The ‘Write’ Stuff The Write Stuff is an assignment framework for students, teachers and parents of Mercy College. It is designed to assist in researching and responding to learning tasks, and to provide access to a standardisation of formats across the departments. Updated October 2013
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The ‘Write’ Stuff
The Write Stuff is an assignment framework for students, teachers and parents of Mercy
College. It is designed to assist in researching and responding to learning tasks, and to provide
access to a standardisation of formats across the departments.
Updated October 2013
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Table of Contents
The Information Process ............................................................................................................ 4
Biography….. ........................................................................................................................... 21 BOLTSS .................................................................................................................................... 22 Compare and Contrast Key Words .......................................................................................... 23 Compare and Contrast Model .................................................................................................. 24
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
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
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Written Report .......................................................................................................................... 62 Model response: ....................................................................................................................... 63
Skills for accessing, evaluating and using information form part of the Information Process. While
using this process students can achieve outcomes across all learning areas. The following checklist is
a guide to becoming an information literate person.
1. DEFINE INFORMATION NEEDS
What do I know about this topic?
What do I need to find out? (Focus questions)
What words would be good search terms? (Keywords)
2. LOCATE INFORMATION
Design a search strategy incorporating all available resources
Search the library catalogue, CD-ROMs, Internet, journals and other
resources
Refine your search terms to make your search broader or narrower
3. SELECT INFORMATION
Select information by skimming and scanning resources
Use indexes and tables of content
Evaluate information critically – be aware of bias, prejudice and
inconsistencies
Does the source of information have authority?
Make notes of relevant information in note making framework addressing
focus questions
Record author, title, URL, date etc
4. ORGANISE INFORMATION
Combine information from different sources
Look for gaps in the information collected. GO BACK TO 2 if necessary
Outline the plan for your final copy
5. CREATE AND SHARE INFORMATION
Draft copy and
Edit it
Complete final copy
Compile bibliography
6. EVALUATE THE PROCESS AND THE PRODUCT
Evaluate the process
Evaluate your assignment. Have you successfully addressed the research
task?
Your teachers and peers may also evaluate your process and product
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Glossary of Useful Terms The following list contains many of the common words which appear in tasks and assignments.
Bloom’s Taxonomy Term Meaning
Design
Other verbs:
Design, elaborate,
extrapolate, forecast,
formulate, hypothesise.
Synthesise Combine all aspects of your research.
Evaluate
Other verbs:
Assess, conclude,
decide, determine,
verify, rate, select.
Argue Present the advantages and disadvantages of a particular
issue.
Criticise Give your opinions, showing advantages and
disadvantages. Support your views with
evidence/examples. It does not mean to only find fault.
Discuss Investigate by argument – go into the advantages and the
disadvantages.
Evaluate Use your own and others’ ideas to discuss the worth of the
statement, its truth and importance. Stress the evidence
both for and against for each of the authorities. Reach a
conclusion based on this evidence.
Investigate Examine, enquire into a topic giving examples of the
subject. Present all viewpoints and come to a conclusion
supported by your findings.
Justify Give convincing reasons for decisions or conclusions.
Prove Show that something is true by giving factual evidence or
clear logical argument.
Analyse
Other verbs:
Contrast, deduce,
differentiate, explain,
investigate.
Analyse Break into the main components.
Argue Present the advantages and disadvantages of a particular
issue.
Compare Look for qualities or characteristics which resemble each
other. Emphasise similarities among them, but in some
cases it may be appropriate to mention differences.
Contrast Stress differences.
Discuss Investigate by argument – go into the advantages and the
disadvantages.
Examine Investigate a statement in detail….
Relate Show how factors are connected or interrelated.
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Apply
Other verbs:
Apply, calculate,
compile, demonstrate,
solve, infer, use.
Illustrate Explain or clarify a problem or idea using examples.
Interpret Give meaning using own opinion.
Suggest Offer reason/s for the cause of a situation.
Understand
Other verbs:
Describe, interpret,
outline, translate,
restate, understand.
Account
For
Give reasons for.
Examine Break into main components……
Example Give facts which support the statement.
Explain Give the reasons why, and the effects of, with a brief
discussion of facts.
Outline Using main headings and subheadings, organise a
description of a process, event or idea.
State Present main points in a brief, clear sequence.
Summarise Give a brief account avoiding unnecessary detail.
