Rebecca Hunt
English Communications
WRITER’S STATEMENT
Direct Students’ Focus
First Paragraph
Make them see what is quality, and what is filler.
Form
Specific text type.
Genre.
Context TA receives it.
KU1 – ways texts are shaped by the
conventions of a form of expression or
communication.
Purpose
What the text will
achieve.
KU3 & AN3 – ideas and theme in texts &
ideas, experiences, values, and beliefs
explored in the text.
In the Text Production and
Writer’s Statement section of
the Folio, students can be
given complete creative
freedom for the Text
Production component.
When it comes to the
Writer’s Statement, however,
students need to have the
process modeled for them,
and they need a method for
checking their work.
The WS needs to be the most
concisely analytical piece
they write during the year.
Target Audience
Demographic details.
Contextual details.
KU4 - defining and attracting a target
audience.
“The Ancient Mariner would not have taken so
well if it had been called The Older Sailor.”
Samuel Butler
Get students to highlight the form, purpose, and target audience in
their first paragraph in which students outline their intentions.
This:

Keeps students focused on the task at
hand.


Shows them how much filler / waffle is
there, therefore what they can cut.
(Document has to be incredibly concise).
Gives them a way to double check that
they are addressing everything they’re
supposed to.
Rebecca Hunt
English Communications
Real Examples: The first Writer’s Statement paragraph in action.
I wrote an informational article about Noosa for the magazine
Australian Traveller to deconstruct the common misperception
that Noosa is a ‘faraway uptopia’, and share the diversity of
experiences Noosa has to offer. I focused on young to middle
aged couples looking for a ‘great Aussie getaway’ incorporation
A
adventure and relaxation.
Form – Specific and has a
specified publication.
Purpose – The discussion of
purpose links with the
target audience and shows
deep thinking.
TA – Lots of specific detail.
B
I have created an informative brochure on how to manage Year
12 for teenagers aged 16-18, attending high school and newly
starting Year 12. The purpose of this brochure is to inform
students of ways to successfully manage Year 12. There is an
assumption that students have the work ethic and the ability to
manage their time at this level, but this assumption proves false
for many Year 12s.
I created an informal article displaying persuasive writing
techniques through the argument “are cats better than dogs” for
single cat owners aged 20-40 who live by themselves. This
article’s aim was to enhance the appreciation those who already
own cats have for their pets as well as persuading others that
C cats are better than dogs.
Form – Specific, but in what
context will students be
given this information,
by
Suspendisse
aliquam mi
whom?
placerat sem. Vestibulum
Purpose
id lorem –commodo
Specific, but
justo
simple.
It’s
more
motivation
euismod tristique.
for
writing it than
Suspendisse
arcu purpose.
libero,
euismod
sed, but
tempor
id,
TA
– Specific,
simple.
facilisis non, purus.
FormAenean
– Specific,
but in what
ligula.
context will students be
given this information, by
whom?
Purpose –Specific, but
simple.
TA – Specific, but not clear
how such a specific
audience will be targeted.
I chose to do a photo memoir and write about something that I
was passionate and cared about because I knew it would
motivate me. I selected this particular photo because it shows
the connection that my nanna and I shared. It also contains a
number of memories that I was able to expand on. My target
D audience is a wide demographic, as it’s not particularly aimed at
a certain age.
Form – For a magazine, first
chapter in a novel …?
Purpose – No purpose. Said
why they wanted to do the
piece, but not what they
wanted it to do for others.
TA – Unfortunately this is
common. A lazy gloss over
with no identification of TA.
2
lorem ipsum
issue #, date
Other Paragraphs: Reflect on the process and
explain creative decisions.
Focus on the following:
Linguistic Techniques
 Specifically identify.
KU2 – ways in which creators and readers use
language techniques and strategies to make
meaning.
Why/How Used
 Specific use in that context.
 Provide relevant evidence.
Get students to highlight these aspects of their
first paragraph. This:
 While students can mention structural
and conventional features, this keeps
students mainly focused on linguistic
techniques as they should be.
 Shows them how much filler / waffle is
there, therefore what they can cut.
 Gives them a way to double check that
they are addressing everything they’re
supposed to.
AN1 & AN3 – ways authors use conventions of text
types to influence opinions and decisions & ideas,
experiences, values, and beliefs explored in the text.
Intended Impact On Target Audience
 Specific effect in that context.
AN1
3
Rebecca Hunt
English Communications
Real Examples: The rest of the WS paragraphs in action.
Donec
Personification increased the power of my writing. For
example, “as they tumble you out of the tropical mountains”
gives readers a sense of exciting, uncontrolled adventure.
