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Whyalla Secondary Schools
Literacy Alliance
Presents
The Genre Handbook for staff
2 13 and beyond
Compiled by Amanda Bennett, Alice Carter and
David Marino
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Table of contents
Foreword
Handy hints
3
4
Genres and their purpose 5
Procedure
Background information 7
Template 9
Annotated example 10
Recount
Background information 13
Template 15
Annotated example 16
Information report
Background information 19
Template
- Information report- Biography
- Newspaper report
2122
23
Annotated examples 24
Narrative
Background information 28
Template 29
Annotated example 30
Explanation
Background information 32
Template 34Annotated example 35
Review
Background information 37
Template
-Book review
-Film review
39
40
Annotated examples 41
Persuasive
Background information 45
Template-Analytical argument
-Discussion
-Hortatory
47
48
49
Annotated example 50
Report
Background information 57
Template
-Directed investigation
-Scientific report
59
60
Annotated example 61Glossary of terms 67
Annotated Bibliography 70
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Foreword
All subjects that students learn at school are through the medium of language, usually in
writing. Each subject has its own unique vocabulary and forms of language for presenting
information and the learning that the teacher wants to impart. It is with this samevocabulary and language form that students are expected to demonstrate their learning.
These various forms are quite different from everyday speech and so have to be specifically
taught. Some students will automatically absorb the patterns and specific words just by
using the texts and the teacher's lessons as a model. Many teachers have learned this way
themselves and therefore have not been consciously aware of how it works. This makes it
difficult then to explicitly teach the many students who do not automatically understand
the way language works in their subjects. Recognizing this problem has led to the
development of TheGenreHandbook.
This excellent resource lends itself to individual teacher use, finding the best examples of
genres and language features to use for individual topics and assessment tasks. It also
provides an agenda for faculty and team meetings where literacy is a key priority to
improve student access to the curriculum and hence their achievement.
TheGenreHandbookhowever goes considerably further than these in-school benefits. It
brings a common resource that facilitates the building and sharing of best practice in inter-
school faculties of the Whyalla Secondary Alliance. This building of 'collective intelligence'
for improved pedagogy is shown in recent research to be a key contributor to improved
student achievement. Improved teaching of literacy will make an enormous difference.
The Genre Handbookhas been complied by the Literacy Coordinators from the three
Whyalla secondary schools. Alice Carter, David Marino and Amanda Bennett are to be
congratulated and thanked for their enthusiasm, dedication and excitement for what can
make a difference for students. This is a model of cooperative learning - by teachers for
teachers. And it's teachers who have the biggest impact on kids!
Chris Deslandes
Eyre & Western Regional Leadership Consultant
Department of Education and Child Development
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Handy Hints
Genre
Refers to any staged, purposeful social activity, which is accomplished through language.
Genres may also be referred to as text types. Genres are used for specific purposes witheach genre having specific language features and schematic structure.
Macro Genres
Combine aspects of more than one genre.
Register Continuum
Register Continuum
everyday
concrete
Subject matter technical
formal/informal
informal
personal
novice
Roles and relationships impersonal
informed
most spoken here and
now
Mode of communication most written
generalised
Genres and their Purpose
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Complexity Genre Purpose
SIMPLE
Procedure To explain how to undertake a task
Recount To retell events in the past
Information Report To inform about a topic. An informationreport may be taxonomic or descriptive
taxonomic will answer the question
What kinds? and descriptive will answer
What about?
Narrative To tell a story in an entertaining way. Often
such stories also aim to present specific
values.
Explanation A sequential explanation explains how
something occurs. A casual explanation
explains how and why something occurs.Personal Response To present a personal response
Review To describe and evaluate a text (e.g. film,
book, painting, webpage)
Interpretation To interpret what a text(s) is presenting,
providing evidence from the text(s) to
support the interpretation. Interpretations
are often similar to analytical
arguments/expositions in that they present
one argument/point of view.
Exposition (AnalyticalArgument)
To provide one line of reasoning. Theauthor presents one interpretation of an
issue and uses supporting material to try to
convince others of their point of view. The
thesis that is put forward is built up
throughout the text.
Hortatory Exposition
(argument urging the
audience to act)
To provide one point of view on an issue
and to make the audience take action.
Often these texts are very emotive. Some
examples could include letters to the
editor, speeches, articles and
advertisements.Discussion To present all arguments on a complex
topic, as well as the supporting evidence
for those arguments. The conclusion
contains a recommendation based on the
evidence for all sides that have been
presented.
Directed Investigation
Reports
To undertake a mathematical investigation,
analyse results and evaluate the outcomes.
Practical Report (e.g. write
up of a practical experiment,field trip, investigation)
To explain how an experiment/practical
was conducted, analyse the results andevaluate the outcomes.
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PROCEDURE
Procedure
What is procedural writing?
Procedural textsare common factual genres that provide instructions on how to do
something. Students encounter procedural texts in most leaning areas; in Home Economics
COMPLEX
Research project To carry out and record findings of detailed
research on a topic.
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(recipes), in Science (experiments), in Technology (how to), in school operations (how to
behave in assembly) and throughout all years of schooling.
What is its purpose?
The purposeof procedural texts is to provide sequenced information or directions so that
people can successfully perform activities in safe, efficient and appropriate ways.
Examples of procedural texts
Science experiment (demonstration not research) with sub-headingsApparatus;
Method; Results
Recipes with sub-headingsIngredients; Method; Serving Suggestions
Instructions e.g. How to do, use or make something
OHSW procedures, operations manuals, business protocols
What do students need to know?
Students need to develop an understanding of how different audiencesand purposes of
procedural texts determine the language choices they make. The language in a procedural
text is influenced by:
PurposeWhat do I want my writing to achieve? E.g. give clear instructions; engage
the audience, confidently carry out an activity
AudienceFor whom am I writing? E.g. teacher, my peers, a group IdentityWho am I writing as? E.g. an authority/expert
Procedural texts across year levels and subjects
Example Years 79 Years 1012
Possible learning areas and
topics
Topic procedures in Science,
Tech Studies and Home
Economics
Detailed procedures and
protocols relevant to
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investigations and social
behaviour
HASS Local Council recycling
procedures
How to improve the river
flows in the Murray-Darling
basin
Health and PE How to look after your body How to increase body
fat/reduce body fatScience How to measure the
refraction/reflection rays of
light through various prisms
To test the acidity/alkalinity
of different soil types
Business, Enterprise and
Technology
Cooking with solar
technology
How to create a CAD
program for cutting a
variety of templates
Some examples of language features across year levels
Years 79 Years 1012
Foregrounding imperative
verbs- to sequence the text
Transfer, Measure Calibrate, Extend, Align
Foregrounding
circumstances
- to sequence the text
Of manner:
Carefully stir in; Quickly
Accompaniment (with what,
with, whom):
With sterile instruments;
With the level raisedTopic noun groups and
nominalisation- to organise text
The most efficient oven Reflection, absorption,
insulation
Passive voice Is measured Is estimated; are removed
Relational verbs- to show relationship
Creates, indicates, shows Signifies, leads to, results in,
demonstrates
Modality- to express certainty, usuality and
frequency
Usually, definitely Must be achieved;
frequently
Procedure Template
TitleIntroduction
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- Begin with a statement
about the outcome that will
be achieved by following a
number of steps.
