4.1 To express ideas in a letter to the press

Freedom is for all – let’s defend democracy for our children

Equal rights for all

Children are people too

True freedom

• It may help you to consult a dictionary of quotations or to research fighters for human rights such as Martin Luther King Junior, Nelson Mandela, Mahatma Ghandi, or Mother Theresa or Anne Frank for possible reference. You can also use statistics in your speech.

Rough draft

Planning:

1. My topic: ________________________________________________
2. Possible quotes or statistics I can use:________________________
3. Outline of speech in point form:_____________________________

Activity 3:

To express ideas in a letter to the press

[lo 4.1.1]

• Often letters appear in newspapers and magazines concerning the behaviour of the youth, the way they dress, their use of bad language which borders on the crude, their lack of
• manners and disrespect towards their elders and their indifference to the environment or the community in which they live.
• You cannot agree with these sentiments, so you need to reply to these kinds of accusations by writing a letter to the press. Write a letter to you local newspaper expressing your view on some of these issues. You need not refer to all the issues mentioned. (120 – 150 words).

functional Writing Assessment Rubric

• The following rubric will be used to assess your writing.
• Use it as a checklist when you edit your work and before you hand it in.

• Note:

1. State clearly what the issue is.

2. Give your point of view.

3. Give two or three examples to prove you opinion.

4. Explain why you have written.

5. Explain what you hope to achieve.

6. End with a challenge.

• Note the format for a letter to the press in the following example:

The Editor

The Daily Dispatch

10 Oxford Street

East London

5200

Sir

Put the Blame Where it Belongs

I read the letter from “Old-fashioned Values” printed in the issue of 1 January with interest. At the beginning of a new year, one would expect far more optimism and faith in the younger generation. After all, it is the older generation who are the very people we learn from.

Yours faithfully

Upset

Yours faithfully

S.A. Walkinshaw

7 Fort Street

Stutterheim

4930

9 January 2009

Now, express your opinions intelligently and logically. Do not insult and do not refer to the editor as though you expect him to solve the problem.

End with a challenge.

Or end with a pseudonym.

TEMPLATE FOR A LETTER to the press:

The Editor

Name and address of newspaper:

SPACE

Salutation “Sir” or “Madam”

SPACE

Subject line

SPACE

Opening paragraph

SPACE

Views

Own Address

THEN WRITE THE FINAL COPY OF LETTER

Assessment

LO 2

Speaking

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

We know this when the learner:

2.2 communicates ideas, facts and opinions on challenging topics accurately and

coherently, using a wide range of factual oral text types (e.g. explanations of technological processes such as how to use a computer or video player);

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

2.5 gives oral presentations confidently and creatively, paying attention to:

pausing and variation in tempo and volume at key points;

purpose and audience;

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

variety in presentation modes;

register;

tone;

degree of formality;

different social and cultural conventions;

appropriate figurative devices such as climax; (climax, anti-climax, etc.).

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:

writes a wide range of imaginative texts:

4.1.1 to express imagination, ideas and feelings about self and others.

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:

5.2 uses language to investigate and explore:

5.2.3 questions and weighs options;

5.3 processes information:

5.3.2 chooses best and most appropriate information from various sources and individuals, and synthesizes contributions with own ideas into a coherent piece of work or presentation;

5.5 uses language to reflect:

5.5.1 reflects on and evaluates the quality and accuracy of information in own work and that of others;

5.5.2 reviews own critical reading, writing and listening skills, habits and experiences, and notes strengths and areas for development.

Memorandum

ACTIVITY 1

Explain the importance of research to the learners. This exercise is an attempt to force children to use present sources and not just to find information on the Internet. They can also realize that institutions, firms, the municipality, etc. are places of information. This will teach them to consider questions and how to speak to adults or strangers at these institutions. The third section is to encourage a hands-on experience and observation. Give them deadlines for the preparations and opportunities to show you their progress.

ACTIVITY 2

This is a wonderful opportunity to read extracts of famous speeches to the learners. One can find copies of Martin Luther King Jnr or even that of local politicians quite easily. There is also a CD available of Nelson Mandela’s speeches. A little history could then be given to enhance our stress on rights. Explain that this a formal speech given to an audience. This implies an opening of: Ladies and Gentlemen or something similar. Bring a Dictionary of Quotations or a Toastmasters’ Book of Quotes and explain to the learners how to find relevant quotes by means of names or topics. Remind them all of the grid once again.

ACTIVITY 3

Read the introduction in the learners’ module with conviction so that the learners feel they have to defend themselves. Play Devil’s Advocate as they try to persuade you that the letter is nonsense or try to find reasons to excuse the behaviour of teenagers. Go through the format and allow them to write the rough copy in class.