related to Freedom of the Press.

 

1.  In order to become more informed and to provide possible support for your stand on censorship, you will investigate several court cases (e.g., http://www.rcfp.org/)  where Freedom of the Press is or was an issue.  During your investigations, you will note:

q       timeframe of the case and significant personalities

q       arguments presented

q       techniques used to persuade

q       historical aspects presented

q       short-term and/or long-term impact of the court decision

q       appeals pending regarding the decision

2.  Your Letter to the Editor will not only define censorship, but also suggest any changes to the existing policy or alternative courses of action. You will refer to your research citing pertinent names of individuals, examples, and arguments. 

 

3.  Prior to submitting your letter to the school newspaper staff, you will request several other individuals to proofread your letter and provide feedback. 

 

Circumstances of Performance:

 

The student work is produced under the following conditions:

   X

Alone

 

In a group

 

 

 

 

   X

In class

  X

As homework

 

 

 

 

   X

With teacher feedback

  X

With peer feedback

 

 

 

 

 

Timed

  X

Extended project

 

 

 

 

 

 

  X

Opportunity for revision

 

 

Criteria for Success: 

 

1.      Investigates topic thoroughly and notes show evidence of careful research.

2.      Uses appropriate persuasive techniques such as imagery, anecdote, logic, and/or emotion.

3.      Makes recommendations for changes in policy or course of action.

4.      Supports opinions with details and facts.

5.      Cites sources of information properly.

6.      Uses examples and figurative language to appeal to the reader.

7.      Shows respect for the reader’s opinions and values.

8.      Presents arguments clearly and logically.

9.      Follows conventions of English.

 

Supporting Standard(s):

 

Writing

 

E2e – The student produces a persuasive essay.

 

Conventions, Grammar, and Usage of the English Language

 

 E4a – The student demonstrates a basic understanding of the rules of the English language in written and

             oral work, and selects the structures and features of language appropriate to the purpose, audience,

             and context of the work. The student demonstrates control of:

 

                E4a.1 grammar

                E4a.2 paragraph structure

                E4a.3 punctuation

                E4a.4 sentence construction

                E4a.5 spelling

                E4a.6 usage.

 

 E4b – The student analyzes and subsequently revises work to clarify it or make it more

            effective in communicating the intended message or thought. The student’s revisions should be

            made in light of the purposes, audiences, and contexts that apply to the work.