NCEA English Workbook AS 1.5 - Formal Writing © Sigma Publications Ltd 2017 ISBN 978-1-877567-44-5 [PDF Workbook V 1.2 : Only for use in NZ schools under a signed user license]

This file licensed forschool use only in

2018

Electronic

Workbooks

S. Battye and D.J. Wort

NCEA LEVEL 1English Workbooks

NCEA LEVEL 1

FO

RMAL WRITING

1.5INTERNAL

ASSESSMENT

This file licensed forschool use only in

2018

S. Battye and D. J. Wort

ISBN 978-1-877567-44-5

National Certificate of Educational AchievementNational Certificate of Educational Achievement

Sigma English WorkbookNCEA Achievement Standard 1.5

Formal Writing

Sigma English WorkbookNCEA Achievement Standard 1.5

Formal Writing

List of Contents

Understanding the Standard ……………………………………………1

Training for AS 1.5 ………………………………………………………..2

Task 1 - Keep a Writing Portfolio ……………………………………..3-4

Task 2 - Aspects of Language - A Glossary ………………………..5-6

The Structure of Texts …………………………………………………..7

Task 3 - Sifting Through Writing Subjects ……………………………..7

Fact or Opinion ………………………………………………………….8

Task 4 - Talking About Ice Hockey ……………………………………..8

Task 5 - Key Facts for Issues - Work Page 1 …………………………..9

Task 6 - Key Facts for Issues - Work Page 2 …………………………10

Relevance ….…………………………………………………………….11

Task 7 - Finish the Brainstorm ………………………………………...11

Task 8 - Drifting Off Topic ……………………………………………...11

Task 9 - Edit Your Ideas ………………………………………………..11

Seeing Both Sides of an Issue ….…………………………………….12

Task 10 - Ideas For and Against ……………………………………...12

Task 11 - Facts and Opinions - Together - Work Page 1 …………..13

Task 12 - Facts and Opinions - Together - Work Page 2 …………..14

Be Convincing ….……………………………………………………….15

Task 13 - Convince Me …………………………………………………15

Task 14 - All, Most or Some ……………………………………………16

Task 15 - Tone It Down a Little …………………………………………16

Levels of Formality ….…………………………………………………..17

Task 16 - Create a Formal Tone ………………………………….……17

Slang and Contractions ….…………………………………………….18

Task 17 - Slang vs Formal ……………………………………………..18

Task 18 - Acceptability Rating ………………………………………..18

Brainstorming ……………………………………………………………19

Task 19 - Brainstorming an Essay …………………………………….19

Essay Structure …………………………………………………………20

Task 20 - Four Purposeful Introductory Sentences ………………….20

Task 21 - Writing the Conclusion ……………………………………..21

Task 22 - The T.E.X.A.S. Sequence …………………………………..22

A Formal Writing Style ………………………………………………….23

Task 23 - Stale Clichés …………………………………………………23

Task 24 - Repetition, Repetition, Repetition, Rep . . . ………………24

Task 25 - Redundant Words …………………………………………..24

Task 26 - Jargon Problems ……………………………………………25

Task 27 - Use a Range of Sentence Types ………………………….25

Writing That Commands Attention ……………………………………26

Task 28 - Skills Practice ………………………………………………..26

Spelling and Punctuation ………………………………………………27

Task 29 - Spot the Spelling Error ………………………………………27

Task 30 - Spot the Punctuation Error ……………………………...27-28

Common Errors of Grammar ………………………………………….29

Task 31 - Proof-Reading for Pronouns ……………………………….29

Task 32 - Proof-Reading for Tenses 1 ………………………………..29

Task 33 - Proof-Reading for Tenses 2 ………………………………..30

Task 34 - Proof-Reading for Singular and Plural ……………………30

Task 35 - Proof-Reading for Participle Problems ……………………30

Task 36 - Finding Faults ………………………………………………..31

A Proof-Reading Checklist …………………………………………….31

Types of Formal Writing - The Essay …………………………………32

Task 37 - An Example Essay ………………………………………32-33

Task 38 - Plan Your Own Expository Essay ……………………...34-36

Task 39 - Write Your Own Expository Essay ……………………..37-38

Types of Formal Writing - The Review …………………………………39

Task 40 - An Example Review …………………………………….39-41

Task 41 - Plan Your Own Text Review …………………………….41-42

Task 42 - Write Your Own Text Review …………………………...43-44

Types of Formal Writing - Letter to the Editor ……………………….45

Task 43 - An Example Letter ………………………………………45-47

Task 44 - Plan Your Own Letter to the Editor …………………….47-48

Task 45 - Write Your Own Letter to the Editor ………………………..49

Types of Formal Writing - A Report …………………………………..50

Task 46 - Plan Your Own Report …………………………………..50-52

Task 47 - Write Your Own Report ………………………………….53-54

Spelling - A Survival Guide ……………………………………………55

Punctuation - A Survival Guide ……………………………………….56

