essay template

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CONTENTS




4

The Information Literacy Process

5



What is Plagiarism?

6-7



Grammar Tips

8



Punctuation Tips

9



What do these terms mean?

10



Language Devices

11



Modality

12



Connective Words

13



How to write a paragraph

14-15



Essay Tips

16



Essay Checklist

17


MATHS

The writing process: What do I need to do?



GENERAL TIPS

Introduction – the purpose of this book

Pg No.
3

How to prepare for an oral/ PowerPoint presentation

18-19



Maths Tips

20-21

TEXT TYPES



Narrative template

25

Recount

26



Example of Recount

26

Recount template

27



Procedure

28



Example of Procedural text

29



Procedural template

30


REPORT

24



PROCEDURE

Example of a Narrative


RECOUNT




NARRATIVE

Narrative

23

Information/Factual Report

31



Example of Information Report

32



Information report template

33



Biography template

34

1|Page



35



Example of a Newspaper report

36



Newspaper Report template

37



Scientific Report

38



Example of Scientific Report

39-40



Scientific template

41



How to write a review

42



Book review scaffold/template

43



Film review scaffold/template

44-45



REPORT

Newspaper framework

Explanation Plan

46

Example of Explanation

47

EXPLANATION 

Explanation template

48



Exposition

49



Example of Exposition

50



Exposition template

51



Exposition template with purpose

52



Persuasion

53



Example of a persuasive text

54



Example of persuasion map

55



Persuasive graphic organiser (map)

56



Persuasive template

57



Persuasive letter template

58-59



Example of a persuasive letter

60



EXPOSITION

REFERENCING

REFERENCING

Referencing

62-63



How should I set out my bibliography?

64-65



Example of a bibliography

66

2|Page

INTRODUCTION
This handbook has been created to help you. It has a number of tips on how you should tackle your assignments, essays and reports, information on how to set out bibliographies and general scaffolds to help you plan how to do your work well.
Your teachers will be referring to this handbook in class when you are doing your class work and assignments.
Remember to always ask for help if you need it! Teachers are friendly people who want to see you do well.
Hold on to this handbook - it will help you in so many ways to produce high quality work so that you can be the best that you can be!

TYPES OF ASSIGNMENTS AND HOW TO PREPARE THEM
In every subject that you do in high school you will be asked to communicate your ideas, opinions and understandings in written form.
A variety of formats, text types or genres will be required depending on the type of information you will be presenting. In this section we have set out some of the most commonly used text types for Year 7 and 8, including narrative, information report, science report, procedure, persuasive text, discussion and essay. We have also suggested when it is appropriate to use each type. If you are unsure at all about what text type you should be using, remember to ask your teacher.

3|Page

Prewriting

Decide on:
• a topic
• audience
a)
Make sure you understand the purpose of the task.
b)
Brainstorm what you know and what you need to know. c)
Gather information you need. Keep a record of the references you have used as you go.
d)
Plan your ideas, layout and structure
e)
Take notes by using mind map or a graphic organiser a)
b)
c)
d)
e)

a)
b)
c)
d)
e)
f)
g)

Drafting

Decide on a writing template that you will use.
Follow the structure of the template.
Write down your ideas in note form (if you wish you could use a template or a graphic organiser).
Transfer your notes into sentences.
If you are constructing paragraphs make sure you have followed the structure of a paragraph. For example, do you need a topic sentence?

Editing and proofreading your work

Read your writing. Does it make sense?
Have you used specific words to support your ideas?
Have you got someone else to check your work?
Or have you shown your teacher?
Do you need to add more?
Have you written it for your chosen audience?
Have you checked for mistakes, such as punctuation, spelling and grammar?
h) Have you followed the structure of that particular text type? i) Are you ready to write your final copy?
j) Have you used the correct tense (e.g. past, present or future) through out your writing ?

a)
b)
c)
d)

Publishing

Write your final/good copy
Is this your best work?
Is it presented well?
Have you included references/glossary and diagrams? (Where applicable)

4|Page

THE INFORMATION LITERACY PROCESS
Defining
What is the problem I have to solve?
What are the main ideas?
What information do I need?
What do I already know?
What more do I need to find out?
How can I use focus questions to help me organise the task?
What are the keywords that will help me?

Locating
Where can I find the information I need?
Which sources best meet my needs?
Which sources do I already have?
Where can I find those resources I don 't have?
Do I need help to find the resources?
Do I need help to access or use these resources?

Selecting
How can I search these sources effectively?
Are there any clues and cues to help me?
Which main ideas am I looking for?
Which search terms will help me find these?
How will I know that the information is recent, relevant, accurate and unbiased?
How will I record the information I find?
How will I credit my sources?

Organising
How can I organise this information so that I can understand it better?
Does it need to be in a special order?
How can I arrange it so that it is easily understood by others?
Have I solved the problem?
Have I answered my focus questions?
Do I need more information?

Presenting
How can I share this information with other people?
Who will be my audience?
What is the purpose of the presentation?
Which would be the best format to meet these needs?
What do I need to do with this presentation?
Have I included everything I want to share?

Assessing
What have I learned from this?
Did I answer my focus questions?
Did I use the rubric to ensure I did all the things I needed to do?
Did I manage my time well?
How have my skills improved?
Which parts did I do really well?
Which parts would I change if I did the assignment again?
Which parts do I need support with in the future?

Reflecting
Where to from here?
How does what I have learned connect with what I already knew?
How have my knowledge and understanding changed?
What will I remember for the rest of my life?
How does it help me make sense of the world?
Now that I know this, how can I use it?

http://palmdps.act.edu.au/resource_centre/info_lit/process.htm

5|Page

What is plagiarism?
Plagiarism is a form of cheating and is a serious legal offence. It is the taking of someone else’s ideas and presenting them as if they are your own. A legal way of describing this is to say that it is the theft of the Intellectual Property of another person.
It is your responsibility as a student to ensure that you do not commit this breach of discipline whether intentionally or accidentally. These are some examples of plagiarism:
• The most direct form of plagiarism is copying, word for word, without acknowledging the source, or where your information came from. A more indirect form is obtaining and changing material from a source without acknowledgment.
• If you quote directly or obtain material from a source you must acknowledge your source with correct referencing.
• Students should be particularly aware of the dangers of plagiarism from the
Internet. Although this is rich source of information freely available to all students and staff, copying and pasting the work of others from the Internet is a form of plagiarism. Forms of Plagiarism

1. Copying word for word 2. Paraphrasing someone else’s words

Examples

Original:
“War seemed to promise adventure. For many it was a chance to escape from poverty and unemployment and become a hero. Most were confident it would be a short war, over by
Christmas 1914.”
Essential Modern World History,
Steven Waugh, 2001

People thought that going to war would be a good opportunity to go off and have an adventure instead of facing the choices of poverty and unemployment.
Everyone was sure it would be over by Christmas and so be a short war.

3. Summarising someone else’s ideas without acknowledging the source. Most people thought that the war would be short and so an opportunity to go and have an adventure. In this way they could become heroes instead of facing the fears of poverty.

Essential Modern World History, Steven
Waugh, 2001.

6|Page

How to avoid plagiarism
DO:

1. Acknowledge correctly the source of any quotations, paraphrases, summaries, or other information that is not common knowledge.
2. Place quotation marks around any information that is directly quoted from a source
3. Ensure that paraphrased information is accurate.
4. Remember to record the source of information when you are taking notes.
5. Differentiate between direct quotes and paraphrases when taking notes.
6. Develop your own writing style and voice.
7. Indicate that the source was “quoted in….” if you do not have the original source that was referred to another source.
8. Learn how to detect and prevent plagiarism.

DO NOT:

1. Copy, buy, steal or borrow another person’s work in part or in whole and present it as your own – even your friend’s ideas.
2. Use material directly from books, journals, CDs or the internet without reference to the source.
3. Build on the ideas of another person without reference to the source.
4. Submit work which another person (e.g.: parent or teacher) has substantially contributed. 5. Use words, ideas, designs or the workmanship of others in practical and performance tasks without appropriate acknowledgement.
6. Pay someone to write or prepare material for you.
7. Allow other students to use or copy your assessment material and information to complete their assessment tasks. When it is suspected that students have shared information for assessment students involved will be deemed to have plagiarised.

