writing frame-works and literacy strategies · 2018-05-28 · 1 dear teachers please accept from...

WRITING FRAME-WORKS

and

LITERACY STRATEGIES

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Dear Teachers Please accept from the Literacy Committee this book of templates and processes to engage students in their reading, writing, speaking and listening. The book is design to support you in addressing the needs of students in order to improve in their identified weakness areas of poor spelling and grammar, organisation skills and inferential reading practises. Posters illustrating homophones and common errors will be placed around the school in classrooms for easy reference. The templates of the booklet can be located at S:/Literacy Committee and printed out as required. Many of the strategies align themselves with the article ‘Seven Literacy Strategies that Work’ written by Douglas Fisher, Nancy Frey and Douglas Williams, which can be located on line at www.drradloff.com/documents/seven-literacy-strategies-that-work.pdf. If you have any questions or comments about whole school literacy, please do not hesitate to contact me or other members of the Literacy Committee. Special thanks to Patrina Cole for assembling and collating this great resource. Veronika Sutton Chairperson Literacy Committee 2018

http://www.drradloff.com/documents/seven-literacy-strategies-that-work.pdf

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In the Australian Curriculum, students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society. Literacy involves students listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts. Literacy encompasses the knowledge and skills students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school. Success in any learning area depends on being able to use the significant, identifiable and distinctive literacy that is important for learning and representative of the content of that learning area. Becoming literate is not simply about knowledge and skills. Certain behaviours and dispositions assist students to become effective learners who are confident and motivated to use their literacy skills broadly. Many of these behaviours and dispositions are also identified and supported in other general capabilities. They include students managing their own learning to be self-sufficient; working harmoniously with others; being open to ideas, opinions and texts from and about diverse cultures; returning to tasks to improve and enhance their work; and being prepared to question the meanings and assumptions in texts.

Key ideas

The key ideas for Literacy are organised into six interrelated elements in the learning continuum, as shown in the figure below.

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Organising elements for Literacy

The Literacy continuum incorporates two overarching processes:

Comprehending texts through listening, reading and viewing

This element is about receptive language and involves students using skills and strategies to access and interpret spoken, written, visual and multimodal texts.

Students navigate, read and view texts using applied topic knowledge, vocabulary, word and visual knowledge. They listen and respond to spoken audio and multimodal texts, including listening for information, listening to carry out tasks and listening as part of participating in classroom activities and discussions. Students use a range of strategies to comprehend, interpret and analyse these texts, including retrieving and organising literal information, making and supporting inferences and evaluating information and points of view. In developing and acting with literacy, students:

navigate, read and view learning area texts

listen and respond to learning area texts

interpret and analyse learning area texts.

The element of Comprehending texts can apply to students at any point in their schooling. The beginning of the learning sequence for this element has been extended by four extra levels (Levels 1a to 1d) to describe in particular the early development of communication skills. The descriptions for Comprehending texts at these levels apply across the elements of Text knowledge, Grammar knowledge, Word knowledge and Visual knowledge.

Composing texts through speaking, writing and creating

This element is about expressive language and involves students composing different types of texts for a range of purposes as an integral part of learning in all curriculum areas.

These texts include spoken, written, visual and multimodal texts that explore, communicate and analyse information, ideas and issues in the learning areas. Students create formal and informal texts as part of classroom learning experiences including group and class discussions, talk that explores and investigates learning area topics, and formal and informal presentations and debates. In developing and acting with literacy, students:

compose spoken, written, visual and multimodal learning area texts

use language to interact with others

deliver presentations.

The element of Composing texts can apply to students at any point in their schooling. The beginning of the learning sequence for this element has been extended by four extra levels (Levels 1a to 1d) to describe in particular the development of communication skills. The descriptions for Composing texts at these levels apply across the elements of Text knowledge, Grammar knowledge, Word knowledge and Visual knowledge.

The following areas of knowledge apply to both processes:

Text knowledge

This element involves students understanding how the spoken, written, visual and multimodal texts they compose and comprehend are structured to meet the range of purposes needed in the learning areas.

Students understand the different types of text structures that are used within learning areas to present information, explain processes and relationships, argue and support points of view and investigate issues. They develop understanding of how whole texts are made cohesive through various grammatical features that link and strengthen the text’s internal structure. In developing and acting with literacy, students:

use knowledge of text structures

use knowledge of text cohesion.

Grammar knowledge

This element involves students understanding the role of grammatical features in the construction of meaning in the texts they compose and comprehend.

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Students understand how different types of sentence structures present, link and elaborate ideas, and how different types of words and word groups convey information and represent ideas in the learning areas. They gain understanding of the grammatical features through which opinion, evaluation, point of view and bias are constructed in texts. In developing and acting with literacy, students:

use knowledge of sentence structures

use knowledge of words and word groups

express opinion and point of view.

