The ‘Write’ Stuff · 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

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

The Write Stuff - Mercy College Mackay 2 of 65

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


Written Report .......................................................................................................................... 62 Model response: ....................................................................................................................... 63

Bibliography ............................................................................................................................. 64


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


Glossary of Useful Terms The following list contains many of the common words which appear in tasks and assignments.

Bloom’s Taxonomy Term Meaning

Design

Other verbs:

Design, elaborate,

extrapolate, forecast,

formulate, hypothesise.

Synthesise Combine all aspects of your research.

Evaluate

Other verbs:

Assess, conclude,

decide, determine,

verify, rate, select.

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

Other verbs:

Contrast, deduce,

differentiate, explain,

investigate.

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….

Relate Show how factors are connected or interrelated.


Apply

Other verbs:

Apply, calculate,

compile, demonstrate,

solve, infer, use.

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.

Understand

Other verbs:

Describe, interpret,

outline, translate,

restate, understand.

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.

Summarise Give a brief account avoiding unnecessary detail.

Trace Follow through an event in sequence from an origin to an

end.

Remember

Other verbs:

Label, locate, name,

retell, state.

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.


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


Advertisement Example Advertisement with Persuasive Techniques


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?


Analysis Matrix

Topic/Task to be analysed

Main parts / concepts /

ideas / opinions

Relevant & supporting information (gained through research,

surveys, experience, etc)

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Twomey, M.(2002)

Note to Teachers:

When analysing, students can also record their information on

other organisers.


Annotated Bibliography: Planning Scaffold

To evaluate the worth of both print and non-print sources you should consider the following criteria, are

they:

Reliable 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?

Relevant How does this source help you understand your investigation?

Can you read the text?

What are the graphics like?

How much detail is provided?

Point of view What points of view are being presented in the evidence?

Does this source show unusual positions or information – bias?

Accuracy From other research you have done, are the details historically

accurate?

Are the spelling, grammar and dates accurate?

Authenticity 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.

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.


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 double-

spaced.

Paging Each appendix begins on a new page.


Assignment Presentation Criteria

Criteria for Assignments in all Departments – to be included on task sheets.

Presentation

Criteria Completed?

Calibri, Arial, Times New Roman, Verdana

or Comic Sans font in size 12 or 14

Black ink only

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 Acceptable?

Spelling – primarily error-free (no errors in

key terminology)

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


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

YEAR of

publication,

use most

recent year

TITLE

Written in italics PUBLISHER PLACE

of publication - city and

state

Example:

Ford J

2012

Mercy College is the best

Jacaranda

Mackay Qld


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

Year

of posting

OR

Last

update

See bottom of

Homepage,

use most

recent year

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

Example of:

Website, Organisation:

Department of

Transport and Main

Roads

2013

Young drivers

Queensland Government

25 July

2013

http://www.tmr.qld.gov.au/L

icensing/Learning-to-

drive/Young-drivers.html


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.

Journal or magazine article

Known author

`It could be argued that the inclusion of Harry in our school curriculum

is…’ (Ferguson, 2003 p.25)

According to Ferguson (2003, p.25), inclusion of Harry in our school

curriculum is valid…

Ferguson, L 2003, ‘Does Harry have a justifiable

role in the school curriculum?’, Access, vol.17,

no.4. pp.24-25.

Teacher notes Many beautiful fish are found in the Great Barrier Reef (Ford 2008, p. 4) Ford, J 2008, Marine species, teacher notes,

Mercy College, Mackay, 4 May, p. 4.

Bibliography Models


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.


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/

http://intranet.mercy.mercymackay.qld.edu.au/resource_centre/bibliography_help/


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

RIOT Title

Peter Beere Author

Scholastic Publisher

Publisher

Scholastic Children’s Books

7-9 Pratt Street, London, NW1 OAE, UK

Copyright© Peter Beere, 1994 Copyright date

The Harvard Referencing System is used by many Australian schools and universities. It is an author-

date system, and is usually written in the following order:

Author, Date, Title of book, Publisher, Place published

Place of publication

Copyright symbol


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).


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 DESCRIPTION EXAMPLE

Orientation

1st Paragraph

Begin with a catchy opening

statement giving reasons for

the person’s fame. Includes

name, date of birth, place

born/lived/raised.

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.

Body

2nd Paragraph

Details of the person’s early

life. Includes school;

household; family members

etc.