Materials or
equipment
- List the materials or
equipment that is needed (if
necessary).
Step-by-stepinstructions
- Present the steps involved
in a logical order. Include
sub-headings or number
each step.
Concluding statement- If applicable to the task
Diagrams and
illustrations- Include these where
appropriate in the text.
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EXAMPLE OF PROCEDURALTEXT
The TASK: Show that you understandthe process involved in making a linoprint. List the materials you would use
and include a copy of your finishedprint as an example.
How to Create a Lino Print
Materials Lino
carbon paper
lino cutting tools
print roller (brayer) printing ink, (use water based ink
for health and safety)
paper for printing spoon cleaning cloths
Procedure
1.Drawa design onto paper. Keepthe design simple so that lines and
patterns can be easily cut out usinglino tools.
2.Copyyour design onto the lino or
trace it using carbon paper.
3.Cut away all the areas that youwant to remain white in the print.
You can create many different
Nominalisation
Noun group
Foregroundingimperative
verbs
Circumstance
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textures using the various blades of
the lino cutting tools.
4.
Roll ink on to the lino with thebrayer. Make sure that the coatingof ink is even but not too thick.
5.Choose a piece of paper which islarger than the lino block. Centrethe 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 acorner to check that the ink is
transferring correctly.
7.Pull the print off the block andleave 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 cutaway some more lino.
9.
After finishing the task, clean upand leave the studio tidy.
Noun group
Relational verb
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RECOUNT
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Recount
What is recount writing?
Recounts are used to relate experiences or retell events for the purpose of informing,
entertaining or reflecting. Recounts can be personal, factual or imaginative.
Recount type Description
Personal recount Retelling an activity that the writer has been personally
involved in and may be used to build the relationship
between the writer and the reader e.g. anecdote, diary
journal, personal letter
Factual recount Reporting the particulars of an incident by reconstructing
factual information e.g. police reconstruction of an accident,
historical recount, biographical and autobiographical
recounts.
Imaginative recount Applying factual knowledge to an imaginary role in order to
interpret and recount events e.g. A Day in the Life of a Roman
Slave, How I Discovered Radium
Procedural recount Recording the steps in an investigation or experiment and
thereby providing the basis for reported results or findings.
Literary recount To retell a series of events for the purpose of entertaining.
What do students need to know about recount writing?
PurposeWhat do I want my writing to do/achieve? e.g. accurately retell an incident
AudienceFor whom am I writing? E.g. my teacher, peers
IdentityWho am I writing as? E.g. an authority/expert
AttitudeHow will I make my audience feel? E.g. informed, happy, sad
Recounts across year levels and subjects
Examples Years 7-9 Years 10-12
Sample learning area and
possible topics
Recounts dealing with historical
events and procedures
Recounts dealing with national
and international concerns
requiring technical, political and
social science knowledge
Studies of Society and
Environment
Explorers Natural resources
History Post cards from the Silk Road Letters from WW2
Science Ecosystems Sustainability
English Literary recount based on a real
life event
Biographical recount of a
significant Australian public figure
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Some examples of language features across year levels
Years 7-9 Years 10-12
Connectives
to organise text
After five long days;
during this time
At this moment; as a consequence;
following her graduation
Noun groups The fragrant aroma of
spices; the fragile rivercommunity; the
unrivalled Olympic Games
opening.
The stench of decaying bodies; the
gradual reduction of greenhousegases; his generous and ongoing
donations to the Australian War
Museum.
Relational verbs
to show relationship
Had been, comprised,
represented,
encompassed
Possessed, symbolised, represents,
is equal to
Verbs
action and mental
Journeyed, recycled,
remembered, discovered,
show-cased
Contemplated, hoping, develop,
designed, deliberated, impacted
upon.
Evaluative language Exotic selection of spices;
an absolute travesty
Unwavering dedication to; This
hell hole of a place; has proven to
be an environmental catastrophe
Nominalisations Arrival, conservation,
research
Desperation, development,
prominence
Circumstances Of place, time or cause:
out of direct sunlight;
once the ban was lifted;due to engine failure
Of accompaniment: (with whom
and manner) crept furtively; with a
view to consistency; in the companyof her colleagues
Modality
to express certainty,
usuality, frequency
Typically, certainly
perhaps, would
Frequently, would, absolutely
Foregrounding
of human and non human
participants at the
beginning of sentences
and paragraphs
The next stage of the
journey; The Opening
Ceremony of the Sydney
Olympics
Opening your letters; The final stage
of this development;
Cecilia May Gibbs
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Recount Template
Topic:
Setting/Orientation: Who? Where? When? What? Why?
Events in Time order
Event 1
Event 2
Event 3
Event 4
Re-Orientation/Concluding Statement or Ending
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EXAMPLE OF A RECOUNTMay Gibbs
Cecilia May Gibbs or Mamie as shewas sometimes called was born inEngland on 17thJanuary, 1877. Whenshe was four years oldher familymigrated to Australia.
Mays interest in art was obvious from
an early age. Her parentsencouragedher to attend school atthe Art Gallery of Western Australia.
Later,when May was twenty three herparents sent her to London for art
classes.
During the next nine years May visited
London three times. On her third visitMay took along some manuscripts forchildrens books but they were
rejected because publishers said theywere more suitable for Australian
children. She returned to Australia in
1913 where she illustrated a series ofchildrens books.
By 1918 May Gibbs was famous for her
beautifulwatercolour pictures ofgumnuts and gum blossoms, whichculminated in The Tales of Snuggle-
pot and Cuddle-pie. This childrens
book was an immediate success.
Circumstancesof time
Orientation
Provide thereader with
background
information
Nominalisation
Verb UseNoun group
Timeconnective
Sequence ofeventsTypically ordered
chronologically
Circumstanceof purpose
Evaluativelanguage
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May married in 1919 and lived in herhome Nutcote on the shores of
Sydney Harbour, where she gained
inspiration from her natural bushgarden.
She published two childrens comicstripsand aseries of short stories. One
of the comic strips gained popularitynationwide.
