Writing and Citing eBook

Writing & Citing A guide to writing styles and APA referencing techniques

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WRITING CITING

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Throughout secondary school, students are asked to respond to tasks using a variety of texts. These texts may include essays, reports, articles, narratives or scripts. This guide will outline the features of nine key genres commonly used at Marist College Ashgrove.

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This guide will also provide students with the tools to navigate the world of citing and referencing. At Marist College Ashgrove, the preferred referencing style is APA. Visit the Br Mark Farrelly Resource Centre referencing help page for more useful tips.

Look for this icon.

This is an interactive eBook. Pages with this icon contain videos and hyperlinks to provide you with more information and downloadable content.

Click on a page in the contents list to navigate directly to that section.

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Getting Started Understanding the Task Sheet 6 Style Guide 8 Assignment Help Page 10 Writing 6 +1 Traits 14 Writing Structure 16 Writing a Hypothesis 21 Language Grammar 22 Consistent Tense 24 Commas 25 Conjunctions 27 Run-On Sentences 29 Incorporating Evidence 31 Sample Paragraph 32 Aesthetic Features and Stylistic Devices 34 Research Process 36 Note-taking Effective Note-Taking 40 Graphic Organisers 42 Cornell Note-taking 46 Note-Taking Examples 48 Genres Genres and Techniques 52 Essays 54 Essays 56 Annotated Bibliography 58 Abstract 58 Article 60 Film Review 62 Interior (Internal) Monologue 62 Memoir 64 Recount 66 Reports 68 Script (screenplay) 70 Short Story 72 Speech 74 Presenting a Speech 76 Multimodal Presentation 78 Citing Recording Quotes 84 Video Tutorials 86 Quick Reference Guide 88 Turn It In. 96

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Understanding the Task Sheet

Apply Analyse Create Evaluate Recall Understand

........... ........... ........... ........... ........... ........... .........

.......................

ASPECTS OF THE TASK SHEET Subject Record your details here Overview of the task The style of writing or presentation Describes what you are being asked to do

Instructions to complete the task correctly

Cognitive Verbs. These are explicitly taught in the classroom. Follow the hyperlink to the Cognitive Verbs to learn more about these task words.

A draft is your best effort to fulfill all task requirements. It should be a completed document.

Ensure your assignment has been submitted by the due date and time.

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STYLE GUIDE

ARIAL REGULAR Ensure your chosen font has a high level of readability. Recommended fonts include; Arial, Helvetica and Times.

Choose font size 12 and line spacing of 1.5 or 2. Include page numbers in the footer of your document.

HELVETICA REGULAR Ensure your chosen font has a high level of readability. Recommended fonts include; Arial, Helvetica and Times.

Choose font size 12 and line spacing of 1.5 or 2. Include page numbers in the footer of your document.

TIMES REGULAR Ensure your chosen font has a high level of readability. Recommended fonts include; Arial, Helvetica and Times. Choose font size 12 and line spacing of 1.5 or 2.

Include page numbers in the footer of your document.

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Write it.

TITLE PAGE Own it.

Don’t forget to include a title page for each assignment.

You should include the following information: YEAR LEVEL SUBJECT TASK NUMBER TASK NAME/TYPE TERM STUDENT NAME STUDENT NUMBER TEACHER NAME

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Assignment Help Page The Resource Centre has a range of resources to assist you in completing your assignments.

RESEARCH GUIDES provide assignment help, including researching, referencing and writing.

DATABASES provide a catalogue of suitable research databases to conduct research.

DIGITAL TOOLS provides a range of links and tutorials to assist in your digital needs; from creating digital presentations to navigating shortcuts on your computer.

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Voice

6 +1 Traits At Marist College Ashgrove, we use the 6 +1 traits of writing to carefully consider, plan, draft, and craft all writing exercises.

Ideas

Developing and recording ideas is a crucial step of successful writing. The physical recording of ideas must be the first step in the writing process. Any format possible; list, web, flow chart, etc.

Organisation

This trait is about organising your ideas by selecting the best or most effective ideas from your brainstorm. Each written response must reflect a particular style or format.

You need to develop unique and individual responses to complex questions. This comes through in your style, tone, mood and word choice.

Word Choice

Make use of key subject vocabulary, as well as incorporate a variety of words that engage, clarify and expand your ideas. Consider how your word choice affects your voice and the message you wish to communicate.

Sentence Fluency

Be aware of how your writing sounds and flows.

Incorporate a variety of connectives, sentence structures and lengths to craft an engaging piece of text. Read your work aloud or listen to it using textto-speech.

Writing Conventions

Writing conventions are the mechanics of writing – spelling, grammar, capitalisation, paragraphing and punctuation. Proof-reading for convention correctness is a crucial part of the editing process.

