1

Emmaus
College
Genre
Guide
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Paragraph
The Job
of the paragraph is to be a unified piece of writing in which a single idea or topic is developed. It may
stand alone as, for example, the answer to a short response question or it may be part of an extended piece
of prose writing.
Generic Structure
Explanation of each segment of the Model sentences
paragraph

P Point A topic sentence that introduces the
point or central argument to be made
in the paragraph. It may connect with
the linking sentence of the previous
paragraph.
E Explanation In 1-2 sentences in years 8-9 or 2-3
sentences in years 10-12, explain in
more detail the statement made in the
topic sentence. Clarify and expand
on all parts of the topic sentence.
E Evidence Use examples, statistics, quotations
and references to primary and
secondary sources or other evidence
to support and or prove each point.
L Link Linking sentences perform 2 roles: to
link the material of this paragraph
back to the point of your paragraph
and, in the case of an extended piece
of writing, to your thesis or central
argument.
There are some simple
measures that can help
prevent skin cancer.
The suns rays cause most
skin damage between the
hours of 10am and 2pm in So is a cohesive
tie that indicates
Australia so avoiding direct
sunlight between these consequence or
cause and effect
hours could help reduce the
risk of developing skin
cancer.
In addition, Studies In addition is a
conducted by the Australian cohesive tie that
Cancer Council have shown indicates another
that wearing a hat, sleeved piece of evidence to
shirt and sunscreen while in prove my topic
the sun reduces the sentence point
likelihood of contracting
skin cancer by up to 50%
(Australian Cancer Council In text referencing
2003). using Harvard
Staying out of the sun author date system
during the hottest part of
the day and protecting skin
from direct contact with the
suns rays can help prevent
the risk of contracting skin
cancer.

Generic Features
a) Language
formal
vocabulary specific and appropriate to the subject matter
b) Cohesion (Consistency in expression and structure)
Aim to maintain cohesion throughout. This may be done by linking ideas to:
show cause such as if, then, because
show sequence such as firstly, finally
indicate addition such as also, as well as, furthermore, besides
show contrast such as however, nevertheless, on the other hand
express inference such as therefore, consequently, accordingly
indicate viewpoints such as in spite of, with regard to, in view of
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Example paragraph

Question: Why was the flooding of the Nile essential to the development of civilisation in Egypt?

The flooding of the Nile was essential to the development of civilisation in Point: clear central
Egypt for three main reasons. Firstly, the inundation of the Nile brought with argument in response to the
question.
it the black soil necessary for growing crops. This provided the natural Cohesive ties that indicate
fertiliser for the soil, allowing crops to grow in abundance and provide the three reasons mentioned
sufficient food for the large population. Additionally, the inundation served as in the topic sentence
a form of calendar that marked the start of the year. The everyday lives of the E+E1 evidence is explicitly
linked to the explanation and
Egyptians were based around the seasons. When the Nile flooded, the helps to develop the topic
Egyptians built the pyramids or took a break from their usual job. When the sentence
water receded, they re-established their crops. Then, during the periods of very
low rainfall, when the Nile was at its lowest point, the Egyptians harvested E+E2 evidence is explicitly
linked to the explanation and
and stored their crops and held festivals. Finally, the Nile provided a system of helps to develop the topic
transportation for communication. This was important for the unity of the sentence
country that was spread along a narrow strip of land lining the river. Thus, the E+E 3 evidence is explicitly
Nile River and its annual flood was a key component necessary for civilisation linked to the explanation and
helps to develop the topic
to develop in Egypt. sentence

Link back to the point of the

paragraph

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The Essay
The Job
of the essay a to be a piece of extended writing that aims to explain, persuade, analyse and/or
evaluate. In this genre, a point of view, central argument or thesis is supported by logical sub-
arguments and evidence. An essay must have an introduction (CAT), at least three body
paragraphs (PEEEL) and a conclusion (TAG).

Types

Analytical/Expository
Persuasive
NB: Analytical/Expository or Persuasive speeches should follow the same format.
Generic Structure

C Contextualise
A Arguments
T Thesis the overall
message of your
essay
Provide some relevant background or context to the question. It could be related
material or information that places the question into historical or social context.
Preview (dont list) the separate arguments in a very brief manner. Try and
connect similar arguments
State the thesis (1 or 2 sentences) in a manner that links to the arguments you
previewed. It should have an analytical or evaluative tone and provide a
decision/response to the question you have been asked.

P Point
E Explanation
E Elaboration
E Evidence
L Link
The 5 paragraph essay would normally have 3 PEEEL paragraphs that form the
body of the essay
These paragraphs take the main arguments mentioned in the introduction and
explore them in detail
These paragraphs are based on research and in text referencing is expected
unless told otherwise
The information contained in these paragraphs help to prove your thesis
statement or point of view
Either to the following paragraph or back to the point sentence

T Thesis
A Arguments
G General statement
Generic Features
Restate the thesis, perhaps in a slightly different form to that used in the
introduction
Make clear the separate arguments that were presented in the essay, including
the way each point is interrelated and/or linked
End your essay with a final, summarising statement (try
and avoid quotes, they can be very clichd).

a) Language
Analytical essay formal and specialised language relating to the issue
Persuasive essay emotive and persuasive language
b) Cohesion
Aim to maintain cohesion throughout. This may be done by linking ideas to:
show cause such as if, then, because
show sequence such as firstly, finally
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indicate addition such as also, as well as, furthermore, besides
show contrast such as however, nevertheless, on the other hand
express inference such as therefore, consequently, accordingly
indicate viewpoints such as in spite of, with regard to, in view of
Model Humanities Analytical Essay
Topic: Discuss the extent to which Australia is a throw away society in relation to traditional gender roles.
C Provide some relevant background or
Contextualise context to the question.
A Preview the separate arguments in a very
Arguments brief manner.
These are underlined and italicised for you
to see how they are previewed rather than
just listed. The cohesive ties, on the one
hand and on the other hand indicates that
this essay will analyse both sides of the
issue.
T The overall position you have taken on the
Thesis topic. It must link to the arguments you
previewed. It should have an analytical or
evaluative tone and provide a
decision/response to the question you have
been asked.
P Topic sentence as it relates to the arguments
outlined in the introduction and the thesis
Point
statement
E Elaboration
E Explanation
E Evidence
L Link back to topic sentence
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The Macquarie school dictionary defines gender as meaning
the condition of being male or female; role as the expected
or usual part played in life; and tradition as the handing
down of beliefs, customs and stories from one generation to
another. In the latter half of the 20th century Australian
society discarded traditional gender roles, which exemplifies
the extent to which we are a throwaway society. This essay
will examine the implications of discarding these roles and
the degree to which this action has impacted on men, women
and children in Australia today.
On the one hand, changing gender roles has seen some
women struggling to juggle their career, family and home
commitments, while these changes have also led to an
identity crisis for the men who have not adjusted. A loss in
male role models for many children has also resulted. On the
other hand, women have been given more options regarding
their career, family and lifestyle. Likewise, men also have
more options, such as being more involved with their
children and no longer carrying the burden of being the sole
provider.
On the whole however, while Australian society has
generally accepted the changing of gender roles, discarding
them indicates that we are to a large extent a throwaway
society.
The womens movement of the 1970s began an upheaval of
traditional gender roles in Australian society.
What was once considered socially acceptable was discarded in
favour of significant change to womens social roles.
Following the Industrial Revolution 200 years ago, the lifestyle
which consisted of the whole family working together on the land
was lost. This meant that for urban families, males began to work
outside the home, while females stayed at home to tend to
domestic duties and raising children (Bessant & Watts 2002).
Although women have always been in the workforce, it has been
dominated by men, and the realisation that there were other
options for women began to change the dynamics of everyday life
for some Australians (OLincoln n.d).
The roles played by men and women for more than 200 years are
no longer culturally defined nor tied to social expectation.
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Point Topic sentence: Main idea and Many women have benefited from discarding traditional gender roles as the changing of
how it relates to the thesis long held beliefs and expectations offered some release from stifled lifestyles.
statement/topic
E Elaboration The commencement of Feminism in the late 1960s and early 1970s provided women with
choices regarding their lifestyles, careers and family.
E Explanation Furthermore, the introduction of the contraceptive pill in the mid 1970s allowed not only
sexual freedom, but the choice to delay starting a family, thus allowing females better
employment and career opportunities (Poole & Langan-Fox 1997).
E Evidence Todays society shows the benefits of lifestyle and career choices for women through their
increased involvement in the workforce. The Australian Bureau of Statistics (ABSa)
(2004) labour market shows that at May 2004, 56% of women were employed.
E Evidence In addition there is now access to quality child care facilities for those who have small
children. Moreover, increasing social acceptance of working mothers can also make the
transition back to employment a little easier (ed. Healey 2001, p.2). On the whole women
are no longer regarded as property, but as individuals able to choose whether they want
financial independence, family respect or ownership of their own body (Biddulph 2002).
L Link back to topic sentence Discarding traditional female roles has provided many women with the freedom to make
choices about their career, family and lifestyle.

