`Write` Stuff - Mercy College

Transcription

The ‘Write’ Stuff
The Write Stuff is an assignment framework for students, teachers and parents of Mercy
College. It is designed to assist in researching and responding to learning tasks, and to provide
access to a standardisation of formats across the departments.
Updated October 2013
Table of Contents
The Information Process ............................................................................................................ 4
Glossary of Useful Terms ........................................................................................................... 5
Academic Vocabulary ................................................................................................................ 7
Advertisement ............................................................................................................................. 8
Advertisement Checklist ............................................................................................................. 9
Analysis Matrix ........................................................................................................................ 10
Annotated Bibliography: Planning Scaffold ............................................................................ 11
Appendices Guidelines ............................................................................................................. 12
Assignment Presentation Criteria ............................................................................................ 13
Bibliography – Data Collection Sheet ..................................................................................... 14
Bibliography Models ................................................................................................................ 16
Bibliography - Online Referencing Generator – Procedure .................................................... 18
Bibliography Writing................................................................................................................ 19
Bibliography Sample ................................................................................................................ 20
Biography….. ........................................................................................................................... 21
BOLTSS .................................................................................................................................... 22
Compare and Contrast Key Words .......................................................................................... 23
Compare and Contrast Model .................................................................................................. 24
Comparison Matrix .................................................................................................................. 25
Diary Writing – Features ......................................................................................................... 26
Electronic Templates and Tutorials ......................................................................................... 27
Essay: Guided Writing ............................................................................................................. 28
Essay : Introduction & Conclusion .......................................................................................... 30
Essay: Made Easy ................................................................................................................... 31
Essay – Paragraph Models HPE and Science ......................................................................... 32
Essay: PEEL Body Paragraphs ............................................................................................... 33
Essay: Scaffold ......................................................................................................................... 35
Essay: Thesis Statement Tips ................................................................................................... 37
Evaluation Matrix .................................................................................................................... 38
Feature Article Checklist ......................................................................................................... 39
Feature Article - Check Sheet .................................................................................................. 40
Feature Article – How to Write ................................................................................................ 41
Feature Article – Write Your Own ........................................................................................... 43
Five Step Drafting Process ...................................................................................................... 44
How to Structure a Paragraph ................................................................................................. 45
Internet Sources A Quick Guide – How to Evaluate Them .................................................... 46
Narrative – Peer Checklist ....................................................................................................... 47
Narrative – Short Story ............................................................................................................ 48
Narrative - Structure ................................................................................................................ 49
Newspaper Report - Model ...................................................................................................... 50
Newspaper Report - Structure .................................................................................................. 52
Oral Presentation ..................................................................................................................... 53
Poster ....................................................................................................................................... 54
Procedural Writing .................................................................................................................. 55
Proof Reading Key for Written Work ....................................................................................... 56
Research Journal: Planning Scaffold ...................................................................................... 57
Research Rationale: Planning Scaffold ................................................................................... 58
Science Practical Report .......................................................................................................... 59
Survey Procedure ..................................................................................................................... 60
“Unwritten” Rules of Academic Writing .................................................................................. 61
The Write Stuff - Mercy College Mackay
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Written Report .......................................................................................................................... 62
Model response: ....................................................................................................................... 63
Bibliography............................................................................................................................. 64
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The Information Process
Skills for accessing, evaluating and using information form part of the Information Process. While
using this process students can achieve outcomes across all learning areas. The following checklist is
a guide to becoming an information literate person.
1. DEFINE INFORMATION NEEDS
 What do I know about this topic?
 What do I need to find out? (Focus questions)
 What words would be good search terms? (Keywords)
2. LOCATE INFORMATION
 Design a search strategy incorporating all available resources
 Search the library catalogue, CD-ROMs, Internet, journals and other
resources
 Refine your search terms to make your search broader or narrower
3. SELECT INFORMATION
 Select information by skimming and scanning resources
 Use indexes and tables of content
 Evaluate information critically – be aware of bias, prejudice and
inconsistencies
 Does the source of information have authority?
 Make notes of relevant information in note making framework addressing
focus questions
 Record author, title, URL, date etc
4. ORGANISE INFORMATION
 Combine information from different sources
 Look for gaps in the information collected. GO BACK TO 2 if necessary
 Outline the plan for your final copy
5. CREATE AND SHARE INFORMATION
 Draft copy and
 Edit it
 Complete final copy
 Compile bibliography
6. EVALUATE THE PROCESS AND THE PRODUCT
 Evaluate the process
 Evaluate your assignment. Have you successfully addressed the research
task?
 Your teachers and peers may also evaluate your process and product
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Glossary of Useful Terms
The following list contains many of the common words which appear in tasks and assignments.
Bloom’s Taxonomy
Design
Term
Meaning
Synthesise
Combine all aspects of your research.
Argue
Present the advantages and disadvantages of a particular
issue.
Criticise
Give your opinions, showing advantages and
disadvantages. Support your views with
evidence/examples. It does not mean to only find fault.
Discuss
Investigate by argument – go into the advantages and the
disadvantages.
Evaluate
Use your own and others’ ideas to discuss the worth of the
statement, its truth and importance. Stress the evidence
both for and against for each of the authorities. Reach a
conclusion based on this evidence.
Investigate
Examine, enquire into a topic giving examples of the
subject. Present all viewpoints and come to a conclusion
supported by your findings.
Justify
Give convincing reasons for decisions or conclusions.
Prove
Show that something is true by giving factual evidence or
clear logical argument.
Analyse
Break into the main components.
Argue
Present the advantages and disadvantages of a particular
issue.
Compare
Look for qualities or characteristics which resemble each
other. Emphasise similarities among them, but in some
cases it may be appropriate to mention differences.
Contrast
Stress differences.
Discuss
Investigate by argument – go into the advantages and the
disadvantages.
Examine
Investigate a statement in detail….
Other verbs:
Design, elaborate,
extrapolate, forecast,
formulate, hypothesise.
Evaluate
Other verbs:
Assess, conclude,
decide, determine,
verify, rate, select.
Analyse
Other verbs:
Contrast, deduce,
differentiate, explain,
investigate.
Relate
Show how factors are connected or interrelated.
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Apply
Illustrate
Explain or clarify a problem or idea using examples.
Interpret
Give meaning using own opinion.
Suggest
Offer reason/s for the cause of a situation.
Account
For
Give reasons for.
Examine
Break into main components……
Example
Give facts which support the statement.
Explain
Give the reasons why, and the effects of, with a brief
discussion of facts.
Outline
Using main headings and subheadings, organise a
description of a process, event or idea.
State
