Persuasive Writing: A Letter to a Newspaper for a Caring Community

From the Unit:

This optional GCSE supplement gives students the opportunity to link the content of An Inspector Calls to modern society and current issues, whilst at the same time preparing students for the English Language GCSE. The activities and tasks outlined below, in which students craft a letter to a local newspaper, allow them to make connections across texts and to their own lives in order to develop their persuasive writing skills and voices. 

This GCSE supplement is not a lesson, and does not need to be taught as such. It is structured in such a way as to ensure that the various steps necessary for writing an effective persuasive letter are outlined in an appropriate order: 

  1. Engage with a stimulus (most of this step was completed in Lesson 21: What Lessons Can We Learn?)
  2. Develop claims and content
  3. Read a model letter
  4. Plan and write the letter
  5. Respond to feedback and redraft

You may decide that your class do not need to follow all of the steps, or that you want your students to do some of the steps in class and others at home. Engage with the supplement in the way that works for your classroom context, adapting it to your students’ needs as you see fit. 

This GCSE supplement builds on the work done in Lesson 21: What Lessons Can We Learn?, in which students discussed the unit’s essential question: What can J. B. Priestley’s An Inspector Calls teach us about the impact of our individual and collective decisions and actions on others? Students considered the lessons that they learnt from reading the play, sharing their ideas in a people’s assembly. Now, students will be reflecting on these lessons and developing their ideas into a formal letter about how we can turn our society into a caring community, one in which people consider the needs of others. 

Alignment with the GCSE Specification

  • Clear and Coherent Writing (Lit-AO4, Lang-AO5/AO6)
  • Knowledge of Subject Terminology (Lit-AO2, Lang-AO2)
  • Writing for Impact (form, audience, purpose) (Lang-AO5)

Students generate ideas for their persuasive letter, in which they must write for impact, considering the form, audience and purpose. Before starting their letter, students have the opportunity to review subject terminology linked to persuasive literary devices, if needed. The model and planning aid helps students write clearly and coherently: they are given inspiration for sentence starters and see how to structure their piece. Finally, if teachers are using Marking Criteria Codes to give feedback and give students the opportunity to engage with this feedback and redraft their work, then students will make great progress as writers: they can improve the structure and content of their writing, whilst also enhancing their spelling, punctuation and grammar skills. 

Learn more about this unit’s Alignment with GCSE Specification

Notes to Teachers

  1. Writing for Purpose

    In this supplement, students are required to write a letter to a local newspaper to outline how we can turn our society into a caring community, one in which people consider the needs of others. To improve students’ engagement and to encourage them to take the letter seriously, it would be particularly powerful if they were then able to send these letters to their local newspaper. For these reasons and because it is important for students to engage in real-world writing tasks for audiences beyond their teachers and peers, you may wish to give students the addresses of one or more local newspapers. Not only is this an effective way for students to become local upstanders, it is also a means of them putting English skills into practice beyond the world of school. It will also encourage students to engage with the marking and redrafting of their work, which is a vital way of supporting their development as writers.

  2. Model Letters

    There are two examples of persuasive letters contained within the Persuasive Letter Examples handout. Please select the appropriate handout for your students so they can access the content at a level appropriate for them. Or you may choose to use both intermediate and advanced models in the same class so that your students can examine the ‘writing moves’ that each author makes when crafting their letters. Alternatively, you could group students according to level and have them read the models aloud or ask students to read the models independently.

  3. Marking Criteria Codes

    We recommend that teachers use Marking Criteria Codes when reviewing students’ written work to help them develop the structure and content of their writing, and their written English. These marking criteria codes enable teachers to nurture their students as effective writers by giving them in-depth feedback, which requires proactive student engagement.

