Medium Persuasive Writing ——— Persuasive exposition: speech writing Animals Should Be Banned from Circuses You are going to write a persuasive exposition in the form of a speech that you will deliver to your classmates. The topic of your speech is ‘Animals should be banned from circuses, Think about good ‘easons to support this statement, such as the well-being of the animals involved in circus acts. Then consider your arguments and supporting evidence to persuade your classmates to agree with your opinion. Before you start writing think about: * how you will clearly state the issue and the reason you are writing this speech * the series of arguments you will present to support your view that animals should be banned from circuses. What evidence will you provide, and what order will this be in? + how you will summarise your point of view in the most persuasive way possible + whether you will add a personal reflection or a call to action to your conclusion. Be sure to: * use scrap paper to plan your writing before you begin. Brainstorm your arguments and outline a rough draft. You might lke to revisit pages 6-9 to help you with planning * write your speech on the next page. * write in the present tense * use powerful and emotive words that will persuade the reader to follow your point of view + start a new paragraph for each point or new piece of evidence, and present these in a logical sequence. Begin each paragraph with a topic sentence + use connective words to link your ‘arguments such as ‘firstly’, ‘in addition to’ and ‘therefore’ * finish with a strong conclusion that links directly back to your introduction * check and edit your writing and make sure you have put forward a strong case and persuasive argument. 4p Persuasive exposition: speech waitingMedium Persuasive Writing Persuasive exposition: speech Animals Should Be Banned from Circuses Persuasive exposition: speechMedium Informative Writing —_—_—_ Explanation writing An explanation tells us how things work or why things happen. It teaches people new information using a series of connected steps. You are going to write a page for an instruction manual that explains how to perform or do something. Choose a skill that you are good at, for example, skateboarding tricks, shooting goals, writing stories or getting a high score in a computer game. Include this skill in the fitle of your explanation, For example, 'How to Catch the Perfect Wave’ Before you start writing think about: + what the title of your explanation will be + an opening paragraph that introduces the subject of your explanation and explains what will be covered in the text * the steps needed fo explain how to perform cor do your skill, and the order these will be in + how you will conclude your explanation. You might want to include an interesting comment on what you have just explained. Be sure to: * use scrap paper to plan your writing and outline your steps in a logical order + write your explanation on the next page + use the present tense + include technical language relevant to your skill such as ‘point break’, ‘swell! and ‘fins? * use words that show cause and effect such as ‘because’, ‘caused by’, 'as a result of and ‘therefore’ + use words that show time links such as ‘after’, ‘following’, ‘then’ and ‘initially’ * read over and check your text to make sure you have included all the necessary steps in a way that is clear and easy to follow * check your spelling and punctuation Explanation witingMedium Informative Writing Explanation Title: How to ExplanationMedium Narrative Writing —— Narrative: short story writing Bushfire Alert! You are going to write a realistic fiction story about a bushfire. Perhaps you are camping with family or friends in the bush when you spot smoke on the horizon. Or perhaps a raging bushfire is threatening your home town. Think about what you can see, hear, smell and fee! as the bushfire approaches, and your plan of action. Before you start writing think about: * who is with you at the beginning of the story, when it happened (or is happening!) and where you are + what you are doing when the bushfire arrives + the events triggered by the arrival of the bushfire * your personal experience of the bushfire—what you see, hear, smell and feel * the conclusion—what is the end result of the bushfire? Are land and property saved or destroyed? Be sure fo: * use some scrap paper te plan your narrative. You might lke to revisit pages 18-21 to help with your planning + write your narrative about a bushfire on the next page * write in either the past or present tense. Present tense will give a topic like this more immediacy and drama * if you use dialogue, start a new paragraph for each speaker * use the orientation to introduce the characters, time and ploce * add a complication or problem * use strong verbs, nouns and adjectives to describe your experience and make your story compelling. Use the five senses to help your description * write a resolution that lets the reader know the outcome of the story. Narrative: short story writing “5Medium Narrative Writing Narrative: short story Bushfire Alert! Narratve: short storyMedium Persuasive Writing —— Discussion: newsletter article writing Girls Should Be Allowed to Compete Against Boys in Mixed Sports Teams You are going to write an article for your school newsletter that discusses the topic: ‘Girls should be allowed to compete against boys in mixed sports teams’. Think about the pros and cons of girls competing against boys on the same team. Are there any reasons that would prevent girls being able to do this? Is not allowing mixed teams a form of discrimination? Before you start writing think about: * what the issue is and the two points of view that willneed to be discussed + different people or groups that will have differing views and opinions such as girs, boys, athletes, sports coaches, health professionals or anti-discrimination experts + your arguments for giris being able to compete agcinst boys on mixed sports teams, with evidence to support this point of view * your arguments against girls being able to compete against boys on mixed sports teams. with evidence to support this point of view + how you will sum up and conclude your discussion, including any recommendations. Be sure to: * use scrap paper to plan your writing and brainstorm your arguments. You might like to revisit pages 24-27 to help you with your planning + write your discussion about team sport on the next page + state what the topic is in your introduction, and include both points of view in a general way + write in the present tense and use impersonal language + present each point or argument in a separate paragraph * use connecting words to link your arguments such os ‘however’, ‘as a result’ and ‘on the other hand’ + use persuasive devices such as statistics or a direct appeal to the reader + summarise your points of view in a conclusion that doesn't introduce any new information + provide a recommendation to the reader to follow one side or the other + read over and check your text to make sure you have provided a balanced view of the topic * check your spelling and punctuation. Discussion: newsletter article witingMedium Persuasive Writing Discussion: newsletter article Girls Should Be Allowed to Compete Against Boys in Mixed Sports Teams 82 Discussion: newsletter articleMedium Informative Writing —_——_ Procedure: sports instructions writing How to Organise a Relay Race You are going fo write a procedural text that gives instructions for organising a relay race. Think about school sports days you have attended or parlicipated in, and the equipment and team members needed for a relay race. Before you start writing think about: * the goal that will be achieved when the reader follows these instructions * the equipment, type of track and number of runners per team needed for a relay race + the ideal order for a team's runners to achieve the best result * how to write your instructions clearly and precisely * any diagrams you might need to help the reader understand your instructions. Be sure to: use scrap paper to plan your writing. You might lke to revisit pages 30-33 to help with your planning write your instructions on the next page use bullet points to list the equipment needed for a relay race think carefully about each step involved and number them in sequential order begin each step with commanding verbs such as ‘stand’, ‘hold’ and ‘run’ wtite in the present tense using second or third person voice. Procedure: sports instructions writing $8Medium Informative Writing —_ Procedure: sports instructions How to Organise a Relay RaceMedium Narrative Writing —_—_ Narrative: myth writing Amyth is a made-up story with a purpose. It explains an aspect of the natural world, such as how the seasons or the planets came to be. It contains elements that could not occur in the real world. You are going to write your own myth about where thunder comes from. Perhaps it comes from a particular god displaying his anger over some event. Or perhaps it was created as a punishment for an evil wrong-doer. Before you start writing think about: + who your main character or characters will be and when and where the story will be set + what complication or problem will arise for the main character. How will this lead to the creation of thunder? * alitle for your story that tells what natural aspect will be explained + what fantastic elements will be included + how the problem will be resolved or overcome. Be sure to: * use scrap paper to plan your writing. You might like to revisit pages 18-21 and 36-39 for some tips on writing narratives + write your myth on the next page + write in the past tense * use the orientation to introduce the characters, time and place * introduce a complication or problem for your main character(s) + make use of fantastic elements such as gods and goddesses or superhuman powers + solve the problem with actions that could not occur in the real world * check and edit your writing when you have finished. Narrative: myth writingMedium Narrative Writing Narrative: myth Title:. 86 Narrative: mythSample Test: Informative Writing oo: Recount: eyewitness account You are going to write an eyewitness account of an accident for a police report. This recount can be based on an actual accident you have witnessed, or you can make one up. To help with your planning, decide the type of accident you are going to write about, and where it took place. Make notes on the people or objects involved, the order of events and the consequences of the accident. Before you start writing think about: * when and where the accident took piace, who or what was involved, and why it happened * the events that occurred, in chronological order * the result or consequences of the accident. Be sure to: + use some scrap paper to plan your writing * give your recount a title which concisely summarises the event * wtite in the past tense using a formal, impersonal tone * use nouns and pronouns to identify people, animals or things involved in the events * use descriptive language with good use of adjectives and adverbs * use conjunctions and fime-connective words to link events, for example, ‘firstly’, ‘hen’, ‘next’ and ‘a few moments later’ * use strong action verbs to give a visual sense of the events, for example, ‘crashed’, ‘flattened’ and ‘destroyed” + start a new paragraph for each separate section or event * use a logical sequence with your paragraphs, so that your recount flows well * conclude with a comment which wraps up your description of events + read over and check your text and make sure you have recounted the events in the correct order + check your spelling and punctuation. Sample Test: Informative wating 87Sample Test: Informative Writing —_ 58 Sample Test: Informative WritingSample Test: Assessment Grid Recount: eyewitness account At the medium level most of the structural and grammatical features of recount texts should be evident in your child's writing. Use this assessment grid to assess your child's writing of recount texts at this level and then again at the advanced level—where alll the structural and grammatical features of recounts should be evident and the writing more polished. The highlighted text indicates structural or grammatical features of recount texts that are not applicable to this particular piece of writing but may be applicable to another piece of recount writing. The writing attempts to entertain and interest the reader. | yes | NO Detailed information of events recounted has been included. Descriptive language such as adjectives and adverbs has been used to create images in the reader's ming. Personal feelings about the events have been included. The writing flows in a logical and ordered sequence. The fille reflects the subject the recount is written about. roe The scene is set and some useful background is provided, Information about who, when, what, where and why is included. foe Paragraphs contain an account of events in the order they occured. Past tense verbs are used to recount the events. The fist person voice and personal pronouns are used such as: I’ and 'we' Time connectives are used such as: ‘fist’, 'seconc’, ‘next’, ‘then’, ‘eventually’ and ‘finally’. Names of people, places and things involved in the events are used. Nouns, verbs, adverbs and adjectives are used fo outline events in detail. No new events are introduced. ‘A summary or ending comment brings the eyewitness account to its conclusion. ‘A personal opinion including thoughts and feelings about the events that happened.