Common Genres in Senior Secondary Schooling= Structures and Some of the Important Language Features

7/27/2019 Common Genres in Senior Secondary Schooling= Structures and Some of the Important Language Features

1/32

Common Genres in Senior Secondary Schooling

Structures and Some of the Important Language Features

(This information can be adapted by teachers

to suit the specific literacy demands of individual subjects.)

DECS CURRICULUM SERVICES, NUMERACY AND SCIENCES PORTFOLIO including Senior Secondary Reform

Version 1.1 November 2008 Page 1 of 32


2/32

Context and Purpose of this Material

This resource is based on the premise that specific subjects/disciplines have specific literacy

demands. The purposes of a subject/discipline will determine the genres, language and

mediums of presentation that are predominantly used. Therefore, one of the main ways in

which the literacies of subjects can be identified is to examine the kinds of texts that students

are expected to produce, including the structures and language features of these texts. These

structures and language features can then be taught so that students gain a clear understanding

of the literacy expectations of specific assessment tasks.

Most students in primary schools, and an increasing number in middle schools, are exposed to

genre approaches. They already have understandings that need to be built on in the senior

years. Therefore, it is important to maintain a genre approach as much as possible, so that

students can draw on their prior learning. For example, this means using terminology related

to genre that many students will understand. Teachers may make modifications to this

material to suit what they would like to do specifically within their classrooms. Both teachers

and students can choose the language features that the class could concentrate on when

creating texts within a unit of work.

Some of the genres used in Senior Secondary schooling are macrogenres, meaning that theyare made up of more than one traditional genre. In instances such as this, the different kinds

of genres and related language features used at each stage of the text require identification.

The language used throughout these materials is from both traditional grammar and systemic

functional linguistics. It is a reality that teachers and students need a language to talk about

language if they are to discuss and build on understandings about language. A glossary has

been included at the back of this material to help teachers and students to develop their

understandings of genres and language. There is also PD available in South Australia, which

provides teachers with an understanding of systemic functional linguistics, particularly the

courseHow Language Works offered by the Literacy Secretariat.


http://www.decs.sa.gov.au/literacy/pages/Home/pl/http://www.decs.sa.gov.au/literacy/pages/Home/pl/http://www.decs.sa.gov.au/literacy/pages/Home/pl/


3/32

Some Common Genres in Senior Secondary Schooling and their Purposes

Genre click on links formore detail

Purpose

Recount (personal,historical, factual,imaginative)

-to retell events in the past.

Practical Report (e.g.write up of a practicalexperiment, field trip,investigation)

-to explain how an experiment/practical was conducted, analysethe results and evaluate the outcomes.

Directed InvestigationReports

-to undertake a mathematical investigation, analyse results andevaluate the outcomes.

Procedure -to explain how to undertake a task.

Narrative -to tell a story in an entertaining way. Often such stories also aimto present specific values.

Information Report -to inform about a topic. An information report may be taxonomicor descriptive taxonomic will answer the question What kinds?and descriptive will answer What about?

Explanation(sequentialor causal)

-A sequential explanation explains how something occurs. Acausal explanation explains how and why something occurs.

Exposition (AnalyticalArgument)

-to provide one line of reasoning. The author presents oneinterpretation of an issue and uses supporting material to try toconvince others of their point of view. The thesis that is putforward is built up throughout the text.

Hortatory Exposition(Argument urging theaudience to act)

-to provide one point of view on an issue and to make theaudience take action. Often these texts are very emotive. Someexamples could include letters to the editor, speeches, articlesand advertisements.

Discussion -to present all arguments on a topic, as well as the supportingevidence for those arguments. The conclusion contains arecommendation based on the evidence for all sides that havebeen presented.

Interpretation -to interpret what a text(s) is presenting, providing evidence fromthe text(s) to support the interpretation. Interpretations are oftensimilar to analytical arguments/expositions in that they presentone argument/point of view.

Personal Response -to present a personal response.

Review -to describe and evaluate a text (eg film, book, painting,webpage)




4/32

Recount

Purpose:to retell events in the past.

