The Library Letter: Persuasive Writing in 50 Minutes
Mr Tari's Grade 8 class of 32 has 50 minutes to draft a persuasive letter to the head teacher asking for longer library hours. A diagnostic shows 21 students wrote fewer than five sentences, 14 did not state a clear position, and nine used 'because' only once. Common errors include missing articles ('library should open'), run-on sentences, and informal phrasing ('gotta'). The classroom has one chalkboard and no printer. Mr Tari wants to spend no more than 10 minutes talking so students write. He must also give each student one written comment before the next lesson and show that the lesson addresses structure, evidence, and audience.
1. Design a 10-minute modelled and guided plan that gets students writing quickly. Include what you would put on the board.
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I would use a 3-4-3 structure. First three minutes: contrast model. On the left of the board I write a weak opening: 'I think library should open more.' On the right: 'I am writing to ask the head teacher to keep the library open until 4 p.m. because many students need a quiet place to study.' I think aloud about the difference: audience is named, position is clear, and a reason is given. Next four minutes: shared plan. Students copy a three-line frame: Position, Reason 1 with evidence, Reason 2 with evidence. I elicit one example for each line from the class and write it on the board, then erase the examples but leave the frame. Last three minutes: sentence starters and launch. Students write two starters in their books: 'I am writing to ask...' and 'This matters because...'. They begin drafting immediately. The plan reduces cognitive load, makes structure visible, and keeps teacher talk under 10 minutes. The board frame remains as a support, not a model to copy.
2. Create a four-criteria rubric with weights and one descriptor for each. Explain why you weighted it this way.
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The rubric totals 10 marks: Position (3): the letter clearly states what the writer wants and who is being asked. Reasons and evidence (4): at least two relevant reasons are given, and at least one is supported by a specific detail such as 'the library closes before the bus leaves'. Organisation (2): the letter has an opening, a logical order, and a closing request. Conventions (1): grammar and spelling are accurate enough that meaning is never unclear. I weight reasons and evidence highest because the diagnostic shows the main weakness is not handwriting or length; it is unsupported opinion. Position is next because 14 students did not state a clear position, which makes the letter fail its purpose. Organisation matters, but a short letter with two strong reasons should outscore a long, listless one. Conventions are worth only one mark because the lesson focuses on persuasion, and penalising every article error would discourage reluctant writers. The rubric also tells students what to revise before the next draft.
3. How would you give 32 drafts one useful written comment each in 20 minutes? Describe the system and explain what you would not do.
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I would not edit every error. I would read each draft against the rubric and write one focused comment plus a symbol code. First, I sort drafts into three piles: no clear position, position but no evidence, and position with evidence. For the first pile, the comment is: 'Underline your position. Add one sentence: I am writing to ask...' For the second: 'Add one specific detail after your best reason.' For the third: 'Add a closing request to the head teacher.' I use a symbol key on the board: P for position, E for evidence, O for organisation, C for conventions. I underline one place and write one symbol, not a full correction. With 32 drafts, that is about 35 seconds each. I would not rewrite sentences for students, because that removes the learning and takes too long. I would also not comment on every convention error; I would choose the one error pattern that most interferes with meaning, such as run-on sentences, and address it in a whole-class board example next lesson.