School Policy on Plagiarism

If your classroom teacher believes that you have plagiarised work, you will be required to have a formal interview with Executive teachers to discuss the seriousness of the matter. You will also be asked to re submit your work within two days with all appropriate researching notes and drafts attached. 7|Page

Grammar Tips
Grammar is a set of rules about the correct use of words in sentences. These are the parts of speech or classes of words used in sentences.
Nouns

are the names of people, places, things or feelings. Common nouns are the names for general people, places, things or feelings eg boy, house, car, anger.
They make sense when the words “a”, “an” or “the” are placed in front of them. Proper nouns are the names of specific people, places or things and are always written with a capital letter e.g. Taylor, Benjamin Way, Belconnen.

Pronouns

take the place of nouns e.g. I gave Jessica the apple and she ate it.

Adjectives

Adverbs

add extra meaning to nouns.
Descriptive adjectives
My house is white. The white house is mine.
Demonstrative adjectives point out particular nouns.
That house is mine.
Numerative adjectives indicate how much or how many.
Jordan has two sisters. There were a few drops of rain. are “being”, “having” or “doing” words e.g. I am human and I have feelings, so please run away.
Note that the verb can change based on the tense (refer to tense). add extra meaning to verbs e.g. He ate slowly. I will eat much later.

Prepositions

show position (below, up, over, under, into, down) e.g. Justin went up the hill.

Conjunctions

are joining or connecting words.
Coordinating conjunctions (and, but, or) connect words or phrases that are of similar importance e.g. The dog ate the bone and some meat.
Subordinating conjunctions (because, if, though, that, when, where, while) start clauses that are dependent on the rest of the sentence for their meaning and do not make sense on their own e.g. Jade auditioned for the school play because she loves acting. are exclamations e.g. Ouch! Hey! Stop! are really adjectives, but deserve a separate explanation because we use them all the time.
The is the definite article e.g. The dog ate my lunch.
A/an is the indefinite article e.g. A dog ate my lunch.
Refer to the capacity of verbs to express time. We often work with 3 forms of tense – past, present and future
Past – I jumped, I did jump, I was jumping
Present – I jump, I do jump, I am jumping
Future – I will jump, I will be jumping
The verb form can change depending on whether the subject is singular or plural. e.g. The car park (singular subject) was (verb) full.
The car parks (plural subject) were (verb) full.
In these sentences each of the verbs agrees with its subject. The correct verb form has been used.
The verb must always agree with its subject. Single subject = single, verb, plural subject = plural verb.

Verbs

Interjections
Articles

Tense

Subject-Verb
Agreement

8|Page

Punctuation Tips
Punctuation refers to the marks used to separate words so that a writer’s meaning is clear.
Capital letters are used:
Capital letters to start a sentence to begin speech
Kim said, “Are we there yet?” for the first letter of proper nouns
James lives in Baldwin Drive, Kaleen. to indicate the word “I’ for titles of books, movies, songs, magazines etc.
Tomorrow When the War Began
Full stops are used:
Full stops at the end of a sentence when numbers are used to show the time
The lesson starts at 9.00am. to end abbreviations (shortened versions of words that don’t end with the same letter as the original word) ed. (editor)
* Abbreviations like Mr and St (Saint) don’t need full stops because they end with the same letter as the original word. separate items in a list instead of using “and”
Commas
I ate bread, lettuce, tomato, cheese and carrot. separate figures
The winner received $5,000,000. separate names from the rest of the sentence
Jake, I’d like you to meet my sister, Emily. tag direct speech
Sarah said, “This is my house.” avoid confusion
Have you eaten, Jessica? are used before some conjunctions
I would like to go for a walk, but it is raining. separate words that give additional information
Sir Donald Bradman, the famous cricketer, was Australian. show that letters have been left out
Apostrophes
don’t (do not) 6 o’clock (6 of the clock) must’ve (must have) G’day
(good day) it’s (it is) indicate possession or ownership
Lisa’s pen
Question
are used at the end of a sentence that asks a question. marks What time is it?
Exclamation
indicate intense emotion marks Ouch! Shh! Help!
Colons
introduce lists, series or quotations
Luke plays the following sports: tennis, cricket, basketball and volleyball.

9|Page

What do these terms mean?
The following is a list of words that may be used in assignments – meanings have been given to help you break down what you have to do.
Account
Analyse
Apply
Appreciate
Assess
Analyse
Calculate
Clarify
Classify
Compare
Construct
Contrast
Critically
(analyse/evaluate)
Deduce
Define
Demonstrate
Describe
Discuss
Distinguish
Evaluate
Examine
Explain
Extract
Extrapolate
Identify
Interpret
Inquire
Investigate
Justify
Outline
Persuade
Predict
Propose
Prove
Recall
Recommend
Recount
Summarise
State
Synthesise

account for: state reasons for, report on. Give account of, narrate a series of events or transactions identify components and the relationship between; draw out and relate implications use, utilise, employ in a particular situation make a judgement about the value of make a judgement of value, quality outcomes, results or size find the main ideas, discuss them and consider their relative importance ascertain/determine from given facts, figures or information make clear or plain arrange or include in classes/categories show how things are similar make: build: put together items or arguments show things are different or opposite add a degree or level of accuracy, depth of knowledge and understanding, logic, questioning, reflection and quality to analysis/evaluation draw conclusions state meaning and identify essential qualities show by example provide characteristics and features identify issues and provide points for and / or against recognise or note/indicate as being districts or different from; note differences between make a judgement based on criteria; determine the value of inquire into relate cause and effect; make the relationship between things evident; provide why and/or how choose relevant and /or appropriate information infer from what is known recognise and name draw meaning from
An inquiry is any process that has the aim of finding new knowledge, resolving doubt, or solving a problem plan, inquire into and draw conclusions about support and argument or conclusion sketch in general terms; indicate the main features
Convince the reader of your point view using language & evidence suggest what may happen based on available information put forward (for example a point of view, arguments, suggestion) for consideration or action establish that something is true using logical reasoning and evidence present remembered ideas, facts or experiences provide reasons in favour retell a series of events express, concisely, the relevant present ideas clearly and concisely. Details, illustrations or examples may be left out put together various elements to make a whole

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LANGUAGE DEVICES
Rhetorical devices
These are used to position and affect the reader.
Rhetorical questions: the type of question where no answer is expected and is a good device to be used in persuasive text.
• E.g. “Will any good come of this?”
Emotive language: Emotive language in writing is used to convey emotions that can be felt as one reads. It is used to create emotional impact on the reader.
• E.g. He was given a heartfelt good bye.
Hyperbole: Using exaggeration to have an effect on the reader.
• E.g. The whole word is being affected by the severe effects of climate change.
Superlatives: Are adjectives that express a very high degree of quality.
• E.g. The best option is to introduce a carbon tax.
Alliteration: the use of the same letter or sound at the beginning of words in a sentence, to give a poetic effect. (It is commonly used in poetry).
• E.g. Careless cars cutting corners creates crashes.
Metaphors: a word or phrase that means one thing and is used for referring to another thing in order to emphasize their similar qualities.
• E.g. Don 't be such an airhead !!
• A mind is made up of thoughts, which have weight. Heavy thoughts are solid and deep, light thoughts are vacuous and lofty.
Simile: a phrase that describes something by comparing it to something else using the word ‘like’ or ‘as’.
• E.g. ‘He eats like a pig’.
Personification: figure of speech where human attributes are given to animals or inanimate objects.
• Eg The pencil flew out of my hand.
Onomatopoeia: formation of a name or word by imitating sound associated with that word,

derived from the Greek ‘onoma’ meaning name. Names of birds such as the Peewee and
Mopoke are believed to have originated in onomatopoeia, used by cartoonists
• E.g. bloop, crash, buzz, ping.

