Genre Handbook Whyalla

7/25/2019 Genre Handbook Whyalla

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Whyalla Secondary Schools

Literacy Alliance

Presents

The Genre Handbook for staff

2 13 and beyond

Compiled by Amanda Bennett, Alice Carter and

David Marino


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Table of contents

Foreword

Handy hints

3

4

Genres and their purpose 5

Procedure

Background information 7

Template 9

Annotated example 10

Recount


Template 15


Information report


Template

- Information report- Biography

- Newspaper report

2122

23

Annotated examples 24

Narrative


Template 29


Explanation


Template 34Annotated example 35

Review


Template

-Book review

-Film review

39

40

Annotated examples 41

Persuasive


Template-Analytical argument

-Discussion

-Hortatory

47

48

49


Report


Template

-Directed investigation

-Scientific report

59

60

Annotated example 61Glossary of terms 67

Annotated Bibliography 70


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Foreword

All subjects that students learn at school are through the medium of language, usually in

writing. Each subject has its own unique vocabulary and forms of language for presenting

information and the learning that the teacher wants to impart. It is with this samevocabulary and language form that students are expected to demonstrate their learning.

These various forms are quite different from everyday speech and so have to be specifically

taught. Some students will automatically absorb the patterns and specific words just by

using the texts and the teacher's lessons as a model. Many teachers have learned this way

themselves and therefore have not been consciously aware of how it works. This makes it

difficult then to explicitly teach the many students who do not automatically understand

the way language works in their subjects. Recognizing this problem has led to the

development of TheGenreHandbook.

This excellent resource lends itself to individual teacher use, finding the best examples of

genres and language features to use for individual topics and assessment tasks. It also

provides an agenda for faculty and team meetings where literacy is a key priority to

improve student access to the curriculum and hence their achievement.

TheGenreHandbookhowever goes considerably further than these in-school benefits. It

brings a common resource that facilitates the building and sharing of best practice in inter-

school faculties of the Whyalla Secondary Alliance. This building of 'collective intelligence'

for improved pedagogy is shown in recent research to be a key contributor to improved

student achievement. Improved teaching of literacy will make an enormous difference.

The Genre Handbookhas been complied by the Literacy Coordinators from the three

Whyalla secondary schools. Alice Carter, David Marino and Amanda Bennett are to be

congratulated and thanked for their enthusiasm, dedication and excitement for what can

make a difference for students. This is a model of cooperative learning - by teachers for

teachers. And it's teachers who have the biggest impact on kids!

Chris Deslandes

Eyre & Western Regional Leadership Consultant

Department of Education and Child Development


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Handy Hints

Genre

Refers to any staged, purposeful social activity, which is accomplished through language.

Genres may also be referred to as text types. Genres are used for specific purposes witheach genre having specific language features and schematic structure.

Macro Genres

Combine aspects of more than one genre.

Register Continuum

Register Continuum

everyday

concrete

Subject matter technical

formal/informal

informal

personal

novice

Roles and relationships impersonal

informed

most spoken here and

now

Mode of communication most written

generalised

Genres and their Purpose


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Complexity Genre Purpose

SIMPLE

Procedure To explain how to undertake a task

Recount To retell events in the past

Information Report To inform about a topic. An informationreport may be taxonomic or descriptive

taxonomic will answer the question

What kinds? and descriptive will answer

What about?

Narrative To tell a story in an entertaining way. Often

such stories also aim to present specific

values.

Explanation A sequential explanation explains how

something occurs. A casual explanation

explains how and why something occurs.Personal Response To present a personal response

Review To describe and evaluate a text (e.g. film,

book, painting, webpage)

Interpretation To interpret what a text(s) is presenting,

providing evidence from the text(s) to

support the interpretation. Interpretations

are often similar to analytical

arguments/expositions in that they present

one argument/point of view.

Exposition (AnalyticalArgument)

To provide one line of reasoning. Theauthor presents one interpretation of an

issue and uses supporting material to try to

convince others of their point of view. The

thesis that is put forward is built up

throughout the text.

Hortatory Exposition

(argument urging the

audience to act)

To provide one point of view on an issue

and to make the audience take action.

Often these texts are very emotive. Some

examples could include letters to the

editor, speeches, articles and

advertisements.Discussion To present all arguments on a complex

topic, as well as the supporting evidence

for those arguments. The conclusion

contains a recommendation based on the

evidence for all sides that have been

presented.

Directed Investigation

Reports

To undertake a mathematical investigation,

analyse results and evaluate the outcomes.

Practical Report (e.g. write

up of a practical experiment,field trip, investigation)

To explain how an experiment/practical

was conducted, analyse the results andevaluate the outcomes.


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PROCEDURE

Procedure

What is procedural writing?

Procedural textsare common factual genres that provide instructions on how to do

something. Students encounter procedural texts in most leaning areas; in Home Economics

COMPLEX

Research project To carry out and record findings of detailed

research on a topic.


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(recipes), in Science (experiments), in Technology (how to), in school operations (how to

behave in assembly) and throughout all years of schooling.

What is its purpose?

The purposeof procedural texts is to provide sequenced information or directions so that

people can successfully perform activities in safe, efficient and appropriate ways.

Examples of procedural texts

Science experiment (demonstration not research) with sub-headingsApparatus;

Method; Results

Recipes with sub-headingsIngredients; Method; Serving Suggestions

Instructions e.g. How to do, use or make something

OHSW procedures, operations manuals, business protocols

What do students need to know?

Students need to develop an understanding of how different audiencesand purposes of

procedural texts determine the language choices they make. The language in a procedural

text is influenced by:

PurposeWhat do I want my writing to achieve? E.g. give clear instructions; engage

the audience, confidently carry out an activity

AudienceFor whom am I writing? E.g. teacher, my peers, a group IdentityWho am I writing as? E.g. an authority/expert

Procedural texts across year levels and subjects

Example Years 79 Years 1012

Possible learning areas and

topics

Topic procedures in Science,

Tech Studies and Home

Economics

Detailed procedures and

protocols relevant to


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investigations and social

behaviour

HASS Local Council recycling

procedures

How to improve the river

flows in the Murray-Darling

basin

Health and PE How to look after your body How to increase body

fat/reduce body fatScience How to measure the

refraction/reflection rays of

light through various prisms

To test the acidity/alkalinity

of different soil types

Business, Enterprise and

Technology

Cooking with solar

technology

How to create a CAD

program for cutting a

variety of templates

Some examples of language features across year levels

Years 79 Years 1012

Foregrounding imperative

verbs- to sequence the text

Transfer, Measure Calibrate, Extend, Align

Foregrounding

circumstances

- to sequence the text

Of manner:

Carefully stir in; Quickly

Accompaniment (with what,

with, whom):

With sterile instruments;

With the level raisedTopic noun groups and

nominalisation- to organise text

The most efficient oven Reflection, absorption,

insulation

Passive voice Is measured Is estimated; are removed

Relational verbs- to show relationship

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

demonstrates

Modality- to express certainty, usuality and

frequency

Usually, definitely Must be achieved;

frequently

Procedure Template

TitleIntroduction


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- Begin with a statement

about the outcome that will

be achieved by following a

number of steps.

