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">What is it? </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44397/what-types-of-questions-will-be-asked.html" title="What types of questions will be asked?">What types of questions will be asked?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44398/how-am-i-graded.html" title="How am I graded?">How am I graded?</a></li><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44399/can-i-read-an-example-.html" title="Can I read an example? ">Can I read an example? </a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../44400/paper-2-sample-response-1-never-let-me-go-and-extremely-loud-and.html" title="Paper 2: Sample Response 1 (Never Let Me Go and Extremely Loud and Incredibly Close)">Paper 2: Sample Response 1 (Never Let Me Go and Extremely Loud and Incredibly Close)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../44401/paper-2-sample-response-2-the-reader-and-the-god-of-small-things.html" title="Paper 2: Sample Response 2 (The Reader and The God of Small Things) ">Paper 2: Sample Response 2 (The Reader and The God of Small Things) </a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../44402/paper-2-sample-response-3-a-dolls-house-and-the-crucible-.html" title="Paper 2: Sample Response 3 (A Doll’s House and The Crucible) ">Paper 2: Sample Response 3 (A Doll’s House and The Crucible) </a></li></ul><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44403/do-you-have-a-step-by-step-process-for-what-to-do-in-the-actual-.html" title="Do you have a step-by-step process for what to do in the actual exam? ">Do you have a step-by-step process for what to do in the actual exam? </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44404/how-do-i-prepare-for-my-paper-2-exam-.html" title="How do I prepare for my Paper 2 exam? ">How do I prepare for my Paper 2 exam? </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44405/how-do-i-organize-my-paper-2-.html" title="How do I organize my Paper 2? 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">What is it? </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40158/what-is-a-line-of-inquiry.html" title="What is a line of inquiry?">What is a line of inquiry?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40160/how-am-i-graded.html" title="How am I graded?">How am I graded?</a></li><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40162/can-i-read-an-example-.html" title="Can I read an example? ">Can I read an example? </a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../40152/model-example-1-szymborska-poetry-.html" title="Model example 1 (Szymborska Poetry) ">Model example 1 (Szymborska Poetry) </a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../40154/model-example-2-george-monbiot.html" title="Model example 2 (George Monbiot)">Model example 2 (George Monbiot)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../40153/model-example-3-white-noise-.html" title="Model example 3 (White Noise) ">Model example 3 (White Noise) </a></li></ul><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40240/can-you-help-me-with-the-entire-process.html" title="Can you help me with the entire process?">Can you help me with the entire process?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40242/do-you-have-a-checklist-to-help-me-out.html" title="Do you have a checklist to help me out?">Do you have a checklist to help me out?</a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../46964/learner-portfolio-.html" title="Learner Portfolio ">Learner Portfolio </a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../46965/more-about-the-learner-portfolio.html" title="More about the Learner Portfolio">More about the Learner Portfolio</a></li></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../28558/the-course-.html" title="The course ">The course </a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i 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Portfolio">Formatting the Learner Portfolio</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28560/principles-of-course-design.html" title="Principles of course design">Principles of course design</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../29983/bodies-of-work.html" title="Bodies of work">Bodies of work</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../37316/bodies-of-work-a-curated-list.html" title="Bodies of Work - A Curated List">Bodies of Work - A Curated List</a></li></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../28566/areas-of-exploration-.html" title="Areas of exploration ">Areas of exploration </a></li><ul class="level-1 "><li class=" parent" style="padding-left: 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title="Teaching resources">Teaching resources</a></li></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../28567/concepts-.html" title="Concepts ">Concepts </a></li><ul class="level-1 "><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28571/identity.html" title="Identity">Identity</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../29029/teaching-resources.html" title="Teaching resources">Teaching resources</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28572/culture.html" title="Culture">Culture</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28573/creativity.html" title="Creativity">Creativity</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28574/communication.html" title="Communication">Communication</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Teaching resources">Teaching resources</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31252/metoo-gender-and-power-.html" title="#MeToo - Gender and Power ">#MeToo - Gender and Power </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31255/fake-news-.html" title="Fake News ">Fake News </a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28575/perspective.html" title="Perspective">Perspective</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Teaching resources">Teaching