11 | P a g e

MODALITY
This is the way writers express their attitude towards the topic and reveal/show how definite they are. The writer takes a stance which can range from complete agreement to definite disagreement.
It also shows the writer’s belief in the likelihood of an event occurring.
This is particularly helpful when writing a persuasive text.
E.g. Strong modality- Drivers must not drink and drive.
Tentative modality- “it might rain tomorrow,” stated mum.
Tentative
• May
• Could
• Possibly
• Perhaps
• Might
• Conceivable
• Sometimes
• Occasionally
• Seldomly
• Maybe
• Minority

Moderate
• Would/wouldn’t
• Should/shouldn’t
• Probably
• Often
• Ought to(think about…) • Frequently
• Tends to
• Usually
• Likely
• Regularly
• Generally
• Majority

Strong
• Must/mustn’t
• Ought to (do this now…) • Have to
• Certainly
• Necessary
• Definitely
• Undoubtedly
• Always
• Never
• Clearly
• Cannot
• Simply impossible

Conceivably …
It is possible that…
It may be the case
That…
Occasionally…

It appears probable…
It is usually the case that…
In the majority of cases…
The results suggest that it is likely that…

It is certain that…
It seems clear that…
X is definitely…
It is simply impossible for that… 12 | P a g e

To Add
And, in addition, moreover, besides, above all, further, furthermore, not only…but also, what’s more, in the same way, and then, equally important,
To Contrast
But, however, whereas, conversely, in contrast, unlike, on the contrary, on the other hand, yet, in contrast, although this may be true, nevertheless, alternately
To Emphasise
Mainly, especially, notably, in particular, particularly, clearly then, definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, always, forever, eternally, never, emphatically, unquestionably, without a doubt, certainly, undeniably, without reservation, significantly, more importantly
To Prove
Because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides, indeed, in fact, in addition, in any case, that is

Connective Words

To Express an Alternative
Alternatively, on the other hand, rather To Show Cause and Effect
Because, since as, therefore, consequently, as a result, for this reason, subsequently, accordingly, as long as

To Compare
Likewise, similarly, in comparison, by comparison, correspondingly, in the same way, compared to, as with

To Show Consequence
Consequently, so, accordingly, as a result for this reason, hence, thus, owing to this/that, due to this/that, because of this/that, therefore, with this in mind, under these circumstances
To Give an Example
For example, that is, such as, for instance, thus, as follows, the following, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, as an illustration, as revealed by,

To Conclude
In conclusion, to conclude, finally, in brief, therefore, otherwise, on the whole, in summing up, to conclude, as has been shown, as state, hence, therefore, accordingly, thus, as a result, consequently
To Show Exception
Yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes, even though

To Explain
That is to say, in other words, namely, this means, to put it in another way, to put it simply

To Start a New Point
With regard to, with reference to, turning to, as for…, as far as…is concerned To Show Sequence
First, firstly, second, secondly (so on),
At first, next, then, following this, at this time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, at the same time, hence, next and then, soon, eventually, in the end, lastly, finally, as a result, subsequently,

To Show Time
Immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, next, and then, a while later, afterwards To Generalise
Generally, in general, on the whole, in most cases, normally, as a rule, in most cases, usually, for the most part

13 | P a g e

How to write a paragraph?

A well constructed paragraph has three or four sentences of varying lengths.

Concluding or linking sentence –
Sums up your ideas and what you have said in this paragraph. It can be used to link this paragraph to the next. Topic Sentence –
(STATE)
It is the opening sentence that sets the topic of the paragraph. Developing
Sentences –
(EXPLAIN)
Builds on from the topic sentence by expanding and clarifying ideas expressed in the topic sentence. Supporting Sentences –
(PROVE)
Support your ideas through providing examples, facts and figures. How to PLAN a paragraph?
STATE
The topic sentence …………………

EXPLAIN
Describe

PROVE
Add details or examples

………………….

………………………
………………………

………………….
………………….

………………………
……………………….
………………………
………………………

14 | P a g e

EXAMPLE OF A PARAGRAPH PLAN
STATE
The topic sentence EXPLAIN
Describe

PROVE
Add details or examples

affectionate

snuggle up scratch under chin

Companionship playful can be trained

chase balls, etc love owners to play too behaviour tricks

Topic
Sentence –
(STATE)
introduces the reader to the idea that cats make a great companion for people.

Example of paragraph writing
People enjoy the companionship of cats. Many cats are affectionate. They will snuggle up and ask to be petted, or scratched under the chin. Who can resist a purring cat? If they’re not feeling affectionate, cats are generally quite playful. They love to chase balls and

Developing sentences –
(EXPLAIN)
expands on the idea of why cats make a good companion.

feathers, or just about anything dangling from a string.
HOW
Supporting
Sentence –
(PROVE)
provides factual information to support that cats can be trained. They especially enjoy playing when their owners are participating in the game. Contrary to popular opinion, cats can be trained. Using rewards and punishments, just like a dog, a cat can be trained to avoid unwanted behaviour or perform tricks. Cats will even fetch.

Concluding/ linking sentences – A linking sentence the next paragraph on another quality of a cat. 15 | P a g e

ESSAY TIPS
Before you bring pen to paper and begin to write your essay it is important that you prepare properly and develop an essay plan, by following these steps.
Understand the question
If you are unsure what is being asked of you then clarify the question with your teacher so you do understand. It’s important to have a clear understanding before you start planning and preparing your essay.
Brainstorm the topic.
•
•

How much do you know already know about the topic?
Get all your thoughts and ideas down on paper. (At this stage they don’t have to be in logical order.)

Research the topic
• What do you need to find out?
• What research do I need to do to develop my knowledge of the topic?
• Look up the definitions of key words or words that are unfamiliar to you to help you understand the topic.
• A graphic organiser is a great way to record your research.
Plan your Essay
• This book consists of a range of templates that can be used to plan or your essay. • Organise your information, thoughts and ideas into a logical order that can be easily understood. It should be clear, simple and easy to follow.
• Make sure you do not leave any key factors out, go over your notes.
• Check your plan to make sure you are on task. Refer to the question have you included information that answers the question or have you gone off topic?
If you are thorough with your preparation and take the time to brainstorm, research and plan your essay. The result will be that you have created a well-structured and clearly set out essay.
Don’t forget to hand in your essay plan so your teacher can understand the process that you have undertaken to create your essay. Never throw away any of the work that you did during the planning till after you receive your essay back after marking.
Use the essay checklist on the next page to make sure you have created a great essay. Make sure you allow enough time to do plan properly don’t leave your essay to the last minute (the night before).

16 | P a g e

ESSAY WRITING CHECKLIST
In this essay I have…

Yes

No

Written a clear, concise introduction that shows my understanding of the question.
Outlined the general areas for discussion without saying, “In this essay
I will…” or “This essay will…”
Avoided discussing my first point in the introduction.
Structured my ideas in a logical, smooth sequence in the body.
Used brief relevant quotes (where appropriate) to support my argument. Begun each paragraph with a topic sentence.
Discussed one idea per paragraph.
Used connective words and phrases to provide a smooth transition between the paragraphs.
Acknowledged all sources (quotes and ideas) properly.
Avoided in the conclusion such phrases as, “In conclusion…” or “To conclude…” Avoided introducing new information in the conclusion.
Attempted to draw together the strands of the essay, not merely repeated the introduction in the conclusion.
Written and correctly formatted a bibliography that includes all sources read during my research.
Proofread carefully, checking for spelling errors, grammatical errors and ambiguity.
Completed a spell-check and had it read by at least one other person (preferably an adult – i.e. parent, tutor, older sibling).
Correctly formatted my essay and have used an appropriate font, font size and line spacing.
Used a cover sheet, that includes the title, your name, teacher’s name and date.

17 | P a g e

ORAL PRESENTATIONS
Here are some hints for preparing for your oral presentation:
• First, clearly define your purpose, taking your target audience into account.
• Once you have decided your purpose, do your research.
• Plan the organisation of your material – have an introduction, a body and a conclusion. 1. Introduction. Think of a way to grab your audience’s attention. Some useful openings are: a surprising or controversial statement; a quotation; some interesting statistics; a question. Plan this section carefully, and show how it links up with the rest of your talk.
2. Body. Put your ideas into logical order. Write notes using headings or sub-headings. For each point that you make be sure to develop it further. Remember to use linking words (such as now, as a result, secondly, in addition, however, so, etc) to connect your ideas back to your original point.
3. Conclusion. This is very important because it is your last chance to make an impact on your audience. It is the place that you tie your conclusion back to your introduction to provide a powerful ending. When you tie in your conclusion be sure to summarise your main points, but don’t introduce new material or fade out or stop abruptly.
•

You need to know your material, and then you should be able to talk about it.
This means you shouldn’t memorise your presentation, but be prepared to talk about your topic.