Trace Follow through an event in sequence from an origin to an
end.
Remember
Other verbs:
Label, locate, name,
retell, state.
Define Give clear, precise, accurate meaning – if possible quote a
source or authority.
Describe Give a detailed account of the object, process or event in a
logical sequence.
Enumerate Write a numbered list in outline form.
List Write an itemised string of brief statements not in
sentences.
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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 It tends to be the case
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
Relevant & supporting information (gained through research,
surveys, experience, etc)
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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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Annotated Bibliography: Planning Scaffold
To evaluate the worth of both print and non-print sources you should consider the following criteria, are
they:
Reliable Can I trust this information?
Can I trust the author or website?
Can I trust the way the information was collected?
Look at the publisher or endorsements are they reputable? Look at
the URL to identify any institution associated with they site, e.g.
Educational, commercial, government, or organisational?
Relevant How does this source help you understand your investigation?
Can you read the text?
What are the graphics like?
How much detail is provided?
Point of view What points of view are being presented in the evidence?
Does this source show unusual positions or information – bias?
Accuracy From other research you have done, are the details historically
accurate?
Are the spelling, grammar and dates accurate?
Authenticity 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.
Purpose:
An important part of your research should be an annotated appraisal of all the sources you have
used. This appraisal will be written in the form of an Annotated Bibliography.
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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 double-
spaced.
Paging Each appendix begins on a new page.
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Assignment Presentation Criteria
Criteria for Assignments in all Departments – to be included on task sheets.
Presentation
Criteria Completed?
Calibri, Arial, Times New Roman, Verdana
or Comic Sans font in size 12 or 14
Black ink only
1.5 line spacing with minimum 2cm margin
Left align
Header (name, unit) and footer (page no) on
each page
Bibliography
Task sheet included at front
Title page stating
Teacher’s name
Student’s name
Unit code
Task name
Date due
Draft included at end with evidence of self
and peer editing
Communication
Criteria Acceptable?
Spelling – primarily error-free (no errors in
key terminology)
Grammar – accurate in use of tense, use of
conjunctions and clear expression
Punctuation – accurate and appropriate
Sentence structure – varied, mature, logical
and relevant
Paragraphs – accurate PEEL structure
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Bibliography – Data Collection Sheet Use with the Online Referencing Generator - Intranet/Student Resource Centre/Bibliography Help/Online Referencing Generator
BOOK – PRINTED
AUTHOR
Family name &
initial of first name
YEAR of
publication,
use most
recent year
TITLE
Written in italics PUBLISHER PLACE
of publication - city and
state
Example:
Ford J
2012
Mercy College is the best
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
Year
of posting
OR
Last
update
See bottom of
Homepage,
use most
recent year
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
Example of:
Website, Organisation:
Department of
Transport and Main
Roads
2013
Young drivers
Queensland Government
25 July
2013
http://www.tmr.qld.gov.au/L
icensing/Learning-to-
drive/Young-drivers.html
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PRINT IN-TEXT REFERENCING BIBLIOGRAPHY
Book
One author
‘Lack of exercise is our...’ (Simpson 2007, p.27).
Paul Simpson (2007, p.27) states that ‘lack of …
Simpson, P 2007, The health report, Viking
Books, London.
Book
Two authors
It has been suggested that (Wills & Burke 2003, p.12)
Burke and Wills (2003, p.12) suggest that…
Wills, T & Burke, J 2003 Australian history,
Harper, Melbourne.
Book
Four plus authors
Australian Rules Football is not only...(Smith, et al. 2009, p.16) Smith, J, Bono, T, Zarb, A & Refalo, J 2009,
Australian Sports, Penguin, Ringwood, Vic.
Book
No known author
‘Australia is blessed…’ (Wildlife of Australia, 1998, p9).
Wildlife of Australia (1998, p.9) maintains ‘Australia is blessed…’
Wildlife of Australia 1998, Conservation Society,
Brisbane.
Book
Editor/Compiler/Reviser Allan Lamb had a very mixed tour and…’ (ed. Benaud 1987, p.16)
Benaud, R (ed.) 1987 Cricket yearbook 1987,
Methuen, Sydney.
Encyclopedia :
Multi volume
Author unknown
The League of Nations was doomed to failure’ (World book encyclopedia
1997, p.420).
‘League of Nations’ 1997, World book
encyclopedia, vol. 12, World Book, Chicago.
