Whyalla Secondary Schools Literacy Alliancenetserver.stuarths.sa.edu.au/documents/genrebook.pdf · Exposition (Analytical ... throughout the text. Hortatory Exposition ... (experiments),

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Whyalla Secondary Schools

Literacy Alliance

Presents…

The Genre Handbook for staff!

2013 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

21 22 23

Annotated examples 24 Narrative Background information 28 Template 29 Annotated example 30 Explanation Background information 32 Template 34 Annotated 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 61 Glossary 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 same vocabulary 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 The Genre Handbook. 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. The Genre Handbook however 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 Handbook has 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 with each 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 information report 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 (Analytical Argument)

To provide one line of reasoning. The author 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 and evaluate the outcomes.

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PROCEDURE

Procedure

What is procedural writing? Procedural texts are 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 purpose of 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-headings – Apparatus; Method; Results

Recipes with sub-headings – Ingredients; 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 audiences and purposes of procedural texts determine the language choices they make. The language in a procedural text is influenced by:

Purpose – What do I want my writing to achieve? E.g. give clear instructions; engage the audience, confidently carry out an activity

Audience – For whom am I writing? E.g. teacher, my peers, a group

Identity – Who am I writing as? E.g. an authority/expert

Procedural texts across year levels and subjects

Example Years 7 – 9 Years 10 – 12 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 fat

Science 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 7 – 9 Years 10 – 12 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 raised

Topic 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

Title Introduction

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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-step instructions - 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 PROCEDURAL

TEXT

The TASK: Show that you understand

the process involved in making a lino

print. List the materials you would use

and include a copy of your finished

print as an example.

How to Create a Lino Print

Materials

Lino

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. Draw a design onto paper. Keep

the design simple so that lines and

patterns can be easily cut out using

lino tools.

2. Copy your design onto the lino or

trace it using carbon paper.

3. Cut away all the areas that you

want to remain white in the print.

You can create many different

Nominalisation

Noun group

Foregrounding

imperative

verbs

Circumstance

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textures using the various blades of

the lino cutting tools.

4. Roll ink on to the lino with the

brayer. Make sure that the coating

of ink is even but not too thick.

5. Choose a piece of paper which is

larger than the lino block. Centre

the paper on top of the block and

smooth it down with your hand or a

clean roller.

6. Rub the paper with the back of a

spoon to transfer the ink. Lift up a

corner to check that the ink is

transferring correctly.

7. Pull the print off the block and

leave it to dry on a drying rack.

8. If you are happy with the print, ink

up the lino block and print it again.

Otherwise, clean the block and cut

away some more lino.

9. After finishing the task, clean up

and leave the studio tidy.

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?

Purpose – What do I want my writing to do/achieve? e.g. accurately retell an incident

Audience – For whom am I writing? E.g. my teacher, peers


Attitude – How 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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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 river community; the unrivalled Olympic Games opening.

The stench of decaying bodies; the gradual reduction of greenhouse gases; 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 company of 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 RECOUNT

May Gibbs

Cecilia May Gibbs or Mamie as she

was sometimes called was born in

England on 17th January, 1877. When

she was four years old her family

migrated to Australia.

May’s interest in art was obvious from

an early age. Her parents

encouraged her to attend school at

the Art Gallery of Western Australia.

Later, when May was twenty three her

parents sent her to London for art

classes.

During the next nine years May visited

London three times. On her third visit

May took along some manuscripts for

children’s books but they were

rejected because publishers said they

were more suitable for Australian

children. She returned to Australia in

1913 where she illustrated a series of

children’s books.

By 1918 May Gibbs was famous for her

beautiful watercolour pictures of

gumnuts and gum blossoms, which

culminated in ‘The Tales of Snuggle-

pot and Cuddle-pie’. This children’s

book was an immediate success.