•

Select relevant visual and audio materials such as overheads, pictures, maps, diagrams, or audio or DVD recordings to illustrate the points you are making.
Make clear the connections between these items and your presentation.
These should smoothly integrate into your presentation and not cause delays and interruptions.

•

Remember some nervousness ensures a flow of adrenalin and helps you to give a good speech. Thorough preparation will give you confidence. The more you speak and the more you practice the less nervous you will feel.

•

Check carefully your speech is not too long, as you may lose marks. Read through your speech and time yourself.

Delivering your talk
1.
2.
3.
4.
5.

Speak clearly and slowly so that all your audience can hear.
Vary the loudness (voice projection) and speed (pace) of your delivery to prevent a monotonous presentation.
Establish good eye contact with listeners to keep them personally involved.
Use posture, gestures and facial expression to emphasise what you are saying.
Refer to notes on palm cards but do not read your speech/presentation.

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DIGITAL SLIDE PRESENTATIONS
(eg: PowerPoint)
Some assessment items may require you to prepare a visual presentation to support your oral presentation.
The main design rule here is to keep it simple.
•
•
•
•
•
•
•
•
•

Use a consistent design on each slide to link the presentation together.
Keep pages uncluttered.
Use a font size of 12 point and above.
Select font styles that are formal.
Limit the words on each slide. Write only the main ideas, usually in dot points
Avoid reading word for word from the slides.
Use a variety of features only where appropriate to the content (font, pictures, sound). Avoid overusing special effects (animations).
Reference all quotes and diagrams.

The page design is inconsistent through the presentation, including font, colour, headings and backgrounds.

Some of the font is too small for the audience to read.
There is too much variety in size, colour and style of font.

Including visuals is effective but source of diagram not acknowledged. 19 | P a g e

MATHS TIPS
Setting out of Maths work
When completing any task in Maths, it is vital that you set out your work clearly and in a set structure that demonstrates the process. When you are asked to ‘show working out’ this means the teacher wants you to set out your work step by step.
Having thorough working out can support your learning by allowing the teacher to quickly identify specific steps that you may need to improve.
If you are completing Maths homework, always refer to examples in your book and the textbook. It’s important for you to follow the same steps that have been demonstrated in class.
Preparing for tests
It is very important that you develop positive work habits such as properly preparing for tests. Make sure you clearly know what you are being tested on. Get a list of what to revise from your teacher. Students should review previous class work, look at the examples and practice completing similar questions as proper preparation for a test.
Make sure you give yourself enough time to revise (and more than once). You can ask your teacher for additional work to practice use the resources on Mathletics,
Mathsonline or on the digital copy of the text book.
Completing a Maths Assignments
• Establish what you are being asked to do in each section/question. Look for the key terms, e.g. calculate, find, solve, simplify etc.
•

When necessary draw diagrams or use the diagrams that have been given.

•

Utilise the time given wisely encourage make sure you do not to leave the assignment to the last minute.

•

Hand in a draft or show your teacher ahead of time.

•

Include a bibliography when it is needed.

•

Refer to the rubric or marking criteria to understand how you will be assessed.

•

Seek assistance from your teacher or another maths faculty member.

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Problem Solving
Some students find transferring written language into mathematical language very complex. The most critical first step is for you to develop an understanding of the language that is being used in the question, and then decide what the question is asking you to do.
•

Identify in the question what specifically is being asked. “What do I need to find out?” •

Identify the information you do have. i.e. “What do I already know?” “Do I have a diagram to help me?”

•

Underline key words that tell you what method, operation or formula you have to use to calculate the answer.

•

In many cases drawing a diagram helps you to visualise the problem and bring all given knowledge together. Label the diagram with the information you have been given.

•

If you have been given a diagram but the information is not labeled on the diagram then do so using the information given to in the question.

•

Identify the steps required to solve the problem.

•

Make sure your working out is clearly laid out and calculations are accurate in each step.

•

Check your work. Get a friend, parent or teacher to go over your calculations.

•

Make sure your work is neat and is easy to read.

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22 | P a g e

NARRATIVE
When do I use it?

To tell a story, to provide entertainment, or make an audience think about an issue, teach the reader a lesson or excite their emotions.
Novels, short stories, diaries, biographies, some songs, dramatic monologues, plays, narrative films, poems can all use this format.

SCAFFOLD

1. Orientation
Tell the audience who is in the story, when is it happening, where it is happening and what is going on.
2. Complication
This is the part of the story where something happens, usually a problem for the main character, which triggers a chain of events.
3. Series of events
This tells how the characters react to the complication; rising tension occurs, leading to a climax (high point/major drama). 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
4. Resolution
The complication is sorted out or the problem is solved.
5. Coda
The narrator includes a coda (an additional section) if there is a moral or message to be learned from the story.

23 | P a g e

EXAMPLE OF A NARRATIVE
Purpose
To entertain Form
Fable

The Golden Eggs
One day a farmer went to the nest of his goose to see if she had laid an egg. To his surprise, he found, instead of an ordinary goose egg, an egg of solid gold.

Orientation
• Setting
Time & place • Who
Character/s

“What a fine goose!” he cried. “I can sell this egg for a good deal of money.”
Every morning after that, the farmer found another golden egg in the nest. Every day he sold the golden egg. He was slowly growing rich.
But as the farmer grew rich, he grew greedy. One day he said to himself, “My

Complication
•

•
•

Series of events Problems
Conflicts

goose lays just one golden egg each day.
No doubt there are many more inside her!” And he had no rest until he had killed the goose.
But when he looked inside the bird, there were no golden eggs at all! It was just the
Resolution
Solution to the complication

same as any other goose.
“Oh my, oh my!” said the farmer. “Why was I so greedy? Now I shall be poor again. I have killed the goose that laid the golden eggs!”

24 | P a g e

NARRATIVE TEMPLATE
Brainstorming

Title
Name of the story
Orientation
Who or what is involved
When and where the story is set

Complication (problem)
The usual life of characters is interrupted, which adds tension and makes the story interesting.

Series of events
Events that occur because of the complication.
Rising tension leading to a climax (high point/ major drama). 25 | P a g e

RECOUNT
Types of recounts:
A personal recount is where the author is recounting an experience that they were involved in directly
A factual recount can be used to retell a particular incident or event, such as an accident or newspaper report.
An imaginative recount is the retell of an imaginary event through the eyes of a fiction character, such as, the day in the life of Shrek.

Setting
•
•
•
•

Who?
Where?
When?
Why?

Events in the Time order (first to last)
• 1.
• 2.
• etc

Concluding statement or ending
EXAMPLE OF A RECOUNT
A Trip to the National Zoo and Aquarium

Yesterday, my family and I went to the National Zoo and Aquarium to visit the new
Snow Cubs and the other animals.
In the morning, when we got to the Zoo and Aquarium there was a great big line, so we had to wait awhile to get in.
After we entered the zoo, we went straight to the enclosure for the Snow Cubs. My brother and I were so excited to see them. They were so cute and playful.
At lunchtime Dad decided to cook a bbq. He cooked sausages so we could have sausage sandwiches. Mum forgot the tomato sauce so we had to eat them plain.
In the afternoon, we visited the aquarium. My brother was excited to see the sharks and the tropical fish.
At the end of the day when we left we were going to go and get ice cream but we decided we were too tired so we drove straight home. (First steps 1st edition p47)

26 | P a g e

RECOUNT TEMPLATE
TOPIC:
SETTING: WHO? WHERE? WHEN? WHAT? WHY?

EVENTS IN TIME ORDER
Event 1

Event 2

Event 3

Event 4

CONCLUDING STATEMENT OR ENDING

27 | P a g e

PROCEDURE
When do I use it?
To provide instructions for making something, doing something or getting somewhere. Recipes, directions, instruction manuals use this format.
SCAFFOLD
1.

Introductory statement giving the aim or goal
 This may include the title of the text.
 This may be an introductory paragraph.

2.

Materials needed for completing the procedure
 This may be a list.
 This may be a paragraph.
 This may be left out of some procedures.

3.

A sequence of steps in the correct order





4.

Numbers can be used to show first, second, third and so on.
The order is usually important.
Words such as now, next, and after can be used.
The steps usually begin with a command verb such as stir, add or drill. Evaluation
 Was your aim achieved?

