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.
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
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Term
Meaning
Synthesise
Argue
Criticise
Discuss
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
Justify
Prove
Analyse
Argue
Compare
Contrast
Stress differences.
Discuss
Examine
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
Apply
Illustrate
Interpret
Suggest
Account
For
Examine
Example
Explain
Give the reasons why, and the effects of, with a brief
discussion of facts.
Outline
State
Other verbs:
Apply, calculate,
compile, demonstrate,
solve, infer, use.
Understand
Other verbs:
Describe, interpret,
outline, translate,
restate, understand.
Remember
Trace
Define
Describe
Enumerate
List
Other verbs:
Label, locate, name,
retell, state.
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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
As a result
Otherwise
Alternatively
For instance
Conversely
Consequently
Nevertheless
Nonetheless
Accordingly
Nevertheless
Nonetheless
Accordingly
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Advertisement
Example Advertisement with Persuasive Techniques
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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?
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Analysis Matrix
Topic/Task to be analysed
Main parts / concepts /
ideas / opinions
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Twomey, M.(2002)
Note to Teachers:
When analysing, students can also record their information on
other organisers.
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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
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.
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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
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Completed?
Communication
Criteria
Spelling primarily error-free (no errors in
key terminology)
Acceptable?
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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
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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
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Bibliography Models
PRINT
IN-TEXT REFERENCING
BIBLIOGRAPHY
Book
One author
Book
Two authors
Book
Four plus authors
Book
No known author
Book
Editor/Compiler/Reviser
Allan Lamb had a very mixed tour and (ed. Benaud 1987, p.16)
Encyclopedia :
Multi volume
Author unknown
Encyclopedia:
Single volume / author
Couper (1999, p.32) states that cosmic rays are not a kind of radiation.
Dictionary
Bible
Solomons proverbs from the Bible give good advice to children, saying
(Proverbs 10:1-3).
`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)
IN-TEXT REFERENCING
BIBLIOGRAPHY
Newspaper article
Known author
Newspaper article
Editorial
ELECTRONIC
RESOURCES
IN-TEXT REFERENCING
BIBLIOGRAPHY
Website
Organisation as author
Wikipedia article
Encyclopedia article
Known author
DVD
Television program
Thank God youre here 2007, television program, Channel Ten, Sydney, 8
April.
Personal communication
Permission of the person
referred to is needed.
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3.
4.
5.
6.
7.
A page with 9 boxes will open identifying commonly used print or electronic resources; for example,
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
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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
peoples 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
Place of publication
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:
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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 authors 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).
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Biography..
Is a narrative account of someones 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 persons life
Contains the following generic structure:
FEATURE
Orientation
1st Paragraph
DESCRIPTION
Begin with a catchy opening
statement giving reasons for
the persons fame. Includes
name, date of birth, place
born/lived/raised.
Body
2nd Paragraph
3rd Paragraph
4th Paragraph
Re-orientation
(Conclusion)
5th Paragraph
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.
3.
4.
5.
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BOLTSS
There are six important elements of mapping that should be applied to any map. BOLTSS is
one way of remembering these elements.
BORDER
ORIENTATION
LEGEND OR KEY
TITLE
SCALE
SOURCE
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like, similar, as
same, in the same way, too
both, most important, have in common
the same as, similarly, as well as
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.
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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)
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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
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Go to:
Note taking
Brochures and
You Tube
Pamphlets
Movie Maker
Web 2 Tools
Power Point
Keynote
Surveys
And other
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Body
Paragraph 1 Topic:
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Paragraph 2
Topic:
Paragraph 3
Topic:
Conclusion
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Introduction:
Conclusion:
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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.
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!
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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.
Muscle cell
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Explain
Examples
Links
Sentence which links to your point to your essays 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
Links
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Body Paragraph 3:
Point sentence
Identify for the reader exactly what you will be proving in this
paragraph.
Explain
Explaining sentence.
Examples
Links
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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)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Conclusion (Restate your contention, summarise your main points, link to topic and reach a
conclusion)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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What makes a
strong thesis
statement?
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.
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Evaluation Matrix
Item / Situation / Issue to be Evaluated
Criteria
Issues/information relating
to criteria
Evaluation
1.
2.
3.
Summary of Findings
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OK
Getting
there
Not Good
A Feature Article
Purpose The
Mission of a Feature
Article
Types of Feature
Articles Include:
Steps To Writing A
Feature Article
Structure
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
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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.
Conclusion
Language of Feature
Articles
Don't Forget
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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?
You might want to find out what people are thinking about
whats 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 readers
interest.
The second act of feature writing is the body, which
provides the information in an interesting, logical manner.
This is where youll 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.
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Teacher conferencing and feedback occurs throughout this process, annotations evident on student work.
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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
persons 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.
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Source 1
Source 2
Source 3
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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
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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 narrators 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.
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Narrative - Structure
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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
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HEADLINE
(title of story)
SUMMARY LEAD
(Most important information)
2nd most important information
3rd most important information
Etc.
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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.
PRESENTATION
Conclusion
Cue audience that you will be winding up
Summarize main points (dont 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 dont 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 audiences 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
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Poster
A successful chart will achieve the
purpose and be directed at a
particular audience.
Visuals
Text
Sources
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Procedural Writing
An introductory
statement giving the
aim or goal
A list
A paragraph
This step may be left out in some procedures
A sequence of steps in
the correct order
MODEL
How to Cross the
Road
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spelling error(s)
punctuation error(s)
SS
NP
new paragraph
Exp
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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 7s how our assignment was different...
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Interest
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
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 Hitlers ideal for a superior race.
Ive 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. Im 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
Germans 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
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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
Materials
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..
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Survey Procedure
Plan
Sample
Design
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
Present
Refer to task sheet to present your results in the appropriate format. This could
be written as Power Point or written format.
Hint
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2.
3.
4.
5.
6.
7.
8.
9.
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.
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Written Report
Report Structure
Title Page
Title of Task, Unit, Your Name, Due Date, Teachers Name. May
include a picture that relates to the topic
Contents Page
Introduction
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.
Dont repeat yourself but reflect on what has been said.
Appendices
(For further detail see Appendices Guidelines)
Bibliography
H
I
N
T
S
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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 anybodys 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.
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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 Patricks
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
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