Circumstances

of time

Orientation

Provide the

reader with

background

information

Nominalisation

Verb Use

Noun group

Time connective

Sequence of

events

Typically ordered

chronologically

Circumstance of purpose

Evaluative language

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May married in 1919 and lived in her

home “Nutcote” on the shores of

Sydney Harbour, where she gained

inspiration from her natural bush

garden.

She published two children’s comic

strips and a series of short stories. One

of the comic strips gained popularity

nationwide.

May continued to draw cartoons until

she was ninety years old. Through a

love of the Australian bush, which was

displayed in her artwork and stories,

she has encouraged young

Australians to care for their natural

environment.

May Gibbs left a legacy to all young

Australians. Even today children enjoy

reading the stories and looking at the

illustrations of the unique Gum Nut

characters.

Evaluative language

Re- Orientation

Rounds off the

sequence of

events. This may

take the form of

a summary

statement/ an

evaluative

comment/ a

return to the

starting point.

Foregrounding human 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 taxonomic or descriptive.

Taxonomic will answer the question “What kinds?”

Descriptive will 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 audiences and purposes of informational reports determine the language choices they make. The language in information report is influenced by:

Purpose – What do I want my writing to achieve? E.g. to inform; engage the audience, provide specific information about a topic of interest

Audience – For whom am I writing? E.g. teacher, my peers, a group


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Information reports across year levels and subjects

Example Years 7 – 9 Years 10 – 12

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 reactions

HASS Explore a concept from the Viking era

Effects of World War I

Arts Historical biography of a famous artist

Practitioner's statement (evaluation)


Years 7 – 9 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 that – This was important because…; To add to that…; Rocks could collapse…Some people don’t take this matter seriously

The language used in this chapter…; A particularly apt example…; Such word usage…

Nominalisations Invention, precipitation, impact, consequences, notion, voice

Condition, influence, techniques, awareness, motivation


Usually, definitely Must be achieved, frequently

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Information Report Template Title

Introduction - What the text is going to be about – a short description of the subject – can 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

Headline Title

Diagram/Picture

By-line Writer’s 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 INFORMATION

REPORT

Butterflies are insects. With their almost

endless variety of colours, shapes and

sizes they are amongst the most

beautiful and easily recognised of

insects.

Like all insects they don’t have bones

but they do have a light skeleton

covering the outside of their bodies,

the division of 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 smaller

eyes. They breathe through small

holes in their sides.

Butterflies have four large wings: a

pair in the front and a pair of back

wings. These are generally brightly

coloured and have different patterns

on the top and the underneath.

Although they rest with their wings

folded up, butterflies often spread

their wings to warm-up in the sun.

All butterflies feed by drinking through

a straw-like tube called a proboscis,

which is coiled when not in use. The

proboscis is the elongated part of the

mouth

General Classification Foreground phrases

Written in the third person

Comparison

Reference item

Nominalisation

Topic Sentence

Connectives Action verbs

Modality

Written in past tense

Factual and

precise adjectives

Specialised vocabulary

Reference item

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EXAMPLE OF A NEWSPAPER

REPORT

Wren Rescues Ringtail Ollie Jones in Brisbane

Twelve year old student, Jilly Wren

climbed 30 feet to rescue a Ring-tailed

Possum today.

Tree loppers had been removing trees

at West Bank School to create a new

concrete play area. During morning

tea, students spied the possum peering

out from a lopped hollow branch.

“Jilly just shimmied way up the tree with

her school bag and came down with a

little possum thumping around inside it,”

said school mate, Jack Komninos.

Principal, Ms Anne Watson, alerted

National Parks and Wild Life. With the

help of the tree loppers, the wild life

officers rescued six more ring-tailed

possums from hollows in trees lopped for

felling.

All the possums are reported to be ‘in

good condition’ and are being cared

for at the Brisbane Forest Park. A

suggested plan to relocate the possums

in the school environs will involve

refashioning of the hollowed tree trunks

Reference item

Foregrounding phrase

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as part of an environmental sculpture

project.