28 | P a g e

EXAMPLE OF PROCEDURAL TEXT
The TASK:

Show that you understand the process involved in making a lino print. List the materials you would use and include a copy of your finished print as an example.

How to Create a Lino Print

Materials

 lino
List of the materials needed to
 carbon paper make a lino print.
 lino cutting tools
 print roller (brayer)
 printing ink, (use water based ink for health and safety)
 paper for printing
 spoon
 cleaning cloths
The procedure (Steps) is broken down into steps in the order they should occur. Verbs are mainly used at the beginning of each step.

Procedure
1. Draw a design onto paper. Keep the design simple so that lines and patterns can be easily cut out using lino tools.
2. Copy your design onto the lino or trace it using carbon paper.
3. Cut away all the areas that you want to remain white in the print. You can create many different textures using the various blades of the lino cutting tools. 4. Roll ink on to the lino with the brayer. Make sure that the coating of ink is even but not too thick.
5. Choose a piece of paper which is larger than the lino block. Centre the paper on top of the block and smooth it down with your hand or a clean roller. 6. Rub the paper with the back of a spoon to transfer the ink. Lift up a corner to check that the ink is transferring correctly.
7. Pull the print off the block and leave it to dry on a drying rack.
8. If you are happy with the print, ink up the lino block and print it again.
Otherwise, clean the block and cut away some more lino.
9. After finishing the task, clean up and leave the studio tidy.

29 | P a g e

PROCEDURAL TEMPLATE
1. Introduction
–

aim as either a title or paragraph 2. Materials needed
-

may be a list may be a paragraph

3. A sequence of steps in the correct order
-

numbers can be used words such as now, next and after can be used. steps usually begin with a command words such as stir, add or drill

4. Evaluation
-

was your aim achieved? 30 | P a g e

INFORMATION REPORT
When do I use it?
To present information about a subject. To classify and /or describe using facts about the subject’s parts, behaviour and qualities.
Reference articles, research assignments, lectures use this format.
SCAFFOLD
1.

A general opening statement in the first paragraph
 This statement tells the audience what the text is going to be about.
 This can include a short description of the subject.
 This can include a definition of the subject.

2.

A series of paragraphs about the subject
 Each paragraph starts with a topic sentence.
 The topic sentence at the beginning of each paragraph previews the information contained in the rest of the paragraph.
 Each paragraph should give information about one feature of the subject.  These paragraphs may include technical language.

3.

A concluding paragraph
 This paragraph signals the end of the text.
 It can summarise the report.

31 | P a g e

EXAMPLE OF INFORMATION REPORT
General
classification

Comparison

Description written in related groups of information.

Topic sentence Specialised vocabulary 1992.

Butterflies are insects. With their almost endless variety of colours, shapes and sizes they are amongst the most beautiful and easily recognised of insects.
Like all insects they don’t have bones but they do have a light skeleton covering the outside of their bodies which are divided into three parts: a head, a thorax and an abdomen. They have six legs, two antennae, two eyes made up of lots smaller eyes. They breathe through small holes in their sides.
Butterflies have four large wings: a pair in the front and a pair of back wings. These are generally brightly coloured and have different patterns on the top and the underneath. Although they rest with their wings folded up, butterflies often spread their wings to warm-up in the sun.
All butterflies feed by drinking through a straw-like tube called a proboscis which is coiled when not in use. The proboscis is the elongated part of the mouth

Written in the third person –
e.g. their, they, the. Sentences containing more than one fact.

Written in past tense. Action verbs

Factual and precise adjectives.

Source: Breihdahl

Visual text
(labelled
diagram) to enhance written text.

32 | P a g e

INFORMATION REPORT TEMPLATE
1 Introduction
–
–

–

what the text is going to be about a short description of the subject can include a definition

2 Body of the report
-

-

-

each paragraph begins with a topic sentence which previews the information in the rest of the paragraph sentences after give more details each paragraph should give information about one feature of the subject may include technical language 3.
Repeat the same steps as 2

4.
Repeat the same steps as 2

5. A concluding paragraph -

can summarise the report 33 | P a g e

BIOGRAPHY TEMPLATE
Title: their name
Orientation: Full name, where they were born/lived and what they were famous for.
Paragraph 1
Series of events: paragraphs that describe important events, there impact, others involved, years and places. Paragraph 2

Paragraph 3

Re-orientation: restate what they were famous for and their contribution to society i.e. what makes them memorable/special? 34 | P a g e

NEWSPAPER REPORT

Picture or diagram with caption

Purpose:

Inform the public of current events

Focus:

World events, national events, local events, current issues

Reduced language title.
Sometimes ambiguous to attract attention. Headline
By-line

Writer’s name

The lead

Summary of most important information, i.e.: who, what, where, when and how.

Most important point
Next most important point

Write in:
• short sentences
• one sentence per paragraph
• text formatted in columns • third person objective point of view
• emotive

Next most important point

Least important point

Details:
Can include comments from:
• eye witnesses
• authorities
• interested parties who hold opposing views1111111 11111111111

Conclusion (optional)
Often concludes with consequences, possible future leads.

35 | P a g e

EXAMPLE OF NEWSPAPER REPORT
Headline written in present tense.
Use of alliteration to attract attention. Wren Rescues Ringtail
Ollie Jones in Brisbane

Twelve year old student, Jilly Wren climbed 30 feet to rescue a Ring-tailed Possum today.
The Lead
Summary of most important information – who, what, where, when and how.

Tree loppers had been removing trees at West
Bank School to create a new concrete play area. During morning tea, students spied the possum peering out from a lopped hollow branch. “Jilly just shimmied way up the tree with her school bag and came down with a little possum thumping around inside it,” said school mate, Jack Komninos.
Principal, Ms Anne Watson, alerted National
Parks and Wild Life. With the help of the tree loppers, the wild life officers rescued six more ring-tailed possums from hollows in trees lopped for felling.

By-line
Author
and where they are writing from.

Eye witness quotes in direct speech marks. Past tense

All the possums are reported to be ‘in good condition’ and are being cared for at the
Brisbane Forest Park. A suggested plan to relocate the possums in the school environs will involve refashioning of the hollowed tree trunks as part of an environmental sculpture project. Short paragraphs. Sometimes only one sentence long.

Mr Harry Bean, who was on play ground duty when Jilly Wren climbed the tree, fainted and is receiving medical attention for concussion and stress.
Jilly Wren used a coconut tree climbing technique known as the ‘frog’ to rescue the possum. The young heroine was unavailable for interview. According to Jack
Komninos, Jilly was on detention for being in a ‘strictly out of bounds’ area. Conclusion –

consequences, possible future actions.
36 | P a g e

NEWSPAPER REPORT TEMPLATE
Headline
Title

Diagram/Picture

By line

Writer’s name

The lead

Summary of most important information, i.e. who, what, where, when and how. Paragraph 1

Most important point Paragraph 2
Next most important point

Paragraph 3
Next most important point

Paragraph 4
Least important point Conclusion
(if applicable)

37 | P a g e

SCIENTIFIC REPORT
TITLE
All experiments must have a title, which should relate to what is said in the “Aim”.
AIM
State in 1 -2 sentences what you are trying to find out, investigate or discover. This should begin with “To…”
e.g. To show that sugar can dissolve in water. This should be written in present tense.
HYPOTHESIS
This is the possible answer to the problem being investigated, e.g. all acid reactions produce a salt. This should be written in present tense.
MATERIALS
List of all materials (equipment and chemicals) needed to do the experiment.
METHOD
Describe what you did. It must be in:
• past tense
e.g.,’ Measured in 10ml of water’ or ‘10ml of water was measured’
• point or numbered form
• passive voice (what was done rather than what you did)
e.g., ‘The circuit was set up’ rather than ‘I set up the circuit’
DIAGRAMS
These should be labelled and drawn in pencil. At times they may be used instead of a written method.
RESULTS
This is a record of what was observed and/or measured during the experiment. A neat ruled-up table and/or graph may be used to record these observations or measurements. This should be written in past tense.
DISCUSSION
These are specific questions about the experiment, which may include:
• Is the hypothesis supported or disproved?
• What problems were encountered?
• How could the experiment be improved?
• What errors were made?
The discussion should be written in past tense.
CONCLUSION
This is a short statement directly related to the aim.
This should be written in past tense.

38 | P a g e

Aim:
Hypothesis
is a prediction of the result of the experiment. Written in present tense.