Presentation

Consider the formatting of your final piece. Will it be an essay? A story? A brochure? A letter? A folio?

A newspaper article? Each of these formats require specific elements including visuals, columns, dropcaps, and so on.

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Writing Structure There are a number of ways to craft an effective paragraph. You may like to follow the PEEEL structure of paragraph writing to ensure each paragraph is well constructed and includes all necessary information. As you become more confident in your writing ability, you might like to include a context statement or hook before you introduce your point.

Use as many E sentences as needed to convey your response.

Ensure all evidence is evaluated and clearly linked to the thesis/hypothesis.

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When writing in an academic style, ensure your expression is clear, your sentences are succinct, and your language is formal. Also, ensure you use complete sentences, third person and avoid slang.

Writing in an academic tone is appropriate for most assessment tasks e.g. essays and reports. To write in an academic tone you must ensure your writing is objective (based on fact) and formal.

Use the tips on the following pages to help develop your academic writing style.

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Writing a Hypothesis

Hypothesis. Thesis. Contention.

Each of these statements require a Judgement + Reason.

A hypothesis and thesis statement can be tested.

A contention is one possible assertion that can be argued with or against.

To write your hypothesis, you must answer the assessment question and provide a clear reason (or reasons) for your statement or stance.

Click on the icon to access the Hypothesis Writing Guide.

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Language Grammar

Tips to prevent rambling: 1. Be clear. Know what you want to say.

2. Focus on one idea at a time.

3. Keep it short by using specific words and/or powerful verbs and adjectives.

Reduce wordy phrases. e.g. “… because…” instead of “The reason for…”

Use the active voice rather than passive voice. e.g. “The author believes…” rather than “It is believed by the author that…”

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BE CONCISE: Brief but comprehensive.

Consistent Tense

Commas

Ensure you use consistent tense throughout your response. Choose either past, present or future.

Commas are used in a sentence to indicate a brief pause.

This helps to clarify the meaning of a sentence.

Will go

going

gone

Will be

is

was

Will have

have

had

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Use commas to separate a list of three or more words or phrases.

Tourists visit Cairns to swim, snorkel, and sightsee.

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Use a comma to separate two coordinate adjectives.

Tip: an easy way to determine if a comma is needed is to replace the comma with the word and. If the sentence still makes sense, then the comma is needed.

Cairns is a hot, humid city.

Cairns is a hot (and) humid city.

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When starting a sentence with a dependent clause, use a comma after it.

If tourism in Cairns decreases, many local businesses will suffer.

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Transition Words Transition words can be used to link ideas within your response. Additionally, they can enhance the flow and cohesion of your paper.

Use transition words to introduce and link your ideas.

Firstly, ...

Secondly, ...

Furthermore, ...

Additionally, ...

Hence, ...

Also, ...

Similarly, ...

Likewise, ...

Clearly, ...

Meanwhile, …

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Conjunctions A conjunction is a word used to connect words or sentences. They add fluency to your sentences and can help to create a more cohesive response.

Coordinating Conjunctions Remember FANBOYS F: for A: and N: nor B: but O: or Y: yet S: so Other Conjunctions ...; consequently, … ...; therefore, … ...; however, … ...; although, ... …; whether, … …; whereas, … either… or… neither… nor… if… then… not… but rather… than…

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RUN-ON SENTENCES OCCUR WHEN A SENTENCE CONTAINS MORE THAN ONE INDEPENDENT CLAUSE AND/OR IS INCORRECTLY PUNCTUATED. THERE ARE TWO TYPES OF RUNON SENTENCES: FUSED AND COMMA SPLICED.

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Run-On Sentences FUSED Shoguns were the head of the warrior class of samurai they ruled Japan from the 12th to 19th century.

COMMA SPLICE Shoguns were the head of the warrior class of samurai, they ruled Japan from the 12th to 19th century.

You can correct these sentences in the following ways:

2 sentences

PAUSE

Create two sentences

Create a pause between clauses by adding a semicolon

Shoguns were the head of the warrior class of samurai. They ruled Japan from the 12th to 19th century.

Shoguns were the head of the warrior class of samurai; they ruled Japan from the 12th to 19th century.

COORDINATOR Add a comma and a coordinator (and, but, so, yet) or subordinator (although, since, while, because) Shoguns were the head of the warrior class of samurai, and they ruled Japan from the 12th to 19th century.

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YOU MUST NOT SIMPLY PUT A QUOTE INTO YOUR WRITING AND BE DONE WITH IT. THE EVIDENCE IS NOT TO SPEAK FOR YOU.