May continued to draw cartoons untilshe was ninety years old. Through alove of the Australian bush, which was
displayed in her artwork and stories,she has encouraged young
Australians to care for their naturalenvironment.
May Gibbs left a legacy to all young
Australians. Even today children enjoyreading the stories and looking at the
illustrations of the uniqueGum Nutcharacters.
Evaluativelanguage
Re- OrientationRounds off the
sequence of
events. This may
take the form of
a summary
statement/ an
evaluative
comment/ areturn to the
starting point.
Foregroundinghuman element
Noun groups
Nominalisation
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INFORMATION
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Information report
What is an information report?
An information report is a factual text, which means it provides information about
something. An information report is used as a way to gain a better understanding about a
living or non-living subject. An information report:
Uses facts to explain something
Gives details about a topic
Does not contain personal views
Is usually written, but can also be presented orally (spoken).
An information report may be taxonomicor descriptive.
Taxonomicwill answer the question What kinds?
Descriptivewill answer the questions What about?
Examples of information reports
Newspaper articles
Animals
Environment
Biographies
What do students need to know?
Students need to develop an understanding of how different audiencesand purposes of
informational reports determine the language choices they make. The language in
information report is influenced by:
PurposeWhat do I want my writing to achieve? E.g. to inform; engage the
audience, provide specific information about a topic of interest
AudienceFor whom am I writing? E.g. teacher, my peers, a group
IdentityWho am I writing as? E.g. an authority/expert
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Information reports across year levels and subjects
Example Years 79 Years 1012
Possible learning areas and
topics
Information reports across
the areas of Science, History
and the Arts
Detailed and specific
information relating to a
topic of interest
Science Lifecycle of an ant/frog Chemical reactionsHASS Explore a concept from the
Viking era
Effects of World War I
Arts Historical biography of a
famous artist
Practitioner's statement
(evaluation)
Some examples of language features across year levels
Years 79 Years 10 - 12
Connectives Firstly, Secondly, One
reason, Another factor, In
addition, Overall
One of the features of,
Subsequently, Furthermore,
Additionally
Foregrounded phrases Because of this; Due to
mining; With more tourists;
Based on this part
Because of the law of
conservation and energy
Reference items This and thatThis was
important because; To add
to that; Rocks couldcollapseSome people
donttake this matter
seriously
The language used in this
chapter; A particularly apt
example; Such wordusage
Nominalisations Invention, precipitation,
impact, consequences,
notion, voice
Condition, influence,
techniques, awareness,
motivation
Modality- to express certainty, usuality and
frequency
Usually, definitely Must be achieved,
frequently
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Information Report Template
Title
Introduction
- What the text is going to be
abouta short description of
the subjectcan include a
definition.
Body of the report
-Each paragraph begins with
a topic sentence which
previews the information in
the rest of the paragraph.
- Sentences after provide
more detail.
- Each paragraph provides
information about one
feature of the subject.
Paragraph 1
Paragraph 2
Paragraph 3
Concluding paragraph
- Summarise what has been
mentioned in the report.
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Biography Template
Title
Orientation
- Full name, where they were
born/lived and what they
were famous for.
Body of the report
-Paragraphs that describe
important events
-Their impact
- Others involved
- Years and places
Paragraph 1
Paragraph 2
Paragraph 3
Re-orientation
- Re-state what they were
famous for and their
contribution to society, i.e.
what makes them
memorable/special?
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Newspaper Report Template
HeadlineTitle
Diagram/Picture
By-lineWriters name
Caption
The lead
-Summary of the most
important information, i.e.
who, what, where, when
and how.
Body of the report Most important point
Next most important point
Next most important point
Least important point
Conclusion (if
applicable)
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EXAMPLE OF AN INFORMATIONREPORT
Butterflies are insects. With their almostendless variety of colours, shapes andsizes they are amongst the most
beautiful and easily recognised ofinsects.
Like all insectsthey dont have bones
but they do have a light skeletoncovering the outside of their bodies,the divisionof which is in three parts: a
head, a thorax and an abdomen.They have six legs, two antennae, and
two eyes made up of lots smallereyes. They breathe through small
holes in their sides.
Butterflies have four large wings: apair in the front and a pair of back
wings. These are generally brightlycoloured and have different patterns
on the top and the underneath.
Althoughtheyrestwith their wingsfolded up, butterflies often spreadtheir wings to warm-up in the sun.
All butterfliesfeed by drinking through
a straw-like tube called a proboscis,which is coiled when not in use. Theproboscis is the elongated part of themouth
GeneralClassification Foreground phrases
Written in thethird person
Comparison
Reference item
Nominalisation
Topic Sentence
ConnectivesAction verbs
Modality
Written in past
tense
Factual andprecise
adjectives
Specialisedvocabulary
Reference item
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EXAMPLE OF A NEWSPAPERREPORT
Wren Rescues RingtailOllie Jones in Brisbane
Twelve year old student, Jilly Wrenclimbed 30 feet to rescue a Ring-tailed
Possum today.
Tree loppers had been removing trees
at West Bank School to create a newconcrete play area. During morningtea, 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, alertedNational Parks and Wild Life. With the
help of the tree loppers, the wild life
officers rescued six more ring-tailedpossums from hollows in trees lopped for
felling.
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 possumsin the school environs will involve
refashioning of the hollowed tree trunks
Reference item
Foregroundingphrase
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as part of an environmental sculpture
project.
Mr Harry Bean, who was on playgroundduty when Jilly Wren climbed the tree,fainted and is receiving medical
attention for concussionand stress.Jilly Wren used a coconut tree climbingtechnique known as the frog to rescue
the possum.
The young heroine was unavailable forinterview. According to Jack Komninos,Jilly was on detention for being in a
strictly out of bounds area.
Nominalisation
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NARRATIVE
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Narrative
What is narrative writing?
Narrative writing is about telling a story in an entertaining way. It is designed to tell a story,
provide entertainment or make an audience think about an issue, teach the reader a lesson
or excite their emotions. A narrative follows a specific structure, including orientation,complication, resolution, evaluation/reflection and coda. These will be explained in the
template provided.
What do students need to know?
PurposeWhat do I want my writing to do/achieve? e.g. tell a story in an
entertaining way.
AudienceFor whom am I writing? E.g. my teacher, peers
IdentityWho am I writing as? E.g. an actor/observer
AttitudeHow will I make my audience feel? E.g. happy, sad, intrigued, confused,
bewildered, amazed
Narratives across year levels in English
Examples Years 7-9 Years 10-12
English Composes texts where
characterization emerges through
descriptions, actions, speech,thought and feeling; begins to use
optional stages of reflection,
evaluation and flashback.
