Activity 5 links to standards 3.6, 5.1, 5.2, 5.3, 5.4, 5.

5
Eleni Zorba

The two work samples I selected provide evidence in which the assignment was completed,
making use of the rubric designed by ACARA for year 8/9 English but was also adapted by
the school. Prior to teaching this lesson, through my mentor, I learned the way the
assessment rubric looks at knowledge and understanding, analysis, application and
communication. One assignment showcased great language use which shows knowledge
and understanding, the student analysed their reflection along with a highly competent use
of evidence to support their response, communication was fluent and they had accurate
spelling, punctuation and grammar. This assignment was judged and was worthy of an A
when graded against the rubric. The second student highlights satisfactory knowledge and
understanding and analysis, along with satisfactory language choices with limited written
expression. This assignment was graded a C against the rubric, this assignment was also
under the word limit. Both pieces of work will contribute to future lessons and tasks that I
set, by ensuring each student understands and has the right amount of scaffolding to ensure
success in tasks with an appropriate challenge.
SUBJECT English YEAR LEVEL 8
DUE DATE Week 7, 12th of June.
TEACHER E. Zorba
STRAND/S Understanding, Communicating
TASK Class debate reflection
 Task - Intended Learning / Purpose

Write 800 words in which you reflect on the debating unit your class has just
completed.

Introduction:
Make a general statement or give a quote or definition about debating as a means of
communication and public discussion of matters of social importance.

Main Body Paragraph 1:

Preparation – What activities did your class do in order to prepare for the debate?

Main Body Paragraph 2:

Your role - As an individual participating in a large group what were you responsible
for? How do you feel you went? What went well? What do you need to work on?
What will you do differently in future?

Main Body Paragraph 3:

Group work - Who were you working with? How well did you work together? How do
you feel the class worked as a whole? What worked well? What do you need to work
on? What needs to be done differently? Consider things like communication,
application, focus, interest, clear understanding of roles and responsibilities etc. How
the debate went overall? What happened? What was the outcome? What opinions
do you have about it?

Conclusion:
Sum up all main ideas mentioned in your reflection and reach a final conclusion that
encompasses your thoughts/ideas about what you have learned. Consider what you
would do differently if you have to repeat the debate.

Knowledge & Analysis Application Communication

Understanding
A Appropriately Perceptive Highly competent use Consistently fluent
structured analysis of the of evidence to support and precise writing,
sentences and debate response. Appropriate with appropriate
paragraphs that language choices to intonation and
flow and lead to a suit the reflection text expression. Accurate
final conclusion that type. spelling, punctuation
sums up all ideas and grammar.
mentioned in the
introduction and
main body.

B Fluently sentences Sound analysis of Competent use of Fluent and precise

and paragraphs the debate evidence to support writing, with
that flow and lead response. Competent appropriate intonation
to a final conclusion use of language and expression.
that sums up all choices to suit the
ideas mentioned in reflection text type.
the introduction and
main body.

C Satisfactory Satisfactory Satisfactory use of Satisfactory writing,

sentences and analysis of the evidence to support with appropriate
paragraphs that debate response. intonation and
flow and lead to a Satisfactory use of expression.
final conclusion that language choices to
sums up some suit the reflection text
ideas mentioned in type.
the introduction and
main body.

D Sentences and Some analysis of Some use of evidence Written, with some
paragraphs that the debate to support response. appropriate intonation
sums up some Written with some and expression.
ideas mentioned in language choices to
the introduction and suit the text type.
main body.

E Limited paragraphs Limited analysis Limited use of Limited written

that sum up some of the debate evidence to support expression with low
ideas mentioned in response. level intonation and
the introduction and expression.
main body.

Work sample 1
Debating is a practice that compares views on any given topic, views are expressed through
two teams; an affirmative and a negative, the ideology of the teams reflects which side of the
debate they side with. Debates are a form of formal exchanges and comparisons, and are Commented [EZ1]: Good introduction to debating.

more often than not a more civilized method of arguing, it was the poet Jalal ad-Din
Muhammad Rumi who stated, “raise you words not your voice”. These perspectives and
comparisons allow for the general public to conceptualize their own personal opinions, not
only can debating be a method to encourage the formation of opinions of others, but also to
create change and outcomes, as debates have major roles in polling and other government
orientated social matter. To quote Margaret Heffernan “For good ideas and true innovation, Commented [EZ2]: How can you shorten this sentence?

you need interaction, conflict, argument, debate.”

