1. Stage 1 English Language Study: Using Feature Articles Rose Hampel SAETA Conference 2013

2. Aim of this workshop  Demonstrate teaching approaches and an assessment task for using feature articles for the Language Study

3. Our Context  Clare High School  520 students  Four Year 11 English classes  Three mainstream classes – designed to prepare for English Communications and English Studies  One Pathways class – designed for disinclined students and students with learning difficulties  Taught as two separate semester courses

4. Course Outline – Mainstream Course Semester 1 Text response 1: focus on values and beliefs Text response 2: focus on techniques Text production – written: recount Text production – oral: poetry Photostory Extended study – Language Study: feature articles

5. Course Outline – Mainstream Course Semester 2 Text response 1: focus on values and beliefs Text response 2: focus on techniques Text production – written: narrative Text production – oral: giving instructions Extended study – Connected Texts Study: essay/short answer questions (based on texts used for text response 1 and 2)

6. Language Study: what the subject outline says In the language study students focus on an aspect of language used in a context beyond the classroom. An appropriate study could, for example, be based on the language used in the workplace, motor magazines, fashion advertising, talkback radio, sports commentary, or social networking websites. Students could, for example, reflect on how specialised vocabulary is used in texts; the effect of context on appropriate language choice; the role of language in establishing individual or group identity; or how language choice is determined by the expectations of the audience.

7. Language Study: what the subject outline says The study should include a defined focus and language context, a description of the method of operation and activities to be undertaken, and some observations and reflection on students’ findings. There is no specific requirement for personal interaction in the form of an interview although this may be included. The form of presentation for the study could be written (e.g. a report or an essay), oral, or multimodal. A written response should be a maximum of 1000 words. An oral response should be a maximum of 6 minutes; a response in multimodal form should be of equivalent length.

8. Language Study – Feature Articles Aim of task: a. Investigate the language and structural features of a range of feature articles intended for different target audiences. b. Write an original feature article, using a range of language and structural techniques to suit topic and target audience. c. Write a reflection, explaining the techniques used, and the reasons for these choices.

9. Assessment Design Criteria Knowledge and Understanding KU2Knowledge and understanding of the ways in which the creators and readers of texts use language techniques and conventions to make meaning. KU3Knowledge and understanding of the ways in which texts are composed for a range of purposes and audiences. Analysis An2Analysis of the ways in which language techniques are used to influence opinions and decisions in a range of contexts. Application Ap1Use of a range of language skills to analyse and solve problems, and to demonstrate creativity. Communication C1Accuracy, clarity, and fluency of expression. C2Use of an appropriate style and structure for the audience and purpose when composing texts.

10. Introducing the topic: using models  In pairs, get students to examine a magazine and a feature article – complete questionnaire.  Get each pair to report their findings to the class.  Focus: target audience, purpose, context, form (especially language and structural techniques used to create article)  Need to ensure you use a wide range of magazines

11. Explicitly teach the features of expository articles  See separate PowerPoint presentation!

12. A closer look: analysis posters  Give each student a magazine article  Students:  Stick it on a large piece of poster card  Annotate it with main features (structural and language) of article.  Share with class and display in room.

13. Planning the original article  Key to success is developing an idea that is original and having an audience in mind.  The best topics focus on a something about which the student already knows a good deal, rather than something they need to research.  The aim is for them to demonstrate their language skills, and they should avoid topics that might lead them to be unoriginal or to plagiarise.

14. Good ideas for topics:  Informative article about a favourite holiday destination or about a tourist destination in the local area  Persuasive article about a local social issue, such as the impact of the proposed new laws for P Plate drivers, or suggested strategies for dealing with issues associated with binge drinking amongst teenagers.  Opinionative article, such as giving an opinion about the relevance of public holidays such as Christmas, Easter, Adelaide Cup Holiday and the Queen’s Birthday Holiday.

15. Good ideas for topics:  Review of a recent event the student attended, persuading the reader to share their opinion of that event. Examples: WOMADelaide or Soundwave music festivals; Spalding Rodeo; recently attended concerts or movies, etc.  Informative article about an activity the student enjoys, such as a beginners guide to motorbike riding, skateboarding, cooking cream puffs, growing daffodils, making your own videos for YouTube, etc.

16. Frequently unsuccessful ideas:  Research topics on social issues (too much focus on topic, not on language techniques; tendency to plagiarise.)  Articles on famous people (tendency to plagiarise)  Advice columns on personal matters (lack of originality)

17. The Assessment Task  See task sheet in support materials  700 word feature article, presented on an A4 or A3 spread. Publisher and Word work well, although some students choose Photoshop.  300 word reflection, focussing on form, audience, purpose, context.  Total word count = 1000 words