GRADE 7 Term 1 WRITING WORKOOK PERSUASIVE WRITING · 2016. 9. 9. · 7 TRIKS OF PERSUASIVE WRITING...
Transcript of GRADE 7 Term 1 WRITING WORKOOK PERSUASIVE WRITING · 2016. 9. 9. · 7 TRIKS OF PERSUASIVE WRITING...
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PERSUASIVE WRITING
GRADE 7 Term 1 - WRITING WORKBOOK
SURNAME, NAME: __________________________________________________
CLASS: ____________________________________________________________
COMPLETE
I C
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TERM 1 CALENDAR
September 2016
Sun Mon Tue Wed Thu Fri Sat Notes:
1 2 3 Sept 19th: Term 1 starts
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
October 2016
Sun Mon Tue Wed Thu Fri Sat Notes:
1 Oct 28th-29th: 28th half day—29th Republic Day
Oct 25th– Term 1 Assessment 2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
November 2016
Sun Mon Tue Wed Thu Fri Sat Notes:
1 2 3 4 5 Nov 9th-10th-11th –Konya Trip
Nov 17th – 20th: Term break 6” 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
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CONTENTS
SECTION TITLE PAGE NO.
Introduction 4
7 Tricks of Persuasive Writing 5-8
Persuasive Paragraph 9-12
Debating Your Opponents 13
Persuasive Essay practice 14-18
Persuasive Essay writing 19-22
Proofreading and Editing 23
Rubric and Evaluation 24-25
Notes 26-28
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PERSUASIVE WRITING
Persuasion is the art of convincing people that you are correct. It takes more than just saying “I’m right!”
However—you have to give people good reasons to believe what you are saying. That’s where this workbook
comes in.
In this Persuasive Writing workbook, you will learn to:
use formal and informal language in your writing
write sentences with a specific purpose and effect in mind
use different techniques and devices to develop your viewpoints
use evidence to support your writing and create strong arguments
brainstorm and plan your writing efficiently
use conjuctions and connecting words to strengthen your writing
proofread, edit and revise your own writing
Good luck, and happy persuading!
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...for presenting your opinions.
INSTRUCTIONS: Read the following SEVEN TRICKS that will help you make your persuasive writing more
convincing. Fill in the blanks with your own ideas.
EXAGGERATE YOUR
GOOD POINTS
Sample Topic: Global Warming
Not very convincing: Convincing:
1. Global warming could be Global warming is a massive threat to the very future of
quite a problem. humanity.
2. Some scientists think the Many scientists believe the earth is getting warmer at
Earth is getting warmer quickly. at a frightening rate.
3. Some farmland could turn ______________________________________________
into desert. That wouldn’t ______________________________________________
be good. ______________________________________________
Note: You are allowed to exaggerate, but you’re not allowed to lie!
7 TRICKS OF PERSUASIVE WRITING
Persuasive writing is all about making someone else agree with your point of view. Trying to persuade someone to
agree with you is exactly like trying to sell a product.
You need to sound positive and certain that you’re right.
Make sure you’ve got enough good reasons to back up your opinion.
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Sample Topic: The Environment
Example: Some business people believe we have no responsibility to the environment. They think
it doesn’t matter if we release poisonous gasses into the air. All they care about is making money.
TALK ABOUT “WE” and “US”
WHENEVER YOU CAN
MAKE YOUR OPPONENT’S IDEA
SOUND WEAK
Now, if your topic is “Teachers Give Too Much Homework”, what is something you can say
about your opponent to make them sound weak? Write at least two sentences below.
Remember: Your opponent is anyone who thinks teachers DON’T give too much homework,
not teachers themselves!
Your example: ________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Not very convincing: Convincing:
1. I think that cruelty to animals Surely we all agree that cruelty to animals is wrong.
is wrong.
2. Pollution is a problem that Pollution is a problem that affects us all.
affects some people.
3. Someone can make a __________________________________________
positive change in the __________________________________________
world. __________________________________________
Note: If you want someone to agree with you, it’s a good idea to make them think they have
a lot in common with you. Why?
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The trick is to say the question so that there can only be one possible answer.
Note: This kind of question is called a ‘rhetorical question’.
Example: Does anyone really want to live in a
world without clean air to breathe?
No one in their
right minds
“Fossil fuels are dirty, dangerous and outdated.”
