'Write' Stuff - Mercy College
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The ‘Write’ Stuff The Write Stuff is an assignment framework for students, teachers and parents of Mercy College. It is designed to assist in researching and responding to learning tasks, and to provide access to a standardisation of formats across the departments. Updated October 2013 Table of Contents The Information Process ............................................................................................................ 4 Glossary of Useful Terms ........................................................................................................... 5 Academic Vocabulary ................................................................................................................ 7 Advertisement ............................................................................................................................. 8 Advertisement Checklist ............................................................................................................. 9 Analysis Matrix ........................................................................................................................ 10 Annotated Bibliography: Planning Scaffold ............................................................................ 11 Appendices Guidelines ............................................................................................................. 12 Assignment Presentation Criteria ............................................................................................ 13 Bibliography – Data Collection Sheet ..................................................................................... 14 Bibliography Models ................................................................................................................ 16 Bibliography - Online Referencing Generator – Procedure .................................................... 18 Bibliography Writing................................................................................................................ 19 Bibliography Sample ................................................................................................................ 20 Biography….. ........................................................................................................................... 21 BOLTSS .................................................................................................................................... 22 Compare and Contrast Key Words .......................................................................................... 23 Compare and Contrast Model .................................................................................................. 24 Comparison Matrix .................................................................................................................. 25 Diary Writing – Features ......................................................................................................... 26 Electronic Templates and Tutorials ......................................................................................... 27 Essay: Guided Writing ............................................................................................................. 28 Essay : Introduction & Conclusion .......................................................................................... 30 Essay: Made Easy ................................................................................................................... 31 Essay – Paragraph Models HPE and Science ......................................................................... 32 Essay: PEEL Body Paragraphs ............................................................................................... 33 Essay: Scaffold ......................................................................................................................... 35 Essay: Thesis Statement Tips ................................................................................................... 37 Evaluation Matrix .................................................................................................................... 38 Feature Article Checklist ......................................................................................................... 39 Feature Article - Check Sheet .................................................................................................. 40 Feature Article – How to Write ................................................................................................ 41 Feature Article – Write Your Own ........................................................................................... 43 Five Step Drafting Process ...................................................................................................... 44 How to Structure a Paragraph ................................................................................................. 45 Internet Sources A Quick Guide – How to Evaluate Them .................................................... 46 Narrative – Peer Checklist ....................................................................................................... 47 Narrative – Short Story ............................................................................................................ 48 Narrative - Structure ................................................................................................................ 49 Newspaper Report - Model ...................................................................................................... 50 Newspaper Report - Structure .................................................................................................. 52 Oral Presentation ..................................................................................................................... 53 Poster ....................................................................................................................................... 54 Procedural Writing .................................................................................................................. 55 Proof Reading Key for Written Work ....................................................................................... 56 Research Journal: Planning Scaffold ...................................................................................... 57 Research Rationale: Planning Scaffold ................................................................................... 58 Science Practical Report .......................................................................................................... 59 Survey Procedure ..................................................................................................................... 60 “Unwritten” Rules of Academic Writing .................................................................................. 61 The Write Stuff - Mercy College Mackay 2 of 65 Written Report .......................................................................................................................... 62 Model response: ....................................................................................................................... 63 Bibliography............................................................................................................................. 64 The Write Stuff - Mercy College Mackay 3 of 65 The Information Process Skills for accessing, evaluating and using information form part of the Information Process. While using this process students can achieve outcomes across all learning areas. The following checklist is a guide to becoming an information literate person. 1. DEFINE INFORMATION NEEDS What do I know about this topic? What do I need to find out? (Focus questions) What words would be good search terms? (Keywords) 2. LOCATE INFORMATION Design a search strategy incorporating all available resources Search the library catalogue, CD-ROMs, Internet, journals and other resources Refine your search terms to make your search broader or narrower 3. SELECT INFORMATION Select information by skimming and scanning resources Use indexes and tables of content Evaluate information critically – be aware of bias, prejudice and inconsistencies Does the source of information have authority? Make notes of relevant information in note making framework addressing focus questions Record author, title, URL, date etc 4. ORGANISE INFORMATION Combine information from different sources Look for gaps in the information collected. GO BACK TO 2 if necessary Outline the plan for your final copy 5. CREATE AND SHARE INFORMATION Draft copy and Edit it Complete final copy Compile bibliography 6. EVALUATE THE PROCESS AND THE PRODUCT Evaluate the process Evaluate your assignment. Have you successfully addressed the research task? Your teachers and peers may also evaluate your process and product The Write Stuff - Mercy College Mackay 4 of 65 Glossary of Useful Terms The following list contains many of the common words which appear in tasks and assignments. Bloom’s Taxonomy Design Term Meaning Synthesise Combine all aspects of your research. Argue Present the advantages and disadvantages of a particular issue. Criticise Give your opinions, showing advantages and disadvantages. Support your views with evidence/examples. It does not mean to only find fault. Discuss Investigate by argument – go into the advantages and the disadvantages. Evaluate Use your own and others’ ideas to discuss the worth of the statement, its truth and importance. Stress the evidence both for and against for each of the authorities. Reach a conclusion based on this evidence. Investigate Examine, enquire into a topic giving examples of the subject. Present all viewpoints and come to a conclusion supported by your findings. Justify Give convincing reasons for decisions or conclusions. Prove Show that something is true by giving factual evidence or clear logical argument. Analyse Break into the main components. Argue Present the advantages and disadvantages of a particular issue. Compare Look for qualities or characteristics which resemble each other. Emphasise similarities among them, but in some cases it may be appropriate to mention differences. Contrast Stress differences. Discuss Investigate by argument – go into the advantages and the disadvantages. Examine Investigate a statement in detail…. Other verbs: Design, elaborate, extrapolate, forecast, formulate, hypothesise. Evaluate Other verbs: Assess, conclude, decide, determine, verify, rate, select. Analyse Other verbs: Contrast, deduce, differentiate, explain, investigate. Relate The Write Stuff - Mercy College Mackay Show how factors are connected or interrelated. 