Word knowledge

This element involves students understanding the increasingly specialised vocabulary and spelling needed to compose and comprehend learning area texts.

Students develop strategies and skills for acquiring a wide topic vocabulary in the learning areas and the capacity to spell the relevant words accurately. In developing and acting with literacy, students:

understand learning area vocabulary

use spelling knowledge.

Visual knowledge

This element involves students understanding how visual information contributes to the meanings created in learning area texts.

Students interpret still and moving images, graphs, tables, maps and other graphic representations, and understand and evaluate how images and language work together in distinctive ways in different curriculum areas to present ideas and information in the texts they compose and comprehend. In developing and acting with literacy, students:

understand how visual elements create meaning.

Texts in the Literacy Continuum

Texts provide the means for communication. They can be written, spoken, visual, multimodal, and in print or digital/online forms. Multimodal texts combine language with other means of communication such as visual images, soundtrack or spoken words, as in film or computer presentation media. Texts include all forms of Augmentative and Alternative Communication (AAC), for example gesture, signing, real objects, photographs, pictographs, pictographs and braille. Texts provide important opportunities for learning about aspects of human experience and about aesthetic value. Many of the tasks that students undertake in and out of school involve understanding and producing imaginative, informative and persuasive texts, media texts, everyday texts and workplace texts.

The usefulness of distinctions among types of texts relates largely to how clearly at each year level these distinctions can guide the selection of materials for students to listen to, read, view, write and create, and the kinds of purposeful activities that can be organised around these materials. Although many types of texts will be easy to recognise on the basis of their subject matter, forms and structures, the distinctions between types of texts need not be sharp or formulaic. The act of creating texts, by its nature, involves experimentation and adaptation of language and textual elements from many different writing styles and categories of texts. As a result, it is not unusual for an imaginative text to have strong persuasive elements, or for a persuasive text to contain features more typically seen in informative texts, such as subheadings or bullet points.

http://www.australiancurriculum.edu.au/generalcapabilities/literacy/introduction/key-ideas

http://www.australiancurriculum.edu.au/generalcapabilities/literacy/introduction/key-ideas

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CONTENTS

Page Number

The 200 Most Commonly Misspelled Words 6

Homophone Words 7

Key Words Used in Assignments 8 & 9

Written Assessment Checklist & Tips 10

Bibliography Sheet—Books & Internet 11 & 12

Paragraphs 13 & 14

Notemaking 15

Notemaking Templates 16 & 17

Notemaking Summary Sheets 18 – 21

Basic 5 Paragraph Essay 22

Essay Checklist 23

Analytical Exposition 24

Persuasive Writing checklist 25

Persuasive Exposition 26

Persuasive Exposition – Both Sides 27

Biography 28

Brochure 29

Discussion Plan 30

Explanation Plan 31

Power Point Presentation 32

Personal Recount 33

Report Writing - Format 34

Report Writing Plan 35 & 36

Newspaper Report Template 1 37

Newspaper Report Template 2 38

Narrative Plan 39

Poster Format 40

Science Investigation 41

Mathematical Investigation 42

WSC Literacy and Numeracy Pathways 2016 43

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200 Most Commonly Misspelled Words

absence

accommodate

achieve

acquire

across

address

advertise

advice

among

apparent

argument

athlete

awful

balance

basically

becoming

before

beginning

believe

benefit

breathe

brilliant

business

calendar

careful

category

ceiling

cemetery

certain

chief

citizen

coming

competition

convenience

criticise

decide

definite

deposit

describe

desperate

develop

difference

dilemma

disappear

disappoint

discipline

does

during

easily

eight

either

embarrass

environment

equipped

exaggerate

excellent

except

exercise

existence

expect

experience

experiment

explanation

familiar

fascinating

finally

foreign

forty

forward

friend

fundamental

generally

government

grammar

guarantee

guidance

happiness

heroes

humorous

identity

imaginary

imitation

immediately

incidentally

independent

intelligent

interesting

interfere

interpretation

interruption

invitation

irrelevant

irritable

island

jealous

judgment

knowledge

laboratory

length

lesson

library

license

loneliness

losing

lying

marriage

mathematics

medicine

miniature

minute

mysterious

naturally

necessary

neighbour

neither

noticeable

occasion

occurred

official

often

omission

operate

optimism

original

ought

paid

parallel

particularly

peculiar

perceive

perform

permanent

persevere

personally

persuade

picture

piece

planning

pleasant

political

possess

possible

practical

prefer

prejudice

presence

privilege

probably

professional

promise

roof

psychology

quantity

quarter

quiet

quit

quite

realize

receive

recognise

recommend

reference

religious

repetition

restaurant

rhythm

ridiculous

sacrifice

safety

scissors

secretary

separate

shining

similar

sincerely

soldier

speech

stopping

strength

studying

succeed

successful

surely

surprise

temperature

temporary

through

toward

tries

truly

twelfth

until

unusual

using

usually

village

weird

welcome

whether

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THEIR The children keep THEIR books in THEIR desks (Belonging)