“Renewable energy is clean, safe and
efficient.”
Examples:
“Child marriage is ________________,
______________ and ____________.”
USE QUESTIONS TO MAKE
YOUR POINTS
USE “MAGIC THREES”
THREE ADJECTIVES
“Junk food is ____________, _____________ and
_______________.”
If your topic was STUDENTS HAVE TOO MUCH HOMEWORK, what is one question you could
ask your readers?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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If your reader doesn’t agree with you, being rude to them is not going to help.
It will just annoy them!
“Recycling is very
important. Anybody who
doesn’t recycle is stupid and
selfish.”
This will annoy
your reader and
they won’t listen.
“Recycling is very important. It’s
something every one of us can do to
help our planet.”
People will listen to
this and you might
change their minds.
Here’s how you
might plan a speech
trying to persuade
people to stop
cooking unhealthy
food in schools.
KEEP YOUR WRITING POLITE
SAY WHY YOUR OPPONENT’S
VIEW IS WRONG
For Example:
Imagine your class is going on a trip and your parents won’t let you go. Here is
something you should NOT say when trying to persuade your parents to let you go:
“This is SO STUPID! I’ll never speak to you AGAIN if you don’t let me go!”
Write a more persuasive way to convince your parents that you should go on the trip:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Sample Topic: Schools need to stop cooking unhealthy food.
Your opponent says: Your responses:
1. Leave the CHOICE to the students but children can make bad
choices and damage their
health
2. FAT, SUGAR, and SALT
aren’t always bad for you but many children are obese
3. Students will try to ___________________________
BRING UNHEALTHY ___________________________
snacks if you just serve ___________________________
healthy food.
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__________________
________________________________
__________________
Topic: Why Arranged Marriage Should Be Illegal
Can you imagine being forced to spend the rest of your life and start a family with a
complete stranger? This is what arranged marriage does. This practice should be abandoned in favor of
‘love marriages’ so that children have time to grow up and can get married in their own time to a person
that they are in love with. Because marriage is such an important commitment, people should decide
who to marry for themselves, and wait until they are adults and know what they want out of life.
Because an arranged marriage may be between two people of very different ages, the younger person
does not have the chance to grow up before being forced into a role that requires a great deal of
maturity; marriage should be a partnership between two equals, not between an adult and a child.
Ultimately, arranged marriage is problematic because it takes away important freedoms from individuals
and allows other people to organize their adult life. When we are adults, we should be able to make
these decisions for ourselves.
Instructions: Read the following paragraph, and look for all of the different parts. Then, fill in the chart on the
next page.
PERSUASIVE PARAGRAPH
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Break down the sample paragraph about arranged marriages into the following parts:
Topic Sentence:
______________________________________________________________________________________________
______________________________________________________________________________________________
Supporting Details:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Concluding Sentence: ___________________________________________________________________________
______________________________________________________________________________________________
Choose one of the following topics as the subject of
your paragraph:
1. Homework should / should not be given on the
weekend.
2. Students should / should not be allowed to go
off campus for lunch.
3. The school week should / should not be
shortened to four days .
Tip!
If you have clarified your ideas in the
pre-writing stage, your paper will also
be much clearer and more persuasive.
Pre-writing for your paragraph—Brainstorm! You can use the space below or a piece of scrap
paper.
Some questions you can ask yourself
when brainstorming:
What do I know about this subject?
What words best describe it?
Why is it important?
Who knows the most about it?
Remember: Pre-writing doesn’t have to involve
complete sentences or paragraphs. Brainstorming
is just a way to collect your best ideas and
material to bring to your writing.
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Now that you’ve brainstormed your topic, it’s time to pull out your best ideas and put them
into writing. Circle or highlight the best ideas from your brainstorming exercise. Look for and note:
Interesting thoughts: a successful paragraph will have at least 3 supporting details.
Any place where you can use humor to catch and keep your audience’s attention.
Organization of ideas: Which idea makes sense to introduce first, and which one would make a strong final
point?
Consider this: an audience
that is laughing with you is
more likely to find your
argument compelling!
Topic Sentence
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_________________________________________________________
Body Sentences: supporting details
1. ______________________________________________
______________________________________________
2. ______________________________________________
______________________________________________
3. ______________________________________________
______________________________________________
Concluding Sentence
____________________________________________________
____________________________________________________
____________________________________________________
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Organization Focus Good ideas and examples Well-written
Remember what makes a good paragraph!
