Consolidate writing skills – Certificate 1 Education and Skills

Transcription

ICAN Certificate 1 Education and Skills Development – Consolidate Writing Skills
-1-
Consolidate Writing Skills
TAFE SA Code:
CAAFC
Nominal Hours:
30
Unit Descriptor:
The focus of the unit is to consolidate the learner’s skills and knowledge necessary for writing a
range of simple texts within a community, education, or vocational context.
Application of Unit:
This unit applies to learners wanting to develop writing skills for self, employment, education
and/or community participation. It will consolidate writing skills already gained from previous
experience and learning and should ensure the learner has the necessary skills to achievement
level 2 of the ACSF indicators of competence for writing.
See Australian Core Skills framework levels of Performance for more detail.
http://deewr.gov.au/SKILLS/PROGRAMS/LITANDNUM/ACSF/Pages/default.aspx
The young person’s readiness to start this unit of work can be assessed through the writing
assessment in their Flexible Learning and Transition Plan
To enhance the outcomes for learners it is recommended that this unit be taught concurrently
with other units at this level, and that assessments include both integrated and stand alone tasks.
To achieve competence in this unit a learner must be able to write a range of simple, texts for
different purposes and convey information clearly and accurately. Young people need to be able
to identify the audience for their writing and have a clearly defined purpose and structure.
Young people need to demonstrate:
 Evidence of the planning process
 Drafting
 Editing and proof reading
 Well presented final copies
Young people will need to accurately spell:
 common sight words
 words with regular spelling
 words with personal significance
Grammatical features include:
 basic punctuation(full stops, capital letters and commas etc)
 simple verbs in correct tense
 conjunctions such as ‘and’ and ‘but’
 time locators e.g. yesterday, first, before, then
-2-
Critical aspects for assessment and evidence required to
demonstrate competency in this unit:
This unit of work is set out as a series of explicit tasks that require the facilitator to lead young
people through as well as independent learning tasks in the form of mini-projects.
It contains a range of opportunities to assist the young person to meet the performance criteria
(see checklist).
Competence is demonstrated through holistic and simulated/real life tasks rather than a specific
individual assessment for each concept.
Writing tasks should be connected to young people’s real life experiences and opportunities for
authentic learning incorporated at all times.
Authentic writing opportunities may include:
 a letter of introduction for a structured work placement
 contribution to a published newsletter
 filling out forms
 resumes
 invitations
Context of and specific resources for assessment:
A range of assessment strategies are required to demonstrate competency of this unit including Observation
 Work samples ( paper based ad digital media
 Presentations
 Presentation in group discussions
 Peer/self assessment
Consistency of performance:
To ensure consistency of performance over the range statements and contexts, this unit must be
assessed over a period of time.
-3-
Consolidate Writing Skills
Certificate 1 Education and Skills Development
Compulsory Unit
Name: __________________________
TAFE ID Number: ___________________
Date
Assessed
Performance Criteria
WPA
Initial
Determine content of simple texts
1.1 Identify intended audience
1.2 Gather information and ideas
1.3 Determine the type of text to be written
1.4 Identify the features of the particular text type
1.5 Select content and length for text type
Draft simple texts
2.1 Draft information and ideas in a logical sequence
2.2 Choose appropriate text features and language for audience and
purpose
2.3 Use a range of tools to assist in the writing
2.4 Refine content and length for text type
Write, revise, proof read and edit simple texts
3.1 Write, revise, proof-read and edit for meaning and accuracy
3.2 Seek feedback on writing from peers and/or facilitator
3.3 Present texts in an appropriate format
Result: achieved / not yet achieved
Date Completed: _________________ Student Signature:_______________________________
Assessor Name:___________________________
Signature:_____________________________
-4-
What do we write?
Brainstorm all the different written texts you can think of.
This may include…
 Brochures
 Books
 Cereal packets
 Letters
 Comics
 Advertisement
 Newspaper articles etc.
Start a ‘text’ collection, by gathering different written texts that you can find.
Looking closely at texts…
Look at the texts in the ‘text’ collection and with your facilitator have a discussion about…