Present main points in a brief, clear sequence.
Other verbs:
Apply, calculate,
compile, demonstrate,
solve, infer, use.
Understand
Other verbs:
Describe, interpret,
outline, translate,
restate, understand.
Summarise Give a brief account avoiding unnecessary detail.
Remember
Trace
Follow through an event in sequence from an origin to an
end.
Define
Give clear, precise, accurate meaning – if possible quote a
source or authority.
Describe
Give a detailed account of the object, process or event in a
logical sequence.
Enumerate
Write a numbered list in outline form.
List
Write an itemised string of brief statements not in
sentences.
Other verbs:
Label, locate, name,
retell, state.
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Academic Vocabulary
Sentence starters
It can be seen that
The evidence is
Studies suggest
In addition
Furthermore
Therefore
However
Although
In conclusion/To sum up
Studies suggest
It would seem
It tends to be the case
As a result
Otherwise
Alternatively
For instance
Conversely
Consequently
Nevertheless
Nonetheless
Accordingly
Nevertheless
Nonetheless
Accordingly
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Advertisement
Example Advertisement with Persuasive Techniques
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Advertisement Checklist
An advertisement uses many persuasive techniques.
Use the checklist below to ensure your advertisement achieves its purpose.
Have I:
 Used a catchy headline or slogan?
 Described the product I am advertising?
 Listed the benefits of using the product?
 Told prospective customers where they may purchase the product?
 Included a call to action?
 Used any appeals?
 Used imperatives, eg. Get one now!
 Used persuasive language techniques, eg. repetition, exaggeration, generalisation
 Used effective
O Print
O White space
O Composition
O Colour
 Included an effective illustration?
 Used an effective layout?
O Headline/slogan
O Illustration
O Product description/body copy
O Call to action
O Producer and address
 Is my work free of grammatical errors/spelling mistakes?
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Analysis Matrix
Topic/Task to be analysed
Main parts / concepts /
ideas / opinions
Relevant & supporting information (gained through research,
surveys, experience, etc)
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Twomey, M.(2002)
Note to Teachers:
When analysing, students can also record their information on
other organisers.
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Annotated Bibliography: Planning Scaffold
Purpose:
An important part of your research should be an annotated appraisal of all the sources you have
used. This appraisal will be written in the form of an Annotated Bibliography.
To evaluate the worth of both print and non-print sources you should consider the following criteria, are
they:
Reliable
Relevant
Point of view
Accuracy
Authenticity
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Can I trust this information?
Can I trust the author or website?
Can I trust the way the information was collected?
Look at the publisher or endorsements are they reputable? Look at
the URL to identify any institution associated with they site, e.g.
Educational, commercial, government, or organisational?
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How does this source help you understand your investigation?
Can you read the text?
What are the graphics like?
How much detail is provided?
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What points of view are being presented in the evidence?
Does this source show unusual positions or information – bias?
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From other research you have done, are the details historically
accurate?
Are the spelling, grammar and dates accurate?
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Is the source providing first hand details of the time being studied?
Are all aspects of the topic covered?
Structure:
 Each source used requires entry in the Annotated Bibliography.
 Begin with the bibliographic details written in bold, see The “Write” Stuff.
 Use as many of the five criteria as possible to support the inclusion of your sources.
 Write a brief summary of the content and its application to your task.
 The annotated bibliography is attached to your essay after your bibliography.
 Standard Assignment Presentation criteria, see The “Write” Stuff, apply in relation to font and size,
ink colour, line spacing and alignment, headers and footers.
 Standard Communication Criteria apply; see Assignment Presentation The “Write” Stuff.
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Appendices Guidelines
One or more appendices can follow figures and continue the page numbering of the entire manuscript.
Each appendix should adhere to the following guidelines:
Heading
Three lines below the running head, type the word Appendix, centered but not
italicized. If more than one appendix is included, label each one with a letter
(Appendix A. Apprendix B)
Appendix Title
Two lines below the heading, type the title of the appendix, centered with
headline-style capitalization.
Text
Begin the text two lines below the appendix title; appended material is doublespaced.
Paging
Each appendix begins on a new page.
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Assignment Presentation Criteria
Criteria for Assignments in all Departments – to be included on task sheets.
Presentation
Criteria
Calibri, Arial, Times New Roman, Verdana
or Comic Sans font in size 12 or 14
Black ink only
Completed?
1.5 line spacing with minimum 2cm margin
Left align
Header (name, unit) and footer (page no) on
each page
Bibliography
Task sheet included at front
Title page stating
Teacher’s name
Student’s name
Unit code
Task name
Date due
Draft included at end with evidence of self
and peer editing
Communication
Criteria
Spelling – primarily error-free (no errors in
key terminology)
Acceptable?
Grammar – accurate in use of tense, use of
conjunctions and clear expression
Punctuation – accurate and appropriate
Sentence structure – varied, mature, logical
and relevant
Paragraphs – accurate PEEL structure
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Bibliography – Data Collection Sheet
Use with the Online Referencing Generator - Intranet/Student Resource Centre/Bibliography Help/Online Referencing Generator
BOOK – PRINTED
AUTHOR
Family name &
initial of first name
Example:
Ford J
YEAR
TITLE
of
Written in italics
publication,
use most
recent year
PUBLISHER
PLACE
of publication - city and
state
2012
Jacaranda
Mackay Qld
Mercy College is the best
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WEBSITE
Website, Organisation
Name of organisation
responsible for the material
on the site
Website with Author:
Family name & first name
Website without Author:
Leave this field blank
Example of:
Website, Organisation:
Department of
Transport and Main
Roads
Year
of posting
OR
Last
update
Title of article
Found immediately
above the text
Name of Sponsor
The organisation which owns the
whole website – usually found in a
banner at the top of the site
Date
accessed
Today
URL
Remember to include:
http:// & html
Young drivers
Queensland Government
25 July
2013
http://www.tmr.qld.gov.au/L
icensing/Learning-todrive/Young-drivers.html
See bottom of
Homepage,
use most
recent year
2013
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Bibliography Models
PRINT
IN-TEXT REFERENCING
BIBLIOGRAPHY
Book
One author
‘Lack of exercise is our...’ (Simpson 2007, p.27).
Paul Simpson (2007, p.27) states that ‘lack of …
Simpson, P 2007, The health report, Viking
Books, London.
Book
Two authors
It has been suggested that (Wills & Burke 2003, p.12)
Burke and Wills (2003, p.12) suggest that…
Wills, T & Burke, J 2003 Australian history,
Harper, Melbourne.
Book
Four plus authors
Australian Rules Football is not only...(Smith, et al. 2009, p.16)
Smith, J, Bono, T, Zarb, A & Refalo, J 2009,
Australian Sports, Penguin, Ringwood, Vic.
Book
No known author
‘Australia is blessed…’ (Wildlife of Australia, 1998, p9).
Wildlife of Australia (1998, p.9) maintains ‘Australia is blessed…’
Wildlife of Australia 1998, Conservation Society,
Brisbane.
Book
Editor/Compiler/Reviser
Allan Lamb had a very mixed tour and…’ (ed. Benaud 1987, p.16)
Benaud, R (ed.) 1987 Cricket yearbook 1987,
Methuen, Sydney.
Encyclopedia :
Multi volume
Author unknown
The League of Nations was doomed to failure’ (World book encyclopedia
1997, p.420).
‘League of Nations’ 1997, World book
encyclopedia, vol. 12, World Book, Chicago.
Encyclopedia:
Single volume / author
Couper (1999, p.32) states that ‘cosmic rays are not a kind of radiation.’
Couper, H 1999, ‘Unusual telescopes’, Space
encyclopedia, Dorling Kindersley, London.
Dictionary
The Macquarie dictionary (2005) defines the word ‘global’ as ‘…’.
Details of dictionaries are not usually included in
the Bibliography, just in the text.
Bible
Solomon’s proverbs from the Bible give good advice to children, saying
‘…’ (Proverbs 10:1-3).
Details of the Bible are not usually included in the
Bibliography, just in the text.
`It could be argued that the inclusion of Harry in our school curriculum
Journal or magazine article is…’ (Ferguson, 2003 p.25)
According to Ferguson (2003, p.25), inclusion of Harry in our school
Known author
curriculum is valid…
Teacher notes
Many beautiful fish are found in the Great Barrier Reef (Ford 2008, p. 4)
Ferguson, L 2003, ‘Does Harry have a justifiable
role in the school curriculum?’, Access, vol.17,
no.4. pp.24-25.
Ford, J 2008, Marine species, teacher notes,
Mercy College, Mackay, 4 May, p. 4.
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PRINT
IN-TEXT REFERENCING
BIBLIOGRAPHY
Newspaper article
Known author
‘Technology is a tool’ (Ferrari 2007, p.13)
Ferrari (2007, p.13), suggests that
technology is no more than …
Ferrari, J 2007, ‘No substitute for teachers’, Australian, 22 November, p.13.
Newspaper article
Editorial
Papua New Guinea is a country which is
now on the brink…’ (Courier Mail, 23 May
2002, editorial).
‘PNG today’ 2002, Courier Mail, 23 May, editorial.
ELECTRONIC
RESOURCES
IN-TEXT REFERENCING
BIBLIOGRAPHY
Website
Organisation as author
The Australian Bureau of Statistics (2009)
shows...
Australian Bureau of Statistics 2009, Australian Demographic Statistics, April
2009,
<http://abs.gov.au/ausstats/[email protected]/mf/3101.0.html/>.
Wikipedia article
Egypt is famous for its ancient civilization
(Wikipedia 2007)
‘Egypt’ 2007, Wikipedia, the free encyclopedia, Wikimedia Foundation,
viewed 22 November 2007,
<http://en.wikipedia.org/wiki/Egypt.html>.
Encyclopedia article
Known author
The world’s worst volcanic explosion was
at Krakatoa (Tilling 2002)
Tilling R 2002, ‘Volcano’, Microsoft encarta online encyclopedia,, Microsoft
Corporation, viewed 5 July 2005,
<http://encarta.msn.com.html>.
DVD
‘The most important space discovery this
decade has been… (Space 2004).
Space 2004, DVD Astrovisuals Australia, Vic.
Television program
‘This is going to be a very special show
tonight’ (Thank God you’re here 2007).
Thank God you’re here 2007, television program, Channel Ten, Sydney, 8
April.
Personal communication
Permission of the person
referred to is needed.
Mackay has many outstanding art deco
buildings (B Wright, 2008, personal
communication, 28 June).
Wright, B 2008, personal communication, 28 June.
