Y07W28PA - Should Students Use Phones Freely at School?

This week you wrote a persuasive letter to your principal about free phone use at school. Now you'll read another student's letter and decide how strong it is. Looking at someone else's work sharpens what you spot — and gives you moves to use in your own writing.

Part 1

The Assessor Scorecard for

Persuasive – Persuasive letter

Markers look for letters that take a clear position and back it with specific reasoning that respects the reader. Check each strand below to see what strong work looks like.

Ideas & Content

A clear, definite position — no fence-sitting. Specific reasoning — 'phones reach parents in emergencies,' not 'phones are good.' Objections anticipated and addressed directly. Evidence the writer has thought the issue through.

  • Position: a clear stance, not a fence-sitting maybe.

Structure & Cohesion

An opening that states the position clearly. Each paragraph develops one main reason. A closing that reinforces the position or calls for action. Transitions that guide the reader through your reasoning.

  • Flow: how your reasons build and support your position.

Audience & Purpose

The principal's concerns about safety and learning are addressed. Tone is respectful and reasonable — not angry or dismissive. The other side's view is acknowledged, even while arguing against it. The writer treats the reader as a real decision-maker.

  • Reader: what the principal needs to understand about this issue.

Language Choices

Specific examples and concrete evidence — not just opinion. Phrases like 'in practice' or 'a real concern is' ground reasoning. Measured language — no exaggeration or extreme claims. Words that sound thoughtful and fair.

  • Evidence: specific examples and reasoning, not just claims.

Conventions

Proper greeting and closing show respect. Correct spelling and grammar build trust. Sentence variety helps key points stand out. A formal tone matched to the reader.

  • Formality: letter format, spelling, punctuation that show respect.

Part 2

Today’s Marking Targets

Task in one sentence

Write a letter to your principal arguing for or against free phone use at school, supporting your position with clear reasoning.

Let’s Focus

Two strands matter most this week: Audience & Purpose and Language Choices. The principal cares about safety, learning and behaviour — not just what students want. Make the strongest case with specific examples and measured language, even when arguing hard.

Audience & Purpose

Your principal is a decision-maker reading many views. They care about student safety, learning and school culture. The strongest letters address these concerns and show why your position serves them better. Stay respectful — even when arguing hard.

What markers scan for

  • Show you know the principal cares about safety, learning and behaviour.
  • Address objections the principal would likely raise.
  • Keep tone respectful and measured — not dismissive.
  • Explain why your position serves the school's values.

Score Bands

  • Basic

    States a position but doesn't show awareness of the principal's concerns; tone may be entitled.

  • Strong

    Shows clear understanding of the principal's concerns and explains how the position addresses them; tone is respectful.

  • Excellent

    Directly addresses likely objections and shows why the writer's position serves the school's values better than the alternative.

Language Choices

Persuasive language rests on evidence and specific examples — not opinion. Instead of 'phones are great,' explain 'phones let students contact parents in emergencies.' Use measured language — 'some students,' 'could,' 'may' — rather than absolute claims. This sounds fair and convincing.

What markers scan for

  • Replace general claims with concrete examples.
  • Support every statement with reasoning.
  • Use measured words — 'some,' 'may,' 'could.'
  • Avoid extreme or absolute claims.

Score Bands

  • Basic

    Makes claims without supporting them; language may be vague or exaggerated.

  • Strong

    Supports claims with examples or reasoning; uses measured language; separates certainty from possibility.

  • Excellent

    Uses precise examples for each point; language is calibrated; acknowledges where certainty ends.

Now read · Student sample

Should Students Use Phones Freely at School?

Year 7 sample · \~300 words

Student sample for assessment

Written by a Year 7 student in Thornleigh, NSW, Australia.

Dear [Principal name],

I am writing to support a policy that allows students to use phones freely at school, because I believe phones help students learn and communicate responsibly, and because not allowing phone use disconnects school from the real world that students navigate. First, phones are tools for learning. A student struggling with a maths problem can research a method. A student writing an essay can check a source. A student curious about a topic raised in discussion can follow that curiosity immediately. Teachers already use these devices for learning, so preventing students from the same access seems unfair. I understand that some students will use phones for games instead of learning, but that is a matter of teaching digital responsibility, not a reason to ban the tool entirely. Second, phones are how students reach home. If I need to contact my parent because I am sick or worried, waiting until lunch or after school could be a real problem. I know the office can contact parents, but being able to send a message directly means I do not have to explain my situation to a stranger first. Other students may have younger siblings at home or family situations where contact matters. In my experience, allowing phones during lunch and breaks solves this concern while protecting class time. Third-and this is important-refusing to allow phones at school teaches students that the rules of school are disconnected from the real world. Outside school, responsibility with phones is essential. Workplaces, universities, and adult life all require this skill. By banning phones, school implies the skill is not important until you leave. Instead, school could teach and model responsible phone use. I understand the concerns about distraction and behaviour. But I believe the answer is not to ban phones. It is to teach students when and how to use them, just as we learn when to raise our hand, when to listen, and when it is appropriate to speak. Phones are not the problem; responsibility is the solution. Respectfully, [Student name]