5 of 65 Apply Illustrate Explain or clarify a problem or idea using examples. Interpret Give meaning using own opinion. Suggest Offer reason/s for the cause of a situation. Account For Give reasons for. Examine Break into main components…… Example Give facts which support the statement. Explain Give the reasons why, and the effects of, with a brief discussion of facts. Outline Using main headings and subheadings, organise a description of a process, event or idea. State Present main points in a brief, clear sequence. Other verbs: Apply, calculate, compile, demonstrate, solve, infer, use. Understand Other verbs: Describe, interpret, outline, translate, restate, understand. Summarise Give a brief account avoiding unnecessary detail. Remember Trace Follow through an event in sequence from an origin to an end. Define Give clear, precise, accurate meaning – if possible quote a source or authority. Describe Give a detailed account of the object, process or event in a logical sequence. Enumerate Write a numbered list in outline form. List Write an itemised string of brief statements not in sentences. Other verbs: Label, locate, name, retell, state. The Write Stuff - Mercy College Mackay 6 of 65 Academic Vocabulary Sentence starters It can be seen that The evidence is Studies suggest In addition Furthermore Therefore However Although In conclusion/To sum up Studies suggest It would seem It tends to be the case As a result Otherwise Alternatively For instance Conversely Consequently Nevertheless Nonetheless Accordingly Nevertheless Nonetheless Accordingly The Write Stuff - Mercy College Mackay 7 of 65 Advertisement Example Advertisement with Persuasive Techniques The Write Stuff - Mercy College Mackay 8 of 65 Advertisement Checklist An advertisement uses many persuasive techniques. Use the checklist below to ensure your advertisement achieves its purpose. Have I: Used a catchy headline or slogan? Described the product I am advertising? Listed the benefits of using the product? Told prospective customers where they may purchase the product? Included a call to action? Used any appeals? Used imperatives, eg. Get one now! Used persuasive language techniques, eg. repetition, exaggeration, generalisation Used effective O Print O White space O Composition O Colour Included an effective illustration? Used an effective layout? O Headline/slogan O Illustration O Product description/body copy O Call to action O Producer and address Is my work free of grammatical errors/spelling mistakes? The Write Stuff - Mercy College Mackay 9 of 65 Analysis Matrix Topic/Task to be analysed Main parts / concepts / ideas / opinions Relevant & supporting information (gained through research, surveys, experience, etc) _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ Twomey, M.(2002) Note to Teachers: When analysing, students can also record their information on other organisers. The Write Stuff - Mercy College Mackay 10 of 65 Annotated Bibliography: Planning Scaffold Purpose: An important part of your research should be an annotated appraisal of all the sources you have used. This appraisal will be written in the form of an Annotated Bibliography. To evaluate the worth of both print and non-print sources you should consider the following criteria, are they: Reliable Relevant Point of view Accuracy Authenticity Can I trust this information? Can I trust the author or website? Can I trust the way the information was collected? Look at the publisher or endorsements are they reputable? Look at the URL to identify any institution associated with they site, e.g. Educational, commercial, government, or organisational? How does this source help you understand your investigation? Can you read the text? What are the graphics like? How much detail is provided? What points of view are being presented in the evidence? Does this source show unusual positions or information – bias? From other research you have done, are the details historically accurate? Are the spelling, grammar and dates accurate? Is the source providing first hand details of the time being studied? Are all aspects of the topic covered? Structure: Each source used requires entry in the Annotated Bibliography. Begin with the bibliographic details written in bold, see The “Write” Stuff. Use as many of the five criteria as possible to support the inclusion of your sources. Write a brief summary of the content and its application to your task. The annotated bibliography is attached to your essay after your bibliography. Standard Assignment Presentation criteria, see The “Write” Stuff, apply in relation to font and size, ink colour, line spacing and alignment, headers and footers. Standard Communication Criteria apply; see Assignment Presentation The “Write” Stuff. The Write Stuff - Mercy College Mackay 11 of 65 Appendices Guidelines One or more appendices can follow figures and continue the page numbering of the entire manuscript. Each appendix should adhere to the following guidelines: Heading Three lines below the running head, type the word Appendix, centered but not italicized. If more than one appendix is included, label each one with a letter (Appendix A. Apprendix B) Appendix Title Two lines below the heading, type the title of the appendix, centered with headline-style capitalization. Text Begin the text two lines below the appendix title; appended material is doublespaced. Paging Each appendix begins on a new page. The Write Stuff - Mercy College Mackay 12 of 65 Assignment Presentation Criteria Criteria for Assignments in all Departments – to be included on task sheets. Presentation Criteria Calibri, Arial, Times New Roman, Verdana or Comic Sans font in size 12 or 14 Black ink only Completed? 1.5 line spacing with minimum 2cm margin Left align Header (name, unit) and footer (page no) on each page Bibliography Task sheet included at front Title page stating Teacher’s name Student’s name Unit code Task name Date due Draft included at end with evidence of self and peer editing Communication Criteria Spelling – primarily error-free (no errors in key terminology) Acceptable? Grammar – accurate in use of tense, use of conjunctions and clear expression Punctuation – accurate and appropriate Sentence structure – varied, mature, logical and relevant Paragraphs – accurate PEEL structure The Write Stuff - Mercy College Mackay 13 of 65 Bibliography – Data Collection Sheet Use with the Online Referencing Generator - Intranet/Student Resource Centre/Bibliography Help/Online Referencing Generator BOOK – PRINTED AUTHOR Family name & initial of first name Example: Ford J YEAR TITLE of Written in italics publication, use most recent year PUBLISHER PLACE of publication - city and state 2012 Jacaranda Mackay Qld Mercy College is the best The Write Stuff - Mercy College Mackay 14 of 65 WEBSITE Website, Organisation Name of organisation responsible for the material on the site Website with Author: Family name & first name Website without Author: Leave this field blank Example of: Website, Organisation: Department of Transport and Main Roads Year of posting OR Last update Title of article Found immediately above the text Name of Sponsor The organisation which owns the whole website – usually found in a banner at the top of the site Date accessed Today URL Remember to include: http:// & html Young drivers Queensland Government 25 July 2013 http://www.tmr.qld.gov.au/L icensing/Learning-todrive/Young-drivers.html See bottom of Homepage, use most recent year 2013 The Write Stuff - Mercy College Mackay 15 of 65 Bibliography Models PRINT IN-TEXT REFERENCING BIBLIOGRAPHY Book One author ‘Lack of exercise is our...’ (Simpson 2007, p.27). Paul Simpson (2007, p.27) states that ‘lack of … Simpson, P 2007, The health report, Viking Books, London. Book Two authors It has been suggested that (Wills & Burke 2003, p.12) Burke and Wills (2003, p.12) suggest that… Wills, T & Burke, J 2003 Australian history, Harper, Melbourne. Book Four plus authors Australian Rules Football is not only...(Smith, et al. 2009, p.16) Smith, J, Bono, T, Zarb, A & Refalo, J 2009, Australian Sports, Penguin, Ringwood, Vic. Book No known author ‘Australia is blessed…’ (Wildlife of Australia, 1998, p9). Wildlife of Australia (1998, p.9) maintains ‘Australia is blessed…’ Wildlife of Australia 1998, Conservation Society, Brisbane. Book Editor/Compiler/Reviser Allan Lamb had a very mixed tour and…’ (ed. Benaud 1987, p.16) Benaud, R (ed.) 1987 Cricket yearbook 1987, Methuen, Sydney. Encyclopedia : Multi volume Author unknown The League of Nations was doomed to failure’ (World book encyclopedia 1997, p.420). ‘League of Nations’ 1997, World book encyclopedia, vol. 12, World Book, Chicago. Encyclopedia: Single volume / author Couper (1999, p.32) states that ‘cosmic rays are not a kind of radiation.’ Couper, H 1999, ‘Unusual telescopes’, Space encyclopedia, Dorling Kindersley, London. Dictionary The Macquarie dictionary (2005) defines the word ‘global’ as ‘…’. Details of dictionaries are not usually included in the Bibliography, just in the text. Bible Solomon’s proverbs from the Bible give good advice to children, saying ‘…’ (Proverbs 10:1-3). Details of the Bible are not usually included in the Bibliography, just in the text. `It could be argued that the inclusion of Harry in our school curriculum Journal or magazine article is…’ (Ferguson, 2003 p.25) According to Ferguson (2003, p.25), inclusion of Harry in our school Known author curriculum is valid… Teacher notes Many beautiful fish are found in the Great Barrier Reef (Ford 2008, p. 4) The Write Stuff - Mercy College Mackay Ferguson, L 2003, ‘Does Harry have a justifiable role in the school curriculum?’, Access, vol.17, no.4. pp.24-25. Ford, J 2008, Marine species, teacher notes, Mercy College, Mackay, 4 May, p. 4. 