Structure

orientation sequence of events in chronological order

re-orientation (optional)

Language that is used to structure Recounts and give them cohesion conjunctions to begin paragraphs and sentences, usually these are related to time

(eg First, Next) phrases in the place of conjunctions to begin paragraphs and sentences, usually

related to time (eg In the following year, After that episode,) conjunctions to join ideas between sentences and to make them flow (eg So, Next,

However) linking conjunctions to join information within sentences (eg and, so, but, or) binding conjunctions to join information within sentences (eg because, when) reference items (eg he, she, it, those)

Language that is used to explain the content of Recounts noun groups to define and describe (eg The beautiful small weatherboard house on

the hill) a range of verbs/processes to explain actions (eg born, educated, travelled)

a range of verbs/processes to explain the relationships between things (eg is, was,has, have)

a range of verbs/processes to explain mental processes (eg thought, felt, dreamed)

a range of verbs/processes to explain how things were said (eg expressed, told,

argued) causal relational processes (eg because, resulted in)

circumstances to explain time (eg At the time of his birth); place (eg In Australia);with (eg with his sister); how (eg with enormous joy); why (eg because of hisparents expectations)

reported speech (eg The boy shouted in response that he would not take that

option.) nominalisation (eg beauty, sadness, joy)

Language that is used to provide the tenor/stance of Recounts statements to provide information expressions of attitudes and feelings (eg pleasure, gladness, genuine warmth)

words to express obligation and inclination (eg had to, expected to, felt like) objective or personal voice (eg personal used if recounting events from own life in

an autobiography, objective voice used if writing a biography)

Language and other techniques that are used to express information clearlyand accurately in Recounts appropriate language has been used at the beginning of paragraphs and

sentences, including nouns/noun groups, conjunctions (especially those expressingtime and sequence), and circumstances (especially those of time and place)

past tense used appropriately and consistently

words are spelt correctly

presentation is effective (eg neat handwriting, use of ICT) passive and active voices used




5/32

punctuation correct




6/32

Practical Report (eg write up of a practical experiment)

Purpose:to explain how an experiment/practical was conducted, analyse the resultsand evaluate the outcomes.

Structure introduce the purpose of the experiment in the opening sentence make a clear statement about the hypothesis to be tested

list the apparatus and materials provide a step by step description of the method used

provide a diagram

give a table of results include a discussion of results

provide a conclusion may include a statement about future work

Language that is used to structure Practical Reports and give them cohesion subheadings to indicate different sections conjunctions to begin sentences in the description and method (eg First, Next,

Finally) conjunctions to join ideas between sentences in the discussion and conclusion (eg

So, Next, However) linking conjunctions within sentences (eg and, so, but, or) binding conjunctions within sentences (eg because, when)

reference items/pronouns (eg it, they, those, this, them)

Language that is used to explain the content of Practical Reports noun groups to define and describe with many classifiers used (eg the acidic

chemical mixture in the test tube) processes/verbs that explain the actions (placed, dissolves, moves) processes/verbs that explain the relationships between things (eg is, have, has,

was) causal relational processes (eg causes, results in, leads to) circumstances to explain time (eg after two minutes); place (eg in the tube, on the

glass); with (eg with the hot substance); how (eg very smoothly, rapidly); why (egbecause of the pressure)

technical terms (eg evaporation, dissolves, photosynthesis)

comparatives (eg slower, faster, thinner)

nominalisation- where words (usually verbs and adjectives) are turned into nouns

(eg to use=the use, to solve=solution, to reduce=reduction, intense=intensity)Language that is used to provide the tenor/stance of Practical Reports statements to provide information

objective voice making sure that reference items/pronouns like I and We arenot used, which means that scientific concepts and noun groups are often put at thebeginning of sentences (eg The increase in evaporation was expected, rather thanI thought the amount of evaporation would increase.)

expressions of certainty, usuality, frequency (eg almost always, sometimes, often,

definitely)




7/32

Language and other techniques that are used to express information clearlyand accurately in Practical Reports appropriate language at the beginning of paragraphs and sentences, including

nouns/noun groups, nominalisations, conjunctions and circumstances of time andmanner

appropriate tense in different sections words spelt correctly, especially technical terms

presentation effective (eg neat handwriting, use of ICT)

punctuation correct passive voice when appropriate (eg The flame is then turned on.)




8/32

Practical Report (eg Field Trip, Investigation)

Purpose:to explain how a practical investigation was conducted, analyse the resultsand evaluate the outcomes.

Structure introduce the hypothesis in the opening sentence

define the key terms related to the topic and discuss briefly the aim

discuss the methods proposed

discuss the reason for choosing the topic, including why the issue/topic is significant

provide background to the topic

synthesise information

analyse and evaluate evidence gained

summarise the findings

discuss the findings in terms of the hypothesis

comment on the significance of the main finding

evaluate the extent to which the hypothesis is supported

evaluate the limitations in the study

suggest how the investigation could be done differently and why

suggest future trends and research

Language that is used to structure Practical Reports and give them cohesion

subheadings to indicate different sections

conjunctions to begin sentences (eg First, Next, Finally)

phrases in the place of conjunctions to begin sentences (eg In addition to, On the

other hand, Another reason why)

conjunctions to join ideas between sentences in the discussion and conclusion (egSo, Next, However, Therefore)

linking conjunctions within sentences (eg and, so, but, or)

binding conjunctions within sentences (eg because, when)

reference items/pronouns (eg it, they, those, this, them)

