NZQA Support Materials. Contents. Unit standard 17364, version 4 Read persuasive texts (ESOL)

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1 Contents Level 3 Unit standard 17364, version 4 Read persuasive texts (ESOL) 4 Credits 1 Assessor guidelines 2 Candidate instructions and checklist 3 Reading text 4 Assessment task 5 Assessment schedule Note: The following guidelines are supplied to enable teachers/tutors to carry out valid and consistent assessment using this internal assessment resource. Teachers/tutors must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material. This assessment resource without modification may mean that students work is not authentic. The teacher may need to change the context or topic to be investigated, or change to a different text to read or perform. Page 1 of 13 New Zealand Qualifications Authority 2013

2 Assessor guidelines Level 3 Unit standard 17364, version 4 Read persuasive texts (ESOL) 4 Credits This unit standard has one element: Element 1: Read persuasive texts (ESOL). Range: two complete texts, each from a separate context. Conditions All assessment activities must be conducted in English, which must not be the candidate s first language. Candidate responses may be oral or written. Written responses need not be grammatically correct, but errors must not interfere with meaning. Candidates may use an English dictionary but not an electronic translator. Assistance may be given to understand the requirements of the task. Learning contexts Candidates should be assessed after they are familiar with the topic. By reading on topics with a similar text type and structure candidates will become familiar with the text structure and language features of persuasive texts. The English Language Intensive Programme (ELIP) stage 3 has suggested teaching components, strategies and language features for this text type: e.g. Recreational drugs should not be legalised. ELIP (9c). However, it should be noted that these ELIP texts do not meet the length requirements for this unit standard, refer to special note 5i. Notes for assessors It is important candidates are familiar with the requirements of the performance criteria and the special notes. Each of the two texts should be assessed at a different time as part of a wider area of study. This assessment activity should follow class activities in which the candidates have had the opportunity to become familiar with the topic through a range of listening, speaking, reading and writing activities. The context and vocabulary should be familiar to the candidates. The question tasks should also be familiar to the candidates and this can be achieved by including similar question types in the formative work. Candidates should not have seen the text before the assessment activity. Refer to your institution s policies before offering reassessment opportunities. If resubmission takes place, the assessor should ensure that the correct answers are not inadvertently indicated prior to the resubmission opportunity. For example, in a true / false or matching exercise, it would be inappropriate to indicate the correct answers on the candidate s script. Page 2 of 13 New Zealand Qualifications Authority 2013

3 Candidate instructions Level 3 Element 1: Task 1 Unit standard 17364, version 4 Read persuasive texts (ESOL) 4 Credits Name: Date: Do this activity in class. You may ask the assessor to explain the instructions. You may use an English dictionary but not an electronic translator. Your spelling and grammar do not need to be perfect, but your assessor needs to be able to understand what you mean. Checklist In this assessment task you will need to show that you can do the following: Say what you think the main issue of the text is. 1.1 Say what you think the writer s point of view is. 1.1 Find arguments and supporting evidence in the text. 1.2 Link arguments with the correct pieces of supporting evidence. 1.2 Find examples of cohesive devices and explain their meaning. Cohesive devices could include: repetition of nouns e.g. Drugs include, these drugs, other drugs use of synonyms e.g. cannabis, this recreational drug, weed pronoun reference e.g. They are very harmful conjunctions e.g. However, many people Find examples of persuasive language and identify their meaning. Examples of persuasive language could include: modal verbs e.g. must, should quantifiers e.g. all, every, many emotive language e.g. devastating, sensational, innocent rhetorical questions e.g. So why do some young people use drugs? repetition of phrases e.g. We know that these drugs In addition these drugs Give the meaning of important vocabulary from the text. 1.5 Page 3 of 13 New Zealand Qualifications Authority 2013