16 of 65 PRINT IN-TEXT REFERENCING BIBLIOGRAPHY Newspaper article Known author ‘Technology is a tool’ (Ferrari 2007, p.13) Ferrari (2007, p.13), suggests that technology is no more than … Ferrari, J 2007, ‘No substitute for teachers’, Australian, 22 November, p.13. Newspaper article Editorial Papua New Guinea is a country which is now on the brink…’ (Courier Mail, 23 May 2002, editorial). ‘PNG today’ 2002, Courier Mail, 23 May, editorial. ELECTRONIC RESOURCES IN-TEXT REFERENCING BIBLIOGRAPHY Website Organisation as author The Australian Bureau of Statistics (2009) shows... Australian Bureau of Statistics 2009, Australian Demographic Statistics, April 2009, <http://abs.gov.au/ausstats/abs@.nsf/mf/3101.0.html/>. Wikipedia article Egypt is famous for its ancient civilization (Wikipedia 2007) ‘Egypt’ 2007, Wikipedia, the free encyclopedia, Wikimedia Foundation, viewed 22 November 2007, <http://en.wikipedia.org/wiki/Egypt.html>. Encyclopedia article Known author The world’s worst volcanic explosion was at Krakatoa (Tilling 2002) Tilling R 2002, ‘Volcano’, Microsoft encarta online encyclopedia,, Microsoft Corporation, viewed 5 July 2005, <http://encarta.msn.com.html>. DVD ‘The most important space discovery this decade has been… (Space 2004). Space 2004, DVD Astrovisuals Australia, Vic. Television program ‘This is going to be a very special show tonight’ (Thank God you’re here 2007). Thank God you’re here 2007, television program, Channel Ten, Sydney, 8 April. Personal communication Permission of the person referred to is needed. Mackay has many outstanding art deco buildings (B Wright, 2008, personal communication, 28 June). Wright, B 2008, personal communication, 28 June. The Write Stuff - Mercy College Mackay 17 of 65 Bibliography - Online Referencing Generator – Procedure 1. Create a Word or Pages document and give it this heading - Bibliography. 2 Access the Mercy College Intranet site 3. Click on Student Resource Centre 4. Click on Bibliography Help (left hand side) 5. Click on Online Referencing Generator – a web page will open 6. Click on the green box Middle School Bibliography - Let’s Begin> 7. A page with 9 boxes will open identifying commonly used print or electronic resources; for example, Book – printed. Notice the 5 choices you have. 8. Select the one that suits your resource. The page that opens here is now the Bibliography Generator – fill out/cut and paste the information specific to the resource from your Bibliography Data Collection Sheet. Once all boxes are filled, press Create Citation 9. The citation or bibliographic details for that resource now appear on the screen. Copy and paste this into the Word/Pages document. Repeat this process for each resource; make sure to choose the correct option. 10. Lastly, arrange all citations in your Word/Pages document in alphabetical order by the first word – ignore ‘the’, ‘a’ and ‘an’ at the start. 11. The Bibliography is the last page of your assignment. Use with the ‘WriteStuff’ Bibliography Data Collection Sheet: http://intranet.mercy.mercymackay.qld.edu.au/resource_centre/bibliography_help/ The Write Stuff - Mercy College Mackay 18 of 65 Bibliography Writing When you write assignments, it is expected that you refer to other sources for information and supporting argument to add credibility to your assignment. Consequently, it is important to acknowledge all statements, ideas, opinions or data you used which came from other sources, whether the work is directly quoted, paraphrased, or summarised. When doing this you provide the reader with links to further information and avoid ‘plagiarism’ or cheating by presenting other people’s work as your own. Where to find reference details Take the detail that you require from the Title Page and the reverse of the Title Page Publisher RIOT Title Peter Beere Author Scholastic Publisher Scholastic Children’s Books Place of publication 7-9 Pratt Street, London, NW1 OAE, UK Copyright symbol Copyright© Peter Beere, 1994 Copyright date The Harvard Referencing System is used by many Australian schools and universities. It is an authordate system, and is usually written in the following order: Author, Date, Title of book, Publisher, Place published The Write Stuff - Mercy College Mackay 19 of 65 Bibliography Sample Should be: Written in alphabetical order citation – ignore ‘the’, ‘a’ and ‘an’ at the start Double line spaced between entries Written on a separate sheet of paper with the heading Bibliography The last page of your assignment In-text citations should agree with the Bibliography Looks like: Bibliography Australian Government 2007, ‘Grey nurse shark’ Marine species conservation, Department of the Environment, Water, Heritage and the Arts, viewed 16 October 2008 <http://www.environment.gov.au/coasts/species/sharks/greynurse/index.html> Couper, H 1999, ‘Unusual telescopes’, Space encyclopedia, Dorling Kindersley, London. ‘Egypt’ 2007, Wikipedia, the free encyclopedia, Wikimedia Foundation, viewed 22 November 2007, <http://en.wikipedia.org/wiki/Egypt>. Ferguson, L 2003, ‘Does Harry have a justifiable role in the school curriculum?’, Access, vol.17, no. 4. pp. 24-25. Ferrari, J 2007, ‘No substitute for teachers’, Australian, 22 November, p. 13. ‘PNG today’ 2002, Courier Mail, 23 May, editorial. Wildlife of Australia (1998), Conservation Society, Brisbane In-text references (Quotes) There are two types of in-text references (Quotes) Direct quotes – written within single quotation marks – the exact words of the author, show the author, date, page details; use sparingly, words are not included in word count. Indirect quotes- using the author’s ideas, not the exact words, show author, date page details; preferred option, words count in word limit. Always refer to the author of the quote either by: Author integrated into the main sentence: Ferrari J (2007 p. 13) warns ‘Teachers are beginning to find they are being expected to provide…’. Author not integrated into the main sentence: Teachers are increasingly required to… (Ferrari 2007, p.13). The Write Stuff - Mercy College Mackay 20 of 65 Biography….. Is a narrative account of someone’s life Is factual and interesting It has an orientation (introduction), body of details and a resolution (conclusion) It contains the most interesting details of a person’s life Contains the following generic structure: FEATURE Orientation 1st Paragraph DESCRIPTION Begin with a catchy opening statement giving reasons for the person’s fame. Includes name, date of birth, place born/lived/raised. Body 2nd Paragraph Details of the person’s early life. Includes school; household; family members etc. 3rd Paragraph Details of the person’s adult life (job, marriage, children/family, contribution to community. 4th Paragraph Any other significant details about the person’s life/achievements. Re-orientation (Conclusion) 5th Paragraph Death; the reasons for fame; the effect on the person’s life on people today. How the person has helped contribute to the community. EXAMPLE Helen Keller was a famous American who lived from 1888 to 1968. Even though she was severely disabled, she was able to overcome the challenges that faced her. She attended university and later became a famous author and lecturer. Helen Keller was born in the state of Alabama, USA in 1880. When she was nineteen months old, she became very ill and as a result, she became blind, deaf and unable to speak. Under the instruction of her teacher, she learned sign language and to read Braille. She also learned to use a special typewriter. By 1890 Helen had learned to speak. Later she was able to attend university. After university she became an author and wrote her autobiography, The Story of My Life, which became a best-seller. Later she needed to make money to support herself, so she conducted lecture tours, wrote several books and made a movie based on her life. She was not just concerned with her own circumstances; she also supported other disabled people. She gave talks to people about how they could help themselves and her books made others aware of the needs of disabled people. Helen Keller died in 1968. During her life she showed amazing courage by overcoming huge difficulties. Her ability to face challenges is still a great example to us all. Some questions you might like to consider for your biography: 1. 2. 3. 4. 5. In what ways was the life remarkable or admirable? What human qualities were most influential in shaping the way this person lived and influenced his or her times? Which quality or trait proved most troubling and difficult? What quality or trait was most beneficial? What are the two or three most important lessons you or any other young perso9n might learn from the way this person lived? The Write Stuff - Mercy College Mackay An older person or mentor is often very important in shaping the lives of gifted people by providing guidance and encouragement. To what extent was this true of your person? Explain. Many people act out of a “code” or a set of beliefs which dictate choices. It may be religion or politics or a personal philosophy. To what extent did your person act by a code or act independently of any set of beliefs? Were there times when the code was challenged and impossible to follow? 