Encyclopedia:
Single volume / author Couper (1999, p.32) states that ‘cosmic rays are not a kind of radiation.’
Couper, H 1999, ‘Unusual telescopes’, Space
encyclopedia, Dorling Kindersley, London.
Dictionary The Macquarie dictionary (2005) defines the word ‘global’ as ‘…’. Details of dictionaries are not usually included in
the Bibliography, just in the text.
Bible Solomon’s proverbs from the Bible give good advice to children, saying
‘…’ (Proverbs 10:1-3).
Details of the Bible are not usually included in the
Bibliography, just in the text.
Journal or magazine article
Known author
`It could be argued that the inclusion of Harry in our school curriculum
is…’ (Ferguson, 2003 p.25)
According to Ferguson (2003, p.25), inclusion of Harry in our school
curriculum is valid…
Ferguson, L 2003, ‘Does Harry have a justifiable
role in the school curriculum?’, Access, vol.17,
no.4. pp.24-25.
Teacher notes Many beautiful fish are found in the Great Barrier Reef (Ford 2008, p. 4) Ford, J 2008, Marine species, teacher notes,
Including direct quotes as part of the argument rather than leaving them hang with no
explanation as to their purpose in the paragraph
Has cohesion been achieved through the use of cohesive devices and connectors so that
the text is a fluid piece of writing?
Are ideas connected to each other in a logical, cohesive way
Do your main ideas flow logically or are they all over the place?
Is the vocabulary chosen apt for the purpose?
Use of colourful/figurative/interesting language – avoid repetition of words – think of
other ways of saying things rather than repetitive phrasing and sequencing of sentence
components
Are spelling and punctuation used effectively to help achieve the purpose of the piece
of writing?
Over
all
does
th
e te
xt
ach
ieve
its
pu
rpose
?
Does your overall piece read like a feature article that is designed to provide a point of
view on a controversial aspect of the issue/topic?
Does your choice of topic and therefore main arguments allow you to show how well
you can control the features of a feature article that is designed to persuade or have you
chosen a relatively simple, uncomplicated issue that does not allow you to show depth
of understanding or synthesis of the intricacies and peculiarities of the issue/topic?
Is the text one that provides insight to issue/topic/person … quotes?
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Feature Article – How to Write
A Feature Article Informs, Entertains & Persuades.
Purpose – The
Mission of a Feature
Article
Feature articles are detailed pieces of writing which explore a range
of issues, opinions, experiences and ideas. The purpose of a feature
article will vary depending on the media it is meant for. Feature
articles should appeal to the particular audience the article is
targeting. For example if a magazine was targeted at middle aged
women, then the articles, advertising and pictures within that
magazine would reflect their interest in lifestyle, career, money,
health and relationships.
Types of Feature
Articles Include:
“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
Steps To Writing A
Feature Article
Brainstorm ideas
What's the purpose?
Research the topic
Grab the reader's attention
Keep that attention
Leave an impression
Structure
Like any form of writing a feature article follows a standard
structure. While it may vary depending on
your topic, a feature article should always include a headline,
introduction, the main body and a concluding paragraph.
Title & Headline
The headline performs two important functions. An effective
headline:
Grabs the reader's attention and persuades them to read the
article
Highlights the main idea of the article.
Includes keywords (for online articles).
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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.
Details (The Main
Article)
The middle section consists of a number of paragraphs that expand
the main topic of the article into subtopics. The usual components
are:
Subheadings.
Facts and statistics which support the writer's opinion.
Personal viewpoints.
Opinions from authorities and experts.
Quotes and interviews.
Anecdotes and stories.
Specific names, places and dates.
Photographs, tables, diagrams and graphs.
Conclusion
The concluding paragraph should leave a lasting impression by:
Reminding the reader of the article's main idea
Suggesting an appropriate course of action.
Encouraging a change of attitude or opinion.
Language of Feature
Articles
A personal tone is created through the use of informal,
colloquial (slang) and first person narrative.
Relevant jargon adds authenticity to the information and
opinions.
Anecdotes help to maintain reader interest.
Facts validate the writer's viewpoints.
In humorous articles, exaggeration and generalisation are
used to heighten humour.
Rhetorical questions help to involve the reader.
Emotive words are used to evoke a personal response in the
reader.
Effective use of imagery and description engage the reader's
imagination.
The use of direct quotes personalises the topic.