Point Topic sentence: Main idea and However, while some women are thriving, others are struggling to cope with the
how it relates to thesis expectations associated with discarding traditional gender roles.
E Elaboration Australian society seems to expect that most women should contribute by engaging in paid
employment while also keeping house and rearing children, which has led to the
Superwoman Syndrome (Mackay 1999).
E Explanation It has been assumed that partners are now sharing the load when their wife returns to
work; however, surveys have suggested that this is not as wide spread as first thought.
While an Australian study (McMahon 1998) showed that mens domestic duties had
increased from 12.1 to 17.5 hours per week between 1974 and 1992, this is still
significantly short of the female estimate of 34.0 hours per week. This study also
indicated that although mens paid work hours had decreased, womens had increased.
E Evidence In addition, according to Healey (ed. 2001, p. 3), for those women who have chosen a
more traditional lifestyle, some feel that society undervalues their role as mothers, and that
they are not achieving as much as women who return to work after childbirth (Manne
1998).
L Link to topic sentence Until Australian society shows an appreciation for the role of both working women and
stay at home mothers, and recognizes the need to encourage even distribution of household
duties, discarding traditional roles will continue to wear down the women who seemingly
have to do it all.

P Topic sentence: Main idea and Meanwhile, for the men who are willing to embrace the change in social roles,
Point how it relates to thesis advantages both professionally and personally can be achieved.
E Elaboration In addition to the expectation that they are no longer required to be the primary
breadwinner, opportunities are being provided for some to become more involved with
their children.
E Evidence Firstly, some employers are recognising the importance of family-friendly workplaces to
include offering flexible working hours for fathers (ed. Healey 2001, p.7).
E Evidence Secondly, the introduction of parental leave provides the opportunity for fathers to utilize
unpaid leave to care for his new child, while still retaining his position at work (ed.
Healey 2001, p.11).
E Explanation Thus, as society becomes more educated towards the benefits of men spending more
time with their families, some are actively trying to put this into practice (Biddulph
2002; Close 1998). In an address to Australian Women Speak: Inaugural National
Womens Conference 2001, Dr. Michael Flood (2001 n.p.), a teacher in gender and
womens studies at the Australian National University stated:

I do not want to give you the impression that men in general are suffering in the
context of shifting gender relations, because we are not. Many men are
flourishing. We are enjoying having more trusting, respectful and egalitarian

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relationships with our wives and partners, having greater connections with
female and male friends, and being involved fathers to our babies and
children
L Link back to topic sentence
Discarding traditional gender roles from Australian society is providing the men who are
willing to accept and embrace change, with a more family friendly existence while still
making available opportunities for professional development.

P Main idea and how it
Point relates to the thesis
E Elaboration
E Explanation
E Evidence
E Evidence
L Link to topic
sentence
Alternatively, for the men who have not adapted, discarding traditional gender roles has led to
confusion and emotional pain.
At a loss as to how they are to behave, think and where they fit in todays society, these men are
facing an identity crisis with devastating results.
According to Bessant and Watts (2002, p. 203), a lot of men connect work and providing for their
families with who they are as a person; their job is their identity. They see themselves as the
breadwinner of the family, and believe this is what it takes to be a real man. Consequently, as the
numbers of females in the workforce has increased over the past 30 years, and jobs have been harder
to get, some have struggled to retain their identity and feelings of worthiness.
Furthermore, as medical technology provides women with opportunities that once only a man could
provide, some are feeling that society no longer needs them and that maleness is irrelevant (Close
1998).
In addition, the portrayal of masculine inadequacies in some advertising campaigns can further
damage the self-esteem of those already lacking confidence (West 2004).
Discarding traditional gender roles in Australian society has caused pain and suffering for some men
who are suffering for some who are struggling to cope with their identity as a result of this shift in
traditional gender relations.

P Topic sentence: Main idea and Similarly for some Australian children, societies discarding traditional gender roles has left
how it relates to the thesis them with a lack of male role models in their formative years.
Point
E Elaboration As divorce and single-parent families are now commonplace, a number of children are
growing up without a significant role model, which is usually a male.
E Evidence With 52.7% of divorces including children under 18, some children are being reared by only
one parent, which in most cases is the mother (ABSb 2004). Biddulph (2002, p.100) reports
on a study that found following divorce, in over 30 per cent of cases, fathers had no further
contact with their children. Boys in particular, are missing out on important contact with
adult men and in his book Manhood, Biddulph (2002, p. 99) states: The girls learn to be a
woman from mum but boys cannot learn to be a man from mum, however good a mum she
is.
E Explanation The lack of male role models is also an issue in our schools, where the decline of male
teachers has removed some people who could provide valuable role modelling for children.
E Evidence In fact, in primary schools female teachers outnumber the male teachers 83.5% to 16.5%,
while in secondary schools, females outnumber males 55.6% to 44.4% (education.au.limited
2003).
E Explanation Being able to find a comfortable gender identity (Biddulph 2003, p. 50) is a valuable
lesson that needs to be taught to children from respectable and safe mentors within the
community, and so the interaction with male teachers could provide role modelling for those
who are missing out in other areas of their lives.
L Link to topic sentence
Discarding traditional gender roles continues to have a detrimental effect in the lives of
children who have limited access to safe and reliable male role models.