Composes texts where
characterization emerges through
descriptions, actions, speech,thought and feeling; begins to use
optional stages of reflection,
evaluation and flashback.
Some examples of language features across year levels
Years 7-9 Years 10-12
Connectives Firstly, secondly, therefore, for
example
One of the features of, the most
significant feature ofNominalisations Adaptation, invention Approach, condition, evidence, influence,
techniques
Verbs Reinforce, attach, exchange,
capture, consider
Conserve, isolate, manipulate, eliminate,
illustrate
Passive voice Too much money is being spent The terrain of the Kokoda Track within
this film; The variables that were
constant;
Evaluative
language
Attractive, enjoyable to be
around, accomplished, awful,mean, politely, lovingly, efficient
Shiver of hope runs down my spine,
regret; unbearable pain; satisfaction anddelight; facts excluded; percent of the
time
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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).
Resolution
- The complication is sorted out or the
problem is solved.
Coda
- The narrator includes a coda if there is a
moral or message to be learned from thestory.
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EXAMPLE OF A NARRATIVEThe Golden Eggs
One day a farmer went to the nest ofhis goose to see if she had laid an
egg. To his surprise, he found, insteadof an ordinary goose egg, an egg of
solid gold.What a fine goose! he cried. I can
sell this egg for a good deal ofmoney.
Every morning after that, the farmerfound another golden egg in the nest.
Every day he sold the golden egg. Hewas slowly growing rich.
As the farmer grew rich, he grew
greedy. One day hesaidto himself,My goose laysjust one golden egg
each day. No doubt therearemanymore inside her! And he had no rest
until he had killed the goose.
When he looked inside the bird, therewere no golden eggs at all! It was just
the 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 goosethat laid the golden eggs!
Orientation Setting
Time & place
Who
Character/s
Complication Series of
events
Problems
Conflicts
PassiveVoice
Connective
Nominalisation
Verb use
EvaluativeLanguage
ResolutionSolution to
thecomplication
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EXPLANATION
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Explanation
What is explanation writing?
Explanation texts are factual genres used across all curriculum areas to explain the
sequence, cause or theoretical understanding of a phenomenon or event. The purpose of
an explanation is to provide logical, time related information to explain and describe eventshappening in our world.
As a genre, explanations detail and logically describe the stages in a natural (e.g. the water
cycle), social (e.g. making a law) or technological (e.g. brick making) phenomenon of our
world.
Common Explanations Description
Sequential Details the stages in an event e.g.;from apple blossom to
fruit; the life cycle of a frog; oil production
Causal Details what causes the change from one stage to the next
e.g.; how digestion happens; why tsunamis occur.
Theoretical Details the possible phenomena behind a natural/created
process that is not fully understood. E.g. The El Nino effect.
Factorial and consequential Explain effects and outcomes of processes and are more
commonly used in upper primary and secondary contexts.
What do students need to know about explanation writing?
PurposeWhat I want my writing to achieve e.g. give clear sequential detail; give
clear cause for phenomenon
AudienceWho am I writing to e.g. teacher, my peers, those who dont know the
explanation
IdentityWho I am writing as e.g. a student, a business person, a research/theorist
AttitudeHow I need to make the audience feel e.g. confident in their
understanding of the sequence/stages of a process
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Explanation texts across year levels and subjects
Examples Years 7-9 Years 10-12
Possible learning
areas and topics
Casual explanation related
to a more specialised
topic/system
Causal and theoretical
explanations requiring technical
and science knowledge
SOSE Oil production Wine makingHealth and PE Building voluntary muscle
fibres through exercise
The effects of illicit substances on
the brain
Science Respiration El Nio southern oscillation effect
Mathematics Explain how maths was used
to build the Pyramids
Pythagorean theorem
Business, Enterprise
and Technology
How MDF board is produced Explain the Ponzi system (pyramid
selling)
Some examples of language features across year levels
Examples Years 7-9 Years 10-12
Topic noun groupsto organise text
Muscle fibre strength A combination of pacific ocean
currents and movement of air
masses
Relational verbs
to show relationship
Creates Leads to, results in
Action verbs Separate Masticate
Passive voice is condensed; is absorbed Is believed to be
Nominalisations Precipitation,
metamorphosis
Metabolism
Causal languageto show cause and effect
between parts
Leads to Resulting in, as a consequence
Circumstances Of cause; due to suns heat Of accompaniment (with what):
with increased moistureModalityto express certainty,
usuality, frequency
Typically Frequently
Foregroundingof non-human or general
participants at the
beginning of sentences and
paragraphs
Circumstances of cause: as a
result of offshore drilling
Non-finite phrases: having
developed legs
Circumstances of cause: due to
increased muscle mass
Abstractions: Oscillation
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Explanation Template
Title:
Introduction:General statement about the topic
- Definition or a question.
- A brief description.
ExplanationSeries 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
- A summary or recommendation
A general comment about use or
history.
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EXAMPLE OF AN EXPLANATIONHow to Fly a Kite
A kite is a flying object that is heavierthan air.
A kite consistsof a frame, a skincoveringthe frame and a long string
that is held by the user.
A kite becomes airbornewhen thewind pressure between the kite andthe ground liftsthe structure into the
air. The tilt of the plane surface of thekite causes a lesser air pressure to
occur behind the kites upper surface
than the pressure created by the wind
on the under-surface.
Kites have been used as signals,
experimental instruments in
atmospheric measurementand as
play objects dating back many
thousands of years.
Topic noun group
Components/PartsWhy it works.
Describe the
components of the
thing or process.
DefinitionStates what
the thing orprocess is
Foregrounding
Relationalverbs
Circumstance
Causal languageAction verbs
OperationHow it works
Cause and
effect
described
Nominalisation
Passive Voice
ConclusionWhere and
what it can
be used for.
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REVIEW
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Reviews
What is review writing?
Review writingis a factual genre that involves both summarising and critically evaluatinga
text or performance, exhibit or other subject. Explicit teaching of the review genre is
required in schools to move students beyond just simply summarising a text and concludingwith a personal statement.
Successful review writing involves higher order thinking skillsto appraisea subject
criticallyand present a fair, informed and reasoned evaluation of the elements involved,
concluding with a personal judgement.
Examples of review texts
Book and film reviews
Review of a performance(e.g. a play, a musical performance, a sporting activity)
Review of a product, object or service(e.g. video game, website, artwork, a new car,
a tourist destination, restaurant)
What do students need to know?
Students need to understand the purposeand structure of a review and the language
features used.
Languageis influenced by both the content and intended audience
Who is theaudience? E.g. students, teachers, moderators, newspaper, academic journal
Identity the writer adoptsWho am I writing as? E.g. student, performer, expert
Attitudepositive, negative, or mixedto the topic - e.g. are they being fair and
reasoned, and therefore reliable?