THERE THERE it is! Over THERE! (Place)

THEY’RE THEY’RE best friends! (short for THEY ARE)

WEAR Homer likes to WEAR his black suit (To Dress)

WHERE WHERE are my clothes? (Place)

WE’RE WE’RE a very happy family (short for WE ARE)

TO Homer is going TO cuddle Bart

TOO Skateboards are TOO dangerous (as well as/very)

TWO TWO people are dancing (Number)

ALOUD Homer read the sentence ALOUD (Sound)

ALLOWED Bart is not ALLOWED to dangle the cat from the roof. (Permission)

QUITE I am QUITE sure I have cleaned my teeth (Fairly or Definitely)

QUIET Bart has a very QUIET voice (Sound)

HEAR Can you HEAR me shouting? (Sound)

HERE I am so glad you are HERE with me (Place)

WHETHER I don’t know WHETHER to go in deeper or not (Choice)

WEATHER I like to swim in hot WEATHER (Climate)

THROUGH Mr Burns looked THROUGH his binoculars

THREW Bart THREW the ball through the hoop (To THROW)

YOUR YOUR dress is beautiful, and so are YOUR shoes and hat (Ownership)

YOU’RE YOU’RE my favourite dog (Short for YOUR ARE)

ITS Bart took the dog for ITS daily walk (Possession of IT)

IT’S IT’S not my fault! IT’S Milhouse; he did it! (Short for IT IS)

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Key Words Used In Assignments

Account for: Explain why something exists. Give detailed reasons and supporting

evidence.

Analyse: Provide a close examination of the topic. Give points for and against.

Appraise: Provide a balanced view of a situation, and give an estimation of its

worth.

Assess: Examine the situation/aspect, focussing on strengths and weaknesses

and/or similarities and differences and give your own judgement.

Clarify: Make some situation or view easier to understand by explaining it or

defining it.

Comment on: Give an explanation as to why aspects of a topic are important.

Express a personal opinion but make it broad and balanced.

Compare: Focus on the similarities between people, qualities, characteristics or

events, but indicate differences, too.

Contrast: Point out the differences between events, items, qualities or problems.

Often used in conjunction with compare.

Criticise: Analyse a situation closely. Make a judgement, based on strengths and

weaknesses and present your reasons with evidence.

Define: Explain the meaning of a particular term or view. Be concise.

Describe: Give a detailed account of a particular topic, event or factor,

emphasising the main points.

Describe and

Discuss:

1. Give an explanation or detailed account of the situation and

2. Analyse it, pointing out the relevance of the discussion to the general

topic.

Determine: Reach a conclusion, after careful observation of all the evidence.

Discuss: Analyse the topic thoroughly from different points of view. Take a

position and justify it with evidence.

Do you agree…?

To what extent…?

Distinguish/Differentiate: Observe and describe differences between two or more aspects or

views.

Elaborate: Expand or develop something which is presented to you. Explain the

topic, with reasons for its existence and examples.

Elucidate: Give a clear explanation of what something means. This term is similar

to “define”.

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Key Words Used In Assignments

Enumerate: List relevant points of a topic, concisely and in the correct order. Recount in

outline form.

Evaluate: Look at a particular situation or feature. Present a judgement, based on strengths

and weaknesses and give evidence for your opinion.

Consider…

Is this a fair assessment…?

Examine: Give detailed descriptions of a feature, event or topic. Divide this into its

component parts, and draw general conclusions.

Explain: Clarify why a feature or situation exists, providing reasons. Similar to “analyse”.

Identify: Give a series of reasons or explanations for an event or concept.

Illustrate: Provide one or more examples to explain the subject. This term is often used with

other instructions.

Interpret: Give a definition of a feature, breaking it down into its component parts. Explain

the relevance of the parts to the whole and give a personal judgement, backing it

up with evidence.

Justify: Give reasons, explaining a particular viewpoint or position.

List: Enumerate points pertinent to the subject. Set them out in logical order.

Outline: Give a thorough description of the main features or general principles of a topic,

covering all the essential areas.

Prove/Disprove: Interpret the given evidence and demonstrate the merit of the subject. Present

the evidence and deductions to show “truth” or “falsehood”.

Relate: 1. Describe or recount some aspect of the subject by means of narration

2. Demonstrate how features of a situation are related to each other, correlate, or

how one causes another.

Review: Survey the most important aspects of a subject and critically identify the major

points.

State: Provide a brief, clear, sequential group of major points on a topic.

Suggest: Give possible reasons why an event has occurred or is likely to occur.