Mr Harry Bean, who was on playground

duty when Jilly Wren climbed the tree,

fainted and is receiving medical

attention for concussion and stress.

Jilly Wren used a coconut tree climbing

technique known as the ‘frog’ to rescue

the possum.

The young heroine was unavailable for

interview. According to Jack Komninos,

Jilly was on detention for being in a

‘strictly out of bounds’ area.

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?

Purpose – What do I want my writing to do/achieve? e.g. tell a story in an entertaining way.

Audience – For whom am I writing? E.g. my teacher, peers

Identity – Who am I writing as? E.g. an actor/observer

Attitude – How 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.


Years 7-9 Years 10-12

Connectives Firstly, secondly, therefore, for example

One of the features of, the most significant feature of…

Nominalisations 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 and delight; 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 the story.

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EXAMPLE OF A NARRATIVE

The Golden Eggs

One day a farmer went to the nest of

his goose to see if she had laid an

egg. To his surprise, he found, instead

of an ordinary goose egg, an egg of

solid gold.

“What a fine goose!” he cried. “I can

sell this egg for a good deal of

money.”

Every morning after that, the farmer

found another golden egg in the nest.

Every day he sold the golden egg. He

was slowly growing rich.

As the farmer grew rich, he grew

greedy. One day he said to himself,

“My goose lays just one golden egg

each day. No doubt there are many

more inside her!” And he had no rest

until he had killed the goose.

When he looked inside the bird, there

were 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 goose

that laid the golden eggs!”

Orientation

Setting

Time & place

Who

Character/s

Complication

Series of

events

Problems

Conflicts

Passive

Voice

Connective

Nominalisation

Verb use

Evaluative Language

Resolution

Solution to

the

complication

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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 events happening 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?

Purpose – What I want my writing to achieve e.g. give clear sequential detail; give clear cause for phenomenon

Audience – Who am I writing to e.g. teacher, my peers, those who don’t know the explanation

Identity – Who I am writing as e.g. a student, a business person, a research/theorist

Attitude – How 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


Casual explanation related to a more specialised topic/system

Causal and theoretical explanations requiring technical and science knowledge

SOSE Oil production Wine making

Health and PE Building voluntary muscle fibres through exercise

The effects of illicit substances on the brain

Science Respiration El Niño 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)



Topic noun groups to organise text

Muscle fibre strength A combination of pacific ocean currents and movement of air masses


Creates Leads to, results in

Action verbs Separate Masticate

Passive voice is condensed; is absorbed Is believed to be

Nominalisations Precipitation, metamorphosis

Metabolism

Causal language to show cause and effect between parts

Leads to Resulting in, as a consequence

Circumstances Of cause; due to sun’s heat Of accompaniment (with what): with increased moisture

Modality to express certainty, usuality, frequency

Typically Frequently

Foregrounding of 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.

Explanation Series of statements written in sequential order to explain.

How something works.

What it is used for?

What each part does?

How the parts work together?

How to use it? OR Why something happens.

How and why it starts

What happens next, why?

What happens after that, why?

What happens finally, why?

Conclusion - A summary or recommendation A general comment about use or history.

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EXAMPLE OF AN EXPLANATION

How to Fly a Kite

A kite is a flying object that is heavier

than air.

A kite consists of a frame, a skin

covering the frame and a long string

that is held by the user.

A kite becomes airborne when the

wind pressure between the kite and

the ground lifts the structure into the

air. The tilt of the plane surface of the

kite causes a lesser air pressure to

occur behind the kite’s upper surface

than the pressure created by the wind

on the under-surface.

Kites have been used as signals,

experimental instruments in

atmospheric measurement and as

play objects dating back many

thousands of years.

Topic noun group

Components/Parts

Why it works.

Describe the

components of the

thing or process.