Language that is used to explain the content of Practical Reports

noun groups to define and describe with many classifiers used (eg the humanitarianand political refugees)

processes/verbs that explain the actions (eg investigated, interviewed, surveyed)

processes/verbs that explain the relationships between things (eg is, have, has,was)

causal relational processes (eg causes, results in, leads to)




9/32

circumstances to explain time (eg after the war); place (eg in the hospital); with (eg

with the support of friends); how (eg very smoothly, rapidly); why (eg because of thetension)

technical terms (eg evacuation, granite)

comparatives (eg slower, faster, thinner) nominalisation- where words (usually verbs and adjectives) are turned into nouns

(eg to use=the use, to solve=solution, to reduce=reduction, intense=intensity,demonstrate=demonstration)

Language that is used to provide the tenor/stance of Practical Reports

statements to provide information

objective voice used in most sections, except when evaluating the research process

or providing opinion at the end. Objective voice means making sure that referenceitems/pronouns like I and We are not used, which means that concepts and

noun groups are often put at the beginning of sentences (eg The increase inhumanitarian refugees from the area was expected, rather than I thought that thenumber of refugees from the area would increase.)

expressions of certainty, usuality, frequency (eg almost always, sometimes, often,

definitely)

Language and other techniques that are used to express information clearlyand accurately in Practical Reports

appropriate language at the beginning of paragraphs and sentences, includingnouns/noun groups, nominalisations, conjunctions and circumstances of time andmanner

appropriate tense in different sections

words spelt correctly, especially technical terms


punctuation correct

passive voice when appropriate (eg The rocks were then collected and stored)




10/32

Directed Investigation Reports

Purpose:To undertake a mathematical investigation, analyse results and evaluatethe outcomes.

Structure

introduce all the background information relevant to the main focus of the

investigation, state the aim of the investigation and outline the features of theproblem being investigated

explain the methods and materials used

complete solutions to all questions

display results effectively

analyse and interpret results

complete all answers to any set questions

conclude the investigation, including a summary of the main results, a statement of

the overall conclusion (based on aim), evaluation of methods used (includingdiscussion of what could be improved next time and recommendations for furtherinvestigation)

subheadings may be used to define each section of the report

Language that is used to structure Directed Investigations and give themcohesion

conjunctions to begin sentences (eg First, Next, Finally)

phrases in the place of conjunctions to begin sentences (eg In addition to, On the

other hand, Another reason why)

conjunctions to join ideas between sentences (eg So, Next, However, Therefore)

linking conjunctions within sentences (eg and, so, but, or)

binding conjunctions within sentences (eg because, when)

reference items/pronouns (eg it, those, this, them)

Language that is used to explain the content of Directed Investigations

technical language used appropriately

noun groups to define and describe with many classifiers and numeratives used (egthe twoisosceles triangle)

processes/verbs that explain the actions (eg investigated, interviewed, surveyed)

processes/verbs that explain the relationships between things (eg is, have, has,

was, relates to)

causal relational processes (eg causes, results in, leads to, because of)

circumstances to explain time (eg after the race); place (eg in the equation); with

(eg with the calculator); how (eg very rapidly); why (eg because of the time

difference)

comparatives (eg slower, faster, thinner)




11/32

nominalisation- where words (usually verbs and adjectives) are turned into nouns

(eg to use = the use, to solve=solution, to reduce=reduction, tomeasure=measurement, to equate=equation)

Language that is used to provide the tenor/stance of Directed Investigations

statements to provide information objective voice used. Objective voice means making sure that reference

items/pronouns like I and We are not used, which means that concepts andnoun groups are often put at the beginning of sentences (eg The multiplication ofrather than I thought that the multiplication would)

expressions of certainty, usuality, frequency (eg almost always, sometimes, often,definitely, rarely)

Language and other techniques that are used to express information clearly

passive voice used when appropriate (This is often used to ensure that the

reference items/pronouns I, we are not used and the report is written in the thirdperson eg instead of I measured the court, use The measurement of the courtwas conducted.

appropriate language at the beginning of paragraphs and sentences, including

especially nouns/noun groups, nominalisations

appropriate tense in different sections



punctuation correct




12/32

Procedure

Purpose:to explain how to do something, using a number of steps.