Materials

Teaching Strategies

Suggested Activities and Steps

Step One: Engage with a Stimulus

Discuss Social Duty

  • Inform students that they will be reflecting on the notion of duty, looking at how it is described in the play and thinking about the notion of duty to society and to others. 
  • Project the following quotations concerning duty from the play on the board:

    ‘It’s my duty to ask questions’ (Inspector, p. 15)

    Well, it’s my duty to keep labour costs down’ (Mr Birling, p. 15)

  • Ask students to discuss the following questions in groups: 

    • What is meant by ‘duty’ in these two quotations?
    • When, if ever, can the idea of duty be problematic?
    • What duties do you think people have to others and to society? 
  • How has reading An Inspector Calls made you more aware of your social duties?

Step Two: Develop Claims and Content

  • Inform students that they will be preparing to write a persuasive letter to a local newspaper that outlines how we can build a society in which people consider the needs of others. If it is useful for your students to recap their knowledge of persuasive writing techniques, give them the Persuasive Techniques Word Match handout.
  • Ask students to respond to the following questions in pairs, noting down their ideas to share with the class:
    • Why is having a society that considers the needs of everyone important? 
    • How can we build a society that gives all people the support they need? Make a list in your books of specific actions.
  • Invite students to share their ideas with the class, collecting what they say on the board or large paper so that all students have this to refer to. You may want to collect this in the form of a two column chart, titling one column ‘Importance of having a society that considers the needs of all’ and the other ‘Ideas on how to build a society that gives all people the support they need’.
  • Next, explain to students that to write an effective letter, they need to ensure that all of the claims that they use are well developed and link to the statement, which in this case is: We can turn our society into a caring community, in which people consider the needs of others. They should support this argument by thinking of relevant claims, and thinking about how they can develop these claims with supporting ideas. 
  • To help them with this process, give your students the Persuasive Writing Planning Chart – Claim Development handout and project the example on the board or model your own, explicitly outlining your thinking.
Topic Statement: We can turn our society into a caring community, in which people consider the needs of others
Claim One Supporting Idea Persuasive Device Supporting Idea Persuasive Device
We need to connect groups of people from all levels of society, giving them the chance to interact and communicate. Connecting people with those who are from different social backgrounds can help make people more aware of others’ needs.
Wealthy people with power might be more likely to campaign on behalf of those who have fewer opportunities.

Assertion: People are kind and like to help each other out.  


Rhetorical question: People will ask themselves how can I help? What can I do to improve their situation?

Connecting people with different life experiences can help prevent future conflict as people will meet and learn from those who have different life experiences to their own.

Imperative & Repetition: Imagine what we can learn from each other. Imagine the barriers we can overcome.  


First-person plural pronouns (inclusive): We are members of society: our lives are and will always be interconnected.

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  • Encourage your students to generate ideas by thinking about what they learnt about the individual and society, and social responsibility from studying An Inspector Calls. It is also worth explaining to them that they can be creative with their ideas, providing their ideas are realistic and relevant to the central argument of the letter. They may also wish to outline ways that the newspaper could help, if relevant (e.g. the newspaper could set up a mentoring programme that pairs people from different walks of life as letter writing partners).
  • If helpful, you can give your students one or more of the following claims or brainstorm potential claims as a class on the board, but it is best if students first try to do the work of generating their own claims that are relevant to them and that they are interested in writing about:
    • Students should be taught about social responsibility in schools.
    • Empty buildings should be turned into hostels for the homeless.
    • People should knock on doors to meet their neighbours.
    • Schools should host community events.

Step Three: Read a Model Letter

  • Once your students have completed one or two claim rows on the Persuasive Writing Planning Chart – Claim Development, hand out one of the model Persuasive Letter Writing Examples, choosing the right model for your students’ level (see Notes to Teachers, above).
  • Depending on the models you use, you can read out the letter as a class using one of the read aloud strategies, group students together according to ability, or ask students to read the letter independently.
  • Once students have read the letter, give them time to reread it independently and annotate its content. You may wish to give them the following questions to focus their annotation: 
    • Circle or underline persuasive writing techniques
    • Circle or underline claims the author uses
    • Circle or underline the evidence the author uses to support their claims
    • What do you notice about the supporting ideas? How many are there?
    • How does the writer link their ideas together? 
    • Put a question mark by ideas you don’t understand or find puzzling
  • Give the students ten minutes to discuss their annotations with a partner using the Think, Pair, Share strategy and then invite some students to share their ideas or any queries they have with the class. 
  • Invite students to revisit their Persuasive Writing Planning Chart – Claim Development and add any additional ideas that have come to mind since reading the letter example.