Definition

States what

the thing or

process is

Foregrounding

Relational verbs

Circumstance

Causal language Action verbs

Operation

How it works

Cause and

effect

described

Nominalisation

Passive Voice

Conclusion

Where and

what it can

be used for.

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REVIEW

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Reviews

What is review writing? Review writing is a factual genre that involves both summarising and critically evaluating a 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 concluding with a personal statement. Successful review writing involves higher order thinking skills to appraise a subject critically and 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 purpose and structure of a review and the language features used.

Language is influenced by both the content and intended audience – Who is the audience? E.g. students, teachers, moderators, newspaper, academic journal

Identity the writer adopts – Who am I writing as? E.g. student, performer, expert

Attitude – positive, negative, or mixed – to the topic - e.g. are they being fair and reasoned, and therefore reliable?

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Review writing across year levels and subjects


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 personal judgement informed from various referenced sources

English “Boy Overboard” by Morris Gleitzman

Oodgeroo Noonuccal’s poetry

The Arts A state ballet company performance

Aboriginal Pupanya dot painting exhibition


Years 7 – 9 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 only…but 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 (reviewer’s feelings and emotions)

Enthralled Deeply moved

40

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 reviewer’s 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.

41

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)

42

Conclusion

- Concludes with a personal judgement or evaluation of the film. Gives a recommendation.

43

EXAMPLE OF A REVIEW Andrew Marriner’s recording of

Weber’s Concertino for Clarinet and

Orchestra.

Andrew Marriner’s recording of

Weber’s Concertino for Clarinet and

Orchestra is brilliant. Not only does

Marriner handle a technically

challenging piece with grace and

ease, but he also incorporates a

great deal of musicality and emotion

through his expressive dynamic

variations, whilst maintaining a clear

tone throughout. The orchestra also

plays with accuracy and a wide

dynamic range, adding interest to

the recording. The overall

combination is a performance of

stunning impact.

The concertino is a challenging piece

technically; it contains many fast

passages and difficult semi-quaver

runs. Marriner successfully tackles the

fast passages with such accuracy in

both the notes and rhythm that he

makes them sound easy. Likewise, he

handles the semi-quaver runs with

speed and flair.

As well as mastering the technical

side of the piece, Marriner also

incorporates a great deal of

musicality. In the opening of the

Noun groups

Present tense

Attitude

Appreciation of

performance

Introduction

Names performer

and musical

composition.

Summarizes main

evaluation

criteria

considered and

provides brief

supportive

examples of the

areas to be

elaborated upon

in the main body

of the review.

Clear statement

of reviewer’s

opinion.

Subject specific vocabulary

Attitude

Judgment of

performance Conjunction to organize text

Main Body

Analysis and

appraisal of

first criterion

with

elaboration/

supporting

evidence for

opinion

44

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 gradual

crescendos. Marriner’s accurate pitch

and clear, expressive tone help to

keep the suspense.

In contrast to the mysterious air of

suspense of the introduction and

slowed section, the piece also

contains sections that are sprightly

and cheerful. Marriner switches easily

between the contrasting sections of

the piece and creates a very bright

mood for these sections, through his

lively choice of tempo, crisp

articulation and accents upon

appropriate notes. Overall this helps

to keep a sense of momentum and

hence a feeling of brightness.

There is a high level of

communication between soloist and

orchestra, and the orchestra supports

Marriner well, laying a solid foundation

for him to demonstrate his virtuosic

skills. The orchestra sets the mood in

the introduction, opening on a loud

and striking chord to grab the

audience’s attention, then dropping

to a low dynamic and gradually

building to create an air of suspense

and mystique in preparation for the

Analysis of

second

criterion with

elaboration/

supporting

evidence for

opinion

Nominalisation

Conjunctions

to organize text

Noun groups

Attitude

Judgment of

performer

Conjunctions

to organize text

Nominalisations

Further

elaboration/

supporting

evidence for

second

criterion.