Start with a topic sentence and use the content in your hamburger as a guide to keep your paragraph focused.
Title: _____________________________________________
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Well? Did it work? Give your paragraph to your partner and let’s see! Ask your
partner to fill in the checklist below:
The position argued in the paragraph is clear.
Arguments for the position are clear and polite.
Were you convinced? If not, why? _________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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DEBATING YOUR OPPONENTS
To make good arguments in your writing is knowing how to support those arguments in a debate. In this activity we will
practice developing your debate skills.
1st column: write down your three arguments (supporting details) from your persuasive paragraph.
2nd column: Switch booklets with a partner and write counter arguments.
3rd column: Write your rebuttal/ counter-argument to your opponent.
These only need to be notes—just enough to help you remember your ideas in a live debate.
Your Argument Opponent’s Argument Your Counter-Argument
1. ____________________________
______________________________
______________________________
______________________________
______________________________
1. ____________________________
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1. ____________________________
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2. ____________________________
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2. ____________________________
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2. ____________________________
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3. ____________________________
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3. ____________________________
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3. ____________________________
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While you can say a lot in one paragraph, sometimes you need more time and space to convince your
audience to change their minds about something really important. Now that you have had some
practice with organizing a strong persuasive paragraph, you’re ready for the big leagues—it’s time to
try a three paragraph essay! Once you have mastered this writing technique, you will be able to
demonstrate your knowledge and opinions in a very mature and convincing way.
Just be sure to
use your new
power for good,
and not for evil...
So how can you expand an idea from
one paragraph into an essay of at
least three paragraphs?
Topic
Sentence
Supporting
Details
Concluding
Sentence
Introductory Paragraph
Body Paragraph
Concluding Paragraph
What do you think are some differences between writing a single paragraph about a topic, and writing an essay
about a topic? Look at the pictures above for help. WRITE AT LEAST THREE DIFFERENCES.
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The Paragraph VS. The Essay
PERSUASIVE ESSAY PRACTICE
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An introductory paragraph introduces the topic of your essay and includes the following three elements:
1. Look at the sample essay about “Why You Should Not Watch Too Much
Television” on page 18 and highlight or underline the THESIS STATEMENT.
2. Based on this one sentence, what assumptions can you make about the content of
the rest of essay?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. What ‘hooks’ does the author use to get you interested? Do they work?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
The hook consists of one (or more) sentences that make the reader want to read
your essay.
2 or 3 transitional sentences connecting the hook to the thesis statement.
The thesis statement is a single sentence that states the main idea or
argument of the essay. It comes at the end of the introductory paragraph.
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The body (or “meat”) of your essay consists of one or more paragraphs that provide the supporting details of your
argument.
Read the body paragraph of the sample essay on page 18. Underline and number each of the
three supporting details. Copy each sentence below. If you agree with it, circle ‘yes’; if you
disagree, circle ‘no’.
1. _______________________________________________________________________
_______________________________________________________________________
Yes or No
2. _______________________________________________________________________
_______________________________________________________________________
Yes or No
3. _______________________________________________________________________
_______________________________________________________________________
Yes or No
Body Paragraph Checklist:
Has a clear idea and focus.
Lays out a description of the problem.
Anticipates and refutes opponents’
argument.
Did the author of this essay successfully challenge his or her opponents’ views? Can you think of any more
arguments that the author did NOT defend against? You can write notes for class discussion here:
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How do you ensure that you cross the finish line like a superstar marathon
runner? Simple! You restate the main argument, so that your audience has it
fresh in their minds, and you leave them with a very powerful reason to
remember your essay. This powerful reason could be a suggested solution or
idea for how to move forward into the future. You want your audience to be
persuaded that you are right, and to feel positive that we can all solve this
problem if we work together. Please note that your conclusion should not
include any new arguments.
Tip: RESTATE does not
mean “copy and paste.”
Your audience knows more
now than they did before
they read your essay, and
your concluding statement
should reflect that.
Look at the concluding paragraph on page 18 and answer
the following questions:
1. Underline the sentence in which the author restates
the original position. How is it different from the
thesis sentence?