Materials or

equipment

- List the materials or

equipment that is needed (if

necessary).

Step-by-stepinstructions

- Present the steps involved

in a logical order. Include

sub-headings or number

each step.

Concluding statement- If applicable to the task

Diagrams and

illustrations- Include these where

appropriate in the text.


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EXAMPLE OF PROCEDURALTEXT

The TASK: Show that you understandthe process involved in making a linoprint. List the materials you would use

and include a copy of your finishedprint as an example.

How to Create a Lino Print

Materials Lino

carbon paper

lino cutting tools

print roller (brayer) printing ink, (use water based ink

for health and safety)

paper for printing spoon cleaning cloths

Procedure

1.Drawa design onto paper. Keepthe design simple so that lines and

patterns can be easily cut out usinglino tools.

2.Copyyour design onto the lino or

trace it using carbon paper.

3.Cut away all the areas that youwant to remain white in the print.

You can create many different

Nominalisation

Noun group

Foregroundingimperative

verbs

Circumstance


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textures using the various blades of

the lino cutting tools.

4.

Roll ink on to the lino with thebrayer. Make sure that the coatingof ink is even but not too thick.

5.Choose a piece of paper which islarger than the lino block. Centrethe paper on top of the block and

smooth it down with your hand or a

clean roller.

6.Rub the paper with the back of a

spoon to transfer the ink. Lift up acorner to check that the ink is

transferring correctly.

7.Pull the print off the block andleave it to dry on a drying rack.

8.If you are happy with the print, ink

up the lino block and print it again.

Otherwise, clean the block and cutaway some more lino.

9.

After finishing the task, clean upand leave the studio tidy.

Noun group

Relational verb


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RECOUNT


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Recount

What is recount writing?

Recounts are used to relate experiences or retell events for the purpose of informing,

entertaining or reflecting. Recounts can be personal, factual or imaginative.

Recount type Description

Personal recount Retelling an activity that the writer has been personally

involved in and may be used to build the relationship

between the writer and the reader e.g. anecdote, diary

journal, personal letter

Factual recount Reporting the particulars of an incident by reconstructing

factual information e.g. police reconstruction of an accident,

historical recount, biographical and autobiographical

recounts.

Imaginative recount Applying factual knowledge to an imaginary role in order to

interpret and recount events e.g. A Day in the Life of a Roman

Slave, How I Discovered Radium

Procedural recount Recording the steps in an investigation or experiment and

thereby providing the basis for reported results or findings.

Literary recount To retell a series of events for the purpose of entertaining.

What do students need to know about recount writing?

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

AudienceFor whom am I writing? E.g. my teacher, peers

IdentityWho am I writing as? E.g. an authority/expert

AttitudeHow will I make my audience feel? E.g. informed, happy, sad

Recounts across year levels and subjects

Examples Years 7-9 Years 10-12

Sample learning area and

possible topics

Recounts dealing with historical

events and procedures

Recounts dealing with national

and international concerns

requiring technical, political and

social science knowledge

Studies of Society and

Environment

Explorers Natural resources

History Post cards from the Silk Road Letters from WW2

Science Ecosystems Sustainability

English Literary recount based on a real

life event

Biographical recount of a

significant Australian public figure


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Years 7-9 Years 10-12

Connectives

to organise text

After five long days;

during this time

At this moment; as a consequence;

following her graduation

Noun groups The fragrant aroma of

spices; the fragile rivercommunity; the

unrivalled Olympic Games

opening.

The stench of decaying bodies; the

gradual reduction of greenhousegases; his generous and ongoing

donations to the Australian War

Museum.

Relational verbs

to show relationship

Had been, comprised,

represented,

encompassed

Possessed, symbolised, represents,

is equal to

Verbs

action and mental

Journeyed, recycled,

remembered, discovered,

show-cased

Contemplated, hoping, develop,

designed, deliberated, impacted

upon.

Evaluative language Exotic selection of spices;

an absolute travesty

Unwavering dedication to; This

hell hole of a place; has proven to

be an environmental catastrophe

Nominalisations Arrival, conservation,

research

Desperation, development,

prominence

Circumstances Of place, time or cause:

out of direct sunlight;

once the ban was lifted;due to engine failure

Of accompaniment: (with whom

and manner) crept furtively; with a

view to consistency; in the companyof her colleagues

Modality

to express certainty,

usuality, frequency

Typically, certainly

perhaps, would

Frequently, would, absolutely

Foregrounding

of human and non human

participants at the

beginning of sentences

and paragraphs

The next stage of the

journey; The Opening

Ceremony of the Sydney

Olympics

Opening your letters; The final stage

of this development;

Cecilia May Gibbs


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Recount Template

Topic:

Setting/Orientation: Who? Where? When? What? Why?

Events in Time order

Event 1

Event 2

Event 3

Event 4

Re-Orientation/Concluding Statement or Ending


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EXAMPLE OF A RECOUNTMay Gibbs

Cecilia May Gibbs or Mamie as shewas sometimes called was born inEngland on 17thJanuary, 1877. Whenshe was four years oldher familymigrated to Australia.

Mays interest in art was obvious from

an early age. Her parentsencouragedher to attend school atthe Art Gallery of Western Australia.

Later,when May was twenty three herparents sent her to London for art

classes.

During the next nine years May visited

London three times. On her third visitMay took along some manuscripts forchildrens books but they were

rejected because publishers said theywere more suitable for Australian

children. She returned to Australia in

1913 where she illustrated a series ofchildrens books.

By 1918 May Gibbs was famous for her

beautifulwatercolour pictures ofgumnuts and gum blossoms, whichculminated in The Tales of Snuggle-

pot and Cuddle-pie. This childrens

book was an immediate success.

Circumstancesof time

Orientation

Provide thereader with

background

information

Nominalisation

Verb UseNoun group

Timeconnective

Sequence ofeventsTypically ordered

chronologically

Circumstanceof purpose

Evaluativelanguage


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May married in 1919 and lived in herhome Nutcote on the shores of

Sydney Harbour, where she gained

inspiration from her natural bushgarden.

She published two childrens comicstripsand aseries of short stories. One

of the comic strips gained popularitynationwide.

May continued to draw cartoons untilshe was ninety years old. Through alove of the Australian bush, which was

displayed in her artwork and stories,she has encouraged young

Australians to care for their naturalenvironment.

May Gibbs left a legacy to all young

Australians. Even today children enjoyreading the stories and looking at the

illustrations of the uniqueGum Nutcharacters.