Analysis and

appraisal of

third criterion

with

elaboration/

supporting

evidence for

opinion.

45

clarinet entry. Throughout the piece,

the orchestra’s dynamics support

Marriner’s 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, but

also incorporates musicality and

emotion into the music through his

heavily expressive dynamics,

articulation and tone. Marriner is well

supported by the orchestra, which

also plays with musicality and

dynamic contrast. There is a high level

of communication between soloist

and orchestra, and the changes of

section and mood all come across

smoothly. Overall, this is a recording of

outstanding virtuosic skill and

sensitivity.

Conclusion

Restates

overall

opinion.

Summarizes

key points

supported by

concise

examples that

have been

elaborated

upon above.

46

PERSUASIVE

47

Persuasive

What is persuasive writing? Persuasive writing intends to convince the reader of a stated opinion or belief. Persuasive writing has three main genres:

Argument/Analytical argument Analytical 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 the audience 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 structure – The statement of position, reasons and examples to elaborate their position and a conclusion re-stating their position

Language – How it is used to structure a text, and the language used to persuade the audience

Purpose - What do I want my writing to do/achieve? E.g. persuade

Audience – Who am I writing to? E.g. teacher, other students, the principal

Attitude – How do I want/need to make them feel? E.g. concerned

48

Persuasive texts across year levels and subjects


Sample learning areas and topics

Argument/discussion related to an issue of concern requiring a broader community or technical knowledge

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?


Years 7 – 9 Years 10 - 12

Conjunctions - to organise text

Moreover, On the one hand One of the principle issues; On the other hand

Causal 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


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

Argument – topic sentence Evidence/examples


Argument – topic 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 and previews 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 a concluding recommendation or a prediction. Usually included a recommendation for action.

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Hortatory Template Title

Position statement/introduction - The position the writer is taking, background information and a preview of the reasons is presented.

Arguments Argument – topic sentence Evidence/examples



Opposing viewpoint Opposing argument Dispute opinion

Conclusion - Summarise main points and reiterate the main argument/thesis – a statement about how people should act in the future is sometimes included.

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EXAMPLE OF AN EXPOSITION

Fast Food and Progress

The local community is divided over

the proposal to build a fast-food

outlet, belonging to one of the world’s

largest food chains, in the area. Many

people believe support of the

proposal will provide benefits to the

area while others consider it would be

detrimental to the town. Should the

proposal be denied?

Firstly, the outlet will bring

opportunities for part time

employment for many of the young

people in the area. Currently,

employment opportunities in the local

area are limited.

Secondly, is that the establishment of

the outlet will provide a much-

needed service for the community.

With only one fish and chip and pizza

shop there are limited choices of fast

food in the local area.

On the other hand, the fast food

outlet will alter the quiet atmosphere

of the area because it will encourage

people to travel from further afield to

buy the widely advertised and

popular fast food.

Opening

statement

Identification

of issue Attitude towards subject

Mental verb

Nominalisation

Evaluative language

Conjunction

Causal language

53

Another point to be considered is the

‘visual pollution’ the outlet will create

with its large neon signs and huge

advertising hoardings. The community

is renowned for its conservation of the

environment. Allowing the outlet to

open up in the area could signal the

beginning of the end of the natural

surroundings.

After considering both sides of the

argument, it is my opinion that the

proposal to build a fast-food store

should be supported. A fast–food

store would be an asset to the local

area, as it will provide employment for

the local residents as well as

encouraging people outside the area

to visit and perhaps generate more

spending in the other stores. The visual

pollution is not a relevant issue

because all the other shops in the

area have advertising signs of some

description. The local council can also

enforce restrictions on the size and

type of hoarding used.

Noun groups

Modality

Nominalisation

Conclusion

Including

consideration

of arguments

and writer’s

stance on the

issue.

54

EXAMPLE OF A DISCUSSION

Should mobile phones be

banned in schools?

