Thirty concrete switchable routesYear 12 English · T1 W3–4 · Daily Choices

Choose any route or switch mid-task. The task goal stays the day’s analysis/composition purpose; the actual evidence differs with contribution and mode. AAC means augmentative and alternative communication. Reading the actual words can use exact read-aloud/access; a summary is not a substitute for the full text. Adult inscription/handling, adult wording, learner exact wording, selected response and plan remain named. No route labels a learner type or requires handwriting, speech, public performance or a device.

Day 11 · Give your argument an opening

1. Read P01 and then the full editorial; write an own opening on a page or approved local file. Underline a chosen source phrase and connect it to your position. Keep one developed paragraph now, with the rest available later.
2. Listen to exact P01–P06 in short labelled sections and stop/replay as needed. Dictate an own opening and reason; an adult inscribes exactly and reads it back. Revise by speech, signing or augmentative and alternative communication (AAC); adult-provided sentences remain named adult wording.
3. Use broad fixed strips labelled question, position, source detail and reason. Select/direct their order, then supply or select exact wording to make a short argument. Adult positioning can enact the arrangement; selection/directing evidence is recorded without inventing handwriting or independent sentence composition.

Day 12 · Read the historical media conversation

1. Choose a complete accessible source pair. Mark the date/producer/genre once, then write a comparative paragraph connecting two located features. Actual media sources stay historically dated; original P/Q sources stay fiction. You may revise your position rather than complete every field.
2. Listen to the complete chosen pair in manageable passages; request exact repeats around one significant wording choice. Dictate a comparison of purpose and reader invitation. An adult reads back your exact words; source access and own wording are recorded separately from adult explanation.
3. Arrange/direct two broad labelled text panels and a connecting strip: one source feature, the other feature, your explanation of their relationship. Keep the complete sources available. Read or hear the relevant exact passages for one partial connection now; continue whole-source access in another sitting if needed. The physical arrangement can support a comparison; an adult-made layout does not establish learner source reading or writing.

Day 13 · Find the value inside the image

1. Underline one metaphor and its qualification in P/Q, then write a paragraph explaining the represented value and a counter-reading. Draft an own image or choose plain language; defend the choice through intended purpose rather than claiming every reader reacts alike.
2. Hear the same exact passages twice if useful, first for meaning and then for image/qualification. Dictate two plausible readings and a supported preference. Use signing/AAC or exact adult transcription; a teacher’s interpretation remains teacher contribution until the learner supplies or selects a response.
3. Use broad labels IMAGE, VALUE, COMPLICATION and PURPOSE. Place/direct exact source wording beside each and connect them with an own explanation. Choose a new image for your argument or deliberately leave the image space blank; arrangement alone is not a complete authored paragraph.

Day 14 · Build a connected argument

1. Compose a sustained argument section using P/Q connections. Add a concession and reply that match your position, then reread the order. Use the worked address critically as one possibility; you may choose a different structure or leave remaining sections for another sitting.
2. Dictate an own reason, objection and response after exact source access. Ask an adult to transcribe and read back the order; direct a revision where the logic jumps. Record the exact learner wording or selected wording contribution, not automatic independent writing or spoken public delivery.
3. Arrange broad argument panels with source-detail strips: opening, reason, counterposition and response. Direct an adult to position them, then explain or select the connecting relationship. Keep a plan if preferred; an adult-enacted arrangement is useful organisation evidence within its actual scope.

Day 15 · Fresh comparison · first response

1. Read the clean held source independently with accessible text and develop an own comparison with exact locators. Use one component now or a longer response later. Keep the first response before feedback; a different supported interpretation is not wrong for differing from the key.
2. Hear the exact whole held source without interpretive coaching, request neutral repeats and dictate an own comparison. Adult inscription preserves your words and names the support. Signing/AAC may carry the response; no actual spoken public performance is inferred from transcription.
3. Use blank broad source panels and choose/direct where exact source phrases and your connecting explanation belong. The adult may handle the materials or record selected wording. Keep the first selection/plan response intact before teaching; a plan is not silently upgraded into an independent full essay.

Day 16 · Choose your public purpose

1. Write a chosen contention for an imagined public audience, then develop a section using one actually read source connection and a reason. Choose the policy direction yourself; source facts and fictional proposals remain accurately labelled. A private script is a complete stated composition route.
2. Give an own audience/purpose statement through speech, signing or AAC and dictate a developed reason. An adult inscribes exact wording and reads it back. You direct edits or select from clearly attributed options; adult wording and actual public speaking stay separate.
3. Build/direct a broad audience-purpose panel and an argument path using exact source labels. Supply or select a connection between source and reason. Keep it as a design plan if wanted; physical handling by an adult does not erase the learner’s actual choice or fabricate full composition.

Day 17 · Concede without giving up the argument

1. Write a fair counterposition and an own reply; then create two actual sentence versions using different modality or punctuation. Explain which fits your purpose and keep it. A second version is optional; one accurate revised section remains useful evidence.
2. Hear the exact model pair, then dictate an own concession and response with desired certainty. An adult reads back your wording without polishing it silently. Select or supply an edit through signing/AAC if preferred; record any adult phrase separately from learner wording.
3. Use broad CONCESSION and RESPONSE panels joined by a learner-chosen connection label. Supply or select exact wording and direct a rearrangement. Explain how the link narrows or retains the argument; a logical plan does not automatically show a composed or delivered speech.

Day 18 · Try the voice you choose

1. Use a real available own section and try a comfortable private read or suitable signed/other approved enactment. Choose one pause/emphasis or equivalent feature, then keep or change it through your actual self-observation. Record actual mode; no listener, eye contact or recording is required.
2. Compose/dictate a section and specify a mode choice such as a pause or deliberate repetition. Ask a willing adult to enact it if useful; you can stop or revise the directions. The record distinguishes your design and exact wording from the adult’s actual performance, never relabelling it learner delivery.
3. Keep an accessible script or broad labelled mode plan and point/direct the order and intended emphasis. Explain why that feature fits the imagined audience. This route fully supports its stated composition/design aim, while any unperformed voice/gesture skill remains unobserved.

Day 19 · Make an available edition

1. Edit and order actual available own pages or a local file; add a brief exact source/date note where needed. If nothing is available, make one new paragraph and a partial edition. Choose what to keep privately; presentation polish does not require a title or images.
2. Listen to exact read-back of available work, dictate or select a specific edit and have an adult inscribe the chosen source note. Confirm the actual words/order. Name adult contribution, absent components and any unperformed delivery rather than claiming independent full authorship or growth.
3. Arrange/direct broad labelled component pages and a short source note. Explain one ordering choice and keep a described edition plan if preferred. Actual adult handling is distinguished from learner design; no previous product, live audience or completed address is presumed.

Day 20 · Fresh persuasive response · first response

1. Read the new clean source and compose an own public argument with a selected source connection and reason. Add a craft explanation in chosen scope. Keep the first response before feedback; multiple positions and structures are valid, and one component can be continued later.
2. Hear the exact whole source without answer coaching and dictate an own argument and craft reason. Signing/AAC or exact adult inscription can carry the response. Record actual wording/support; if a spoken/signed enactment happens, record it separately from the composed script.
3. Use blank broad panels to plan/direct an opening, connected reason, possible counterposition and craft intention. Supply or select exact wording, with adult role named. Keep the first available plan/selection response; it does not imply independent complete composition, actual delivery or audience effect.