21 of 65 BOLTSS There are six important elements of mapping that should be applied to any map. BOLTSS is one way of remembering these elements. BORDER Draw a border to enclose your map ORIENTATION Don’t forget to include a North direction arrow LEGEND OR KEY Helps to identify specific information on the map TITLE What information does this map identify? Give your map a title, inside the border. SCALE This can be written in the form of a linear (line) scale or ratio. SOURCE Acknowledge where you obtained the information that is shown on the map. The Write Stuff - Mercy College Mackay 22 of 65 Compare and Contrast Key Words Key words commonly used to express comparison include: like, similar, as same, in the same way, too both, most important, have in common the same as, similarly, as well as Key works commonly used to express contrast include: although, yet, whereas however, but, while differ, instead, unless unlike, on the contrary, contrary to even though, on the other hand, the reverse Note: When you compare one subject to another, you show how the two are alike, or similar Example: The dog, like the cat, is a household pet. When you contrast two subjects, you show how they are different. Example: The dog, unlike the cat, is dependent on its master. Sometimes, both comparison and contrast are used in the same sentence. Example: Both the dog and the cat make good household pets, but a dog requires more attention than a cat. The Write Stuff - Mercy College Mackay 23 of 65 Compare and Contrast Model Compare and contrast apples and bananas and explain which of the two you believe is the better fruit. We are fortunate that in Australia we have access to a huge range of fruit, year round. While all fruit is beneficial to our health, two fruits with similar popularity today are the banana and the apple. Each of these has its advantages and disadvantages; however, I believe the apple is the better of these two fruits. The banana is easily peeled. It is soft and can be eaten by those who have inadequate teeth such as babies and the elderly. The apple is not so easy to peel since you need a knife or vegetable peeler to achieve this. The apple also contains seeds which cannot be eaten while the banana does not. On the other hand, one can eat the skin of the apple, but not the skin of the banana. The banana has a very strong flavour which some people do not like, but the apple’s flavour is very mild. The texture of soft, mushy banana is also off-putting for some people whereas the crisp, juicy flesh of the apple is refreshing and has a gentler aroma. A banana is soft and easily squashed. Contrary to this, the apple is hard and robust. It takes a lot of handling to bruise an apple. You can carry an apple around in a lunch box all day and it will still look as good as new; however, have you seen a banana after a day in a lunch box? You will find it is black, soft and strong-smelling. Apples will last in your fridge for many weeks but bananas have a very short life. The apple is hardy and long-lasting with a nutritious, edible skin. Chewing them is known to be an excellent way of cleaning your teach. As the well-known saying goes, an apple a day keeps the doctor away. Apples are better than bananas. The Write Stuff - Mercy College Mackay 24 of 65 Comparison Matrix Items to be Compared Characteristics Item 1 Item 2 Item 3 Similarities and Differences 1. 2. 3. Summary of Findings Presentation (refer to generic models for Persuasive Essay, General Essay or Oral Presentation) Presentation format chosen: _________________________ Key Ideas: The Write Stuff - Mercy College Mackay 25 of 65 Diary Writing – Features Is personal and informal Is written regularly, often daily Records the writer’s innermost thoughts and feelings Can use very informal language and make reference to people and places readers may know nothing of Includes entries of varying length – some may be short and others quite long Is sometimes published after the writer’s death Can record the writer’s hopes, dreams and future plans Tells us about the world in which the writer lives May include notes and lists Shows people thinking about things and working things out May include lots of questions which show the writer thinking Often contains incomplete sentences, showing the writer’s thought processes The Write Stuff - Mercy College Mackay 26 of 65 Electronic Templates and Tutorials Go to: Note taking Google Brochures and You Tube Pamphlets Movie Maker Web 2 Tools Power Point Read Write Think http://www.readwritethink.org/ Keynote Surveys And other Education World http://www.educationworld.com/ The Write Stuff - Mercy College Mackay 27 of 65 Essay: Guided Writing 1. In the left hand column write notes about what is you want to say in each part of your essay. 2. Now put these ideas into sentences and paragraphs in the right hand column. Remember to use correct paragraph structure. 3. Write the good copy. Introduction Body Paragraph 1 Topic: The Write Stuff - Mercy College Mackay 28 of 65 Paragraph 2 Topic: Paragraph 3 Topic: Conclusion The Write Stuff - Mercy College Mackay 29 of 65 Essay : Introduction & Conclusion Introduction: Attention Grabber. Draw your reader in and make them interested in your argument. A quote or statistics are useful ways to start. Linking sentence: Links your quote or statistics to the topic of your essay. Sentence stating your thesis/proposal of the essay ie: what you are proving. Outline how you will be proving your thesis. A brief overview of main concepts covered in each paragraph. Conclusion: Sentence restating your thesis (what you have proved). How have you proved your thesis/proposal ie: what were your maid ideas. Stinger Sentence. This concluding statement should be an echo or mirror of the attention grabber you used to start your essay. If you open with a quote, close with a quote. It should be strong and bring your essay the full circle. is your opportunity to wrap up your essay in a tidy package and bring it home for your reader. It is a good idea to recap on what you said in your thesis statement in order to suggest to your reader that you have accomplished what you set out to do. Do not simply restate your thesis statement in your final paragraph. Having read your essay, you should understand this main thought with a fresh and deeper understanding, and your conclusion should reflect what you have learned. The conclusion should contain a definite, positive statement (stinger sentence) or a call to action, but that statement needs to be based on what you have provided in the essay. Remember the conclusion is no place to bring up new ideas. If a brilliant idea tries to sneak into your final paragraph, pluck it out and let it have its own paragraph earlier in the essay. If it doesn't fit the structure or argument of the essay, then leave it out altogether. The last thing you want in your conclusion is an excuse for the reader’s mind to go wandering off into some new field. Allowing a friend to reread your essay before you hand it in is one way to check this impulse before it ruins your good intentions and hard work. Capital Community College Foundation The Write Stuff - Mercy College Mackay 30 of 65 Essay: Made Easy 1. Your essay’s introduction needs to show that: you understand the topic you have and opinion about how the topic relates to the text (novel, film etc). Do you agree or disagree? State your contention you can back up your opinion with evidence (mention the ‘main’ areas/ideas but don’t give details here). 2. The body paragraphs in your essay need to be structured in the following way to ensure your discussion of the essay topic is thorough and effective. Each of the body paragraphs need to include a: P = Point. Your topic sentence must contain a major point in your argument/discussion, this tells the reader what the paragraph is going to be about. E = Explanation This is where you show your understanding by explaining in more detail what your main point is about and how it relates to the essay topic. E = Evidence/Example The point you make needs to be supported by evidence from the text. You can show your understanding by discussing relevant parts of the text. Direct quotes are best here. Evidence should be the bulk of your paragraph. L = Link In the last sentence try to sum up the paragraph linking it to the topic and then providing a Link to the next main point (linking sentence). 3. In the conclusion to your essay you need to : summarise your main points (without introducing new evidence) restate your opinion on the topic (contention) reach a conclusion with a final comment or pertinent quote. Note: Try not to refer to yourself or the essay itself unless absolutely necessary. An essay is a formal text so try and imagine you are writing as a learned authority on the topic. After all you are an expert on the text and have a valid opinion! The Write Stuff - Mercy College Mackay 31 of 65 Essay – Paragraph Models HPE and Science HPE Model Australia’s number one killer is heart disease, which can easily be prevented by exercising. More than 1.6 billion people in the world are either overweight or obese and Australia has one of the highest rates of obesity. Exercise not only reduces your risk for health problems and several diseases, but it also has an effect on overall appearance. It’s proven that exercising can improve self-esteem and confidence. Exercising has numerous benefits and it can even be fun. It’s important you exercise so that you can live a healthier, longer, and happier life. Science Model Elephants have a muscular and skeletal system to assist them in movement. They need to be able to move in order to find food, water, a partner (for reproduction) and to move away from predators and danger. The skeletal system provides the framework for supporting the elephant and holding it upright. The bone tissue and cells (see Figure one below) have to be strong since elephants are heavy. The muscular system helps to move the framework through contraction and expansion of muscle tissue. Muscle tissues are shaped to accommodate this movement and are shown in Figure two below. Elephants need muscles and bones to move. Figure 1: bone tissue Figure 2: muscle cells Muscle cell The Write Stuff - Mercy College Mackay 32 of 65 Essay: PEEL Body Paragraphs Body Paragraph 1 Point sentence Identify for the reader supporting your first point (argument) (refer to your introduction Explain Explain your point further Examples Provide evidence or specific examples to support