YOU MUST ANALYSE THE EVIDENCE. THERE IS A DIFFERENCE BETWEEN SIMPLE OPINION AND CAREFUL INTERPRETATION, WHICH IS SUPPORTED BY EVIDENCE. ASK YOURSELF, WHAT IS THE AUTHOR TRYING TO SAY? WHAT CONCLUSIONS CAN I DRAW? HOW DOES THIS LINK TO MY PRIOR KNOWLEDGE AND/OR OTHER SOURCES OF INFORMATION?

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Incorporating Evidence It is important to refer to evidence throughout your writing in order to support your thoughts and develop your argument.

See the “How to record quotes” section of this book for more information on correctly referencing direct quotes and paraphrases.

When conducting your research, ensure you carefully select direct quotes or paraphrase a key conclusion, point or opinion to match your focus questions or paragraph topics.

To integrate evidence and show analysis, consider using phrases like: According to author (year)…

Author (year) suggests/ reveals/believes/claims/ implies/asserts/maintains…

This interpretation can be substantiated by…

This is corroborated by author who suggests…

While author believes… another author asserts…

This difference of opinion suggests…

This suggests/implies/ illustrates…

This led to…

As a consequence, …

The evidence shows…

It is possible, then, to conclude that…

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Sample Paragraph Topic: The impacts of the black death in Europe during the Middle Ages.

Key ideas to explore in each paragraph: 1. Who? 2. What/When/Where?

3. Why/How? When researching, locate evidence to help answer the questions above. Use 1-2 sources of evidence per paragraph.

The black death had extensive impacts on social structure during the Middle Ages. The feudal system in Europe weakened dramatically due to vast loss of life and subsequent social unrest. Due to such high loss of life, particularly of the lower social classes, labour shortages increased and peasants revolted against those in positions of power. The shortage of labour meant that those who survived the plague could bargain for better wages which lead to the cost of labour increasing. According to Florentine historian, Matteo Villani (as cited in Alchemedia, n.d.), “price of labour, and the work of all trades and crafts, rose in disorderly fashion beyond the double”. This suggests that workers started to gain power to demand improvements to their wages and working conditions. Tradespeople became particularly valuable during this time, which led to the development of a new middle class. Ultimately, it can be seen that the black death caused many negative effects but also positive changes to society, as it led to greater social mobility and gave people greater choice of jobs and more rights.

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POINT

EXPLANATION

EVIDENCE EVALUATION

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Aesthetic features Stylistic devices Aesthetic features and stylistic devices refer to those aspects of texts that prompt emotional and critical reactions. As such, the aesthetic is closely tied to reader/audience positioning. Aesthetic features and stylistic devices may draw upon and interplay with textual features already used for other purposes.

Creators of aesthetic texts, including students as writers, engage in a creative process when crafting texts. This process involves manipulating, refining, and experimenting with language choices and text structures to produce more successful texts.

Style refers to the distinctive ways in which aspects of texts are arranged, the ways particular techniques and forms have been used to create an imaginative reality, and how these arrangements, techniques and forms affect the reading or viewing experience of an audience. Style can distinguish the work of individual writers, the work of a particular period, or works of a particular genre or type of text.

Aesthetic features include: • poetic devices such as alliteration, assonance, imagery, metaphor, personification, simile, symbolism • written devices such as imagery, irony, metaphor, motif, personification, representation, symbolism • spoken devices such as imagery, motif, rhetoric, symbolism • film devices such as costuming, editing, imagery, motif, photography, screenplay, symbolism • dramatic devices such as costuming, dialogue, motif, style, symbolism.

Stylistic devices can be any literary device or technique, such as: • • • • • • • • • • •

text structures juxtaposition, e.g. of two contrasting settings approaches to narration the use of narrative viewpoint approaches to characterisation use of figurative devices use of rhetorical devices, e.g. repetition control of sentence length and form literary patterns and variations sound devices visual devices.

Click on the icon to access the Aesthetic Features and Stylictic Devices information sheets 34

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Recipe for Research: Step Process

1. CHOOSE A TOPIC/SUB TOPIC/INQUIRY QUESTION 2. DRAFT A HYPOTHESIS 3. IDENTIFY YOUR INFORMATION RESOURCES - I.E. ASSIGNMENT HELP PAGE 4. SEARCH FOR RELEVANT SOURCES 5. EVALUATE AND ORGANISE YOUR INFORMATION 6. WRITE YOUR RESEARCH PAPER

Click on the icon to access the Recipe for Research: 6 Step Process booklet 36

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Note-Taking

Note-taking is important because: • It collects essential evidence to inform and develop your argument • It summarises the ideas and arguments in the text to help you better understand the text • It highlights relevant points • It speeds up the writing process • It helps to refine your argument

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SUMmarise: Shorter than the text Use own words Main ideas only

Effective Note-Taking Start by annotating the text. Highlight key words and write in the margins. This can help to focus your research and develop your understanding by linking to prior knowledge and defining key words as you go.

