A student team at your local TAFE is advocating for a new “Quiet Study Zone” near the library. They have the same key message: the zone will help students concentrate and reduce conflict about noise.
They have drafted two versions of the message for different platforms.
Draft A (email to the TAFE Campus Manager):
Subject: Request for approval – Quiet Study Zone trial
Kia ora Jordan,
I’m writing on behalf of the Student Learning Committee to request approval for a 4-week Quiet Study Zone trial near the library entrance. We have received repeated feedback from students and teachers about disruptions during peak periods.
Our proposal is to place clear signage, move two tables away from the main walkway, and create a designated silent area from 10:00 am to 3:00 pm on weekdays. This will support student wellbeing and improve learning outcomes.
If approved, we can provide a short evaluation report at the end of the trial, including observation notes and a student feedback survey.
Thank you for considering this request.
Kind regards,
Samira Khan
Certificate IV Hairdressing
Draft B (caption for a short social media video posted on the TAFE student page):
“Too loud to focus? Same. Let’s make a Quiet Study Zone near the library. 10–3 weekdays = no calls, no group chats, no drama. If you want this, comment ‘QUIET’ and tag a mate who needs it. Let’s get it done.”
A teacher points out that Draft B could be seen as disrespectful by some audiences, even if it works for students. Suggest two language changes to Draft B that would keep it suitable for social media but make it more appropriate for a wider audience. For each change, explain how it alters the likely audience response.
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Create Free Account Log inThis is a free VCE Units 3 & 4 VM Literacy practice question worth 6 marks, testing your understanding of Language choices and audience. It falls under Understanding and engaging with literacy for advocacy in Unit 4: VM Literacy Unit 4. Submit your answer above to receive instant AI-powered marking and personalised feedback.
In Unit 4 of VM Literacy students work through the areas of study 'Understanding and engaging with literacy for advocacy' and 'Speaking to advise or to advocate'.
In this area of study students will investigate, analyse and create content for the advocacy of self, a product or a community group of the student's choice, in a vocational or recreational setting. Students will research the differences between texts used for more formal or traditional types of advocacy, influence or promotion, as well as some of the forms that are increasingly being used in the digital domain for publicity and exposure. Students will consider which elements are important for creating a ‘brand' (including personal branding) and how different texts, images, products and multimedia platforms work together to produce one, central message to influence an audience. Students will compare and contrast the ways in which same message can be presented through different platforms and participate in discussions that consider the effectiveness of these messages, considering their purpose and the social and workplace values associated with them.
the relationship between language choices, audience and purpose
StudyPulse has thousands of VCE VM Literacy questions with full AI feedback, mark breakdowns, progress tracking, and study notes across every Key Knowledge point including Language choices and audience.
