These short checks help your teacher plan the next lesson. They are not QCAA IA1, IA2 or a certification result. Use Texts A and B. Your teacher will give you Text C only at Check 2. You can ask for your usual access support; the teacher will record the support so the evidence is interpreted fairly.
Check 1, after Day 5
In 90–130 words, or an agreed equivalent response, compare how Text A and Text B address the same issue of public-room access. Include:
- a precise claim about each text's position;
- one short, exact phrase from each text;
- an explanation of how one choice of words or publication form may position its audience;
- one decision-relevant question the letters have not answered.
Planning box: A says… / B partly agrees or challenges by… / The wording ___ may make the reader… / The board still needs to know… . You do not have to use this box.
Check 2, after Day 10
Read Text C, given by your teacher today. In 100–140 words, or an agreed equivalent response, explain both the persuasive move and the evidence limit in the “80%” headline. Then connect Text C to Text A or B. Your connection should use one exact phrase from each of the two texts you choose.
Planning box: C asks its audience to… / The ten people were… / The headline may make readers think… / Text ___ instead… . You do not have to use this box.
Self-check before handing in
- I named the audience or decision maker rather than writing “people” everywhere.
- Each quoted phrase is in the text and earns its place in my explanation.
- I distinguished an observed count, a suggestion, and an inference.
- I did not supply a made-up real-world fact as if it had been checked.
Rights: Original practice prompts © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.