Don't Forget
Research & inform.
Write well
Entertain
Be Authoritative
Be insightful
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Feature Article – Write Your Own
Find your story
Look for not only what interests you, but what people are
talking about.
Pay attention to the news. Sometimes feature articles come
from looking at a news article and asking why that incident
occurred.
Is there something happening in your community that
might be of interest to the country or the world?
Learn more about your story
Proper research will provide the
meat for your story.
Gather information from interview sources and previously
published material.
Decide on what type of feature
you want to write
There are many kinds, from
personality profile to the how-to
feature.
You might want to find out what people are thinking about
what’s in the news for a news feature or put a human touch
on an historical event.
The primary objective of an informational feature is
educating the reader.
The most common type of feature writing is the human
.interest story that tugs on heartstrings by recounting how
someone overcomes insurmountable odds.
Organise your feature article by
thinking of it as a three-act play
The first act is the introduction, in which the freelance
writer introduces the subject while capturing the reader’s
interest.
The second act of feature writing is the body, which
provides the information in an interesting, logical manner.
This is where you’ll often see quotes.
The last act of your feature is the conclusion, in which you
pull everything together.
Think about the best style for a
feature article
Often this is determined by the
subject and the type of feature
Consider whether the feature comes across as chatty or
literary, humorous or serious. Match the style to the tone
of the subject.
Add details to keep a feature
article interesting
Freelance writers use anecdotes, descriptive writing,
figures of speech, facts, comparison vs. contract, and even
shifts in time (flashback and foreshadowing) to keep a
reader reading.
Create titles that not only add
interest to a piece, but
communicate what a story is
about
Feature writing often includes subheadings. Three is and
average number of sections with subheadings. Use too
many and you’ll lose the interest of reader and editor,
alike.
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Five Step Drafting Process For any written assignment, your teacher should be able
to see that you have completed each of the five steps
below.
Teacher conferencing and feedback occurs throughout this process, annotations evident on student work.
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How to Structure a Paragraph
P Point (make your point simply)
E Explain (expand your point in further detail)
E Evidence (give an example)
L Link (to your initial point)
Topic: Books are better than television. Here, the writer is arguing for:
Most TV shows watched by young people have little benefit or educational
value. Popular TV shows are light entertainment and they do not develop any
literacy skills or knowledge about the world that might be helpful for a young
person’s future. The most popular TV shows for teenagers are reality shows like
‘The Biggest Loser’ and ‘Big Brother’, or sit-coms like ‘Two and a Half Men’.
As a result, these TV shows are not as beneficial or valuable as reading books.
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Internet Sources A Quick Guide – How to Evaluate Them
Use this comparison chart when viewing and evaluating electronic sources:
Authority Source 1 Source 2 Source 3
Does the information have an author?
Any author qualifications or background
provided?
Look at the URL to identify any institution
associated with the site, e.g. educational,
commercial, government, or organisational
Is it a personal web site, is the site biased, are the
links worthwhile?
Currency
Has the author dated the article?
Updates provided?
Are the hyperlinks still connected?
Coverage
All aspects of the topic covered?
How much detail provided?
Presentation
Is the information supported by text, images,
graphs etc.?
Can you read the text?
What are the graphics like?
Is there advertising in the sidebars? Is it suitable?
Accuracy
How reliable is the information?
Can it be supported by other sources?
Is the spelling and grammar accurate?
Purpose
Who is the intended audience?
What is the intended purpose?
Are there are any biases or opinions indicated by
the author?
Ease of Use
Is the site easy to use?
Are the links appropriate?
How accessible is the site?
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Narrative – Peer Checklist Student’s Name:…………………………... Name of Peer:…………………..………
DOES MY STORY HAVE….. YES NO COMMENTS
an exciting orientation?
a clear complication (problem)?
a build up of events that create
tension? (that may use short sentences
or character dialogue)
an exciting climax?
a resolution or twist?
limited characters?
ONE clear setting? (the story starts &
ends in the same setting)
engaging / entertaining material?
consistently matching vocabulary with
narrative voice? (person)
consistently matching tense?
logical development and cohesion?
(there are no big jumps/gaps in the
story)
control over punctuation? (especially
for direct speech)
control over spelling?
a wide range of sentence structures?
lots of descriptive language
techniques? (similes, metaphors,
personification, alliteration, repetition,
onomatopoeia etc
a relevant relation to the stimulus
provided?