Preparation for the debate included various smaller debates that were held before the main
debate, as to get the class used to the procedure and environment of debating, two of these
smaller debates were held and I believe that they played a crucial role in the performance of
the class in the final debate. Lessons were also held regarding the structure of a debate, how
to effectively research, how to cite the source in text, and how to create emphasis, these were
all very important aspects that were covered in class, and were effectively used in the debate.
I previously had knowledge of debating, the rules and how to speak formally, however, my
own knowledge wasn’t incredibly detailed and there were many aspects and rules of debating
that I learned during the lessons in which debating techniques were being taught. Commented [EZ3]: Good summary.

During the debate I had two roles, one of them was an observer and a timekeeper. The job of
an observer is to observe the progress of the of both teams and comment on the progress of
others during the process of writing the debate script, we may state whether they were on task
or not, if they were contributing to the team’s progress, if they were completing the tasks that
were assigned for their role, and if they were showing signs of teamwork. The job of a time
keeper is to maintain time of how long each person is speaking for in the debate, they are also
responsible for notifying when certain marks are past, such as the 1-minute mark. I believe
that is was able to complete my role and responsibilities in the debate, and to an appropriate
level. I was able to give feedback to teachers regarding the work of the two teams and
individuals as well. I would suggest that my improvement could be writing more comments
and getting to everybody. Due to my roles, I worked with several people. During my role as
an observer, I worked with other observes to discuss the progress of teams and individuals.
During my time as a timekeeper, I worked with the chair person in keeping time and making
announcements. I would consider the teamwork that was shown in my roles was a pretty
good margin. The class was split into two teams and both teams worked cooperatively,
besides the often off task chatter, the teams were then sub-divided into the first speaker
group, the second speaker group, and the third speaker group. I observed that, even though
students had sub-divided groups, researchers helped research, writers helped writers E.C.T.
The process of discussing and observing teams and pupils with other observers, was
something that worked well. Something that could be improved is probably the method is
handled complaints about other students.

The topic of the debate, products should not be tested animals, was very interesting to listen
to and brought up a lot of good points and perspectives. Overall, the debate went very well,
the speakers were confident, showed formality, had credible sources and were cited, and
there was emphasis created to appeal to audience. It was clear to see that research had been
done and structure was followed. The outcome was the affirmative team winning the debate,
though the negative team did have some very good points to make. My personal opinion is
that products should not be tested on animals, this is because there are other methods in
which human tissues can be extracted and test could be done on the tissues, rather than the
animals. If I was in a position where I was on the opposing side of my belief, the method that
would be advisable is to consider and attempt to understand why your belief is being opposed
and look at the argument from multiple angles.

The debating unit has been a wonderful and enjoyable debate that I very much anticipated to
endeavour in, this unit has taught me a multitude of skills that is can apply to not only
debating, but also other aspects of speech. Even though I was not part of the actual debate I
still consider that the debating skills I have learned, are a great asset. If given the chance to
complete the unit again, I would definitely request the teacher to assign me a role that was in
the final debate, such as writer, speaker, or researcher.

Well done, your sentences and paragraphs were structured well, your use of language and
flow with your writing was great. You worked very well during the debate as well, well done.
Miss Zorba.

Work sample 2

Reflective Essay
For this essay we had to do a debate. A debate is a formal verbal fight,
communicating ideas to the head ( Chair-person ) to express their point of view,
and are used in the government and formal areas to express an idea. Our
debate team consisted of nine people, three speakers, with the same amount of
writers and researchers. It gets marked on structure, presentation, and
formality.
We had to vote on a topic which was “Should products be tested on animals” and
since we were on the negative team we for them scientist testing products on
animals. We each had a speaker, a researcher and a writer for each mini group.
On our laptops we had to research and wrote on a google docs which is a website
were multiple people could work on the same document.
My role in the whole class debate was to research and to speak the script that
was given to me. That gave me the responsibility read the script which was made
by third affirmative writer was Jason and the third negative researcher was
Keiran. We had to rebut against the first speaker and we had the correct
rebuttal against the first affirmative speaker. I could have used my time better
by doing more research or making the speech longer to reach the 4-minute mark
instead of the 3 minute bell. Also, I could’ve spoken with a clearer voice and
stuttered less.
In conclusion, I learnt a lot of rules and tips about debating and how it works. I
could use them for later debates in the future. For improvement for next
debate I should of spoken with a clearer voice if I am a speaker. Also I should
of practiced more about the script. Next time I should be more prepared with
the cues cards.

You utilised class time very well when you had time to prepare for the debate, next time we
can work together on a draft before you submit a final piece of writing. Paragraphs were
needed and there are some grammatical errors. You did a great job in the debate, well done.
Miss Zorba.