Summarise: Give the main points and leave out the details. Put them in order, to make the

meaning of the summary clear.

Synthesise: Combine a number of features and views and develop a single idea or impression

from these. Logical construction is very important.

Trace: Give a description of the development of something. Describe the beginning,

major points and outcome or conclusion. This should be in chronological or

logical order.

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Written Assessments - Checklist & Tips

If handwritten, your work MUST be written in black or blue pen, NOT pencil.

Use fully written sentences, with full stops and capital letters used appropriately.

Write all words in full - no abbreviations - including ‘&’. Remember, you are writing an assignment, not texting a friend, so please, no: Cul8r or frenz or M8S or h8 boyz U etc etc…

Numbers from 0-9 are written as words; 10 and up are written as numbers. For example: ‘I am eight, not 8’.

A cover page is a necessity. Please remember to write your name.

It is a good idea to place your assignment in a plastic sleeve when you hand it in. This way no ‘bits’ will go missing.

Show paragraph changes by leaving a space.

Your work must have a title.

Use a thesaurus and dictionary when writing. Doing so will help you to expand your vocabulary and write more descriptively.

It is extremely important that you get into the habit of saving your work every few minutes while you type. Do not delete your work from your computer until you have received your work back from the teacher.

When typing your work, ensure that the font is no larger than 14pt. Do not use a font that is difficult to read. Comic Sans is an excellent font to use.

Try to vary your sentence beginnings. It is very boring to read: “I went to the shops and bought milk. Then I went home and watched TV. After this I had a nap. Then I had a shower”.

Use a variety of sources to locate your information; don’t just rely on the internet!

It is very important that you acknowledge your sources of information with a bibliography which is correctly set out.

REMEMBER:

You should always set out to make the best impression that you can - it is part of success and

self-confidence. It shows that you take pride in your work and in yourself.

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Bibliography Fill-in Sheet

(WSC Library)

A bibliography is a list of all the sources of information you have used when writing an assignment. It is

important to acknowledge the source from which you have taken a direct quote, an idea, information or a

summary. Failure to do so is called plagiarism which is very serious and a form of cheating.

A bibliography is put at the end of the assignment and is arranged in alphabetical order. You MUST follow

the basic rules of setting out which are explained below.

Teachers may not mark assignments or may deduct marks, if a bibliography is not handed in.

Note: Titles are typed in italics but are underlined if handwritten.

You may also use an online referencing site.

Books (with 1 – 3 authors)

eg. Edwards,D & Cole,P (2014) School Is Great! Penguin, London

First author & others Year of publication (in brackets)

Title (underlined or in italics)

Publisher City of publication

Books (with more than 3 authors)

e.g. Bronski,G. et al (2013) Study Skills for Year 12 Students. Hodder Wayland, Perth

Editor (ed.) Year of publication (in brackets)



Book with an editor (NOT an author)

e.g. Bremner, I (ed.) (2009) Media Studies 101. Cole Press, Paris

Editor (ed.) Year of publication (in brackets)



Using the examples above, write your book

Author(s)/Editor Year of Publication Title

( )

Author(s)/Editor Year of Publication Title

( )



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Bibliography Sheet continued...

Author/Organisation (if known)

Year site created or last updated (if known, in brackets)

Title of home page (underlined or in italics)

Name, sponsor/ publisher of site (if known)

[on-line] URL (web address)

Date accessed

Web sites (whole web site)

eg. Wall, B (2009) Egyptian History. [on-line] http://www.egypt.edu.au accessed 3 April 2012

Site 1

Author(s)/organisation (if know)

Year site created/updated (if known)


Name, sponsor/ publisher of site

(if known)

eg. Office of Space Research, What’s In Space. NASA [on-line] http://nasa.ofsr.edu, accessed 1 March 2009

Site 2





(if known)

Using the above examples, write your web references below:

Site 3





(if known)

Site 4





(if known)

URL (web address) Date accessed

[on-line]


[on-line]


[on-line]


[on-line]

http://www.egypt.edu.au/

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PARAGRAPHS

A paragraph presents ONE idea. It usually contains several sentences. Some of the sentences have different functions:

The topic sentence EXPLAINS, generally, what the paragraph is about.

Developing sentence(s) EXPANDS and CLARIFIES the ideas expressed in the topic sentence.

Supporting sentence(s) SUPPORT the idea through examples, quotations, facts, figures, reasoned argument, anecdotes…

Concluding/linking sentence ‘WRAPS UP’ the idea of the paragraph, and gives the reader an idea of the next paragraph.

All the sentences revolve

around ONE idea.

Supporting sentences

- support the idea

through examples,

facts, figures,

reasoned argument,

anecdotes.

STRUCTURE OF A PARAGRAPH

Topic Sentence - the

first sentence.

Explains what the

paragraph is about.