T Restate thesis statement that In conclusion, discarding traditional gender roles from Australian society over the past 30
you have tried to prove years has provided both positive and negative results. Consequently, the degree to which
throughout the essay. It can be these changes have impacted on the men, women and children of Australia is varied and in
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restated in different words as some cases complex.

long as the essence of it does
not change.
A Arguments are summarised
use your linking sentences to
help you summarise these.
G General summarising
statement
On the other hand, changing gender roles has, for some women trying to accommodate
career, family and household duties, increased the pressure already upon them. Likewise, the
identity crisis suffered by some men, along with the lack of reliable and safe role models for
children is having harmful effects in other areas of society. On the other hand, as a result of
discarding traditional gender roles, some women are embracing the choices they now have
in regard to career, lifestyle and family. Similarly, men no longer carry the burden of being
the sole provider, and the relaxing of gender roles has provided positive alternatives to
stereotyped beliefs, especially for those who have coped.
On the whole however, while the majority of Australian society has accepted the changing
of traditional gender roles, and further acknowledges that some have not, discarding them
shows that we are to a large extent a throwaway society.

Reference List

Australian Bureau of Statistics (ABSa) 2011, 6105.0 Australian labour market statistics, viewed 9 August 2011,
http://www.abs.gov.au/ausstats/abs@.nsf

Australian Bureau of Statistics (ABSb) 2011, Australian social trends family and community: national and state
summary tables, viewed 9 August 2004, http://www.abs.gov.au/Ausstats/abs@nsf/

Bessant, J & Watts, R 2002, Sociology Australia, 2nd edn, Allen & Unwin, Crows Nest.

Biddulph, S 2002, Manhood, 3rd edn, Finch Publishing, Sydney.

Biddulph, S 2003, Raising boys, 2nd edn, Finch Publishing, Sydney.

Close, A 1998, Dont let men be misunderstood, Australian Magazine, 5-6 September, p. 45.

education.au.limited 2003, My future, viewed 10 August 2011, http://jobsearch.gov.au/joboutlook/

Flood, M 2001, Mens roles in achieving gender justice, viewed 10 August 2011,
http://www.xyonline.net/Mensrolesingender.shtml.

Healey, J (ed.) 2001, Issues in society: work and families, vol. 155, Spinney Press, Rozelle.

Mackay, H 1999, Turning point: Australians choosing their future, Pan Macmillan, Sydney.

Manne, A 1998, Digs at homemakers corrupt feminism, Weekend Australian, 29 August, (Online LexisNexis Academic).

McMahon, A 1998, Blokus domesticus: the sensitive new age guy in Australia, Journal of Australian Studies, no. 56,
March, p. 147, (Online Infotrac)

OLincoln, T n.d., Sex, class and the road to womens suffrage, viewed 9 August 2004,
http://www.anu.edu.au/polsci/marx/interventions/suffrage.htm.

Poole, M & Langan-Fox, J 1997, Australian women and careers, Cambridge University Press, Melbourne.

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Feature Article
The Job
of the Feature Article is to inform, entertain and persuade readers. They are concerned with providing
more detail about topical events, people or issues in order to extend or summarise public debate.
Generic Structure

Headline
are often somewhat cryptic, encouraging the reader to read on.
short and witty statement, play on words or pun.
provide an interesting link to the topic of the article, which captures readers interest.

Byline (Teaser or Kicker)

captures the readers interest and links to the articles subject matter and central idea.
may use ideas or words from the title.
includes your name.
often teasers or triggers

Introductory or Lead paragraph

are often thought provoking.
may link to a contemporary event or issue.
should provide the context of the article.
introduces articles central idea in greater depth.

Development / Body
Most articles usually build toward their main point gradually.
Paragraphs need to provide arguments and evidence to support your central idea.

Conclusions
Often re-iterate directly, or through example, the main point.
May employ rhetorical or real questions.
May leave food for thought.

Text Boxes (Tear Outs)

The main idea or key phrases may be repeated in boxed quotes or as sub-headings throughout
the article.

Picture
Attracts the readers attention.
Provides an indication of the articles subject matter.
May deliberately arouse an emotional or intellectual response from the reader.

Generic Features
a) Language
Depending on the context, language may be formal and technical or informal, making
use of jargon and slang
First, second or third person may be appropriate depending on your purpose and
audience
Present tense is used
Paragraphs should be short and succinct, a maximum of three sentences

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Move over Meyer Headline provides an

interesting link to article
Twilight fans should take another look at their revered heroes. Fred Bloggs
Teaser captures interest
suggests other literature has more suitable characters for todays troubled youth
while previewing the
desperately in need of resilient, courageous role models. subject matter of the
article
Mythical creatures and tales of forbidden love have always been popular in
books and on the big screen. Stephenie Meyers Twilight series is living proof.
With a gross income of over two billion U.S. dollars and 10 million love struck Introduction links to
fans across the globe, Meyers has not only become the second female writer to contemporary society
earn more than a billion dollars (after J.K. Rowling) but has triggered what has
now become a vampire mania.
Introduction of the major
But more worthy are heroes of the likes of Will Smiths character, Robert
idea of the article. Note the
Neville, in the film adaptation of Richard Mathesons I am Legend, who show short paragraphs
that there is more to being big name characters than just romantic clichs.
Resilient characterscould be the antidote for the pessimistic and Tear outs draw attention to
dejected attitude in teens major ideas or quotes from
the body of the article
Robert Neville, a lieutenant and a virologist in I am Legend, struggles to keep
sane in an isolated environment. In 2009, when a drug manufactured to cure
cancer mutated into a deadly strand of virus killing 90% of the population and Gradual movement
turning a further 9% into vicious brutes, Robert perseveres to find the miracle towards main point
cure to save the very dark-seers trying to kill him. Though Mathesons character
seems to be out of context in our society, he is a timely role model for modern
teens battling depression and pessimism.

The protagonist of the text seems to share George Bernard Shaws philosophy,
illustrated in his quote: Life is not meant to be easy my child; but take courage:
it can be delightful. In a sense, Robert Neville shares this common quality of This is a formal article in
courage. Robert takes calculated risks in experimenting with the virus and the third person. Not all
capturing the dark-seers for research. Though exposed to great danger, his hope feature articles are as
for a cure prompts perseverance in a bleak and hopeless situation. formal. It is important that
whatever language is used
(formal or informal) it is
As a character he is brave and daring enough to face adversities and show consistent throughout the
resilience by overcoming them with ingenious solutions to survive. Robert article. The type of
Neville desperately seeks communication with others to maintain his resilience publication you are
and sanity. He repeatedly tries to establish contact with any other survivors and writing for will often
is reduced to talking to his dog, and human-like but lifeless mannequins. His dictate the degree of
desperation is reflected in his plea: Please talk back to me please. formality of the language
expected
Yet, through his weak moments, we see Roberts true strength: his ability to
withstand the isolation and hopelessness his situation brings. His determination
Use of arguments and
to keep life seemingly normal is a quality few individuals possess. The figure of
evidence to support main
a hero Robert Neville (Will Smith) in I am Legend, shows a sort of resilience ideas.
which seems to have been lost in modern day literature.