Answers to Tasks ………………………...…………………………57-58

NCEA English Workbook AS 1.5 - Formal Writing © Sigma Publications Ltd 2017 ISBN 978-1-877567-44-5 [PDF Workbook V 1.2 : Only for use in NZ schools under a signed user license]

This file licensed forschool use only in

201812 Seeing Both Sides of an Issue

It is good for us to be able to see both sides of an issue, but that does not mean that we need to present both sides in an essay. There is no one rule for this because it depends on the topic; sometimes balance and compromise is the sensible way to go. However, the one-sided essay is easier to write and has more impact just because all of the ideas support a single viewpoint.

One factor in your choice is the need to have at least three good ideas in your essay.

At Least Three Good Ideas

Task 10 Ideas For and Against

Here are a couple of special issues involved in the writing of a seeing-both-sides essay.

❏ Your readers will be confused when you switch from Ideas For to Ideas Against in the middle of the essay unless you explain what you are doing. Say in your introduction that you are going to write about both ideas for and ideas against, and remind your reader of this when you make the changeover.

❏ You need to modify the topic statement in your concluding paragraph. Say you were writing on ‘School assemblies are a waste of time’. You will have given ideas both for and against this statement, so you can’t completely agree or completely disagree with it. You need to modify it to reflect your ideas, e.g. Assemblies are a waste of time when the information being given out applies only to some of the students, but when a student’s achievement is being recognised it is good for the student and for the positive attitudes of the whole school.

Special Issues

Ideas For

a)

b)

c)

Ideas Against

a)

b)

c)

1 Look at the discussion below, then sort the students’ ideas into Ideas For and Ideas Against school uniforms. Record them as general ideas (e.g. write Students say instead of I say). ……………………………………………………………………..

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At least I can lookthe same as those girls whowould wear a different lot of

‘labels’ every day of the week.

We want to wearclothes that we look good in,

but we are all different heights and weights and shapes

and colouring.

My uniform costheaps but lots of different

clothes would costmore.

I don’t want tospend half an hour everymorning wondering what

to wear!

Our uniforms are theolder generation’s idea of what

I and my school should look like.

2 Click on the true statements.

There are enough ideas for a for-and-against type of essay.

There are enough ideas for a one-sided essay in favour of school uniforms.

There are enough ideas for a one-sided essay against school uniforms.

a)

b)

c)

© Sigma Publications Ltd 2018

NCEA English Workbook AS 1.5 - Formal Writing © Sigma Publications Ltd 2017 ISBN 978-1-877567-44-5 [PDF Workbook V 1.2 : Only for use in NZ schools under a signed user license]

This file licensed forschool use only in

201815 Be Convincing

Errors in Thinking

To get an Excellence level pass, the ideas in your essay have to be developed convincingly. Part of being convincing is avoiding common errors in thinking.

Cause and EffectSometimes people look at the facts and see Event A happened and then Event B happened. This can quickly become in their minds: Event A caused Event B to happened. Often this is right, but not always. Consider this : Wally ate a lot. Wally got fat. This might tempt us to writeWally ate a lot, so he got fat.

Now consider this logic : A black cat crossed Wally’s path. The next day he was hit by lightning. Not so convincing is it? We are only truly convincing if we can explain how Event A led to Event B. We should also think about other things that may have led to Event B.

Let’s go back to poor old Wally. Wally ate a lot. Wally didn’t exercise. So Wally got fat. This is less snappy than the eight-word version, but it shows more thinking - it is more convincing.

Task 13 Convince Me

GeneralisationsThese are statements where you say that something is true about ALL the members of a group, e.g. all New Zealanders have civil rights, all birds have two legs, all Maori can sing.