resources</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31253/metoo-gender-and-power-.html" title="#MeToo - Gender and Power ">#MeToo - Gender and Power </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31734/exploring-the-natural-world-an-opinion-columnists-body-of-work-.html" title="Exploring the Natural World – An Opinion Columnist’s Body of Work ">Exploring the Natural World – An Opinion Columnist’s Body of Work </a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28576/transformation.html" title="Transformation">Transformation</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander 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style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30239/tips-.html" title="Tips ">Tips </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30222/criteria-.html" title="Criteria ">Criteria </a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30240/skills-.html" title="Skills ">Skills </a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../30243/8-writing-tips-.html" title="8 writing tips ">8 writing tips </a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="P1 sample work">P1 sample work</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../../task/523953.html" title="May 2022 Paper 1s">May 2022 Paper 1s</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../../task/523976.html" title="November 2021 Paper 1s">November 2021 Paper 1s</a></li><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Pre-2021 Paper 1s">Pre-2021 Paper 1s</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../37572/paper-1-sample-response-8-mens-health-iii.html" title="Paper 1: Sample Response 8 (Men's Health iii)">Paper 1: Sample Response 8 (Men's Health iii)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../37338/paper-1-sample-response-9-justin-gatlin.html" title="Paper 1: Sample Response 9 (Justin Gatlin)">Paper 1: Sample Response 9 (Justin Gatlin)</a></li><li class="" style="padding-left: 56px"><i 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56px"><i class="expander fa fa-caret-right "></i><a class="" href="../../task/523983.html" title="Paper 1: Sample Response 14 (Aspen Trees)">Paper 1: Sample Response 14 (Aspen Trees)</a></li></ul></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30237/paper-1-practice-texts-to-go-.html" title="Paper 1: Practice Texts to Go ">Paper 1: Practice Texts to Go </a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28592/paper-2.html" title="Paper 2">Paper 2</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30255/tips-.html" title="Tips ">Tips </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30270/criteria-.html" title="Criteria ">Criteria </a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30256/skills-.html" title="Skills ">Skills </a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31697/revising-literary-works-for-paper-2.html" title="Revising Literary Works for Paper 2">Revising Literary Works for Paper 2</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../30792/connecting-comparing-and-contrasting-in-paper-2.html" title="Connecting, Comparing and Contrasting in Paper 2">Connecting, Comparing and Contrasting in Paper 2</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../46727/resources-for-students.html" title="Resources for Students">Resources for Students</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../46723/preparing-for-paper-2.html" title="Preparing for Paper 2">Preparing for Paper 2</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../46724/organizing-and-structuring-paper-2.html" title="Organizing and Structuring Paper 2">Organizing and Structuring Paper 2</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../46722/step-by-step-paper-2-process.html" title="Step-by-Step Paper 2 Process">Step-by-Step Paper 2 Process</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../28602/p2-sample-work.html" title="P2 sample work">P2 sample work</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28593/higher-level-essay.html" title="Higher level essay">Higher level essay</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30557/tips.html" title="Tips">Tips</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30273/criteria-.html" title="Criteria ">Criteria </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30272/skills-.html" title="Skills ">Skills </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../28606/hle-sample-work.html" title="HLE sample work">HLE sample work</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28594/individual-oral.html" title="Individual oral">Individual oral</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../36433/resources.html" title="Resources">Resources</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../34550/introducing-the-individual-oral-to-students-a-powerpoint.html" title="Introducing the Individual Oral to Students (a PowerPoint)">Introducing the Individual Oral to Students (a PowerPoint)</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../36435/stages-of-support.html" title="Stages of Support">Stages of Support</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../32623/possible-outlines.html" title="Possible Outlines">Possible Outlines</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../36434/how-to-prepare-for-your-individual-oral.html" title="How to Prepare for Your Individual Oral">How to Prepare for Your Individual Oral</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30559/global-issues.html" title="Global issues">Global issues</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30558/criteria-.html" title="Criteria ">Criteria </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30271/skills-.html" title="Skills ">Skills </a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../28610/io-sample-work.html" title="IO sample work">IO sample work</a></li><ul class="level-3 "><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="2021 Individual Orals">2021 Individual Orals</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../40184/2021-individual-oral-exemplar-1-brave-new-world-and-sara-rahbar.html" title="2021 