ICAN Certificate 1 Education and Skills Development Consolidate Writing Skills

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Consolidate Writing Skills

TAFE SA Code: Nominal Hours: Unit Descriptor:
The focus of the unit is to consolidate the learners skills and knowledge necessary for writing a range of simple texts within a community, education, or vocational context.

CAAFC 30

Application of Unit:
This unit applies to learners wanting to develop writing skills for self, employment, education and/or community participation. It will consolidate writing skills already gained from previous experience and learning and should ensure the learner has the necessary skills to achievement level 2 of the ACSF indicators of competence for writing. See Australian Core Skills framework levels of Performance for more detail.
http://deewr.gov.au/SKILLS/PROGRAMS/LITANDNUM/ACSF/Pages/default.aspx

The young persons readiness to start this unit of work can be assessed through the writing assessment in their Flexible Learning and Transition Plan To enhance the outcomes for learners it is recommended that this unit be taught concurrently with other units at this level, and that assessments include both integrated and stand alone tasks. To achieve competence in this unit a learner must be able to write a range of simple, texts for different purposes and convey information clearly and accurately. Young people need to be able to identify the audience for their writing and have a clearly defined purpose and structure.

Young people need to demonstrate:

Evidence of the planning process Drafting Editing and proof reading Well presented final copies

Young people will need to accurately spell:

common sight words words with regular spelling words with personal significance

Grammatical features include:

basic punctuation(full stops, capital letters and commas etc) simple verbs in correct tense conjunctions such as and and but time locators e.g. yesterday, first, before, then
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Critical aspects for assessment and evidence required to demonstrate competency in this unit:
This unit of work is set out as a series of explicit tasks that require the facilitator to lead young people through as well as independent learning tasks in the form of mini-projects. It contains a range of opportunities to assist the young person to meet the performance criteria (see checklist). Competence is demonstrated through holistic and simulated/real life tasks rather than a specific individual assessment for each concept. Writing tasks should be connected to young peoples real life experiences and opportunities for authentic learning incorporated at all times.

Authentic writing opportunities may include:

a letter of introduction for a structured work placement contribution to a published newsletter filling out forms resumes invitations

Context of and specific resources for assessment:

A range of assessment strategies are required to demonstrate competency of this unit including Observation Work samples ( paper based ad digital media Presentations Presentation in group discussions Peer/self assessment

Consistency of performance:
To ensure consistency of performance over the range statements and contexts, this unit must be assessed over a period of time.

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Consolidate Writing Skills

Certificate 1 Education and Skills Development
Compulsory Unit Name: __________________________ TAFE ID Number: ___________________

Performance Criteria Determine content of simple texts 1.1 Identify intended audience 1.2 Gather information and ideas 1.3 Determine the type of text to be written 1.4 Identify the features of the particular text type 1.5 Select content and length for text type Draft simple texts 2.1 Draft information and ideas in a logical sequence 2.2 Choose appropriate text features and language for audience and purpose 2.3 Use a range of tools to assist in the writing 2.4 Refine content and length for text type Write, revise, proof read and edit simple texts 3.1 Write, revise, proof-read and edit for meaning and accuracy 3.2 Seek feedback on writing from peers and/or facilitator 3.3 Present texts in an appropriate format Result: achieved / not yet achieved

Date Assessed

WPA Initial

Date Completed: _________________ Student Signature:_______________________________ Assessor Name:___________________________ Signature:_____________________________

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ICAN Certificate 1 Education and Skills Development Consolidate Writing Skills

What do we write?
Brainstorm all the different written texts you can think of. This may include Brochures Books Cereal packets Letters Comics Advertisement Newspaper articles etc. Start a text collection, by gathering different written texts that you can find.

Looking closely at texts

Look at the texts in the text collection and with your facilitator have a discussion about Who wrote it? Why did they write it? Who did they write it for? Is it a friendly or formal style? What does it look like (text size/colour/presentation)? Why? Record some of the main points for your chat in the box below.