Mathesons protagonist shows extraordinary courage and spirit to fight against Each paragraph
the adversities his situation presents and salvage what he deems as delightful. introduces a new element
of the overall argument

His message about resilience of the human spirit is obvious in the portrayal of Major ideas of the article
his character and it becomes all the more powerful coming from individuals in summarised in the second
last paragraph
dismal situations. Yet, despite hardships, they choose to persevere, displaying
more spirit than any of Meyers vampires. Lets be honest, Twilight isnt a novel
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anyone turns to for inspiration its characters lack the kind of personality to
pull them through the tough times.

Maybe teens would benefit greatly by diverting some of their attention away Conclusion links back to
the teaser, Should leave
from the Twilight heroes and onto such resilient characters as Robert Neville.
the reader with some food
Though not a celebrity in our society, he could be the antidote for the for thought.
pessimistic and dejected attitude in teens for which the global spotlight on text
like Twilight could very well be responsible.

Report
The Job
of the Report is to inform and/or provide advice based on research undertaken or data
gathered on a topic or issue.
Types

Research Field Trip

Scientific
Generic Structure

A report is a highly formal and structured piece of writing. As a guideline, reports are usually
organised in the following sections:

Title Page Title of the report, Date, Prepared by statement, Prepared for statement.

Executive summary (optional) A summary of the topic of the report, research methods,
results and discussion, conclusions and any recommendations.

Table of Contents Include all major headings and relevant subheadings from the report
with corresponding page numbers. Use leaders to guide readers' eye from heading to page
number.

List of Figures Include all maps, graphs, tables and photographs from the report with
corresponding page numbers. Use leaders to guide readers eye from the heading to page
number.

Introduction Provide background, the aims of the report, its scope and any necessary
definitions.

Methodology (optional) Provide an explanation of the research techniques (e.g.

observations,
surveys, primary data collection, interviews, journal articles) and any difficulties and / or
inaccuracies that emerged during the research process.

Body / Statement of Findings Formal and clear organisation of information in paragraphs,

under subheadings, in the order presented in the executive summary.

Conclusions A summary of what was presented and discussed in the report. No new
information
should be included in the conclusion.

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Recommendations This section appears in a report when the results and conclusions
indicate that
further work needs to be done or when you have considered several ways to resolve a
problem or
improve a situation and want to determine which one is best.

Appendixes Include labelled copies of any documents which were too bulky to include in
the report
but which were referred to within the body of the report.

Reference List List all sources referred to in the report.

Each section of the report should be on a separate page.

Each Faculty may wish to provide a specific model in their task specific scaffolding.

Generic Features

a) Language
Formal and vocabulary is factual and technical
Always write in the 3 person
rd

Present tense is preferred

Paragraph structure may not be used in all sections, but should be used in
longer sections
Sub-Headings often take the place of topic sentences in paragraphs that are
dot-pointed

History Report

Comparative Report of Ancient Egypt and Maya

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Editorial
The Job
of the Editorial is to respond to a current issue. It represents a particular stance to convince
readers to adopt a similar opinion. Editorials are usually shorter than feature articles and
focus on persuading readers to adopt an opinion rather than exploring an issue in great detail.
They are published as a regular column usually alongside the Letters to the Editor (Forrestal
et. al. 2006, p. 122).

Generic Structure

Headline - attention grabbing and provides a connection to the current issue using: a pun or
play on words (Undertaker Makes Grave Decision); alliteration (Potter Pandemonium at
Palace Cinema); or a rhetorical question (How can anyone dislike X Factor?)

Introduction or Lead Paragraph CAT Context, Argument, Thesis/Point of view

Assert your opinion or thesis in relation to a current event or issue. Be confident in

your writing style

Body PEEL

Short, paragraphs that give persuasive evidence and examples of your point of view or
thesis. Each paragraph should deal with a separate point.
Connect your ideas using linking words (furthermore, similarly, in addition) and
emphasise your stance by using persuasive language (clearly, therefore, it is obvious
that.., without a doubt)
Use a range of persuasive strategies including emotive language (abysmal state of
affairs, utterly heartbreaking, soul-destroying); hyperbole or exaggeration (the entire
world would agree, surely every animal on the planet would thank you); rhetorical
questions (how can we sit back and do nothing? When is enough enough?);
alliteration (the shocking, stark reality is) figurative or metaphorical language (the
new bridge will be an ugly boil on the face of our beautiful city; the drought has
devoured the countryside, leaving the land barren and thirsty); references to authority
(As the Prime Minister stated; the Right Honourable.) etc
Conclusion TAG Restate your point of view, summarise your arguments finish
with a general appeal to peoples sympathies.
o call upon the reader to take action or issue a warning about likely outcomes.
Use an imperative or a command Be responsible. Say no to overindulgence!)

Generic Features

a) Language
Persuasive language including rhetorical question, hyperbole with reference to
authority.
1st person yet often will have a sense of formality in its undertones not always
though
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sarcastic tone established
Such sincere, sensitive exploitation!
Media focus on the anniversary smacks of indecent commercialism and blurs reality,
writes John Huxley. Reference to recent news helps establish a context

Accumulation: Incredible. Unbelievable. Extraordinary. might have added, read the newspapers, or
a series of Exclsuive pictures. Panorama graphics. pose for pictures. As she said, they were too
words with
Victims stories. Provocative essays. Memorial young to understand.
similar
meaning grabs editions. Commemorative issues. Lift-out
attention and tributes. Four pages. Eight pages. Sixteen And what of us adults? How much better will
establishes
pages. Today. Tomorrow. On Wednesday. we understand the events of September 11
focus Emotive language
Everyday this week. after being exposed to this saturation coverage,
used to persuade the
this orgy of horror, this overkill for which reader
Clear Thats just a selection from the Sydney some people somewhere clearly believe there
statement of Newspapers. Not to be outdone, never is insatiable public demand?
viewpoint
concerned that the whole thing may be
overdone, most of the television channels, Of course, it is a big story (what an event
Tone of Opinionative
sarcasm many claiming to use previously unseen becomes once deemed significant by the vocab
throughout media), possibly the biggest in our lives, given
footage, are staging their own September 11
specials. that it is still being played out. It was always
going to be retold, reinterpreted, given the
So many specials in fact, that the tragedy preoccupation with anniversary journalism.
becomes commonplace; the dead, the
bereaved, the rescuers, the rebuilders mere It would be foolish to deny that, amid the Writer makes a
massive accumulation of tumbling words and small concession
players in a sordid media event a prurient re- to show fairness
screening of a worn-out movie. pictures, there have been many intelligent, and balance
well-intentioned pieces.
Vivid
Worst by far are the images. The double-page
imagery But with so much video footage, still
spreads. The cut-out-and-keep pictures. Of
Of tilting, tangled buildings. Of billowing clouds photography, mobile-phone transcript and
repetition
of smoke. Of tiny bodies twisting, falling from personal recollection available after all, this is
emphasises
point. the skies. Of fleeing crowds. Of faces covered America, not Bangladesh or Ethiopia where
in dust, contorted with shock. thousands die in anonymity it is not surprising,
Sentence perhaps, that perspective has lost out to
fragments
give dramatic Black-edged, framed with white space, artfully hyperbole, explanation to gratuitous
efffect cropped, flung across double-page spreads, excitement, inspiration to intrusion.
these pictures have generated a perverted
aesthetic quality of their very own. See, for Far from helping us better to understand the Summary of
A range of
example, how neatly the headlines can be real-life events of last September, this years editorial
supportive
made to fit into those bits of sky not filled with commemoration will merely have reinforced
evidence and
illustrations clouds of dust, collapsing buildings and falling clichd perceptions that they look like
validates something out of a bad movie. Analogy
argument bodies. (comparison)
helps reader
Or, a sensitive, self-consciously moving (Huxley, J 2002, Such sincere, sensitive accept
portrait of a little girl clutching a picture of her exploitation, Sydney Morning Herald, 9 writers
September, 2002.) viewpoint
father who will never return.