Evaluativelanguage

Re- OrientationRounds off the

sequence of

events. This may

take the form of

a summary

statement/ an

evaluative

comment/ areturn to the

starting point.

Foregroundinghuman element

Noun groups

Nominalisation


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INFORMATION


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Information report

What is an information report?

An information report is a factual text, which means it provides information about

something. An information report is used as a way to gain a better understanding about a

living or non-living subject. An information report:

Uses facts to explain something

Gives details about a topic

Does not contain personal views

Is usually written, but can also be presented orally (spoken).

An information report may be taxonomicor descriptive.

Taxonomicwill answer the question What kinds?

Descriptivewill answer the questions What about?

Examples of information reports

Newspaper articles

Animals

Environment

Biographies


Students need to develop an understanding of how different audiencesand purposes of

informational reports determine the language choices they make. The language in

information report is influenced by:

PurposeWhat do I want my writing to achieve? E.g. to inform; engage the

audience, provide specific information about a topic of interest

AudienceFor whom am I writing? E.g. teacher, my peers, a group

IdentityWho am I writing as? E.g. an authority/expert


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Information reports across year levels and subjects


Possible learning areas and

topics

Information reports across

the areas of Science, History

and the Arts

Detailed and specific

information relating to a

topic of interest

Science Lifecycle of an ant/frog Chemical reactionsHASS Explore a concept from the

Viking era

Effects of World War I

Arts Historical biography of a

famous artist

Practitioner's statement

(evaluation)


Years 79 Years 10 - 12

Connectives Firstly, Secondly, One

reason, Another factor, In

addition, Overall

One of the features of,

Subsequently, Furthermore,

Additionally

Foregrounded phrases Because of this; Due to

mining; With more tourists;

Based on this part

Because of the law of

conservation and energy

Reference items This and thatThis was

important because; To add

to that; Rocks couldcollapseSome people

donttake this matter

seriously

The language used in this

chapter; A particularly apt

example; Such wordusage

Nominalisations Invention, precipitation,

impact, consequences,

notion, voice

Condition, influence,

techniques, awareness,

motivation


frequency

Usually, definitely Must be achieved,

frequently


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Information Report Template

Title

Introduction

- What the text is going to be

abouta short description of

the subjectcan include a

definition.

Body of the report

-Each paragraph begins with

a topic sentence which

previews the information in

the rest of the paragraph.

- Sentences after provide

more detail.

- Each paragraph provides

information about one

feature of the subject.

Paragraph 1

Paragraph 2

Paragraph 3

Concluding paragraph

- Summarise what has been

mentioned in the report.


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Biography Template

Title

Orientation

- Full name, where they were

born/lived and what they

were famous for.

Body of the report

-Paragraphs that describe

important events

-Their impact

- Others involved

- Years and places

Paragraph 1

Paragraph 2

Paragraph 3

Re-orientation

- Re-state what they were

famous for and their

contribution to society, i.e.

what makes them

memorable/special?


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Newspaper Report Template

HeadlineTitle

Diagram/Picture

By-lineWriters name

Caption

The lead

-Summary of the most

important information, i.e.

who, what, where, when

and how.

Body of the report Most important point

Next most important point

Next most important point

Least important point

Conclusion (if

applicable)


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EXAMPLE OF AN INFORMATIONREPORT

Butterflies are insects. With their almostendless variety of colours, shapes andsizes they are amongst the most

beautiful and easily recognised ofinsects.

Like all insectsthey dont have bones

but they do have a light skeletoncovering the outside of their bodies,the divisionof which is in three parts: a

head, a thorax and an abdomen.They have six legs, two antennae, and

two eyes made up of lots smallereyes. They breathe through small

holes in their sides.

Butterflies have four large wings: apair in the front and a pair of back

wings. These are generally brightlycoloured and have different patterns

on the top and the underneath.

Althoughtheyrestwith their wingsfolded up, butterflies often spreadtheir wings to warm-up in the sun.

All butterfliesfeed by drinking through

a straw-like tube called a proboscis,which is coiled when not in use. Theproboscis is the elongated part of themouth

GeneralClassification Foreground phrases

Written in thethird person

Comparison

Reference item

Nominalisation

Topic Sentence

ConnectivesAction verbs

Modality

Written in past

tense

Factual andprecise

adjectives

Specialisedvocabulary

Reference item


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EXAMPLE OF A NEWSPAPERREPORT

Wren Rescues RingtailOllie Jones in Brisbane

Twelve year old student, Jilly Wrenclimbed 30 feet to rescue a Ring-tailed

Possum today.

Tree loppers had been removing trees

at West Bank School to create a newconcrete play area. During morningtea, students spied the possum peering

out from a lopped hollow branch.

Jilly just shimmied way up the tree with

her school bag and came down with a

little possum thumping around inside it,

said school mate, Jack Komninos.

Principal, Ms Anne Watson, alertedNational Parks and Wild Life. With the

help of the tree loppers, the wild life

officers rescued six more ring-tailedpossums from hollows in trees lopped for

felling.

All the possums are reported to be in

good condition and are being cared

for at the Brisbane Forest Park. A

suggested plan to relocate the possumsin the school environs will involve

refashioning of the hollowed tree trunks

Reference item

Foregroundingphrase


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as part of an environmental sculpture

project.

Mr Harry Bean, who was on playgroundduty when Jilly Wren climbed the tree,fainted and is receiving medical

attention for concussionand stress.Jilly Wren used a coconut tree climbingtechnique known as the frog to rescue

the possum.

The young heroine was unavailable forinterview. According to Jack Komninos,Jilly was on detention for being in a

strictly out of bounds area.

Nominalisation


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NARRATIVE


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Narrative

What is narrative writing?

Narrative writing is about telling a story in an entertaining way. It is designed to tell a story,

provide entertainment or make an audience think about an issue, teach the reader a lesson

or excite their emotions. A narrative follows a specific structure, including orientation,complication, resolution, evaluation/reflection and coda. These will be explained in the

template provided.


PurposeWhat do I want my writing to do/achieve? e.g. tell a story in an

entertaining way.

AudienceFor whom am I writing? E.g. my teacher, peers

IdentityWho am I writing as? E.g. an actor/observer

AttitudeHow will I make my audience feel? E.g. happy, sad, intrigued, confused,

bewildered, amazed

Narratives across year levels in English


English Composes texts where

characterization emerges through

descriptions, actions, speech,thought and feeling; begins to use

optional stages of reflection,

evaluation and flashback.

Composes texts where

characterization emerges through

descriptions, actions, speech,thought and feeling; begins to use

optional stages of reflection,

evaluation and flashback.



