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2.2 Write a sensitive letter and read a passage

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English home language

Grade 8

Cultural and aesthetic prejudice

Module 9

Write a sensitive letter and read a passage

Activity 1:

Write a sensitive letter

[lo 4.1.2]

  • Now that you have looked at prejudice around the world, write a letter coming from someone who has experienced prejudice against himself.
  • Choose ONE of the following children’s problems and write a dignified letter as if coming from him or her, explaining what happens exactly, how you feel and what you think can be done about the situation: Give examples of the kind of trauma that you experience and try to explain descriptively the actions and reactions of the participants.
The thoughts of an Irish girl / boy who has been victimised because she is a Catholic. The thoughts of an Indian girl / boy who is victimised because she is one of the untouchables.
The thoughts of a Muslim Iraqi student who is victimised while studying in America. The thoughts of a young Palestinian girl / boy who is living in a largely Jewish area and who feels victimised.
The thoughts of a young Serbian boy / girl who has to attend school in a largely Croat region and who feels victimised. The thoughts of a young girl / boy who speaks English only in a largely French-speaking quarter and who feels victimised.

PREPARING:

  • Do some reading on any of the above countries and their problems.

ROUGH, SUMMARISED RESEARCH NOTES:

Look at the following assessment chart BEFORE you start writing:

CRITERIA   
Opening Format Quite right Almost right Not quite right Not right at all
Opening paragraph Impressive Quite touching Fairly moving Has no impact
Main points Have impact Quite impressive Rather confused Very confused
Mood Very meaningful Quite meaningful Meaningful in parts Not meaningful
Closing paragraph Has impact Quite impactful Fairly impactful Has no impact
Neatness Very neat Quite neat Neat in part Untidy
Diction Striking Good at times Scattered Poor
Figurative imagery Very touching Touching at times Too few images No imagery
Punctuation Adds to theme Quite interesting Used too seldom Poorly used

MADE-UP ADDRESSES AND NAMES OF THE CHARACTERS:

PLANNED OPENING PARAGRAPH:

MAIN POINTS TO COVER:

PLANNED CLOSING PARAGRAPH:

FINAL EDITED LETTER (To be handed in for your portfolio)

Activity 2:

Read passage

[lo 4.1.2]

  • Now, it is time to read the following passage to yourself and then answer the questions that follow:

The Givers and the Takers

1. When a learner is in Grade 8, there are certain sensitive issues which affect a young girl or boy: These are issues to which they react with deep emotion, heartfelt agony and embarrassment. The good news is that this is natural.

2. However we need to understand relationships more clearly and to look a bit more deeply to find solutions. There certainly ARE solutions to ALL problems.

3. Ignorance, fear and prejudice certainly do not help. To treat a person badly saying that you do not know how a person is feeling is a lame excuse; fearing someone is unnecessary when help is available and showing prejudice to any other person merely enhances a poor character.

4. There are two sides to all relationships: The sender and the receiver. And in between somewhere is a rather garbled message!
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Source:  OpenStax, English home language grade 8. OpenStax CNX. Sep 11, 2009 Download for free at http://cnx.org/content/col11041/1.1
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