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What are text types?

There are a range of different types of writing. These are called text type or genres. Each of these types of writing is used for different purposes and has a different style or structure. We need to have a clear understanding of these text types so that we can choose the right style of writing for the purpose. Some text types that you might be familiar with include:

Narrative:
A narrative is writing that is created to entertain, motivate, guide and teach. Narratives are often stories containing a number of events that take place and a problem that needs to be solved by the characters.

Procedure:
A procedure is a text that tells the reader how to achieve a goal or outcome through following a sequence of steps. e.g. recipes, assembling furniture instructions.

Recount:
A recount is a record of a series of events in the order in which they occurred. Recounts can be personal, factual or imaginative. Examples may include newspaper reports and stories about people and events that have happened to them.

Report:
Reports are used to present and store information, usually about a class of things e.g. science report, school reports.

Explanation:
Explanations give an account of why something has occurred or how something works. e.g. scientific explanation of global warning, or political explanation of why they cut back spending.

Argument (persuasive writing):

Arguments put forward a case for or against a particular point of view. e.g. debates, political speeches, complaints, letters to the editor.

Discussion:
Discussions examine issues from more than one perspective and make recommendations based on evidence. e.g. discussion paper about effects of pokies on the community.

Review:
Reviews present a personal view on a text. e.g. book reviews, movie reviews. * See Appendix1 for more detailed explanations Look back at your text collection and identify which genre your texts are from. Record this info in the table.
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If you dont have examples for each genre, have a think about the type of writing that could be included and write this down too.

Genre Narrative

Examples

Procedure

Recount

Report

Explanation

Argument

Discussion

Review
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Audience
When we are doing some writing it is always important to think about who will be reading it. Who is the audience for our writing? This will give us information about how we should write, including Language to use Formal or informal Length of the writing What the writing should look like (e.g. colour, style, graphics, font etc)

Purpose
We also need to think about the purpose of the writing. Why am I writing this? There are a whole range of purposes for writing including to Entertain or amuse people Inform and instruct Express an opinion Try and convince someone Report about something Choose 4 of the texts from your collection and identify the purpose and audience for each of the texts.

Text

Purpose

Audience

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The purpose of the following texts is to convince you to buy the product. Think about who they were written for (the audience). What has the author done to try and make it appealing to this audience?

http://www.multyshades.com/2010/07/35-creative-advertisement-examples-for-design-inspiration/

Pepsi MAX

Nintendo DS

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Text Features
There are a range of text features that we need to know about when we are writing so that other people can understand the information presented and gain meaning from what we have written. Text features include: Text structure Grammar Spelling

Text Structure
Text structure is a way of organising a text and includes: Content and index Graphic organisers Diagrams and visuals Heading and sub-headings Paragraphs Font Labels and captions Go online or use your text collection and find and copy an example of the following Text Structures Glossary Caption Diagram Graph Timeline Check out the link for more examples. http://www.scholastic.com/teachers/top_teaching/2011/03/my-march-top-ten-list-nonfictionreading-resource

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Grammar
This includes: Types of words Time and location markers Punctuation Sentence structure Tense Types of words Knowing different types of words and which words are best for each genre can help us write better. Word types include: Verbs Nouns Adjectives Connectives Check out this website to learn more about these word types and record the info below. http://www.bbc.co.uk/skillswise/topic/what-are-word-types

Word type
Verb

What is it?

Examples

Noun

Adjective

Connective

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Time and Location Markers Time and location markers are another grammatical feature you need to know about. These are words that can be used in writing that give an indication of time and location (i.e. when and where things happened) For example: Yesterday, today, tomorrow Then, before First, second In, out, around Have a go at circling the words in the following text that are time and location markers. We were watching TV in the lounge earlier this afternoon. During an ad break my usually broke Dad said, What do you want for your birthday tomorrow? Actually my birthday is today, I replied turning around to face him, remember I was born on the 13th, which you always said was an unlucky day to be born on! Well, your luck has changed now! Im going to get you want ever you want! You are not sixteen everyday he added smiling, soon you will be earning your own money, but for now you can count on me! Im feeling generous after winning $1000 yesterday! This was the first time he had been so keen to share! I knew then that I had to act quickly before he gave the idea a second thought, so I said, I saw a guitar and amp in the music shop last week .We could go there now before their half-yearly sale finishes. No worries. Before we go can you help me find my keys? I saw them somewhere here this morning, he added getting out of his chair. I didnt need to be asked a second time! For once I looked for his missing keys without complaining.