Connectives Firstly, secondly, therefore, for

example

One of the features of, the most

significant feature ofNominalisations Adaptation, invention Approach, condition, evidence, influence,

techniques

Verbs Reinforce, attach, exchange,

capture, consider

Conserve, isolate, manipulate, eliminate,

illustrate

Passive voice Too much money is being spent The terrain of the Kokoda Track within

this film; The variables that were

constant;

Evaluative

language

Attractive, enjoyable to be

around, accomplished, awful,mean, politely, lovingly, efficient

Shiver of hope runs down my spine,

regret; unbearable pain; satisfaction anddelight; facts excluded; percent of the

time


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Narrative Template

Brainstorming

Title

- Name of the story

Orientation

- Who or what is involved

- When and where the story is set

Complication (problem)

- The usual life of characters is interrupted,

which adds tension and makes the story

interesting.

Series of events

- Events that occur because of the

complication.

- Rising tension leading to a climax (high

point/major drama).

Resolution

- The complication is sorted out or the

problem is solved.

Coda

- The narrator includes a coda if there is a

moral or message to be learned from thestory.


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EXAMPLE OF A NARRATIVEThe Golden Eggs

One day a farmer went to the nest ofhis goose to see if she had laid an

egg. To his surprise, he found, insteadof an ordinary goose egg, an egg of

solid gold.What a fine goose! he cried. I can

sell this egg for a good deal ofmoney.

Every morning after that, the farmerfound another golden egg in the nest.

Every day he sold the golden egg. Hewas slowly growing rich.

As the farmer grew rich, he grew

greedy. One day hesaidto himself,My goose laysjust one golden egg

each day. No doubt therearemanymore inside her! And he had no rest

until he had killed the goose.

When he looked inside the bird, therewere no golden eggs at all! It was just

the same as any other goose.Oh my, oh my! said the farmer.

Why was I so greedy? Now I shall be

poor again. I have killed the goosethat laid the golden eggs!

Orientation Setting

Time & place

Who

Character/s

Complication Series of

events

Problems

Conflicts

PassiveVoice

Connective

Nominalisation

Verb use

EvaluativeLanguage

ResolutionSolution to

thecomplication


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EXPLANATION


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Explanation

What is explanation writing?

Explanation texts are factual genres used across all curriculum areas to explain the

sequence, cause or theoretical understanding of a phenomenon or event. The purpose of

an explanation is to provide logical, time related information to explain and describe eventshappening in our world.

As a genre, explanations detail and logically describe the stages in a natural (e.g. the water

cycle), social (e.g. making a law) or technological (e.g. brick making) phenomenon of our

world.

Common Explanations Description

Sequential Details the stages in an event e.g.;from apple blossom to

fruit; the life cycle of a frog; oil production

Causal Details what causes the change from one stage to the next

e.g.; how digestion happens; why tsunamis occur.

Theoretical Details the possible phenomena behind a natural/created

process that is not fully understood. E.g. The El Nino effect.

Factorial and consequential Explain effects and outcomes of processes and are more

commonly used in upper primary and secondary contexts.

What do students need to know about explanation writing?

PurposeWhat I want my writing to achieve e.g. give clear sequential detail; give

clear cause for phenomenon

AudienceWho am I writing to e.g. teacher, my peers, those who dont know the

explanation

IdentityWho I am writing as e.g. a student, a business person, a research/theorist

AttitudeHow I need to make the audience feel e.g. confident in their

understanding of the sequence/stages of a process


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Explanation texts across year levels and subjects


Possible learning

areas and topics

Casual explanation related

to a more specialised

topic/system

Causal and theoretical

explanations requiring technical

and science knowledge

SOSE Oil production Wine makingHealth and PE Building voluntary muscle

fibres through exercise

The effects of illicit substances on

the brain

Science Respiration El Nio southern oscillation effect

Mathematics Explain how maths was used

to build the Pyramids

Pythagorean theorem

Business, Enterprise

and Technology

How MDF board is produced Explain the Ponzi system (pyramid

selling)



Topic noun groupsto organise text

Muscle fibre strength A combination of pacific ocean

currents and movement of air

masses

Relational verbs

to show relationship

Creates Leads to, results in

Action verbs Separate Masticate

Passive voice is condensed; is absorbed Is believed to be

Nominalisations Precipitation,

metamorphosis

Metabolism

Causal languageto show cause and effect

between parts

Leads to Resulting in, as a consequence

Circumstances Of cause; due to suns heat Of accompaniment (with what):

with increased moistureModalityto express certainty,

usuality, frequency

Typically Frequently

Foregroundingof non-human or general

participants at the

beginning of sentences and

paragraphs

Circumstances of cause: as a

result of offshore drilling

Non-finite phrases: having

developed legs

Circumstances of cause: due to

increased muscle mass

Abstractions: Oscillation


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Explanation Template

Title:

Introduction:General statement about the topic

- Definition or a question.

- A brief description.

ExplanationSeries of statements written in

sequential order to explain.

How something works. What it is used for?

What each part does?

How the parts work

together?

How to use it?

OR

Why something happens.

How and why it starts

What happens next,

why?

What happens after

that, why?

What happens finally,

why?

Conclusion

- A summary or recommendation

A general comment about use or

history.


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EXAMPLE OF AN EXPLANATIONHow to Fly a Kite

A kite is a flying object that is heavierthan air.

A kite consistsof a frame, a skincoveringthe frame and a long string

that is held by the user.

A kite becomes airbornewhen thewind pressure between the kite andthe ground liftsthe structure into the

air. The tilt of the plane surface of thekite causes a lesser air pressure to

occur behind the kites upper surface

than the pressure created by the wind

on the under-surface.

Kites have been used as signals,

experimental instruments in

atmospheric measurementand as

play objects dating back many

thousands of years.

Topic noun group

Components/PartsWhy it works.

Describe the

components of the

thing or process.

DefinitionStates what

the thing orprocess is

Foregrounding

Relationalverbs

Circumstance

Causal languageAction verbs

OperationHow it works

Cause and

effect

described

Nominalisation

Passive Voice

ConclusionWhere and

what it can

be used for.


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REVIEW


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Reviews

What is review writing?

Review writingis a factual genre that involves both summarising and critically evaluatinga

text or performance, exhibit or other subject. Explicit teaching of the review genre is

required in schools to move students beyond just simply summarising a text and concludingwith a personal statement.

Successful review writing involves higher order thinking skillsto appraisea subject

criticallyand present a fair, informed and reasoned evaluation of the elements involved,

concluding with a personal judgement.

Examples of review texts

Book and film reviews

Review of a performance(e.g. a play, a musical performance, a sporting activity)

Review of a product, object or service(e.g. video game, website, artwork, a new car,

a tourist destination, restaurant)


Students need to understand the purposeand structure of a review and the language

features used.

Languageis influenced by both the content and intended audience

Who is theaudience? E.g. students, teachers, moderators, newspaper, academic journal

Identity the writer adoptsWho am I writing as? E.g. student, performer, expert

Attitudepositive, negative, or mixedto the topic - e.g. are they being fair and

reasoned, and therefore reliable?