The rule of 3 also gave my text more power. I used the
phrase, “depression, disillusionment and stress” as it is
inherently satisfying, and its repetitive nature makes the
A content more memorable.
B
I used a range of aural techniques such as alliteration and
onomatopoeia. Alliteration was effective in titles such as
“White Water Rafting” and “Canopy Climb”, to provide
emphasis to my writing, also aiding in the audience’s
memory from the repetition of specific letters. My use of
onomatopoeia, such as “splashing”, was for specific effects,
in this instance I was imitating the sound of water. I also
used auditory imagery such as “People in the stands are
playing the drums, the crowd is yelling” to create, in this
particular case, a loud and intense atmosphere.
I focused on the main character Hayley and her experience
of going to a big fire. I wanted readers to feel what Hayley
was feeling and what she was going through during the fire
so they could relate to similar intense circumstances. I
C wanted to make the story fast paced to gain an
understanding of the rushed feeling people get when
fighting a fire from the ground.
LT – Specific
and accurate
interdum
identification of techniques.
W/HU – Reasons are vague, but
supported by evidence and a
well explained IIOTSA.
IIOTA – For each technique
recognised not just its general
purpose,Pellentesque:
but the intended
impact on the TA in a
sophisticated
way. aliquet
Pellentesque
vulputate lacus. Nunc
LT – vitae
Specific
accurate
felisand
at sem
euismod
identification
of
techniques.
pretium. Nam purus nisl,
dignissim eu, facilisis eu,
W/HU – Mostly vague. The one
mattis consectetuer, arcu.
that is specific is not supported
Pellentesque habitant
by IIOTA.
morbi tristique senectus
et malesuada
IIOTAet– netus
Did refer
to this for one
fames
ac
turpis
egestas.
technique, but too generally.
LT – Had difficulty specifically
identifying techniques.
W/HU – Leapt straight to IIOTA
which had little effect as they
identified no specific reasoning
for usingConsectetuer:
linguistic techniques.
Sed– venenatis,
IIOTA
See above.augue non
The text was written in past tense for its entirety. Speaking
in a reflective manner using the past tense, allows the reader
to construct in their own minds what Liverpool would have
looked like in those days. Inciting the use of the reader’s
imagination rather than describing every piece of detail that
D
they are meant to be seeing enables the reader’s sense of
history, allowing them to imagine living there and what that
would have involved. This methodology provides the writer
with the ability to have the reader engaged, but not
involved, in the story.
4
varius tempus, metus
LT – Had
difficulty
specifically
nibh
mollis erat,
a
identifying
tempustechniques.
neque ipsum sit
amet nisi. Donec
W/HU –elementum,
Explanations
justoare
eu
‘waffly’,pulvinar
vague, and
lack a sense
tincidunt,
of being
conscious
of their
mauris
nunc consectetuer
construction
the text.
mi, euof
ornare
augue
ligula a nibh.
IIOTA – Student thinks they’ve
covered it, but they haven’t.
Rebecca Hunt
English Communications
Practise: Introductory paragraph and other paragraph.
Use the two advertisements above to practise your Writer’s Statement skills. Do an introductory and an
other paragraph for each.
Form
Purpose
Target Audience
This promotional advertisement for AmeriKick Martial Arts would appear in windows of local businesses in
Staten Island as a poster, and be left in local gyms as a take home flyer. While the particular advertisement
focuses on getting young children involved, the advertisement is directed at parents of children. This is why
there is a focus on what the parents want: a development of confidence and focus in their child for an
affordable price. This advertisement will make parents feel confident that AmeriKick is an excellent
opportunity for their child.
I designed a promotional poster advertising a Martial Arts Super Centre. This would be put up in the dojo,
and on pinboards at local sporting clubs and gyms. The advertisement is designed to inspire men aged
between 18 and 25 to join the centre in the belief they will become as skilled, strong, and dominant as the
male in the poster.
Linguistic Techniques
How/Why Used
Intended Impact On Target Audience
I labelled the age divisions for extremely young children with aggressive titles to assure parents their
children can start young. For example Tiny Tigers is harshly alliterative to make the age division sound
tough. It includes the concession that the 3-4 year olds are small, but gives the impression this is irrelevant;
they will become ‘tigers’ through AmeriKick training.
I used the adjective “PREMIER” in the terminal anchor to accentuate the importance and prestige of the
training centre. The word conveys the impression the centre is the best available, and that it is well
established. The importance is accentuated by the use of capitals, and the prestige is accentuated by the use
of the colour gold. Men are made to feel it is the centre to join if they wish to improve their martial arts skills.
Putting it all in the terminal anchor ensures this is the lasting impression they have of the centre.