19. Writing the text for a brochure for a given tourist destination
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Task Details
Task details
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| Name of writing assessment task |
Create a text for a tourist brochure to attract people to a given place |
| EAL student stage range |
B2, B3, S2, S3, S4 |
| Text orientation |
Persuasive |
| Task type |
Cued response/extended response |
Task Specification
Task specification
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| Purpose |
To assess students’ ability to write a tourist brochure using persuasive language to attract people to visit a place depicted through a series of pictures |
| Description |
Students write the text for a tourist brochure to attract tourists to visit a place depicted through given pictures of a typical tourist destination |
| Assumed knowledge and description |
- Content knowledge: Knowledge of tourist destinations and typical tourist activities, as well as familiarity with tourist brochures, the type of information, format and structure of a typical brochure
- Text type, genre: Persuasive, brochure about a tourist destination
- Linguistic structures and features:
- present tense
- imperatives
- comparatives and superlatives
- adjectives to describe places and scenery
- verbs to describe typical tourist activities
- Vocabulary:
- names of places, countries
- geographical locations: north of, south, of, on the coast of, in the mountains of
- adjectives to describe places and scenery based on given pictures
- verbs to describe typical tourist activities based on given pictures
- vocabulary in relation to extreme sports
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Learning/Teaching Context
Learning/teaching context
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| Language Centre/mainstream class |
EAL support |
| Subject/key syllabus objectives, outcomes |
English |
| Topic/teaching unit |
Holiday destinations |
| Assessment conditions |
- Individual activity
- Formal/informal: Formal
- Time limit: One lesson period
- Teacher intervention: Limited to response to student request for clarification and encouragement
- Access to resources: Students have access to pictures of a given tourist destination and a framework for their writing. Students may use their own personal dictionaries, classroom dictionaries and their own notes
- Scaffolding (modelled/guided/independent support): Independent support
- Accommodations: -
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| Notes |
- The assessment is done on students' first draft
- Pre-assessment activities can be extended as appropriate for students
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Task Implementation
Task implementation
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| STAGE |
ACTION STEPS |
| Pre-assessment activity |
- Teacher and students revise the type of information, format and structure of a typical brochure and the type of language typically used in this kind of text, based on the analysis and possibly reconstruction of a model/s in previous lessons.
- Show students a set of pictures of a tourist location
- Brainstorm vocabulary and ideas
- Students discuss the pictures and write notes in a framework for the brochure
- Click to view a framework for this assessment: A framework for your notes
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| Assessment activity |
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| Post-assessment activity |
- Students share their brochures in pairs or small groups
- Students do self and peer feedback
- Give students time to improve and write a second draft
- Once the students' work has been read, provide individual and whole class feedback on strengths and individual or global improvement steps.
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Assessment Criteria
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Samples of Student Work
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Annotations and Commentary
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