Step Four: Plan and Write the Letter

  • Finally, give students the Persuasive Letter Planning Aid handout and ask them to use it to first plan, and then write a letter to the local newspaper outlining how we can turn our society into a caring community, in which people consider the needs of others. 
  • To help them with the planning process, you may wish to project this structure on the board: 
    • Opening paragraph: outline why you are writing – refer to the topic statement
    • Paragraph one: claim one + two supporting ideas (each with two persuasive devices)
    • Paragraph two: claim two + two supporting ideas (each with two persuasive devices)
    • Paragraph three: claim three + two supporting ideas (each with two persuasive devices)
    • Closing paragraph: summary of message and call to action

Step Five: Respond to Feedback and Redraft

  • When students give you back their letters, consider using the Marking Criteria Codes teaching strategy to give in-depth feedback and to boost student engagement with marking.
  • Then, give students an opportunity to redraft their work, taking on board the suggested improvements. To make this GCSE writing task a real-world assignment, have students revise their letters and submit them to a local newspaper to be considered for publication.

Unit

Introduction
Democracy & Civic Engagement

Get Prepared to Teach this Scheme of Work in Your Classroom

Prepare yourself to teach this unit by reading about our pedagogy, teaching strategies, and the unit's content.

Lesson 1 of 23
Democracy & Civic Engagement

Building a Classroom Community

Students work together to create a contract with the aim of developing a reflective classroom community, which is conducive to learning and sharing.

Lesson 2 of 23
Democracy & Civic Engagement

Exploring Where I'm From

Students prepare for reading the play by considering the relationship between the individual and society, and by reflecting on identity. After discussing a poem about identity, they write their own.

Lesson 3 of 23
Democracy & Civic Engagement

Exploring Social Inequality

Students explore social inequality in the UK, discussing how an individual’s background can impact their opportunities before examining graphs that display social inequality and employment trends.

Lesson 4 of 23
Democracy & Civic Engagement

Priestley's World and the World of the Play

Students learn about important events that occurred during Priestley’s lifetime, completing a human timeline to understand their chronology, and are introduced to the concepts of socialism and capitalism.

Lesson 5 of 23
Democracy & Civic Engagement

The Treatment of Edwardian Women

Students examine various resources, including excerpts from Emmeline Pankhurt’s ‘Freedom or Death’ speech, to gain an understanding of how women were treated and expected to behave in Edwardian society.

Lesson 6 of 23
Democracy & Civic Engagement

Entering the World of the Play

Students begin reading the play, having applied what they have learnt about Priestley and the relevant sociohistorical context to make predictions about its content.

Lesson 7 of 23
Democracy & Civic Engagement

Understanding Class

Students explore class, status, etiquette and hierarchy to deepen their knowledge of the social expectations and values which guide the world in which the characters live.

Lesson 8 of 23
Democracy & Civic Engagement

Developing Character Inferences

Students are introduced to the concept of inferencing; they draw inferences from the opening scene of the play, and consider what messages Priestley sends through the language, character and setting.

Lesson 9 of 23
Democracy & Civic Engagement

Understanding Mr Birling

Students study the character of Mr Birling, critically assessing Priestley’s presentation of him, before using the character to reflect on how identity can influence people's views and behaviour.

Lesson 10 of 23
Democracy & Civic Engagement

The Cost of Labour

Students explore the moral codes of the world of the play, before being introduced to the concept of a universe of obligation and participating in a debate on workers’ rights.

GCSE Supplement
Democracy & Civic Engagement

Persuasive Writing: A Letter to Parliament

Students write a persuasive letter to Parliament concerning the gig economy, having reviewed persuasive devices, generated claims and content, and read a model letter.