your main idea Links Sentence which links to your point to your essay’s thesis and to your next supporting point (argument) Body Paragraph 2: Point sentence Identify for the reader exactly what you will be proving in this paragraph Explain Explaining sentence. Examples Provide examples to support your main idea. Draw mainly from primary source material. Make sure you include at least one in-text reference. Links Sentence which links your main idea to your essay’s thesis The Write Stuff - Mercy College Mackay 33 of 65 Body Paragraph 3: Point sentence Identify for the reader exactly what you will be proving in this paragraph. Explain Explaining sentence. Examples Provide examples to support your main idea. Draw mainly from primary source material. Make sure you include at least one in-text reference. Links Sentence which links your main idea to your essay’s thesis. The Write Stuff - Mercy College Mackay 34 of 65 Essay: Scaffold Always write topic in full at the top of your page, before you begin your essay ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Introduction (restate and respond to the topic with your contention, briefly introduce the text/author and the key points of your argument/discussion) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Body Paragraph 1 (Point > Explanation > Evidence/Example) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Link to the topic and then to the next paragraph ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Paragraph 2 (Point > Explanation > Evidence/Example) The Write Stuff - Mercy College Mackay 35 of 65 ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Link to the topic and then to the next paragraph ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Paragraph 3 (Point > Explanation > Evidence/Example) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Link back to the topic ___________________________________________________________________________ ___________________________________________________________________________ Conclusion (Restate your contention, summarise your main points, link to topic and reach a conclusion) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ The Write Stuff - Mercy College Mackay 36 of 65 Essay: Thesis Statement Tips What is a thesis statement? What makes a strong thesis statement? Where does the thesis statement go? Tips for writing/drafting thesis statements The thesis statement is the sentence that states the main idea of a written assignment and helps control the ideas within the paper. It is not merely a topic. It often reflects an opinion or judgement that a writer has made about a reading or personal experience. For instance: Tocqueville believed that the domestic role most women held in America was the role that gave them the most power, an idea that many would hotly dispute today. A strong thesis statement gives direction to the paper and limits what you need to write about. It also functions to inform your readers of what you will discuss in the body of the paper. All paragraphs of the essay should explain, support, or argue with your thesis. A strong thesis statement requires proof; it is not merely a statement of fact. You should support your thesis statement with detailed supporting evidence will interest your readers and motivate them to continue reading the paper. Sometimes it is useful to mention your supporting points in your thesis. An example of this could be: John Updike’s Trust Me is a valuable novel for a college syllabus because it allows the reader to become familiar with his writing and provides themes that are easily connected to other works. In the body of your paper, you could write a paragraph or two about each supporting idea. If you write a thesis statement like this it will often help you to keep control of your ideas. A good practice is to put the thesis statement at the end of your introduction so you can use it to lead into the body of your paper. This allows you, as the writer, to lead up to the thesis statement instead of diving directly into the topic. If you place the thesis statement at the beginning, your reader may forget or be confused about the main idea by the time he/she reaches the end of the introduction. Remember, a good introduction conceptualizes and anticipates the thesis statement. Know the topic. The topic should be something you know or can learn about. It is difficult to write a thesis statement, let alone a paper, on a topic that you know nothing about. Reflection on personal experience and/or researching will help you know more information about your topic. Limit your topic. Based on what you know and the required length of your final paper, limit your topic to a specific area. A broad scope will generally require a longer paper, while a narrow scope will be sufficiently proven by a shorter paper. Brainstorm. If you are having trouble beginning your paper or writing your thesis, take a piece of paper and write down everything that comes to mind about your topic. Did you discover any new ideas or connections? Can you separate any of the things you jotted down into categories? Do you notice any themes? Think about using ideas generated during this process to shape your thesis statement and your paper. Gustavus Adolphus College, 2013 The Write Stuff - Mercy College Mackay 37 of 65 Evaluation Matrix Item / Situation / Issue to be Evaluated Criteria Issues/information relating to criteria Evaluation 1. 2. 3. Summary of Findings The Write Stuff - Mercy College Mackay 38 of 65 Feature Article Checklist Have you: Written a catchy/attention grabbing headline and sub-heading? Written specifically for your audience and purpose. Made it clear and narrowed down your feature article topic? Used persuasive writing techniques such as emotional appeals, repetition, alliteration, anecdotes, statistics, tone, and adjectives to position your audience to believe your point of view? Used evidence from news or articles/ sources/ experts to support your point of view Addressed the components of an extraordinary person through moral/ethical examples? Made your paragraphs short, succinct and clear? (PEEL) Used sophisticated language in order to create a tone/ ‘voice’ for your feature article? (which will help establish that relationship between author and reader) Used colourful/figurative language and varied your sentence length? (phrases/clauses) Taken a clear point of view or line of argument on your particular issue or idea? Been cohesive in your arguments to ensure your feature article flows? The Write Stuff - Mercy College Mackay 39 of 65 Overall does the text Grammar vocabulary punctuation and spelling achieve its purpose? Genre and structure of the text Is the draft in the correct format/generic structure for a feature article? Opinionative writing – taking a clear point of view or line of argument and established this in choice of headline, byline, tear outs etc Catchy headline, by-line tear-out, columns audience-specific language choice, clear intention to address several aspects of chosen character controversy, used evidence (quotes and examples from play) to support your point of view using persuasive writing techniques to do this short, succinct paragraphs sophisticated language in order to create a voice – establishes relationship between reader and author Has the word limit been respected? Is the subject matter relevant to the task? Is there a clear understanding of the roles & relationships: Are you authoritative in the voice you create as the author of this piece. Do you sound like you know what you are talking about and that you want your audience to think the same way you do …. Have you established a relationship with the reader? Have you told the reader why the issue/topic is important to them? Has a grammatically accurate structure been used and maintained which is appropriate for a feature article? Use of sophisticated sentence types (compound and complex sentences, compoundcomplex sentences, Does each sentence contribute towards advancing your argument/point of view rather than repeat the same points over and over Correct reference and lead-ins to quotes used. Author prominent/information prominent referencing Including direct quotes as part of the argument rather than leaving them hang with no explanation as to their purpose in the paragraph Has cohesion been achieved through the use of cohesive devices and connectors so that the text is a fluid piece of writing? Are ideas connected to each other in a logical, cohesive way Do your main ideas flow logically or are they all over the place? Is the vocabulary chosen apt for the purpose? Use of colourful/figurative/interesting language – avoid repetition of words – think of other ways of saying things rather than repetitive phrasing and sequencing of sentence components Are spelling and punctuation used effectively to help achieve the purpose of the piece of writing? Does your overall piece read like a feature article that is designed to provide a point of view on a controversial aspect of the issue/topic? Does your choice of topic and therefore main arguments allow you to show how well you can control the features of a feature article that is designed to persuade or have you chosen a relatively simple, uncomplicated issue that does not allow you to show depth of understanding or synthesis of the intricacies and peculiarities of the issue/topic? Is the text one that provides insight to issue/topic/person … quotes? The Write Stuff - Mercy College Mackay 40 of 65 OK Aspect of the Draft Getting there Not Good Feature Article - Check Sheet Feature Article – How to Write A Feature Article Purpose – The Mission of a Feature Article Informs, Entertains & Persuades. Feature articles are detailed pieces of writing which explore a range of issues, opinions, experiences and ideas. The purpose of a feature article will vary depending on the media it is meant for. Feature articles should appeal to the particular audience the article is targeting. For example if a magazine was targeted at middle aged women, then the articles, advertising