Tense- Mixed up Punctuation I cant say that worked at a burger restaurant is my dream job, but you have to started somewhere. When we speak, we use expression and pauses listening to the supervisor talk about safety and My first day at my part time job were stressful. I to help the person we are talking to understand what we are saying and to .I didnt communication more interesting. We use punctuation how to bended and lift stuffmake ourthought you could hurted yourself serving burgers, but when we write, I provide this more than smiled at the customers and asking them to meaning of what apparentlyto will be doinginformation. If we dont use punctuation correctly, thebuy bigger size meals. I will learned how to cook, assembling burgers, fill drinks, operated the cash register and we write can change. mopped floors. Think about the meaning of these sentences They fitting me out in new clothes and talked about how the restaurant run and what they expecting from us. was walking and talking half and hour after his head was cut off. a) The criminal Some of the other workers was friendly and we talking about what we will spent our first pay on. The criminal was walking and talking. Half and hour after, his head was cut off. By the end of the day I was felt better about the job. Who knew, in the future I might became a crew trainer, told other new kids what to do.
b)

A woman without her man is nothing. A woman: without her, man is nothing.

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Punctuation Marks What are the different types of punctuation you can think of? Draw an animal using only punctuation marks in the box below.

Check out the following sites if you need some practice with punctuation. http://www.bbc.co.uk/skillswise/topic/punctuation Although the short video is English (British) it still gives basic info to the use in everyday life. Two levels: Quizzes can be downloaded as a hardcopy Basic Concepts 3 Fact sheets & quizzes (2 Fact Sheets & 3 Worksheets & a Quiz) http://www.bbc.co.uk/skillswise/topic/punctuation/resources/e3 Entry Level 1 essential Level for many jobs - Fact sheets & quizzes (2 Fact Sheets & 5 Worksheets & Quiz) http://www.bbc.co.uk/skillswise/topic/punctuation/resources/l1 Games: Fact Monster http://www.factmonster.com/cig/grammar-style/punctuation-matters.html Beat the Clock Apostrophe game (Can you fix the apostrophes in time?) http://www.bbc.co.uk/skillswise/game/en29punc-game-beat-the-clock-apostrophes Blown Away game (Can you blow away the out-of-place punctuation?) http://www.bbc.co.uk/skillswise/game/en29punc-game-blown-away Going to work on commas (Can you spot the right place for the commas?) http://www.bbc.co.uk/skillswise/game/en29punc-game-going-to-work-with-commas Pin down Punctuation (Bored? Then try to pin down the right punctuation!) http://www.bbc.co.uk/skillswise/game/en29punc-game-pin-bored Play your caps right (Can you capitalise on your success?)
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http://www.bbc.co.uk/skillswise/game/en29punc-game-play-your-caps-right Sentence shooter Game (Can you shoot the sentences?) http://www.bbc.co.uk/skillswise/game/en29punc-game-sentence-shooter Who owns the game? (Can you spot the apostrophes?) http://www.bbc.co.uk/skillswise/game/en29punc-game-who-owns-what ***Check out Grammar Apps from your APP Stores on your phones (Apple or Android) Tick or highlight the sites you visited.

Signed: Me Facilitator

Think about any aspects of punctuation that you find tricky. Set yourself some goals to improve this. Dont forget to think about the strategies you will use.