Little wonder Laura Bush, the Presidents This page from Forrestral, P et al, 2006, The
wife, urged parents not to let their children Active Look It Up, Thomson Nelson,
watch television on September 11. Or, she Melbourne) pp.122-124

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Letter to the Editor

The Job
of the letter to the editorial is to comment on current issue from a personal perspective.

Generic Structure

Correct letter layout

Date
Address
Salutation

Lead Paragraph CAT: follow the essay structure model Contextualise your issue; outline
persuasively your arguments; outline your thesis or point of view on the issue

Body PEEL : using persuasive language and principles in your paragraphs, you need to
indicate your point of view and back it up with facts, opinions and evidence that supports
your position on the topic

Conclusion TAG: Restate your point of view; summarise your main arguments; appeal to
your audiences sympathies you want them to think like you do about the topic.

Yours Faithfully, Finish like any other letter

Generic Features

a) Language
Persuasive language including rhetorical question, hyperbole with reference to
authority.
1st person

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 States a personal
point of view in 16
response to a
Letter to the Editor Dingoes on Fraser Island topical issue or
recent article
To the Editor,

In response to the article about the dingoes on Fraser Island, I believe that it is
not the dingoes fault. The cause of the problem is the feeding from the tourists
and the aggravation from the rangers when they use clay pellets to deter them. Reports and
After further research, I have found that the dingoes have been there much responds to
longer than humans. Culling dingoes is not the answer. As the problem is caused viewpoints
by mankind, it is mankinds job to fix it. Over 130 dingoes have been culled expressed by
others throughout
already and one of the main problems with this is that if an alpha male is killed
the piece.
there may be no dominant male dingo left to teach the young males how to do
things.

My personal opinion is that we should just leave the dingoes alone, and if that
doesnt work, people should be banned from the camping on the island. They
might have to stay in the resorts only. I understand that the dingoes are a main
attraction on the island, but the environment should come before money. The
problem with fencing the dingoes off is that is will also fence them off from
other animals and their food sources. Also, it doesnt seem fair that the dingoes
should lose their homes just for some tourists. Selects text features and
language appropriate for a
I also disagree that the rangers should continue feeding them during the low letter to the editor
season because I dont think that will make any difference to the root of the
issue. Uses a persuasive tone to
express a strong point of
To conclude, just remember that the dingoes have just as much right to live in view.
peace on the island as everyone else. They also have nowhere else to go as this is
their home.

Yours sincerely,

(From ACARA Year 8 Work sample 2012)

Identifies key issue and

reports research that
supports the point of view.

Uses cause and effect to show the link between

ideas and researched information.

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News Report
The Job
of a news report is to inform about recent events. It answers the who, what, when, where and
how about an event.

Generic Structure

Headline: explains in a few words the main idea or event of the report. The larger the type,
the more important the news report.

Introduction: one or two sentences that answer the who? what? where? why? how?
questions. It is in bold or larger type than the rest of the report.

Body: tells the story in detail using short, simple sentences, short paragraphs and objective
language. It starts with the most important and most interesting aspects of the story.

Tail: contains the least important information. It may be cut by subeditors to fit available
space in the newspaper.

Inverted Pyramid this diagram shows how the newspaper report is to be structured.

Generic Features

a) Language
Factual and objective

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Out of the classroom and into the garden

Today marks the start of the Greening our Schools month in Rockhampton
and 13 schools have signed up to participate.
Three local highschools and ten local
5W and H
primary schools have pledged to support
questions
answered
the Rockhampton Regional Council in an
in first effort to raise awareness in the younger
paragraph generations about the importance of caring
for their local environments. Research
officer for the Rockhampton Regional
Council, Ms Page, has found that children
in Rockhampton are more knowledgeable
about global issues to do with climate
change and global warming but know little
about how these problems will impact on
them in their own home town.
Mr Smart believes that once children can Body: starts
with the
experience hands on planning on such a most
large scale, they will successfully important
implement strategies to green the school and most
by providing shade that does not require interesting
aspects of
electricity and strategically placing the story.
drought tolerant gardens throughout the
school grounds. They will learn invaluable
skills and knowledge that they will take
with them into their own homes and in the
longer term, into their workplaces as they
grow into adulthood.

Deputy Principal Jeff Smart of Brightspark

Important
Primary School has offered his Year 6
facts
objective
students the opportunity to improve their
language knowledge of the impacts of climate
change and global warming in the
Yeppoon area. The students will firstly
research the likely impacts of climate
change in the Yeppoon area and then
present a report to the school
Children from Bangalee State School planning
administration team on how greening the their drought tolerant garden
school grounds would help to address
these impacts. He says: children are very The Rockhampton Regional Council will
happy to learn about global warming and offer a $2000.00 prize to the school who is
they are keen to try to offer solutions. The most innovative in their plans for greening
new National Curriculum will see a much their school and who are able to create the
greater emphasis on educating our young best awareness campaign to help educate
people about how to address the problem younger generations about the effects of
and plan for minimising the impacts on climate change and global warming in
their homes. their own back yards.

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Year 7 and 8 Science Practical Report

The Job
of the prac write up is to inform based on data gathered during scientific experimentation.

Generic Features
A prac write-up is a highly formal and structured piece of writing. It is organised in the
following sections:

Title and Date Title of the experiment and the date on which it was conducted.

Aim An explanation of what the experiment requires you to do.

Hypothesis An explanation of what you believe the outcomes of the experiment

will be, with justification for your decision.

Materials A list of the equipment you are going to use.

Method A list of instructions in order of how the experiment was completed.

Results The results of your experiment. This can be provided in a variety of

formats such as a graph, table or journal of observations.

Discussion A critical analysis of the data. This will include a discussion of how
the aims of the experiment were fulfilled and an explanation of why your
hypothesis was (or was not) correct.

Conclusion A summary of the experiment conducted. No new information

should be included in the conclusion.

Generic Features
a) Language features
Language should be formal and vocabulary is often factual and technical
Always write in 3rd person
Present tense is used
Bulleted and numbered lists should be used for materials and method
Procedural statements are used for the aim and method of the experiment
Paragraph structure may not be used in all sections, but should be used in longer
sections, particularly journals of observations and your discussion

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Year 7 and 8 Junior Practical Report

Scientific Method: Question Predict Experiment Analyse Evaluate/Conclude Publish

A
SCIENTIFIC INQUIRY SKILLS
The purpose of my experiment is clear, my method is well explained, my results are easy to follow and my conclusion is relevant.