________________________________________________
________________________________________________
________________________________________________
2. What solution or answer does the author provide?
________________________________________________
________________________________________________
3. Did you find the essay convincing? Why or why not?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
4. How did the conclusion strengthen or weaken the
author’s argument? Would you have done anything
different?
________________________________________________
________________________________________________
________________________________________________
Concluding Paragraph Checklist:
Clearly rephrases the thesis
statement.
Refers to some of the points
raised in the introduction and/
or body
paragraphs.
Presents some “call to action”
or positive vision of the future
if the changes you’ve argued
for are made.
Clearly sums up the
information and arguments
made throughout the essay
(thesis statement).
Proposes a solution or positive
way forward for the future.
Gives the readers something
new to think about, and maybe
conveys strong emotions.
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Watching television is an experience shared by most adults and children. It is cheap, appealing, and within
the reach of the general public. In this way, TV has become an important mass media around the world. Sadly, this
resource isn’t used in a way that people could get the best possible benefits from it. The purpose of this essay is to
persuade the reader that people shouldn’t watch too much television because the content of many TV programs is
not educational; it makes people waste time that could be used in more beneficial activities; and it negatively
affects people’s mental development.
The first reason why people shouldn’t watch too much television is because the content of many TV
programs is not educational. Nowadays, we can see movies, series, and shows that present scenes of violence,
sex, and drugs. This has established wrong concepts among the audience that influence them into having a
negative behavior. Moreover, the impact this tendency has on children is worse because they grow up with the
idea of a world where women must be slender and blonde to stand out, where problems can only be solved with
money and violence, and where wars are inevitable.
The second reason why people shouldn’t watch too much television is because it makes people waste time
that could be used in more beneficial activities. The time we spend watching TV could be applied to useful
activities like exercise, reading, interacting with friends and family, activities that are a crucial for a healthy
lifestyle.
The third reason why people shouldn’t watch too much television is because it negatively affects people’s
mental development. According to several scientific studies, watching TV for prolonged periods of time has a
negative effect over the intellectual development of children and leads to deterioration of the mental capacity in
older people by causing both attention and memory problems in the long term.
In conclusion, people shouldn’t watch too much television because the content of many TV programs is not
educational; it makes people waste time that could be used in more beneficial activities; and it affects people’s
mental development. However, this doesn’t mean that we should ban TV, but if we are going to watch it, we
should do it with moderation. Television is a resource that we should learn to use through the right selection of
programs by taking an active and critical attitude towards it.
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Choose one of the following topics to write your own persuasive essay about. Circle FOR if you are for it;
circle AGAINST if you are against it.
In the space on the next page you can begin brainstorming possible supporting details.
students using cell phones in school FOR or AGAINST
student being suspended from school for bad behavior FOR or AGAINST
voluntary school attendance FOR or AGAINST
rules being enforced by student-run disciplinary courts FOR or AGAINST
banning violent video games FOR or AGAINST
PERSUASIVE ESSAY WRITING
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Knowing who you’re writing to can give you some clues about which supporting details will be the most
persuasive. Now is your chance to think about what they care about, and what would be the best way to reach
them.
Possible Opponents — Who do you think will disagree with you?
________________________________________________________
What are three reasons why they might disagree with you?
1. _________________________________________________________________________________________
_________________________________________________________________________________________
2. _________________________________________________________________________________________
_________________________________________________________________________________________
3. _________________________________________________________________________________________
_________________________________________________________________________________________
Thesis Statement Formula
Subject + Opinion = Thesis Statement
Subject—one word or short phrase that describes your TOPIC (i.e. Love, power, pollution in Turkey, etc.)
Opinion—what you are arguing about the topic (i.e. Love heals all wounds, power corrupts everyone, pollution in
Turkey needs to be stopped, etc.)
Thesis Statement Checklist:
Has a clear position and focus.
Gives a clue about the
organization of the essay.
The thesis statement is a single sentence that states the main idea or
argument of the essay. It comes at the end of the introductory
paragraph.
Tip: If you’re not sure how to organize
your thesis statement, do step 4 first!
What’s Your SUBJECT?
_________________________________
What’s Your OPINION on your subject?