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Bibliography - Online Referencing Generator – Procedure
1.
Create a Word or Pages document and give it this heading - Bibliography.
2
Access the Mercy College Intranet site
3.
Click on Student Resource Centre
4.
Click on Bibliography Help (left hand side)
5.
Click on Online Referencing Generator – a web page will open
6.
Click on the green box Middle School Bibliography - Let’s Begin>
7.
A page with 9 boxes will open identifying commonly used print or electronic resources; for example,
Book – printed. Notice the 5 choices you have.
8.
Select the one that suits your resource. The page that opens here is now the Bibliography Generator –
fill out/cut and paste the information specific to the resource from your Bibliography Data Collection Sheet.
Once all boxes are filled, press Create Citation
9.
The citation or bibliographic details for that resource now appear on the screen. Copy and paste this
into the Word/Pages document. Repeat this process for each resource; make sure to choose the correct
option.
10.
Lastly, arrange all citations in your Word/Pages document in alphabetical order by the first word –
ignore ‘the’, ‘a’ and ‘an’ at the start.
11.
The Bibliography is the last page of your assignment.
Use with the ‘WriteStuff’ Bibliography Data Collection Sheet:
http://intranet.mercy.mercymackay.qld.edu.au/resource_centre/bibliography_help/
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Bibliography Writing
When you write assignments, it is expected that you refer to other sources for information and supporting
argument to add credibility to your assignment.
Consequently, it is important to acknowledge all statements, ideas, opinions or data you used which came
from other sources, whether the work is directly quoted, paraphrased, or summarised. When doing this you
provide the reader with links to further information and avoid ‘plagiarism’ or cheating by presenting other
people’s work as your own.
Where to find reference details
Take the detail that you require from the Title Page and the reverse of the Title Page
Publisher
RIOT
Title
Peter Beere
Author
Scholastic
Publisher
Scholastic Children’s Books
Place of publication
7-9 Pratt Street, London, NW1 OAE, UK
Copyright symbol
Copyright© Peter Beere, 1994
Copyright date
The Harvard Referencing System is used by many Australian schools and universities. It is an authordate system, and is usually written in the following order:
Author, Date, Title of book, Publisher, Place published
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Bibliography Sample
Should be:
 Written in alphabetical order citation – ignore ‘the’, ‘a’ and ‘an’ at the start
 Double line spaced between entries
 Written on a separate sheet of paper with the heading Bibliography
 The last page of your assignment
 In-text citations should agree with the Bibliography
Looks like:
Bibliography
Australian Government 2007, ‘Grey nurse shark’ Marine species conservation, Department of the
Environment, Water, Heritage and the Arts, viewed 16 October 2008
<http://www.environment.gov.au/coasts/species/sharks/greynurse/index.html>
Couper, H 1999, ‘Unusual telescopes’, Space encyclopedia, Dorling Kindersley, London.
‘Egypt’ 2007, Wikipedia, the free encyclopedia, Wikimedia Foundation, viewed 22 November 2007,
<http://en.wikipedia.org/wiki/Egypt>.
Ferguson, L 2003, ‘Does Harry have a justifiable role in the school curriculum?’, Access, vol.17, no. 4. pp.
24-25.
Ferrari, J 2007, ‘No substitute for teachers’, Australian, 22 November, p. 13.
‘PNG today’ 2002, Courier Mail, 23 May, editorial.
Wildlife of Australia (1998), Conservation Society, Brisbane
In-text references (Quotes)
There are two types of in-text references (Quotes)
Direct quotes – written within single quotation marks – the exact words of the author, show the author,
date, page details; use sparingly, words are not included in word count.
Indirect quotes- using the author’s ideas, not the exact words, show author, date page details; preferred
option, words count in word limit.
Always refer to the author of the quote either by:
Author integrated into the main sentence: Ferrari J (2007 p. 13) warns ‘Teachers are beginning to find
they are being expected to provide…’.
Author not integrated into the main sentence: Teachers are increasingly required to… (Ferrari 2007,
p.13).
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Biography…..
 Is a narrative account of someone’s life
 Is factual and interesting
 It has an orientation (introduction), body of details and a resolution (conclusion)
 It contains the most interesting details of a person’s life
Contains the following generic structure:
FEATURE
Orientation
1st Paragraph
DESCRIPTION
Begin with a catchy opening
statement giving reasons for
the person’s fame. Includes
name, date of birth, place
born/lived/raised.
Body
2nd Paragraph
Details of the person’s early
life. Includes school;
household; family members
etc.
3rd Paragraph
Details of the person’s adult
life (job, marriage,
children/family, contribution
to community.
4th Paragraph
Any other significant details
about the person’s
life/achievements.
Re-orientation
(Conclusion)
5th Paragraph
Death; the reasons for fame;
the effect on the person’s life
on people today. How the
person has helped contribute
to the community.
EXAMPLE
Helen Keller was a famous American
who lived from 1888 to 1968. Even
though she was severely disabled,
she was able to overcome the
challenges that faced her. She
attended university and later became
a famous author and lecturer.
Helen Keller was born in the state of
Alabama, USA in 1880. When she
was nineteen months old, she became
very ill and as a result, she became
blind, deaf and unable to speak.
Under the instruction of her teacher,
she learned sign language and to read
Braille. She also learned to use a
special typewriter. By 1890 Helen
had learned to speak. Later she was
able to attend university.
After university she became an
author and wrote her autobiography,
The Story of My Life, which became
a best-seller. Later she needed to
make money to support herself, so
she conducted lecture tours, wrote
several books and made a movie
based on her life.
She was not just concerned with her
own circumstances; she also
supported other disabled people. She
gave talks to people about how they
could help themselves and her books
made others aware of the needs of
disabled people.
Helen Keller died in 1968. During
her life she showed amazing courage
by overcoming huge difficulties. Her
ability to face challenges is still a
great example to us all.
Some questions you might like to consider for your biography:
1.
2.
3.
4.
5.
In what ways was the life remarkable or
admirable?
What human qualities were most influential
in shaping the way this person lived and
influenced his or her times?
Which quality or trait proved most troubling
and difficult?
What quality or trait was most beneficial?
What are the two or three most important
lessons you or any other young perso9n might
learn from the way this person lived?
An older person or mentor is often very important in
shaping the lives of gifted people by providing
guidance and encouragement. To what extent was this
true of your person? Explain.
Many people act out of a “code” or a set of beliefs
which dictate choices. It may be religion or politics or
a personal philosophy. To what extent did your person
act by a code or act independently of any set of
beliefs? Were there times when the code was
challenged and impossible to follow?
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BOLTSS
There are six important elements of mapping that should be applied to any map. BOLTSS is
one way of remembering these elements.
BORDER
Draw a border to enclose your map
ORIENTATION
Don’t forget to include a North direction arrow
LEGEND OR KEY
Helps to identify specific information on the map
TITLE
What information does this map identify? Give your map a
title, inside the border.
SCALE
This can be written in the form of a linear (line) scale or ratio.
SOURCE
Acknowledge where you obtained the information that is
shown on the map.
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Compare and Contrast Key Words
Key words commonly used to express
comparison include:
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like, similar, as
same, in the same way, too
both, most important, have in common
the same as, similarly, as well as
Key works commonly used to express
contrast include:
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although, yet, whereas
however, but, while
differ, instead, unless
unlike, on the contrary, contrary to
even though, on the other hand, the reverse
Note:
When you compare one subject to another, you show how the two are alike, or similar
Example:
The dog, like the cat, is a household pet.
When you contrast two subjects, you show how they are different.
Example:
The dog, unlike the cat, is dependent on its master.
Sometimes, both comparison and contrast are used in the same sentence.
Example:
Both the dog and the cat make good household pets, but a dog requires more attention than a
cat.
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Compare and Contrast Model
Compare and contrast apples and bananas and explain which of the two you believe is
the better fruit.
We are fortunate that in Australia we have access to a huge range of fruit, year round. While
all fruit is beneficial to our health, two fruits with similar popularity today are the banana and
the apple. Each of these has its advantages and disadvantages; however, I believe the apple is
the better of these two fruits.
The banana is easily peeled. It is soft and can be eaten by those who have inadequate teeth
such as babies and the elderly. The apple is not so easy to peel since you need a knife or
vegetable peeler to achieve this. The apple also contains seeds which cannot be eaten while
the banana does not. On the other hand, one can eat the skin of the apple, but not the skin of
the banana.
The banana has a very strong flavour which some people do not like, but the apple’s flavour is
very mild. The texture of soft, mushy banana is also off-putting for some people whereas the
crisp, juicy flesh of the apple is refreshing and has a gentler aroma.
A banana is soft and easily squashed. Contrary to this, the apple is hard and robust. It takes a
lot of handling to bruise an apple. You can carry an apple around in a lunch box all day and it
will still look as good as new; however, have you seen a banana after a day in a lunch box?
You will find it is black, soft and strong-smelling. Apples will last in your fridge for many
weeks but bananas have a very short life.
The apple is hardy and long-lasting with a nutritious, edible skin. Chewing them is known to
be an excellent way of cleaning your teach. As the well-known saying goes, an apple a day
keeps the doctor away. Apples are better than bananas.
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Comparison Matrix
Items to be Compared
Characteristics
Item 1
Item 2
Item 3
Similarities and
Differences
1.
2.
3.
Summary of Findings
Presentation
(refer to generic models for Persuasive Essay,
General Essay or Oral Presentation)
Presentation format chosen: _________________________
Key Ideas:
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Diary Writing – Features