Knowledge and Introduction:

Understanding
Research background information (current Scientific facts) about the topic being investigated to help with your
What are the known facts? understanding of the experiment.

Investigating Title: Name of prac

What do I want to know? Aim:

What do I think will happen? Purpose for prac is very clear

Prediction:

Statement about expected results based on scientific knowledge that is able to be tested scientifically.

How am I going to find out? Planning:

What do I need to do? Variables identified and controlled.

All equipment and materials are listed.

Safety issues all risks identified and how they were managed stated.

Diagram shows equipment set-up.

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Method is clearly explained in ordered steps. Equipment set-up is clearly shown. Appropriate data is collected and recorded
accurately.

Evaluating & Concluding Results are clearly displayed in a table, graph and summary.

Discussion

What will I do with the Definition of main concepts. Trends and patterns in the data gave been correctly identified. Relationship between dependent
information? and independent variables is correctly identified. Data explained using background knowledge and research.

How will I summarise?

How variables were controlled and reliability of data is stated.

How did the experiment go? Recommendations for improvements to method and further testing made.

The results have been linked to real life situations.

What is my answer? Conclusion:

The aim, prediction are restated and results are linked to the prediction.

Communicating:

Report is structured under headings in the correct order.

How will I tell others about my
findings?
Correct scientific language, spelling and grammar used.

Tables, graphs and diagrams drawn correctly and labeled.

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YEAR 9 and 10 SCIENCE STRUCTURE OF SCIENCE REPORT

Section of Science
Report
Title Give a suitable title for the experiment/ investigation
Aim Is the aim clearly stated?
IP Does the aim refer to the investigation?
Theory Include all the relevant theory necessary to understand the investigation eg Formula,
KCU known scientific facts, results from previous studies
Hypothesis Formulate a hypothesis of what you expect your results will show
IP Give a possible explanation as to why you think these results will happen.
Does the hypothesis refer to the aim?
Variables State the Independent variable What will be changed on purpose?
IP (amount of acid? Concentration of acid? Surface area?)
Dependent variable What will be measured? This is the responding variable. ( ie The
rate of the chemical reaction)
Controlled variables What will be kept the same?
Uncontrolled variables Were there any variables that could not be controlled? (eg the
amount of chalk used)
Safety List safety concerns where appropriate and explain how risks were minimised.
IP State how your materials should be disposed
Materials List all the equipment and materials needed to perform the investigation.
IP Use bullet points for each item.
Method Write a procedure of exactly what you did using third person, past tense.
IP Number each step of the procedure.
Are the variables controlled in the method?
Include diagrams where appropriate
Results and Experimental results are to be displayed in a table check your table has an appropriate
Observations title and the columns and rows are labeled.
IP Use a title that tells what information you are recording (Results Table is not enough.)

Analysis Show calculations used to generate solutions.

(Calculations)
KCU
Analysis/ Discussion 1st paragraph (i Analysis of results)
EC
Describe the results (rank order of highest to lowest)
What changed? Why?
Was this what you expected?
Where appropriate, how did your Groups Results compare with anothers?

2nd paragraph (ii fair test)

State the variable that you changed on purpose and how you did this.
State the variable that you measured and how you did this.
List the variables you kept the same and how you did this.
List the variables you could not control. Did this make a difference?
Do you consider your investigation a fair test? Why? Did you repeat the experiment?
Discuss the importance of this in fair testing

3rd paragraph (iii explanation)

Did your results support or refute the hypothesis?
Explain what results you expected and why.
List the things that happened that you did not expect.
What would you change next time? How can this test be made better? Do this by discussing
possible flaws (ie faults) in your experiment as well as possible means of improving the
experimental method to reduce these flaws
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Conclusion Paragraph 1
EC Was the hypothesis supported or refuted? NEVER USE THE WORD PROVED! Here
you need to explain why the hypothesis was supported or refuted and back up your
explanation with data from the experiment

Paragraph 2
What have you learned from the experiment? Consider here what you have shown from
your investigation. Summarise your important findings.

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E xtended
E xperimental
I nvestigation
Guide Book

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SECTION A The Experiment

What Is An EEI?
It is extended. An EEI occupies considerably more time than the usual chemistry
practical.
It is experimental. An EEI requires you to conduct an experiment and to collect data.
The data maybe qualitative or quantitative or both depending on the nature of the
experiment.
It investigates some phenomenon in the chemical world. You will be expected to
analyse your data and to draw conclusions. In your report you will discuss whether your
results support your hypothesis or not.

LOGBOOK
Using a log book is compulsory. It must be an essential companion throughout the
experiment as it will form a large part of your appendix in your final report.

In your Logbook you should record:

Details of background research and references and sources of information.
Design of experiment(s)
Description of modification to the experiment(s)
Things that went wrong or didnt work as you expected (as well as things that went right).
Changes that you made to the topic, aim, variables, hypothesis or apparatus.
Diagrams / plans of equipment made or of the experimental set-up. You may wish to include
photographs
Difficulties you had in setting up the apparatus and how you overcame them.
All data recorded and observations made.
All sources of scientific error in taking measurements.
Preliminary data analysis such as graphs and calculations.

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ASPECTS OF THE EXPERIMENT

Deriving an Hypothesis
Conducting background research (secondary data)
Designing appropriate experimental method(s) to test your hypothesis
Consideration of Variables
Organising the materials chemicals & equipment needed
Deciding on how to record data
Reviewing experimental method and modifications

HYPOTHESIS

When designing an experiment you must be very specific about its purpose. The question or idea to be
tested should be considered as a simple statement of what is thought to be occurring. Such a statement
is called the hypothesis. Examples include:

Caffeine causes an increase in urine production.

Fresh is better than frozen spinach for Vitamin C content.
The catalyst manganese dioxide speeds up the rate of decomposition of hydrogen peroxide.

In these examples of hypotheses there are several common components:

A hypothesis is a statement

The hypothesis must be written so that it gives an indication of what you think is happening. You
must not write it as a question.

A hypothesis is testable

The aim of an experiment is to collect data that will either support or not support your hypothesis.
For this reason, you should keep the hypothesis simple and specific. A well-stated hypothesis should
indicate the type of experiment that you could carry out.

A statement that does not indicate an experiment, and cannot be tested, is not suitable as a hypothesis.

A hypothesis is about a single idea

Usually, you write a hypothesis about one idea at a time. This is because it is much easier to design an
experiment that tests only one idea. It is possible to test more than one idea, but at school level such
situations are rare and you should avoid them. You can often break down a complex problem into
several single ideas, each with its own hypothesis.

Remember that in the discussion/ conclusion of the report you will describe whether your results
supported your hypothesis or not. Note that you can never prove your hypothesis correct; it can only

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be supported by your results. If the hypothesis wasnt supported then you will describe how it needs
to be modified to make it agree with the results. Record all in your logbook.