Individual Oral: Exemplar 1 (Brave New World and Sara Rahbar)">2021 Individual Oral: Exemplar 1 (Brave New World and Sara Rahbar)</a></li></ul><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Pre-2021 Individual Orals">Pre-2021 Individual Orals</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../36777/individual-oral-exemplar-4-macbeth-and-ww1-propaganda-poster.html" title="Individual Oral: Exemplar 4 (Macbeth and WW1 Propaganda Poster)">Individual Oral: Exemplar 4 (Macbeth and WW1 Propaganda Poster)</a></li></ul></ul></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../28556/resources-.html" title="Resources ">Resources </a></li><ul class="level-1 "><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../30276/glossary-of-key-terms-for-language-and-literature.html" title="Glossary of Key Terms for Language and Literature">Glossary of Key Terms for Language and Literature</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30277/-accent.html" title="- Accent">- Accent</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30278/-actual-reader.html" title="- Actual reader">- Actual reader</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30279/-actual-writer-.html" title="- Actual writer ">- Actual writer </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30353/-adjective-.html" title="- Adjective ">- Adjective </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30448/-adverb.html" title="- Adverb">- Adverb</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30449/-alliteration.html" title="- Alliteration">- Alliteration</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30451/-allusion.html" title="- Allusion">- Allusion</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30452/-analogy.html" title="- Analogy">- Analogy</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30454/-anti-advertising-.html" title="- Anti-advertising ">- Anti-advertising </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30455/-antithesis-.html" title="- Antithesis ">- Antithesis </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30457/-appeal-to-authority-.html" title="- Appeal to authority ">- Appeal to authority </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30459/-appeal-to-fear.html" title="- Appeal to fear">- Appeal to fear</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30460/-audience.html" title="- Audience">- Audience</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30462/-bandwagon-effect.html" title="- Bandwagon effect">- Bandwagon effect</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30463/-bias-.html" title="- Bias ">- Bias </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30464/-cacophony-.html" title="- Cacophony ">- Cacophony </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30466/-caesura-.html" title="- Caesura ">- Caesura </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30467/-characterisation-.html" title="- Characterisation ">- Characterisation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30469/-clause-.html" title="- Clause ">- Clause </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30470/-cliche-cliche-.html" title="- Cliché (cliche) ">- Cliché (cliche) </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30471/-coherence.html" title="- Coherence">- Coherence</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30472/-colloquialism.html" title="- Colloquialism">- Colloquialism</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30473/-complex-sentence-.html" title="- Complex sentence ">- Complex sentence </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30475/-conflict-in-advertising-.html" title="- Conflict in advertising ">- Conflict in advertising </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30483/-conjunctions-.html" title="- Conjunctions ">- Conjunctions </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30484/-connotation-.html" title="- Connotation ">- Connotation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30476/-context-of-production-.html" title="- Context of production ">- Context of production </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30477/-context-of-reception-.html" title="- Context of reception ">- Context of reception </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30478/-core-vocabulary-.html" title="- Core vocabulary ">- Core vocabulary </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30479/-couplet-.html" title="- Couplet ">- Couplet </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30485/-crowdsourcing-.html" title="- Crowdsourcing ">- Crowdsourcing </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30481/-deictic-.html" title="- Deictic ">- Deictic </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30486/-denotation-.html" title="- Denotation ">- Denotation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30487/-denouement-.html" title="- Denouement ">- Denouement </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30488/-dialect-.html" title="- Dialect ">- Dialect </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30489/-diatribe-.html" title="- Diatribe ">- Diatribe </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30490/-direct-narration-.html" title="- Direct narration ">- Direct narration </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30492/-direct-speech-.html" title="- Direct speech ">- Direct speech </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30493/-dramatic-irony.html" title="- Dramatic Irony">- Dramatic Irony</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30515/-ellipsis.html" title="- Ellipsis">- Ellipsis</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30516/-end-stopped-line-.html" title="- End-stopped line ">- End-stopped line </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30517/-enjambement-.html" title="- Enjambement ">- Enjambement </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30518/-eponymous-.html" title="- Eponymous ">- Eponymous </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30519/-equivocation-.html" title="- Equivocation ">- Equivocation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30520/-ethos-.html" title="- Ethos ">- Ethos </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30521/-euphemism.html" title="- Euphemism">- Euphemism</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30522/-first-person-point-of-view-.html" title="- First-person point-of-view ">- First-person point-of-view </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30523/-formalism.html" title="- Formalism">- Formalism</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30524/-free-indirect-speech-.html" title="- Free indirect speech ">- Free indirect speech </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30527/-free-verse-.html" title="- Free verse ">- Free verse </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30525/-function-.html" title="- Function ">- Function </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30528/-gatekeeper-.html" title="- Gatekeeper ">- Gatekeeper </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30530/-generalizations-.html" title="- Generalizations ">- Generalizations </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30531/-genre-.html" title="- Genre ">- Genre </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30532/-graphology-.html" title="- Graphology ">- Graphology </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30533/-haiku-.html" title="- Haiku ">- Haiku </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30534/-hyperbole-.html" title="- Hyperbole ">- Hyperbole </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30535/-idiolect-.html" title="- Idiolect ">- Idiolect </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30536/-imagery-.html" title="- Imagery ">- Imagery </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30537/-indirect-narration-.html" title="- Indirect narration ">- Indirect narration </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30538/-intertextuality-.html" title="- Intertextuality ">- Intertextuality </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30539/-irony-.html" title="- Irony ">- Irony </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30540/-jargon-.html" title="- Jargon ">- Jargon </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30541/-juxtaposition-.html" title="- Juxtaposition ">- Juxtaposition </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30542/-language-.html" title="- Language ">- Language </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30543/-logos-.html" title="- Logos ">- Logos </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30544/-long-tail-marketing-.html" title="- Long tail marketing ">- Long tail marketing </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30545/-mash-up-.html" title="- Mash up ">- Mash up </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30546/-metaphor-.html" title="- Metaphor ">- Metaphor </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30548/-metonymy-.html" title="- Metonymy ">- Metonymy </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30549/-modality-.html" title="- Modality ">- Modality </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30550/-multivocal-.html" title="- Multivocal ">- Multivocal </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30551/-newsworthiness-.html" title="- Newsworthiness ">- Newsworthiness </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30552/-nominalisation-.html" title="- Nominalisation ">- Nominalisation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30553/-notifications-.html" title="- Notifications ">- Notifications </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30554/-noun-phrase-.html" title="- Noun Phrase ">- Noun Phrase </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30555/-onomatopoeia.html" title="- Onomatopoeia">- Onomatopoeia</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30560/-paralanguage-.html" title="- Paralanguage ">- Paralanguage </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30561/-pathos-.html" title="- Pathos ">- Pathos </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30562/-pay-per-click-.html" title="- Pay-per-click ">- Pay-per-click </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30563/-personalization-.html" title="- Personalization ">- Personalization </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30564/-personification-.html" title="- Personification ">- Personification </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30565/-phonlogical-.html" title="- Phonlogical ">- Phonlogical </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30566/-phrase.html" title="- Phrase">- Phrase</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30567/-problem-solution-technique-.html" title="- Problem / solution technique ">- Problem / solution technique </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30574/-pun.html" title="- Pun">- Pun</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30579/-reported-speech.html" title="- Reported speech">- Reported speech</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30583/-sensationalism-.html" title="- Sensationalism ">- Sensationalism </a></li><li class="" 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style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../11979/wt2-q3-starkey.html" title="WT2 Q3 (Starkey)">WT2 Q3 (Starkey)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../19663/wt2-q3-womens-health.html" title="WT2 Q3 (Women's Health)">WT2 Q3 (Women's Health)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../14009/wt2-q4-clockwork.html" title="WT2 Q4 (Clockwork)">WT2 Q4 (Clockwork)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../13783/wt2-q4-persepolis.html" title="WT2 Q4 (Persepolis)">WT2 Q4 (Persepolis)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../11636/wt2-q5-aclu.html" title="WT2 Q5 (ACLU)">WT2 Q5 (ACLU)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right 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style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../2537/individual-oral-commentary.html" title="Individual oral commentary">Individual oral commentary</a></li><ul class="level-3 "><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../2891/tips.html" title="Tips">Tips</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../19075/using-technology-to-support-student-learning.html" title="Using Technology to Support Student Learning">Using Technology to Support Student Learning</a></li></ul><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../10033/criteria.html" title="Criteria">Criteria</a></li><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../11211/skills.html" title="Skills">Skills</a></li><ul 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<div id="main-column" class="span9"> <article id="letter-to-the-editor" style="margin-top: 16px;">