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.

3rd Paragraph Details of the person’s adult

life (job, marriage,

children/family, contribution

to community.

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.

4th Paragraph Any other significant details

about the person’s

life/achievements.

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.

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.

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. In what ways was the life remarkable or

admirable?

2. What human qualities were most influential

in shaping the way this person lived and

influenced his or her times?

3. Which quality or trait proved most troubling

and difficult?

4. What quality or trait was most beneficial?

5. 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?


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.


Compare and Contrast Key Words

Key words commonly used to express

comparison include: 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:

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.


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.


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:


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


Electronic Templates and Tutorials

Go to:

Google

You Tube

Web 2 Tools

Read Write Think http://www.readwritethink.org/

Education World http://www.educationworld.com/

Note taking

Brochures and

Pamphlets

Movie Maker

Power Point

Keynote

Surveys

And other

http://www.readwritethink.org/

http://www.educationworld.com/


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:


Paragraph 2

Topic:

Paragraph 3

Topic:

Conclusion


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


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!


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


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


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.


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

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________



___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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)

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


Essay: Thesis Statement Tips

What is a thesis

statement?

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.

What makes a

strong thesis

statement?

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.

Where does the

thesis statement

go?

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.

Tips for

writing/drafting

thesis statements

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


Evaluation Matrix

Item / Situation / Issue to be Evaluated

Criteria Issues/information relating

to criteria Evaluation

1.

2.

3.

Summary of Findings


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?


Feature Article - Check Sheet

Aspect of the Draft

No

t G

oo

d

Get

tin

g

ther

e

OK

Gen

re a

nd

str

uct

ure

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?

Gra

mm

ar

vo

cab

ula

ry p

un

ctu

ati

on

an

d s

pel

lin

g 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, compound-

complex 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?

Over

all

does

th

e te

xt

ach

ieve

its

pu

rpose

?

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?


Feature Article – How to Write

A Feature Article Informs, Entertains & Persuades.

Purpose – The

Mission of a Feature

Article

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:

“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

Steps To Writing A

Feature Article

Brainstorm ideas

What's the purpose?

Research the topic

Grab the reader's attention

Keep that attention

Leave an impression

Structure

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.

Title & Headline

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).


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.

Language of Feature

Articles

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.

Don't Forget

Research & inform.

Write well

Entertain

Be Authoritative

Be insightful


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

Proper research will provide the

meat for your story.

Gather information from interview sources and previously

published material.

Decide on what type of feature

you want to write

There are many kinds, from

personality profile to the how-to

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.

Organise your feature article by

thinking of it as a three-act play

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.

Think about the best style for a

feature article

Often this is determined by the

subject and the type of feature

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.


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.


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.


Internet Sources A Quick Guide – How to Evaluate Them

Use this comparison chart when viewing and evaluating electronic sources:

Authority Source 1 Source 2 Source 3

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

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?


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?


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.


Narrative - Structure


Newspaper Report - Model

Local marine tells his story of struggle, perseverance

Thursday, Nov. 18, 2010 by John Geddie

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 book-ended 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.”

Rob Jones is no stranger to having his nerves tested.

http://www.loudountimes.com/site/reporters/17047


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. “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.”

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. “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.”


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

Least important details

HEADLINE

(title of story)

SUMMARY LEAD

(Most important information)

2nd most important information

3rd most important information

Etc.

Ramsay, M.A. (2005)


Oral Presentation

PR

EP

AR

AT

ION

Introduction

Attention grabber

Identify topic

Give personal viewpoint

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”

Conclusion

Cue audience that you will be winding up

Summarize main points (don’t go on for too long)

Leave a lasting impression

PR

ES

EN

TA

TIO

N

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

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.


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.


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

A sequence of steps in

the correct order

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

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


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


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...


Research Rationale: Planning Scaffold

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

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.


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

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.

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…..


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


“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”.

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?

6. Avoid slang, overstatements and emotive

expression.

Slang - rad, cool

Overstatements - “The paper is

fabulous”

Emotive - good, bad, great, nice

7. Avoid euphemisms and tautologies. 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.

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.

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’.


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 List additional resources used.

H

I

N

T

S

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.


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.

http://www.awm.gov.au/

http://www.lighthorse.org.au/forum


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.


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.

Documents

The ‘Write’ Stuff · 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