BACKGROUND RESEARCH

You need to conduct background research into your chosen topic so that you can find information on:

The theory behind the topic you have chosen

Any similar investigations that have been previously conducted
Any equipment or designs that may already exist
Explanations of any specialist terminology that you need to know

The above information will help you to alter and refine your EEI design and will give you ideas for
materials. Before you do any searching you need to come up with possible keywords that relate to
your topic. You can search the following:

The internet
Encyclopaedias
Scientific magazines
Text books
Technical books
Journals

Record web sites, keep copies of all information gathered and place in logbook .

DESIGN OF EXPERIMENT

Through background research, design experiment(s) that will enable you to test your hypothesis.
Depending on the hypothesis, there maybe more than one method, which could be conducted, to test
your hypothesis. With any design of an experiment your aim is to obtain valid results.

It is important that you -:

Complete a EEI Research Plan

In designing your experiment you need to consider the variables (see below)
Provide detail information of the method(s). If applicable diagrams of the set up may assist.
Decide on the necessary materials chemical and equipment required. Complete a Materials List
form
Conduct risk assessment (Risk Assessment sheet must be completed).
Review & Record all difficulties that you have in conducting the experiment. Make necessary
modifications to your experiment. Note each time you modify your experiment you need to do a
risk assessment.
Record all in your logbook

VARIABLES

Independent and Dependent Variables

When you carry out an experiment there will be several conditions or factors that may change during
that experiment. These conditions are called variables. You will keep some variables constant while
changing others on purpose.

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The independent variable forms the basis of the experiment and it is the factor that you change on
purpose. For example: the caffeine experiment (refer to example of hypothesis) could involve giving a
person caffeine to drink in the form of coffee or cola, and then measuring the urine output. The
independent variable would be the amount of caffeine that the subjects were given to drink. As the
person conducting the experiment decides the actual amount of caffeine we can also call this variable
the experimental variable, or the manipulated variable.

The dependent variable is the factor that changes in response to the independent variable, and is
sometimes called the responding variable.

The experiment must be designed to provide data relevant to the hypothesis. In many instances, this
involves observing and measuring the dependent variable while the independent variable is
deliberately changed. You can then relate any change in the results to the variable that was changed.

So you need to record the following in your log book:

the independent variable (the one that you are changing)

the dependent variable (the one that subsequently changes)
how you controlled any other major variables that would influence your results
any other major variables which you were unable to control, if any, giving reasons
any other uncontrolled variables that you considered to have a negligible influence on your results

COLLECTING & RECORDING OF DATA

The collecting and recording of data is critical to the experiment. Remember it is the data
that you analyse to determine if you have been able to support your hypothesis.

To assist you in collecting data you need to:

Have data tables ruled up in your logbook before you start taking measurements.
Take your time when reading measuring instruments
Make sure that you record the unit of measurement.
You may wish to take photographs as you go along.
Take notice of correct significant figures when reading instruments.
Repeat measurements to give you confidence that they are correct.
Use averages to minimise any random scientific errors.
Make sure that as many variables as possible are controlled.
Write detailed notes on any descriptive observations that you make.
Roughly analyse data as you go.

SECTION B The Report

The goal of an experimental report is to document your findings and communicate their significance.
A good experimental report demonstrates the writers comprehension of the scientific concepts behind
the experiment and data collected.

The report is composed of a series of separate sections in which specific information is to be reported.
The main sections of the report are -:

1. Cover Page & Title

2. Abstract
3. Introduction Aim & Hypothesis

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4. Variables
5. Method
6. Summary of Results
7. Discussion
8. Conclusion
9. References
10. Appendices
Format of Report Submission

Word length Yr 12: 1000-1500 words

Use A4 paper only
Print on one side only
Use 12 point Times New Roman or Georgia
1.5line spacing should be used. Except Abstract single line spacing and font should be in
italic
Graphs should preferably be done on a computer
Tables must be rules
Report must be bound/stapled together

Language

The entire report should be written in a concise manner. This means that the writing should be
succinct, to the point and not too verbose. Do not include extraneous information.

You should write in the passive voice/third person and in the past tense when referring to things that
you have done.

Spelling & Grammar- make sure all your work is spell checked and correct grammar is used.

Target Audience you should consider your target audience to be another student in your class.

COVER PAGE

The Cover Page should include

Subject name
School name
Title of Report - The Title should be concise yet clear enough to give the reader an idea of the
purpose of the experimental investigation.
Your Name and the names of members of the group
Date of the completion of the Report
Your Signature confirms your declaration that the report is your own original work.

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ABSTRACT

The Abstract is a brief summary of the main points of the experimental investigation report. It
contains four essential aspects of the report the purpose of the experiment, key findings, significance
and major conclusions. The abstract may also contain a brief reference to theory or methodology.
The abstract should be between 150 200 words.

One possible structure for an Abstract

One sentence describing the aim

One sentence describing your hypothesis
One sentence describing the method you used
One sentence summarizing your results
One sentence summarizing your conclusions

HINT: the abstract is much easier to write if you make it the last thing that you write.

INTRODUCTION: AIM & HYPOTHESIS

The Introduction states the objective of the experiment investigation (the Why) and provides
background to the experiment. Essentially in the introduction you should provide the following
information -:

A. Review of the background material (existing findings and theories) relevant to the
investigation
B. Explanation of any specialist terminology ..
Aim & Hypothesis

C. Outline the precise aim that was investigated

D. State clearly and accurately what your experimental hypothesis was and how your
investigation addresses this hypothesis.
E. Outline the results predicted by your experimental hypothesis.
F. Outline any specialist equipment/techniques used in the experiment
VARIABLES

In this section you need to state:

the independent variable (the one that you are changing)

the dependent variable (the one that subsequently changes)
how you controlled any other major variables that would influence your results
any other major variables which you were unable to control, if any, giving reasons
any other uncontrolled variables that you considered to have a negligible influence on your results
METHOD

The Method is a summary of what happen in the experiment. Be concise and describe the process in
chronological order. Ask yourself what really matters in conducting this investigation. At the end, a
reader should have a very good understanding of how the experiment was conducted.

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The detailed steps/materials and safety requirements should be presented as an appendix. Make
sure you refer to these in when writing your method.

Identify nature of any measurements.

Identify any specialized equipment used, a photograph(s) may be included

HINT: use paragraph format not step by step format.

use past tense and passive voice(avoid I, we)

RESULTS

The Results section should provide a clear and concise summary of the data collected which is
relevant to your hypothesis. While it is helpful to present the data collected in table(s), graph(s)
photograph(s) or diagram(s) format, it is important that you also give a verbal description of the
results, identifying significant findings and/or trends in the results.

In most cases, providing a sample calculation is sufficient in the report. All calculations should be
included in your Log Book. Likewise, your raw data should be in your Log Book which forms part of
your appendices. Refer to appendices as necessary.

HINT: avoid drawing conclusions about the results, this is done as part of the analysis in your
discussion.

use past tense when writing about the data

label table, graphs and diagrams clearly

number each table, graph or diagram to make it easier when referencing

DISCUSSION

The Discussion is where you analyse and interpret the results of the experiment and discuss the
meaning of these results. It is important that your discussion relates to the experimental results, to the
issues raised in the Introduction, since this presents the reasons for conducting the study. The
discussion should also analyse experimental procedures employed in the experiment.