The word all makes these examples easy to spot and these kinds of generalisation are usually obviously right or wrong. The problem comes when we write things like Teenagers are so rude nowadays or Girls are better at English. Unless we write a word like some or many or most in front of teenagers or girls, the sentence is understood as if the word all was there. The sentence is seen as a generalisation whether we meant it to be or not.

Writers are tempted to make generalisations because they are simple statements with strong impact. Unfortunately, if the reader knows that there are exceptions to your statement, even only one, you will come across as not knowing enough or not being careful enough. It is better to sacrifice a little impact and keep your image as a clear thinker.

ExaggerationThis is a common language technique (deliberate exaggeration for effect is called hyperbole). It is common because it adds impact, and it is best used when it is more important to create a strong effect than to get an idea across using reason and facts. Exaggeration is best avoided in formal writing for that reason.

FukurokujuJapanese God of Wisdom(carved with an exaggerated head)

1 Rank the statements in each set 1-3 with 1 being the least convincing and 3 being the most. Write the rank number in the box.

a) Micro-chipping protects other animals and children from dangerous dogs because the owners can be found and prosecuted.

Micro-chipping dogs makes owners more responsible. It reduces problems like savaging sheep and illegal dog-fights.

Micro-chipping dogs helps eliminate animal cruelty because the owners of problem dogs are able to be identified.

b) Developments on our coasts favour the rich because they displace traditional cheap motor camps.

Housing developments on the coasts ruin them and drive millions of tourists away from New Zealand.

Seaside housing developments are exclusive and unnatural, the opposite of what we want for our coasts.

© Sigma Publications Ltd 2018

NCEA English Workbook AS 1.5 - Formal Writing © Sigma Publications Ltd 2017 ISBN 978-1-877567-44-5 [PDF Workbook V 1.2 : Only for use in NZ schools under a signed user license]

This file licensed forschool use only in

201820 Essay Structure

Task 20 Four Purposeful Introductory Sentences

1 Now you are ready to write an Introductory paragraph containing four clear purposeful sentences. Choose your own brainstorm for the mobile phones essay or any of the examples in this chapter (role models, violence, uniforms, micro-chipping dogs, coastal development, learning a language) and write a formal Introduction for an essay on that topic.

For Paragraphs, Think T.E.X.A.S.

As you move on from your brainstorm to structuring your essay you will also begin to think about structuring individual paragraphs. In each paragraph think : T. E. X. A. S. [ Topic sentence, Explanation, eXample And Summary ] In every paragraph identify your topic sentence, explain your topic, provide at least one example to back up your explanation, and, provide some analysis of your choice of example(s) to back up your argument. The points you numbered in Task 19 will each provide a paragraph for the Body of your essay - the middle three or four paragraphs. Before the body of the essay you need an Introduction paragraph and at the end you’ll need a Conclusion paragraph.

The Essay’s IntroductionThe Introduction has a specific purpose to achieve, so it needs its own paragraph, separate from the first point in your brainstorm. Actually, there are four things an Introduction should do and the best way to do them is in four separate sentences.

i) In the first sentence state your topic, saying what your essay is going to be about. Avoid writing, “I’m going to explain . . .”. Instead, challenge the reader by making an interesting statement e.g. “New Zealand’s status as a good place to bring up children is increasingly under threat.”

ii) Explain your topic sentence. e.g “A rise in child poverty among some sections of our society means that we are no longer seen as the land of milk and honey.”

iii) Provide an example to back up your explanation e.g. “According to one researcher, in 2014 more than a quarter of a million New Zealand

children were living in poverty.”

iv) Finally, write a summary sentence which provides some analysis and leads into the following paragraph. You will restate the topic sentence of your paragraph using a slightly different structure. e.g. “New Zealand has always considered itself to be a country which ‘plays fair’ where children are concerned, but the child poverty statistics tell a different story.”

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Topic SentenceWhat the essay is going to be

about.

ExplanationWhy the issue is important.

ExampleFacts to justify the importance

of the issue.

SummaryHow these

points link up.