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Review writing across year levels and subjects


Sample learning

areas and topics

Review includes a more

detailed analysis of themes and

strengths and weaknesses

Review summarises and

critically evaluates a subject to

present a fair and reasoned

evaluation and personaljudgement informed from

various referenced sources

English Boy Overboard by Morris

Gleitzman

Oodgeroo Noonuccals poetry

The Arts A state ballet company

performance

Aboriginal Pupanya dot painting

exhibition



Tense Present tense is used for book, film, radio, television, consumer

and product reviews.

Past tense is used for specific, past performance reviews e.g. a self

review of a single performance that occurred in the past.

Subject specific

vocabulary- showing increasing

technicality

Plot, character, theme, script,

special effects, animate,

dialogue, portray

Characterises, genre, suspense,

musicality, articulate, phrasing,

dynamics, ornamentation,interpret

Noun groups and

nominalisation- from verbs and

adjectives

The winning abstract portrait;

characters so young and

vulnerable; the enduring

message in the film; portrayal;

animation

A performance of stunning

impact, characterisation,

interpretation, precision,

musicality

Mental verbs- to reveal opinion or

belief

Believe, recommend,

appreciate

Influence, engages, engagement

Conjunctions In contrast, not onlybut also Whilst, likewise, throughout

Attitude- judgment of people and

their behaviour

Skilled performers Highly creative director

Attitude- appreciation of

text/performance

Exciting read; gripping tale Heart warming story; delicate

interpretation; skilled

brushstrokes

Attitude-Affect (reviewers feelings

and emotions)

Enthralled Deeply moved


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Book Review Template

Title

Introduction

- Name the author/illustrator,literary genre and title. Include

a summary sentence about the

main character and a brief

statement about the reviewers

opinion of the text.

Main body

-Summarises the plot and tells

some of the events, but does

not reveal the ending.

- Identifies strengths

- Generally up to teacher

discretion about what points

are to be addressed. E.g.

theme, characterisation, plot

development etc.

Conclusion

-Concludes with a personal

judgement or evaluation of the

text. Gives a recommendation.


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Film Review Template

Title

Introduction

- Includes a lead-in sentence to

state the topic and capture

interest. Continues with

relevant background

information and a summary of

the topic.

Main body

-Gives a social, historical and

cultural context of the story.

- Names actors and the

characters they play and

provides an elaboration of the

plot.

- Expresses an opinion about

the acting skills, scenery and

screenplay. (Teacher

discretion here)


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Conclusion

- Concludes with a personal

judgement or evaluation of the

film. Gives a recommendation.


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EXAMPLE OF A REVIEWAndrew Marriners recording of

Webers Concertino for Clarinet and

Orchestra.

Andrew Marriners recording of

Webers Concertino for Clarinet and

Orchestrais brilliant. Not only doesMarriner handle a technically

challenging piece with grace and

ease, but he also incorporates a

great deal of musicality and emotionthrough his expressive dynamic

variations, whilst maintaining a clear

tone throughout. The orchestra alsoplays with accuracy and a widedynamic range, adding interest to

the recording. The overall

combination is a performance ofstunning impact.

The concertino is a challenging piecetechnically; it contains many fast

passages and difficult semi-quaverruns. Marriner successfully tackles thefast passages with such accuracy in

both the notes and rhythmthat hemakes them sound easy. Likewise, hehandles the semi-quaver runs with

speed and flair.

As well asmastering the technicalside of the piece, Marriner also

incorporates a great deal ofmusicality. In the opening of the

Noun groups

Present tense

AttitudeAppreciation of

performance

IntroductionNames performer

and musical

composition.

Summarizes main

evaluation

criteria

considered and

provides brief

supportiveexamples of the

areas to be

elaborated upon

in the main body

of the review.

Clear statement

of reviewers

opinion.

Subject specificvocabulary

AttitudeJudgment of

performanceConjunction toorganize text

Main Bodynalysis and

ppraisal of

rst criterion

with

laboration/

upporting

vidence forpinion


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introduction movement, an in a

slower section later in their piece,

mariner creates an air of drama and

suspense through his use of dynamics,and most notably his very gradualcrescendos. Marriners accurate pitch

and clear, expressive tone help tokeep the suspense.

In contrastto the mysterious air ofsuspense of the introduction and

slowed section, the piece alsocontains sections that are sprightlyand cheerful. Marrinerswitches easily

between the contrasting sections ofthe piece and creates a very bright

mood for these sections, through hislively choice of tempo, crisp

articulationand accents uponappropriate notes. Overall this helpsto keep a sense of momentum andhence a feeling of brightness.

There is a high level ofcommunication between soloist and

orchestra, and the orchestra supports

Marriner well, laying a solid foundationfor him to demonstrate his virtuosicskills. The orchestra sets the mood in

the introduction, opening on a loudand striking chord to grab theaudiences attention, then dropping

to a low dynamic and gradually

building to create an air of suspense

and mystiquein preparationfor the

Analysis of

second

criterion with

elaboration/

supporting

evidence for

opinion

Nominalisation

Conjunctionsto organize

text

Noun groups

AttitudeJudgment of

performer

Conjunctionsto organize

text

Nominalisations

Further

elaboration/

supportingevidence for

second

criterion.

Analysis and

appraisal of

third criterion

with

elaboration/

supporting

evidence for

opinion.


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clarinet entry. Throughout the piece,the orchestras dynamics supportMarriners in places, and add interest

in others.

The combination of all these elements

is a performance of sheer brilliance.Marriner not only handles the difficult

piece with technical precision, butalso incorporates musicality and

emotion into the music through his

heavily expressive dynamics,articulation and tone. Marriner is wellsupported by the orchestra, which

also plays with musicality anddynamic contrast. There is a high level

of communication between soloistand orchestra, and the changes of

section and mood all come acrosssmoothly. Overall, this is a recording of

outstanding virtuosic skill andsensitivity.

ConclusionRestates

overall

opinion.

Summarizeskey points

supported by

concise

examples that

have been

elaborated

upon above.


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PERSUASIVE


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Persuasive

What is persuasive writing?

Persuasive writingintends to convince the reader of a stated opinion or belief. Persuasive

writing has three main genres:

Argument/Analytical argumentAnalytical expositions provide one line of reasoning. They author presents one

interpretation of an issue and uses supporting material to convince others of their

point of view. The thesis that is put forward it built up throughout the text.

Discussion

Discussions present two or more perspectives on an issue and can conclude with a

recommendation or prediction.

Hortatory

Hortatory expositions present one point of view on an issue and seek to make theaudience act. Often these texts are very emotive.