and pictures within that magazine would reflect their interest in lifestyle, career, money, health and relationships. Types of Feature Articles Include: Steps To Writing A Feature Article Structure Title & Headline “Feature articles are not just dry facts, they provide story and information from a unique angle.” Analysis and opinion on current issues. Profiles of, or interviews with well known-people. Humorous reflections. Personal experience or anecdotes. Online articles (Squidoo!). Background information on local, national or international events. Magazine articles. Human interest stories. Newspaper articles. Background information and personal opinion on your interests Brainstorm ideas What's the purpose? Research the topic Grab the reader's attention Keep that attention Leave an impression Like any form of writing a feature article follows a standard structure. While it may vary depending on your topic, a feature article should always include a headline, introduction, the main body and a concluding paragraph. The headline performs two important functions. An effective headline: Grabs the reader's attention and persuades them to read the article Highlights the main idea of the article. Includes keywords (for online articles). The Write Stuff - Mercy College Mackay 41 of 65 Introduction The first paragraph outlines the subject or theme of the article, it may also: Provoke the reader's interest by making an unusual statement. Provide any necessary background information. Invite the reader to take sides by making a controversial statement. Heighten the drama of an event or incident to intensify its appeal. Establish the writer's tone Create a relationship between the writer and the reader. Details (The Main Article) The middle section consists of a number of paragraphs that expand the main topic of the article into subtopics. The usual components are: Subheadings. Facts and statistics which support the writer's opinion. Personal viewpoints. Opinions from authorities and experts. Quotes and interviews. Anecdotes and stories. Specific names, places and dates. Photographs, tables, diagrams and graphs. Conclusion The concluding paragraph should leave a lasting impression by: Reminding the reader of the article's main idea Suggesting an appropriate course of action. Encouraging a change of attitude or opinion. A personal tone is created through the use of informal, colloquial (slang) and first person narrative. Relevant jargon adds authenticity to the information and opinions. Anecdotes help to maintain reader interest. Facts validate the writer's viewpoints. In humorous articles, exaggeration and generalisation are used to heighten humour. Rhetorical questions help to involve the reader. Emotive words are used to evoke a personal response in the reader. Effective use of imagery and description engage the reader's imagination. The use of direct quotes personalises the topic. Research & inform. Write well Entertain Be Authoritative Be insightful Language of Feature Articles Don't Forget The Write Stuff - Mercy College Mackay 42 of 65 Feature Article – Write Your Own Find your story Look for not only what interests you, but what people are talking about. Pay attention to the news. Sometimes feature articles come from looking at a news article and asking why that incident occurred. Is there something happening in your community that might be of interest to the country or the world? Learn more about your story Gather information from interview sources and previously Proper research will provide the published material. meat for your story. Decide on what type of feature you want to write There are many kinds, from personality profile to the how-to feature. Organise your feature article by thinking of it as a three-act play Think about the best style for a feature article Often this is determined by the subject and the type of feature You might want to find out what people are thinking about what’s in the news for a news feature or put a human touch on an historical event. The primary objective of an informational feature is educating the reader. The most common type of feature writing is the human .interest story that tugs on heartstrings by recounting how someone overcomes insurmountable odds. The first act is the introduction, in which the freelance writer introduces the subject while capturing the reader’s interest. The second act of feature writing is the body, which provides the information in an interesting, logical manner. This is where you’ll often see quotes. The last act of your feature is the conclusion, in which you pull everything together. Consider whether the feature comes across as chatty or literary, humorous or serious. Match the style to the tone of the subject. Add details to keep a feature article interesting Freelance writers use anecdotes, descriptive writing, figures of speech, facts, comparison vs. contract, and even shifts in time (flashback and foreshadowing) to keep a reader reading. Create titles that not only add interest to a piece, but communicate what a story is about Feature writing often includes subheadings. Three is and average number of sections with subheadings. Use too many and you’ll lose the interest of reader and editor, alike. The Write Stuff - Mercy College Mackay 43 of 65 Five Step Drafting Process For any written assignment, your teacher should be able to see that you have completed each of the five steps below. Teacher conferencing and feedback occurs throughout this process, annotations evident on student work. The Write Stuff - Mercy College Mackay 44 of 65 How to Structure a Paragraph P Point (make your point simply) E Explain (expand your point in further detail) E Evidence (give an example) L Link (to your initial point) Topic: Books are better than television. Here, the writer is arguing for: Most TV shows watched by young people have little benefit or educational value. Popular TV shows are light entertainment and they do not develop any literacy skills or knowledge about the world that might be helpful for a young person’s future. The most popular TV shows for teenagers are reality shows like ‘The Biggest Loser’ and ‘Big Brother’, or sit-coms like ‘Two and a Half Men’. As a result, these TV shows are not as beneficial or valuable as reading books. The Write Stuff - Mercy College Mackay 45 of 65 Internet Sources A Quick Guide – How to Evaluate Them Use this comparison chart when viewing and evaluating electronic sources: Authority Does the information have an author? Any author qualifications or background provided? Look at the URL to identify any institution associated with the site, e.g. educational, commercial, government, or organisational Source 1 Source 2 Source 3 Is it a personal web site, is the site biased, are the links worthwhile? Currency Has the author dated the article? Updates provided? Are the hyperlinks still connected? Coverage All aspects of the topic covered? How much detail provided? Presentation Is the information supported by text, images, graphs etc.? Can you read the text? What are the graphics like? Is there advertising in the sidebars? Is it suitable? Accuracy How reliable is the information? Can it be supported by other sources? Is the spelling and grammar accurate? Purpose Who is the intended audience? What is the intended purpose? Are there are any biases or opinions indicated by the author? Ease of Use Is the site easy to use? Are the links appropriate? How accessible is the site? The Write Stuff - Mercy College Mackay 46 of 65 Narrative – Peer Checklist Student’s Name:…………………………... Name of Peer:…………………..……… DOES MY STORY HAVE….. YES NO COMMENTS an exciting orientation? a clear complication (problem)? a build up of events that create tension? (that may use short sentences or character dialogue) an exciting climax? a resolution or twist? limited characters? ONE clear setting? (the story starts & ends in the same setting) engaging / entertaining material? consistently matching vocabulary with narrative voice? (person) consistently matching tense? logical development and cohesion? (there are no big jumps/gaps in the story) control over punctuation? (especially for direct speech) control over spelling? a wide range of sentence structures? lots of descriptive language techniques? (similes, metaphors, personification, alliteration, repetition, onomatopoeia etc a relevant relation to the stimulus provided? The Write Stuff - Mercy College Mackay 47 of 65 Narrative – Short Story 1. Orientation In this paragraph the narrator tells the audience who is in the story, when it is happening, where it is happening and what is going on. 2. Complication This is the part of the story where the narrator tells about something that will begin a chain of events. These events will affect one or more of the characters. The complication is the trigger. 3. Sequence of events This is where the narrator tells how the characters react to the complication. It includes their feelings and what they do. The events can be told in chronological order (the order in which they happen) or with flashbacks. The audience is given the narrator’s point of view. 4. Resolution In this part of the narrative the complication is sorted out or the problem is solved. 