Edit the following piece of writing and include: Full stops Capital letters Commas Quotation marks Question marks Exclamation marks Apostrophes

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Extract from Twighlight by Stephanie Meyer

bella my mom said to me the last of a thousand times before I got on the plane you dont have to do this my mom looks like me except with short hair and laugh lines i felt a spasm of panic as I stared at her wide childlike eyes how could I leave my loving erratic harebrained mother to fend for herself of course she had phil now so the bills would probably get paid there would be food in the refrigerator gas in her car and someone to call when she got lost but still i want to go I lied Id always been a bad liar but Id been saying this lie so frequently lately that it sounded almost convincing now

its good to see you bells he said smiling as he automatically caught and steadied me you havent changed much hows rene moms fine its good to see you too Dad i wasnt allowed to call him Charlie to his face i found a good car for you really cheap he announced when we were strapped in wow dad i love it thanks now my horrific day tomorrow would be just that much less dreadful i wouldnt be faced with the choice of either walking two miles in the rain to school or accepting a ride in the chiefs cruiser

http://www.stepheniemeyer.co.uk/books/twilight/an-extract-from-twilight/

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Sentence Structure A sentence is a group of words that start with a capital letter and end with a full stop, question mark, or exclamation mark. It needs to express a complete idea and include a subject and a verb. There are three types of sentences. Simple Simple sentences have only one section (clause) and have a noun and a verb. E.g I went to the beach. The dog barked at me. Compound Compound sentences are longer sentences with two sections (clauses) joined by a connective. E.g I went to the beach and I got sunburnt. Complex Complex sentences have more than one section (clause) where there is a main clause and then additional information. E.g When it began to rain at the beach we rushed home because we didnt want to get wet. Have a go at these games from BBC Skillwise. Put text into sentences http://www.bbc.co.uk/skillswise/game/en29punc-game-put-text-into-sentences Logging Sentences game http://www.bbc.co.uk/skillswise/game/en30stru-game-logging-sentences Make a sentence game http://www.bbc.co.uk/skillswise/game/en30stru-game-make-a-sentence Spot the sentence game http://www.bbc.co.uk/skillswise/game/en30stru-game-spot-the-sentence Treasure Hunt Game http://www.bbc.co.uk/skillswise/game/en30stru-game-verb-subject-treasure-hunt Tick or highlight the sites you visited and list the tasks you tried.

Signed: Me Facilitator

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Tense Tense gives an understanding of time it shows us when the events that are being written about actually happened. Tense can be: Past Present Future Have a look at the following text and correct the words (verbs) you notice that are not correct.

I cant say that worked at a burger restaurant is my dream job, but you have to started somewhere. My first day at my part time job were stressful. I listening to the supervisor talk about safety and how to bended and lift stuff .I didnt thought you could hurted yourself serving burgers, but apparently I will be doing more than smiled at the customers and asking them to buy bigger size meals. I will learned how to cook, assembling burgers, fill drinks, operated the cash register and mopped floors. They fitting me out in new clothes and talked about how the restaurant run and what they expecting from us. Some of the other workers was friendly and we talking about what we will spent our first pay on. By the end of the day I was felt better about the job. Who knew, in the future I might became a crew trainer, told other new kids what to do.

Check out these sites for more tense practice. Really Learn English http://www.really-learn-english.com/examples-of-english-tenses.html BBC Skillswise fact sheets http://www.bbc.co.uk/skillswise/factsheet/en32tens-e3-f-past-and-present-factsheet http://www.bbc.co.uk/skillswise/factsheet/en32tens-e3-f-verbs BBC Skillwise games http://www.bbc.co.uk/skillswise/worksheet/en32tens-e3-w-find-the-verb http://www.bbc.co.uk/skillswise/worksheet/en32tens-e3-w-talking-about-the-future http://www.bbc.co.uk/skillswise/worksheet/en32tens-e3-w-what-is-the-tense http://www.bbc.co.uk/skillswise/worksheet/en32tens-e3-w-writing-in-the-past-tense

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Spelling
What are some strategies that can help you when you dont know how to spell a word? List them below: The Spell Checker on the computer is a fantastic toolbut beware!!! I have a spelling chequer It came with my PC It plainly marks for my revue Miss takes I can knot sea Ive run this poem threw it Im shore your pleased two no Its letter perfect in its weigh My chequer told me sew. Circle the words that you think are spelt incorrectly and write the correct word. Dictionaries and thesauruses Check out a dictionary and a thesaurus. How are they different? Write that in the box below. Practice looking up 2 words in both the dictionary and the thesaurus and record your findings. Dont forget to use the thesaurus on the computer, too!!