Examples of persuasive texts

Television

Newspapers

Magazines

Debates

Social media Radio


To effectively use persuasive texts, students need to know about:

Text structureThe statement of position, reasons and examples to elaborate their

position and a conclusion re-stating their position

LanguageHow it is used to structure a text, and the language used to persuade theaudience

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

AudienceWho am I writing to? E.g. teacher, other students, the principal

AttitudeHow do I want/need to make them feel? E.g. concerned


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Persuasive texts across year levels and subjects


Sample learning areas and

topics

Argument/discussion

related to an issue of

concern requiring a broader

community or technicalknowledge

Argument/discussion

dealing with National and

International concerns

requiring technical, political,and social science

knowledge

HASS Smoking should not be

allowed in the street

Australia would be better off

as a Republic

Health and PE Sport should be compulsory

in the school curriculum

Governments should not set

up safe injection rooms

Science The impact of domestic

waste on our country

A reduction in energy use

will reduce our impact on

climate change

Media, Technology studies The technology at our

school is out of date

Is Face Book a dangerous

innovation?



Conjunctions

- to organise text

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

On the other handCausal language- to show cause and effect between

ideas

Leads to Resulting in

Attitude- judgement, appreciation, emotion

Important Essential, critical

Evaluative language- to express opinions

Hazardous landfill Contaminating the soil;

rubbish that is an eyesore;

pristine beaches;

environmental catastrophe


frequency

Perhaps, definitely Can be achieved

Mental verbs- to reveal opinion or belief

The community believe Scientists have discovered

Noun groups and

nominalisations

Safe injection rooms; a

number of reasons

Catastrophic consequences;

climate change; carbon-

dioxide


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Analytical Argument Template

Title

Position

statement/introduction

- The position the writer is taking,background information and a

preview of the reasons is

presented

Arguments

- Reasons are given and

elaborated on to strengthen the

argument

- The elaboration may include

statistics, quotes, evidence and

examples to support each reason

Argumenttopic sentence Evidence/examples


Argumenttopic sentence Evident/examples

Conclusion

- Summarises the position

presented and may give a

concluding recommendation or a

prediction. Usually includes a

recommendation for action.


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Discussion Template

Title

Position


- Introduces the issue andpreviews both sides of the

issues. Background information

may also be included.

Arguments for and

against

- Give reasons for each side.

Each reason to be covered is

presented and then

strengthened by elaboration.

Argument for Evidence/examples

Argument for Evidence/examples

Argument against Evidence/examples

Argument against Evidence/examples

Conclusion

- Summarises arguments

presented and may give aconcluding recommendation or

a prediction. Usually included a

recommendation for action.


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Hortatory Template

Title

Position


- The position the writer istaking, background information

and a preview of the reasons is

presented.

Arguments Argumenttopic sentence Evidence/examples



Opposing viewpoint Opposing argument Dispute opinion

Conclusion

- Summarise main points and

reiterate the main

argument/thesisa statementabout how people should act in

the future is sometimes

included.


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EXAMPLE OF AN EXPOSITIONFast Food and Progress

The local community is dividedoverthe proposal to build a fast-foodoutlet, belonging to one of the worlds

largest food chains, in the area. Manypeople believe support of theproposal will provide benefits to thearea while others consider it would be

detrimental to the town. Should theproposal be denied?

Firstly, the outlet will bringopportunities for part time

employmentfor many of the youngpeople in the area. Currently,

employment opportunities in the local

area are limited.

Secondly, is that the establishment of

the outlet will provide a much-needed service for the community.

With only one fish and chip and pizza

shop there are limited choices of fast

food in the local area.

On the other hand, the fast foodoutlet will alter the quiet atmosphere

of the area because it will encouragepeople to travel from further afield to

buy the widely advertised andpopular fast food.

OpeningstatementIdentification

of issueAttitude

towards subject

Mental verb

Nominalisation

Evaluativelanguage

Conjunction

Causal language


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Another point to be considered is thevisual pollution the outlet will create

with its large neon signs and huge

advertising hoardings. The communityis renowned for its conservation of theenvironment. Allowing the outlet to

open up in the area could signal thebeginning of the end of the natural

surroundings.

After considering both sides of the

argument, it is my opinion that theproposal to build a fast-food storeshould be supported. A fastfood

store would be an asset to the localarea, as it will provide employment for

the local residents as well asencouraging people outside the area

to visit and perhaps generate morespending in the other stores. The visual

pollutionis not a relevant issuebecause all the other shops in the

area have advertising signs of some

description. The local council can alsoenforce restrictions on the size andtype of hoarding used.

Noun groups

Modality

Nominalisation

Conclusion

Includingconsideration

of arguments

and writers

stance on the

issue.


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EXAMPLE OF A DISCUSSIONShould mobile phones be

banned in schools?

In the last few years there has been anexplosionin the use of newcommunications technologies,

including mobile phones; it is estimatedthat over 70% of young people aged

10-14 now own one. Considerable

debate has taken place in the pressrecently as to whether pupils should beallowed to take their mobile phones

into school.

No one can deny the positive benefitsof children communicating freely with

each other, and pupils argue that using

a mobile phone to talk or text messagetheir friends is simply one way of doingthis, using new technology.Many

parents are in favour too, and like the

reassurance of knowing their child can

be safer and more independent if they

have a mobile phone, since they can

contact them at any time if necessary.They cite the potential risks faced by

some children travelling alone.

However, schools point out that

carrying a mobile could in itself make achild more vulnerable to theft or

mugging, both on the street and even

in the playground. Police figures confirm

Emotive

language

to

emphasize

point

Passiveconstruction

Complex

sentence

using

connectives


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that a high proportion of crimes

committed against young people

involve thefts of mobile phones. Schools

are concerned, moreover, that allowingpupils to bring their mobiles to schoolcould create a competitive

atmosphere among children and resultin some children feeling left out and

unvalued. In addition that claim thatpupils education would be affected by

the distraction of phones ringing in

class.

Some doctors fear that children using

mobiles could suffer long-term braindamage. Until this is disproved, it would

seen that schools might best protecttheir pupils from this and other problems

by making them leave their mobilephones at home.

Connectives

Connective

phrase showing a

logical relationshipbetween the two

sentences


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EXAMPLE OF HORTATORYEXPOSITION TEXT

Television in Daily Life

Televisionis a popular form ofcommunicationmedium in anyhousehold. It has also become an

important part in our daily life. Itcannot be denied that television from

which we get informationand

entertainment, has contributed to theimprovement of our society. But, onthe contrary, I think television tends to

have a tremendous influence on its

viewers.

Instead of its advantages, the

presence of television also negatively

affects our society. First, based on therecent research, people of all agesuse this media to entertain themselves

for an average of five hours a day.The content exposure of TV, of course,

will influence the viewers, not only

their thinking but also attitudes.This

can be seen from the fact that manycriminalities are inspired from the

scene of TV. Secondly, people can be

adversely influenced by constantlywatching TV. They participate less in

physical and social activities, spendless time reading and working, and

see a work of violence that can affect

their feeling of security. The last,

Nominalisation

Evaluative language

AttitudePersonalopinion

Conjunction

Causal language

Modality


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commercial advertisementson TVcan be a kind of brain washing.