5. Coda (Message) The narrator includes a coda if there is a moral or message to be learned from the story. The Write Stuff - Mercy College Mackay 48 of 65 Narrative - Structure The Write Stuff - Mercy College Mackay 49 of 65 Newspaper Report - Model Local marine tells his story of struggle, perseverance Thursday, Nov. 18, 2010 by John Geddie Rob Jones is no stranger to having his nerves tested. Rob Jones, a Marine Corps Corporal who lost both his legs while serving in Afghanistan, gets a standing ovation at the conclusion of the Loudoun Valley High School Veterans Day program Nov. 11. Jones told his story as the guest speaker. – Times Mirror Staff Photo/ Beverly Denny A Marine Corps Corporal, Jones served a tour in Iraq before volunteering to serve in Afghanistan with the 3/7 K Co. engineers as a sweeper for explosives. In July, while clearing a path for explosives near the Helmand River, Jones was struck by an improvised explosive device, resulting in the loss of both of his legs. Sweeping for mines, Jones said, never swayed him. Speaking in front of hundreds of people, however, is another matter. Serving as a guest speaker at the Loudoun Valley high School Veteran’s Day program on Nov. 11, Jones’ speech, which was bookended with standing ovations from the packed audience in the school’s auditorium, began with a note of humour. The Write Stuff - Mercy College Mackay “I was commenting earlier to my girlfriend and my family, that I would usually walk up to an IED and show no fear,” Jones said. “But I got a little nervous when I came to speak in front of a bunch of people.” Jones, who graduated from Loudoun Valley in 2003 before attending Virginia Tech, went on to describe the circumstances surrounding his injury – how when he work up, discovering that his left leg had been lost at the knee and his right leg above the knee, he knew his life was forever altered. “My story could have ended there in that blast crater,” Jones said. “Believe it or not, my first thought when waking up wasn’t about dying; somehow I knew I would survive. Instead, I pictured the rest of my life without legs and realised I’d have to give up some of the plans I’d made.” 50 of 65 Jones, who now stands tall with prosthetics attached to both of his legs, said that throughout his ordeal, he has maintained a positive attitude. “The most common reaction I get from people who visit me is disbelief that I can maintain such a positive outlook,” Jones said. Before the close of his speech, Jones said it was necessary to recognize another group of people on Veterans Day. The people who have dedicated their lives to helping veterans like Jones get back on his feet, including physical therapists, prosthetists and members of charities dedicated to wounded veterans. “It isn’t because I possess anything that anybody doesn’t have, not is it because I have the will of a superhero. My positive outlook comes from the very people that are impressed by it. Every visitor I get gives me a little more strength and a little more hope.” “Even with all of this support, sometimes it still gets hard,” Jones said. “In those times, I have to remind myself that although I am down, I am not out. “Up until now, I never would’ve believed that I could inspire anyone, but it amazes me more than anything that I have been able to do that to so many people.” The Write Stuff - Mercy College Mackay 51 of 65 Newspaper Report - Structure The purpose is to inform the public of events. The structure of the newspaper report takes the following format: Most important details HEADLINE (title of story) SUMMARY LEAD (Most important information) 2nd most important information 3rd most important information Etc. Least important details Ramsay, M.A. (2005) The Write Stuff - Mercy College Mackay 52 of 65 Oral Presentation PREPARATION Introduction Attention grabber Identify topic Give personal viewpoint Do not say: ‘Today I am giving a talk on …” “Sorry I am nervous and could make mistakes”. Do not: Tell a joke, unless you are good at it. Promise to discuss something that you do not mention again in your work. Attention grabber can be in the form of a rhetorical question or a humorous story. Style should be relaxed and natural. Your introduction should be short with one sentence on the topic to be talked about. The final sentence of the introduction should be your view on the topic. It might begin with “I believe…” Body Get audience involved Organize main points Personalize speech Use vivid language – “hear, feel, see, smell” PRESENTATION Conclusion Cue audience that you will be winding up Summarize main points (don’t go on for too long) Leave a lasting impression Communication Use eyes effectively. Be sure to have good eye-contact (select about five points or faces on which to focus) Use hand gestures – don’t overdo it. Practising will improve the skill Gesture towards your images and ensure your expression draws audience to them Vary the pitch, tone and pace of your voice Be enthusiastic Include an interesting visual aid to attract the audience’s attention away from the speaker Begin by looking just over the heads of the audience Overcoming Stage Fright Prepare well Have your speech well organised Practise your speech with equipment Use palm cards with dot points and notes on the lectern Remember before preparing your speech Be aware of the age and background of your audience Check out your venue / classroom beforehand Organise any resources needed eg. OHP, data projector, etc The Write Stuff - Mercy College Mackay 53 of 65 Poster A successful chart will achieve the purpose and be directed at a particular audience. Use large lettering Have an attractive and polished finish Basic elements of a chart are: Main heading Should be brief, to the point and designed to capture interest Visuals Are the focal point of the chart Are always labelled Text Should be written in dot points and be able to be read through systematically Should be placed near the relevant visual Font size should be at least 18 point Punctuation is not used at the end of dot points Sources All images must include attribution to the original source. The Write Stuff - Mercy College Mackay 54 of 65 Procedural Writing An introductory statement giving the aim or goal This may be the title of the text. This may be an introductory paragraph Materials needed for completing the procedure can be written as A list A paragraph This step may be left out in some procedures Numbers used to mark the steps of the procedure The order is usually important Words such as now, next and after this can be used The steps usually begin with a command such as add, stir, or push Technical language is used Adverbs are used to tell how an action should be done such as : shake vigorously, fold gently A sequence of steps in the correct order MODEL How to Cross the Road Look to the right Look to the left Look to the right again If all is clear, cross the road The Write Stuff - Mercy College Mackay 55 of 65 Proof Reading Key for Written Work The following key explains the symbols teachers use to bring written errors to your attention. You should know automatically to check spelling, punctuation, sentence structure, tense, paragraphing etc before presenting your work for marking. S spelling error(s) P punctuation error(s) SS Sentence structure is incorrect Read it aloud and listen. Do you need to use a conjunction to join the ideas? Do you need to divide it into two separate sentences? NP new paragraph I include more information T not consistent with tense (stay in either past, present or future) Exp expression incorrect or clumsy W inappropriate or ineffective word use The Write Stuff - Mercy College Mackay 56 of 65 Research Journal: Planning Scaffold Purpose: Used to record the experiences you have had in the process of meeting your assignment criteria. The journal is a daily record of all your experiences, thoughts and actions relevant to your task from the day you received it to the day you hand it in. It must include entries for these experiences at school and away from school. Each entry should be brief, no longer than one paragraph, and written in the first person, past tense. Entries are arranged in date order with the date as the paragraph header, place one line space between the date and the entry. The journal is headed Research Journal. Standard Assignment Presentation criteria, see The “Write” Stuff, apply in relation to font and size, ink colour, line spacing and alignment, headers and footers. Standard Communication Criteria apply see Assignment Presentation - The “Write” Stuff. The journal is attached to the end of the assignment. SAMPLE: Tuesday 18/08/09 Received task from Mrs Langford and slowly went through with the class exactly what the task was asking us to do. Began thinking about what to do my assignment on. Began thinking about my hypothesis. Wednesday 19/08/09 Today Mrs Langford went through with the level 7’s how our assignment was different... The Write Stuff - Mercy College Mackay 57 of 65 Research Rationale: Planning Scaffold Purpose: A rationale explains the origins of your topic and, if requested, your proposal. It explains the thinking behind your choices and indicates the depth to which you have completed initial literature search. The rationale should cover the following topics: Interest What is it about this topic that interests you? Inquiry How does this topic relate to the unit you are studying? Choice Why is the topic a good choice for this task? Do you have enough background information to be able to investigate independently in this area? Sources Have you ensured you will have a variety of relevant sources to support this topic? Structure: The rationale can be presented in sentence form, in point form notes or as a visual research web. If written, write the rationale in bold above the explanation. Standard Assignment Presentation criteria, see The “Write” Stuff, apply in relation to Font and size, Ink colour, Line spacing and alignment, Headers and footers, Standard Communication Criteria apply; see Assignment Presentation The “Write” Stuff. Model Response: The Nazi youth were a product of Hitler’s ideal for a “superior” race. I’ve chosen the Nazi Youth and the German League of Girls to base my essay on because this is something that interests me and is related to our topic on World War 2. I’m interested in this topic because I find I can relate to the issues being a youth myself. I find it intriguing how Hitler tried to create perfect youth who would grow up to be what he thought was an ideal race. It will also be captivating to learn more about how Hitler moulded young German’s lives and how his influence shaped their personalities and their future. I have scanned the library and internet sources and there is enough information to support this investigation The Write Stuff - Mercy College Mackay 58 of 65 Science Practical Report Title The title should reflect what the Practical experiment is about. Date This should be written under the title on the top of the page. Aim The aim is a short statement which explains what you are trying to find out. Hypothesis This is a prediction of what should happen. It is written in the following form. It is expected that……. (fill in for practical). Materials All chemicals and / or equipment are to be listed. Method Results This is a set of instructions that explain what you doing including safety and ethical considerations. It is written in third person and past tense in numbered steps. 