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Lets Get Writing

Writing requirements for Consolidate Writing Skills You are required to produce 4 pieces of writing. You need to clearly demonstrate the planning process you used as well as the drafting and editing process. Dont forget that this witting can be work that you are doing in other modules of the Cert 1 ESD. Think about real life opportunities for these writing tasks. Some ideas for writing include: Write up a recipe to share from Food and Nutrition Recount an activity at your program you have recently completed (special occasion / recreation activity / art activity) contribute to the ICAN or your program / school newsletter A review of a movie you saw recently or a CD Resume An article about: Planning You need to plan your writing before you get started. Make sure you think about Why you are writing it? Who will read it? What style, vocab and tone should you use? Which genre of writing is best for the purpose? Use a proforma (see Appendix 2) to plan your writing or have a go at using a Flow chart Timeline Concept map Story board Table Editing Use the checklist to edit your pieces of work. Dont forget to proof read your work. It is good to show your work to other too, so they can give you some feedback. Why the driving age should (or should not) be put up to 18 Body piercing should (or should not) be banned All high school students should learn

Design and make a brochure that promotes your program

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Learning links and ideas

Here are some great links to give you some ideas for your writing tasks. 1. Check out these Youtube clips to give you some writing ideas. Real Men http://www.youtube.com/watch?v=ispTJ08V0UM Lost Generation http://www.youtube.com/watch?v=42E2fAWM6rA 2. Youth Homelessness & Youth Crime documentaries with writing resources This resource is based on THE OASIS documentary. The OASIS documentary can be viewed online at http://theoasismovie.com.au THE OASIS teaching resource: Youth Homelessness Matters is about raising the awareness of youth homelessness, celebrating the resilience of young people who are experiencing homelessness in Australia and empowering the next generation of young people to take action to prevent youth homelessness in the future.

Burn movie www.burn-movie.com.au Movie Burn - The aim of the program has been to prevent NSW young people from getting caught up in serious group assaults or robberies. Joint venture crime includes teacher resources. HOME PAGE TEACHER RESOURCE PAGE

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3. Check out the following news sites to produce a report or piece of persuasive writing about a current hot topic! News sites: http://www.abc.net.au/news/ http://www.adelaidenow.com.au/ http://www.australiannews.net/ http://www.careerone.com.au/?from=ninbar http://www.abc.net.au/news/australia/ http://southern-times-messenger.whereilive.com.au/ http://www.theage.com.au/ http://www.theaustralian.com.au/ 4. Tropfest Tropfest is a short film festival that happens all around the world. Check out some of the Australian entries. They can all be accessed on-line.

Click on the link then go to ARCHIVE 2007 and watch the short film called BETWEEN THE FLAGS. http://tropfest.com/au/category/archive/archive-2007/ You may need some background info on the Cronulla riots before you watch this film, so check out some past media reports or go to the following link. http://www.youtube.com/watch?v=QYiAAxZWyys You could do a review of the film or your own investigation and report into the Cronulla riots. 5. Write your own Rap Rap machine: underwater city http://www.scootle.edu.au/ec/viewing/L458/index.html

There are heaps of other learning objects on SCOOTLE talk to your school about organising a login. www.scootle.edu.au

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Consolidate Writing Skills Editing Checklist 1 2