Physiologically, the constant show of

advertisements will create peoplesimages about one product. Nowonder people easily remember the

motto or slogan of an advertisementthan to retrieve information that they

have learned.

It is clear that TV will be a kind of

monster if we cannot manage it well.It is very important for us to handleand manage the presence of

television in order to overcome thenegative effects of television,especially for children and the younggeneration.

Noun group

Mental verb


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REPORT


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Report Writing

What is report writing?

Report texts are the most common factual genres encountered by students across the

curriculum. The purpose of a report is to provide accurate and relevant information.

REPORT WRITING is a genre which intends to classify and describe the natural, cultural and

technological phenomena of our world (e.g. Computers) in contrast to a description which

focuses on one specific thing (e.g. My Computer).

Report Forms

Type Description

Compositional/descriptive

report

Describing and giving information about one type of thing

e.g. human dwellings

Classifying Report Describing and giving information about sub groups within

a class e.g. deciduous and evergreen trees

Comparative Report Describing two or more things by comparing and

contrasting different aspects e.g. 2D and 3D shapes; human

adaptation to different climates

Common reports in upper primary and secondary years include:

Investigate/research report E.g. drug use in sport

Practical/experiment reportand evaluation

E.g.A Science report

What students need to know about report writing?

PurposeWhat do I want my writing to do/achieve? e.g. give clear information

AudienceWho am I writing to? E.g. teacher, other students, the principal

Identity/StanceWho am I writing as? E.g. a zoologist, a research, a student

Attitude

How do I want/need to make them feel? e.g. informed and confident inmy expertise/knowledge


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Reports across year levels and subjects


Possible learning areas

and topics

Compositional/Comparative

report related to a more

specialised topic/system.

Taxonomic report dealing with

national and international

topics requiring technical,

political and social scienceknowledge.

SOSE Ancient civilizations Systems of Government

Health and PE Adolescent Health Issues Illicit substances

Science The solar system Particle Theory

Mathematics Fibonacci numbers Pythagorean theorem

Business, Enterprise

and Technology

Robotics Social Networks



Topic noun groupsto organise text

Complex hormonal changes

in the body

The revolutionary twentieth

century analysis of quasars

Relational verbsto show relationship

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

demonstrates

Action verbs Build, reduce, formulate,

orbit

Inject, measure, collide,

communicate, delineate

Passivevoice Were built, is reduced Are absorbed, is indicated

Nominalisations Development, expansion,

evolution

Networking, hallucination,

frequency, detoxification,

dissemination, lobbyist

Modalityto express certainty, usuality,

frequency, obligation

Usually, perhaps, definitely Can be achieved, frequently,

Circumstances Of cause: due to age, because

of centrifugal force

Accompaniment (with what,

with whom): with sterile

instruments, accompanied by

fellow scientists

Foregroundingof non-human or general

participants at the beginning of

sentences and paragraphs

Circumstances of manner and

case: non-finite phrases e.g.

Building complex cities;

Eradicating STDs.

Circumstances of cause and

accompaniment. Abstractions

e.g. visualization, democracy

and totalitarianism.


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Directed Investigation Report Template

Title

Hypothesis

Introduction

- Introduce all the background

information relevant to the main focus of

the investigation, state the aim of the

investigation and outline the features of

the problem being investigated.

Method

- Explain the methods and materialsused.

Solution

- Complete solutions to all questions.

Results

- Display results effectively.

- Analysis and interpretation of results

Conclusion

- Conclude the investigation, including a

summary of the main results, a

statement of the overall conclusion

(based on aim), evaluation of methods

used (including discussion of what could

be improved next time andrecommendations for further

investigation).


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Scientific Report Template

The Date and title of the

experiment

Date: Title of Experiment:

Aim

Tells the reader what is being investigated.This should begin with To

Hypothesis

This is the possible answer to the problem

being investigated. This should be written in

present tense:

e.g.: oxygen is essential for animals to live.

Materials

List of all materials (equipment and

chemicals) needed to do the experiment.

Method

Describe what you did. It must be in:

- Past tense

e.g., Measured in 10ml of water or 10ml of

water was measured

- Point or numbered form

- Passive voice (what was donerather than

what you did)

e.g., The circuit was set up rather than I setup the circuit

Diagrams

Should be labelled and drawn in pencil.

Results

This is a record of what was observed and/or

measured during the experiment. A table

and/or graph may be used to record these

observations or measurements. This should be

written in past tense.

Discussion

These are specific questions about the

experiment, which may include:

Is the hypothesis supported or disproved?

What problems were encountered?

How could the experiment be improved?

What errors were made

The discussion should be written in past tense.

Conclusion

This is a short statement directly related to the

aim. This should be written in past tense.


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EXAMPLE OF A DIRECTEDINVESTIGATION

Buying a TV

IntroductionIn purchasing a TV it pays to shop

around to get the best deal. Deals

available at retail outlets can varygreatly in the terms that are offered. The

purchasing options of three different

outlets were considered. The first optionwas a TV for $5000, with a 2 year loan at15% interest. The second option was to

pay a deposit on the same model TV

and then take a loan of 15% over 2

years for the balance. The final optionwas to purchase the same model TV for$4500 but over a 3 year loan term with

an interest rate of 14%.

Mathematical report

Option 1

The interest required for a 2 year loanwas calculated to be $1500.

The total cost was $6500 and mymonthly repayments were $270.

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

Total repayments $5000 + $1500 = $6500Monthly repayments $6500 / 24 = $ 270

Foregrounding

Passive

Relational

Verbs


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ConclusionThe comparison of the three deals

involved looking at the monthly

repayments and also the total cost overthe period.

Monthly

repayment

Total cost

Option 1 $270 $6500

Option 2 $243 $6350

Option 3 $181.44 $6532

The best deal in terms of the monthly

repayment was Option 3.Option 3 was $62.31 less than option 2and $88.56 less than Option 1. However

this deal meant the total payment of

$6532 was $182 more expensive thanOption 2 and $682 greater than Option1. The calculations for the most

economical option for the totalpayment showed that Option 2 was the

best. This option was $182 less thanOption 3 and $150 less than Option 1.

The decision for the best overall deal

was Option 2 because it had the lowesttotal payment and the second lowestmonthly repayment.

CircumstanceNominalisation

Nominalisation

oregrounding


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EXAMPLE OF SCIENTIFIC REPORTDissolving Sugar

Aim:

To compare how much sugar willdissolvein hot water and cold water.

Hypothesis:More sugar dissolves in hot water than it

does in cold water.

Materials:

Heatproof mat Beaker

Bunsen burner Tripod

Gauze mat Water

Stirring rod Sugar

Matches Spatula

Method:

1.100 ml of cold water was addedtoa beaker.