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Graphic Organisers Graphic organisers are useful for taking notes, summarising, and revising class notes. They are a visual representation of a text, which provide clear links between key concepts and help us to more easily understand information.

Below is a sample of graphic organisers, which are suitable for summarising specific text types. Take advantage of the Smart Art function in Word to create various graphic organisers.

Click on the images below to download editable templates.

Descriptive Text

Compare/Contrast Text

Follow these helpful tips when note-taking: • Try summarising the text by using a graphic organiser.

• Paraphrase the text as you read. Use your own words. This will help to develop your understanding of the text.

• Clearly identify direct quotes including the relevant page or paragraph number. This will assist you with in-text referencing.

Time/Sequence Text

Perspective/Point of View Text

• Your notes should be 15-20% length of the original.

• When you have finished, go back to the original and compare it to your notes to check for accuracy.

• Record the references using APA style.

You can also use the table on the following page as a guide when conducting research and note-taking.

Click on the image to download an editable template.

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Note-taking Q Bibliography

Resource Validity/Bias

One Sentence Summary

Reliability of Source.

Relevant credible literature?

(URL/IBSN/Author/Title)

� Article/ journal

� Author

.gov; .edu; .org

Key Concepts Terminology

Quotations, Images and Notes

(Page numbers, [p.; pp.] diagrams)

Information for draft including useful quotes, terms and concepts

� Book � Image � Date � Website � No Date � Primary � Audience General � Secondary

(URL/IBSN/Author/Title)

� Article/ journal

or Specific

� Author

.gov;. edu; .org

� Book � Image � Date � Website � No Date � Primary � Audience General � Secondary

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or Specific

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Cornell Note-taking Cornell note-taking is an effective way to take notes in class, for revision or for research.

If using the Cornell note-taking template to take notes in class or for revision, record your notes in the right column first, then create questions in the left column to use as revision questions or recall ques.

If using the Cornell note-taking template for research, record your notes in the right column and a key point, heading or key word or phrase related to those notes in the left column.

Immediately after you have finished your notes, record a brief summary of the information at the bottom of your page. If written correctly, you can usually use this summary sentence directly in your assessment.

The key to successful note-taking is to recite, reflect and review your notes to embed the information.

Click on the image to download an editable template.

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Note-Taking Examples Original Source

Summarised using a mindmap

“Those few discreet folk who remained alive expected many things… They believed that those whom God's grace had saved from death, having beheld the destruction of their neighbors, and having heard the same tidings from all the nations of the world, would become better-conditioned, humble, virtuous, and Catholic; that they would guard themselves from iniquity and sins, and would be full of love and charity one towards another. But no sooner had the plague ceased than we saw the contrary…”

“Thus, almost the whole city, without any restraint whatsoever, rushed into disorderliness of life... Therefore, according to such tidings as we could hear, there was no part of the world wherein men restrained themselves to live in temperance, when once they had escaped from the fury of the Lord; ... God's hand was unstrung .... Again, men dreamed of wealth and abundance in garments and in all other things… in fact, things turned out widely different; for most [luxury] commodities were more costly, by twice or more, than before the plague. And the price of labour, and the work of all trades and crafts, rose in disorderly fashion beyond the double.”

Source: Matteo Villani’s description of the Black Death in Florence (1348): “God’s Hand Was Unstrung” Reference: Alchemedia (n.d.). Matteo Villani (Chronicler, Florence) d. 1363. Retrieved from http://alchemipedia.blogspot.com/2009/11/matteo-villani-chronicler-florence-d.html

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Note-taking Q What were the social impacts of the black death in Europe?

Bibliography

One Sentence Summary (URL/IBSN/Author/Title)

Matteo Villani's description of the Black Death in Florence (1348): "God's Hand Was Unstrung"

Alchemedia (n.d.).

Matteo Villani (Chronicler, Florence) d.

1363. Retrieved from http://alchemipedia.blo gspot.com/2009/11/ma tteo-villani-chroniclerflorence-d.html

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Resource Validity/Bias Reliability of Source.

Relevant credible literature? � � � � � �

Article/journal Book Image Website Primary Secondary

Author Italian historian during the plague. .gov; .edu; .org � Date � No Date � Audience General or Specific �

Key Concepts, Terminology

Quotations, Images and Notes

Information for draft including useful quotes, terms and concepts

Source: “Those few discreet folk who remained alive expected many things… They believed that those whom God's grace had saved from death, having beheld the destruction of their neighbors, and having heard the same tidings from all the nations of the world, would become better-conditioned, humble, virtuous, and Catholic; that they would guard themselves from iniquity and sins, and would be full of love and charity one towards another.