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Narrative – Short Story
1. Orientation
In this paragraph the narrator tells the audience who is in the story, when
it is happening, where it is happening and what is going on.
2. Complication
This is the part of the story where the narrator tells about something that
will begin a chain of events. These events will affect one or more of the
characters. The complication is the trigger.
3. Sequence of
events
This is where the narrator tells how the characters react to the
complication. It includes their feelings and what they do. The events
can be told in chronological order (the order in which they happen) or
with flashbacks. The audience is given the narrator’s point of view.
4. Resolution
In this part of the narrative the complication is sorted out or the problem
is solved.
5. Coda (Message)
The narrator includes a coda if there is a moral or message to be learned
from the story.
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Narrative - Structure
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Newspaper Report - Model
Local marine tells his story of struggle, perseverance
Thursday, Nov. 18, 2010 by John Geddie
Rob Jones, a Marine Corps Corporal who lost both his legs while serving in Afghanistan, gets a standing ovation at the conclusion of the Loudoun Valley High School Veterans Day program Nov. 11. Jones told his story as the guest speaker. – Times Mirror Staff Photo/ Beverly Denny A Marine Corps Corporal, Jones served a tour in Iraq before volunteering to serve in Afghanistan with the 3/7 K Co. engineers as a sweeper for explosives. In July, while clearing a path for explosives near the Helmand River, Jones was struck by an improvised explosive device, resulting in the loss of both of his legs. Sweeping for mines, Jones said, never swayed him. Speaking in front of hundreds of people, however, is another matter. Serving as a guest speaker at the Loudoun Valley high School Veteran’s Day program on Nov. 11, Jones’ speech, which was book-ended with standing ovations from the packed audience in the school’s auditorium, began with a note of humour.
“I was commenting earlier to my girlfriend and my family, that I would usually walk up to an IED and show no fear,” Jones said. “But I got a little nervous when I came to speak in front of a bunch of people.” Jones, who graduated from Loudoun Valley in 2003 before attending Virginia Tech, went on to describe the circumstances surrounding his injury – how when he work up, discovering that his left leg had been lost at the knee and his right leg above the knee, he knew his life was forever altered. “My story could have ended there in that blast crater,” Jones said. “Believe it or not, my first thought when waking up wasn’t about dying; somehow I knew I would survive. Instead, I pictured the rest of my life without legs and realised I’d have to give up some of the plans I’d made.”
Rob Jones is no stranger to having his nerves tested.
Jones, who now stands tall with prosthetics attached to both of his legs, said that throughout his ordeal, he has maintained a positive attitude. “The most common reaction I get from people who visit me is disbelief that I can maintain such a positive outlook,” Jones said. “It isn’t because I possess anything that anybody doesn’t have, not is it because I
have the will of a superhero. My positive outlook comes from the very people that are impressed by it. Every visitor I get gives me a little more strength and a little more hope.”
Before the close of his speech, Jones said it was necessary to recognize another group of people on Veterans Day. The people who have dedicated their lives to helping veterans like Jones get back on his feet, including physical therapists, prosthetists and members of charities dedicated to wounded veterans. “Even with all of this support, sometimes it still gets hard,” Jones said. “In those times, I have to remind myself that although I am down, I am not out. “Up until now, I never would’ve believed that I could inspire anyone, but it amazes me more than anything that I have been able to do that to so many people.”
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Newspaper Report - Structure The purpose is to inform the public of events.
The structure of the newspaper report takes the following format:
Most important details
Least important details
HEADLINE
(title of story)
SUMMARY LEAD
(Most important information)
2nd most important information
3rd most important information
Etc.
Ramsay, M.A. (2005)
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Oral Presentation
PR
EP
AR
AT
ION
Introduction
Attention grabber
Identify topic
Give personal viewpoint
Attention grabber can be in the form of a rhetorical question or a humorous story.
Style should be relaxed and natural. Your introduction should be short with one
sentence on the topic to be talked about.