In the last few years there has been an

explosion in the use of new

communications technologies,

including mobile phones; it is estimated

that over 70% of young people aged

10-14 now own one. Considerable

debate has taken place in the press

recently as to whether pupils should be

allowed to take their mobile phones

into school.

No one can deny the positive benefits

of children communicating freely with

each other, and pupils argue that using

a mobile phone to talk or text message

their friends is simply one way of doing

this, 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 a

child more vulnerable to theft or

mugging, both on the street and even

in the playground. Police figures confirm

Emotive

language

to

emphasize

point

Passive construction

Complex

sentence

using

connectives

55

that a high proportion of crimes

committed against young people

involve thefts of mobile phones. Schools

are concerned, moreover, that allowing

pupils to bring their mobiles to school

could create a competitive

atmosphere among children and result

in some children feeling left out and

unvalued. In addition that claim that

pupils’ education would be affected by

the distraction of phones ringing in

class.

Some doctors fear that children using

mobiles could suffer long-term brain

damage. Until this is disproved, it would

seen that schools might best protect

their pupils from this and other problems

by making them leave their mobile

phones at home.

Connectives

Connective

phrase showing a

logical relationship

between the two

sentences

56

EXAMPLE OF HORTATORY

EXPOSITION TEXT

Television in Daily Life

Television is a popular form of

communication medium in any

household. It has also become an

important part in our daily life. It

cannot be denied that television from

which we get information and

entertainment, has contributed to the

improvement of our society. But, on

the 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 the

recent research, people of all ages

use 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 many

criminalities are inspired from the

scene of TV. Secondly, people can be

adversely influenced by constantly

watching TV. They participate less in

physical and social activities, spend

less time reading and working, and

see a work of violence that can affect

their feeling of security. The last,

Nominalisation

Evaluative language

Attitude

Personal opinion

Conjunction

Causal language

Modality

57

commercial advertisements on TV

can be a kind of brain washing.

Physiologically, the constant show of

advertisements will create people’s

images about one product. No

wonder people easily remember the

motto or slogan of an advertisement

than 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 handle

and manage the presence of

television in order to overcome the

negative effects of television,

especially for children and the young

generation.

Noun group

Mental verb

58

REPORT

59

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 report and evaluation

E.g. A Science report

What students need to know about report writing?

Purpose – What do I want my writing to do/achieve? e.g. give clear information

Audience – Who am I writing to? E.g. teacher, other students, the principal

Identity/Stance – Who 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 in

my expertise/knowledge

60

Reports across year levels and subjects



Compositional/Comparative report related to a more specialised topic/system.

Taxonomic report dealing with national and international topics requiring technical, political and social science knowledge.

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


Years 7-9 Years 10-12 Topic noun groups to organise text

Complex hormonal changes in the body

The revolutionary twentieth century analysis of quasars


Creates, indicates, shows Signifies, leads to, results in, demonstrates

Action verbs Build, reduce, formulate, orbit

Inject, measure, collide, communicate, delineate

Passive voice Were built, is reduced Are absorbed, is indicated

Nominalisations Development, expansion, evolution

Networking, hallucination, frequency, detoxification, dissemination, lobbyist

Modality to 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

Foregrounding of 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.

61

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 materials used.

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 and recommendations for further investigation).

62

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 done rather than what you did) e.g., ‘The circuit was set up’ rather than ‘I set up 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.

63

EXAMPLE OF A DIRECTED

INVESTIGATION

Buying a TV

Introduction

In purchasing a TV it pays to shop

around to get the best deal. Deals

available at retail outlets can vary

greatly in the terms that are offered. The

purchasing options of three different

outlets were considered. The first option

was a TV for $5000, with a 2 year loan at

15% 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 option

was 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 loan

was calculated to be $1500.

The total cost was $6500 and my

monthly repayments were $270.

