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Letter to the Editor - Reading, Analysing and Writing Pack
5 6 Pre & Primary Essentials Worksheets English Interacting with Others Analysing, Interpreting & Evaluating 8 Pages

Letter to the Editor - Reading, Analysing and Writing Pack

This comprehensive Letter to the Editor pack supports students in reading, analysing, and writing persuasive opinion letters in response to real-world topics. It scaffolds students through:

  • Understanding the structure and purpose of letters to the editor
  • Analysing persuasive techniques (e.g. rhetorical questions, emotive language, statistics)
  • Responding to example texts
  • Planning and writing their own letter using structured templates
  • Drafting replies to published letters


This pack includes teacher modelled examples, peer and self-reflection prompts, persuasive technique breakdowns, and step-by-step planning pages.

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Learning goals

  • We are learning to identify characteristic text structures and language features used in imaginative, informative and persuasive texts.
  • We are learning to plan, create, edit and publish imaginative, informative, persuasive and multimodal texts with correct text structure, grammar, punctuation, language features, images and sound appropriate for the purpose and the audience.
  • We are learning to plan, create, edit and publish imaginative, informative and persuasive texts with correct text structure, tense, language features, vivid vocabulary, punctuation, spelling and images.
  • We are learning to understand how to use the comma for lists, to separate a dependent clause from an independent clause and in dialogue.
  • We are learning to plan, draft and publish imaginative, informative, persuasive and multimodal texts with correct text structure, language features, images and sound appropriate for the purpose and the audience.
  • We are learning to re-read and edit work using knowledge of text structures and language features.
  • We are learning to use software, e.g. MS Word or PowerPoint proficiently to construct, edit and publish multimodal texts featuring visual, print and audio elements.
  • We are learning to understand the uses of commas to separate clauses.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and images for purpose and the audience.
  • We are learning to re-read and edit work using agreed criteria and to explain our editing choices.
  • We are learning to use software, e.g. MS Word or PowerPoint, learning new functions as required to create texts.

Curriculum alignment

AC9E6LA09 9 Understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue AC9E5LY03 9 Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text AC9E6LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features AC9E5LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation ACELY1704 8.4 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience ACELY1715 8.4 Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices ACELY1717 8.4 Use a range of software, including word processing programs, learning new functions as required to create texts ACELY1714 8.4 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience ACELA1521 8.4 Understand the uses of commas to separate clauses ACELY1707 8.4 Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements ACELY1705 8.4 Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features ACELY1701 8.4 Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
EN3-6B old Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies EN3-2A old Composes, edits and presents well-structured and coherent texts EN3-5B old Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension EN3-HANDW-02 new Selects digital technologies to suit audience and purpose to create texts EN3-HANDW-01 new Sustains a legible, fluent and automatic handwriting style EN3-SPELL-01 new Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words EN3-CWT-01 new Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
VCELY332 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELY330 Reread and edit own and others’ work using agreed criteria for text structures and language features VCELA349 Understand the uses of commas to separate clauses VCELY329 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience VCELY358 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience VCELY320 Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text VCELY359 Reread and edit own and others’ work using agreed criteria and explaining editing choices VCELY361 Use a range of software, including word processing programs, learning new functions as required to create texts

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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