Question is a multi-draft writing task assignment for your target teaching level. Make sure to incorporate Crusan's recommended steps to make a prompt (Ferris & Hedgcock p. 128) and utilize the assignment and task guidelines checklist (Ferris & Hedgcock p. 127). The task assignment must include elements from each section of the checklist.

a lesson plan that assists students in the writing process of your devised assignment. This can include activities in brainstorming/drafting/revising/editing/etc.

paragraph introduction to your context and a rationale that illustrates the choices you made in creating your task assignment and lesson plan. (week1,2)

Hint : (Ferris & Hedgcock p. 127). The task assignment must include elements from each section of the

no bullet points, paragraphs with support evidence nd citation,appemdix

Here is my prompt: You are a writer hired by a well-known magazine to craft a persuasive and a distinctive article about how the era affects relationships today, using 3 reliable sources, and researching current trends, providing compelling examples, as well as roles including verbal communication platforms, dating apps, and social media, is the responsibility of the creator in order to provide interesting content.

Task: Analyzing the Impact of Technology on Modern Relationships: A Feature Article The assignment

Level: Intermediate to advanced ESL ((l2 learners

here is checklist guideliness

Edit 092BB88D-CE3A-4F6A-BCAA-95AEE9302447.png X Assignment and Task Guidelines Practical, Procedural, and Mechanical Requirements A carefully and clearly constructed prompt or stimulus (see Guidelines for Devising Prompts section of this chapter) A timetable for drafts, self-evaluation, peer and teacher feedback, final submission, etc. Explicit reference to the genre category (e.g., blog post, critical review, editorial, essay, lab report, letter, memorandum, research paper, summary, etc.)(see Appendix 4.2) O Indication of whether writers have a choice of topics and tasks Succinct, unambiguous, and easy-to-follow directions and procedures [i.e., step-by-step descriptions of the stages required to complete the assignment successfully) Notes concerning required length (Le., word range or maximum) [ A description of required or preferred medium (e.g., digital, print, multimodal) O A description of presentation requirements (e.g., text format, document design, preferred style sheet, mechanical conventions, etc.) A description of required documentation (e.g., bibliographic sources, primary data, etc.) 2. Socioliterate Context and Core Content A task that fairly and authentically represents or approximates the genre knowledge and skills that students must display in the target communicative, educational, or workplace setting A characterization of the text's intended audience and audience expectations (Le., a portrayal of the socioliterate context for the assignment) An explanation of the text's purposes (i.e., why writers of that genre compose such texts) A topic, theme, subject, or range of options that will interest, motivate, and appeal to student writers at all proficiency levels in the course O A topic, theme, subject, or range of options that covers a sufficiently wide band of content and skills to engage all students without unfairly privileging some over others (ie., a topic that can be written about with equal ease by using the same resources) A task that necessitates the production of connected written discourse and presents options leading to comparable products (Le., samples that can be fairly compared in terms of complexity, length, rhetorical control, fluency, grammatical accuracy, etc.) A task that requires cognitive and linguistic skills that tap into writers' current schemata and competencies, pushes them beyond their current level of expertise, and diversifies their rhetorical and stylistic repertoires A rationale (L.e., a justification of the assignment's purpose and the literacy skills that writers will develop and demonstrate by completing the assignment) 3. Resources Notes concerning the sources to consult for ideas and assistance, such as reading materials, model texts (anchor samples), class discussions, lectures, project work, multimodal resources, etc. O Description of helpful and relevant prewriting, drafting, revision, and editing strategies 0 Guidelines and limitations for using outside help such as peers, writing center tutors, librarians, word-processing and composing software, digital editing software, etc. Description of requirements for using instructor and peer feedback in the revision process Guidance on how writers should manage their time to complete the work on deadline 4. Assessment Criteria [ A description of features and criteria that will determine writers' success in completing the assignment (e.g., topical focus, essential content, adherence to prespecified rhetorical conventions, grammatical and stylistic features, length, etc.)(see Chapter 6) Explicit reference to a pre-established scoring rubric to be applied in evaluating the product and the process (see Chapter 6) 100% v