© Sigma Publications Ltd 2018

NCEA English Workbook AS 1.5 - Formal Writing © Sigma Publications Ltd 2017 ISBN 978-1-877567-44-5 [PDF Workbook V 1.2 : Only for use in NZ schools under a signed user license]

This file licensed forschool use only in

201827 Spelling and Punctuation

Task 30 continues on next page

Task 29 Spot the Spelling Error

Accuracy Matters

For Achievement Standards 1.1, 1.2, 1.3, 1.4 and 1.5 accuracy can make the difference between passing and failing and the difference between Merit and Excellence. So what do you need to do?

q If you struggle with spelling, learn the handful of spelling rules that work for most words (see Spelling - A Survival Guide on page 55). Ask your teacher for a good set of spelling lists and work on them at home. The sooner you start this the better.

q Don’t rely on a spell check to work out which word you need to use in a sentence. To be sure of your ground you need to use a hard copy dictionary which will develop your word power and spelling accuracy at the same time. Increase your knowledge of words by using a Roget’s Thesaurus.

q If you make punctuation errors, you need to learn the rules (see Punctuation - A Survival Guide on page 56).

q When you get work back with errors marked, make sure you understand what the error was - ask your teacher if you need to. Unlike spelling, punctuation is logical and a little work produces quick progress. For spelling, make a list of words you need or want to use, e.g. argument - that you have spelt wrongly. This is your priority list to learn.

1 Read Spelling - A Survival Guide (page 55) and check the following sets of words. Cross out words spelt wrongly and write the correct spelling in the space provided.

Rule 1 belief weight feild achieve reciept heifer

Rule 2 turkeys loneliness earlyer valleys hillbillys relies

Rule 3 truely argument bluish sincerely aweful choosy

Rule 4 totaly disatisfied misspell keenness immoral skiing

Rule 5 cuter (thing that will cut) caned (hit with a stick)

filed (put away to be read later) ripper (thing that will tear)

latter (second of two) striped (removed covering from)

Rule 6 cargoes radios sopranos potatoes volcanos tomatos

Rule 7 readable legible dependible audable acceptable sensible

1 Read Punctuation - A Survival Guide (page 56) and check the following sentences. Circle any error or place where punctuation needs to be added. Write the corrections on the line provided.

a) The Apostrophe

Im plump, youre chubby and hes fat. ……………………………………………………………………………….

One players mistake could ruin all the players chances. ……………………………………………………………………………….

Is have dots, as don’t. (Clue: This is about letters) ……………………………………………………………………………….

This year were learning to write our CVs. ……………………………………………………………………………….

Task 30 Spot the Punctuation Error

© Sigma Publications Ltd 2018

NCEA English Workbook AS 1.3 - Unfamiliar Written Texts © Sigma Publications Ltd 2017 ISBN 978-1-877567-26-1 [PDF Workbook V 1.2 : Only for use in NZ schools under a signed user license]

NCEA LEVEL 1EnglishWorkbooks

NCEA LEVEL 1

STUD

IED WRITTEN TEXTS1.1

NCEA LEVEL 1

FORMAL WRITING

1.5

NCEA LEVEL 1

STUD

IED VISUAL OR ORAL TEXTS1.2

NCEA LEVEL 1

CREATIVE WRITING

1.4

NCEA LEVEL 1

UNDE

RSTA

NDING VISUAL / ORAL TEXTS1.11NCEA LEVEL 1

RESP

ONSES TO READ TEXTS1.10

NCEA LEVEL 1

INFO

RMATION LITERACY SKILLS1.9

NCEA LEVEL 1

CONN

EC

TIONS ACROSS TEXTS1.8NCEA LEVEL 1

CREA

TE A VISUAL TEXT1.7

NCEA LEVEL 1

CONS

TRUCT & DELIVER ORAL TEXT1.6

NCEA LEVEL 1

UNFA

MILIAR WRITTEN TEXTS1.3EXTERNAL EXTERNAL EXTERNAL

INTERNAL INTERNAL INTERNAL

INTERNAL INTERNAL INTERNAL

INTERNAL INTERNAL

Class access to the following Level 1 achievement standard PDF workbooks is available only to New Zealand schools under a signed user license with Sigma Publications. Individual students may buy these workbooks via the i-Rite app store. Go to the e-book page on the Sigma website for more information.

Electronic

Workbooks

About the AuthorSusan Battye is an experienced teacher of English and Drama who has taught at secondary schools in Westland and Auckland. The creator of e-media resources for Media Studies, Drama and Dance, Susan’s many English and Drama textbooks are used widely in both New Zealand and Australian primary and secondary schools.