Is personal and informal

Is written regularly, often daily

Records the writer’s innermost thoughts and feelings

Can use very informal language and make reference to people and places readers may
know nothing of

Includes entries of varying length – some may be short and others quite long

Is sometimes published after the writer’s death

Can record the writer’s hopes, dreams and future plans

Tells us about the world in which the writer lives

May include notes and lists

Shows people thinking about things and working things out

May include lots of questions which show the writer thinking

Often contains incomplete sentences, showing the writer’s thought processes
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Electronic Templates and Tutorials
Go to:

Note taking
Google

Brochures and
You Tube
Pamphlets

Movie Maker
Web 2 Tools

Power Point
Read Write Think http://www.readwritethink.org/

Keynote

Surveys

And other
Education World http://www.educationworld.com/
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Essay: Guided Writing
1. In the left hand column write notes about what is you want to say in each part of your
essay.
2. Now put these ideas into sentences and paragraphs in the right hand column. Remember
to use correct paragraph structure.
3. Write the good copy.
Introduction




Body
Paragraph 1 Topic:




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Paragraph 2
Topic:




Paragraph 3
Topic:




Conclusion
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Essay : Introduction & Conclusion
Introduction:
Attention Grabber. Draw your reader in and make them interested in
your argument. A quote or statistics are useful ways to start.
Linking sentence: Links your quote or statistics to the topic of your
essay.
Sentence stating your thesis/proposal of the essay ie: what you are
proving.
Outline how you will be proving your thesis. A brief overview of main
concepts covered in each paragraph.
Conclusion:
Sentence restating your thesis (what you have proved).
How have you proved your thesis/proposal ie: what were your maid
ideas.
Stinger Sentence. This concluding statement should be an echo or
mirror of the attention grabber you used to start your essay. If you open
with a quote, close with a quote. It should be strong and bring your
essay the full circle.
is your opportunity to wrap up your essay in a tidy package and bring it
home for your reader. It is a good idea to recap on what you said in
your thesis statement in order to suggest to your reader that you have
accomplished what you set out to do. Do not simply restate your thesis
statement in your final paragraph. Having read your essay, you should
understand this main thought with a fresh and deeper understanding,
and your conclusion should reflect what you have learned. The
conclusion should contain a definite, positive statement (stinger
sentence) or a call to action, but that statement needs to be based on
what you have provided in the essay.
Remember the conclusion is no place to bring up new ideas. If a
brilliant idea tries to sneak into your final paragraph, pluck it out and let
it have its own paragraph earlier in the essay. If it doesn't fit the
structure or argument of the essay, then leave it out altogether. The last
thing you want in your conclusion is an excuse for the reader’s mind to
go wandering off into some new field. Allowing a friend to reread your
essay before you hand it in is one way to check this impulse before it
ruins your good intentions and hard work.
Capital Community College Foundation
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Essay: Made Easy
1.
Your essay’s introduction needs to show that:
you understand the topic
you have and opinion about how the topic relates to the text (novel, film etc). Do
you agree or disagree? State your contention
you can back up your opinion with evidence (mention the ‘main’ areas/ideas but
don’t give details here).
2.
The body paragraphs in your essay need to be structured in the following way to
ensure your discussion of the essay topic is thorough and effective. Each of the
body paragraphs need to include a:
P = Point.
Your topic sentence must contain a major point in your argument/discussion, this
tells the reader what the paragraph is going to be about.
E = Explanation
This is where you show your understanding by explaining in more detail what
your main point is about and how it relates to the essay topic.
E = Evidence/Example
The point you make needs to be supported by evidence from the text. You can
show your understanding by discussing relevant parts of the text. Direct quotes are
best here. Evidence should be the bulk of your paragraph.
L = Link
In the last sentence try to sum up the paragraph linking it to the topic and then
providing a Link to the next main point (linking sentence).
3.
In the conclusion to your essay you need to :
summarise your main points (without introducing new evidence)
restate your opinion on the topic (contention)
reach a conclusion with a final comment or pertinent quote.
Note: Try not to refer to yourself or the essay itself unless absolutely necessary. An essay is a
formal text so try and imagine you are writing as a learned authority on the topic. After all
you are an expert on the text and have a valid opinion!
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Essay – Paragraph Models HPE and Science
HPE Model
Australia’s number one killer is heart disease, which can easily be prevented by exercising.
More than 1.6 billion people in the world are either overweight or obese and Australia has one
of the highest rates of obesity. Exercise not only reduces your risk for health problems and
several diseases, but it also has an effect on overall appearance. It’s proven that exercising
can improve self-esteem and confidence.
Exercising has numerous benefits and it can even be fun. It’s important you exercise so that
you can live a healthier, longer, and happier life.
Science Model
Elephants have a muscular and skeletal system to assist them in movement. They need to be
able to move in order to find food, water, a partner (for reproduction) and to move away from
predators and danger. The skeletal system provides the framework for supporting the elephant
and holding it upright. The bone tissue and cells (see Figure one below) have to be strong
since elephants are heavy. The muscular system helps to move the framework through
contraction and expansion of muscle tissue. Muscle tissues are shaped to accommodate this
movement and are shown in Figure two below. Elephants need muscles and bones to move.
Figure 1: bone tissue
Figure 2: muscle cells
Muscle cell
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Essay: PEEL Body Paragraphs
Body Paragraph 1
Point sentence
Identify for the reader supporting your first point (argument)
(refer to your introduction
Explain
Explain your point further
Examples
Provide evidence or specific examples to support your main idea
Links
Sentence which links to your point to your essay’s thesis and to your
next supporting point (argument)
Body Paragraph 2:
Point sentence
Identify for the reader exactly what you will be proving in this
paragraph
Explain
Explaining sentence.
Examples
Provide examples to support your main idea. Draw mainly from
primary source material. Make sure you include at least one in-text
reference.
Links
Sentence which links your main idea to your essay’s thesis
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Body Paragraph 3:
Point sentence
Identify for the reader exactly what you will be proving in this
paragraph.
Explain
Explaining sentence.
Examples
Provide examples to support your main idea. Draw mainly from
primary source material. Make sure you include at least one in-text
reference.
Links
Sentence which links your main idea to your essay’s thesis.
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Essay: Scaffold
Always write topic in full at the top of your page, before you begin your essay
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Introduction
(restate and respond to the topic with your contention, briefly introduce the text/author and
the key points of your argument/discussion)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Body
Paragraph 1 (Point > Explanation > Evidence/Example)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Link to the topic and then to the next paragraph
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Link to the topic and then to the next paragraph
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Link back to the topic
___________________________________________________________________________
___________________________________________________________________________
Conclusion (Restate your contention, summarise your main points, link to topic and reach a
conclusion)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Essay: Thesis Statement Tips
What is a thesis
statement?
What makes a
strong thesis
statement?
Where does the
thesis statement
go?
Tips for
writing/drafting
thesis statements
The thesis statement is the sentence that states the main idea of a
written assignment and helps control the ideas within the paper. It is
not merely a topic. It often reflects an opinion or judgement that a
writer has made about a reading or personal experience. For instance:
Tocqueville believed that the domestic role most women held in
America was the role that gave them the most power, an idea that
many would hotly dispute today.