But no sooner had the plague ceased than we saw the contrary…”

“Thus, almost the whole city, without any restraint whatsoever, rushed into disorderliness of life... Therefore, according to such tidings as we could hear, there was no part of the world wherein men restrained themselves to live in temperance, when once they had escaped from the fury of the Lord; ...

God's hand was unstrung .... Again, men dreamed of wealth and abundance in garments and in all other things… in fact, things turned out widely different; for most [luxury] commodities were more costly, by twice or more, than before the plague. And the price of labour, and the work of all trades and crafts, rose in disorderly fashion beyond the double.”

Matteo describes what life was like during and after the plague.

People believed that God was responsible for their survival.

Matteo believed people should have shown more gratitude toward God for saving them from the plague.

Matteo suggests that people became greedier than before.

Due to large decline in population, lower classes could demand higher wages; therefore, the “price of labour, and the work of all trades and crafts, rose in disorderly fashion beyond the double”

“for most [luxury] commodities were more costly, by twice or more, than before the plague”

(Page numbers, [p.;pp.] diagrams)

Commodities: produce or products

Superfluity: indulgence or excess – used to describe greediness

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Genres Techniques Students may be asked to demonstrate their knowledge and understanding of a topic through a variety of genres or text types.

The following pages explore the key genres used at Marist College Ashgrove.

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For further information, select the hyperlinked cognitive verbs in each genre description.

You can also access planning templates by selecting the icon on the bottom right corner of each page.

Essays Analytical An analytical essay is a formal piece of writing in which the writer explores and evaluates an idea, topic, or stance. The writer must break the topic into its component parts and evaluate, explain and discuss each. Analytical essays tend to answer a question rather than defend a stance.

Features • Thesis stated clearly in the introduction.

• Has a clear focus on a specific idea.

• Thorough research is used to answer the question.

Language • Formal, unemotional, reasoned language is used.

• Personal pronouns such as I, you, and we are not used.

Analytical Essay in English (Literary Essay) A literary essay is a formal piece of writing with the intent to inform the reader of an interpretation of a literacy text.

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Features • Structured around a thesis, which is a statement of the central argument.

• The thesis presents an interpretation of a literary text or texts and is supported by arguments and substatiated by relevant evidence in the form of dicussion, exploration and examination of a literary text.

• Starts with a general statement in the introduction, which includes the title and author and a contextual statement which introduces the text to be analysed.

• Thesis stated clearly in the introduction.

Language • Formal tone.

• Includes relevant literary terminology and academic conventions.

• Present tense is used when recounting events from the text.

• First or second person are not used.

• The author’s full name should be used on first mention; however, each subsequent time the author may be referred to by last name.

• When quoting characters, indicate that they speak or whisper or emphasise.

Click on the icon to access the analytical essay planning template for Art. Use this to plan your essay.

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Essays Argumentative/persuasive An argumentative essay is a formal piece of writing in which the writer investigates a topic, gathers and evaluates evidence and argues a clear point of view on a topic or issue. An argumentative essay should be reasonable and credible and be capable of influencing someone’s ideas, opinions or beliefs. This type of essay is usually longer and involves more detailed research than an expository essay.

It takes a position on a topic, such as a particular legal reform issue, decision or policy, then presents arguments that support that position; the essay can be structured either by presenting the opposing view first then counter this view with stronger evidence, or vice versa.

Features • Thesis stated clearly in the introduction.

• Has a clear point of view.

• Uses facts and evidence to support the argument.

Language • Formal language is used.

• May use personal pronouns such as I, you, and we.

• May also use anecdotes and emotive language.

Expository An expository essay is a formal piece of writing in which the writer investigates an idea or topic. The writer may then evaluate evidence, and describe and/or explain and/or analyse to convey information. There are many forms of expository writing, including descriptive, process, comparative, cause-effect, and problem/solution. An expository essay must be clear and concise.

Features • Thesis stated clearly in the introduction.

• Has a clear focus on a specific idea.

• Uses facts and evidence to support points.

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Language • Formal, unemotional, reasoned language is used.

• Tone is neutral.

• Personal pronouns such as I, you, and we are not used.

Click on the icon to access the essay planning template. Use this to plan your essay.

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Annotated Bibliography An annotated bibliography is an alphabetical list of bibliographic information (APA style) and a summary and/or evaluation of each source.

Features • Listed in alphabetical order.

• One paragraph per source.

• Restate the main argument.

• Addresses the purpose of the source and/or information.

• Assesses the relevance or usefulness of the source to the task.

Language • Formal language is used.

• Use of verbs to summarise and discuss the text e.g. argues, assesses, claims, indicates, investigates, concludes…

Click on the icon to access the annotated bibliography template. Use this to plan your annotated bibliography.

