Its an oral presentation so needs to be 5-8 minutes long hence why Ive chosen the 800 word option.

It’s a persuasive essay so a wide range of persuasive techniques and vocabulary would be preferred.

Requires easy access or knowledge on the film “Hidden Figures” and its different film techniques.

11 English Unit 1 FIA2

• Present a persuasive oral (5 to 8 minutes in length)
• Address the audience at the annual Media Matters conference.
• Title of conference session: “Knowledge is Power”

• Use the film: Hidden Figures as a base text
• Identify a group (from HF) which has been represented as either empowered OR disempowered.
• Clearly state which one you have selected
• Explain why this group has been represented in this way
• Explain how they have been represented in this way (filmic techniques etc)
• Explicitly (specifically and plainly) outline how the group is represented
• Explore the power of representation (of powerful groups/disempowered groups) in current media texts (film, print etc) in order to (1) raise awareness (2) challenge perspectives (3) shape perspectives of individuals and society as a whole
• How relevant is this film HF, to contemporary audiences?
• Reference to the media being a powerful tool to challenge and shape perceptions (of ourselves, others and the broader world)

• References: to film conventions (characterization; plot; setting in time and place; stylistic devices – shot angles, height etc)
• References: to filmic features (sound; dialogue; music; silences; voice overs etc)
• These references will form part of your analysis and part of your persuasion

• Structure – Intro, body and conclusion
• Intro – hypothesis; opening hook; greeting; provide direction that speech will take (signpost); mention the film by name; general statement regarding media and its persuasiveness
• Body – development of persuasive argument in 2 or 3 paragraphs; explanation of how the empowered/disempowered chosen group can be used as a powerful tool for challenging and shaping perceptions of ourselves, others and the broader world; supporting information from both the film and other sources
• Conclusion – what are you persuading your audience of? Make this clear…refer to your hypothesis and connect structurally your persuasive argument.

• Persuasive devices (taught/revised in class)
• Persuasive tone
• Speech techniques – gesture; eye contact; verbal delivery; non verbal attributes…

Ive attached the task sheet and “Checklist

English

FIA2

Student name

Conditions

• Presentations will be video recorded for cross marking purposes
• Audio-visual aids can be used where appropriate

Context

In this unit, you have explored Theodore Melfi’s Hidden Figures with a particular focus on how the concept of power is represented through the generic conventions of the film, such as characterisation, plot, setting and stylistic devices. Additionally, you have experimented with Melfi’s style by exploring filmic features such as sound effects, dialogue, music, silences and voice overs. You have also considered the relevance of this film to contemporary audiences.

You have been asked to present a speech at the annual Media Matters Conference session entitled ‘Knowledge is Power’. The speech must identify a group who has been represented as empowered or disempowered in Hidden Figures and how media texts can be a powerful tool for challenging and shaping perceptions of ourselves, others and the broader world.

Task

Deliver a speech to persuade conference delegates that the media representation of a particular group in society is a powerful tool for raising awareness, challenging and shaping perspectives of individuals. Construct a persuasive argument that adds to the public dialogue or ‘conversation’ about the issue of power – its use and/or misuse. Use the film Hidden Figures to support your chosen perspective.

In your speech you must identify a group who has been represented in the film and analyse how they have been represented as empowered or disempowered using filmic techniques to support your persuasive argument. To complete this task, you must:

• identify a group who has been represented in the film and persuade your audience how they have been represented using filmic techniques to support your persuasive argument
• explore the power of representation in media texts to raise awareness, challenge and shape the perspectives of individuals and society as a whole
• establish a thesis in relation to the media issue, within the previous year
• develop your argument to persuade others on this issue, making use of the ways cultural assumptions, attitudes, values and beliefs underpin perspectives and representations on the issue
• select and synthesise subject matter to support your persuasive argument
• use rhetorical and persuasive strategies to position your chosen audience to accept your thesis

Procedural Checklist

☐ Watch the film Hidden Figures in class and at home

☐ Complete preparation work as directed by your teacher in class and for homework

☐ Use the Planning Scaffold as a guide to generate your unique response aligned to the objectives

☐ Submitted your task proposal for written feedback

☐ Submitted your final script to Turn It In

Stimulus

• Theodore Melfi’s film Hidden Figures
• Contemporary media representations of social issues covered in class and individually researched

Checkpoints

Term 1 Week 8 16^th March: Task issued.

Week 9 23^rd March: Consult with teacher about the focus and contention of your persuasive speech.

Week 10 30^th March: Hand in draft.

Week 4 11th May: Submit final response using Turn It In and submit hard copy to teacher.

Authentication strategies

• You will be provided class time for task completion.
• Your teacher will observe you completing work in class.
• Your teacher will collect and annotate a draft.
• You must acknowledge all sources.
• You must submit a declaration of authenticity.
• Your teacher will compare the responses of students who have worked together in groups.
• Your teacher will ensure class cross-marking occurs.
• You will use Turn It In to submit your response.

Scaffolding

Your persuasive speech should show an understanding of the relationship between language, argument and speaker presence. Your script and delivery should show clear awareness of the audience, purpose and context of the speech.

It should include the following:

• a clear thesis on the issue
• develop your argument to persuade others on this issue, making use of the ways cultural assumptions, attitudes, values and beliefs underpin perspectives and representations on the issue
• a series of points to support your contention, employing logical reasoning
• engagement with an ongoing public conversation about an issue
• reference to (or critique of) other perspectives proposed in media texts (if appropriate to the development of your argument)
• incorporation of a range of persuasive strategies to influence your audience, e.g. emotive language and appeals, figurative language, rhetorical questions, repetition, anaphora, antistrophe, antithesis, identifying with the audience, statistics, evidence, case studies
• verbal and nonverbal features appropriate to the context that complement what you are saying and influence your audience to take action
• a call to action appropriate to the audience and context

Instrument-specific marking guide (IA2): Extended response — persuasive spoken response (25%)

Criterion: Knowledge application

Assessment objectives

3. create perspectives and representations of concepts, identities, times and places
4. make use of the ways cultural assumptions , attitudes,  values and beliefs underpin texts and invite audiences to take up positions
5. use aesthetic features and  stylistic devices to achieve  persuasive purposes

Criterion: Organisation and development

Assessment objectives

1. use patterns and conventions of a  persuasive genre to achieve particular purposes in a specific  context
2. establish and maintain the role of the speaker/signer/designer and relationship with an identified public audience
3. select and  synthesise subject matter to support perspectives
4. organise and  sequence subject matter to achieve particular purposes
5. use cohesive devices to emphasise ideas and connect parts of a persuasive text

English 2019                                                                                                                                Queensland Curriculum & Assessment Authority

General Senior Syllabus                                                                                                                                                            ISMG v1.5 August 2018

1

Criterion: Textual features

Assessment objectives

9. make language choices for particular purposes and contexts
10. use grammar and language structures for particular purposes
11. use spoken/signed and non-verbal features (and complementary, if appropriate) to achieve particular purposes.