Interest $5000 x 15/100 x 2 = $1500

Total repayments $5000 + $1500 = $6500

Monthly repayments $6500 / 24 = $ 270

Foregrounding

Passive Voice

Relational Verbs

64

Option 2

A deposit of 10% of the purchase price

was calculated. Then the

deposit was deducted from the

purchase price to find the balance.

The interest required for a loan over 2

years at 15% on the balance

was calculated. Finally the monthly

repayments from the total

repayments over 2 years were

calculated.

Deposit $5000 x 10 / 100 = $ 500

Balance $5000 - $500 = $4500

Interest $4500 x 15 / 100 x 2 = $1350


Monthly repayments $5850 / 24 = $

243.75

Total cost, including deposit $500 +

$5850 = $6350

Option 3

The interest required for a three-year

loan at a rate of 14% for a cheaper TV

was calculated. Then the total

repayments over three years were

divided by 36 months to calculate the

monthly repayments.

Interest $4600 x 14/100 x 3 = $1932


Monthly repayments $6532 / 36 = $

181.44

Topic Noun Groups

Action Verbs

Modality

65

Conclusion

The comparison of the three deals

involved looking at the monthly

repayments and also the total cost over

the 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 2

and $88.56 less than Option 1. However

this deal meant the total payment of

$6532 was $182 more expensive than

Option 2 and $682 greater than Option

1. The calculations for the most

economical option for the total

payment showed that Option 2 was the

best. This option was $182 less than

Option 3 and $150 less than Option 1.

The decision for the best overall deal

was Option 2 because it had the lowest

total payment and the second lowest

monthly repayment.

Circumstance Nominalisation

Nominalisation

Foregrounding

66

EXAMPLE OF SCIENTIFIC REPORT

Dissolving Sugar

Aim:

To compare how much sugar will

dissolve in 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 added to

a beaker.

2. One spatula of sugar was added to

the water and stirred until it

dissolved.

3. More sugar was added and the

mixture stirred continually until no

more could dissolve. The final

amount of sugar which dissolved in

cold water was recorded.

4. The mixture of sugar and water was

heated with a Bunsen burner for 4

minutes.

5. More sugar was added and the

mixture stirred continually until no

Action Verb

Passive voice

Relational verb

67

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. A

thermometer could have been used to

measure the temperature of the water.

The amount of sugar could have been

measured more accurately by adding

smaller amount at a time.

Conclusion:

Three times as much sugar dissolves in

hot water as in cold water.

Nominalisation Foregrounding

Modality

Topic noun group

68

GLOSSARY

69

Glossary of terms

Word Definition

Active voice The actor (do-er) comes before the verb/process (done to) as the

subject. 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 a verb/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 verb – for example, ‘the match’ in ‘The team lost the match’) 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 and paragraphs 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 the information. 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

70

Evaluative language Positive or negative language that judges the worth of something. It includes 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 beginning of clauses, sentences, paragraphs or whole texts. This technique is called foregrounding. Examples: Foregrounding time: After five minutes place the mixture in the oven Foregrounding process: Place the mixture in the oven after five minutes Foregrounding non-human element: The mixture was placed in the oven after five minutes Foregrounding human participant: We placed the mixture in the oven after 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: react – reaction, depart – departure From adjectives: long – length, eager – eagerness From conjunctions: because – reason, and – in addition From modals: might – possibility, must – obligation It is a way of making a text more compact and is often a feature of texts that contain abstract ideas and concepts.

Noun They 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.

71

Noun Groups This language feature may also be called the nominal group. It refers to the 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 the ‘do-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 have feelings, 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 two closely related concepts, usually either through equivalence or possession.

72

BIBLIOGRAPHY

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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

Documents

Whyalla Secondary Schools Literacy Alliancenetserver.stuarths.sa.edu.au/documents/genrebook.pdf · Exposition (Analytical ... throughout the text. Hortatory Exposition ... (experiments),