Method consists of each step, written in sequential order and are numbered or in dot points. Written in the past tense. EXAMPLE OF SCIENTIFIC REPORT
Dissolving Sugar

To compare how much sugar will dissolve in hot water and cold water.

Hypothesis:

Aim states the purpose.
It is written in the present tense. More sugar dissolves in hot water than it does in cold water.

Materials:

Heatproof mat
Bunsen burner gauze mat
Stirring rod
Matches

Beaker tripod water
Sugar
spatula

Method:

List of all the materials (including ingredients and equipment), that are required for this experiment.

1. 100 ml of cold water was added to a beaker.
2. One spatula of sugar was added to the water and stirred until it dissolved.
3. More sugar was added and the mixture stirred continually until no more could dissolve. The final amount of sugar which dissolved in cold water was recorded.
4. The mixture of sugar and water was heated with a Bunsen burner for 4 minutes.
5. More sugar was added and the mixture stirred continually until no more could dissolve. The total amount of sugar that could be dissolved was recorded.
The diagram visually shows stirring rod how the experiment took place. beaker Labelling of water & sugar the diagram shows what materials gauze mat were used and how the tripod experiment
Bunsen burner was set up. heatproof mat

39 | P a g e

Results:
Water
Cold
Hot

Discussion addresses specific issues that occurred during the experiment. Written in past tense

Discussion:

Dissolved Sugar (spatulas)
2
6

Results are usually presented in a table format.
It’s a recording of what was observed or measured during the experiment. More sugar was dissolved in the hot water than in the cold water. A thermometer could have been used to measure the temperature of the water. The amount of sugar could have been measured more accurately by adding smaller amount at a time.

Conclusion:

Three times as much sugar dissolves in hot water as in cold water. The conclusion is short statement directly related to the aim. This should be written in the past tense.

40 | P a g e

SCIENTIFIC REPORT TEMPLATE
1. The Date and title of the experiment

Date:

Title of Experiment:

2. Aim
Tells the reader what is being investigated.
This should begin with “To….”
3. Hypothesis
This is the possible answer to the problem being investigated. This should be written in present tense. eg: oxygen is essential for animals to live
4. Materials
List of all materials (equipment and chemicals) needed to do the experiment.
5. Method
Describe what you did. It must be in:
• past tense
e.g.,’ Measured in 10ml of water’ or
‘10ml of water was measured’
• point or numbered form
• passive voice (what was done rather than what you did)
e.g., ‘The circuit was set up’ rather than ‘I set up the circuit’
6. Diagrams
Should be labelled and drawn in pencil
7. Results
This is a record of what was observed and/or measured during the experiment. A table and/or graph may be used to record these observations or measurements. This should be written in past tense.
8. Discussion
These are specific questions about the experiment, which may include:
• Is the hypothesis supported or disproved? • What problems were encountered?
• How could the experiment be improved? • What errors were made
The discussion should be written in past tense.
9. Conclusion
This is a short statement directly related to the aim. This should be written in past tense.

41 | P a g e

HOW TO WRITE A REVIEW
•

A review is a description of a live performance, an art show community event or an evaluation of a TV show, movie you have watched, a computer game you have played, a website or a book you have read.

•

Reviews are helpful because they inform the reader about the movie or book they may be interested in.

•

Often a review will influence people by telling them a little bit about the story WITHOUT telling them everything. (You must NEVER give away the ending.) •

While it is important to tell the storyline, do so briefly!

•

Choose the main events which take place – NOT every detail

•

Use DESCRIPTIVE words to describe the movie or book (interesting, boring, adventurous, exciting, confusing, thrilling etc).

•

Your opinion – Why did you like/dislike it?

•

What was your favourite part? And why?

•

If you could change something what would it be and why?

•

Did you like the character/s?

•

Your recommendation: Would you recommend seeing the movie or reading the book? Who would you recommend see it/read it?

•

Would it be of particular interest to a specific group of people? (Explain: I would recommend this movie to all Australians because it deal with issues which are central to the heart of all of us).

•

What type of language does it use? Does it use technical language, complex language or colloquial (everyday) language? By discussing the level of language used it will help the viewers or readers decide whether they will be able to understand and enjoy the movie/book.

42 | P a g e

BOOK REVIEW SCAFFOLD
Title:
Author:
Illustrator: (if applicable)
Lead Character/s?

What is the storyline or plot?

Did you like this novel
Why?
• Your opinion – Why did you

Yes/No

like/dislike it?
•

What was your favourite part?
And why?

•

If you could change something what would it be and why?

•

Did you like the character/s?

What is your recommendation? List at least 5 adjectives you would use to describe this text:
• What type of language does it
•

use?
•

Does it use technical language, complex language or colloquial (everyday) language? •

Does the level of language make it easy or difficult for the reader to follow?
43 | P a g e

FILM REVIEW SCAFFOLD
Title: _________________________________________________________________
Director: _____________________________________________________________
Audience you are writing for: _________________________________________
Main characters and the actors that played them:
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
5. ___________________________________________
Opinions/comments: (e.g. Director Gary Ross has created a quirky tale)

Brief Plot Analysis:
Do not reveal the ending or give a recount of the whole film.

Analysis of key aspects of the film: (Paragraph minimum for each area)
Theme/Plot

44 | P a g e

GenreWhat type of Fantasy and why?

Characters –
Choose one or two characters to look at in depth. Hint: choose ones that polarise the audience e.g. love or hate them.

Film Features –
Costumes, sound/music, lighting, special effects, cinematography, framing, shots and camera angles.

Rating:

Remember your review must be informative and entertaining!

45 | P a g e

EXPLANATION
When do I use it?
This is used to explain a process set out in stages, rather than describing a “thing”. For instance how things work, and how or why things have come to be the way they are.
Examples are: Memos, Rules (i.e. playing a game), timetables (i.e. bus or train), explanations (how an email works or how a tap works), affidavits, complaints and policy statements
SCAFFOLD
Classification and/or generalisation
This might be the heading, a definition of the subject area or maybe in the form of a question beginning with how or why.
Description
This consists of statements or paragraphs that describe the how or the why. It is sequenced in a specific way that describes the process. It demonstrates the link between the cause and effect.
Pictures or diagrams maybe used
Concluding/Summarising
This is a paragraph or statement that summarises what has been discussed in the description that ties all of the information together. This may include an impersonal and evaluative comment about the process.
Language Features
• Nouns and pronouns are used to describe a participant in the process.
• Timeless present tense, e.g. are, have, exists, and grows.
• Action verbs e.g. run, hunts, erupts, breaks, flows, and changes.
• Adjectives that are factual and precise such as, “5.6 megabytes”, sandy coloured. • Linking words and phrases expressing sequence (after..; then…; next…; finally)
• Technical terms and subject specific words should be used where possible.
• Written in passive voice (e.g. is made. is placed). Using first-person pronouns are not appropriate. The writer’s opinions are not generally appropriate.

46 | P a g e

EXAMPLE OF EXPLANATION
DEFINITION
States what the thing or process is.

How to Fly a Kite
A kite is a flying object that is heavier than air. A kite consists of a frame, a skin covering the frame and a long string that is held by the user.
A kite becomes airborne when the wind pressure between the kite and the ground lifts the structure into the air. The tilt of the plane surface of the kite causes a lesser air pressure to occur behind the kite’s upper surface than the pressure created by the wind on the under-surface.

CONCLUSION
Where and what it can be used for.

Kites have been used as signals, experimental instruments in atmospheric measurement and as play objects dating back many thousands of years.

COMPONENT
S/PARTS
Why it works.
Describe the components of the thing or process.

OPERATION
How it works
Cause and effect described.

47 | P a g e

EXPLANATION TEMPLATE

Write your information in each section

Title:
Introduction: general statement about the topic.

Definition or a question.
A brief description.

Explanation: series of statements

written in sequential order to explain.
How something works.
• What it is used for?
• What each part does?
• How the parts work together?
• How to use it?

OR
Why something happens.
• How and why it starts
• What happens next, why?
• What happens after that, why?
• What happens finally, why?

Conclusion: summary or comment A summary or recommendation
A general comment about use or history. 48 | P a g e

EXPOSITION
When do I use it?