Follows the plan Correct spelling Appropriate tone Writing makes sense No unnecessary information Full stops - end of sentences - abbreviations - after initials (e.g S.A.) Capital letters - start of sentences - names Question marks (?) Exclamation marks (!) Commas (,) Apostrophes (l) Speech marks ( l) Sentences make sense No run-on sentences Consistent tense used Clearly sequenced writing and ideas Paragraphs Title Subheadings Appropriate font - type - size Diagrams, pictures, graphs, page border if needed Appropriate format (brochure / letter / poster / report) Got some feedback from facilitator - my peers
Signed: Me Facilitator

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Writing requirements for Consolidate Writing Skills

Name_______________________________ School / Program________________________

Text 1

Text 2

Text 3

Text 4

Planned writing (used mapping tool or proforma) Identified purpose

Identified audience

Identified which genre

Identified style and tone

Produced 1st Draft

Edited draft (Editing Checklist) Final copy

Proof-read work

Signed: Me Facilitator

MAKE SURE YOU KEEP A COPY OF YOUR PLANNING, 1ST DRAFT, EDITTING CHECKLIST AND FINAL COPY.
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Appendix 1
Genre Structures and Language Features Recount
Purpose To record a series of events in the order in which they occurred. 3 main types of recount Personal recount Factual recount Imaginative recount Structure Generally begins with an orientation (who where when) Followed by a series of events usually organised in chronological order. A personal comment can be included at various stages Language features Nouns / pronouns (participants) e.g. Mum, I Mr. Smith, she Action verbs e.g. climbed, ran Past tense e.g. they went ., she smiled . Conjunctions and time connectives to sequence events e.g. later, next before that Adverbs and adverbial phrases (verb describer) e.g. happily, every day, out of the window Adjectives (noun describers) e.g. blue, difficult, a dozen Simple, complex and compound sentences

Test types: Personal retelling of events anecdotes

book reports personal diary/journal

personal letter jokes

Narrative
Purpose To entertain, create, stimulate emotions, motivate, guide, teach Structure Usually organised to include: Orientation Complication Resolution Coda (optional) Language features Nouns used to describe people, animals, things the story is about e.g. children, bear, Sam Adjectives to describe characters, setting e.g. huge, scary, ominous Conjunctions and time connectives to sequence events Adverbs and adverbial phrases e.g. Once upon a time Past tense Verbs to indicate what characters are saying, thinking, feeling e.g. scream, reply, love, despise Simple, complex and compound sentences

Text types: Aboriginal dreaming stories Autobiography Ballads Biography

diary tall stories myth/legend news reports observation

play recount Torres Strait Islanders legends personal letter

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Procedure
Purpose To achieve a goal outcome through a sequence of steps. Examples include recipes, science experiments, game rules, appliance manuals, directions. Structure Usually organised to include: Goal of the activity Materials required Steps needed to accomplish the goal Language features Modality (degree of probability or obligation) e.g. always, never, definitely Prepositions e.g. in, beside, towards, beneath, away from Action verbs e.g. shake, stir, follow Precise vocabulary e.g. whisk, lukewarm Connectives to seque4nce the action in time e.g. then, while Adverbial phrases to express details of time and place e.g. for 5 minutes Simple sentences Formatting dot points or numbers commonly used

Text types: Biography Board games checklists computer games

content pages diets directions indexes instructions

meeting agendas recipes rules and consequences science experiments technology designs

Information Report
Purpose To present information. Generally a text used to store information about a class of things. Structure Usually organised to include: A general statement to identify the subject Description (facts grouped into topic areas) Language features Use of general nouns rather than particular nouns e.g. hunting dogs rather than our dog Relating verbs to describe features e.g. reptiles are scaly animals Some use of action verbs to describe behaviour e.g. emus cannot fly Timeless present tense e.g. Komodo dragons usually weigh more than 160 kg Descriptive language (tend to be precise rather than imaginative) Technical terms e.g. isobars, circumferences Paragraphs with topic sentences to bundle information Complex and compound sentences

Text types: captions definitions diagrams flow charts introductions journals labels learning logs maps science report social science report tables timelines new reports

