I want a dog

I want a dog

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about building an argument.
Dog.jpg
 
Imagine you would really like a kurī (dog) as a pet but the adults in your house are not keen on the idea. 
Try to persuade the adults that you should be able to have a kurī.
Do this by writing your replies to the adults' statements.

Question 1Change answer

a)  Adult:  "As I have said before, I don't think getting a kurī is a good idea."
     Your reply: (write three sentences to explain why it is a good idea for you to have a kurī).

Question 1Change answer

Adult: "I'm still not keen. What about all the looking after that a kurī needs, like walks and vet costs?"
Your reply: (write two sentences to answer the adults).

Question 1Change answer

Adult:  "Well, maybe; but how do I know that you'll stay interested in the kurī?"
Your reply: (write two sentences in reply)
Task administration: 
This task can be completed with pencil and paper or online.
Copyright: 
illustration: dog looking up at viewer
Image: (C) J.Fisher, PhotoKete
This image, copyright to PhotoKete, is used by permission, and can be freely used for classroom educational purposes in Aotearoa.
Level:
4
Curriculum info: 
English, Creating meaning, Writing
Key Competencies: 
Thinking, Using language, symbols, and texts
Keywords: 
discussion, point of view, persuasion, sentences, structure and language, sentence structure, argument
Description of task: 
Students attempt to persuade the adults in their families that they should be able to have a dog. They construct an argument by writing replies to the adults' statements.
Curriculum Links: 
Links to the Literacy Learning Progressions for Writing:
This resource helps to identify students’ ability to:
  • create content that conveys ideas relating to the topic with some details
as described in the Literacy Learning Progressions for Writing at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Creating texts to influence others, sets 3-4
within the Writing Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
 

Y8 (06/1998)
i) Three different ideas stated on reasons 'why getting a dog would be a good idea', e.g.,

  • It will protect us from burglars.
  • It will make sure I get good exercise.
  • It will be a friend for us.
  • It will mean I don't annoy my brother/sister.
  • I could tell it my problems.

[Do not accept statements which are merely a negation of problems, e.g., "you wouldn't have to feed it, I will."]

 3 correct – moderate

2 correct – easy

1 correct – very easy
ii) Two ideas re: student involvement in 'care'/vet costs, e.g.,

  • I will get a part-time job to help with the bills.
  • I already go for walks so it will not be a problem.
  • I've got enough free time to care for it.

[Do not accept a mere restatement of the adult's comment, e.g., "I will walk the dog".]

 2 correct – moderate

1 correct – very easy
iii) Two ideas on 'staying interested', e.g.,

  • Now that I'm older, I stick at things for longer.
  • Look at how I've stayed involved with scouts/netball/the choir, etc.

or

  • One of the above (or similar), and concluding statement, e.g.,
  • I've been asking for a dog since I was 5, wouldn't now be a good time for you to say yes?
  • Surely you can see that a dog would be good for me?
 2 correct – difficult

1 correct – easy
  Persuasive elements:

  • At least one instance of providing support for assertions, e.g., "I'll walk the dog each day because I need to get fit for netball".
  • At least one example of engagement with the adults (audience), e.g., "Remember you said last week that I'm pretty responsible these days."
 support for
assertions – difficult

engagement – easy