Structure

begin with a statement about the outcome that will be achieved by following througha number of steps

list the materials or equipment that is required

present the steps involved in the task in a logical order (may be numbered ordemonstrated in some other way eg *)

include diagrams/illustrations where appropriate

Language that is used to structure Procedures and give them cohesion

temporal (time) conjunctions to help indicate sequence (eg Firstly, Secondly)

action verbs/processes to indicate a change in step (eg stir, run)

reference items to refer to people/things and avoid repetition (eg it, them)

full sentences may not be used

Language that is used to explain the content of Procedures

short noun groups with lots of classifiers (eg Nike sandshoes)

a range of verbs/processes to explain the actions (eg run, stir, freeze)

a range of verbs/processes to describe the relationships between things/people (egwas, is, connects)

a range of circumstances to explain time, place, with whom/what, how and why (eg

after five minutes, in the bowl, with a large racket, carefully, with great force,

because of the heat)

causal relational processes (results in, causes)

technical terms (eg baking soda, blend)

nominalisation (eg refrigeration)

Language that is used to provide the tenor/stance of Procedures

words to express certainty, obligation, frequency (eg will burn, must jump high,

should freeze well, twice)

statements to give instructions (eg blend for 40 minutes)

objective voiceLanguage and other techniques that are used to express information clearlyand accurately in Procedures

present tense

action verbs sometimes put at the beginning of sentences/dot points

words spelt correctly

presentation effective (eg use of ICT)

illustrations/diagrams effective

punctuation correct




13/32

Narrative

Purpose:to tell a story in an entertaining way. Often such stories also aim to presentspecific values.

Structure

an effective orientation to begin, including time, place, main characters

complication(s)

resolution(s)

evaluation/reflection about the complication(s) and resolution(s) (optional)

coda (optional)

Language that is used to structure Narratives and give them cohesion

phrases of time and place to organise the text (eg In the morning, On the boat)

linking conjunctions to expand sentences and increase their complexity (eg and, so,

but, or)

binding conjunctions to expand sentences and increase their complexity (eg

because, when)

reference items/pronouns to refer to people/things (eg it, he, him, me, this, them)

paragraphs to organise the main ideas and sections of the narrative

Language that is used to explain the content of Narratives

noun groups with lots of describers/adjectives (eg the old rusty car, a clear bright

morning in July)

processes/verbs to explain actions (eg ran, carried, placed)

processes/verbs to explain mental processes (eg thought, dreamed)

processes/verbs to explain how things are said (eg cried, shouted, argued, yell)

processes/verbs to describe the relationships between things/people (eg was, have,

am)

circumstances to explain time, place, with whom/what, how and why (eg At the endof the year, On the crystal clear beach, with the massive dog, with great trepidation,

because of the time)

appropriate idioms (eg pull her socks up)

direct speech (eg In a minute, she yelled.)

reported speech (eg The girl yelled that she would come in a minute)

comparatives (eg fatter, wobblier)

nominalisation (eg argument, concern, beauty)

figurative language (eg similes, metaphor, personification)




14/32

Language that is used to express the tenor/stance of Narratives

expressions of attitudes and feelings (eg terrible anguish, great sadness, suddenjoy)

expressions of certainty, obligation and inclination (eg definitely, might, have to,

should)

statements, questions, offers and commands as appropriate to the story

Language and other techniques that are used to express ideas clearly andaccurately in Narratives

appropriate tense (eg for time changes, flashbacks)

words and phrases used to begin paragraphs and sentences, including nouns/noun

groups, nominalisations, conjunctions and circumstances of time and place



passive and active voices

punctuation correct




15/32

Information Report

Purpose:to inform about a topic. An Information Report may be taxonomic ordescriptive taxonomic will answer the question What kinds? and descriptive willanswer What about?

Structure

clear opening statement to begin

information of the same type is grouped within paragraphs

each paragraph has a clear topic sentence to begin or a heading

a conclusion summarises the main points that have been presented (optional)

Language that is used to structure Information Reports and give themcohesion

connectives to sequence a series of paragraphs (eg Firstly, Next, Finally)

conjunctions at the beginning of sentences to help make the writing flow (eg So,Next, However, Therefore)

linking conjunctions in the middle of sentences to expand sentences and toincrease their complexity (eg and, so, but, or)

binding conjunctions in the middle of sentences to expand sentences and to

increase their complexity (eg because, when)

reference items/pronouns to refer to people/things (eg it, those, this, them, you, me)

Language that is used to explain the content of Information Reports

noun groups to define and describe concepts (eg the extremely large and extensive

conifer forest in Canada)

a range of verbs/processes to explain the actions relevant to the topic (eg

shattered, shot, spread, undermined, examine)

a range of verbs/processes to explain the relationships between things (eg is, was,were)

a range of circumstances to explain time, place, with whom, how and why (eg in the

beginning, at the end of the lake, with five other explorers, with great care andconcern, because of the heat)

relevant technical terms used appropriately (eg transportation, permeable)

comparatives to help explain concepts (eg slower, faster, fitter)

nominalisation (eg evaporation, deception, use)