Abstract An abstract is a summary of a work’s content. It should include an overview of the key arguments and conclusions. There are two types of abstracts; informative and descriptive.

Informative An informative abstract is suitable for an experiment, investigation or survey.

Features • Includes background, purpose, methods, results, conclusions, and recommendations if necessary.

• Highlights the key points • is short – 10% or less of the report.

Language • Uses clear and precise language.

• Uses complete sentences.

• Avoids jargon.

• Does not refer to the author (e.g. Smith argues…).

Descriptive A descriptive abstract is suitable for an essay, editorial or book.

Features • Includes background, purpose, arguments, and conclusions • highlights the key points.

• Is short – usually less than 100 58 words.

Language • Uses clear and precise language.

• Uses complete sentences.

• Avoids jargon.

• Does not refer to the author (e.g. Smith argues…).

Click on the icon to access the abstract planning template. Use this to plan your abstract.

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Article An article is a piece of writing which explores or discusses an important current event, published in a newspaper [or magazine].

An article can be informal and often demonstrates the opinion of the writer or a commonly held opinion from the community.

Features • Has a clear focus on a specific subject.

• Uses facts and evidence to present the subject.

• Does not take a ‘side’ on the subject.

• May be accompanied by a photograph, cartoon or other visual.

Language • Unemotional language is usually used; however, emotive language may be used depending on audience and purpose.

• Is succinct and to the point.

• Short sentences and paragraphs are used.

• Generally avoids personal pronouns such as I, you, and we.

Click on the icon to access the article planning template. Use this to plan your article.

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Film Review A film review is a piece of writing used to inform, describe, analyse and advise. The review analyses the effectiveness of the film and makes a judgement about its worth.

Features • Discusses the film genre, characters, setting, plot and techniques used within the film.

Language • The style can be less formal than an essay.

• The writer may use more personal language and can address the reader as “you”.

• Present tense are normally used.

• A variety of adjectives should be used to engage the reader and effectively describe aspects of the film.

Click on the icon to access the film review planning template. Use this to plan your review.

Interior (Internal) Monologue An interior monologue is the presentation of a character’s thoughts without attribution. It is useful for capturing the voice of a character as they think, and for giving those thoughts immediacy.

Features • Explore the complex thoughts and feelings of a character.

• Should have conflict and resolution.

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Language • Strong first person voice.

• Ensure the voice fits its setting (time period and location).

• Fragments and use shorter phrases or words can be used to illustrate a stream of consciousness.

• Consider aesthetic features and stylistic devices to show rather than tell.

Click on the icon to access the interior monologue planning template. Use this to plan your monologue.

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Memoir

A memoir is a form of narrative writing in which the writer explores a particular part of their life. Subjects may include; events, people, places, success and failures.

Features • Is focused in time; doesn’t cover a great span of years -- that’s an autobiography.

• Focuses on events the way the author remembers them.

• It describes the events and then shows, either directly or indirectly, why they are significant.

• Can include dialogue.

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Language • The voice is first person singular: I, not we, one, or you.

• Written in narrative form.

• Uses descriptive language to “show” not “tell”.

Click on the icon to access the memoir planning template. Use this to plan your memoir.

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Recount The purpose of a recount is to inform or entertain by retelling and reflecting on past events or experiences.

Features • Orientation: the writer informs the reader of the details concerning the who, when and where of the event or situation.

• Events: arranged in order, each point related to one particular event, personal comments expressing the writer’s feelings or impressions about the situation.

• Re-orientation: concludes with a personal comment.

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Language • Personal pronouns are used.

• Aesthetic features including, emotive and descriptive language are used.

• Usually written in the past tense.

Click on the icon to access the recount planning template. Use this to plan your recount.

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Reports Science A scientific report is a formal report with a specific style and structure. The report proposes a hypothesis and then describes and explains the process and results of the scientific inquiry.

Research A research report is a formal piece of writing which presents clear and succinct information needed to make decisions or draw conclusions. A report often proposes recommendations for future action.

Features • Specific sections using numbered headings and sub-headings.

• May use graphics (tables, graphs, illustrations).

• Use quotes to present information and develop and support conclusions.

• May be followed by recommendations and/or appendices.

• Each section within the report has a new page.

• All figures or pictures should include a caption and should be referred to within your report.

Language • Formal language is used.

• Third person is used.

• Technical language related to the subject is used.

Visit the Writing and Citing eBook page on the Research Guide to access more report templates including experimental and research guides.

Click on the icon to access the generic research report planning template. Use this to plan your research report.

Click on the icon to access the 2021 Junior Writing Guide: Research Task template. Use this to plan your research report.

Click on the icon to access the 2021 Senior Writing Guide: Research Investigation template. Use this to plan your research report.

Click on the icon to access the 2021 Junior Writing Guide: Student Experiment template. Use this to plan your research report.