<h1 class="section-title">Letter to the editor</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../englishalanglit.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">The old course </span><span class="divider">/</span></li><li><span class="gray">Resources (2020 exams)</span><span class="divider">/</span></li><li><span class="gray">Text types</span><span class="divider">/</span></li><li><span class="active">Letter to the editor</span></li></ul>
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<p>
<img alt="" class="right" height="188" src="../../../ib/englishalanglit/images/letter%20writing%281%29.jpg" width="250">Many students like to write letters to the editor for written task 1. As a text type it offers a broad range of possibilities, as people write such letters in response to articles, opinion columns, print ads and TV shows. Though many assume that the main purpose of the letter to the editor is to complain, this does not necessarily have to be the case. One could write such a letter to praise, point out a hypocrisy, shed light on a matter, or set the record straight.</p>
<p>
In this lesson, you will explore three letters to the editor and discuss the common structural features. In the 'teacher talk' section you can learn more about why letters to the editor are so popular as written task 1s. At the end of this lesson there is an engaging activity, which asks you to stand up and walk around the room. Letters to the editor have never been such a work out!</p>
<h2>
Three letters to the editor</h2>
<p>
Below you will read three letters to the editor. They are all in response to various articles in newspapers and magazines. What structural features do they have in common? Make a list of features that are typical of these letters as a class. Once you have a list, like the one below, find examples of each point. </p>
<div class="yellowBg">
<p>
<strong>Structural features of letters to the editor</strong></p>
<p>
<img class="ico" src="/r/b1.png"></p>
<ul>
<li>
reference to the original article </li>
<li>
brevity</li>
<li>
rhetorical questions</li>
<li>
an interesting fact or quotation</li>
<li>
a counter argument</li>
<li>
a recommendation</li>
<li>
a clear statement of opinion</li>
<li>
the effect of the original article on you and others</li>
<li>
emotive language (at the risk of hyperbole)</li>
<li>
punchy, concise sentences</li>
</ul>
<p>
<img class="ico" src="/r/b2.png"></p>
</div>
<div class="greyBg">
<p>
<a href="http://www.washingtontimes.com/news/2013/feb/22/tolerance-should-extend-beyond-liberal-borders/" target="_blank"><strong>'Tolerance' should extend beyond liberal borders</strong></a><br>
Fred C. Sebly<br>
22 February 2013</p>
<p>
<img class="ico" src="/r/b1.png">I have to laugh at the silliness of the political correctness police. <a href="http://www.washingtontimes.com/topics/charles-cunningham/">Charles Cunningham</a> (“If ‘<a href="http://www.washingtontimes.com/topics/washington-redskins/">Redskins</a>‘ offends, so should other names,” Letters, Wednesday) is correct when he writes, “The political correctness police have started their ritual (it happens about every 10 years or so).”</p>
<p>
Apparently it is time yet again to fight the name “<a href="http://www.washingtontimes.com/topics/washington-redskins/">Washington Redskins</a>.” It seems people who know the least think and talk the most, and this is when they make fools of themselves. Apparently the folks who want the change think the name is racist. But the name refers to a cultural practice, not any race. American Indians were called “redskins” because in war they coated their skin with red pigment clay to embolden themselves and hopefully to frighten the enemy. Even a liberal who takes the time to look carefully will find American Indians do not have red skin.</p>
<p>
When I am offended, the left instructs me to be more tolerant and inclusive. This goes both ways. So it is time for all of us to be more tolerant, especially the easily offended left. As a culture, we have to stop asking “How high?” when a politically correct person tells us to jump. It’s time to stand firm and reject silliness, or this culture war will never stop.</p>
<p>
FRED C. SEBLY</p>
<p>
Mount Airy, Md.<img class="ico" src="/r/b2.png"></p>
</div>
<div class="greyBg">
<p>
<a href="http://www.guardian.co.uk/theobserver/2013/feb/24/michael-gove-history-curriculum-teaching" target="_blank"><strong>Children should not be subject to Michael Gove's idea of history</strong></a><br>
Sir Peter Newsham<br>
24 February 2013</p>
<p>
<img class="ico" src="/r/b1.png">The education secretary's authoritarian tinkering with the school curriculum is wholly inappropriate.</p>
<p>
The right question to ask of <a href="http://www.guardian.co.uk/politics/michaelgove">Michael Gove</a>'s draft history curriculum is how Parliament has allowed an individual politician to dictate what history is to be taught in the nation's <a href="http://www.guardian.co.uk/education/schools">schools</a> ("<a href="http://www.guardian.co.uk/theobserver/2013/feb/16/history-curriculum-letters">Plan for history curriculum is too focused on Britain</a>", Letters).</p>
<p>