Developing

sentences - expand

and clarify the idea

expressed in the

topic sentence.

Concluding/linking sentence - ‘wraps up’ the idea of

the paragraph, and gives you an idea of what the next

paragraph is going to be about.

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PARAGRAPHS

TOPIC SENTENCE:

Introduces the main idea to the reader

Assume the reader knows nothing!

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

DEVELOPING SENTENCE:

Explains the main idea introduced in the topic sentence

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

SUPPORTING SENTENCE:

Gives examples to support the main idea

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

CONCLUDING/LINKING SENTENCE:

Connects to the following paragraph

Summarises or gives the paragraph an ending

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

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NOTEMAKING

Things to remember

1. Have a HEADING

Printed and underlined

Centre of page 2. .Divide your information into small sections by using SUB-HEADINGS

Printed and underlined

Based on focus questions 3. NO SENTENCES!

Write in point form

One point per line

Use key words and phrases 4. NUMBER each point 5. Keep your notes NEAT and WELL SPACED 6. Store notes in a PLASTIC SLEEVE so you do not lose them 7. DATE and NUMBER each page so that you can keep your notes in order 8. Record all sources of information correctly, and as you go. Include a BIBLIOGRAPHY 9. Use ABBREVIATIONS and SYMBOLS

Well known ones. For example i.e., &

Develop your own. For example b/n—between 10. HIGHLIGHT or PRINT important words or terms, especially new ones 11. Include DIAGRAMS, PICTURES, MAPS etc. where relevant 12. Do not use or repeat any unnecessary words in your notes 13. Leave MARGINS where possible

If you use a digital format such as OneNote or Word to

record your notes, many of the above points will still apply.

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AUTHOR: ___________________________________ YEAR: ___________ TITLE: _________________________

PUBLISHER: _________________________________

PLACE PUBLISHED: ___________________________

STRUCTURED

OVERVIEW

NOTEMAKING

SHEET

TOPIC *Notes should be neat and brief. No

sentences. Number your points. Use

dashes & abbreviations

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STRUCTURED

OVERVIEW

NOTEMAKING

SHEET

*Notes should be neat and brief. No

sentences. Number your points. Use

dashes & abbreviations

TOPIC

18


sentences. Number your points.

Use dashes and abbreviations. NOTEMAKING/SUMMARY SHEET

Author: _______________________________________ Year: _________________ Title: _______________________ Pages: ______________

Publisher: ______________________________________ City of Publication: ___________________________________

Topic/Heading: __________________________________________________________________

Sub Heading (Main Idea)

Key Word (From the text)

Paragraphs (In my own words)

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Use dashes and abbreviations.

Name: _________________________________ NOTEMAKING SHEET

Sub-heading Sub-heading Sub-heading Sub-heading Sub-heading

Topic:

20



Use dashes and abbreviations.

Call No.

NOTEMAKING SHEET

Author: ____________________________________

Title: _______________________________________

Publisher/Place/Year: _______________________________________________________________

________________________________________________________________

Question/Topic: ________________________________________________________________

Page No.

Keywords/Focus Question

Supporting details

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N.B: Use a bibliography sheet to

record your sources of information

NOTEMAKING SHEET

Name: ____________________________________

Question/Topic: ________________________________________________________________

Keywords/Focus Question

Supporting details (should be neat and brief. No sentences. Number your points. Use dashes and abbreviations)

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BASIC 5 PARAGRAPH ESSAY

Structure

Introductory Paragraph Motivating Thesis Sentence

First Body Paragraph Topic Sentence Specific Support – evidence, quotes Specific Support – evidence, quotes Specific Support – evidence, quotes

Second Body Paragraph Topic Sentence Specific Support – evidence, quotes Specific Support – evidence, quotes Specific Support – evidence, quotes

Third Body Paragraph Topic Sentence Specific Support – evidence, quotes Specific Support – evidence, quotes Specific Support – evidence, quotes

Concluding Paragraph Re-worded Thesis Clincher – sometimes a great quote or example

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EASY ESSAY CHECKLIST

Checklist Yes No

Assembling Your Essay

Word Processed (if required)

A4 paper

One side only

1.5 spacing

Page numbers on each page

Title page (name, contact, assignment details, date, submission slip completed if required)

Official coversheet attached

Spelling, punctuation and grammar errors checked and corrected

Reference list/bibliography (if applicable)

Electronic copy SAVED

Characteristics of your Essay

Does the introduction contain a clear proposition that relates directly to the essay question?

Does the essay have a clear introduction, body and conclusion?

Does the introduction outline the main points to be covered in the body?

Does the body contain the main points and supporting information about each point?

Does the body contain examples/quotes from the text to support your statements?

Have you used the correct conventions for quoting from texts?

Do the paragraphs in the essay have a topic sentence, supporting sentences and linking words/sentences?