Language that is used to express the tenor/stance of Information Reports

objective voice (no I, we, us)

third person point of view


language expressing certainty, usuality, frequency (eg It is clear that, often,frequently, always)




16/32

Language and other techniques that are used to express ideas clearly andaccurately in Information Reports

appropriate language at the beginning of sentences and paragraphs, including

nouns/noun groups, nominalisations, conjunctions and circumstances of time andplace

appropriate tense (often present tense but may depend on the topic)

words spelt accurately


visual information presented and integrated with the written text

punctuation correct

passive voice at times

consistent referencing and used throughout

bibliography/reference list included




17/32

Explanation (Linear)

Purpose:A sequential explanation explains how something occurs. A causalexplanation explains how and why something occurs.

Structure introduce the phenomenon clearly in the first sentence

logically sequence the explanation

concluding statement

Language that is used to structure Explanations and give them cohesion

connectives to sequence a series of paragraphs (eg Firstly, Next, Finally)

conjunctions at the beginning of sentences to make the writing flow (eg So, Next,However, Therefore) - in particular, temporal conjunctions expressing time (eg

After, Before, Initially) linking conjunctions in the middle of sentences to expand them and increase

complexity (eg and, so, but, or)

binding conjunctions in the middle of sentences to expand them and increasecomplexity (eg because, when)

reference items/pronouns to refer to people/things (eg it, those, this, them, you, me)

Language that is used to explain the content of Explanations

noun groups to define and describe concepts (eg the acidic mixture in the test tube)

range of verbs/processes to explain the actions relevant to the topic (eg placed,dissolves, moves)

a range of verbs/processes to explain the relationships between things (eg is, was,

were, am, has)


after ten years, in outer space, with the hot substance, rapidly, because of thepressure)

relevant technical terms (ed acid, evaporation)

comparatives to explain concepts (eg slower, faster, clumsier)

nominalisation (eg use, solution, development)

Language that is used to express the tenor/stance of Explanations

objective voice (eg The test tube not I, we)


language expressing certainty, usuality and frequency (eg almost, always,

sometimes, often, definitely)




18/32

Language and other techniques that are used to express ideas clearly andaccurately in Explanations

appropriate language used at the beginning of paragraphs and sentences, including

nouns/noun groups, nominalisations, conjunctions and circumstances of time andplace

present tense



punctuation correct


references consistent

bibliography/reference list




19/32

Exposition (Analytical Argument)

Purpose:Analytical Expositions provide one line of reasoning. The author presentsone interpretation of an issue and uses supporting material to try to convince othersof their point of view. The thesis that is put forward is built up throughout the text.

Structure

statement of the main argument/thesis at the beginning

main points of the argument follow the thesis statement, including a summary of themain information that will be used to support the argument

each paragraph after the introduction uses a clear topic sentence, which extends

the main argument

elaborating sentences used within each paragraph to expand on the main idea of

the paragraph

supporting sentences with details and evidence used within each paragraph tosupport the ideas presented

a paragraph may be included which includes an anticipation of an opposingviewpoint(s) and this is refuted

strong concluding paragraph with a summary of all the main points and reiteration

of the main argument/thesis

Language that is used to structure Expositions and give them cohesion

connectives to sequence a series of paragraphs (eg Firstly, Finally)

conjunctions to begin sentences (eg Next, Secondly) phrases sometimes used in the place of conjunctions at the beginning of sentences

(eg In addition to this, Another argument is that, On the other hand)

conjunctions to join ideas between sentences and make them flow (eg However,

Therefore)

linking conjunctions to join information within sentences (eg and, so, but, or)

binding conjunctions to join information within sentences (eg because, when)

reference items/pronouns to avoid repetition and add cohesion (eg they, them,

those)

Language that is used to explain the content of Expositions

noun groups to define and describe concepts (eg The large longitudinal sand dunesin the north)

range of verbs/processes to explain the actions relevant to the topic (eg blew,

dislodged, eroded)

range of verbs/processes to explain the relationships between things (eg is, are,

have, am)

range of verbs/processes to explain how things were said (eg argued, asserted,

declared, informed)




20/32

a range of verbs/processes to express cognition and sensing (eg saw, observed,

know)

a range of circumstances to explain time (eg during last winter); place (eg on the

Coorong); with whom/what (eg with the assistance of park rangers); how (egferociously); why (eg because of the wind speed and direction)

relevant technical terms (eg prevailing wind, abrasion)

comparatives to explain concepts (eg faster, slower, mightier)

nominalisation (eg erosion, distribution)

Language that is used to express the tenor/stance of Expositions

objective voice

expressions of certainty, usuality and frequency (eg usually, most of the time,consistently, always)

statements to give information words chosen carefully to express attitude and point of view of the writer (eg horrific

destruction). (The point of view of the writer is provided without using thepronoun/reference item I)

Language and other techniques that are used to express ideas clearly andaccurately in Expositions

appropriate language at the beginning of paragraphs and sentences to emphasiseaspects, especially nouns and noun groups

tense appropriate and changed when necessary



punctuation correct

passive and active voices used

references used consistently and appropriately

bibliography or reference list




21/32

Exposition (Hortatory)

Purpose:A Hortatory Exposition presents one point of view on an issue and seeksto make the audience act. Often these texts are very emotive. Some examples couldinclude letters to the editor, speeches, articles and advertisements.

