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Year 8 English (Mr Ferris)

Semester 1, 2017
Task 1 Procedural Writing
Purpose: to write age-appropriate instructions in order to teach a person a new skill or activity.

Task: In the novel, NIPS XI, Lan and his friends are told by the Principal, Mr Drummond, that they are
going to be participating in Multicultural Week. There were a number of ways in which they could have
participated in the festivities of the week, including food stalls, dance items, or other cultural activities.
Everyone has a family heritage that originates somewhere around the world. In the novel, Lan is Vietnamese,
while Izram is from Pakistan. I myself have Scottish, English, and German heritage.

Step 1: Discuss with your family your own heritage, and learn which country or countries your family
originates from. If you have more than one country like I do which your family originates from, choose one.
Record this discussion and tell me what you have discovered in a paragraph that you write on a Google Doc
(You will write your whole assignment on the Google Doc). Ensure that you have shared this document with
me. Make the title First Name Last Name Procedural Writing.

Step 2: Conduct some research into a delicacy, a dance, a piece of clothing, a sport or a cultural activity that
is popular in the country you have chosen.

Step 3: Your task is to create a procedural piece of writing that teaches the other students in the class about
how to create the food (e.g. recipe), participate in the dance, create the piece of clothing, play the sport or
participate in the cultural activity that you have chosen. You will need to include the goal, a list of materials,
and then a list of detailed steps to successfully create your chosen topic.

Step 4: A strong procedural piece of writing may also require images and captions to demonstrate your
detailed steps. Consider how the use of images could improve the overall quality of your written steps.

Tip: Often it is best to complete the activity first before writing the steps as you will have a better idea of
how to write the steps (remember the Vita-Wheat activity?!)

Step 5: Write a reflection (150-200 words) on the process of writing your procedural text. Include
information about the following:
- What you chose to write your procedural piece about, and why you chose it
- How you demonstrated appropriate language choices for your audience
- How you would write a similar procedure for a different audience (e.g. for a much younger or much
older audience)
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If you require further scaffolding, follow this more detailed step-by-step procedure to successfully complete
this assignment:

CHECKLIST

Tick 1. PART 1
when Brainstorm what type of procedure you will write
complete
2. Select the type of procedure you will write
3. Create a new Google Doc, and give it the title Procedural Writing your full name
4. Decide what the goal or aim of the procedure is
5. List the equipment, materials or ingredients needed to complete the procedure
6. Write out the steps needed to complete the procedure (use detail)
7. Write a short conclusion to end your procedure
8. Draw or photograph images / diagrams to go with the procedure steps
9. Read through your procedure carefully. Proofread and edit your work
10. Ask another class member to read through your work and give feedback
11. Make any changes to your draft
12. Check in with Mr Ferris
13. Read through your procedure carefully. Proofread and edit your work
14. Check your work for each of the following:
15. Title
16. Goal
17. Equipment, materials or ingredients
18. Steps
19. Conclusion
20. Visual elements
21. PART 2
Begin writing your reflection:
- What you chose to write your procedural piece about, and why you chose it
- How you demonstrated appropriate language choices for your audience
- How you would write a similar procedure for a different audience (e.g. for a much
younger or much older audience)
22. Proofread and edit your reflection
23. Download a copy of your Google Doc and upload onto SEQTA

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Australian Curriculum Achievement Standards Marking Rubric Year 8 English
Year 8 English Achievement Standards E D C B A
Understand how the selection of text Fragmented Partial Understanding Understanding Understanding
structures is influenced by the language understanding understandi of text and and
mode and how this differs for different of text ng of text structures explanation considered
purposes and audiences structures structures explanation
Effective use of text type all
features included
Reflection on use of text type
considers different purposes
and audiences
Understand how the selection of Selection of Selection of Selection of Effective Discerning
language features can be used for language language language selection of selection of
particular purposes and effects features features for features language language
Use of age-appropriate some features features
language purposes
Consideration of how language and effects
changes depending on
audience
Express ideas in new ways through Use of aspects Use of Combination Effective Discerning
combining ideas, images and language of ideas, ideas, of ideas, combination combination
features from other texts images and images and images and of ideas, of ideas,
Effective use of text type all language language language images and images and
features included features from features features language language
Original and inventive other texts from other features from features from
expression of ideas texts other texts other texts
Create texts for different purposes, Selection of Selection of Selection of Effective Discerning use
selecting language to influence audience language language language selection of of language
response features to features features to language features to
Each element included for this impede that vary in influence features to influence
text type Goal, Materials, meaning suitability audience influence audience
Steps responses audience response
Use of images and appropriate responses
captions
Take into account intended purposes Creation and Creation Creation and Effective Discerning
and needs and interests of audiences editing of and editing editing of creation and creation and
when creating and editing texts texts to create of texts to texts to create editing of editing of
Consideration of purpose of the some effects create specific effects texts to create texts to create
text effects taking into specific effects special effects
Analysis of ways your writing taking into account taking into taking into
would change if the audience account intended account account
changes purposes or purposes and intended intended
Appropriate use of images and needs and the needs and purposes and purposes and
appropriate captions interests of interests of the needs and the needs and
audiences audiences interests of interests of
audiences audiences
Demonstrate understanding of Selection of Selection of Selection of Effective Discerning
grammar, select vocabulary for effect vocabulary vocabulary vocabulary for selection of selection of
and use accurate spelling and that impedes that varies effect vocabulary for vocabulary for
punctuation meaning in suitability effect effect
Deliberate choice of vocabulary Use of
Accuracy in spelling and Use of spelling Use of accurate Consistent use Clear and
punctuation and spelling and spelling and of accurate consistent use
punctuation punctuation punctuation spelling and of accurate
that impedes that varies punctuation spelling and
meaning in suitability punctuation

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Comment:

Mark: /30
Grade:

Your procedural writing piece is due to be submitted on Seqta on the 21st of February. Make a copy of your
finished Google Doc, save it to your USB and H Drive, and then upload the file directly to Seqta. This will
prove that you are submitting your finished piece.
Any students who are unable to submit their piece by this time will be asked to attend After School Learning
Catch-Up sessions until the work is complete, as per the schools Deadline Policy.

You will be marked according to the following ACARA Year 8 English achievement standards (see above). The
ACARA Year 8 English content descriptors covered by this unit are also included below. This unit covers the
cross-curricular priority Australia and Australias engagement with Asia.

Year 8 English Procedural Writing Australian Curriculum Content Descriptors


Language

Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and
text connectives (ACELA1809)

Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts
(ACELA1544)

Understand the effect of nominalisation in the writing of informative and persuasive texts (ACELA1546)

Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)

Literature

Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects
(ACELT1632)

Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways
that referenced sources add authority to a text (ACELY1732)

Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts
(ACELY1733)

Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students own
texts (ACELY1810)

Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)