The final sentence of the introduction should be your view on the topic. It might begin
with “I believe…”
Body
Get audience involved
Organize main points
Personalize speech
Use vivid language – “hear, feel, see, smell”
Conclusion
Cue audience that you will be winding up
Summarize main points (don’t go on for too long)
Leave a lasting impression
PR
ES
EN
TA
TIO
N
Communication
Use eyes effectively. Be sure to have good eye-contact (select about five points
or faces on which to focus)
Use hand gestures – don’t overdo it. Practising will improve the skill
Gesture towards your images and ensure your expression draws audience to
them
Vary the pitch, tone and pace of your voice
Be enthusiastic
Include an interesting visual aid to attract the audience’s attention away from
the speaker
Begin by looking just over the heads of the audience
Overcoming Stage Fright
Prepare well
Have your speech well organised
Practise your speech with equipment
Use palm cards with dot points and notes on the lectern
Remember before preparing your speech
Be aware of the age and background of your audience
Check out your venue / classroom beforehand
Organise any resources needed eg. OHP, data projector, etc
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.
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Poster
A successful chart will achieve the
purpose and be directed at a
particular audience.
Use large lettering
Have an attractive and polished finish
Basic elements of a chart are:
Main heading Should be brief, to the point and designed to capture interest
Visuals Are the focal point of the chart Are always labelled
Text Should be written in dot points and be able to be read
through systematically Should be placed near the relevant visual Font size should be at least 18 point Punctuation is not used at the end of dot points
Sources All images must include attribution to the original source.
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Procedural Writing
An introductory
statement giving the
aim or goal
This may be the title of the text.
This may be an introductory paragraph
Materials needed for
completing the
procedure can be
written as
A list
A paragraph
This step may be left out in some procedures
A sequence of steps in
the correct order
Numbers used to mark the steps of the procedure
The order is usually important
Words such as now, next and after this can be used
The steps usually begin with a command such as add, stir,
or push
Technical language is used
Adverbs are used to tell how an action should be done such
as : shake vigorously, fold gently
MODEL
How to Cross the
Road
Look to the right
Look to the left
Look to the right again
If all is clear, cross the road
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Proof Reading Key for Written Work
The following key explains the symbols teachers use to bring written errors to your attention.
You should know automatically to check spelling, punctuation, sentence structure, tense,
paragraphing etc before presenting your work for marking.
S spelling error(s)
P punctuation error(s)
SS Sentence structure is incorrect
Read it aloud and listen.
Do you need to use a conjunction to join the
ideas?
Do you need to divide it into two separate
sentences?
NP new paragraph
I include more information
T not consistent with tense (stay in either past,
present or future)
Exp expression incorrect or clumsy
W inappropriate or ineffective word use
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Research Journal: Planning Scaffold
Purpose:
Used to record the experiences you have had in the process of meeting your assignment criteria.
The journal is a daily record of all your experiences, thoughts and actions relevant to your
task from the day you received it to the day you hand it in. It must include entries for these
experiences at school and away from school.
Each entry should be brief, no longer than one paragraph, and written in the first person, past
tense.
Entries are arranged in date order with the date as the paragraph header, place one line space
between the date and the entry.
The journal is headed Research Journal.
Standard Assignment Presentation criteria, see The “Write” Stuff, apply in relation to font and
size, ink colour, line spacing and alignment, headers and footers.
Standard Communication Criteria apply see Assignment Presentation - The “Write” Stuff.
The journal is attached to the end of the assignment.
SAMPLE:
Tuesday 18/08/09
Received task from Mrs Langford and slowly went through with the class exactly what the
task was asking us to do. Began thinking about what to do my assignment on. Began
thinking about my hypothesis.
Wednesday 19/08/09
Today Mrs Langford went through with the level 7’s how our assignment was different...
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Research Rationale: Planning Scaffold
The rationale should cover the following topics:
Interest What is it about this topic that interests you?
Inquiry How does this topic relate to the unit you are studying?
Choice
Why is the topic a good choice for this task? Do you have enough
background information to be able to investigate independently in this
area?
Sources Have you ensured you will have a variety of relevant sources to
support this topic?
Structure: The rationale can be presented in sentence form, in point form notes or as a visual research
web.
If written, write the rationale in bold above the explanation.
Standard Assignment Presentation criteria, see The “Write” Stuff, apply in relation to Font
and size, Ink colour, Line spacing and alignment, Headers and footers,
Standard Communication Criteria apply; see Assignment Presentation The “Write” Stuff.
Model Response: The Nazi youth were a product of Hitler’s ideal for a “superior” race.
