- INTRODUCTION
First, introduce your topic. Why is this important to discuss? Present your question. For example "Which party should govern Sweden?".
- MAIN PART (BODY)
1. One aspect/reason/opinion. Present sources (articles, books, etc.) and add your own thoughts. Basically, discuss the ideas presented.
2. Another aspect/reason/opinion. Present sources (articles...
3. Analysis. Compare the presented aspects/reasons/opinions and answer your question.
- CONCLUSION
Present your answer.
ASSESSMENT AND GRADING
knowledge requirements:
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E) 2. Students can choose and with some certainty use strategies to search for relevant information and assess the reliability of different sources. |
C) 2. Students can choose and with some certainty use strategies to search for relevant information and assess the reliability of different sources. |
A) 2. Students can choose and with certainty use strategies to search for relevant information and assess the reliability of different sources. |
Source criticism is used to find out if the information in books, documentaries and webpages is reliable. Ask ”who wrote this and why?” before using a source. Try to show, in your own production, that you have taken this into consideration.
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E) 3. Students choose texts and spoken language from different media and in a relevant way use the material selected in their own production and interaction. |
C) 3. Students choose texts and spoken language from different media and in a relevant and effective way use the selected material in their own production and interaction. |
A) 3. Students choose texts and spoken language from different media and in a relevant, effective and critical way use the selected material in their own production and interaction. |
Sources are used in a relevant way if there is an obvious connection between them and your text. Quotes or references that improve your text are effective. A critical way to use a source is to apply source criticism (see above) or compare different sources in your text.
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E) 4. In oral and written communications of various genres, students can express themselves in a way that is relatively varied, clear, and relatively structured. Students can also express themselves with fluency and some adaptation to purpose, recipient and situation. Students work on and make simple improvements to their own communications. |
C) 4. In oral and written communications of various genres, students can express themselves in ways that are varied, clear and structured. Students can also express themselves with fluency and some adaptation to purpose, recipient and situation. Students work on and make well-grounded improvements to their own communications. |
A) 4. In oral and written communications of various genres, students can express themselves in ways that are varied, balanced, clear and structured. Students can also express themselves with fluency and adaptation to purpose, recipient and situation. Students work on and make well-grounded and balanced improvements to their own communications. |
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E) 5. In oral and written interaction in various, and more formal and complex contexts, students can express themselves clearly with fluency, and with some adaptation to purpose, recipient and situation. In addition, students can choose and use essentially functional strategies which to some extent solve problems and improve their interaction. |
C) 5. In oral and written interaction in various, and more formal and complex contexts, students can express themselves clearly, relative freely and with fluency, and with adaptation to purpose, recipient and situation. In addition, students can choose and use functional strategies to solve problems and improve their interaction. |
A) 5. In oral and written interaction in various, and more formal and complex contexts, students can express themselves clearly, freely and with fluency, and with adaptation to purpose, recipient and situation. In addition, students can choose and use well-functioning strategies to solve problems and improve their interaction, and take it forward in a constructive way. |
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