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Review writing across year levels and subjects
Example Years 79 Years 1012
Sample learning
areas and topics
Review includes a more
detailed analysis of themes and
strengths and weaknesses
Review summarises and
critically evaluates a subject to
present a fair and reasoned
evaluation and personaljudgement informed from
various referenced sources
English Boy Overboard by Morris
Gleitzman
Oodgeroo Noonuccals poetry
The Arts A state ballet company
performance
Aboriginal Pupanya dot painting
exhibition
Some examples of language features across year levels
Years 79 Years 10 - 12
Tense Present tense is used for book, film, radio, television, consumer
and product reviews.
Past tense is used for specific, past performance reviews e.g. a self
review of a single performance that occurred in the past.
Subject specific
vocabulary- showing increasing
technicality
Plot, character, theme, script,
special effects, animate,
dialogue, portray
Characterises, genre, suspense,
musicality, articulate, phrasing,
dynamics, ornamentation,interpret
Noun groups and
nominalisation- from verbs and
adjectives
The winning abstract portrait;
characters so young and
vulnerable; the enduring
message in the film; portrayal;
animation
A performance of stunning
impact, characterisation,
interpretation, precision,
musicality
Mental verbs- to reveal opinion or
belief
Believe, recommend,
appreciate
Influence, engages, engagement
Conjunctions In contrast, not onlybut also Whilst, likewise, throughout
Attitude- judgment of people and
their behaviour
Skilled performers Highly creative director
Attitude- appreciation of
text/performance
Exciting read; gripping tale Heart warming story; delicate
interpretation; skilled
brushstrokes
Attitude-Affect (reviewers feelings
and emotions)
Enthralled Deeply moved
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Book Review Template
Title
Introduction
- Name the author/illustrator,literary genre and title. Include
a summary sentence about the
main character and a brief
statement about the reviewers
opinion of the text.
Main body
-Summarises the plot and tells
some of the events, but does
not reveal the ending.
- Identifies strengths
- Generally up to teacher
discretion about what points
are to be addressed. E.g.
theme, characterisation, plot
development etc.
Conclusion
-Concludes with a personal
judgement or evaluation of the
text. Gives a recommendation.
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Film Review Template
Title
Introduction
- Includes a lead-in sentence to
state the topic and capture
interest. Continues with
relevant background
information and a summary of
the topic.
Main body
-Gives a social, historical and
cultural context of the story.
- Names actors and the
characters they play and
provides an elaboration of the
plot.
- Expresses an opinion about
the acting skills, scenery and
screenplay. (Teacher
discretion here)
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Conclusion
- Concludes with a personal
judgement or evaluation of the
film. Gives a recommendation.
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EXAMPLE OF A REVIEWAndrew Marriners recording of
Webers Concertino for Clarinet and
Orchestra.
Andrew Marriners recording of
Webers Concertino for Clarinet and
Orchestrais brilliant. Not only doesMarriner handle a technically
challenging piece with grace and
ease, but he also incorporates a
great deal of musicality and emotionthrough his expressive dynamic
variations, whilst maintaining a clear
tone throughout. The orchestra alsoplays with accuracy and a widedynamic range, adding interest to
the recording. The overall
combination is a performance ofstunning impact.
The concertino is a challenging piecetechnically; it contains many fast
passages and difficult semi-quaverruns. Marriner successfully tackles thefast passages with such accuracy in
both the notes and rhythmthat hemakes them sound easy. Likewise, hehandles the semi-quaver runs with
speed and flair.
As well asmastering the technicalside of the piece, Marriner also
incorporates a great deal ofmusicality. In the opening of the
Noun groups
Present tense
AttitudeAppreciation of
performance
IntroductionNames performer
and musical
composition.
Summarizes main
evaluation
criteria
considered and
provides brief
supportiveexamples of the
areas to be
elaborated upon
in the main body
of the review.
Clear statement
of reviewers
opinion.
Subject specificvocabulary
AttitudeJudgment of
performanceConjunction toorganize text
Main Bodynalysis and
ppraisal of
rst criterion
with
laboration/
upporting
vidence forpinion
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introduction movement, an in a
slower section later in their piece,
mariner creates an air of drama and
suspense through his use of dynamics,and most notably his very gradualcrescendos. Marriners accurate pitch
and clear, expressive tone help tokeep the suspense.
In contrastto the mysterious air ofsuspense of the introduction and
slowed section, the piece alsocontains sections that are sprightlyand cheerful. Marrinerswitches easily
between the contrasting sections ofthe piece and creates a very bright
mood for these sections, through hislively choice of tempo, crisp
articulationand accents uponappropriate notes. Overall this helpsto keep a sense of momentum andhence a feeling of brightness.
There is a high level ofcommunication between soloist and
orchestra, and the orchestra supports
Marriner well, laying a solid foundationfor him to demonstrate his virtuosicskills. The orchestra sets the mood in
the introduction, opening on a loudand striking chord to grab theaudiences attention, then dropping
to a low dynamic and gradually
building to create an air of suspense
and mystiquein preparationfor the
Analysis of
second
criterion with
elaboration/
supporting
evidence for
opinion
Nominalisation
Conjunctionsto organize
text
Noun groups
AttitudeJudgment of
performer
Conjunctionsto organize
text
Nominalisations
Further
elaboration/
supportingevidence for
second
criterion.
Analysis and
appraisal of
third criterion
with
elaboration/
supporting
evidence for
opinion.
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clarinet entry. Throughout the piece,the orchestras dynamics supportMarriners in places, and add interest
in others.
The combination of all these elements
is a performance of sheer brilliance.Marriner not only handles the difficult
piece with technical precision, butalso incorporates musicality and
emotion into the music through his
heavily expressive dynamics,articulation and tone. Marriner is wellsupported by the orchestra, which
also plays with musicality anddynamic contrast. There is a high level
of communication between soloistand orchestra, and the changes of
section and mood all come acrosssmoothly. Overall, this is a recording of
outstanding virtuosic skill andsensitivity.
ConclusionRestates
overall
opinion.
Summarizeskey points
supported by
concise
examples that
have been
elaborated
upon above.
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PERSUASIVE
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Persuasive
What is persuasive writing?
Persuasive writingintends to convince the reader of a stated opinion or belief. Persuasive
writing has three main genres:
Argument/Analytical argumentAnalytical expositions provide one line of reasoning. They author presents one
interpretation of an issue and uses supporting material to convince others of their
point of view. The thesis that is put forward it built up throughout the text.
Discussion
Discussions present two or more perspectives on an issue and can conclude with a
recommendation or prediction.