Gove's curriculum is not unlike the "What should be known at the end of the course" section of the 1927 version of the Board of Education's Handbook of Suggestions for Teachers, some of which remains perfectly sensible. The crucial difference between then and now lies in the preparatory note to those suggestions. It was there emphasised that these were to be regarded simply as "a challenge to independent thought".</p>
<p>
The board went on to endorse what its predecessors in 1904 had wanted to see: "That each teacher shall think for himself, and work out for himself, such methods of <a href="http://www.guardian.co.uk/education/teaching">teaching</a> as may use his powers to the best advantage and be best suited to the particular needs and conditions of the school."</p>
<p>
That is the way forward for education. Gove's authoritarian tinkering is a warning that a statutorily enforceable national curriculum, controlled by an opinionated individual, has no place in a democratic society. It is the road to serfdom.</p>
<p>
Sir Peter Newsam</p>
<p>
(past education officer, ILEA, director,<br>
London University Institute of Education)<img class="ico" src="/r/b2.png"></p>
</div>
<div class="greyBg">
<p>
<a href="http://ahkath.wordpress.com/2012/01/24/a-letter-to-the-editor-time-magazine-by-mr-tony-lazaro/" target="_blank"><strong>A disturbing article in Time Magazine</strong></a><br>
Tony Lazaro<br>
24 January 2012</p>
<p>
<img class="ico" src="/r/b1.png">Dear Editor,</p>
<p>
I recently returned from a charitable trip to Pakistan, whereby I visited both Karachi and Islamabad. I spoke with several universities, key businesses, prominent business leaders and several religious people from all generations….</p>
<p>
On the day I returned to the office, someone had placed your magazine (January 16, 2012), on my desk. I read with interest your article on Karachi and the city in doom. For a person to have just returned from the very same place that your magazine described was somewhat bizarre, so I read with great detail your writer (Andrew Marshall’s) account.</p>
<p>
Let me begin by saying that I often flick through your magazine and find the articles of great interest, but on this particular day and this particular article, I found certain comments to be both one sided and indeed very negative. I say that because I saw a different Pakistan to what was portrayed in your article. I do not and will not comment on the political or religious problems that the country faces, but I will go so far as to say that not everything is as bad as the image that your magazine paints.</p>
<p>
Sure there are deaths in the cities. Please show me a city in the world, that is free from political fighting and unrest.</p>
<p>
Sure there are differences in the political party opinions. Please show me a country in the world where the political parties agree.</p>
<p>
Sure the innocent are suffering. Please show me a country in the world where wealth and power is equal and the innocent don’t suffer.</p>
<p>
Sure corruption is in Pakistan. Please show me a country in the world that is corruption free.</p>
<p>
My list could go on, but my point is that Pakistan does have problems…but so does every other country in the world in some way or another. However, in the case of ALL other nations, there are often good things to report and the media goes out of its way to promote these good things across the globe, whenever possible. The ridiculous amount of shootings in the USA are balanced off by the success of Google, Microsoft and Apple. The financial dilemmas of Greece are lost in the marketing of the Greek Islands as a holiday destination of choice. The child slave industry of India, is brushed under the carpet in favour of the nation’s growth in the global software boom. What I am trying to say, is that someone needs to look further into Pakistan and see that there are millions of great stories to write about, which would portray the country in a different light, to that what is being portrayed by your article.</p>
<p>
When I was in Pakistan, I visited a towel manufacturing company (Alkaram Towels). They produced some $60million in export in 2011 and are aiming at $85million in 2012. A substantial increase in sales…in a recession I would remind you. The company was started by the current Chairman, Mr. Mehtab Chawla, at the tender age of nine, after his father passed away. Today the very man employs 3000 staff. Now that’s a story.</p>
<p>
I visited universities of NED, Hamdard, Karachi, Szabist and NUST. The students are unbelievably intelligent. They spend their spare time developing APPS for android and apple. They are involved in cutting edge technology and no one in the world knows this. Why not send a reporter to Pakistan to look into this. Why not research good things in this nation, rather than just the bad things. At NUST (National Institution for Science and Technology – Islamabad)) there were 38,000 applications for medicine. There are only 83 seats for the medicine course on offer. The competition is unbelievable. In short it pushes the best to be even better. But the world doesn’t know this. Why ? Because no one wants to report on it, or no one knows about it…or both !!</p>
<p>
Please do not get me wrong. I understand that news is news, but it is high time that the western world stopped promoting these terrorists and political wars in Pakistan and started to write something that would help the nation. Something positive. If we really care about global partnerships and economic growth, then I suggest we try and give Pakistan a helping hand. There are 180 million people in Pakistan, 65% are under the age of 25. The youth of Pakistan is its strength.. it is like a sleeping giant. If you think that India is a booming nation. I suggest you stop a second and look at Pakistan. Given a little help from the western world, Pakistan can become a dominant economy. She doesn’t want aid and she doesn’t need money… she just wants the chance to be seen in a different light. I believe we have a fundamental obligation to assist. The only question is, who will reach out first.</p>