4 Task 1: Reading text Level 3 Summerfield College Herald Unit standard 17364, version 4 Read persuasive texts (ESOL) 4 Credits Many articles, TV programmes and films are written about the environment. So why hasn t this information changed how people behave? Why are people still buying things that come from rainforest sources? What can you, as a young person, do to alter the behaviour of everyone around you? First you need to understand how critical rainforests are to our survival. Rainforests are an incredibly important part of our climate system and must be protected. The canopy of trees and the clouds that form above rainforests help to block out the sun s heat. Rainforests are an essential part of the system that controls the amount of water in the earth s atmosphere by absorbing water and releasing it slowly. Without the rainforest there would be more floods and more droughts in many parts of the world. Did you also know that rainforests are a vital part of our ecosystem because of the wide diversity of species and life forms that exists there? Tropical forests cover only about 7 percent of the world s land area but contain more than half the world s plants and animal species. The destruction of the rainforests means the destruction of thousands of species of plants and animals. Protecting this precious diversity should be very important to everyone. As we destroy species, we destroy possible cures for life-threatening diseases. Currently, 121 prescription drugs sold worldwide come from plant sources. Experts calculate that we are losing 137 rainforest plant, animal and insect species every single day, which equals 50,000 species a year. Plants that could give us new medicines and save us from many diseases will be gone before their uses are discovered. Rainforest people and their cultures are also disappearing. Consequently, their knowledge about the food and the amazing medicinal value of plants and animal species will also be lost. Did you know that destroying these unique places increases global warming? Cutting trees down reduces oxygen and increases carbon dioxide in the atmosphere. Furthermore, burning trees releases huge amounts of carbon dioxide and increases global warming. About a fifth of our planet s carbon emissions are the result of deforestation. Indonesia produces very few carbon emissions from burning fossil fuels such as oil and coal, but it is still the world s third biggest emitter of carbon dioxide. Why? Because of deforestation! Why are people destroying rainforests? There are many reasons for this. Local people cut down forests because they need room to live, to farm the land and grow Page 4 of 13 New Zealand Qualifications Authority 2013

5 food and for wood to burn. However, big companies cut down rainforests in order to make huge profits with no concern for the future of the planet. These companies sell tropical hardwood, burn wood in manufacturing industries or want the land for grazing cattle for beef production or growing cash crops such as palm oil. If this continues, we will destroy our planet. 1.5 acres of precious rainforest is destroyed every second. You might think that there is nothing you can do to stop this but that is not true. Think about how Cadbury s chocolates changed when New Zealanders refused to accept palm oil in their chocolate. People are powerful. Buy only from companies that care for the environment. Ask your parents where the wood in their new furniture comes from. But make sure you change your behaviour, too! Not buying anything grown on deforested land means not buying the chocolate bar or the chippies that contain palm oil! If we don t make a difference today there won t be a planet tomorrow! 581 words Tony Robertson: Editor Summerfield College Herald Page 5 of 13 New Zealand Qualifications Authority 2013

6 Assessment task Level 3 Unit standard 17364, version 4 Read persuasive texts (ESOL) 4 Credits Name.. Date Read the text and answer the questions below. 1. Identifying the main issue of the text (1.1) 1a. I think the main issue in this text is..... Identifying the writer s point of view (1.1) 1b. The writer s point of view on this topic is that c. Choose a phrase or sentence from the text that supports your answer and write it below... Page 6 of 13 New Zealand Qualifications Authority 2013

7 2. Arguments and supporting evidence are identified and linked (1.2) Put these arguments and supporting evidence into the correct place. Write the correct letter in the chart. The first one has been done for you. a. Protecting rainforest diversity is very important. b. There are different reasons for destroying rainforests. c. People can stop rainforest being destroyed if they are careful about what they buy. d. Rainforest people and their knowledge about rainforest foods and medicines might be useful in the future. e. Half the world s animal species. f. Burning trees releases even more carbon dioxide into the atmosphere. g. Rainforests help to stop droughts and floods. h. Big companies cut down rainforests to make more money. i. Fewer trees means there is more carbon dioxide in the atmosphere. j. Food grown on deforested land. k. Rainforest trees and clouds block out the sun s heat. Arguments Rainforests are an important part of our climate system. Rainforests are an important part of the world s ecosystem. iv) Destroying rainforests causes global warming. Supporting evidence i)..k Rainforests create rain. ii) They have: half the world s plant species. iii) Plants that might give us new medicines in the future could be in the rainforest. v) Fewer trees means there is less oxygen. vi) vii) viii) People cut down forests to build homes and look after their families ix) x) They should not buy: furniture made from rainforest wood. xi) Page 7 of 13 New Zealand Qualifications Authority 2013