Hortatory
Hortatory expositions present one point of view on an issue and seek to make theaudience act. Often these texts are very emotive.
Examples of persuasive texts
Television
Newspapers
Magazines
Debates
Social media Radio
What do students need to know?
To effectively use persuasive texts, students need to know about:
Text structureThe statement of position, reasons and examples to elaborate their
position and a conclusion re-stating their position
LanguageHow it is used to structure a text, and the language used to persuade theaudience
Purpose - What do I want my writing to do/achieve? E.g. persuade
AudienceWho am I writing to? E.g. teacher, other students, the principal
AttitudeHow do I want/need to make them feel? E.g. concerned
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Persuasive texts across year levels and subjects
Example Years 79 Years 1012
Sample learning areas and
topics
Argument/discussion
related to an issue of
concern requiring a broader
community or technicalknowledge
Argument/discussion
dealing with National and
International concerns
requiring technical, political,and social science
knowledge
HASS Smoking should not be
allowed in the street
Australia would be better off
as a Republic
Health and PE Sport should be compulsory
in the school curriculum
Governments should not set
up safe injection rooms
Science The impact of domestic
waste on our country
A reduction in energy use
will reduce our impact on
climate change
Media, Technology studies The technology at our
school is out of date
Is Face Book a dangerous
innovation?
Some examples of language features across year levels
Years 79 Years 10 - 12
Conjunctions
- to organise text
Moreover, On the one hand One of the principle issues;
On the other handCausal language- to show cause and effect between
ideas
Leads to Resulting in
Attitude- judgement, appreciation, emotion
Important Essential, critical
Evaluative language- to express opinions
Hazardous landfill Contaminating the soil;
rubbish that is an eyesore;
pristine beaches;
environmental catastrophe
Modality- to express certainty, usuality and
frequency
Perhaps, definitely Can be achieved
Mental verbs- to reveal opinion or belief
The community believe Scientists have discovered
Noun groups and
nominalisations
Safe injection rooms; a
number of reasons
Catastrophic consequences;
climate change; carbon-
dioxide
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Analytical Argument Template
Title
Position
statement/introduction
- The position the writer is taking,background information and a
preview of the reasons is
presented
Arguments
- Reasons are given and
elaborated on to strengthen the
argument
- The elaboration may include
statistics, quotes, evidence and
examples to support each reason
Argumenttopic sentence Evidence/examples
Argumenttopic sentence Evidence/examples
Argumenttopic sentence Evident/examples
Conclusion
- Summarises the position
presented and may give a
concluding recommendation or a
prediction. Usually includes a
recommendation for action.
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Discussion Template
Title
Position
statement/introduction
- Introduces the issue andpreviews both sides of the
issues. Background information
may also be included.
Arguments for and
against
- Give reasons for each side.
Each reason to be covered is
presented and then
strengthened by elaboration.
Argument for Evidence/examples
Argument for Evidence/examples
Argument against Evidence/examples
Argument against Evidence/examples
Conclusion
- Summarises arguments
presented and may give aconcluding recommendation or
a prediction. Usually included a
recommendation for action.
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Hortatory Template
Title
Position
statement/introduction
- The position the writer istaking, background information
and a preview of the reasons is
presented.
Arguments Argumenttopic sentence Evidence/examples
Argumenttopic sentence Evidence/examples
Argumenttopic sentence Evidence/examples
Opposing viewpoint Opposing argument Dispute opinion
Conclusion
- Summarise main points and
reiterate the main
argument/thesisa statementabout how people should act in
the future is sometimes
included.
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EXAMPLE OF AN EXPOSITIONFast Food and Progress
The local community is dividedoverthe proposal to build a fast-foodoutlet, belonging to one of the worlds
largest food chains, in the area. Manypeople believe support of theproposal will provide benefits to thearea while others consider it would be
detrimental to the town. Should theproposal be denied?
Firstly, the outlet will bringopportunities for part time
employmentfor many of the youngpeople 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 foodoutlet will alter the quiet atmosphere
of the area because it will encouragepeople to travel from further afield to
buy the widely advertised andpopular fast food.
OpeningstatementIdentification
of issueAttitude
towards subject
Mental verb
Nominalisation
Evaluativelanguage
Conjunction
Causal language
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Another point to be considered is thevisual pollution the outlet will create
with its large neon signs and huge
advertising hoardings. The communityis renowned for its conservation of theenvironment. Allowing the outlet to
open up in the area could signal thebeginning of the end of the natural
surroundings.
After considering both sides of the
argument, it is my opinion that theproposal to build a fast-food storeshould be supported. A fastfood
store would be an asset to the localarea, as it will provide employment for
the local residents as well asencouraging people outside the area
to visit and perhaps generate morespending in the other stores. The visual
pollutionis not a relevant issuebecause all the other shops in the
area have advertising signs of some
description. The local council can alsoenforce restrictions on the size andtype of hoarding used.
Noun groups
Modality
Nominalisation
Conclusion
Includingconsideration
of arguments
and writers
stance on the
issue.
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EXAMPLE OF A DISCUSSIONShould mobile phones be
banned in schools?
In the last few years there has been anexplosionin the use of newcommunications technologies,
including mobile phones; it is estimatedthat over 70% of young people aged
10-14 now own one. Considerable
debate has taken place in the pressrecently as to whether pupils should beallowed to take their mobile phones
into school.
No one can deny the positive benefitsof children communicating freely with
each other, and pupils argue that using
a mobile phone to talk or text messagetheir friends is simply one way of doingthis, using new technology.Many
parents are in favour too, and like the
reassurance of knowing their child can
be safer and more independent if they
have a mobile phone, since they can
contact them at any time if necessary.They cite the potential risks faced by
some children travelling alone.
However, schools point out that
carrying a mobile could in itself make achild more vulnerable to theft or
mugging, both on the street and even
in the playground. Police figures confirm
Emotive
language
to
emphasize
point
Passiveconstruction
Complex
sentence
using
connectives
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that a high proportion of crimes
committed against young people
involve thefts of mobile phones. Schools
are concerned, moreover, that allowingpupils to bring their mobiles to schoolcould create a competitive
atmosphere among children and resultin some children feeling left out and
unvalued. In addition that claim thatpupils education would be affected by
the distraction of phones ringing in
class.
Some doctors fear that children using
mobiles could suffer long-term braindamage. Until this is disproved, it would
seen that schools might best protecttheir pupils from this and other problems
by making them leave their mobilephones at home.