<p>
Warmest regards,</p>
<p>
Tony Lazaro
<br>
Managing Director<br>
Rising Stars Management Group<img class="ico" src="/r/b2.png"></p>
</div>
<h2>
Teacher talk</h2>
<p>
Of all the text types that one could write for the written task 1, the letter to the editor has to be one of the most popular and successful possibilities. Why is this? What are advantages and disadvantages to choosing this text type for the written task 1?</p>
<div class="greenBg">
<p>
<strong>Advantages and disadvantages of letters to the editor as written task 1s</strong></p>
<p>
<img class="ico" src="/r/b1.png">Students like writing letters to the editor for several reasons:</p>
<ul>
<li>
The letter is in response to a text, therefore it is relevant to this course and has a clear focus. </li>
<li>
You do not have to take on a persona, as some other (creative) text types might suggest. You can be yourself.</li>
<li>
They do not require a detailed study of text type and are less complex. </li>
<li>
The letter to the editor is a non-literary text type, which tends to work well for Parts 1 and 2 of the course.</li>
</ul>
<p>
While these points may work to your advantage there is one disadvantage of this text type: Letters to the editor are not usually 800-1000 words long, the required word count for the written task 1. To this, there are two responses:</p>
<ol>
<li>
Letters to the editor <em>may</em> be long. Notice that the final example letter above is over 800 words. Although it was not actually published in Time Magazine, it has many of the key characteristics of a letter to the editor. </li>
<li>
Submit 2 or 3 letters to the editor, written from different perspectives. In response to a given article, one letter may be written from an angry mother's point of view. Another may be written from a animal rights activist's point of view. Feel free to take on relevant personas that are well researched. Submit all of the letters as one written task 1. The IB, in their 'clarifications' document on the OCC, has approved this idea for written task 1s. <img class="ico" src="/r/b2.png"></li>
</ol>
</div>
<h2>
On or off 'script'?</h2>
<p>
Here is a fun game that you can play as an entire class. Move all the chairs and tables aside and form a line (queue) down the middle of the room facing forward. The teacher will read out loud a letter to the editor which was written as a sample written task 1 (see below). After each sentence or two the teacher will pause. Take a step to the left if you feel that the sentence that you have just heard is 'off script', meaning that it does not sound like a typical letter to the editor. Take a step to the right if you think that the letter is 'on script' meaning that it is very much in line with the structural features discussed above. At the end of reading the task look around to see where everyone is standing. Is everyone it agreement or disagreement? Discuss why you felt that several sentences were on or off script. Once you return to your desk, assess the written task 1 according to the criteria.</p>
<div class="greyBg">
<p>
<strong><img class="ico" src="../../../thinkib/icons/exam.png"> letter to the editor as written task 1</strong></p>
<p>
<strong>Primary source</strong></p>
<p>
<img class="ico" src="/r/b1.png"><img alt="" height="209" src="../../../ib/englishalanglit/images/science-050712-002b.jpg" width="500"><img class="ico" src="/r/b2.png"></p>
<p>
<strong>Rationale</strong></p>
<p>
<img class="ico" src="/r/b1.png">I wrote a letter of complaint to the Heartland Institute criticizing about a billboard campaign which they started last year (http://www.redorbit.com/media/uploads/2012/05/science-050712-002b.jpg). Even though Heartland Institute already cancelled their billboard campaign, I am writing a letter as if they have not. I am trying to keep the letter polite because I want the Heartland Institute to take a serious look at it and to take my suggestion into consideration. The purpose of my letter to the Heartland Institute is to try to make the organisation cancel their campaign or at least change the way Heartland Institute feels about their own advertisement campaign. Heartland Institute is a group of sceptics, who try to think outside the box who always receive a lot of critique on their ideas. That is why in order to convince them I am not only saying that the billboard campaign is inadequate but also that it is ineffective, thus also giving reasons for the organisations to rethink their advertising strategy.</p>
<p>
My letter of complaint consists of a few fundamental elements, like the receivers address, my own address, the date, signature and my name. Al these elements are used in most letters and so they can also be found in my letter of complaint. Furthermore I tried to structure my letter as follows: background information, actual problem, effects of problem and a solution. The first paragraph mainly revolves about explaining my background information, it is the introduction. The second paragraph mainly focuses on explaining the actual problem I have with the billboard.</p>
<p>
My next three paragraphs are about the effects of the chosen billboard campaign, I try to not only focus on the effects on American society “The effect of this man on American society is far greater than most people can imagine” but I also try to address the effect of the picture on the organisation itself “. I also believe that this campaign negatively affects your own goals because it makes people focus too much on the picture, which iduces a lot of negative emotions and memories, instead of your actual message.”. The last paragraph is my closing paragraph and it contains my ‘solution’ for the problem presented.</p>
<p>
This task addresses the topic of media and specifically addresses shock advertising. Trough this written task I learned more about the different forms of communications used within advertisement campaigns. Furthermore I came to understand how the media uses language and images to persuade or entertain the audience.<img class="ico" src="/r/b2.png"></p>