HINT: avoid the use of we, the group rather write in terms of the experiment, the results.

Basically, the Discussion contains several parts.

Explain whether the experimental results support the hypothesis

Open the discussion by summarising the main features of the results

What do the results indicate, use the data to support/ justify your statement(s). Be
explicit about the relationship between the evidence and the conclusions you draw from
it. Identify any assumptions.
Has your hypothesis been supported ie. were the findings consistent with the
experimental hypothesis/aim?

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Identify/acknowledge any anomalous data or deviations from your expected results

Keywords: Indicated, supported, suggested. Avoid- proved, disproved, correct or incorrect.

Relate your results in terms of theoretical information/ research

How well do your results concur with the theory and relevant issues?
What links can you make between your experiment and the theory?
What does the research data tell you about your results?
Note: where possible quote research

Compare your results to similar investigations

Do your results give similar outcomes to other similar experiments?

Where applicable, compare your results with those of fellow classmates.
Discuss any anomalies between the groups
Analyse Experimental error/variations

Was the experiment subjective to human interpretation, were all results obtained
objectively
Was experimental error avoidable?
Was there consistency in the control of variables?
Was it the result of equipment?
Why and how do you think that the weakness in the experiment affected your data
HINT: avoid using the term - Human Error.. it implies youre incompetent. Be specific; for example,
the instruments could not measure precisely; the sample was not pure or contaminated, etc..

Experimental Design - Modification

Acknowledge the strengths and limitations of the experimental design.

Do you consider your experiment a Fair test and why?
Did you repeat your experiment to validate your results? If not why not?
Explain how the design might be improved/changed.
Explore the theoretical and/or practical implications of your findings

This information is often a best way to end your discussion.

Speculate/predict the implications this study has on the area you are studying
What is the potential(s) of the experimental results?
Keywords: suggest, indicate, correspond, possibly, challenge. Avoid the use of absolutes true/ isnt
true, confirmed, that you know

CONCLUSION

The Conclusion is a summary of the findings from your investigation -

what have you learnt, state any relationships or equations you have discovered
has the aim be achieved?
state whether your results support your hypothesis
This is usually only one paragraph

HINT: no new data should be included

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REFERENCES

If you quote or refer to information from other peoples work then you must provide a detailed
reference to that work. It is very important that you do not plagiarise other peoples work.

In text referencing should be used when quoting secondary data or referring to diagram, tables,
photographs

Bibliography your bibliography should include all the sources that have helped in preparing your
investigation and report.

See Student Planner for procedures in referencing

APPENDICES

Included in your appendices is your Log Book. Throughout your report you should make reference to
the relevant appendices/sections of the log book.

You must include:

detailed material list (chemicals & equipment) used in the investigation

detailed method including identification of modifications to the experiment; repeats of the
experiment
safety audit
data collected
relevant secondary data collected.

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Words that CONNECT ideas

ADDING ILLUSTRATING
And For example
Also Such as
As well as For instance
Moreover As revealed by
In the case of
Too
CAUSE AND EFFECT
COMPARING
Because
Equally
So
In the same way
Therefore
Similarly
Thus
Likewise
Consequently
As with
As a result of
Like
SEQUENCING
Next
CONTRASTING
Then
Whereas
First, second, third
Instead of
Finally
Alternatively
Meanwhile
Otherwise
After
Unlike
On the other hand
QUALIFYING
However
Although
Unless
Except
If
As long as
Apart from
Yet

EMPHASISING
Above all
In particular
Especially
Significantly
Indeed
Notably

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Sentence Starters
Avoiding I, me or my Analysing a problem
(For formal writing, when using 3rd A is like B in that
person) Of most significance is
This means /suggests /indicates that Of least significance is
It is evident that Some aspects of the problem are more or
This evidence supports the idea that less significant than others
This leads to the conclusion that There are several aspects of the problem
to be examined
Introducing another point of view
There are clear similarities between
In spite of / despite this and
Another interpretation / possibility could Differences are evident between
be Making recommendations
However, another way of examining the
problem is It is recommended that
While A suggests, B suggests / places After looking at both sides / all the
emphasis on. evidence
More importantly / significantly It is, therefore, advisable / logical to
however propose
Evidence overwhelmingly supports the
Verbs instead of states
suggestion / notion that
describes Stating a point of view
thinks
infers This means that
declares This would be a good choice because
concludes In particular
conveys Above all
testifies Besides
questions It is significant that
summarises Reaching conclusions
asserts As result
proclaims Thus / Therefore / Finally
illustrates The evidence supports the view / opinion
believes that
observes The following conclusions can be
protests drawn
doubts Consequently, it would seem
exemplifies A consideration of all the options/
stresses choices
affirms that

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Academic Dishonesty Policy

Academic dishonesty, which includes plagiarism and cheating, is a serious breach of Emmaus
Colleges studentship expectations.

Cheating involves situations where students gain an unfair advantage during a testing
situation. Cheating may include, but is not limited to, the following situations:

copying work from another student or allowing your work to be copied

taking unauthorised notes into a test or exam
gaining, distributing or using a copy of an exam prior to the exam date
sharing details of questions on an exam with other students.

Plagiarism is directly copying someone elses work without acknowledging who the original author
of the work is. When you copy directly word for word from a text, it is a direct quotation and must be
indicated using direct speech marks. The authors name, date of publication and page number are
placed in brackets after the direct quote. If you copy someones idea or concept or paraphrase
someone elses work, you must also acknowledge it but include the authors name and date of
publication. You do not need direct speech marks and you do not need a page number. All works must
then be cited in a reference list provided at the end of an assignment. (Please see examples of a fully
referenced essay and reference list in the sample essay provided). Emmaus College uses the Harvard
System of referencing.

To avoid either intentional or unintentional plagiarism, follow the diagram below.

The following flow charts can assist you in deciding whether you need to reference (cite) your information or
not.

Figure 1: Referencing guidelines

Source: Harris (2001, p. 155) Figure 2: Plagiarism guide Source: Harris (2001, p. 158)

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Referencing Guide
This link will take you to the Central Queensland Universitys Communications Learning
Centre site. This site is useful for all of your academic writing queries. The referencing guide
this link goes to is the Harvard Referencing system that we use at Emmaus College. It is not
the only referencing style but is the preferred style of the College.

Harvard Referencing Guide

http://www.cqu.edu.au/__data/assets/pdf_file/0018/9630/Harvard-Referencing-guide-
2012.pdf

CQUniversity Communications Learning Centre site

http://www.cqu.edu.au/about-us/service-and-facilities/communications-learning-centre

Acknowledgements:

Emmaus College would like to acknowledge the following works upon which this guide is
based:

Kind thanks goes to Brisbane State High School Writing Guide upon which this guide is
primarily based.

ACARA 2012, National Curriculum sample assessment.

Forrestal, P., Guest, V., Eshuys & Gardiner, J 2006, The Active Look It Up 2nd edn,
Thompson, Nelson, Victoria.

Emmaus Genre Guide Version 3 23 July 2013