 Who wrote it?
 Why did they write it?
 Who did they write it for?
 Is it a friendly or formal style?
 What does it look like (text size/colour/presentation)? Why?
Record some of the main points for your chat in the box below.
-5-
What are text types?
There are a range of different types of writing. These are called text type or genres. Each of these
types of writing is used for different purposes and has a different style or structure. We need to
have a clear understanding of these text types so that we can choose the right style of writing for
the purpose.
Some text types that you might be familiar with include:
Narrative:
A narrative is writing that is created to entertain, motivate, guide and teach. Narratives are often
stories containing a number of events that take place and a problem that needs to be solved by
the characters.
Procedure:
A procedure is a text that tells the reader how to achieve a goal or outcome through following a
sequence of steps. e.g. recipes, assembling furniture instructions.
Recount:
A recount is a record of a series of events in the order in which they occurred. Recounts can be
personal, factual or imaginative. Examples may include newspaper reports and stories about
people and events that have happened to them.
Report:
Reports are used to present and store information, usually about a class of things e.g. science
report, school reports.
Explanation:
Explanations give an account of why something has occurred or how something works. e.g.
scientific explanation of global warning, or political explanation of why they cut back spending.
Argument (persuasive writing):
Arguments put forward a case for or against a particular point of view. e.g. debates, political
speeches, complaints, letters to the editor.
Discussion:
Discussions examine issues from more than one perspective and make recommendations based
on evidence. e.g. discussion paper about effects of pokies on the community.
Review:
Reviews present a personal view on a text. e.g. book reviews, movie reviews.
* See Appendix1 for more detailed explanations
Look back at your text collection and identify which genre your texts are from. Record this info in
the table.
-6-
If you don’t have examples for each genre, have a think about the type of writing that
could be included and write this down too.
Genre
Examples
Narrative
Procedure
Recount
Report
Explanation
Argument
Discussion
Review
-7-
Audience
When we are doing some writing it is always important to think about who will be reading it.
Who is the audience for our writing?
This will give us information about how we should write, including…
 Language to use
 Formal or informal
 Length of the writing
 What the writing should look like (e.g. colour, style, graphics, font etc)
Purpose
We also need to think about the purpose of the writing.
Why am I writing this?
There are a whole range of purposes for writing including to…
 Entertain or amuse people
 Inform and instruct
 Express an opinion
 Try and convince someone
 Report about something
Choose 4 of the texts from your collection and identify the purpose and audience for each
of the texts.
Text
Purpose
Audience
-8-
The purpose of the following texts is to convince you to buy the product. Think about who they
were written for (the audience).
What has the author done to try and make it appealing to this audience?
http://www.multyshades.com/2010/07/35-creative-advertisement-examples-for-design-inspiration/
Pepsi MAX
Nintendo DS
-9-
Text Features
There are a range of text features that we need to know about when we are writing so that other
people can understand the information presented and gain meaning from what we have written.
Text features include:
 Text structure
 Grammar
 Spelling
Text Structure
Text structure is a way of organising a text and includes:
 Content and index
 Graphic organisers
 Diagrams and visuals
 Heading and sub-headings
 Paragraphs
 Font
 Labels and captions
Go online or use your text collection and find and copy an example of the following Text
Structures
 Glossary
 Caption
 Diagram
 Graph
 Timeline
Check out the link for more examples.
http://www.scholastic.com/teachers/top_teaching/2011/03/my-march-top-ten-list-nonfictionreading-resource
- 10 -
Grammar
This includes:
 Types of words
 Time and location markers
 Punctuation
 Sentence structure
 Tense
Types of words
Knowing different types of words and which words are best for each genre can help us write
better.
Word types include:
 Verbs
 Nouns
 Adjectives
 Connectives
Check out this website to learn more about these word types and record the info below.
http://www.bbc.co.uk/skillswise/topic/what-are-word-types
Word type
What is it?
Examples
Verb
Noun
Adjective
Connective
- 11 -
Time and Location Markers