I’ve chosen the Nazi Youth and the German League of Girls to base my essay on because this
is something that interests me and is related to our topic on World War 2. I’m interested in
this topic because I find I can relate to the issues being a youth myself. I find it intriguing
how Hitler tried to create perfect youth who would grow up to be what he thought was an
ideal race. It will also be captivating to learn more about how Hitler moulded young
German’s lives and how his influence shaped their personalities and their future. I have
scanned the library and internet sources and there is enough information to support this
investigation
Purpose:
A rationale explains the origins of your topic and, if requested, your proposal. It explains the
thinking behind your choices and indicates the depth to which you have completed initial
literature search.
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Science Practical Report
Title The title should reflect what the Practical experiment is about.
Date This should be written under the title on the top of the page.
Aim The aim is a short statement which explains what you are trying to find out.
Hypothesis This is a prediction of what should happen. It is written in the following form.
It is expected that……. (fill in for practical).
Materials All chemicals and / or equipment are to be listed.
Method
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.
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
Set the goals of the survey
What is it you want your survey information to provide?
How will the data be gathered?
Sample
Define the population to be studied
Who will the survey target?
What ages, groups should be considered?
The target group should be a representative sample of the population eg. school
Design
Decide what questions will be asked
Questions must be:
Clear to the person and easy to understand
Not be embarrassing or an invasion of privacy
In a logical order
Simple and confined to specific topic
Language must be as simple as possible
Keep the survey as short as possible
Field
Work
Conduct survey
Record responses in a tabular form (frequently table)
Use tally marks
Ensure checks are made to avoid errors and inconsistencies
Analyse
Analyse the results
Check completed surveys are filled in appropriately
Count and record responses
Summarise results and draw conclusions
Data should be represented in tabular and graphical form
Data needs to be summarised in terms of measures of location and spread
Address your focus question (Goals of the survey)
Written conclusions for your questions should be supported by your numerical
data
Present Refer to task sheet to present your results in the appropriate format. This could
be written as Power Point or written format.
Hint Always conduct a pilot survey to test your survey
Alterations can then be made before your survey design is finalised
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“Unwritten” Rules of Academic Writing
1. Write as you speak. Keep your words formal.
2. Avoid repeating the same words and phrases
closely together.
3. Steer clear of waffle and unnecessary use of
complex or too many words.
4. Choose specific but sophisticated words
5. Be accurate, eg. “It is a well known fact that
Aboriginal health is far worse, with high
mortality and morbidity rates”.
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?
6. Avoid slang, overstatements and emotive
expression.
Slang - rad, cool
Overstatements - “The paper is
fabulous”
Emotive - good, bad, great, nice
7. Avoid euphemisms and tautologies. 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.
8. Avoid point form in formal writing.
9. Avoid the use of good, bad, got, get, nice,
thing, stuff, then and other non specific words.
10. All numbers under 10 are written as words.
11. When giving an example, write it as follows:
There are many activities to keep you occupied
at lunch time; for example, you can play touch
football on the oval.
12. Don’t use abbreviations.
13. Don’t use text message language.
14. Write titles of books, newspapers, magazine or
films inside single inverted commas,
‘Starwars’, ‘The Daily Mercury’.
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Written Report
Report Structure
Title Page Title of Task, Unit, Your Name, Due Date, Teacher’s Name. May
include a picture that relates to the topic
Contents Page Identify headings used in report
Page Numbers
Introduction A paragraph that introduces the report
A brief statement about what your report has covered
Sub Heading 1
Sub Heading 2
Sub Heading 3
Sub Heading 4
Sub Heading 5 etc
Conclusion A paragraph that reviews the main points made throughout the report.
Don’t repeat yourself but reflect on what has been said.
Appendices (For further detail see Appendices Guidelines)
Bibliography List additional resources used.
H
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T
S
Each section within a report has its own page.
A report is a very formal piece of writing and irrelevant pictures
should not be included in the report.
The only pictures that may be included should relate specifically to
and be mentioned in the information within the body of the report, eg.
diagrams, graphs, maps etc. Ensure that you discuss any visuals that
you include in the body of your report.
Any pictures used should include a caption and all graphs, maps,
diagrams should be referenced – include the source.
No personal pronouns, for example, do not write sentences that
contain ‘I’, ‘me’, ‘my’, etc. Try to write formal sentences that use
formal language.
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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 anybody’s opinion.
However, it was a useful site for obtaining an overview of the Light Horse Brigade. Mostly it
was personal reflections and conversation between relatives or historians regarding different