A strong thesis statement gives direction to the paper and
limits what you need to write about. It also functions to inform
your readers of what you will discuss in the body of the paper.
All paragraphs of the essay should explain, support, or argue
with your thesis.
 A strong thesis statement requires proof; it is not merely a
statement of fact. You should support your thesis statement
with detailed supporting evidence will interest your readers
and motivate them to continue reading the paper.
 Sometimes it is useful to mention your supporting points in
your thesis. An example of this could be: John Updike’s Trust
Me is a valuable novel for a college syllabus because it allows
the reader to become familiar with his writing and provides
themes that are easily connected to other works. In the body of
your paper, you could write a paragraph or two about each
supporting idea. If you write a thesis statement like this it will
often help you to keep control of your ideas.
A good practice is to put the thesis statement at the end of your
introduction so you can use it to lead into the body of your paper. This
allows you, as the writer, to lead up to the thesis statement instead of
diving directly into the topic. If you place the thesis statement at the
beginning, your reader may forget or be confused about the main idea
by the time he/she reaches the end of the introduction. Remember, a
good introduction conceptualizes and anticipates the thesis statement.



Know the topic. The topic should be something you know or
can learn about. It is difficult to write a thesis statement, let
alone a paper, on a topic that you know nothing about.
Reflection on personal experience and/or researching will help
you know more information about your topic.
Limit your topic. Based on what you know and the required
length of your final paper, limit your topic to a specific area. A
broad scope will generally require a longer paper, while a
narrow scope will be sufficiently proven by a shorter paper.
Brainstorm. If you are having trouble beginning your paper or
writing your thesis, take a piece of paper and write down
everything that comes to mind about your topic. Did you
discover any new ideas or connections? Can you separate any
of the things you jotted down into categories? Do you notice
any themes? Think about using ideas generated during this
process to shape your thesis statement and your paper.
Gustavus Adolphus College, 2013
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Evaluation Matrix
Item / Situation / Issue to be Evaluated
Criteria
Issues/information relating
to criteria
Evaluation
1.
2.
3.
Summary of Findings
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Feature Article Checklist
Have you:
 Written a catchy/attention grabbing headline and sub-heading?
 Written specifically for your audience and purpose.
 Made it clear and narrowed down your feature article topic?
 Used persuasive writing techniques such as emotional appeals,
repetition, alliteration, anecdotes, statistics, tone, and adjectives to
position your audience to believe your point of view?
 Used evidence from news or articles/ sources/ experts to support
your point of view
 Addressed the components of an extraordinary person through
moral/ethical examples?
 Made your paragraphs short, succinct and clear? (PEEL)
 Used sophisticated language in order to create a tone/ ‘voice’ for
your feature article? (which will help establish that relationship
between author and reader)
 Used colourful/figurative language and varied your sentence
length? (phrases/clauses)
 Taken a clear point of view or line of argument on your particular
issue or idea?
 Been cohesive in your arguments to ensure your feature article
flows?
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Overall does the text Grammar vocabulary punctuation and spelling
achieve its purpose?
Genre and structure of the text
Is the draft in the correct format/generic structure for a feature article?
Opinionative writing – taking a clear point of view or line of argument and established
this in choice of headline, byline, tear outs etc
Catchy headline,
by-line
tear-out,
columns
audience-specific language choice,
clear intention to address several aspects of chosen character controversy,
used evidence (quotes and examples from play) to support your point of view using
persuasive writing techniques to do this
short, succinct paragraphs
sophisticated language in order to create a voice – establishes relationship between
reader and author
Has the word limit been respected?
Is the subject matter relevant to the task?
Is there a clear understanding of the roles & relationships:
Are you authoritative in the voice you create as the author of this piece.
Do you sound like you know what you are talking about and that you want your
audience to think the same way you do ….
Have you established a relationship with the reader?
Have you told the reader why the issue/topic is important to them?
Has a grammatically accurate structure been used and maintained which is appropriate
for a feature article?
Use of sophisticated sentence types (compound and complex sentences, compoundcomplex sentences,
Does each sentence contribute towards advancing your argument/point of view rather
than repeat the same points over and over
Correct reference and lead-ins to quotes used.
Author prominent/information prominent referencing
Including direct quotes as part of the argument rather than leaving them hang with no
explanation as to their purpose in the paragraph
Has cohesion been achieved through the use of cohesive devices and connectors so that
the text is a fluid piece of writing?
Are ideas connected to each other in a logical, cohesive way
Do your main ideas flow logically or are they all over the place?
Is the vocabulary chosen apt for the purpose?
Use of colourful/figurative/interesting language – avoid repetition of words – think of
other ways of saying things rather than repetitive phrasing and sequencing of sentence
components
Are spelling and punctuation used effectively to help achieve the purpose of the piece
of writing?
Does your overall piece read like a feature article that is designed to provide a point of
view on a controversial aspect of the issue/topic?
Does your choice of topic and therefore main arguments allow you to show how well
you can control the features of a feature article that is designed to persuade or have you
chosen a relatively simple, uncomplicated issue that does not allow you to show depth
of understanding or synthesis of the intricacies and peculiarities of the issue/topic?
Is the text one that provides insight to issue/topic/person … quotes?
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OK
Aspect of the Draft
Getting
there
Not Good
Feature Article - Check Sheet
Feature Article – How to Write
A Feature Article
Purpose – The
Mission of a Feature
Article
Informs, Entertains & Persuades.
Feature articles are detailed pieces of writing which explore a range
of issues, opinions, experiences and ideas. The purpose of a feature
article will vary depending on the media it is meant for. Feature
articles should appeal to the particular audience the article is
targeting. For example if a magazine was targeted at middle aged
women, then the articles, advertising and pictures within that
magazine would reflect their interest in lifestyle, career, money,
health and relationships.