Time and location markers are another grammatical feature you need to know about.
These are words that can be used in writing that give an indication of time and location (i.e. when
and where things happened) For example:
 Yesterday, today, tomorrow
 Then, before
 First, second
 In, out, around
Have a go at circling the words in the following text that are time and location markers.
We were watching TV in the lounge earlier this afternoon. During an ad break my usually broke
Dad said, “What do you want for your birthday tomorrow?”
“Actually my birthday is today,” I replied turning around to face him, “remember I was born on
the 13th, which you always said was an unlucky day to be born on!”
“Well, your luck has changed now! I’m going to get you want ever you want! You are not sixteen
everyday” he added smiling,” soon you will be earning your own money, but for now you can
count on me! I’m feeling generous after winning $1000 yesterday!”
This was the first time he had been so keen to share! I knew then that I had to act quickly before
he gave the idea a second thought, so I said, “I saw a guitar and amp in the music shop last week
.We could go there now before their half-yearly sale finishes.”
“No worries. Before we go can you help me find my keys? I saw them somewhere here this
morning”, he added getting out of his chair.
I didn’t need to be asked a second time! For once I looked for his missing keys without
complaining.
TenseMixed up
Punctuation
I can’t say that worked at a burger restaurant is my dream job, but you have to started somewhere.
When
weday
speak,
usetime
expression
pausesI to
help the
we are talking
to understand
My
first
at mywe
part
job wereand
stressful.
listening
toperson
the supervisor
talk about
safety and
whattowe
are saying
andstuff
to make
ourthought
communication
interesting.
We useburgers,
punctuation
how
bended
and lift
.I didn’t
you couldmore
hurted
yourself serving
but when
we write, toI will
provide
this information.
If we don’t
punctuation
correctly,
meaning
what
apparently
be doing
more than smiled
at the use
customers
and asking
themthe
to buy
biggerofsize
meals.
I will
we write
canlearned
change.how to cook, assembling burgers, fill drinks, operated the cash register and
mopped floors.
Think about the meaning of these sentences…
They fitting me out in new clothes and talked about how the restaurant run and what they
expecting
from
us. was walking and talking half and hour after his head was cut off.
a) The
criminal
Some of the other workers was friendly and we talking about what we will spent our first pay on.
The criminal was walking and talking. Half and hour after, his head was cut off.
By the end of the day I was felt better about the job.
Who knew, in the future I might became a crew trainer, told other new kids what to do.
b)
A woman without her man is nothing.
A woman: without her, man is nothing.
- 12 -
Punctuation Marks
What are the different types of punctuation you can think of?
Draw an animal using only punctuation marks in the box below.
Check out the following sites if you need some practice with punctuation.
http://www.bbc.co.uk/skillswise/topic/punctuation
Although the short video is English (British) it still gives basic info to the use in everyday life.
Two levels: Quizzes can be downloaded as a hardcopy
 Basic Concepts 3 – Fact sheets & quizzes (2 Fact Sheets & 3 Worksheets & a Quiz)
http://www.bbc.co.uk/skillswise/topic/punctuation/resources/e3
 Entry Level 1 essential Level for many jobs - – Fact sheets & quizzes (2 Fact Sheets & 5
Worksheets & Quiz)
http://www.bbc.co.uk/skillswise/topic/punctuation/resources/l1
Games:
Fact Monster
http://www.factmonster.com/cig/grammar-style/punctuation-matters.html
Beat the Clock Apostrophe game (Can you fix the apostrophes in time?)
http://www.bbc.co.uk/skillswise/game/en29punc-game-beat-the-clock-apostrophes
Blown Away game (Can you blow away the out-of-place punctuation?)
http://www.bbc.co.uk/skillswise/game/en29punc-game-blown-away
Going to work on commas (Can you spot the right place for the commas?)
http://www.bbc.co.uk/skillswise/game/en29punc-game-going-to-work-with-commas
Pin down Punctuation (Bored? Then try to pin down the right punctuation!)
http://www.bbc.co.uk/skillswise/game/en29punc-game-pin-bored
Play your caps right (Can you capitalise on your success?)
- 13 -
http://www.bbc.co.uk/skillswise/game/en29punc-game-play-your-caps-right
Sentence shooter Game (Can you shoot the sentences?)
http://www.bbc.co.uk/skillswise/game/en29punc-game-sentence-shooter
Who owns the game? (Can you spot the apostrophes?)
http://www.bbc.co.uk/skillswise/game/en29punc-game-who-owns-what
***Check out Grammar Apps from your APP Stores on your phones (Apple or Android)
Tick or highlight the sites you visited.
Signed:
Me
Facilitator
Think about any aspects of punctuation that you find tricky.
Set yourself some goals to improve this. Don’t forget to think about the strategies you will
use.
Edit the following piece of writing and include:
 Full stops
 Capital letters
 Commas
 Quotation marks
 Question marks
 Exclamation marks
 Apostrophes
- 14 -
Extract from Twighlight by Stephanie Meyer
bella my mom said to me the last of a thousand times
before I got on the plane you don’t have to do this
my mom looks like me except with short hair and laugh
lines i felt a spasm of panic as I stared at her wide childlike
eyes how could I leave my loving erratic harebrained
mother to fend for herself of course she had phil now so
the bills would probably get paid there would be food in the
refrigerator gas in her car and someone to call when she
got lost but still…
i want to go I lied Id always been a bad liar but Id been
saying this lie so frequently lately that it sounded almost
convincing now
its good to see you bells he said smiling as he automatically
caught and steadied me you havent changed much hows
renée
mom’s fine its good to see you too Dad i wasnt allowed to
call him Charlie to his face
i found a good car for you really cheap he announced when
we were strapped in
wow dad i love it thanks now my horrific day tomorrow
would be just that much less dreadful i wouldnt be faced
with the choice of either walking two miles in the rain to
school or accepting a ride in the chiefs cruiser
http://www.stepheniemeyer.co.uk/books/twilight/an-extract-from-twilight/
- 15 -
Sentence Structure
A sentence is a group of words that start with a capital letter and end with a full stop, question
mark, or exclamation mark. It needs to express a complete idea and include a subject and a verb.
There are three types of sentences.
 Simple
Simple sentences have only one section (clause) and have a noun and a verb.
E.g I went to the beach.
The dog barked at me.
 Compound
Compound sentences are longer sentences with two sections (clauses) joined by a connective.
E.g I went to the beach and I got sunburnt.
 Complex
Complex sentences have more than one section (clause) where there is a main clause and then
additional information.
E.g When it began to rain at the beach we rushed home because we didn’t want to get wet.
Have a go at these games from BBC Skillwise.
Put text into sentences
http://www.bbc.co.uk/skillswise/game/en29punc-game-put-text-into-sentences
Logging Sentences game
http://www.bbc.co.uk/skillswise/game/en30stru-game-logging-sentences
Make a sentence game
http://www.bbc.co.uk/skillswise/game/en30stru-game-make-a-sentence
Spot the sentence game
http://www.bbc.co.uk/skillswise/game/en30stru-game-spot-the-sentence
Treasure Hunt Game
http://www.bbc.co.uk/skillswise/game/en30stru-game-verb-subject-treasure-hunt
Tick or highlight the sites you visited and list the tasks you tried.
Signed:
Me
Facilitator
- 16 -
Tense
Tense gives an understanding of time – it shows us when the events that are being written about
actually happened.
Tense can be:
 Past
 Present
 Future
Have a look at the following text and correct the words (verbs) you notice that are not
correct.
I can’t say that worked at a burger restaurant is my dream job, but you have to started
somewhere.
My first day at my part time job were stressful. I listening to the supervisor talk about safety
and how to bended and lift stuff .I didn’t thought you could hurted yourself serving burgers, but
apparently I will be doing more than smiled at the customers and asking them to buy bigger size
meals. I will learned how to cook, assembling burgers, fill drinks, operated the cash register and
mopped floors.
They fitting me out in new clothes and talked about how the restaurant run and what they
expecting from us.
Some of the other workers was friendly and we talking about what we will spent our first pay
on.
By the end of the day I was felt better about the job.
Who knew, in the future I might became a crew trainer, told other new kids what to do.
Check out these sites for more tense practice.
Really Learn English
http://www.really-learn-english.com/examples-of-english-tenses.html
BBC Skillswise fact sheets
http://www.bbc.co.uk/skillswise/factsheet/en32tens-e3-f-past-and-present-factsheet
http://www.bbc.co.uk/skillswise/factsheet/en32tens-e3-f-verbs
BBC Skillwise games
http://www.bbc.co.uk/skillswise/worksheet/en32tens-e3-w-find-the-verb
http://www.bbc.co.uk/skillswise/worksheet/en32tens-e3-w-talking-about-the-future
http://www.bbc.co.uk/skillswise/worksheet/en32tens-e3-w-what-is-the-tense
http://www.bbc.co.uk/skillswise/worksheet/en32tens-e3-w-writing-in-the-past-tense
- 17 -
Spelling
What are some strategies that can help you when you don’t know how to spell a word?
List them below:






The Spell Checker on the computer is a fantastic tool…but beware!!!
I have a spelling chequer
It came with my PC
It plainly marks for my revue
Miss takes I can knot sea
I’ve run this poem threw it
I’m shore your pleased two no
It’s letter perfect in it’s weigh
My chequer told me sew.
Circle the words that you think are spelt incorrectly and write the correct word.
Dictionaries and thesauruses
Check out a dictionary and a thesaurus. How are they different? Write that in the box
below.
Practice looking up 2 words in both the dictionary and the thesaurus and record your findings.
Don’t forget to use the thesaurus on the computer, too!!
- 18 -
Let’s Get Writing
Writing requirements for Consolidate Writing Skills…
You are required to produce 4 pieces of writing. You need to clearly demonstrate the planning
process you used as well as the drafting and editing process.
Don’t forget that this witting can be work that you are doing in other modules of the Cert 1 ESD.
Think about real life opportunities for these writing tasks.
Some ideas for writing include:
 Write up a recipe to share from Food and Nutrition
 Recount an activity at your program you have recently completed (special occasion /
recreation activity / art activity) – contribute to the ICAN or your program / school
newsletter
 A review of a movie you saw recently or a CD
 Resume
 An article about:

Why the driving age should (or should not) be put up to 18

Body piercing should (or should not) be banned

All high school students should learn…
 Design and make a brochure that promotes your program
Planning
You need to plan your writing before you get started.
Make sure you think about…
 Why you are writing it?
 Who will read it?
 What style, vocab and tone should you use?
 Which genre of writing is best for the purpose?
Use a proforma (see Appendix 2) to plan your writing or have a go at using a…
 Flow chart
 Timeline
 Concept map
 Story board
 Table
Editing
Use the checklist to edit your pieces of work. Don’t forget to proof read your work.
It is good to show your work to other too, so they can give you some feedback.
- 19 -
Learning links and ideas
Here are some great links to give you some ideas for your writing tasks.
1. Check out these Youtube clips to give you some writing ideas.
Real Men
http://www.youtube.com/watch?v=ispTJ08V0UM
Lost Generation
http://www.youtube.com/watch?v=42E2fAWM6rA
2. Youth Homelessness & Youth Crime documentaries with writing resources
This resource is based on THE OASIS documentary. The OASIS documentary can be viewed online
at http://theoasismovie.com.au
THE OASIS teaching resource: Youth Homelessness Matters is about raising the awareness of
youth homelessness, celebrating the resilience of young people who are experiencing
homelessness in Australia and empowering the next generation of young people to take action to
prevent youth homelessness in the future.
Burn movie
www.burn-movie.com.au
Movie “Burn” - The aim of the program has been to prevent NSW young people from getting
caught up in serious group assaults or robberies.
Joint venture crime includes teacher resources.
HOME PAGE
TEACHER RESOURCE PAGE
- 20 -
3. Check out the following news sites to produce a report or piece of persuasive writing about a
current hot topic!
News sites:
http://www.abc.net.au/news/
http://www.adelaidenow.com.au/
http://www.australiannews.net/
http://www.careerone.com.au/?from=ninbar
http://www.abc.net.au/news/australia/
http://southern-times-messenger.whereilive.com.au/
http://www.theage.com.au/
http://www.theaustralian.com.au/
4. Tropfest
Tropfest is a short film festival that happens all around the world. Check out some of the
Australian entries. They can all be accessed on-line.
Click on the link then go to ARCHIVE – 2007 and watch the short film called BETWEEN THE FLAGS.
http://tropfest.com/au/category/archive/archive-2007/
You may need some background info on the Cronulla riots before you watch this film, so check out
some past media reports or go to the following link.
http://www.youtube.com/watch?v=QYiAAxZWyys
You could do a review of the film or your own investigation and report into the Cronulla riots.
5. Write your own Rap
Rap machine: underwater city
http://www.scootle.edu.au/ec/viewing/L458/index.html
There are heaps of other learning objects on SCOOTLE – talk to your school about organising a
login.
www.scootle.edu.au
- 21 -
Consolidate Writing Skills Editing Checklist
1
2
3
Follows the plan
Correct spelling
Appropriate tone
Writing makes sense
No unnecessary information
Full stops
- end of sentences
- abbreviations
- after initials (e.g S.A.)
Capital letters - start of sentences
- names
Question marks (?)
Exclamation marks (!)
Commas (,)
Apostrophes (l’)
Speech marks (“ l”)
Sentences make sense
No run-on sentences
Consistent tense used
Clearly sequenced writing and ideas
Paragraphs
Title
Subheadings
Appropriate font - type
- size
Diagrams, pictures, graphs, page border if needed
Appropriate format (brochure / letter / poster / report)
Got some feedback from – facilitator
- my peers
Signed:
Me
Facilitator
- 22 -
4
Writing requirements for Consolidate Writing Skills
Name_______________________________
Text 1
School / Program________________________
Text 2
Text 3
Text 4
Planned writing
(used mapping tool or
proforma)
Identified purpose
Identified audience
Identified which genre
Identified style and tone
Produced 1st Draft
Edited draft (Editing
Checklist)
Final copy
Proof-read work
Signed:
Me
Facilitator
MAKE SURE YOU KEEP A COPY OF YOUR PLANNING, 1ST DRAFT,
EDITTING CHECKLIST AND FINAL COPY.
- 23 -
Appendix 1
Genre Structures and Language Features
Recount
Purpose
Structure
Language features

To record a series of events
in the order in which they
occurred.
Generally begins with an
orientation (‘who’ ‘where’
‘when’)
3 main types of recount
Followed by a series of
events usually organised in
chronological order.

A personal comment can be
included at various stages




Personal recount
Factual recount
Imaginative recount




Test types:
Personal retelling of events
anecdotes
book reports
personal diary/journal
Nouns / pronouns (participants) e.g.
Mum, I Mr. Smith, she
Action verbs e.g. climbed, ran
Past tense e.g. they went …., she
smiled ….
Conjunctions and time connectives
to sequence events e.g. later, next
before that
Adverbs and adverbial phrases
(verb describer) e.g. happily, every
day, out of the window
Adjectives (noun describers) e.g.
blue, difficult, a dozen
Simple, complex and compound
sentences
personal letter
jokes
Narrative
Purpose
To entertain, create,
stimulate emotions,
motivate, guide, teach
Structure
Language features
Usually organised to include:




Orientation
Complication
Resolution
Coda (optional)







Text types:
Aboriginal dreaming stories
Autobiography
Ballads
Biography
diary
tall stories
myth/legend
news reports
observation
Nouns – used to describe people,
animals, things the story is about e.g.
children, bear, Sam
Adjectives to describe characters,
setting e.g. huge, scary, ominous
Conjunctions and time connectives to
sequence events
Adverbs and adverbial phrases e.g.
Once upon a time…
Past tense
Verbs to indicate what characters are
saying, thinking, feeling e.g. scream,
reply, love, despise
sentences
play
recount
Torres Strait Islanders
legends
personal letter
- 24 -
Procedure
Purpose
To achieve a goal – outcome
through a sequence of steps.
Examples include recipes,
science experiments, game
rules, appliance manuals,
directions.
Structure
Language features





Goal of the activity
Materials required
Steps needed to
accomplish the goal






Text types:
Biography
Board games
checklists
computer games
content pages
diets
directions
indexes
instructions
Modality (degree of probability or
obligation) e.g. always, never, definitely
Prepositions e.g. in, beside, towards,
beneath, away from
Action verbs e.g. shake, stir, follow
Precise vocabulary e.g. whisk,
lukewarm
Connectives to seque4nce the action in
time e.g. then, while
Adverbial phrases to express details of
time and place e.g. for 5 minutes
Simple sentences
Formatting – dot points or numbers
commonly used
meeting agendas
recipes
rules and consequences
science experiments
technology designs
Information Report
Purpose
Structure
To present information.
Generally a text used to store
information about a class of
things.


A general statement to
identify the subject
Description (facts grouped
into topic areas)
Language features








Text types:
captions
definitions
diagrams
flow charts
introductions
journals
labels
learning logs
maps
Use of general nouns rather than
particular nouns e.g. ‘hunting dogs’
rather than ‘our dog’
Relating verbs to describe features e.g.
reptiles are scaly animals
Some use of action verbs to describe
behaviour e.g. emus cannot fly
Timeless present tense e.g. Komodo
dragons usually weigh more than 160
kg
Descriptive language (tend to be
precise rather than imaginative)
Technical terms e.g. isobars,
circumferences
Paragraphs with topic sentences to
bundle information
Complex and compound sentences
science report
social science report
tables
timelines
new reports
- 25 -
Explanation
Purpose
Structure
To give an account of how and
why things occur:
Scientific
Technological & natural
phenomena
Language features









Identifying statement
(statement of
phenomenon)
Series of events
(explanation sequence)
Concluding statement