Structure

statement of the main argument/thesis at the beginning

main points of the argument follow the thesis statement, including a summary of themain information that will be used to support the argument


the main argument


the paragraph

supporting sentences with details and evidence used within each paragraph tosupport the ideas presented

a paragraph may be included which includes an anticipation of an opposingviewpoint(s) and this is refuted


of the main argument/thesis a statement about how people should act in thefuture is also often included

Language that is used to structure Expositions and give them cohesion


conjunctions to begin sentences (eg Next, Secondly)

phrases sometimes used in the place of conjunctions at the beginning of sentences

(eg In addition to this, Another argument is that, On the other hand)

conjunctions to join ideas between sentences and make them flow (eg However,Therefore)



reference items/pronouns to avoid repetition and add cohesion (eg they, them,

those)

Language that is used to explain the content of Expositions

noun groups to define and describe concepts (eg The large longitudinal sand dunes

in the north)


dislodged, eroded)

range of verbs/processes to explain the relationships between things (eg is, are,have, am)

range of verbs/processes to explain how things were said (eg argued, asserted,declared, informed)




22/32

-a range of verbs/processes to express cognition and sensing (eg saw, observed,

know)




comparatives to explain concepts (eg faster, slower, mightier)

nominalisation (eg erosion, distribution)

Language that is used to express the tenor/stance of Expositions

objective voice used to set up the writer/speaker as an independent expert

subjective voice used at times to express personal involvement and emotion

expressions of certainty, usuality and frequency (eg usually, most of the time,

consistently, always) statements to give information

words chosen carefully to express attitude and point of view of the writer (eg horrificdestruction). (The point of view of the writer is provided without using thepronoun/reference item I)

Language and other techniques that are used to express ideas clearly andaccurately in Expositions

appropriate language at the beginning of paragraphs and sentences to emphasiseaspects, especially nouns and noun groups




punctuation correct







23/32

Discussion

Purpose: Discussions seek to present all arguments on a topic, as well as thesupporting evidence for those arguments. The conclusion contains arecommendation based on the evidence for all sides that have been presented.

Structure

an opening statement presenting both sides of the issue

main points of all the arguments follow the opening statement, including a brief

summary of the main information that will be used to support the arguments

each paragraph after the introduction begins with a clear topic sentence, whichindicates which side of the issue the paragraph is about (OR one paragraph maycontain comments about both sides of an issue)

elaborating sentences are used within each paragraph to expand on the main idea

of the paragraph supporting sentences with details and evidence are used within each paragraph to

support the ideas presented

concluding paragraph presented with both sides of the issue summarised and arecommendation made based on the weight of evidence

Language that is used to structure Discussions and give them cohesion



phrases sometimes used in the place of conjunctions at the beginning of sentences(eg In addition to this, Another alternative argument is that)

-conjunctions used to join ideas between sentences and make them flow (eg

However, Therefore)

linking conjunctions used to join information within sentences (eg and, so, but, or)

binding conjunctions used to join information within sentences (eg because, when)

reference items/pronouns used to avoid repetition and add cohesion (eg they,

them, those)

Language that is used to explain the content of Discussions

noun groups to define and describe concepts (eg The enormous terrifying white

pointer sharks in Australian waters)

range of verbs/processes to explain the actions relevant to the topic (egdisembowelled, gorged, maimed, chew, chomp)

a range of verbs/processes to explain the relationship between things (eg have, is,

has, are)

a range of verbs/processes to explain how things were said (eg argued, asserted,

explained)

a range of verbs/processes to express cognition and sensing (eg sensed, thought,knew, believed)




24/32

a range of circumstances to explain time (eg during the summer); place (eg on the

South West Beach); with whom/what (eg with other swimmers); how (eg slowly andcarefully), why (eg because of their migration patterns)

technical terms (eg culling)

comparatives (eg faster, heavier) nominalisation (eg argument, reason, migration)

Language that is used to express the tenor/stance of Discussions

objective voice

language to express certainty, usuality and frequency (eg mostly, often, will

definitely)

statements to give information

Language and other techniques that are used to express ideas clearly and

accurately in Discussions appropriate language at the beginning of paragraphs and sentences to emphasise

aspects, especially nouns and noun groups (eg The general public using thebeach)

tense used appropriately and altered correctly when necessary



punctuation correct

passive and active voices references





25/32

Interpretation

Purpose:Interpretations analyse what a text(s) is presenting, providing evidencefrom the text(s) to support the interpretation. Interpretations are often similar toanalytical arguments/expositions in that they present one argument/point of view.