Lesson 11 of 23
Democracy & Civic Engagement

Understanding Sheila

Students use the character of Sheila to further understand the interplay between identity and choices, before going on to analyse Priestley’s presentation of Sheila in Act One.

Lesson 12 of 23
Democracy & Civic Engagement

Act One Review

Students consider the lessons we can learn from Act One of the play, before adopting the perspectives of characters in both drama tasks and written tasks.

Lesson 13 of 23
Democracy & Civic Engagement

Differing Perspectives and Conflict

Students begin Act Two of the play, reflecting on the differences in perception emerging between the characters and considering how conflict can arise from such differences.

Lesson 14 of 23
Democracy & Civic Engagement

Analysing Gerald’s Character

Students develop their understanding of the character Gerald, exploring the differences between his treatment of Eva/Daisy and Sheila, whilst reflecting on Edwardian gender expectations.

Lesson 15 of 23
Democracy & Civic Engagement

Understanding Mrs Birling

Students consider what factors impacted Mrs Birling’s treatment of Eva Smith, and create a universe of obligation graphic representation for her character.

GCSE Supplement
Democracy & Civic Engagement

Analytical Writing: A Character Paragraph

Students write an analytical paragraph on character having generated claims, selected evidence and read a model paragraph.

Lesson 16 of 23
Democracy & Civic Engagement

Eric's Decisions and Consent

Students consider the role power plays in the interactions between characters, focusing on the relationship between Eric and Eva, before discussing consent.

GCSE Supplement
Democracy & Civic Engagement

Persuasive Writing: A Speech about Consent

Students write a persuasive speech for sixth-form students on the importance of consent, having reviewed persuasive devices, generated claims and content, and read a model paragraph.

Lesson 17 of 23
Democracy & Civic Engagement

Inspecting Inspector Goole

Students create an identity chart for Inspector Goole, analyse his parting words, and look for clues to uncover who or what Inspector Goole is.

Lesson 18 of 23
Democracy & Civic Engagement

Social Systems and Individual Agency

Students identify the parts, people, and interactions of various social systems, thinking about what bearing they have on character choices and behaviour, before considering responses to injustice.

Lesson 19 of 23
Democracy & Civic Engagement

Putting the Characters on Trial

Students finish reading the play and participate in a court trial to decide which character is the most responsible for the death of Eva Smith.

Lesson 20 of 23
Democracy & Civic Engagement

Bearing Witness to Eva Smith

Students reflect on Priestley’s portrayal of Eva Smith and consider the symbolism of having a character who only appears in the narrative second-hand.

GCSE Supplement
Democracy & Civic Engagement

Analytical Writing: The GCSE Character Essay

Students write an essay on character having generated claims, selected and annotated evidence, and read a model essay.

Lesson 21 of 23
Democracy & Civic Engagement

What Lessons Can We Learn?

Students address the essential question of the unit in a people's assembly, reflecting on the lessons that we can learn from An Inspector Calls.

GCSE Supplement
Democracy & Civic Engagement

Persuasive Writing: A Letter to a Newspaper for a Caring Community

Students write a persuasive letter to a local newspaper, which outlines the importance of considering the needs of others and suggests ways to create a more caring community.

Lesson 22 of 23
Democracy & Civic Engagement

Recurring Themes in the Play

Students prepare to write an essay on theme by identifying and analysing the themes explored in the play.

Lesson 23 of 23
Democracy & Civic Engagement

Theatre as a Call to Action

Students consider theatre as a call to action, discussing its power and limitations to spark real social change, before plotting their own play inspired by An Inspector Calls.

Requirements
Democracy & Civic Engagement

Alignment with Ofsted Requirements

Read about how this unit assists teachers and schools in fulfilling a range of statutory and non-statutory requirements as outlined in the 2019 Ofsted inspection handbook.

Requirements
Democracy & Civic Engagement

Alignment with the GCSE Specification

Read about how this unit is aligned with Ofqual’s subject aims and learning outcomes for both the English Literature and English Language GCSEs.

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