Expositions are commonly used to examine issues from a range of perspectives
(giving the for and against or the positive or negative) on a topic and then form an opinion based on the evaluation of the arguments presented.
Some examples of exposition are: Some essays, editorials for the newspaper, debates, and current affairs.

SCAFFOLD
Introduction
It involves the statement or the issue concerned and then the inclusion of alternative and opposing points of view.
Arguments
A series of arguments with supporting evidence, which can argue for and against the issue or concern for each point of view that is put forward.
• Use a new paragraph for each new argument.
• Each new paragraph begin with a topic sentence that states the argument for that paragraph.
• Back up each argument with evidence. Examples and quotations can be used. Conclusion
A summing up of the arguments and a statement of the position of the author is included in a concluding statement.
Language Features:
• Emotive words and phrases should be used.
• Usually in present tense.
• Use of repetition.
• Analysing opposing points of view and thought provoking questions and phrases. • Three connectives to indicate sequence of points, (e.g. firstly, secondly, thirdly). • Conjunctions used to link reasons and actions, opinions or to link cause/action and effect, (e.g. another point or on the other hand).
• A variety of verbs used e.g. action verbs (run, ruin and drive).
• A variety of mental verbs used e.g. (hope, believe).
• Occasional use of passive voice should be used e.g. instead of saying “the people are concerned about the intersection”, the author may restate this as, “Concern has been raised about the intersection”.

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EXAMPLE OF EXPOSITION
Fast Food and Progress
Opening
statement: identification of the issue.

Words and groups of words to signal consideration of arguments.

The local community is divided over the proposal to build a fast-food outlet, belonging to one of the world’s largest food chains, in the area. Many people believe support of the proposal will provide benefits to the area while others consider it would be detrimental to the town. Should the proposal be denied?
Firstly, the outlet will bring opportunities for part time employment for many of the young people in the area. Currently, employment opportunities in the local area are limited.
Secondly, is that the establishment of the outlet will provide a much-needed service for the community. With only one fish and chip and pizza shop there are limited choices of fast food in the local area.
On the other hand, the fast food outlet will alter the quiet atmosphere of the area because it will encourage people to travel from further afield to buy the widely advertised and popular fast food.
Another point to be considered is the ‘visual pollution’ the outlet will create with its large neon signs and huge advertising hoardings.
The community is renowned for its conservation of the environment. Allowing the outlet to open up in the area could signal the beginning of the end of the natural surroundings. Group of words to signal the summing up of the arguments. After considering both sides of the argument, it is my opinion that the proposal to build a fast-food store should be supported. A fast– food store would be an asset to the local area, as it will provide employment for the local residents as well as encouraging people outside the area to visit and perhaps generate more spending in the other stores.
The visual pollution is not a relevant issue because all the other shops in the area have advertising signs of some description. The local council can also enforce restrictions on the size and type of hoarding used.

Action verbs: proposal, build.

Mental verbs: believe, consider.

Arguments for the proposal, including supporting facts.

Conjunction to connect cause and effect.

Arguments against the proposal, including supporting facts.

Conclusion, including consideration of arguments and writer’s stance on the issue. 50 | P a g e

EXPOSITION ESSAY PLANNER
1

INTRODUCTION tell the reader what to expect, introduce the argument

2

ARGUMENT topic sentence

EVIDENCE/EXAMPLES to support your ideas

3

ARGUMENT topic sentence

EVIDENCE/EXAMPLES to support your ideas

4

ARGUMENT topic sentence

EVIDENCE/EXAMPLES to support your ideas

5

ARGUMENT topic sentence

EVIDENCE/EXAMPLES to support your ideas

6

CONCLUSION restate your argument, make links back to topic

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EXPOSITION ESSAY PLANNER WITH PURPOSE
1

INTRODUCTION tell the reader what to expect, introduce the argument

2

ARGUMENT topic sentence

3

ARGUMENT topic sentence

4

ARGUMENT topic sentence

5

ARGUMENT topic sentence

6

CONCLUSION restate your argument, make links back to topic

EVIDENCE/EXAMPLES to support your ideas

PURPOSE

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PERSUASION
When do I use it?

They are used to persuade others to either accept a particular point of view; adopt a certain behaviour or action; or change attitudes and existing practices in favour of those put forward by the author.
There are three different types of persuasive text structure and features may vary according to purpose and audience. For example: Arguments, discussions and advertisements. SCAFFOLD
Introduction
Opening statement on the issue or concern that is to be argued (this may be called the thesis). This can be used to attract the audience’s attention.
Arguments
• These are points put forward to support the opinion or proposal of the author. • Each of which should be supported by evidence or examples that help to elaborate or argue a point of view. The arguments are sequentially ordered from the most persuasive to the least persuasive.
• The number of arguments presented can vary, based on the set task or author. Conclusion
This is a concluding statement that sums up the argument and relates to the point of view and suggests a solution or possible action. There can also be carefully selected facts to support the point of view.
Language Features:
• Emotive words and phrases should be used.
• Usually in present tense.
• Three connectives to indicate sequence of points, (e.g. firstly, secondly, thirdly). • Conjunctions used to link reasons and actions, opinions or to link cause/action and effect.
• A variety of verbs used e.g. action verbs (run, ruin and drive).
• A variety of mental verbs used e.g. (hope, believe).
• Occasional use of passive voice should be used e.g. instead of saying “the people are concerned about the intersection”, the author may restate this as, “Concern has been raised about the intersection”.

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EXAMPLE OF PERUSASIVE
TEXT
Opening statement with background information and opinion. Statement of opinion Factory Farming
Factory poultry farming, in which thousands of hens are housed in small cages in large sheds, is a thriving activity in the push for increased egg production.
It is time that the community took a stand against the cruel practice.
Firstly, because the hens are kept in cages, designed to restrict movement and shared by six or seven other birds, their natural behaviour is affected. They are unable to walk around, stretch their wings or build a nest.
Secondly, the natural and artificial light used to keep hens laying as an instinctive response to the light disregards the well being of the hen. Unlike their laying habits, in a natural setting, they are constantly laying and this must exhaust the bird.

Emotive words Present tense Series of arguments to support opinion and supporting facts.

Thirdly, the use of sloping wire bottomed cages makes it difficult for the hens to stand. Sometimes their claws become permanently entangled with the wire.
Passive voice

Concluding statement with restating of opinion and recommendation for action.

Finally, concern has also been raised about the stress that hens suffer because of the crowded cages. They often peck and kill each other. Sometimes farmers partly remove their beaks in an attempt to prevent the damage done during fighting. I strongly believe that this practice must cease. Animal welfare organisations, poultry farmers and the law makers need to work together to create farming practices that not only make money for the farmer but respect the welfare and rights of the hens.
Howes, 1985

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PERSUASION MAP
Argument 1.
1. Hens kept in cages is restrictive of their movement.

1. b) Claws become entangled with the wire.
1. c) They are unable to walk around and exercise. Argument/
Thesis

That caged egg production is a cruel practice

1. a) Unable to stretch their wings or build a nest

Conclusion:
Argument 2.
Natural and artificial light is disruptive to their instinct. 2. a) The artificial light makes them lay 24 hours.
2. b) They are exhausted from all the laying therefore their lifespan is shortened.
2. c) Being caged means they have no access to natural light causing health issues.

Argument 3.
Stress that hens suffer living in these conditions.

This process is inhumane for the hens. Animal welfare organisations, poultry farmers and the law need to work together to create respectful farming practice.

3. a) No space, squashed in a tiny cage with several other hens.
3. b) The stress can cause them to peck and kill each other.
3. c) Hens become aggressive which is not normally in their nature.

REASONS

FACTS/EXAMPLES

SUMMARY OF ARGUMENT
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PERSUASION MAP EXAMPLE
1.

1. a)
1. b)
1. c)

Argument/
Thesis

Conclusion:
2. a)

2.

2. b)

2. c)

3.

3. a)

3. b)

3. c)
REASONS

FACTS/EXAMPLES

SUMMARY OF ARGUMENT
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PERSUASION TEMPLATE
1

INTRODUCTION State what the issue or topic is and what you think about it.