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__________________________________________________________
__________________________________________________________
+
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Looking back at your brainstorming, identify 3 supporting details you can use to convince your audience to take
your side. Make sure that the progression of ideas makes sense to you. For instance, you might want to start with
the most general point and then work your way to the more specifc points. Think about what makes sense for your
topic and your audience/opponents.
1. _________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2. _________________________________________________________________________________________________
_________________________________________________________________________________________________
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3. _________________________________________________________________________________________________
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Think of your Conclusion like a mirror image of your Introduction: you start by rephrasing your Thesis Statement, then
summarize your main supporting arguments, then finish with a catchy sentence to make your reader think. Fill in the blanks
below to write your Conclusion.
Rephrase your Thesis Statement
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Catchy Send-off (Mirror your Hook)
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PROOFREADING AND EDITING
Proofreading, editing and revising your own writing is one of the most important parts of writing an essay. Your job
doesn’t end with just writing—you have to go back and check for mistakes! Your argument won’t be very strong if
you misspell your subject and forget to put a period at the end of your Thesis Statement.
For proofreading and editing, it’s all in the CUPS …
For revising, use your ARMS ...
C U P S
Capitalization: names, places, months, titles, I, sentences
Usage: nouns and verbs matched correctly (I am, you are, etc.)
Punctuation: periods, commas, question marks, quotes, etc.
Spelling: check everything—use the dictionary if you need to!
A R M S
Add: sentences and words to strengthen your arguments
Remove: unnecessary or incorrect sentences and words
Move: change the placement of sentences and words
Substitute: trade in sentences and words that work better
Original: _______________________________________
______________________________________________
______________________________________________
Add: __________________________________________
______________________________________________
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Original: _______________________________________
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Remove: ______________________________________
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Original: _______________________________________
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______________________________________________
Move: ________________________________________
______________________________________________
______________________________________________
Original: _______________________________________
______________________________________________
______________________________________________
Substitute: _____________________________________
______________________________________________
______________________________________________
In the space below, pick four sentences from your essay and revise them using your ARMS.
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4 3 2 1 Points Comments
There is a very clear
introduction with a
hook and thesis
statement, a clear
body paragraph
with topic sentence,
and a clear conclud-
ing paragraph sum-
marizing the topic.
There is an intro-
duction, body par-
agraph, and
concluding para-
graph. Thesis
Statement and
hook is not clear.
There is an intro-
duction, body,
and conclusion,
but a hook and
thesis statement
are missing. The
ideas do not flow
in a logical way.
There is no clear
intro, structure,
or conclusion. It is
disorganized or
unfocused in
much of the es-
say. There is no
hook or thesis
statement, or the
essay is too short.
Three or more
excellent reasons
are stated with
good support.
A range of PW tricks
are used effectively.
Three or more
reasons are
stated, but the
arguments are
somewhat weak
in places.
More than two
PW tricks are
used.
One or two
reasons are given,
or weak
arguments are
used .
One or two PW
tricks are used.
Arguments are
weak or missing.
One or no PW
trick is used.
All sentences are
well constructed
with varied and
interesting
structure patterns.
Most sentences
are well
constructed with
accurate
structures.
Some sentences
are accurate
but have
uninteresting
structure
patterns.
Sentences lack
structure and
appear
incomplete.
The word choice is
very creative and
strengthens the
argument. There
are strong adjec-
tives and transition
words.
The word choice is
creative in parts.
There are some
adjectives and
transition words.
The word choice
is not very crea-
tive. There are
few adjectives
and transition
words.
There are very
few or no adjec-
tives or transition
words. There is
no creativity.
Spelling, and
punctuation are
almost
error-free.
There are some
errors in spelling,
and punctuation,
but they do not
interfere with
understanding.
There are fre-
quent errors in
spelling, and
punctuation, but
they do not inter-
fere with under-
standing.
There are many
errors in
spelling, and
punctuation
which interfere
with understand-
ing.
Org
anis
atio
n
Re
aso
ns
and
PW
tri
cks
Gra
mm
ar
Wo
rd C
ho
ice
Sp
ellin
g &
Pu
nct
uati
on
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What parts of the booklet were
easy?
What parts were ok? What parts were difficult?
What do you want to see more of in the
booklet?
What do you want to see less of? Offer an
alternative.
Do you have any other comments or feedback about the booklet?
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NOTES
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28 071-eng-wb-t1-(PersuasiveWriting)
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