You are a student representative on your school’s Wellbeing Committee. The principal has asked for student feedback on a proposal to introduce a new school policy: all students must place their phones in locked pouches during school hours, including recess and lunch.
At a school assembly, two students give short speeches about the proposal.
Speaker 1 (Asha) — supports the policy:
“Last term, 6 out of 10 teachers in our year level reported that phones interrupted learning at least once a lesson. If we lock phones away, distractions will drop and results will improve. Schools that have tried this have reported fewer behavioural issues. Think about how it feels when a friend is scrolling instead of listening to you at lunch — it’s rude and it hurts. We say we care about mental health, but we let phones take over every break. This policy will help us focus and reconnect.”
Speaker 2 (Lachlan) — opposes the policy:
“This policy treats everyone like they can’t be trusted. Most students use phones responsibly. Taking phones away won’t stop distraction — people will just find other ways to avoid work. What if there’s an emergency at home? My little brother has medical issues and my family needs to reach me quickly. Also, a locked pouch is basically a punishment. We should be teaching self-control, not forcing compliance. If the school wants better learning, improve lessons and support teachers instead of blaming students.”
After the assembly, the committee will recommend either adopting the policy, rejecting it, or trialling it with changes.
Extract one example of logic/reasoning and one example of emotion used by Asha. For each example, briefly explain how it is intended to influence the audience.
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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 Use of logic and emotion. It falls under Speaking to advise or to advocate 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 use their knowledge and understanding of language, context and audience to complete an oral presentation that showcases their learning. The presentation needs to be developed in consultation with the teacher and should focus on an area of student interest with a clearly stated vocational or personal focus. Students are encouraged to connect this area of study to their learning in Unit 4 of either Work Related Skills or Personal Development Skills. If students are not undertaking either of these studies, they may select an option from either of the two outlined below: Literacy for civic participation or Literacy for everyday contexts. On completion of this unit the student should be able to negotiate the topic of choice for, and complete, an oral presentation that showcases reflections and evaluations of student learning.
the way authors and speakers use logic, reasoning and emotion to influence their audience
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