Structure

statement of the main interpretation at the beginning (This is like a thesisstatement).

main points of the interpretation follow the thesis statement, including a summary of

the main information that will be used to support the interpretation


the main interpretation


the paragraph supporting sentences with details and evidence used within each paragraph to

support the ideas presented


of the main interpretation

Language that is used to structure Interpretations and give them cohesion



phrases sometimes used in the place of conjunctions at the beginning of sentences(eg In addition to this, Another argument is that, On the other hand)

conjunctions to join ideas between sentences and make them flow (eg However,

Therefore)



reference items/pronouns to avoid repetition and add cohesion (eg they, them,those)

Language that is used to explain the content of Interpretations

noun groups to define and describe concepts (eg The large longitudinal sand dunesin the north)


dislodged, eroded)

range of verbs/processes to explain the relationships between things (eg is, are,

have, am)

range of verbs/processes to explain how things were said (eg argued, asserted,declared, informed)

a range of verbs/processes to express cognition and sensing (eg saw, observed,know)




26/32




comparatives to explain concepts (eg faster, slower, mightier) nominalisation (eg erosion, distribution)

Language that is used to express the tenor/stance of Interpretations

objective voice

expressions of certainty, usuality and frequency (eg usually, most of the time,

consistently, always)

statements to give information

words chosen carefully to express attitude and point of view of the creator (eg The

symbol of water supports the strong central theme of purity.). (The point of view ofthe writer is provided without using the pronoun/reference item I)

Language and other techniques that are used to express ideas clearly andaccurately in Interpretations

appropriate language at the beginning of paragraphs and sentences to emphasise

aspects, especially nouns and noun groups (eg The central argument of the text)




punctuation correct







27/32

Review

Purpose:Reviews are used to describe and evaluate a text (eg film, book, painting,webpage).

Structure

introduce the text often includes a brief description

introduce the main argument that the reviewer will present the reviewers mainopinion is made clear

elements of the reviewers arguments and opinions are presented withinparagraphs with supporting examples and explanations included

conclusion with a summary of the main points and often a restatement of the main

viewpoint and recommendation (eg Dont bother visiting this webpage if detailedinformation is sought.)

Language that is used to structure Reviews and give them cohesion

connectives to sequence a series of paragraphs (eg First, Next, Finally, Anotherflaw is that)

conjunctions at the beginnings of some sentences to help make the writing flow and

connect ideas (eg So, Next, However, Therefore)

linking conjunctions in the middle of sentences to expand sentences and to

increase their complexity (eg and, so, but, or)

binding conjunctions in the middle of sentences to expand sentences and increase

their complexity (eg because, when) reference items/pronouns to refer to people/things (eg I, it, those, this, them)

Language that is used to explain the content of Reviews

noun groups with lots of describers (eg The chaotic unplanned structure of thewebpage)

a range of verbs/processes to describe the plot in novels, films, plays etc (eg

advanced, escaped)

a range of verbs/processes to explain mental processes (eg thought, felt,

wondered, considered)

a range of verbs/processes to describe how things are said (eg argue, present,

assert)

a range of verbs/processes to describe the relationships between people/things (egalign, represents, symbolises)


At the beginning of the text, in southern France, with the supporting actor, withgreat skill, because of the great script)

appropriate idioms (eg break a leg)

comparatives, especially to compare and contrast texts (eg brighter, clearer, morerealistic)




28/32

nominalisation (eg beauty, compilation, judgement)

Language that is used to express the tenor/stance of Reviews

words to express attitudes and feelings (eg astonished, concerned, shocked,

horrible interpretation)

words to express certainty, obligation and inclination (eg definitely, should like it,may change perspectives)

words to express statements and questions (eg Why would you want to bother

seeing it again? Dont expect great things from the writer.)