Does the essay answer the question?

Does the conclusion restate the main aim of the essay?

Does the conclusion summarise the main points of the essay?

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ANALYTICAL EXPOSITION Purpose: To explore and analyse a topic, then persuade the reader to a particular point of view by

providing supporting evidence or data.

Problem/Thesis - state the topic to be examined and provide some data.

Data/Arguments/Assertion Supporting Evidence




Conclusion Restate Thesis

Comment

25

PERSUASIVE WRITING CHECKLIST Topic .______________________________

Persuasive Device My Example/s Selected [Y/N]

Personal voice I Me Myself

Personally, I can’t see how……

I believe that it is our duty to ……..

Y

Directly addressing the reader: 1st person 2nd person

I/We must try harder …….

You must have noticed how ……..

Y

Rhetorical Questions

Can we afford not to?

Do we really need to?

Call to Action 1st Person 2nd Person

I/We simply must make this change

So ask yourself this ……

Appeal to Logic and Reason Evidence, facts, statistics and expert opinions

7 out of 10 professionals use our brand

Professor Smith, who is head scientist at the research facility said ……..

Appeal to Emotion

It’s terrible. Awful. Indefensible. Shameful.

It’s the very essence of selfishness …..

Appeal to Values

I believe that this behaviour is unethical …..

Emphatic statements Punctuation Repetition Rule of three (Tricolon)

Things must change!

This is completely unacceptable …….

Do not do this. It is wrong, wrong, wrong!

Figurative language

It wold feel like losing your best friend

Bullies are monsters

Humour and sarcasm

….robbed a store right next to a police station. What a clever fellow.

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PERSUASIVE EXPOSITION Purpose: To persuade the reader

Introduction - States position

Argument 1 Supporting Evidence to persuade the reader



Conclusion Restatement of opinion. May include a

recommendation or suggestion (optional)

Detailed Bibliography should be included

27

PERSUASIVE EXPOSITION – Presenting BOTH Sides

Purpose: To examine and compare both sides of an arg4ument or issue by providing supporting evidence or data.

State the problem

Arguments For

1.

Supporting Evidence

1.

2. 2.

3. 3.

Arguments For

1.

Supporting Evidence

1.

2. 2.

3. 3.

Conclusion or Summary

Detailed BIBLIOGRAPHY should be included.

28

BIOGRAPHY Purpose: To recount, retell events, experiences, achievements of a person’s life.

Orientation

Who the person is

Time and location

Area of recognition

Series of life events in

chronological order

Early life

Family

Education

Successes

Challenges

Importance of significant

others

Cause and effect

relationships in life

experiences

Contribution to society

Reorientation

Explaining reasons for

fame or recognition

Bibliography

29

BROCHURE Purpose: Used to provide information about services, campaign, project or goods.

Structure:

Title

Introductory information about subject (Explanation)

Sections of brochures are divided into headings with specific aspects, characteristics or qualities.

Details of facts and figures are outlined where relevant

Persuasive language is used to promote the subject

Layout is clear and well defined under section headings

Contact details are clearly outlined

Catchy headings and phrases are used to stimulate interest

Interesting, eye-catching and colourful illustrations are used as background

Features:

Use language relevant to your audience

Short concise sentences and phrases

Personal language used to

target appropriate audience

Title

Explanation

Blocks of information under headings for specific aspects

Bullet points may be used

Details of prices/costs

Contact details

30

DISCUSSION PLAN

ARGUMENTS FOR ARGUMENTS AGAINST

Argument One (Point) Argument One (Point)

Supporting Evidence/Facts Supporting Evidence/Facts

Argument Two (Point) Argument Two (Point)


Argument Argument


Recommendation

Issue:

31

EXPLANATION PLAN Used to explain how things work, why things operate as they do, or used to describe a process. Can be used for cause and effect.

Definition

What is it?

Parts/components

Description of the parts

Operations

How does it work ...cause

and effects…?

Applications

When and where it works

or is applied

Evaluation

Special

features/Interesting

comments

32

POWER POINT PRESENTATION Purpose: Used for an oral presentation of information, instructions and reports.

Can include graphics, links and other media.

POWER POINT TIPS & HINTS!

Uses

Can be used for:

Reviews

Reports

Demonstrations

Storytelling

Editing

Use the slide sorter

Check overuse of animation or slide

transition variation

Have a good contrast between text and

background

Be sure that your images are relevant to the

text

Check spelling and grammar

How To Do It

Research your topic BEFORE constructing

your slides

Organise ideas in the outline view

Identify main aspects and abbreviate into

points

Record additional notes under “Notes” area

You MUST include a detailed

BIBLIOGRAPHY

Presentation

Preparing the slides is Part 1

Delivering the talk is Part 2

Practise your talk and slideshow timing

Know your topic well

Have your notes to help you. Don’t read

directly from the slide

Strategies

Use catchy titles

Use images to complement your ideas

Graphs, comics, tables and symbols can be

useful

Use animation selectively

Be careful with colours and backgrounds

Have You Checked…?

