2.2 Coherent writing

Content

Not relevant. Confusing. Not thorough.

Point or issue not made or raised immediately.

Mostly to the point.

Creative and to the point.

Conclusion

The conclusion starts a new point and has no connection with the content.

Conclusion connects with the content, but does so by repeating words.

Conclusion almost achieves its purpose.

Sums up points made without using the same words.

Please remember that it is unkind and ill-mannered to threaten, swear or be rude to the person you are writing to.

Be polite and state your issue firmly, tactfully and cleverly.

Make sure your letter makes an impact on readers.

Read through your work and rectify your spelling errors.

Check for incorrect use of punctuation marks or punctuation marks left out.

Make sure that each new point or idea forms a new paragraph.

Make sure there is a line left open between each unit.

ROUGH DRAFT:

• Address and date
• The Editor and business address
• Subject line
• Opening paragraph
• Points to raise
• Closing paragraph
• Close

Assessment

Learning Outcomes(LOs)

LO 2

SPEAKING

The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standards(ASs)

We know this when the learner:

2.4 demonstrates a range of complex interaction skills by participating actively in group discussions, conversations, debates, group interviews and surveys, and while so doing:

2.4.1 tackles important issues (e.g. social and ethical issues related to the environment and human rights);

2.5 gives oral presentations confidently and creatively paying attention to:

2.5.1 pausing and variation in tempo and volume at key points;

2.5.2 purpose and audience;

2.5.3 posture, gesture, body language and facial expressions to engage audience interest;

2.5.4 variation in presentation modes;

2.5.5 register;

2.5.6 tone;

2.5.7 degree of formality

2.5.8 different social and cultural conventions;

2.5.9 appropriate figurative devices such as climax, anti-climax, hyperbole and rhetorical questions.

LO 3

READING AND VIEWING

The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

We know this when the learner:

3.8 responds critically to texts:

3.8.1 evaluates writer’s point of view.

LO 4

WRITING

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

We know this when the learner:

4.1 writes a wide range of imaginative texts:

4.1.2 to explore the creative, critical and playful use of language by means of narrative and descriptive compositions, dialogues, poems, songs, elementary short stories, letters, drama with accompanying sound and visual effects;

4.4 uses the writing process independently and with ease to generate complex texts:

4.4.1 selects and explores complex topics through brainstorming, and using lists and notes.

LO 5

THINKING AND REASONING

The learner will be able to use language to think and reason, as well as to access, process and use information for learning.

We know this when the learner: