In this unit

1 What’s the most
amazing piece of
information you’ve
ever discovered? Why?
2 Describe your
favourite way of
finding out new
information.
3 List all the ways by
which you send
information.
4 Describe, in detail,
what information the
illustration on the left
conveys.
Any piece of information
may be useful for its own
sake. More than ever,
however, information in
today’s world must be
communicated to
others. What are some
ways of effectively
communicating
information? When
should we choose one
method over another?
In this unit
• Information in novels
• Information —
different
presentations of the
same content
• Information in reports
It’s a fact
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information noun
1. knowledge received or
passed on: Last night’s news
reported information about
the football final.
2. stored body of knowledge,
built up over time: After
many years as a firefighter,
Tony was a great source of
information about bushfires.
Word history: Latin
informâtio, something made
known
Word family: inform,
informant, informative,
informed, informer
Colloquial use: information
superhighway; infotainment
7
Wordplay
Words used act as clues, to
provide information about
what the US towns/states
are famous for
(Philadelphia — law firms,
Kentucky — KFC, Nashville
— country music, for
example). This builds on
readers’ prior knowledge.
Wordplay refers to songs
that have been very
popular in the 1960s: 24
Hours from Tulsa, Is This the
Way to Amarillo and By the
Time I Get to Phoenix.
Geographical bearings
provide information on the
movements of the craft.
24 english alive 1
hat do you think of when someone says ‘information’?
Textbooks? Newspapers? Telephone books? Websites? These are
all sources of information. Some people absorb information best by
reading, speaking and listening. Others find it easier to learn by
looking at something or using their hands or bodies to do something.
So, next time you read a magazine, play a sport or watch a movie,
think about all the information you are absorbing — not just what
you can read or hear spoken in words. And when you present
information to others, think about your audience and your purpose
in communicating before deciding on the best way to do this.
Reading and writing
information in narrative texts
Just because a novel’s main purpose is to entertain does not
mean that it cannot also communicate information. As the
following extract from The Great Gherkin Geography Quest by
Dan Ashlin shows, a skilful writer can do both. The characters
in this extract are travelling the world in a special machine
(called SPASM) solving geography clues in a race against
time to save their school. They have just solved the latest
clue: ‘Bristle and pine as you may, your key is just northward of
death, atop the oldest of its kind . . . 4700 years old, give or take
a decade’. They are heading for a spot just north of Death
Valley in the United States of America, looking for a very
old bristlecone pine. The margin notes will show you how the author has
blended information with imagination in a fictional story.
E
xpertly piloted by Harrison, SPASM dodged homie skateboarders in New York, shocked immaculately dressed lawyers
in Philadelphia and narrowly avoided frying a flock of chickens
with the exhaust (though, since they were in Kentucky at the time,
it might have been appropriate) before taking to the air.
As they passed over Nashville, the sound of steel guitars and
violins wafted upwards, causing Cytronella to wish she’d brought
her Korn CDs and Discman.
Down below, famous states and towns that the class had heard
of, but never seen, passed by. Memphis, Tennessee, home of Elvis.
Little Rock, in Arkansas. Tulsa (though it didn’t take twenty-four
hours) and Amarillo (though they knew the way). By the time they
got to Phoenix they realised they’d drifted off course, and Harrison
turned SPASM north-west, and crossed the Colorado River.
Play on words.
Dialogue provides
geographical
information and
refers to the pop
singer Whitney
Houston.
The class begged Miss Take to allow them to spend the night in Las Vegas,
but she couldn’t take the risk. Instead, they spent the night huddled in blankets, and dawn saw them climbing back into SPASM, heading northwards
over Death Valley.
‘Wow, it looks spooky down there,’ shivered Phoebe. ‘Not hard to see
where the place got its name!’
‘Look, there’s the skeleton of a dead buffalo!’ said Cytronella.
‘Cyt, don’t!’ wailed Phoebe. ‘I’m already scared enough. Harri! Mind
that mountain!’
‘Don’t worry, Phoebe, we missed it by miles,’ reassured Wheels. ‘That’s
Mt Whitney.’
‘Isn’t that in Houston?’ asked Phoebe. She pouted. ‘Now why is
everyone laughing at me?’
‘Ok, everyone,’ said Miss Take. ‘We’re nearly there. Look out for a big,
bristly pine tree.’
‘There it is!’ bellowed Wheels. ‘It’s just like the picture in the atlas.’
‘And look,’ added Wyungara. ‘There’s a key tied to the top of it. This is
easy!’
Harrison circled SPASM around the tree, a thoughtful frown on his face.
‘Er, guys,’ he said. ‘I’ve just thought of something. Maybe this clue isn’t
as easy as we thought.’
‘Oh come on,’ said Wyungara. ‘That’s gotta be the . . .’
‘Yes. That’s the key, all right,’ said Harrison. ‘But how do we get to it?
That tree looks just about unclimbable. And I can’t land SPASM on those
flimsy branches.’
As one, the rest of the class joined Harrison in his frowning!
‘There’s only one thing for it,’ said Wyungara, at last. ‘If the
rest of you can hang on to me, I can reach out and grab it as we
go past.’
‘No!’ shrieked Miss Take. ‘Wyungara, if you fell out and
injured yourself I’d never forgive myself. I forbid it.’
‘But if you don’t let me . . .’ Wyungara sulked.
‘I’ll do it!’ said Miss Take, defiantly.
‘Er, Miss,’ began Cytronella, hesitantly. ‘Septimus’ instructions did say it was supposed to be us kids that . . .
‘That solved the clues!’ she replied. ‘Surely it would be all
right if I did the physical work. After all, Wyungara has already
worked out how it was to be done.’
There seemed little answer to that, and a few minutes later
Harrison was passing the tree on throttled-back engines, while
Wyungara and the girls took a firm hold of Miss Take’s left
arm.
‘Now, make sure you don’t let go!’ said Miss Take. ‘OK.
Here goes!’
Leaning precariously over the side, she reached out her arm.
As Miss Take’s hand grabbed the key, the resulting resistance
caused a jolt that jerked her from the craft.
‘I’ve got . . . AAAAGHHH!’ she screamed.
Geographical
bearings provide
information on
the movements of
the craft.
Reference to a
skeleton provides
immediate
information about
the environment
of Death Valley.
Again, this builds
on readers’ prior
knowledge.
Descriptive
information
adds to our
knowledge about
the appearance
of an ancient
bristlecone pine.
Description of
event that leads
up to Miss Take
falling from
SPASM provides
information on
characters and
what is occurring.
Technical term
informs us what
pilots do to
decrease the
speed of an
aircraft.
unit 2 • Alive with . . . information 25
READING INFORMATION IN NARRATIVE TEXTS
Information can be
conveyed in
narratives by:
• using words that quickl
convey details because
they call on the reader’s
prior knowledge
• playing on words, so
more than one meaning
— and one piece of
information — is
communicated
• providing technical or
scientific detail, relevant
to the subject matter
• providing detailed
descriptions of places
and events
• using dialogue to
provide extra
information about
something through the
way characters react t
8
Tracking SPASM
✔ learning
I CAN:
appreciate that narrative
texts can be both
entertaining and
informative
use writing techniques
to help communicate
information in
narratives.
(a) Great Barrier Reef, Queensland
26 english alive 1
Understanding and knowing
1. Which of these statements is correct?
(a) Miss Take and her class had a one-night stopover in Las Vegas.
(b) The goal is to collect a key from the top of a bristlecone pine.
(c) SPASM is being piloted by a girl.
2. What information does the word ‘homie’ provide about the New
York skateboarders? Sketch the mental picture this word creates.
Making meaning
3. What knowledge do we gain from this extract about the
personalities of the characters mentioned? Draw lines to connect
a character’s name to the word cluster you think best describes
them. Use a dictionary if necessary.
Character
Characteristics
Harrison Holden
observant, assertive, attentive
Phoebe B. Beebee
impetuous, cocky, clever
Cytronella Darknight
confident, thoughtful, skilful
‘Wheels’ Wheeler
reassuring, knowledgeable, noisy
Wyungara Jackson
anxious, fearful, skittish
4. Construct five questions you might ask about Death Valley that will provide
you with information not included in this extract.
Analysing and reflecting
5. The purpose of this text is twofold: to entertain and to inform. Given this, what
audience do you think the author had in mind when writing this book? What
clues — both in the content and the way the text is written — suggest this?
Writing and responding to texts
6. Use the clue in the introduction to the extract to help you write your own clue
for one of the following world landforms. See how many of your classmates are
as smart as Miss Take’s students in working out your chosen landform.
(b) Iguassu Falls, Brazil, South
America
(c) Uluru, Northern Territory
(d) Glacier National Park,
Montana, USA
CDthe R
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Nouns
• A noun is the name of a
person, place, idea,
feeling or thing.
• Proper nouns start with
capital letters and may
be more than one word.
They are the names of
particular people, places
and things, e.g. Uncle
Barnabus, Las Vegas.
• Common nouns start
with lower-case letters
and name things
that are not unique
(i.e. common).
– Concrete nouns: refer
to people, places and
things y
directly experience
e.g. students, desert,
stairs
– Abstract nouns: refer
to non-physical
things such as ideas
e.g. mystery, time.
Sometimes a word that is
normally a noun may wor
as an adjective. (For more
on adjectives, see page 7
For example, the word
rodent — normally a noun
— is used as an adjectiv
rodent-like man.
What’s in a name? Using nouns
Some types of words are more useful than others when communicating
information. Nouns are particularly useful for the what, where and who
aspects of information.
1. Here is another passage from The Great Gherkin Geography Quest. It has a
number of blank spaces. Choose nouns from the list below to provide the
missing information. The nouns in the first paragraph have been
identified for you. (Hint: often a noun can be identified by locating the
words a, an or the before it, e.g. a mystery.)
r Bilby himself was a small, rodent-like man with large ears. He was
dressed in a suit that had been fashionable about the time Miss Take’s
great-great Uncle Barnabus had been at the Battle of Rooty Hill. He also wore
those little glasses that perch on the end of the nose.
‘Ah,
’ said
. ‘Please do sit down. I think I know what
you’re here about.’
Mr Bilby
Great Gherkin
‘You do?’ asked
.
row
Geography
‘Oh yes.’
smiled, revealing a huge
Miss Take
Quest
of
that looked like a
of
bequest
Bequest
piano
without the black
. We, that
Mr Bilby
set
is, the
and I, often discuss this
in
Miss Take
Misters Numbat
our
, wondering when someone would disteeth
keys
meetings
bits
cover the
and come in and ask about it.’
M
Over to you
2. A lot of information can be found in the photograph below. Write a short
paragraph describing the scene in detail. Pay careful attention to nouns,
using them to communicate as much information as you can. Highlight
every noun you have used, and indicate whether they are common or
proper nouns.
Nouns
IMAGE CANNOT BE DISPLAYED DUE TO COPYRIGHT RESTRICTIONS
unit 2 • Alive with . . . information 27
Information — different forms of
presentation
Information can be communicated in a number of ways to best suit differing purposes and audiences. The same tale may be told, for example, as a short story, a
stage play, a children’s puppet show, a film or a graphic short story.
Attention to detail conveys
information about visual
elements clearly.
For visual relief, some
pages are a single panel.
Vivid colour draws
attention to important
elements.
Background information is
not set in a speech
bubble.
28 english alive 1
Graphic short story
In a graphic short story, such as this extract from David Maher’s Achillia the SheWolf, much of the information is presented visually. Because of this strong visual
appeal, graphic short stories have particular appeal for younger audiences and for
those who enjoy learning by observing.
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Information present
in a graphic short stor
typically includes:
• visual detail that shows
much of what would
otherwise be described
in words
• panels that present one
scene of the stor
aspect of the dialogue
• gutters to separat
• distance shots, mediumdistance shots and closeups for variety. The
angles from which
information in a frame is
viewed also vary. See
page 17 for an
explanation of shots and
angles
• general information in a
boxed area within some
of the panels
• dialogue of characters
set in speech bubbles.
Gutters separate
panels for ease of
reading.
Story is divided into a
number of images of
different shapes and
sizes, called panels.
Dialogue (providing
additional information)
is always set in a speech
bubble.
unit 2 • Alive with . . . information 29
Textbooks
Below is an extract from a junior history text that contains very similar information to that in the graphic short story on pages 28 and 29. This is a more traditional method of presenting information — one with which you are probably
very familiar! This text type is referred to as explanatory.
Verb
Heading
Common noun, naming
a thing
Flow of information helped
by repetition of word
amphitheatre in topic
sentence of next paragraph.
Abstract noun, naming an
idea or feeling
Cross-reference to figure
ROMAN
Verb
Full sentences,
each with a verb
EMPIRE EXPANDS
During the first two centuries AD, the Roman Empire expanded rapidly. By AD 96,
advancing Roman armies had occupied new territory as far north as Britain. The Roman
settlements that sprang up in these conquered territories, known as Roman provinces,
often included an amphitheatre.
Proper noun, naming a particular place
GLADIATOR
Heading
FIGHTS — ENTERTAINMENT
Watching different types of gladiators or animals fight to the death in the amphitheatre
arenas (see figure 3.5) was a very popular entertainment for ancient Romans. Gladiators
first appeared in 264 BC and were outlawed by AD 404. They were usually slaves, who
were often kidnapped or dragged from
prison to endure brutal combat training.
Some gladiator weapons and armour
were based on that of enemies of Rome.
Illustration
Caption
Figure 3.5 Cut-away of a typical amphitheatre arena, such as found in the Colosseum in
Rome and in amphitheatres in Roman London (Londinium)
72 EUROPE OVER TIME
30 english alive 1
Short table entry
Table heading
Cross-reference
to table
Table
Short table
entry
Table 3.2 below lists information on some of the characteristic appearances of the
different types of male gladiators who fought in ancient Rome.
Table 3.2 Some of the different types of gladiator in ancient Rome
Type of gladiator
Clothing/armour
Headgear
Weapons
Thracian
Bare chested, wore an
arm guard and metal leg
protectors
Helmet with the
crest of a griffin
Curved blade
and small
rectangular
shield
Samnite
Heavily armed, metal
protector on left leg
Brim and crested
helmet
Large oblong
shield, short
sword
Murmillo (evolved
from Samnite; often
fought the Thracian)
Wore an arm guard
Helmet with a high
dorsal fin and visor
Curved oblong
shield
Secutor (type of
Murmillo; often fought
the Retiarius)
Fully armed
Egg-shaped helmet
with small eyeholes
and a fin-like crest
Curved oblong
shield
Retiarius (very
mobile)
Wore only a short
tunic and a shoulder
guard
Bare-headed
Net and trident
Hoplomachus
(Greek-style fighter)
Similar to Thracian
Helmet with
stylised griffin on
the crest
Small round
shield, lance
and dagger
Provocator
Small rectangular
breastplate
Helmet with no
crest
Curved
rectangular
shield, sword
Equites
Mid-thigh-length tunic
Wide-brimmed
helmet with visor
and feathers
Entered arena
on horses
Andabatae
Bare-chested
Massive helmets
without eyeholes
Entered arena
on horses
Information present
in a textbook will
typically feature:
• headings and subheadings
• properly constructed
sentences, each with a
verb
• many nouns (see
Wordsmith on page 27)
• paragraphs (see
Wordsmith on page 33)
• ordered flow of
information, with each
paragraph in a section
logically connected to
the one before (see
Wordsmith on page 33)
• large amount of text
compared to
illustrations
• labelled illustr
diagrams
• labelled tables
• summary information in
tables and diagrams
• frequent crossreferences in text to
tables and illustrations.
Subheading
Use of women gladiators
Topic sentence
There is evidence to indicate that some gladiators were women, which may have been
regarded as a novelty. We know, for example, that they did fight each other, and
animals such as bulls and wild boars, during the reign of Emperor Septimus Severus
(AD 193–211). Recently, a sword thought to have belonged to a gladiatrix (female
gladiator) has been found in London (Londinium).
Much of the infor
communicated in words.
Paragraph
CHAPTER 3: HISTORY OF ANCIENT ROME 73
unit 2 • Alive with . . . information 31
READING INFORMATION IN GRAPHIC SHORT
STORIES AND EXPLANATORY TEXTS
Understanding and knowing
1. Which of the sections of the graphic short story on pages 28–29 especially
caught your eye? What was it in each case that grabbed your interest?
2. In what direction from the River Thames did the arena in Londinium lie?
3. Find the nouns in the first two paragraphs of the textbook extract. Identify
each as either a proper noun or common noun (either concrete or abstract).
Compare your list with that of a partner.
4. What extra information does:
(a) the illustration on page 30 include that is not
described in the accompanying text
(b) the textbook extract include that is not in the
graphic short story
(c) the graphic short story include that is not in the
textbook extract?
Making meaning
5. Use information from the table on page 31 to
decide which type of gladiator wore the helmet
shown on the left. Justify your decision to a
partner.
Analysing and reflecting
6.
story for five minutes; the other
will study the text extract.
Everyone will then close textbooks.
Each group will nominate two people to test
the other group. The testers will ask a series of detailed
questions that anyone in the group is allowed to answer.
Document which group is able to remember the most
information about the text type they studied. Discuss as a
class what this suggests about the value of each text as a
learning tool.
WRITING AND RESPONDING TO TEXTS
7. Imagine you have been forced to fight as a gladiator, using weapons and
armour typical of your own tribe. Rewrite the second paragraph of the textbook
extract from your point of view. Discuss in small groups how much different
points of view can influence the information communicated.
8. Sketch (stick figures if necessary) three or four panels to communicate the
information in the text below. Use speech bubbles for simple dialogue.
9
Knowing
and
learning
32 english alive 1
A
ccording to legend, the emperor would decide whether a defeated gladiator lived
or died. It is said that he turned a thumb up for life and a thumb down for
death, and was sometimes influenced by the opinion of the crowd. A gladiator lucky
enough to survive many fights might eventually be given his freedom.
Predicate
A paragraph:
• is generally a collection
of sentences that deals
with one topic
• has a topic sentence,
usually the first, stating
the essence of what the
paragraph is about.
Other sentences provide
extra information to ‘fill out
the information in the t
sentence but sometimes a
paragraph may consist of
only one sentence.
Here’s a properly
constructed paragraph.
Topic sentence
At the heart of Roman
society was the family.
It comprised the father,
mother, married and
unmarried children, and
household slaves. The oldest
male had total authority.
Women looked after the
household and cared for
their children.
Putting words together
For information to be communicated effectively in written forms such as in a
textbook or an assignment, it must be constructed using words organised
into sentences. These sentences are usually further organised into
paragraphs.
1. Which of the following are complete sentences?
(a) The blood of gladiators.
(b) Eaten by the ferocious tiger.
(c) Went to the Colosseum.
(d) The blood of gladiators soaked into the sand.
(e) Gladiators were usually slaves.
2. Like the gladiators of old, 13-year-old Brian Robeson, the main character
in Gary Paulsen’s book Hatchet, is also in a desperate fight for life as the
sole survivor of a plane crash in the Canadian wilderness. The text below
is from the novel, but the order of sentences in the original paragraph has
been mixed up. Rearrange them as you think the author wrote them.
(Hint: look for the topic sentence.) Compare your paragraph with that of a
partner and discuss any differences.
T
here must be some food value in them. After the sixth egg he ripped the
shell open and licked the inside clean, then went back and ripped the
other five open and licked them out as well and wondered if he could eat the
shells. He could not now believe the hunger. But when he tried they were too
leathery to chew and he couldn’t get them down. The eggs had awakened it
fully, roaringly, so that it tore at him.
3. Copy the following paragraphs into your notebook,
and underline the topic sentence in each.
Explain how the other sentences support
(provide more information about) the
topic sentence in each paragraph.
(a)
W
(b)
uring the first two centuries AD, the
Roman Empire expanded rapidly. By
AD 96, advancing Roman armies had occupied new
territory as far north as Britain. The Roman settlements
that sprang up in these conquered territories were
known as ‘provinces’ of Rome.
Supporting sentences
Phrases
CDthe R
OM
OM
CDthe R
on
Sentences
Subject
Verb
Many gladiators died in t
Colosseum of ancient R
on
CDthe R
OM
on
Sentences contain:
• a subject — someone or
something that does or
experiences the action
described by the verb
• a predicate — the rest of
the sentence including
the verb. Sometimes the
‘rest of the sentence’
might be only the verb.
To find the subject, ask
yourself who or what is
doing or experiencing the
action described by the
verb. Here’s an example:
Paragraphs
ritten evidence indicates that some
gladiators were women. We know that
they fought each other (and animals such as bulls
and wild boars) during the reign of Emperor
Septimus Severus (AD 193–211). More recently,
a sword, thought to have belonged to a
gladiatrix (female gladiator), has been found
in Londinium.
>
unit 2 • Alive with . . . information 33
>
Over to you
4. Use the assortment of facts and illustrations provided below to write three
well-constructed paragraphs about religion in ancient Rome. Here is a
topic sentence to start you off:
The ancient Romans worshipped many gods or deities.
Some of the deities of ancient Rome
Religion in ancient Rome
• Hundreds of gods,
goddesses and spirits
– some former emperors
• Often based on religious
beliefs of other civilisations
and regions, such as Greece,
Egypt and Persia
• Important gods included in
state religion
• Lesser gods and spirits for
each household
• Sacrifice needed in worship
of most major gods
• Festivals associated with
many gods
34 english alive 1
Some religious festivals of ancient Rome
God or goddess
Dates of associated festival
Juno, queen of the gods
1–2 March
Mercury, god of trade and profit
15 May
Flora, goddess of flowers and spring
28 April to 1 May
Pax, goddess of peace
3 and 30 January, 4 July
Volturnus, god of waters
27 August
Reading and constructing information in
concept maps
Another way to represent information visually is in a concept map, or mind map.
Pieces of data are logically linked together so that the diagram ‘reads’ as a whole
text. The concept map below shows another way of presenting similar information to that in the textbook extract and graphic short story on pages 28–31. To
keep it simple, only some of the information is represented here.
Ancient Romans
enjoyed watching
in
Sword found in
Londinium (possibly
of gladiatrix)
Fights with
other gladiators
Fights with
animals
E
en
n
di
ge
ga
ge
di
n
n
ga
en
Britain
included
Male
gladiators
inc
B
lud
ed
D
C
Amphitheatres
Conquered
territories
built in
on
e
fought in
A Central hub
B Related ideas and
concepts are set in
oval shapes.
A
C Lines link related
ideas and concepts.
D Arrows are used to
show that one piece
of information
follows on from
another.
of
often
Colosseum
(ancient Rome)
e
in
clu
de
d
ancient
ex
am
pl
e
E Words are sometimes
added to
interconnecting lines
to clarify the nature
of the link.
fou
g
evidence found
included
Other
women
During reign
of Emperor Septimus
Severus (AD 193–211)
ght
fou
ht
Female
gladiators
Animals
Bulls
included
Wild boars
unit 2 • Alive with . . . information 35
READING CONCEPT MAPS
Information present
in a concept map
typically includes:
• a central hub, which
includes the starting
point for information,
e.g. ‘Gladiators of
ancient Rome’.
• related ideas/concep
shapes around central
hub, extending out to
other ideas/concepts
• connecting lines to
show links between
ideas/concepts.
Sometimes an idea/
concept will be linked t
more than one other.
• arrows to show how
information is linked.
• labels on lines to show
the nature of the link.
Understanding and knowing
1. Which oval shape is the central hub, or starting point, for reading information
in the concept map on page 35? What visual clues suggest this?
2. Select any three phrases used in the concept map. Use surrounding
information to turn each into a full sentence.
Making meaning
3. Look carefully at the concept map on page 35.
(a) What sections of the map contain information that confirms or suggests
the existence of female gladiators?
(b) How does the concept map communicate the information that female
gladiators fought both animals and each other?
Analysing and reflecting
4. The concept map on page 35 contains some of the information included in the
graphic short story on pages 28 and 29 and the textbook extract on pages 30
and 31. Which of these presentations do you think would be most suitable as:
(a) a study reference, (b) entertainment, (c) instruction? Explain your choice.
5. Order the following points to show the steps you think are followed to create a
concept map from written text.
• If necessary, add words on connecting lines to explain the nature of the link.
• Decide how each piece of information within each information group is connected. Draw loosely
•
•
•
•
•
connected oval shapes to show these relationships. Each oval shape will contain one piece of
information.
Transfer onto separate pieces of paper the different groups of information you have identified.
Once you know the layout will be clear, draw a final layout. Add lines to connect oval shapes to
represent any links between pieces of information. Add arrows where necessary.
List (in summary form) all the pieces of information contained in the text.
Prepare a rough layout of your map. Transfer the grouped oval shapes onto a page so that any links
between them can be shown clearly.
Use colour coding to identify groups of related information.
WRITING AND RESPONDING TO TEXTS
10
Expressing
yourself
✔ learning
I CAN:
recognise how the
same information can
be communicated
differently to suit
different audiences
and purposes
communicate
information using
different text types.
36 english alive 1
6. Use the ordered set of instructions you developed for activity 5 to
turn the following information into a concept map.
T
he Roman army was one of the most disciplined military forces
that has ever existed. Men enlisted between the ages of 17 and 22
for around 20 years. They had to be fit. They were also very well trained
and equipped. Their weapons included a dagger with a double-edged
blade, a short sword and a heavy javelin. Their protective armour
included helmets, shields and upper-body ‘jackets’ made from metal strips
tied together with leather.
When not marching or fighting, the soldiers, called legionaries, built
camps, roads, walls and aqueducts. Sometimes camps were temporary; at
other times, they became permanent forts that often developed into towns.
They were always laid out in the same way. This meant that soldiers knew
how to build them and find their way around them.
Reading and writing information
in reports
Sometimes we have so much detailed information to communicate, we have to
organise its presentation very carefully so that what we are saying will be clear.
One way to do this is to prepare a report. A report uses words, but also frequently
presents information in tables, graphs, maps, diagrams, illustrations and photographs. This information may be compiled from data that is readily available or
has been collected through research.
It is very important when producing a report to know why it is needed; what
information it is meant to convey; and who is the intended audience. Before you
start, you need to ask yourself some questions, as illustrated below.
Structure of reports
While there may be minor differences in the way reports are constructed, most
have the following features.
Title page
States the name of
the report and author
Table of contents
Sets out, section by
section, what is
included in the report
Bibliography
Provides a list of
references consulted
in preparing the report
Parts of a report
Preface
States the aim of
the report, intended
audience and why report
has been produced
Conclusion
Summarises the
conclusions and/or
recommendations of
the report
Body of the report
Main content including
text, figures, tables and maps etc.,
all organised into sections
See how these work in the following sample report on the restoration of the
Colosseum in Rome.
unit 2 • Alive with . . . information 37
Sample report
Title of
report
RESTORING THE
COLOSSEUM
Report covers often feature an attractive
photograph or illustration that provides
information about the content of the report.
Page numbers
for body of
report are in
Arabic
numerals.
Page numbers for sections
that precede the main body
of the report (such as the
preface) are in lower-case
Roman numerals.
Author’s
name.
There may
sometimes
be more
than one
author.
by John Chan
Table of contents lists all the
different parts of the report
and the page number on
which each starts.
Each section of a report deals
with a particular aspect of
the information being
reported. Sometimes
sections are further divided
into sub-sections. In this
case, sub-sections also have
a heading.
Table of contents
Preface ....................................... iv
Section 1
Location of Colosseum ................ 2
Section 2
Description and construction ....... 4
Section 3
Early use ..................................... 6
Section 4
Decline in use .............................. 8
Section 5
Restoration begins .................... 10
Section 6
More recent restorations ........... 12
Section 7
Open for business! .................... 14
Section 8
Conclusion ................................. 16
Bibliography ............................... 18
ii
Preface
This report has been prepared for
my History teacher. It covers the
history of the Colosseum of Rome,
from its early beginnings in the first
century AD through to its recent
restoration as a venue for drama
productions. It demonstrates the
results of my research, and includes
supporting illustrations and data.
iv
38 english alive 1
iii
‘When stands the Colosseum, Rome shall
stand; When falls the Colosseum, Rome
shall fall.’
Lord Byron
A preface sets out the
purpose of the report and
what it covers. It may
sometimes refer to features of
the report in detail. It also
states the intended audience.
If you want the following
sections in the report to be
on facing pages, an image
may be used on page 1 as a
‘filler’. A suitable quotation
sets the tone.
1
Section number and
description are included at
the start.
Cross-reference to another
part of the report
(in this case to a map)
SECTION 1
Location of
Colosseum
The Colosseum is considered by
many to be an engineering and
architectural masterpiece. It was the
first permanent amphitheatre to be
built in ancient Rome. The
Colosseum lay at the heart of the
city, built on marshlands lying
between the Caelian and Esquiline
hills. It was located close to the
Temple of Claudius, the Trajan Baths
and the site of Nero’s Golden House
(see figure 1).
Figure 1: Location of the Colosseum
within the city of ancient Rome
2
3
SECTION 2
Figures in a report are
numbered sequentially and
include a caption. Captions
always start with a capital
letter.
Description and
construction
When it was first built, the
Colosseum was called the Flavium
Amphitheatre. It is thought to have
seated at least 55 000 people. It was
47 metres high, 156 metres wide
and 189 metres long, giving it an
elliptical shape.
Two Roman inventions featured in
its construction: concrete and arches.
Figure 2 shows some of the
amphitheatre’s other key features.
Labels on diagrams and
photographs draw the eye
to key information.
4
5
Casualties were often high after
battles fought by the Roman army (see
figure 3). If a victory was achieved with
relatively little loss of life, this was often
seen as a good excuse for a festival.
Early use
Citation includes surname
of author, date and page
number.
The Colosseum was officially
dedicated in AD 80 by Emperor Titus.
To celebrate, about 5000 animals were
killed during a 100-day festival. There
were also gladiator fights and
spectacles where savage animals
were set loose on defenceless people.
Often these animals were ‘maddened
by starvation and torture’ (Saldais
2004, p. 88). During one festival
ordered by Emperor Trajan, about
10 000 gladiators took part.
6
50
Number of
deaths (’000)
SECTION 3
Direct quotation from one
of the sources listed in the
bibliography.
Graph, which plots
information on Roman army
deaths over time. The
resulting line shows a trend.
Figure 2: Some key features of the
Colosseum
40
30
20
10
0
100
200
300
Date (AD)
400
Figure 3: Roman battle deaths
Source: Based on data from P. Sorokin, Social
and Cultural Dynamics, vol. 3, 1962.
7
unit 2 • Alive with . . . information 39
SECTION 4
Decline in use
After AD 404, gladiator fights were
no longer held in the Colosseum,
although fights between animals
were held there for another
117 years. The decline in use became
especially marked after the fall of
the Roman Empire in AD 476.
In time, the lower sections of the
Colosseum became partly filled with
earth and debris. Introduced plants
species from other parts of the world
grew on the abandoned site for
some time. Over the next few
centuries, it became more and more
damaged by earthquakes and fires.
Although its remaining shell was
used as a fort during the Middle
Ages, the Colosseum was largely
neglected until the nineteenth
century.
8
9
Body of text made up of
properly constructed
paragraphs
SECTION 5
The point of view in a
report is rarely personal.
An exception might be
where an expert person or
panel is reporting on a
particular issue and
making recommendations
about what should be
done.
Cross-reference to a
timeline
Restoration begins
Modern-day archaeologists started
excavating the Colosseum in 1805.
At that time about 30 per cent of the
outer arches and most of the seat
support structures were still intact.
Dirt and rubbish covered the base.
Eight years later, excavation had
started to uncover the curves of the
arches on the lower floor. By 1820,
most of the above-ground drains
had also been cleared.
Following a detailed survey,
damaged and destroyed arches
began to be rebuilt in 1830. Some
44 years later, with nearly half of the
arena cleared of dirt and debris,
archaeologists finally uncovered one
section of the amphitheatre’s bottom
floor.
10
11
SECTION 6
More recent
restorations
Since 1940, when archaeologist
Luigi Cozzo started uncovering the
network of rooms and tunnels that
lay under the Colosseum’s arena,
excavation and restoration work has
been largely continuous. Figure 4
outlines some of the other key steps
in the restoration.
Restoration of ea stern en d
of arena co mplete
Infra-red and laser technology use
to map structure
Some 15% of restored arena visibl e
Restoration work, funded by
private ban k, starts
Major a rch restoration begin s
Figure 4: Timeline of some key milestones
in restoration of the Colosseum
12
40 english alive 1
13
SECTION 7
Open for business
The conclusion, or
summary, of a report
briefly sums up the main
matters covered in the
report. New information is
never introduced.
After eight years of intensive
restoration work costing nearly $20
million, the Colosseum hosted its first
performance in 1500 years (see figure 5
below). During a two-week festival,
plays by the ancient Roman writer
Sophocles were performed. Audience
numbers were limited to 700 to protect
the fragile structure of the Colosseum.
It is expected that tourists will soon
be able to venture underneath the
arena and see the underground maze
where gladiators and wild animals
once gathered before their fights.
14
Figure 5: The arena of the Colosseum
is once more the setting for spectacle.
15
SECTION 8
Photographs are also
given a figure number
and caption.
Conclusion
Although nearly 2000 years old, the
ancient Colosseum is again
becoming a busy centre of activity.
Careful and sometimes costly
restoration work has been underway
on and off for 200 years.
Today, tourists can gain some idea
of what it was like to be a spectator
at performances in this mighty
amphitheatre. Their entertainment,
however, is now more civilised.
They can watch plays or inspect
ancient structures instead of
cheering as gladiators and animals
brutally fight to the death.
In future, tourists will have even
greater access to the Colosseum as
underground areas are opened up.
16
17
Bibliography
A bibliography lists all sources consulted when
researching. This includes websites. Websites are
listed first, followed by text sources, arranged in
alphabetical order of first author’s surname.
Always use the same referencing system when
listing sources. Here, the order is: first author’s
surname and first initial, second author’s surname
and first initial, title of book, name of publishing
house, place of publication, date of publication,
specific pages consulted.
The Latin expression ‘et al.’ is used when there are
three or more authors. It follows the listing for the
first author.
www.greatbuildings.com/buildings/
Roman_Colosseum.html
www.the-colosseum.net/main.htm
www.eyeonart.net/history/ancient/
Colosseum.htm
Marks, A. and Graham T., The Romans,
Usborne Publishing, London, 1990.
Saldais, M. et al., SOSE Alive History 1,
John Wiley & Sons, Brisbane, 2004,
pp. 73–95.
Steele, P., Step into the Roman Empire,
Lorenz Books, London, 1998.
18
unit 2 • Alive with . . . information 41
READING REPORT TEXTS
Understanding and knowing
1. Unscramble the following to list them in the order in which they would
appear in a report.
Preface
Bibliography
Body of the report
Title page
Conclusion
Table of contents
2. What other features, besides body text, have been included in the report
Restoring the Colosseum to communicate information? Describe each feature in
your own words, explaining how it communicates information.
3. In which section of a report might you find each of the following?
(a) Figure 2: Cross-section of a rainforest
(b)
Leaves release water vapour,
which becomes clouds.
Trees absorb
carbon dioxide
and store it
as carbon.
Leaves absorb moisture.
Trees give
out oxygen.
Roots absorb moisture.
The dark canopy
absorbs heat rather
than reflecting it.
The canopy
shelters the
lower plants,
making it
cooler nearer
the ground.
Water is
released slowly
into rivers.
(c) Jones, B., Eighteenth-Century
English Poetry, Blueberry
Press, London, 2002.
(d) Chapter 4 Analysis of the
popularity of Harry Potter
4. Match the following subjects and predicates to make full sentences about
information contained in the report presented on pages 38 to 41. For more on
subjects and predicates, see page 33.
Subjects
Predicates
The shell of the Colosseum
covered the base of the Colosseum in 1805.
Some 5000 animals
was performed in the restored Colosseum in 2000.
Dirt and rubbish
were killed during the Colosseum’s opening festival.
A maze of tunnels and rooms
was used as a fort during the Middle Ages.
A play by Sophocles
lay below the floor of the Colosseum.
5. Explain why the body text on page 1 of the report Restoring the Colosseum is a
well-constructed paragraph.
6. How many years was it after the last gladiator fight held in the Colosseum
before a play by Sophocles was performed in the restored arena? Explain
where in the report you found the information to answer this question.
42 english alive 1
Information in a
report typically
includes:
• a cover page st
and author
• a table of contents
• a preface, describing t
purpose and content
• section headings
• figures (e.g.
photographs, diagrams,
maps)
• a conclusion or
summary, which sums
up the information
presented
• a bibliography and/or
list of references
Making meaning
7. Who is the audience for the report? Would the information it contains have
been better presented as a graphic short story? Explain.
8. Explain how the inclusion of figure 1 in the report helps to make the
information in the related text more meaningful.
9. If you had been given the report to read, what would you have liked to see
more information about? Why? Decide how this extra information would
best have been communicated (e.g. body text, photographs, diagrams, maps,
art or graphs, or some combination of these).
Analysing and reflecting
10. Are there any personal viewpoints expressed in the report? Given the report’s
audience and purpose, decide whether or not this is appropriate.
11. What sections of the report do you think would be of most interest to:
(a) an ancient historian
(b) a theatre-goer
(c) an archaeologist
(d) a horror movie enthusiast
(e) an architect?
Justify your selection.
WRITING AND RESPONDING TO TEXTS
11
See the
links
✔ learning
I CAN:
explain the purpose,
structure and style of a
formal information
report
prepare information
suitable for inclusion in
a report.
12. Work in groups of six or so for this activity, sharing the tasks involved.
Repackage the information contained in Restoring the Colosseum as a
presentation more suited for a primary-school audience. First, decide what
information to keep and what to delete. Then decide how to repackage it to
suit a young audience’s attention span and interests. Choose any presentation
format you wish — puppet show, dramatic performance, illustrated posters,
PowerPoint display, graphic short story or simplified text (and graphic
features) — and present it to the class. After your presentation, explain why
the changes in content and presentation you selected were best suited for
your audience.
CDthe R
OM
on
I
s your head now buzzing with information? To be
best received, information should be packaged and structured
to suit the interests and abilities of an audience and to serve a
particular purpose. That purpose may be to instruct, to inform, to
entertain — or a mix of these. And remember: information flows
in two directions — you receive it and you communicate it. Be an
active receiver and ask questions; be an active communicator and
make choices about the best way to convey information.
Whichever way it flows, it’s a buzz.
unit 2 • Alive with . . . information 43
Information-packed wonders!
Your team (you and three classmates) has entered a
competition: InfoQuest. To win, you must each
complete one of the tasks listed below, finding and
collating information that is both relevant and
interesting. You may work together in building up
your information database. Some relevant websites
have been provided at www.jaconline.com.au/
englishalive/ea1 for this chapter, but
you may wish to conduct further web
research. Make sure you record details
of all the sites you visit, particularly if
you plan to use any quotations from
them.
• Task 1: Construct an information-packed short story
(about 600 words) about one of the ancient
wonders of the world, shown over
these two pages. Use the
extract from The Great
Gherkin Geography Quest on
pages 24 to 25 as a guide for
your writing style and for
including factual information
in a narrative.
Statue of Zeus
44 english alive 1
Hanging Gardens of Babylon
Pharos at Alexandria
Colossus of Rhodes
• Task 4: Prepare a two-page
graphic short story showing the
building or destruction of one
of the seven ancient wonders.
Your images and accompanying
text as well as dialogue must
also communicate factual
information about your chosen
wonder.
• Task 2: Prepare an extract (2–3
pages) suitable for inclusion in
an ancient history textbook on
one of the ancient wonders. You
will include supporting features
such as a map, diagram,
photographs, table or art. For inspiration, use
the textbook extract on pages 30–31 and other
relevant features throughout this chapter.
• Task 3: Prepare a short report entitled
Seven Wonders of the Ancient World. As
background, you will include some
history of these structures, as
well as any other supporting
features such as graphs,
diagrams, photographs
etc. Use the report on
pages 38–41 as a
guide.
Unit 2
Temple of Artemis
Mausoleum at Halicarnassus
Pyramids of Giza
unit 2 • Alive with . . . information 45
Key terms
audience: the particular person
or group of people for whom a
communication is intended.
caption: a label used with a figure
in a report that describes the
figure and/or provides more
information about what it
conveys
citation: quotation of particular
source details (e.g. author, title of
book)
explanatory text: written or
spoken text used to describe or
explain how and why things work
or happen, e.g. a textbook
graphic short story: a story told
in comic-book format
gutter: the white borders that
surround panels in a graphic
short story (see above) so the
information in them is easy to
read
panel: a section of a graphic short
story that contains one piece of
the story (like a photograph from a
movie). It may be one of the
characters saying or doing
something or a particular scene.
point of view: the attitude or
viewpoint of a particular person.
For example, the point of view
taken by an author of a
document may be different from
the point of view of the person
reading it.
purpose: important part of
writing process. A writer’s purpose
may be to inform, entertain,
report, persuade, etc.
report: a formal document that
provides information about a set
topic in a structured manner. It is
usually based on research and is
directed to a particular audience
for a particular purpose.
46 english alive 1
timeline: a diagram that
highlights key dates in sequential
order on a time column, and
provides a brief statement about
their significance
topic sentence: the main sentence
in a paragraph (usually the first
sentence), which states the essence
of what the paragraph is about
Poetry
Bert Schultz by Colin Thiele
I Was Only Nineteen by John
Schumann
My Country by Dorothea Mackellar
Reading the Dictionary by Colin
Thiele
The Man from Snowy River by
Banjo Paterson
Word list
The Rhyme of the Ancient Mariner
by Samuel Taylor Coleridge
Word
Alternatives
Films
appeal
attraction, lure,
interest, charm
Apollo 13, Universal
audience
listener/s, reader/s,
viewer/s
Titanic, Paramount
clue
hint, tip-off, signal,
suggestion
communicate talk, report, convey,
transmit, tell
data
facts, information,
details
description
statement, account,
report
dialogue
speech, discussion,
conversation
knowledge
grasp,
understanding,
perception
logical
purpose
rational, sensible,
well argued,
ordered
intention, goal,
objective
Try these
Novels
Hana’s Suitcase by Karen Levine,
Second Story Press
Hatchet by Gary Paulsen,
Macmillan
The Call of the Wild by Jack
London, Viking
The Great Gherkin Geography
Quest by Dan Ashlin, John Wiley &
Sons
Forrest Gump, Paramount
Touching the Void, MGM
Winged Migration, Columbia Tristar
Connections
Narratives: see pages 2–3,
54–7, 72–3, 94–5, 112–3, 136–9,
167–73, 181–5
Reports: see pages 8–9
On the web
Go to www.jaconline.com.au/
englishalive/ea1 and click on
the following weblinks:
Museum of unnatural mystery
University of Southern Florida,
ancient wonders
CNN’s seven wonders
The Colosseum
On the CD-ROM
Grammar (nouns, sentences,
phrases and paragraphs): get a
grip on grammar (see pages 27, 33)
MeZine: make your own minimag (see page 43)
Script Scriber: get set to
scriptwrite (see page 29)
Story Spinner: spin your own
story (see page 24)