Types of Feature
Articles Include:










Steps To Writing A
Feature Article
Structure
Title & Headline






“Feature articles are not just dry facts, they provide story and
information from a unique angle.”
Analysis and opinion on current issues.
Profiles of, or interviews with well known-people.
Humorous reflections.
Personal experience or anecdotes.
Online articles (Squidoo!).
Background information on local, national or international
events.
Magazine articles.
Human interest stories.
Newspaper articles.
Background information and personal opinion on your
interests
Brainstorm ideas
What's the purpose?
Research the topic
Grab the reader's attention
Keep that attention
Leave an impression
Like any form of writing a feature article follows a standard
structure. While it may vary depending on
your topic, a feature article should always include a headline,
introduction, the main body and a concluding paragraph.
The headline performs two important functions. An effective
headline:
 Grabs the reader's attention and persuades them to read the
article
 Highlights the main idea of the article.
 Includes keywords (for online articles).
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Introduction
The first paragraph outlines the subject or theme of the article, it may
also:
 Provoke the reader's interest by making an unusual statement.
 Provide any necessary background information.
 Invite the reader to take sides by making a controversial
statement.
 Heighten the drama of an event or incident to intensify its
appeal.
 Establish the writer's tone
 Create a relationship between the writer and the reader.
Details (The Main
Article)
The middle section consists of a number of paragraphs that expand
the main topic of the article into subtopics. The usual components
are:
 Subheadings.
 Facts and statistics which support the writer's opinion.
 Personal viewpoints.
 Opinions from authorities and experts.
 Quotes and interviews.
 Anecdotes and stories.
 Specific names, places and dates.
 Photographs, tables, diagrams and graphs.
Conclusion
The concluding paragraph should leave a lasting impression by:
 Reminding the reader of the article's main idea
 Suggesting an appropriate course of action.
 Encouraging a change of attitude or opinion.


A personal tone is created through the use of informal,
colloquial (slang) and first person narrative.
Relevant jargon adds authenticity to the information and
opinions.
Anecdotes help to maintain reader interest.
Facts validate the writer's viewpoints.
In humorous articles, exaggeration and generalisation are
used to heighten humour.
Rhetorical questions help to involve the reader.
Emotive words are used to evoke a personal response in the
reader.
Effective use of imagery and description engage the reader's
imagination.
The use of direct quotes personalises the topic.





Research & inform.
Write well
Entertain
Be Authoritative
Be insightful

Language of Feature
Articles






Don't Forget
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Feature Article – Write Your Own
Find your story
Look for not only what interests you, but what people are
talking about.
Pay attention to the news. Sometimes feature articles come
from looking at a news article and asking why that incident
occurred.
Is there something happening in your community that
might be of interest to the country or the world?
Learn more about your story
Gather information from interview sources and previously
Proper research will provide the published material.
meat for your story.
Decide on what type of feature
you want to write
There are many kinds, from
personality profile to the how-to
feature.
Organise your feature article by
thinking of it as a three-act play
Think about the best style for a
feature article
Often this is determined by the
subject and the type of feature
You might want to find out what people are thinking about
what’s in the news for a news feature or put a human touch
on an historical event.
The primary objective of an informational feature is
educating the reader.
The most common type of feature writing is the human
.interest story that tugs on heartstrings by recounting how
someone overcomes insurmountable odds.
The first act is the introduction, in which the freelance
writer introduces the subject while capturing the reader’s
interest.
The second act of feature writing is the body, which
provides the information in an interesting, logical manner.
This is where you’ll often see quotes.
The last act of your feature is the conclusion, in which you
pull everything together.
Consider whether the feature comes across as chatty or
literary, humorous or serious. Match the style to the tone
of the subject.
Add details to keep a feature
article interesting
Freelance writers use anecdotes, descriptive writing,
figures of speech, facts, comparison vs. contract, and even
shifts in time (flashback and foreshadowing) to keep a
reader reading.
Create titles that not only add
interest to a piece, but
communicate what a story is
about
Feature writing often includes subheadings. Three is and
average number of sections with subheadings. Use too
many and you’ll lose the interest of reader and editor,
alike.
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Five Step Drafting Process
For any written assignment, your teacher should be able
to see that you have completed each of the five steps
below.
Teacher conferencing and feedback occurs throughout this process, annotations evident on student work.
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How to Structure a Paragraph
P
Point (make your point simply)
E
Explain (expand your point in further detail)
E
Evidence (give an example)
L
Link (to your initial point)
Topic: Books are better than television. Here, the writer is arguing for:
Most TV shows watched by young people have little benefit or educational
value. Popular TV shows are light entertainment and they do not develop any
literacy skills or knowledge about the world that might be helpful for a young
person’s future. The most popular TV shows for teenagers are reality shows like
‘The Biggest Loser’ and ‘Big Brother’, or sit-coms like ‘Two and a Half Men’.
As a result, these TV shows are not as beneficial or valuable as reading books.
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Internet Sources A Quick Guide – How to Evaluate Them
Use this comparison chart when viewing and evaluating electronic sources:
Authority
Does the information have an author?
Any author qualifications or background
provided?
Look at the URL to identify any institution
associated with the site, e.g. educational,
commercial, government, or organisational
Source 1
Source 2
Source 3
Is it a personal web site, is the site biased, are the
links worthwhile?
Currency
Has the author dated the article?
Updates provided?
Are the hyperlinks still connected?
Coverage
All aspects of the topic covered?
How much detail provided?
Presentation
Is the information supported by text, images,
graphs etc.?
Can you read the text?
What are the graphics like?
Is there advertising in the sidebars? Is it suitable?
Accuracy
How reliable is the information?
Can it be supported by other sources?
Is the spelling and grammar accurate?
Purpose
Who is the intended audience?
What is the intended purpose?
Are there are any biases or opinions indicated by
the author?
Ease of Use
Is the site easy to use?
Are the links appropriate?
How accessible is the site?
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Narrative – Peer Checklist
Student’s Name:…………………………... Name of Peer:…………………..………
DOES MY STORY HAVE…..
YES NO COMMENTS
an exciting orientation?
a clear complication (problem)?
a build up of events that create
tension? (that may use short sentences
or character dialogue)
an exciting climax?
a resolution or twist?
limited characters?
ONE clear setting? (the story starts &
ends in the same setting)
engaging / entertaining material?
consistently matching vocabulary with
narrative voice? (person)
consistently matching tense?
logical development and cohesion?
(there are no big jumps/gaps in the
story)
control over punctuation? (especially
for direct speech)
control over spelling?
a wide range of sentence structures?
lots of descriptive language
techniques? (similes, metaphors,
personification, alliteration, repetition,
onomatopoeia etc
a relevant relation to the stimulus
provided?
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Narrative – Short Story
1. Orientation
In this paragraph the narrator tells the audience who is in the story, when
it is happening, where it is happening and what is going on.
2. Complication
This is the part of the story where the narrator tells about something that
will begin a chain of events. These events will affect one or more of the
characters. The complication is the trigger.
3. Sequence of
events
This is where the narrator tells how the characters react to the
complication. It includes their feelings and what they do. The events
can be told in chronological order (the order in which they happen) or
with flashbacks. The audience is given the narrator’s point of view.
4. Resolution
In this part of the narrative the complication is sorted out or the problem
is solved.
5. Coda (Message) The narrator includes a coda if there is a moral or message to be learned
from the story.
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Narrative - Structure
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Newspaper Report - Model
Local marine tells his story of struggle, perseverance
Thursday, Nov. 18, 2010 by John Geddie
Rob Jones is no stranger to having his nerves tested.
Rob Jones, a Marine Corps Corporal who lost both his legs while serving in Afghanistan, gets a
standing ovation at the conclusion of the Loudoun Valley High School Veterans Day program Nov. 11.
Jones told his story as the guest speaker. – Times Mirror Staff
Photo/ Beverly Denny
A Marine Corps Corporal, Jones served a
tour in Iraq before volunteering to serve in
Afghanistan with the 3/7 K Co. engineers as
a sweeper for explosives. In July, while
clearing a path for explosives near the
Helmand River, Jones was struck by an
improvised explosive device, resulting in the
loss of both of his legs. Sweeping for mines,
Jones said, never swayed him. Speaking in
front of hundreds of people, however, is
another matter.
Serving as a guest speaker at the Loudoun
Valley high School Veteran’s Day program
on Nov. 11, Jones’ speech, which was bookended with standing ovations from the
packed audience in the school’s auditorium,
began with a note of humour.
“I was commenting earlier to my girlfriend and
my family, that I would usually walk up to an
IED and show no fear,” Jones said. “But I got a
little nervous when I came to speak in front of a
bunch of people.”
Jones, who graduated from Loudoun Valley in
2003 before attending Virginia Tech, went on
to describe the circumstances surrounding his
injury – how when he work up, discovering that
his left leg had been lost at the knee and his
right leg above the knee, he knew his life was
forever altered.
“My story could have ended there in that blast
crater,” Jones said. “Believe it or not, my first
thought when waking up wasn’t about dying;
somehow I knew I would survive. Instead, I
pictured the rest of my life without legs and
realised I’d have to give up some of the plans
I’d made.”
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Jones, who now stands tall with prosthetics
attached to both of his legs, said that
throughout his ordeal, he has maintained a
positive attitude. “The most common
reaction I get from people who visit me is
disbelief that I can maintain such a positive
outlook,” Jones said.
Before the close of his speech, Jones said it was
necessary to recognize another group of people
on Veterans Day. The people who have
dedicated their lives to helping veterans like
Jones get back on his feet, including physical
therapists, prosthetists and members of
charities dedicated to wounded veterans.
“It isn’t because I possess anything that
anybody doesn’t have, not is it because I
have the will of a superhero. My positive
outlook comes from the very people that
are impressed by it. Every visitor I get gives
me a little more strength and a little more
hope.”
“Even with all of this support, sometimes it still
gets hard,” Jones said. “In those times, I have
to remind myself that although I am down, I am
not out.
“Up until now, I never would’ve believed that I
could inspire anyone, but it amazes me more
than anything that I have been able to do that
to so many people.”
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Newspaper Report - Structure
The purpose is to inform the public of events.
The structure of the newspaper report takes the following format:
Most important details
HEADLINE
(title of story)
SUMMARY LEAD
(Most important information)
2nd most important information
3rd most important information
Etc.
Least important details
Ramsay, M.A. (2005)
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Oral Presentation
PREPARATION
Introduction
Attention grabber
Identify topic
Give personal viewpoint
Do not say:
‘Today I am giving a talk on …”
“Sorry I am nervous and could make mistakes”.
Do not:
Tell a joke, unless you are good at it.
Promise to discuss something that you do not
mention again in your work.
Attention grabber can be in the form of a rhetorical question or a humorous story.
Style should be relaxed and natural. Your introduction should be short with one
sentence on the topic to be talked about.
The final sentence of the introduction should be your view on the topic. It might begin
with “I believe…”
Body
Get audience involved
Organize main points
Personalize speech
Use vivid language – “hear, feel, see, smell”
PRESENTATION
Conclusion
Cue audience that you will be winding up
Summarize main points (don’t go on for too long)
Leave a lasting impression
Communication
 Use eyes effectively. Be sure to have good eye-contact (select about five points
or faces on which to focus)
 Use hand gestures – don’t overdo it. Practising will improve the skill
 Gesture towards your images and ensure your expression draws audience to
them
 Vary the pitch, tone and pace of your voice
 Be enthusiastic
 Include an interesting visual aid to attract the audience’s attention away from
the speaker
 Begin by looking just over the heads of the audience
 Overcoming Stage Fright
 Prepare well
 Have your speech well organised
 Practise your speech with equipment
 Use palm cards with dot points and notes on the lectern
 Remember before preparing your speech
 Be aware of the age and background of your audience
 Check out your venue / classroom beforehand
 Organise any resources needed eg. OHP, data projector, etc
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Poster
A successful chart will achieve the
purpose and be directed at a
particular audience.
Use large lettering
Have an attractive and polished finish
Basic elements of a chart are:
Main heading
Should be brief, to the point and designed to capture interest
Visuals
Are the focal point of the chart
Are always labelled
Text
Should be written in dot points and be able to be read
through systematically
Should be placed near the relevant visual
Font size should be at least 18 point
Punctuation is not used at the end of dot points
Sources
All images must include attribution to the original source.
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Procedural Writing
An introductory
statement giving the
aim or goal