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Explanation
Purpose To give an account of how and why things occur: Scientific Technological & natural phenomena Structure Usually organised to include: Identifying statement (statement of phenomenon) Series of events (explanation sequence) Concluding statement Text types: Computer help Language features General e.g. table building and abstract nouns e.g. multiplication, temperature Action verbs Simple present tense Passive voice Conjunctions of time and cause Noun groups e.g. the particles of dust and gas Adverbial phrases Technical language Complex and compound sentences

scientific journal

manual

Exposition
Purpose To argue a case for or against a particular position or point of view Structure Usually organised to include: Statement of position arguments reinforcement of position statement Text types: Adverts Advice column Complaints debates editorials letters to editors job application reviews political advertising news articles Language features General nouns e.g. ears, zoo Abstract nouns e.g. policy, government Usually timeless, present tense Technical words e.g. species Relating verbs e.g. it is important Action verbs e.g. save Thinking verbs e.g. believe Modality e.g. must, certainly Connectives e.g. firstly Evaluative and emotive language e.g. significant, valuable, blatant disrespect Complex and compound sentences

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Discussion
Purpose To examine issues from more than one perspective and make recommendations based on evidence Structure Usually organised to include: Statement outlining the issue Arguments for and against, including evidence for differing points of view Conclusion, possibly summing up both side or recommending in favour of one side Language features General nouns to make statements about categories e.g. uniforms, alcohol Relating verbs to provide information about the issue e.g. smoking is harmful Verbs to describe writers personal view e.g. feel, believe, hope Connectives to link arguments e.g. on the other hand, however Detailed noun groups to provide information in a compact way e.g. the dumping of unwanted kittens Modality in varying degrees e.g. perhaps, might, should Adverbials of manner e.g. hopefully, deliberately Complex and compound sentences

Text types: Guest editorials

newspaper reports

Hansard

Description
Purpose To focus attention on the characteristic features of a particular living, non-living, or natural phenomenon. (animal, building or place) Structure Usually organised to include: Introduction to the subject of the description Characteristic features of the subject Optional evaluation and optional concluding statement Language features Particular nouns e.g. my teacher, the Opera House Detailed noun groups to provide information about the subject Variety of adjectives Relating verbs Verbs to express writers opinion and personal view Action verbs to describe the subjects behaviour e.g. nips, wrestles Adverbials to provide more information about this behaviour e.g. our puppy always nips our heels Similes, metaphors and other types of figurative language Simple, complex and compound sentences

Text types: Reference books Web sites

documentaries poems labelled diagram

cross section cut aways lifecycle

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Appendix 2
Background info
Title:

Argument Plan
2. Arguments for 3. Arguments against

Purpose:

Audience:

Style and tone:

Format:

1. Problem

4. Conclusion / Summary

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Narrative (Story) Plan

Background info
Title:

2. Complication
How the problem began?

Purpose:

Audience:

3. Resolution
How the problem was solved?

Style and tone:

Format:

1. Orientation
Setting when, where, who, what, why?

4. Coda
Some stories have a moral (but not all)

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Persuasion Plan
Background info
Title:

2. Details

Evidence supporting each detail

Purpose:

Audience:

Style and tone:

Format:

1. Point of view

3. Conclusion / Summary

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Procedure Plan
Background info
Title:

2. Requirements
What do you need?

Purpose:

Audience:

3. The Steps

Style and tone:

Format:

1. Aim
What is to be done?

4. Conclusion
Not always necessary!

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Recount Plan
Background info
Title:

2. Events (in the order they occurred)

Purpose:

Audience:

Style and tone:

Format:

1. Setting
Setting when, where, who, what, why?

3. Conclusion / ending

ICAN Certificate 1 Education and Skills Development Consolidate Writing Skills

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Review Plan
Background info
Title:

2. The Good Points

Purpose:

Audience:

3. The not so good

Style and tone:

Format:

1. Outline
What are you reviewing? Brief summary (author/artist/target group/content)

4. Conclusion

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