Click on the icon to access the 2021 Senior Writing Guide: Student Experiment template. Use this to plan your research report.

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Script (screenplay)

A scipt expresses dramatic action. It is written in theatrical script format using the appropriate conventions and layout. It is a blueprint that the filmmakers need to shoot and complete the film. Futher information on script elements can be found here.

Features • The dialogue spoken by each character • A concise, fact-based description of the action • A concise, fact-based description of anything else we need to see, such as locations • Character names go in the middle of the page. Always in caps.

• Each scene is headed by a slug line, which describes the location, tells us whether it is exterior (EXT.) or interior (INT.), and whether it is night or day – all in caps. Example: EXT. ROOFTOP TERRACE – DAY

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Language • The language used must tell the reader what to film rather than what to think of the action.

• Focus on straight forward facts and action.

Click on the icon to access the FTV script planning template. Use this to plan your script.

Click on the icon to access the generic script planning template. Use this to plan your script.

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Short Story

A short story is a form of narrative, which can provide ideas, suspense, and action. Usually short stories will concentrate on one area: development of a character, action, or suspense.

The author creates perspectives and representations of concepts, identities, times and places, and uses aesthetic features and stylistic devices to prompt emotional and critical audience responses.

The plot structure is shaped like a bell. The climax is the turning point in the story and is located at the peak of the curve.

Features • Orientation • A conflict • Rising tension • Climax • Resolution

Language • Adjectives • Verbs • Engaging voice • Aesthetic features • Stylistic devices

Click on the icon to access the short story planning template. Use this to plan your story.

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Speech Structuring a Speech There are three parts to a speech: the opening, the body and the closing.

Features Opening: • You must ‘hook’ your audience in the first 30 seconds.

• You could start with a question, quotation or joke.

Language • Engaging language should be used.

• Concise language should be used.

Body: • Each point should flow seamlessly.

• Use evidence and/or examples to support your point.

Closing: • The closing should be as short and punchy as the opening.

• Briefly sum up your main points, and give your audience something to think about or provide a call to action.

Click on the icon to access the persuasive speech planning template. Use this to plan your speech.

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Presenting a Speech An effective presentation doesn’t happen by accident. It is wellplanned and practiced.

Tips for effective public speaking: Dare to stand at your POST Practise • Practise out loud and many times. This enables you to edit your work and listen for written errors in your speech. It also helps you to take note of your tone, speed and intonation.

Organise your equipment and resources • Ensure you have tested any presentation devices before the due day. E.g. ensure your PowerPoint presentation transitions from one slide to the next in an engaging and well-paced way, ensure the font is large enough to read at the back of the room, ensure your design features (background and images) are appropriate to your topic and style of presentation, ensure any hyperlinks or embedded videos are functioning.

Stand upright • Avoid fidgeting and swaying. Use natural gestures to stress your point.

Use an engaging tone • Project your voice so that it can be heard and understood by your audience. Your pace should be slower than it is during a casual conversation, so that your audience has time to understand you and so that you can emphasise necessary information.

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Practise Organise Stand Tone

Multimodal Presentation “A multimodal presentation uses a combination of at least two modes (e.g. spoken, written), delivered at the same time, to communicate ideas and information to a live or virtual audience, for a particular purpose; the selected modes are integrated so that each mode contributes significantly to the response” (QCAA, 2018).

Engaging multimodal tools include: PowerPoint presentation

Canva

Prezi

PechaKucha

For further assistance with digital programs and IT skills visit the Digital Tools page on the Resource Centre webpage.

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Tips for creating an effective PowerPoint presentation: • Include a title slide.

• Include a final slide with reference list.

• Use the design templates to create a cohesive look.

Title slide Catchy title.

• Use dark text on a light background to enhance readability.

• Avoid flashy animations and transitions.

• Use an easy to read font e.g. Arial or Helvetica.

• Use font size 24 or larger.

• Do not use all caps (except for titles).

• Limit the number of words on each slide. You should not simply write your speech on each slide.

Body slides Short bullet points.

Contrast between background and text. colour.

• Use no more than 6-8 words per line.

• For bullet points, use the 6 x 6 Rule. One thought per line with no more than 6 words per line and no more than 6 lines per slide • Incorporate 1-2 large images rather than many small.

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Body slides Few words or short phrases.

Relevant visuals support the text.

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citing When compiling your assignments, it is expected that you will draw on the work of others to support your ideas; therefore, correct referencing is vital in order to avoid plagiarism.

There are several reasons for referencing: 1. To show that you have read widely 2. To enable the reader to locate the sources mentioned in your paper 3. To acknowledge your sources and avoid plagiarism.