Connectives
Connective
phrase showing a
logical relationshipbetween the two
sentences
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EXAMPLE OF HORTATORYEXPOSITION TEXT
Television in Daily Life
Televisionis a popular form ofcommunicationmedium in anyhousehold. It has also become an
important part in our daily life. Itcannot be denied that television from
which we get informationand
entertainment, has contributed to theimprovement of our society. But, onthe contrary, I think television tends to
have a tremendous influence on its
viewers.
Instead of its advantages, the
presence of television also negatively
affects our society. First, based on therecent research, people of all agesuse this media to entertain themselves
for an average of five hours a day.The content exposure of TV, of course,
will influence the viewers, not only
their thinking but also attitudes.This
can be seen from the fact that manycriminalities are inspired from the
scene of TV. Secondly, people can be
adversely influenced by constantlywatching TV. They participate less in
physical and social activities, spendless time reading and working, and
see a work of violence that can affect
their feeling of security. The last,
Nominalisation
Evaluative language
AttitudePersonalopinion
Conjunction
Causal language
Modality
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commercial advertisementson TVcan be a kind of brain washing.
Physiologically, the constant show of
advertisements will create peoplesimages about one product. Nowonder people easily remember the
motto or slogan of an advertisementthan to retrieve information that they
have learned.
It is clear that TV will be a kind of
monster if we cannot manage it well.It is very important for us to handleand manage the presence of
television in order to overcome thenegative effects of television,especially for children and the younggeneration.
Noun group
Mental verb
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REPORT
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Report Writing
What is report writing?
Report texts are the most common factual genres encountered by students across the
curriculum. The purpose of a report is to provide accurate and relevant information.
REPORT WRITING is a genre which intends to classify and describe the natural, cultural and
technological phenomena of our world (e.g. Computers) in contrast to a description which
focuses on one specific thing (e.g. My Computer).
Report Forms
Type Description
Compositional/descriptive
report
Describing and giving information about one type of thing
e.g. human dwellings
Classifying Report Describing and giving information about sub groups within
a class e.g. deciduous and evergreen trees
Comparative Report Describing two or more things by comparing and
contrasting different aspects e.g. 2D and 3D shapes; human
adaptation to different climates
Common reports in upper primary and secondary years include:
Investigate/research report E.g. drug use in sport
Practical/experiment reportand evaluation
E.g.A Science report
What students need to know about report writing?
PurposeWhat do I want my writing to do/achieve? e.g. give clear information
AudienceWho am I writing to? E.g. teacher, other students, the principal
Identity/StanceWho am I writing as? E.g. a zoologist, a research, a student
Attitude
How do I want/need to make them feel? e.g. informed and confident inmy expertise/knowledge
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Reports across year levels and subjects
Examples Years 7-9 Years 10-12
Possible learning areas
and topics
Compositional/Comparative
report related to a more
specialised topic/system.
Taxonomic report dealing with
national and international
topics requiring technical,
political and social scienceknowledge.
SOSE Ancient civilizations Systems of Government
Health and PE Adolescent Health Issues Illicit substances
Science The solar system Particle Theory
Mathematics Fibonacci numbers Pythagorean theorem
Business, Enterprise
and Technology
Robotics Social Networks
Some examples of language features across year levels
Years 7-9 Years 10-12
Topic noun groupsto organise text
Complex hormonal changes
in the body
The revolutionary twentieth
century analysis of quasars
Relational verbsto show relationship
Creates, indicates, shows Signifies, leads to, results in,
demonstrates
Action verbs Build, reduce, formulate,
orbit
Inject, measure, collide,
communicate, delineate
Passivevoice Were built, is reduced Are absorbed, is indicated
Nominalisations Development, expansion,
evolution
Networking, hallucination,
frequency, detoxification,
dissemination, lobbyist
Modalityto express certainty, usuality,
frequency, obligation
Usually, perhaps, definitely Can be achieved, frequently,
Circumstances Of cause: due to age, because
of centrifugal force
Accompaniment (with what,
with whom): with sterile
instruments, accompanied by
fellow scientists
Foregroundingof non-human or general
participants at the beginning of
sentences and paragraphs
Circumstances of manner and
case: non-finite phrases e.g.
Building complex cities;
Eradicating STDs.
Circumstances of cause and
accompaniment. Abstractions
e.g. visualization, democracy
and totalitarianism.
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Directed Investigation Report Template
Title
Hypothesis
Introduction
- Introduce all the background
information relevant to the main focus of
the investigation, state the aim of the
investigation and outline the features of
the problem being investigated.
Method
- Explain the methods and materialsused.
Solution
- Complete solutions to all questions.
Results
- Display results effectively.
- Analysis and interpretation of results
Conclusion
- Conclude the investigation, including a
summary of the main results, a
statement of the overall conclusion
(based on aim), evaluation of methods
used (including discussion of what could
be improved next time andrecommendations for further
investigation).
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Scientific Report Template
The Date and title of the
experiment
Date: Title of Experiment:
Aim
Tells the reader what is being investigated.This should begin with To
Hypothesis
This is the possible answer to the problem
being investigated. This should be written in
present tense:
e.g.: oxygen is essential for animals to live.
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 donerather than
what you did)
e.g., The circuit was set up rather than I setup the circuit
Diagrams
Should be labelled and drawn in pencil.
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.
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.
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EXAMPLE OF A DIRECTEDINVESTIGATION
Buying a TV
IntroductionIn purchasing a TV it pays to shop
around to get the best deal. Deals
available at retail outlets can varygreatly in the terms that are offered. The
purchasing options of three different
outlets were considered. The first optionwas a TV for $5000, with a 2 year loan at15% interest. The second option was to
pay a deposit on the same model TV
and then take a loan of 15% over 2
years for the balance. The final optionwas to purchase the same model TV for$4500 but over a 3 year loan term with
an interest rate of 14%.
Mathematical report
Option 1
The interest required for a 2 year loanwas calculated to be $1500.
The total cost was $6500 and mymonthly repayments were $270.
Interest $5000 x 15/100 x 2 = $1500
Total repayments $5000 + $1500 = $6500Monthly repayments $6500 / 24 = $ 270
Foregrounding
Passive
Relational
Verbs
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ConclusionThe comparison of the three deals
involved looking at the monthly
repayments and also the total cost overthe period.
Monthly
repayment
Total cost
Option 1 $270 $6500
Option 2 $243 $6350
Option 3 $181.44 $6532
The best deal in terms of the monthly
repayment was Option 3.Option 3 was $62.31 less than option 2and $88.56 less than Option 1. However
this deal meant the total payment of
$6532 was $182 more expensive thanOption 2 and $682 greater than Option1. The calculations for the most
economical option for the totalpayment showed that Option 2 was the
best. This option was $182 less thanOption 3 and $150 less than Option 1.