Why should people believe you? (use as many arguments as you need)
2

ARGUMENT topic sentence

EVIDENCE/EXAMPLES
Because…

3

ARGUMENT topic sentence

EVIDENCE/EXAMPLES
Because…

4

ARGUMENT topic sentence

EVIDENCE/EXAMPLES
Because…

5

ARGUMENT topic sentence

EVIDENCE/EXAMPLES
Because…

6

CONCLUSION Strongly repeat what you believe with a summary of the reasons why

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PERUSASION LETTER TEMPLATE
Date:____________________________________________
Your Name: ______________________________________
School Address: __________________________________
__________________________________
Title and Name of the person you are sending your letter to:
_________________________________________________
_________________________________________________
_________________________________________________
Dear ____________________________________________
I believe that
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
There are many reasons to support my argument, and these include________________________________________________________________________________ _______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
The first reason is
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
In addition to this
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

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Furthermore, another reason is
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Finally, in conclusion
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Thank you for taking the time to read my letter and listen to my point of view
Yours faithfully,
Your signature: ______________________________________

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Referencing
When writing an assignment you need to acknowledge other people’s work that you use.
This is called referencing. Colleges use the Modified Harvard Style where footnotes and endnotes are not required. Simply acknowledge where you found the quote or idea you used by including it in your paragraph. This is easier to use for the writer and enables the reader’s eyes to continue with the natural flow from left to right.

How do I correctly quote from others or refer to others’ ideas?
1. To quote a large piece of text from another author.
Quotations of 25 words or more must be indented, and inverted commas are unnecessary in this case. The quotation must be introduced properly, not just placed in your writing isolated from the rest if your text.
Example:
At the time of the European colonisation the Australian landscape was portrayed as untouched wilderness. In fact, Indigenous Australian were using various techniques, particularly fire, to manage the land:
…the explorers were not pushing out into wilderness; they were trekking through country that had been in human occupation for hundreds of generations. It was land that had been skilfully managed and shaped by continuous and creative use of fire.
(Reynolds 2000, p.20)
Leave
Indent from the margin. Identify author, year of publication and page number at the end of the quote.

2. To quote a few words from an author

a line above and below the quote. Quotations of less than 25 words are to be placed in the body of the text and inverted commas must be used:
Example:
Computers, data communications and electronic control devices have had a large impact on society. “The widespread use of computers has been described as the second industrial revolution” (Bishop 1985, p. 213)
Or
Reynolds (2000) argues that the Australian landscape was ‘skilfully managed and shaped’
(p. 20) by the Aboriginal people through the use of fire.
Add page number after the quote plus author and year of publication if referred to earlier in the sentence.

Use single quotation marks around the quoted words. 62 | P a g e

Generally, small units of quotations are more effective. Try to weave at least some short quotations (under 25 words) into your text, rather than always using longer block quotations. This makes your writing more fluent and tends to give it added depth.

3. To acknowledge another author’s ideas without quoting the exact words is called paraphrasing.
Follow with year of publication and page.

Example:

Refer to the author in your sentence.

More recent studies, including those by Ward and Foot (1999, p.6) note increasing dissatisfaction with how the taxation system handles superannuation.
Or
One of the worst problems which affected Europe and Australia after World War 1 was the influenza epidemic in the 1920s. About 20 million people (Bereson 2000, p. 18) around the world died as well as 11,000 Australians (Australian Encyclopaedia 1996, p. 45). Many people panicked at the thought of infection.

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How should I set out my bibliography?
When you take notes from another source, it is a good idea to write down the bibliographic details at the time. This makes it easier to complete the bibliography at the end of the assignment. When doing this you need to take note of the following:

1) BOOKS with one author:
Reynolds, H 2000, Black Pioneers, Penguin, Victoria. year Author surname, initial

publisher

Title of book
Italicised

Place of publication 2) BOOKS with two or more authors:
Stanley, RJ, Reynolds, S, Joyce, DE & Holloway, RB 2002, Discovering Chemistry 2,
Enterprise Press, South Australia.

3) BOOKS with an editor:
Tranter, J & Mead, P (eds) 1991, The Penguin Book of Australian Poetry, Penguin, Victoria.

4) WORLD WIDE WEB. A web page with an author:
Author(s)/ year (either a last update or copyright date)/ Title of the page (from the browser’s title bar) in italics/viewing date (Day, month, year),
Author, or person/organisation responsible for the website

Date: last updates, copyright date, or n.d. if no date is available.

Title of the page (from the browser’s title bar)

Florence Nightingale Museum Trust 1999, Florence Nightingale Museum Website, viewed
10 July 2011, http://www.florence-nightingale.co.uk/
Date of viewing

URL – found in the address bar of your browser, in angle brackets < >

5) A webpage with no author:
When you can’t determine the author(s) of a webpage, set out your reference as follows:
Title of the page (from the browser title bar)

Date: last update, copyright, or n.d. if no date is available Date of viewing

URL – found in the address bar of your browser, in angle brackets < >

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SSABSA Online home 2004, viewed 17 February 2011, http://www.ssabsa.sa.edu.au/

6) Newspaper or magazine articles/ journal
Author
surname, initial

Article title in single quotation marks

Year

Day and month of publication

Oaten, C 2011, ‘Open Your House to the Sun’, Herald Sun, 6 September, p.31
Page number (s)

Title of paper/magazine 7) Video and Film/ Television and radio
The text type (television, radio, video, motion picture) is indicated after the year.
Title

Year

Format: video recording or motion picture

Place of production

Now Voyager 1942, motion picture, Warner, New York. Directed by Irving Rapper.
Publisher or name of
Production Company

Special credits if applicable
e.g. director, producer

For television and radio programs, recorded off air, use a similar format to video and film, but include date of transmission (in full) instead of date of production. Also include the name of the channel airing the program.
Note:

No Quick Fix 2004, television program, ABC Television, Sydney, 10 August. Executive producer J. Finlay.
Format: television/radio, etc

Channel

Broadcast date

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For BOOKS:
Author
Surname, First name
Stanley, RJ, Reynolds,
S, Joyce, DE &
Holloway, RB,

EXAMPLE OF A BIBLIOGRAPHY
Year of
Publication
2002

Title

Publisher

Use italics

Discovering Chemistry 2,

Enterprise Press,

For ENCYCLOPEDIAS, CD ROMS, DICTIONARIES, ATLASES, AND YEARBOOKS:
Title Use italics
Volume
Year of
Publisher
Number
Publication

For: WEBSITES, INTERNET, DATABASES
Author
Title of page
Person or
Use italics organisation Florence
Florence Nightingale
Nightingale
Museum Trust Website
Museum

Place of
Publication
South
Australia.

Place of Publication

Pages

Pg
165

Pages

Site Date (last updated) Date viewed URL or Database

1999

10 July 2011

http://www.florence-nightingale.co.uk/

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ACKNOWLEDGEMENTS
We would like to acknowledge the following sources that we have used in developing this writing booklet.
Wing Jan, Lesley, 2009, Write Way: Modelling Effective Writing. Oxford University Press,
Melbourne
2005, Stepping Out Writing, Steps Professional Development, Western Australia
2007, St Francis Xavier Year 9 and Year 10 Student Handbook, St Francis Xavier, Canberra
2005, Melrose High Effective Writing, Melrose High, Canberra
2010 Writing @ Wanniassa, Wanniassa Senior School, Canberra
ACT DET, 2009, InSinc Reading to Learn, ACT Department of Education and Training,
Canberra, Book 3
ACT DET, 2009, InSinc Writing in Context, ACT Department of Education and Training,
Canberra, Book 4
Education Department of WA, 1997, First Steps Writing Resource Book, Rigby Heinemann, 1st edition Education Department of WA, 2007, First Steps Writing Resource Book, Rigby Heinemann, 4th edition 2010 Literacy Field Officers: Danielle Banks, Kellie Keeffe, Marg Klee, Rebecca Platten.
The Literacy Field Officers would like to thank Kathy Griffiths for her guidance and support throughout the development of this handbook.

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Bibliography: Wing Jan, Lesley, 2009, Write Way: Modelling Effective Writing. Oxford University Press, Melbourne ACT DET, 2009, InSinc Reading to Learn, ACT Department of Education and Training, Canberra, Book 3 ACT DET, 2009, InSinc Writing in Context, ACT Department of Education and Training, Canberra, Book 4 Education Department of WA, 1997, First Steps Writing Resource Book, Rigby Heinemann, 1st edition Education Department of WA, 2007, First Steps Writing Resource Book, Rigby Heinemann, 4th edition