This may be the title of the text.
This may be an introductory paragraph
Materials needed for
completing the
procedure can be
written as



A list
A paragraph
This step may be left out in some procedures




Numbers used to mark the steps of the procedure
The order is usually important
Words such as now, next and after this can be used
The steps usually begin with a command such as add, stir,
or push
Technical language is used
Adverbs are used to tell how an action should be done such
as : shake vigorously, fold gently
A sequence of steps in
the correct order


MODEL
How to Cross the
Road




Look to the right
Look to the left
Look to the right again
If all is clear, cross the road
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Proof Reading Key for Written Work
The following key explains the symbols teachers use to bring written errors to your attention.
You should know automatically to check spelling, punctuation, sentence structure, tense,
paragraphing etc before presenting your work for marking.
S
spelling error(s)
P
punctuation error(s)
SS
Sentence structure is incorrect
Read it aloud and listen.
Do you need to use a conjunction to join the
ideas?
Do you need to divide it into two separate
sentences?
NP
new paragraph
I
include more information
T
not consistent with tense (stay in either past,
present or future)
Exp
expression incorrect or clumsy
W
inappropriate or ineffective word use
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Research Journal: Planning Scaffold
Purpose:
Used to record the experiences you have had in the process of meeting your assignment criteria.
The journal is a daily record of all your experiences, thoughts and actions relevant to your
task from the day you received it to the day you hand it in. It must include entries for these
experiences at school and away from school.
Each entry should be brief, no longer than one paragraph, and written in the first person, past
tense.
Entries are arranged in date order with the date as the paragraph header, place one line space
between the date and the entry.
The journal is headed Research Journal.
Standard Assignment Presentation criteria, see The “Write” Stuff, apply in relation to font and
size, ink colour, line spacing and alignment, headers and footers.
Standard Communication Criteria apply see Assignment Presentation - The “Write” Stuff.
The journal is attached to the end of the assignment.
SAMPLE:
Tuesday 18/08/09
Received task from Mrs Langford and slowly went through with the class exactly what the
task was asking us to do. Began thinking about what to do my assignment on. Began
thinking about my hypothesis.
Wednesday 19/08/09
Today Mrs Langford went through with the level 7’s how our assignment was different...
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Research Rationale: Planning Scaffold
Purpose:
A rationale explains the origins of your topic and, if requested, your proposal. It explains the
thinking behind your choices and indicates the depth to which you have completed initial
literature search.
The rationale should cover the following topics:
Interest
What is it about this topic that interests you?
Inquiry
How does this topic relate to the unit you are studying?
Choice
Why is the topic a good choice for this task? Do you have enough
background information to be able to investigate independently in this
area?
Sources
Have you ensured you will have a variety of relevant sources to
support this topic?
Structure:
The rationale can be presented in sentence form, in point form notes or as a visual research
web.
If written, write the rationale in bold above the explanation.
Standard Assignment Presentation criteria, see The “Write” Stuff, apply in relation to Font
and size, Ink colour, Line spacing and alignment, Headers and footers,
Standard Communication Criteria apply; see Assignment Presentation The “Write” Stuff.
Model Response:
The Nazi youth were a product of Hitler’s ideal for a “superior” race.
I’ve chosen the Nazi Youth and the German League of Girls to base my essay on because this
is something that interests me and is related to our topic on World War 2. I’m interested in
this topic because I find I can relate to the issues being a youth myself. I find it intriguing
how Hitler tried to create perfect youth who would grow up to be what he thought was an
ideal race. It will also be captivating to learn more about how Hitler moulded young
German’s lives and how his influence shaped their personalities and their future. I have
scanned the library and internet sources and there is enough information to support this
investigation
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Science Practical Report
Title
The title should reflect what the Practical experiment is about.
Date
This should be written under the title on the top of the page.
Aim
The aim is a short statement which explains what you are trying to find out.
Hypothesis
This is a prediction of what should happen. It is written in the following form.
It is expected that……. (fill in for practical).
Materials
All chemicals and / or equipment are to be listed.
Method
Results
This is a set of instructions that explain what you doing including safety and
ethical considerations.
It is written in third person and past tense in numbered steps.
1. All safety material was collected.
2. ……
3. ..… etc
It should clearly state what you did so that someone can copy your steps and
end up with your results.
This is about what happened, your data. It is a summary of your observations
(remember all your senses). It can include tables, graphs, pictures (from your
webcam, the internet or hand drawn), measurements and notes. It is a record of
what happened.
Discussion
Analysis:
This is where you analyze your actual results (primary data) and link this to
secondary data (class or research notes). You DO NOT simply restate what
happened. You must explain what your results tell you.
Evaluation:
This is where you reflect on your experiment; the method chosen, the accuracy
of the data collected the validity of your secondary data and make
recommendations for improvements to the experiment.
Conclusion
This is a concise summary of what happened that ties into your Aim and
Hypothesis (two to three sentences only).
The aim of the experiment was …..
This (was/was not) achieved because…..
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Survey Procedure
Plan
Set the goals of the survey
What is it you want your survey information to provide?
How will the data be gathered?
Sample
Define the population to be studied
Who will the survey target?
What ages, groups should be considered?
The target group should be a representative sample of the population eg. school
Design
Decide what questions will be asked
Questions must be:
Clear to the person and easy to understand
Not be embarrassing or an invasion of privacy
In a logical order
Simple and confined to specific topic
Language must be as simple as possible
Keep the survey as short as possible
Field
Work
Conduct survey
Record responses in a tabular form (frequently table)
Use tally marks
Ensure checks are made to avoid errors and inconsistencies
Analyse
Analyse the results
Check completed surveys are filled in appropriately
Count and record responses
Summarise results and draw conclusions
Data should be represented in tabular and graphical form
Data needs to be summarised in terms of measures of location and spread