Language and other techniques that are used to express ideas clearly andaccurately in Reviews

appropriate tense for different sections (eg past tense when summarising plot,

present tense when providing opinions about texts that exist today, future tensewhen considering future work and implications)

a range of words and phrases to begin paragraphs and sentences, includingnouns/noun groups, nominalisations, connectives, conjunctions and circumstances)




punctuation correct




29/32

Personal Response

Purpose:to present a personal response (may be related to a text, event etc)

Structure

begin with an effective orientation, where the thing being responded to is introducedand briefly described

paragraphs structure ideas throughout the personal response

within paragraphs, further descriptions of the thing being responded to and

personal feelings, reactions are included

Language that is used to structure Personal Responses and give themcohesion

phrases explaining why and how are used to organise the text at times (eg Becauseof my feelings, With enormous care, the painter had)

conjunctions and phrases are used at the beginnings of paragraphs and sentences

to sequence ideas in the text (eg First, On the other hand,)

linking conjunctions are used in the middle of sentences to expand sentences and

to increase their complexity (eg and, so, but, or)

binding conjunctions are been used in the middle of sentences to expandsentences and to increase their complexity (eg because, when)

reference items (pronouns) have been used to refer to people/things (eg it, they,

those, them, I)

Language that is used to explain the content of Personal Responses noun groups with lots of describers (eg the beautiful brightimages on the canvas)

a range of verbs/processes to explain the actions involved (eg to dance)

a range of verbs/processes to explain senses and mental states (eg thought,wonder, feel)

a range of verbs/processes to describe the relationships between things/people

(egwas, am, had, refers to)


At the time of the performance; In the studio, With the assistance of the organiser,

carefully and smoothly, as a result of the intense interest)

Language that is used to express the tenor/stance of Personal Responses

words to express attitudes and feelings (eg loved, fantastic, reacted with fear)

words to express certainty, obligation and inclination (eg definitely, will have to,

should)

opinions expressed as statements (eg It is not worth seeing this.).

subjective voice (eg the pronoun I is used throughout)

Language and other techniques that are used to express ideas clearly and

accurately in Personal Responses




30/32

appropriate tense (eg present tense when speaking about a thing that exists or past

tense when speaking about a thing that existed in the past but no longer does)

a range of words and phrases to begin paragraphs and sentences, including

nouns/noun groups, nominalisations, conjunctions and circumstances of time andplace.




punctuation correct




31/32

Glossary of Terms

Circumstances: This term refers to information that is provided about the context ofa process (e.g. the where, when, how and why of the process).

Classifier: a word in the noun/nominal group that provides information about thekindof thing. (eg the humpbackwhale)

Conjunctions: These words provide links within a text. Clauses, sentences andparagraphs may be linked by these kinds of words. Linking conjunctions refer towords that are used to join clauses, where the two clauses are not structurallydependent on each other (e.g. and, but, so). Binding conjunctions refer to words thatare used to join clauses, where one clause is structurally dependent on the other(e.g. if, because, when).

Definite/Indefinite articles: The is a definite article, as it is used to refer specificallyto something, whereas a/an are indefinite articles.

Describer/adjective: The word(s) that describe the thing in the noun/nominal group.

Foregrounding: A way of highlighting important information is to put it at thebeginning of clauses, sentences, paragraphs or whole texts. This technique is calledforegrounding.

Genres: Texts that are structured to achieve specific purposes. (e.g. Discussion,Description)

Metalanguage: This term is used to refer to a language used to talk about language.

Modality: Modality includes when the creator of a text is making a judgment of probability,usuality, obligation or inclination.

Nominalisation: Words, such as verbs and adjectives are turned into nouns. (e.g.beautiful=beauty, to inform=information)

Noun Groups: This language feature may also be called the nominal group. It refersto the group of words that are placed around the main thing/person. (e.g. The hot

uncontrolled flame from the Bunsen burner)

Numerative: The word that provides information about how many are in thenoun/nominal group.

Passive Voice: This form of language is used when the creator of a text wants toexplain how something is having something done to it (e.g. The flame is turned on).This technique is used when the creator of the text does not want to express who orwhat is making something happen. Active voice is when the who or what is makingsomething happen.

Pointer: The word that highlights the thing in the nominal/noun group.




32/32

Processes/Verbs: These two terms refer to what is going on in the text. The wordsmay describe, actions (e.g. run, cry), mental states (e.g. know, like), how things weresaid (e.g. tell, screamed) and the relationships between things (e.g. have, is).

Qualifier: These words may be included within a noun group. They provide qualifying

information about the noun. (e.g. The small house on the hill)

Reference Items/Pronouns: These words, such as he, they, those, are used inplace of specific names of people and things. They help to add cohesion to the textand avoid repetition.

Tenor: This term refers to the interpersonal elements of a text. It can includeaspects, such as the feelings and attitudes expressed, as well as the degree ofcertainty, frequency and whether or not an occurrence is usual. Objective andsubjective voice is also included within the tenor of a text.

Common Genres in Senior Secondary Schooling= Structures and Some of the Important Language Features

Documents

Transcript of Common Genres in Senior Secondary Schooling= Structures and Some of the Important Language Features