8 3. Cohesive devices and their meanings are identified (1.3) 3a. Find all of the words that mean the rainforest or rainforests in the whole text on pages 4 and 5. One example has been done for you. i) unique places ii).. iii). First you need to understand how critical rainforests are to our survival. Rainforests are an incredibly important part of our climate system and must be protected. The canopy of trees and the clouds that form above rainforests help to block out the sun s heat. Rainforests are an essential part of system that controls the amount of water in the earth s atmosphere by absorbing water and releasing it slowly. Without the rainforest there would be more floods and more droughts in many parts of the world. 3b. i) In the text above, which word is repeated several times? ii) The writer repeats this word because Page 8 of 13 New Zealand Qualifications Authority 2013

9 Protecting this precious diversity should be very important to everyone. As we destroy species we destroy possible cures for life-threatening diseases. Currently, 121 prescription drugs sold worldwide come from plant sources. Experts calculate that we are losing 137 rainforest plants, animals and insect species every single day, which equals 50,000 species a year. Plants that could give us new medicines and save us from many diseases will be gone before their uses are discovered. Rainforest people and their cultures are also disappearing. Consequently, their knowledge about the food and the medicinal value of plants and animal species will also be lost. Did you know that destroying these unique places increases global warming? Cutting trees down reduces oxygen and increases carbon dioxide in the atmosphere. Furthermore, burning trees releases huge amounts of carbon dioxide and increases global warming. About a fifth of our planet s carbon emissions are the result of deforestation. Indonesia produces very few carbon emissions from burning fossil fuels such as oil and coal but it is still the world s third biggest emitter of carbon dioxide. Why? Because of deforestation! 3c. Pronouns Find the pronouns in the text above and write the noun or phrase they refer to. i) us (line 6) ii) their (line 6) iii) it (line 15) 3d. Connectives Look at these words in the text above. As (line 1) Consequently (line 8) but (line 15) Furthermore (line 12) Which words mean the following? Write ONE word in each section of the chart. It tells you that two things are happening at the same time. It introduces another supporting idea. It introduces something that is a result of an action. i) ii)... iii)... Page 9 of 13 New Zealand Qualifications Authority 2013

10 4. Persuasive language and its meaning are identified (1.4) First you need to understand how critical rainforests are to our survival. Rainforests are an incredibly important part of our climate system and must be protected. The canopy of trees and the clouds that form above rainforests help to block out the sun s heat. Rainforests are an essential part of system that controls the amount of water in the earth s atmosphere by absorbing water and releasing it slowly. Without the rainforest there would be more floods and more droughts in many parts of the world. Did you know that rainforests are also a vital part of our ecosystem because of the wide diversity of species and life forms that exist there? Tropical forests cover only about 7 percent of the world s land area but contain more than half the world s plants and animal species. The destruction of the rainforests means the destruction of thousands of species of plants and animals. Protecting this precious diversity should be very important to everyone. As we destroy species we destroy possible cures for life-threatening diseases. Currently, 121 prescription drugs sold worldwide come from plant sources. Experts calculate that we are losing 137 rainforest plant, animal and insect species every single day which equals 50,000 species a year. Plants that could give us new medicines and save us from many diseases will be gone before their uses are discovered. Rainforest people and their cultures are also disappearing. Consequently, their knowledge about the food and amazing medicinal value of plants and animal species will also be lost. 4a. In the text above the writer uses language to persuade the readers that rainforests are important e.g. critical in line 1. Find three other words that the writer uses to tell reader how important rainforests are. i).. ii). iii) 4b. Look at the modal verbs in bold in the text above. Write the correct modal verb to match the given meanings. Meaning Modal verb It is very important that this is done. i) This is going to happen. It is possible that this is going to happen. ii) iii) Page 10 of 13 New Zealand Qualifications Authority 2013