Is your content accurate and relevant to the

task?

Is your written text brief?

Have you added images to your text?

Is your animation interesting but not

distracting?

Is your text an appropriate size and easy to

read?

Have you rehearsed your talk?

33

PERSONAL RECOUNT Purpose: The purpose of a recount is to list and describe past experiences by retelling events in the order

in which they happened. A recount can entertain and/or inform the reader.

Features:

Written in chronological order

Focuses on individual participants/events

Includes personal thoughts/reactions

Is written in the past tense

Frequent use is made of words which link events in time, such as next, later, when, then, after,

before, first, at the same time, as soon as she left, late on Friday etc...

Frequent use of verbs (action words), and of adverbs (which describe or add more detail to verbs)

Details are often chosen to add interest or humour use of personal pronouns (I, we, us, etc...)

TITLE:

Orientation Who Where When Why

Event 1 What happened first?

Event 2 What happened next?

Event 3 What happened after?

Event 4 What happened later?

Conclusion What happened as a result of these events? What happened last?

34

REPORT WRITING

Layout and Formatting

1. Cover Page:

i. Title of Report Subject: ii. Your name From: iii. Your teacher’s name To: iv. Date submitted Date:

2. Contents Page

3. Introduction (sometimes titled ‘Context’ or ‘Outline’ i. Give background information to the report. E.g: choice of topic, main source/s of information) ii. State your Terms of Reference (e.g nation, country, state where topic is located, period of time

you are referring to, any limits set to your study)

4. Summary

i. What is the issue that is being investigated? (be specific) ii. In a short summary (usually an extended sentence/brief paragraph), describe the most

interesting aspect of the issue investigated

5. Text of Report (body)

i. Use headings for each section ii. Define your terms iii. Give points in logical order iv. Include examples of statistics, anecdotes, examples etc to illustrate v. Include diagrams, maps, charts… vi. Information should be relevant to the topic and terms of reference vii. Try to keep a balance between the different sections viii. If you refer to other material (e.g. timetables, pamphlets, brochures, leaflets, questionnaires) try

to include a copy in the Appendices ix. Include footnotes if these are relevant x. If quotes are included directly from one of your references:

Indent

Use quotation marks

Show the name of the author and year of publication in brackets at the end of the quotation.

6. Conclusion/s

i. List the main findings from your investigation ii. Number each one separately iii. Use a short sentence (not just point form) to describe each

7. Recommendations

i. Suggest solutions, outcomes, remedies to the problem/topic ii. Suggest improvements, actions

8. References/Bibliography

9. Glossary

10. Index

11. Appendix

N.B. Each of these eleven sections MUST begin on a new page.

35

REPORT PLAN Purpose: To provide information on a particular topic, or about a particular situation that

has happened, or is still happening.

TITLE

Opening Statement

Purpose for Report

Description of features/functions/characteristics.

What habits, behaviours, procedures, uses?

Description of features/functions/characteristics.


Features/functions/characteristics.


(may include maps, diagrams, charts, photographs etc..)

Summary/Conclusion/Suggested Solutions

Bibliography

List of resources used to support research

36

REPORT PLAN

TITLE:

HEADINGS

Classification

What is it?

Description

What attributes does it have? (size, shape, features)

Place/Time

Where is it?

When is it?

Dynamics

What does it do?

Summarising content

37

NEWSPAPER REPORT 1 Framework for Notemaking

Notes will be transformed into columns with short paragraphs (often a sentence long). Direct speech is used for observers’ comments.

HEADLINE

By-line (writer’s name and location)

The Lead (brief statement of event, time, place, who was involved—what, when, where, who)

Most Important Point (details of event, with comments from observers)

Next Most Important Point

Next Most Important Point

Least Important Point

Conclusion (suggestions of consequences and further developments)

38

NEWSPAPER REPORT 2

HEADLINE

By-line (writer’s name and location)

The Lead

Who; What; When; Where; Why;

How

Personal Account

Elaboration

Witness/Police Account

Witness Elaboration

Details and dialogue/Viewpoint

Incidental Detail

Tapering Off

39

NARRATIVE PLAN

TITLE:

Orientation

Setting:

Who?

When?

Where?

What?

Why?

Initiating Event

What began the event?

How did the characters get

involved?

Complication/s

How the conflict/s or

problem/s began

Resolution

How the character/s solve

the conflict/s or problem/s

40

POSTER Features:

Language used is brief

Captions and catchy phrases are used

Short headings in large fonts. Sub-headings in smaller fonts

Targeted at a particular audience - this determines language & style Images & graphics relevant, and complementary to, information Font styles, colours & sizes relevant, and complementary to, information

LARGE

HEADING

Graphic/illustration with

caption

Main

Message In large font, centrally

located

Information on what to do

and/or how to do it!