Address your focus question (Goals of the survey)
Written conclusions for your questions should be supported by your numerical
data
Present
Refer to task sheet to present your results in the appropriate format. This could
be written as Power Point or written format.
Hint
Always conduct a pilot survey to test your survey
Alterations can then be made before your survey design is finalised
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“Unwritten” Rules of Academic Writing
1.
Write as you speak. Keep your words formal.
2.
Avoid repeating the same words and phrases
closely together.
3.
Steer clear of waffle and unnecessary use of
complex or too many words.
4.
Choose specific but sophisticated words
5.
Be accurate, eg. “It is a well known fact that
Aboriginal health is far worse, with high
mortality and morbidity rates”.
6.
Avoid slang, overstatements and emotive
expression.
7.
Avoid euphemisms and tautologies.
8.
Avoid point form in formal writing.
9.
Avoid the use of good, bad, got, get, nice,
thing, stuff, then and other non specific words.
Problems:
 Is it a well known fact?
 “far worse that what/whom?”
 Be specific. How high are the
mortality and morbidity rates and
what are they?
Slang - rad, cool
Overstatements - “The paper is
fabulous”
Emotive - good, bad, great, nice
 Euphemisms – mild and vague
phrases substituted for direct
words eg,. Friendly fire – killing
your soldiers by mistake
 Tautology – repeating something
you have already said in the same
sentence eg. To revert back; the
three triplets; each and every one.
10. All numbers under 10 are written as words.
11. When giving an example, write it as follows:
There are many activities to keep you occupied
at lunch time; for example, you can play touch
football on the oval.
12. Don’t use abbreviations.
13. Don’t use text message language.
14. Write titles of books, newspapers, magazine or
films inside single inverted commas,
‘Starwars’, ‘The Daily Mercury’.
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Written Report
Report Structure
Title Page
Title of Task, Unit, Your Name, Due Date, Teacher’s Name. May
include a picture that relates to the topic
Contents Page
Identify headings used in report
Page Numbers
Introduction
A paragraph that introduces the report
A brief statement about what your report has covered
Sub Heading 1
Sub Heading 2
Sub Heading 3
Sub Heading 4
Sub Heading 5 etc
Conclusion
A paragraph that reviews the main points made throughout the report.
Don’t repeat yourself but reflect on what has been said.
Appendices
(For further detail see Appendices Guidelines)
Bibliography
H
I
N
T
S
List additional resources used.
Each section within a report has its own page.
A report is a very formal piece of writing and irrelevant pictures
should not be included in the report.
The only pictures that may be included should relate specifically to
and be mentioned in the information within the body of the report, eg.
diagrams, graphs, maps etc. Ensure that you discuss any visuals that
you include in the body of your report.
Any pictures used should include a caption and all graphs, maps,
diagrams should be referenced – include the source.
No personal pronouns, for example, do not write sentences that
contain ‘I’, ‘me’, ‘my’, etc. Try to write formal sentences that use
formal language.
62 of 65
Model response:
Australian War Memorial. Australian Federal Government. 2009. March – May.
http://www.awm.gov.au/
The most resourceful and relevant internet site providing a massive collection of primary
source war material. The site is dedicated to putting together documents, pictures, etc. to
allow people to gather information to research soldiers from the wars. It was used frequently
and was the first step in gathering information about the missing World War One soldiers.
All the information is authentic and the site reliable and trustworthy. Being a Government
funded project its only purpose is to provide further information on Australians in war and
create an easy access site for this to be obtained. It is monitored, funded and supported by the
Federal Government and therefore will continue to be a source that can be added to and
expanded over the years.
The site contains actual records from the period which therefore contain the normal human
bias in their writings. These perspectives are useful and valuable though because they help
create a picture of society and what people were thinking, feeling and doing in World War 1.
“Light Horse Discussion”. 2002. March – May. www.lighthorse.org.au/forum
Not a very reliable site as it was an internet forum and open to anyone and anybody’s opinion.
However, it was a useful site for obtaining an overview of the Light Horse Brigade. Mostly it
was personal reflections and conversation between relatives or historians regarding different
topics.
63 of 65
The “Write Stuff” document has been developed from a range of publications and sources.
The following bibliography reflects the major sources used to develop this document.
Bibliography
Anderson, M and Anderson, K. (1997) Text Types in English 1. Macmillan Education
Australia, Melbourne, Vic.
Anderson, M and Anderson, K. (1997) Text Types in English 2. Macmillan Education
Australia, Melbourne, Vic.
Andrews, L and Young, J (1998) English Interactions 1. Macmillan Education Australia,
Melbourne, Vic.
Ash, M., Buchanan, J., Lofts, G. and Evergreen, M. J. (1999) Jacaranda Science 1. John
Wiley and Sons, Milton, Qld.
Barnett, J. (2001) Student Guide for Assignment Preparation and Presentation , St Patrick’s
College, Mackay Qld
Brown, K. (2000) English Workbook Year 10, Pascal Press, Glebe NSW
Capital Community College, 2013 Students, Capital Community College, Connecticut USA,
accessed 3 December 2013, <http://www.ccc.commnet.edu/>.
Geldard, J. and McGarry, J (2000) Guide to Resource Centre and Research / Assignment
Skills, Kenmore State High School, Kenmore, Qld.
Gustavus Adolphus College, n.d. Tips on Writing a Thesis Statement, Gustavus Adolphus
College, Minnesota USA, accessed 3 December 2013,
<https://gustavus.edu/writingcenter/handoutdocs/thesis_statements.php>.
Hardy, J. and Klarwein, D. (1990) Written Genres in the Secondary School. Cairns
Education Centre, Cairns.
Karen Bonanno and Associates (2000), The Information Process, Mackay, Qld.
Ramsay, M.A. (2005) A Shorter Guide to English Usage, Thomson Nelson, Southbank
Victoria
Ryan, J. and Capra, S. (1999) ILPETS Information Literacy Planning Extra Teaching
Support Book 3 Years 6-8. CRA, Capalaba, Qld.
Ryan, J. and Capra, S. (1999) ILPETS Information Literacy Planning Extra Teaching
Support Book 4 Years 9-10. CRA, Capalaba, Qld.
Ryan, J. and Capra, S. (1999) ILPO Information Literacy Planning Overview P/K-7. CRA,
Capalaba, Qld.
Ryan, J. and Capra, S. (1999) ILPO Information Literacy Planning Overview 8-12. CRA,
Capalaba, Qld.
Schill, Janne (1998) On Target: Creating a Text For a Purpose Heinemann, Port Melbourne,
Vic.
64 of 65
Teaching Information Skills (CD-ROM) (1997). Australian School Library Association,
Canberra.
Twomey, M. (ed) (2002), Student Handbook, St Joseph’s College, Gregory Terrace, Qld.
Using the CSF to Teach Information Skills: Strategies for the Key Learning Areas (1993),
School Library Association of Victoria, Melbourne.
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`Write` Stuff - Mercy College

Transcription

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