<p>
<strong>Written task 1</strong></p>
<p>
<img class="ico" src="/r/b1.png">Virgo 110<br>
9000 RD Assen<br>
The Netherlands<br>
</p>
<p>
The Heartland Institute<br>
One South Wacker Drive 2740<br>
Chicago, Illinois 60606<br>
312/377-4000<br>
United States of America</p>
<p>
6 February 2013</p>
<p>
Dear Sir/Madam,</p>
<p>
I am writing this letter to share my opinion on your recent billboard campaign. I first spotted one of your controversial billboards while I was driving to work. Long before I reached the billboard I had already seen the picture of Ted Kaczynski, also known as the Unabomber, in the distance. As most citizens would, I recognised his face, and wondered what the text next to the picture on the billboard would say. As I came closer I tried to read what the billboard said and I was utterly shocked by what I saw. “I still believe in Global Warming. Do you?”</p>
<p>
Global warming is a popular topic these days. The question, whether people greatly affect global warming or not, is an important one. I know that the last few decennia most scientists believed that we do have a significant impact on global warming. Of course there have always been people that opposed these ideas and did not agree with the rest of the scientists. There will always be speculation regarding this topic because there is no hard evidence pointing in a definite direction. Therefore I think the question posed on the billboard is a very good question. People should be stimulated to think about global warming, they should be able to form their own opinion on this matter. There is however one thing about the billboard that I strongly disagree with, namely the picture of Ted Kaczynski.</p>
<p>
Ted Kaczynski is responsible for a lot of sorrow in the United States of America. He is responsible for the death of three innocent American citizens and the injuries of many more.The effect of this man on American society is far greater than most people can imagine. Think not only of the casualties but also about the thousands of Americans that feared for their lives because this man was still walking around free. I think Heartland Institute really misjudged the situation. I personally feel that you can not use a picture of a man like Ted Kaczynski on a billboard alongside the road. A lot of people will be shocked by the giant billboards alongside the road with a picture of one of America´s most hated men on it.</p>
<p>
This billboard is a perfect example of a shock advertisement, because it deliberately, rather than inadvertently, startles and offends people by violating certain social values and personal ideals. Shock advertising is designed to capture the attention of an audience, to create a buzz, and also to bring awareness to a certain issue, in this case global warming. Shock advertising is a very effective way of advertising because it spreads really fast. Due to all the different reactions on your controversial billboard campaign even more people learned about your organizations and its goals. This can be a great way to spread a message and gain awareness however it can be overdone. I believe that in this particular situation the shock effect is to great and it draws the attention of the reader away from the original message. Your goal is to make people rethink about the current paradigm regarding global warming but instead you are making them focus on the giant picture next to your message.</p>
<p>
I believe that one of the reasons why your picture is stealing the attention of your audience away from your original message is because they have nothing to do with each other. Advertisements with shocking pictures should strengthen the message of the advertiser but in your case it only distracts the audience. The picture of Theodore Kaczynski has very little to do with the message you are trying to convey to the people. I believe that in this situation you are misusing the picture of Ted Kaczynski, who has nothing to do with global warming, in order to create a shock. I am not against shock advertisement but when done with an irrelevant shocking image, I think it should not be allowed.</p>
<p>
Last of all I would like to say that I am not at all against your organisation. I am well aware of the things you do for American society. As a group of sceptics, it is inevitable that a lot of people criticise your ideas and disagree with your statements. Personally, I think sceptics are very important in a society. If there are no people that are against a certain paradigm, we will not be able to improve our current ideas about the world. The world needs sceptics in order to create debate about certain issues, that will eventually lead to a better understanding of the issue. I am writing this to explain to you that I am not somebody that is against your organisation and all of her ideas, but that I am opposed to this particular advertisement campaign.</p>
<p>
I would like to end this letter by asking Heartland Institute to cancel their billboard campaign. The use of a picture of the Unabomber is inappropriate and completely out of context. I also believe that this campaign negatively affects your own goals because it makes people focus too much on the picture, which induces a lot of negative emotions and memories, instead of your actual message. I am not going to take any legal action against the Heartland Institute, I am merely trying to change the way you feel about your own advertisement campaign. Just like you are trying to change the way a lot of people think about global warming. Even though I am fully aware of the fact that this letter might not be enough for your organisation to decide to cancel the advertisement campaign, I hope however that it will at least lead to a new discussion inside your own organisation regarding this advertisement campaign. </p>
<p>
I look forward to hearing from you.</p>
<p>
Yours faithfully,</p>
<p>
[signature]</p>
<p>
Dennis Sikkens.<img class="ico" src="/r/b2.png"></p>
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