Smaller font

Contact details

Detailed bibliography should be used

41

SCIENCE INVESTIGATION Purpose: To conduct an open ended scientific investigation in order to document

findings, draw inferences and attach new information to previous understandings

Focussing

What am I going to

investigate?

What do I know already?

Planning

What will I need, do, measure,

record?

What do I predict will happen?

How will I monitor my steps

and my results throughout?

Conducting

How will I carry out my plans?

Recording

How will I observe/discover?

How will I record this?

Interpreting

What do my findings show?

Are my findings different from

or similar to what I predicted?

Why?

Reflecting/Consolidating

Could I improve my

investigation – fairness,

accuracy or procedures?

Do my findings reveal what I

set out to investigate?

How do my findings build on

what I already know?

Applying

How I can apply my new

knowledge and understanding

to other contexts?

42

MATHEMATICAL INVESTIGATION Purpose: To enquire into a mathematical situation and produce a mathematical argument. The stages

can occur in different sequences according to the nature of the investigation and the learning

style of the investigator. (Ed. Dept W.A. 1994-5 Stepping Out)

Stating the Problem

Different interpretations, lines of

action, identifies different problems

Think Time

Subconscious thought may lead to

new solutions

Exploration and Data Collection

Clearly presents relevant

information and preliminary

calculations

Finding Patterns, Conjectures

Patterns suggest generalisation

which may apply to other cases

Testing Conjectures

Checks consistency of conjecture,

obtains data for untried

cases/rejects conjecture

Verification

Eliminates unsuitable alternative,

explains why conjecture will hold for

other cases

Summary

Pulls investigation into an organised

statement, critically reviews,

clarifies, reflects, highlights major

ideas and phrases

43

WSC LITERACY AND NUMERACY PATHWAYS 2018

Literacy Numeracy Support Team

Literacy/Numeracy Steering Committee Whole School support Julie Robinson/School Psychologist – SAER training/Learning Support Coordinator Teach Aids – SAER Associate Principal coordinates program Every HoLA supporting teacher’s use of NAPLAN/OLNA to inform learning and classroom planning. On-going LA discussions Intensive Reading Program

Assessment and Monitoring NAPLAN Year 7-9 OLNA Years 10-12 Differentiated learning in all faculties Sem 1 and 2 results analysed by Year Coordinators ESL/SAIS Teacher’s professional judgement Regular moderating in all learning areas Common Assessment Tasks Learning Areas through every teachers use of data and preparation for NAPLAN/OLNA and explicit teaching Extension of top students and attention to SAER and the ‘tail’.

Reflections and Evaluations Regular Literacy Committee Meetings School Development Day PD Reviews Teacher judgements School reports NAPLAN.OLNA analysis Put NAPLAN results on student class

Home, School and Community Partnerships

School Report Parent Interviews School Diary Year 7 & 8 Case Management of SAER with parents involved Learning Support Coordinator Web Page tools for parents Resources on Moodle Parent Information Evenings Elevate sessions for parents and students

Identification, Planning and Intervention

NAPLAN/OLNA analysis Semester 1/2 reports analysis Differentiated classrooms Focus classes HASS/English/Maths OLNA preparation Band 10 connect to A/E Focus Literacy/Numeracy support lessons

Classroom Practice and Planning

Focus question for all learning areas is how are we challenging students? Lit Frameworks on shared drive Students prepared for NAPLAN/OLNA Whole school strategies Posters of identified weaknesses in English learning areas/classrooms other classes have relevant visual displays Support classes for students at risk

Literacy Numeracy Beliefs and Values All staff at WSC must have explicit high standards and know their students through close analysis of data including NAPLAN/OLNA. Learning is developmental and it occurs in different ways and at varying rates. Learning area time is set aside for regular discussions on literacy and numeracy. Literacy/numeracy are embedded in all learning areas Literacy/numeracy begins with what students know and scaffolds to new learning. Literacy/numeracy is enhanced when successful partnerships exist.

School Based Leadership

Literacy/Numeracy Beliefs and Values

Professional Development HoLAs PL at Leadership Meetings - Professional Readings given out and discussed Models – best practive shared where possible LRC distributes resources PL on needs basis – SD days Mentoring programs – Peer mentoring models – Tina Nottle Explicit teaching and use of subject specific posters in classrooms Dee Kennedy Learning Support Coordinator

School Lit/Num Support Team

School Based Leadership

Home School & Community Partnerships

Assessment & Monitoring

Classroom Practice & Planning

Identification, Planning & Intervention

R E F L E C T I O N & E V A L U A T I O N PROFESSIONAL DEVELOPMENT

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