11 4c. Find an example of a question from the text on pages 4-5. Copy it below and write the line number that it comes from. i). Why does the writer use this question? ii) Meaning of essential vocabulary in each text is given (1.5) Match the words with the correct meanings as used in the text. There are more words than meanings. destroy tropical emissions atmosphere essential deforestation fossil fuels climate life-threatening species unique profits ecosystem diversity protecting a. cutting down and removing forest b. the weather c. the gases that surround the planet d. the plants, animals and environment of an area e. having lots of different types of plants or animals f. a group of plants or animals g. looking after something and keeping it safe h. to damage so that it can t be used again i. something that can kill j. something that is let out or given off, usually a gas or gases k. coal, oil and gas l. money made from selling something Page 11 of 13 New Zealand Qualifications Authority 2013

12 Assessment schedule Level 3 Element 1: Range: Read persuasive texts (ESOL). Two complete texts, each from a separate context. Unit standard 17364, version 4 Read persuasive texts (ESOL) 4 Credits Performance criteria Evidence Judgment 1.1 The main issue and the writer s point of view are identified. 1.2 Arguments and supporting evidence are identified and linked. 1a. Answers similar to: The destruction of rainforests / Why rainforests should be saved / the importance of rainforests. 1b. Answers similar to: The writer thinks destroying rainforests is bad or People can make a difference 1c. Any answer that exemplifies the writer s opinion e.g. Rainforests are an incredibly important part of our climate system and/or must be protected. / People are powerful. 2. ii) g viii) b iii) e ix) h iv) a x) c v) d xi) j vi and vii) i or f (in any order) The main idea and the writer s point of view are identified. All correct. Arguments and supporting evidence are identified and linked. Eight out of ten answers are correct. 1.3 Cohesive devices and their meanings are identified. 3a. ii) iii), iv) any two of: forests, tropical forests, trees Cohesive devices and their meanings are identified. Page 12 of 13 New Zealand Qualifications Authority 2013

13 Range: at least two lexical cohesive devices, which may include but are not limited to repetition of nouns, use of synonyms; at least two grammatical cohesive devices, which may include but are not limited to pronouns, references, conjunctions. 1.4 Persuasive language and its meaning are identified. Range: persuasive language may include but is not limited to modality, quantifiers, emotive language, rhetorical questions, repetition of phrases. 1.5 The meaning of essential vocabulary as used in each text is given. Range: ten words. NZQA Support Materials 3b. i) rainforest ii) Any answer that reflects the writer s purpose e.g. The writer wants to make sure people know what the topic is. 3c. i) Answers similar to: people, the world s population. ii) the plants iii) Indonesia 3d. i) As ii) Furthermore iii) Consequently 4a. Any three of: incredibly (important), vital (part of), precious, amazing, essential 4b. i) must - line 2 ii) will - line 20 or line 23 iii) could - line 19 4c. i) Any example of a question from the text e.g. So why hasn t this changed how people behave? ii) Answers similar to To make the reader think about the topic / to help structure the talk / to introduce the next idea. 5. a. deforestation g. protecting b. climate h. destroy c. atmosphere i. life-threatening d. ecosystem j. emissions e. diversity k. fossil fuels f. species l. profits 3a. Two out of three answers are correct. 3b. Both answers are correct. 3c. Two out of three answers are correct. 3d. Two out of three answers are correct. Persuasive language and its meaning are identified. 4a. Two out of three answers are correct. 4b. Two out of three answers are correct. 4c. Both answers are correct. The meaning of ten items of essential vocabulary is given. Ten out of twelve answers are correct. Page 13 of 13 New Zealand Qualifications Authority 2013

Deforestation. Rainforests of the World in Order of Size

Deforestation. Rainforests of the World in Order of Size by Deforestation Deforestation is the cutting, clearing, and removal of rainforest or related ecosystems into pasture, cropland, or plantations. There are many contributors to deforestation. Logging, mining,