Text types:
Computer help
scientific journal
General e.g. table building and abstract
nouns e.g. multiplication, temperature
Action verbs
Simple present tense
Passive voice
Conjunctions of time and cause
Noun groups e.g. the particles of dust
and gas
Adverbial phrases
Technical language
manual
Exposition
Purpose
Structure
To argue a case for or against a
particular position or point of
view



Statement of position
arguments
reinforcement of position
statement
Language features











Text types:
Adverts
Advice column
Complaints
debates
editorials
letters to editors
job application
General nouns e.g. ears, zoo
Abstract nouns e.g. policy, government
Usually timeless, present tense
Technical words e.g. species
Relating verbs e.g. it is important
Action verbs e.g. save
Thinking verbs e.g. believe
Modality e.g. must, certainly
Connectives e.g. firstly
Evaluative and emotive language e.g.
significant, valuable, blatant disrespect
reviews
political advertising
news articles
- 26 -
Discussion
Purpose
Structure
To examine issues from more
than one perspective and make
recommendations based on
evidence
Language features





Statement outlining the
issue
Arguments for and
against, including evidence
for differing points of view
Conclusion, possibly
summing up both side or
recommending in favour
of one side






Text types:
Guest editorials
newspaper reports
General nouns to make statements
about categories e.g. uniforms, alcohol
Relating verbs to provide information
about the issue e.g. smoking is harmful
Verbs to describe writer’s personal
view e.g. feel, believe, hope
Connectives to link arguments e.g. on
the other hand, however
Detailed noun groups to provide
information in a compact way e.g. the
dumping of unwanted kittens
Modality in varying degrees e.g.
perhaps, might, should
Adverbials of manner e.g. hopefully,
deliberately
Hansard
Description
Purpose
Structure
To focus attention on the
characteristic features of a
particular living, non-living, or
natural phenomenon. (animal,
building or place)
Language features





Introduction to the subject
of the description
Characteristic features of
the subject
Optional evaluation and
optional concluding
statement







Text types:
Reference books
Web sites
documentaries
poems
labelled diagram
Particular nouns e.g. my teacher, the
Opera House
Detailed noun groups to provide
information about the subject
Variety of adjectives
Relating verbs
Verbs to express writers opinion and
personal view
Action verbs to describe the subjects
behaviour e.g. nips, wrestles
Adverbials to provide more information
about this behaviour e.g. our puppy
always nips our heels
Similes, metaphors and other types of
figurative language
sentences
cross section
cut aways
lifecycle
- 27 -
Argument Plan
Appendix 2
Background info
2. Arguments for
3. Arguments against
Title:
Purpose:
Audience:
Style and tone:
Format:
1. Problem
4. Conclusion / Summary
- 28 -
Narrative (Story) Plan
Background info
Title:
2. Complication
How the problem began?
Purpose:
Audience:
3. Resolution
How the problem was solved?
Style and tone:
Format:
1. Orientation
4. Coda
Setting – when, where, who, what, why?
Some stories have a moral (but not all)
- 29 -
Persuasion Plan
Background info
2. Details
Evidence supporting each
detail
Title:
Purpose:
Audience:
Style and tone:
Format:
1. Point of view
3. Conclusion / Summary
- 30 -
Procedure Plan
Background info
Title:
2. Requirements
What do you need?
Purpose:
Audience:
3. The Steps
Style and tone:
Format:
1. Aim
4. Conclusion
What is to be done?
Not always necessary!
- 31 -
Recount Plan
Background info
2. Events (in the order they occurred)
Title:
Purpose:
Audience:
Style and tone:
Format:
1. Setting
Setting – when, where, who, what, why?
3. Conclusion / ending
- 32 -
Review Plan
Background info
2. The Good Points
Title:
Purpose:
Audience:
3. The not so good
Style and tone:
Format:
1. Outline
4. Conclusion
What are you reviewing?
Brief summary (author/artist/target group/content)
- 33 -

Consolidate writing skills – Certificate 1 Education and Skills

Transcription

Similar documents

parathom - Stillwaters Law Firm

Certificate of Registration Williamston Products, Inc.

iCAN Times Issue 41 - iCAN British International School

Charlie and Lola

Information on Learnerships and Internships

Whole Foods Market FAQs for Suppliers and Service Providers

to the PDF file.

October 2006 - Charles Darwin University

Certificate of Insurance

Unit01 - Macmillan

Time Out - Last Musik