A community group called Riverbend Repair Hub wants to recruit volunteers and attract donations for its free monthly “Fix-It Nights”, where people bring broken small appliances and bikes to be repaired instead of thrown out. The group is preparing three advocational texts that all promote the same event:
Text A: Webpage (draft)
- Header: “Riverbend Repair Hub — Fix-It Nights”
- Short paragraph explaining the problem of landfill waste and the benefits of repairing.
- A section titled “How you can help” with three dot points: “Volunteer”, “Donate tools”, “Spread the word”.
- A large button: “Sign up to volunteer”.
- Footer includes the group’s logo and an email address.
Text B: Tri-fold brochure (draft)
- Front cover: big title “Fix-It Nights” and a photo of a repaired toaster.
- Inside panels: a timetable for the night, a map of the venue, and a short list of “What to bring”.
- Back panel: a short story from a past attendee and a small tear-off strip with contact details.
Text C: Social media post (draft)
- One square image with the text “Don’t dump it. Fix it!” and “This Thursday 6–8 pm”.
- Caption: “Bring your broken stuff. Our volunteers help you repair for free. Tag a friend who’d love this. Link in bio.”
- Hashtags: #repair #zerowaste #riverbend
The group’s audience includes local families, students, and retirees. Some people in the area have limited internet access, and some rely on social media for local news.
Outline two structural features that make the brochure (Text B) effective as an advocational text for this audience. For each feature, explain how it supports the purpose of advocacy.
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Create Free Account Log inThis is a free VCE Units 3 & 4 VM Literacy practice question worth 4 marks, testing your understanding of Features of advocational texts. 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 structures and features of different influential and advocational texts, including webpages, brochures and social media
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