2.One spatula of sugar was added tothe water and stirred until it

dissolved.3.More sugar was added and the

mixture stirred continually until nomore could dissolve. The final

amount of sugar which dissolved in

cold water was recorded.4.The mixture of sugar and water was

heated with a Bunsen burner for 4

minutes.

5.More sugar was added and the

mixture stirred continually until no

Action Verb

Passive voice

Relational verb


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more could dissolve. The total

amount of sugar that could be

dissolved was recorded.

Results:

Water Dissolved Sugar (spatulas)

Cold 2

Hot 6

Discussion:

More sugar was dissolved in the hot

water than in the cold water. Athermometer could havebeen used tomeasure the temperature of the water.The amount of sugar could have been

measured more accurately by adding

smaller amount at a time.

Conclusion:Three times as much sugardissolves inhot water as in cold water.

NominalisationForegrounding

Modality

Topic noun group


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GLOSSARY


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Glossary of terms

Word Definition

Active voice The actor (do-er) comes before the verb/process (done to) as thesubject. For example, The dog bit me (active voice) as opposed to I was

bitten by the dog(passive voice)

Adjective Adds extra meaning to nouns.Descriptive adjectives

My house is white. The white house is mine. Demonstrative adjectives

point out particular nouns. That house is mine. Numerative adjectives

indicate how much or how many. Jordan has two sisters. There were a

few drops of rain.

Adverb Adds extra meaning to verbs e.g. He ate slowly. I will eat much later.

Circumstance This tem refers to information that is provided about the context of averb/process (e.g. the where, when, how and why).

Clause A grammatical unit that refers to a happening or state (for example,The netball team won [happening], The cartoon is an animation

[state]).

A clause usually contains a subject and a verb group/phrase (for

example, The team [subject] has played [verb group/phrase] a fantastic

game), which may be accompanied by an object or other complements

(elements that are closely related to the verbfor example, the

match in The team lost thematch) and/or adverbials (for example,

on a rainy night in The team won on a rainy night).

Conjunctions These words provide links within a text. Clauses, sentences andparagraphs may be linked by these kind words. Linking conjunctions

refer to words that are used to join clauses, where the two clauses are

not structurally dependent on each other (e.g. and, but, so). Binding

conjunctions refer to words that are used to join clauses, where one

clause is structurally dependent on the other (e.g. if, because, when).

Connectives Connectives relate ideas to one another to help show the logical of theinformation. Connectives are important resources for creating

cohesion in texts.

Examples:

-to indicate time or sequence: First, Second, Next

-to show cause and effect:As a result, Consequently

-to add information:Also, Besides, Furthermore

-to indicate comparison/contrast:Likewise, Alternatively

-to make conditions/concession:Though, However

-to provide an example/clarification:In fact, For example


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Evaluative language Positive or negative language that judges the worth of something. Itincludes language to express feelings and opinions, to make

judgements about aspects of people such as their behaviour, and to

asses the quality of objects such as literary works.

For example: beautiful, hazardous, pristine, catastrophic, lovely, good,

bad

Foregrounding A way of highlighting important information is to put it at the beginningof clauses, sentences, paragraphs or whole texts. This technique is

called foregrounding.

Examples:

Foregrounding time:After five minutesplace the mixture in the oven

Foregrounding process: Place the mixturein the oven after five

minutes

Foregrounding non-human element: The mixturewas placed in the

oven after five minutes

Foregrounding human participant: We placed the mixture in the ovenafter five minutes

Modality When the creator of a text is making a judgement of probability,usuality, obligation or inclination.

For example:may, might, should, could, must, have to, I think, I

suggest, certain, probable

Nominalisation The process of changing non-noun word forms (verbs, adjectives,conjunctions and modals) into nouns.

Examples:

From verbs: reactreaction, departdeparture

From adjectives:longlength, eagereagerness

From conjunctions:becausereason, andin addition

From modals:mightpossibility, mustobligation

It is a way of making a text more compact and is often a feature of texts

that contain abstract ideas and concepts.

NounThey are the names of people, places, things or feelings. Common

nouns are the names for general people, places, things or feelings e.g.

boy, house, car, anger. They make sense when the words a, an or

the are placed in front of them.

Proper nouns are the names of specific people, places or things and are

always written with a capital letter e.g. Taylor, Benjamin Way,

Belconnen.


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Noun Groups This language feature may also be called the nominal group. It refers tothe group of words that are paced around the main thin/person (noun).

Which

one?

How many

/ much?

What is it

/ are they

like?

What

kind?

Who /

what is

being

talked

about?

Which

one/s more

specifically?

Pointer Numerative Describer Classifier Thing Qualifier

The four Incredibly,

lucky

X-lotto winners chosen this

month.

Passive voice Refers to the organisation of a clause so the done to rather than thedo-er of the action comes first. For example, the car was washed by

the children (passive) as opposed to the children washed the car

(active).

Verb Are being, having or doing words e.g. I am human and I havefeelings, so please run away. Note that the verb can change based on

the tense.

Activity: play, speak, run, telephone, bathe, organise, read, raise, look

at, listen to, refuse, and scratch. The vast majority of verbs are included

in this class and are what we normally understand an 'action' word to

be.

Process: ripen, change, strengthen, grow, deteriorate, become, die, go,

come, and fall. This class of verbs is used to indicate a change from one

state to another.

Sensation: hurt, ache, sting, smart, and itch. This is a small class of

verbs that are used to refer to bodily sensations.

Momentary: knock, beat, tap, nod, hop, and jump. These verbs,

although closely related to the first category, have a shorter duration of

action.Cognition: know, remember, perceive, prefer, want, forget, and

understand. These verbs have less to do with an overt action since they

involve mental or cognitive processes.

Perception: see, smell, feel, taste, and hear. This small class of verbs is

closely linked with verbs of cognition, but centre on the senses rather

than cerebral activity.

Relational: be, consist of, own, have, seem, resemble, appear, sound,

look (good), belong to. This category of verbs is used to connect twoclosely related concepts, usually either through equivalence or

possession.


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BIBLIOGRAPHY


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Bibliography

Department for Education and Children's Services. (2008). Common Genres in Senior

Secondary Schooling.Adelaide: DECS.

Department of Education and Child Development. (2012). Literacy Secretariat Resource

Papers. Retrieved December 19, 2012, from Literacy Secretariat:http://www.decd.sa.gov.au/literacy/pages/Home/Resources/

Department of Education and Child Development. (N.D). Language and Maths. Retrieved

Decemeber 19, 2012, from Literacy Secretariat:

http://www.decd.sa.gov.au/literacy/files/links/mathsdirected_investigatio.pdf

University of London, Institute of Education. (2003).Argument Unit. Retrieved December

19, 2012, from Digitial Education Resource Archive:

http://dera.ioe.ac.uk/4825/7/nls_y6t2exunits075202argue.pdf

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