1. All safety material was collected. 2. …… 3. ..… etc It should clearly state what you did so that someone can copy your steps and end up with your results. This is about what happened, your data. It is a summary of your observations (remember all your senses). It can include tables, graphs, pictures (from your webcam, the internet or hand drawn), measurements and notes. It is a record of what happened. Discussion Analysis: This is where you analyze your actual results (primary data) and link this to secondary data (class or research notes). You DO NOT simply restate what happened. You must explain what your results tell you. Evaluation: This is where you reflect on your experiment; the method chosen, the accuracy of the data collected the validity of your secondary data and make recommendations for improvements to the experiment. Conclusion This is a concise summary of what happened that ties into your Aim and Hypothesis (two to three sentences only). The aim of the experiment was ….. This (was/was not) achieved because….. The Write Stuff - Mercy College Mackay 59 of 65 Survey Procedure Plan Set the goals of the survey What is it you want your survey information to provide? How will the data be gathered? Sample Define the population to be studied Who will the survey target? What ages, groups should be considered? The target group should be a representative sample of the population eg. school Design Decide what questions will be asked Questions must be: Clear to the person and easy to understand Not be embarrassing or an invasion of privacy In a logical order Simple and confined to specific topic Language must be as simple as possible Keep the survey as short as possible Field Work Conduct survey Record responses in a tabular form (frequently table) Use tally marks Ensure checks are made to avoid errors and inconsistencies Analyse Analyse the results Check completed surveys are filled in appropriately Count and record responses Summarise results and draw conclusions Data should be represented in tabular and graphical form Data needs to be summarised in terms of measures of location and spread Address your focus question (Goals of the survey) Written conclusions for your questions should be supported by your numerical data Present Refer to task sheet to present your results in the appropriate format. This could be written as Power Point or written format. Hint Always conduct a pilot survey to test your survey Alterations can then be made before your survey design is finalised The Write Stuff - Mercy College Mackay 60 of 65 “Unwritten” Rules of Academic Writing 1. Write as you speak. Keep your words formal. 2. Avoid repeating the same words and phrases closely together. 3. Steer clear of waffle and unnecessary use of complex or too many words. 4. Choose specific but sophisticated words 5. Be accurate, eg. “It is a well known fact that Aboriginal health is far worse, with high mortality and morbidity rates”. 6. Avoid slang, overstatements and emotive expression. 7. Avoid euphemisms and tautologies. 8. Avoid point form in formal writing. 9. Avoid the use of good, bad, got, get, nice, thing, stuff, then and other non specific words. Problems: Is it a well known fact? “far worse that what/whom?” Be specific. How high are the mortality and morbidity rates and what are they? Slang - rad, cool Overstatements - “The paper is fabulous” Emotive - good, bad, great, nice Euphemisms – mild and vague phrases substituted for direct words eg,. Friendly fire – killing your soldiers by mistake Tautology – repeating something you have already said in the same sentence eg. To revert back; the three triplets; each and every one. 10. All numbers under 10 are written as words. 11. When giving an example, write it as follows: There are many activities to keep you occupied at lunch time; for example, you can play touch football on the oval. 12. Don’t use abbreviations. 13. Don’t use text message language. 14. Write titles of books, newspapers, magazine or films inside single inverted commas, ‘Starwars’, ‘The Daily Mercury’. The Write Stuff - Mercy College Mackay 61 of 65 Written Report Report Structure Title Page Title of Task, Unit, Your Name, Due Date, Teacher’s Name. May include a picture that relates to the topic Contents Page Identify headings used in report Page Numbers Introduction A paragraph that introduces the report A brief statement about what your report has covered Sub Heading 1 Sub Heading 2 Sub Heading 3 Sub Heading 4 Sub Heading 5 etc Conclusion A paragraph that reviews the main points made throughout the report. Don’t repeat yourself but reflect on what has been said. Appendices (For further detail see Appendices Guidelines) Bibliography H I N T S List additional resources used. Each section within a report has its own page. A report is a very formal piece of writing and irrelevant pictures should not be included in the report. The only pictures that may be included should relate specifically to and be mentioned in the information within the body of the report, eg. diagrams, graphs, maps etc. Ensure that you discuss any visuals that you include in the body of your report. Any pictures used should include a caption and all graphs, maps, diagrams should be referenced – include the source. No personal pronouns, for example, do not write sentences that contain ‘I’, ‘me’, ‘my’, etc. Try to write formal sentences that use formal language. The Write Stuff - Mercy College Mackay 62 of 65 Model response: Australian War Memorial. Australian Federal Government. 2009. March – May. http://www.awm.gov.au/ The most resourceful and relevant internet site providing a massive collection of primary source war material. The site is dedicated to putting together documents, pictures, etc. to allow people to gather information to research soldiers from the wars. It was used frequently and was the first step in gathering information about the missing World War One soldiers. All the information is authentic and the site reliable and trustworthy. Being a Government funded project its only purpose is to provide further information on Australians in war and create an easy access site for this to be obtained. It is monitored, funded and supported by the Federal Government and therefore will continue to be a source that can be added to and expanded over the years. The site contains actual records from the period which therefore contain the normal human bias in their writings. These perspectives are useful and valuable though because they help create a picture of society and what people were thinking, feeling and doing in World War 1. “Light Horse Discussion”. 2002. March – May. www.lighthorse.org.au/forum Not a very reliable site as it was an internet forum and open to anyone and anybody’s opinion. However, it was a useful site for obtaining an overview of the Light Horse Brigade. Mostly it was personal reflections and conversation between relatives or historians regarding different topics. The Write Stuff - Mercy College Mackay 63 of 65 The “Write Stuff” document has been developed from a range of publications and sources. The following bibliography reflects the major sources used to develop this document. Bibliography Anderson, M and Anderson, K. (1997) Text Types in English 1. Macmillan Education Australia, Melbourne, Vic. Anderson, M and Anderson, K. (1997) Text Types in English 2. Macmillan Education Australia, Melbourne, Vic. Andrews, L and Young, J (1998) English Interactions 1. Macmillan Education Australia, Melbourne, Vic. Ash, M., Buchanan, J., Lofts, G. and Evergreen, M. J. (1999) Jacaranda Science 1. John Wiley and Sons, Milton, Qld. Barnett, J. (2001) Student Guide for Assignment Preparation and Presentation , St Patrick’s College, Mackay Qld Brown, K. (2000) English Workbook Year 10, Pascal Press, Glebe NSW Capital Community College, 2013 Students, Capital Community College, Connecticut USA, accessed 3 December 2013, <http://www.ccc.commnet.edu/>. Geldard, J. and McGarry, J (2000) Guide to Resource Centre and Research / Assignment Skills, Kenmore State High School, Kenmore, Qld. Gustavus Adolphus College, n.d. Tips on Writing a Thesis Statement, Gustavus Adolphus College, Minnesota USA, accessed 3 December 2013, <https://gustavus.edu/writingcenter/handoutdocs/thesis_statements.php>. Hardy, J. and Klarwein, D. (1990) Written Genres in the Secondary School. Cairns Education Centre, Cairns. Karen Bonanno and Associates (2000), The Information Process, Mackay, Qld. Ramsay, M.A. (2005) A Shorter Guide to English Usage, Thomson Nelson, Southbank Victoria Ryan, J. and Capra, S. (1999) ILPETS Information Literacy Planning Extra Teaching Support Book 3 Years 6-8. CRA, Capalaba, Qld. Ryan, J. and Capra, S. (1999) ILPETS Information Literacy Planning Extra Teaching Support Book 4 Years 9-10. CRA, Capalaba, Qld. Ryan, J. and Capra, S. (1999) ILPO Information Literacy Planning Overview P/K-7. CRA, Capalaba, Qld. Ryan, J. and Capra, S. (1999) ILPO Information Literacy Planning Overview 8-12. CRA, Capalaba, Qld. Schill, Janne (1998) On Target: Creating a Text For a Purpose Heinemann, Port Melbourne, Vic. The Write Stuff - Mercy College Mackay 64 of 65 Teaching Information Skills (CD-ROM) (1997). Australian School Library Association, Canberra. Twomey, M. (ed) (2002), Student Handbook, St Joseph’s College, Gregory Terrace, Qld. Using the CSF to Teach Information Skills: Strategies for the Key Learning Areas (1993), School Library Association of Victoria, Melbourne. The Write Stuff - Mercy College Mackay 65 of 65