You need to cite the source of: • books • newspaper, magazine and journal articles • videos, DVDs, CDs and CD Roms • online and digital video sources • all internet sources • tables and graphs • data and statistics • diagrams • images • photographs • music • personal communication including interviews, surveys, class notes and PowerPoint slides from presenters

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Recording Quotes Quotes are used to support your ideas and develop your argument. They give your response credibility and can show that you have read widely on the topic.

DIRECT QUOTES

PARAPHRASING requires you to put the author’s information and ideas into your own words. It demonstrates your understanding of the concepts and illustrates your ability to reason and/or analyse evidence. Paraphrasing also allows you to smoothly integrate the evidence with more

are the exact words used by the author. You must copy

sophistication. Be aware that simply changing a few words or rearranging

this word for word and use quotation marks and an in-text

the sentence, is not appropriate paraphrasing.

reference. Limit the number of direct quotes in your writing, so that the quotes don’t speak for you.

EXAMPLES EXAMPLE According to the Commonwealth Scientific and Industrial Research Organisation [CSIRO] (2015), “much of our vegetation has evolved with fire” (para. 1).

The following examples have been paraphrased from the direct quote.

The vast majority of Australia’s native plant life has adapted to the threat and occurrence of fire in order to regenerate and thrive rather than perish in the harsh climatic conditions (Commonwealth Scientific and Industrial Research Organisation [CSIRO], 2015, para. 1).

According to the Commonwealth Scientific and Industrial Research Organisation [CSIRO] (2015), Australia’s native plant life has adapted over time to respond to the occurrence of fire (para. 1).

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Quick Reference Guide

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Bibliography

Turn It In. Watch the Turn It In tutorial by clicking on the image below.

BBC. (2014). English: writing for moving images. Retrieved from http://www. bbc.co.uk/schools/gcsebitesize/english/creativewriting/movingimagesrev6.shtml Beardwood, R., Napthine, M., & Pohl, M. (2011). Insight English handbook.

St Kilda, Vic: Insight Publications.

Bernhardt, S., Hough, L., Murray, S., McNamara, S., McCormick, C., & McIntyre, H. (2011). Macmillian English 7 for the Australian Curriculum (1st ed.). South Yarra, Victoria: Macmillian Education Australia Pty Ltd. Melbourne High School English Faculty. (2010). The short story. Retrieved from http://resources.mhs.vic.edu.au/shortstories/aboutshortstory.html National Conference of State Legislatures. (2016). Tips for making effective PowerPoint presentations. Retrieved from http://www.ncsl.org/legislators-staff/ legislative-staff/legislative-staff-coordinating-committee/tips-for-making-effectivepowerpoint-presentations.aspx Queensland University of Technology. (2014). Speaking effectively.

Retrieved from http://studywell.library.qut.edu.au/pdf_files/PRESENTING__ SpeakingEffectively.pdf Queensland University of Technology. (2016). Writing a report. Retrieved from http://www.citewrite.qut.edu.au/write/report.jsp Schill, J. (1998). On track: Working with texts. Port Melbourne, Vic: Heinemann.

Turn It In is an online plagiarism and feedback tool. Students are required to submit all written work through Turn It In. This system checks student work to ensure correct referencing techniques have been employed throughout the assessment task. Students receive an Originality Report via the website, which indicates a percentage of the assignment that may not be correctly referenced or that has been plagiarised.

Townsend, A., Quill, A., & Oostenbroek, P. (2006). Text types: A writing guide for students. Wilston, Qld: Farr Books.

Uni Learning. (2000). Notetaking: Importance. Retrieved from http:// unilearning.uow.edu.au/notetake/note01_import.html University of New England. (n.d.). Writing an annotated bibliography.

Retrieved from https://www.une.edu.au/__data/assets/pdf_file/0008/11132/WE_ Writing-an-annotated-bibliography.pdf

Acknowledgements The following icons were Designed by Freepik: Freepik. (2015). Books icon pack [Image]. Retrieved from http://www.freepik.com/freevector/round-book-labels_815975.htm Freepik. (2016). Flat device icon collection [Image]. Retrieved from http://www.freepik. com/free-vector/flat-device-icon-collection_838234.htm Freepik. (2015). Magnifying glass data analysis [Image]. Retrieved from http://www. freepik.com/free-vector/magnifying-glass-data-analysis_761448.htm

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Freepik. (2015). Variety of document icons [Image]. Retrieved from http://www.freepik. com/free-vector/variety-of-document-icons_771097.htm

This work is copyright. Apart from any use permitted under the Copyright Act 1968, no part may be reproduced by any process, nor may any other exclusive right be exercised, without the permission of Marist College Ashgrove, 2016.

This work was developed by N. Harrison and the Brother Mark Farrelly Resource Centre in conjunction with Marist College Ashgrove.