The decision for the best overall deal
was Option 2 because it had the lowesttotal payment and the second lowestmonthly repayment.
CircumstanceNominalisation
Nominalisation
oregrounding
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EXAMPLE OF SCIENTIFIC REPORTDissolving Sugar
Aim:
To compare how much sugar willdissolvein hot water and cold water.
Hypothesis:More sugar dissolves in hot water than it
does in cold water.
Materials:
Heatproof mat Beaker
Bunsen burner Tripod
Gauze mat Water
Stirring rod Sugar
Matches Spatula
Method:
1.100 ml of cold water was addedtoa beaker.
2.One spatula of sugar was added tothe water and stirred until it
dissolved.3.More sugar was added and the
mixture stirred continually until nomore 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
Action Verb
Passive voice
Relational verb
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more could dissolve. The total
amount of sugar that could be
dissolved was recorded.
Results:
Water Dissolved Sugar (spatulas)
Cold 2
Hot 6
Discussion:
More sugar was dissolved in the hot
water than in the cold water. Athermometer could havebeen used tomeasure 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 sugardissolves inhot water as in cold water.
NominalisationForegrounding
Modality
Topic noun group
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GLOSSARY
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Glossary of terms
Word Definition
Active voice The actor (do-er) comes before the verb/process (done to) as thesubject. For example, The dog bit me (active voice) as opposed to I was
bitten by the dog(passive voice)
Adjective Adds 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.
Adverb Adds extra meaning to verbs e.g. He ate slowly. I will eat much later.
Circumstance This tem refers to information that is provided about the context of averb/process (e.g. the where, when, how and why).
Clause A grammatical unit that refers to a happening or state (for example,The netball team won [happening], The cartoon is an animation
[state]).
A clause usually contains a subject and a verb group/phrase (for
example, The team [subject] has played [verb group/phrase] a fantastic
game), which may be accompanied by an object or other complements
(elements that are closely related to the verbfor example, the
match in The team lost thematch) and/or adverbials (for example,
on a rainy night in The team won on a rainy night).
Conjunctions These words provide links within a text. Clauses, sentences andparagraphs may be linked by these kind words. Linking conjunctions
refer to words that are used to join clauses, where the two clauses are
not structurally dependent on each other (e.g. and, but, so). Binding
conjunctions refer to words that are used to join clauses, where one
clause is structurally dependent on the other (e.g. if, because, when).
Connectives Connectives relate ideas to one another to help show the logical of theinformation. Connectives are important resources for creating
cohesion in texts.
Examples:
-to indicate time or sequence: First, Second, Next
-to show cause and effect:As a result, Consequently
-to add information:Also, Besides, Furthermore
-to indicate comparison/contrast:Likewise, Alternatively
-to make conditions/concession:Though, However
-to provide an example/clarification:In fact, For example
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Evaluative language Positive or negative language that judges the worth of something. Itincludes language to express feelings and opinions, to make
judgements about aspects of people such as their behaviour, and to
asses the quality of objects such as literary works.
For example: beautiful, hazardous, pristine, catastrophic, lovely, good,
bad
Foregrounding A way of highlighting important information is to put it at the beginningof clauses, sentences, paragraphs or whole texts. This technique is
called foregrounding.
Examples:
Foregrounding time:After five minutesplace the mixture in the oven
Foregrounding process: Place the mixturein the oven after five
minutes
Foregrounding non-human element: The mixturewas placed in the
oven after five minutes
Foregrounding human participant: We placed the mixture in the ovenafter five minutes
Modality When the creator of a text is making a judgement of probability,usuality, obligation or inclination.
For example:may, might, should, could, must, have to, I think, I
suggest, certain, probable
Nominalisation The process of changing non-noun word forms (verbs, adjectives,conjunctions and modals) into nouns.
Examples:
From verbs: reactreaction, departdeparture
From adjectives:longlength, eagereagerness
From conjunctions:becausereason, andin addition
From modals:mightpossibility, mustobligation
It is a way of making a text more compact and is often a feature of texts
that contain abstract ideas and concepts.
NounThey are the names of people, places, things or feelings. Common
nouns are the names for general people, places, things or feelings e.g.
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.
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Noun Groups This language feature may also be called the nominal group. It refers tothe group of words that are paced around the main thin/person (noun).
Which
one?
How many
/ much?
What is it
/ are they
like?
What
kind?
Who /
what is
being
talked
about?
Which
one/s more
specifically?
Pointer Numerative Describer Classifier Thing Qualifier
The four Incredibly,
lucky
X-lotto winners chosen this
month.
Passive voice Refers to the organisation of a clause so the done to rather than thedo-er of the action comes first. For example, the car was washed by
the children (passive) as opposed to the children washed the car
(active).
Verb Are being, having or doing words e.g. I am human and I havefeelings, so please run away. Note that the verb can change based on
the tense.
Activity: play, speak, run, telephone, bathe, organise, read, raise, look
at, listen to, refuse, and scratch. The vast majority of verbs are included
in this class and are what we normally understand an 'action' word to
be.
Process: ripen, change, strengthen, grow, deteriorate, become, die, go,
come, and fall. This class of verbs is used to indicate a change from one
state to another.
Sensation: hurt, ache, sting, smart, and itch. This is a small class of
verbs that are used to refer to bodily sensations.
Momentary: knock, beat, tap, nod, hop, and jump. These verbs,
although closely related to the first category, have a shorter duration of
action.Cognition: know, remember, perceive, prefer, want, forget, and
understand. These verbs have less to do with an overt action since they
involve mental or cognitive processes.
Perception: see, smell, feel, taste, and hear. This small class of verbs is
closely linked with verbs of cognition, but centre on the senses rather
than cerebral activity.
Relational: be, consist of, own, have, seem, resemble, appear, sound,
look (good), belong to. This category of verbs is used to connect twoclosely related concepts, usually either through equivalence or
possession.
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BIBLIOGRAPHY
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Bibliography
Department for Education and Children's Services. (2008). Common Genres in Senior
Secondary Schooling.Adelaide: DECS.
Department of Education and Child Development. (2012). Literacy Secretariat Resource
Papers. Retrieved December 19, 2012, from Literacy Secretariat:http://www.decd.sa.gov.au/literacy/pages/Home/Resources/
Department of Education and Child Development. (N.D). Language and Maths. Retrieved
Decemeber 19, 2012, from Literacy Secretariat:
http://www.decd.sa.gov.au/literacy/files/links/mathsdirected_investigatio.pdf
University of London, Institute of Education. (2003).Argument Unit. Retrieved December
19, 2012, from Digitial Education Resource Archive:
http://dera.ioe.ac.uk/4825/7/nls_y6t2exunits075202argue.pdf
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