Text Types: Book 4 - Argumentative Texts by Teacher Superstore

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u S

w ww

. te

m . u

o c . che e r o t r s super

About Ready-Ed Publications Ready-Ed Publications was established in 1984 with the purpose of creating practical classroom blackline master activities. At the time, the role of the teacher was becoming ever more diverse with an increasing range of duties and responsibilities within the school and school community. Since then, the role of the teacher has continued to evolve with an escalating range of tasks and obligations, ensuring a reduction in time available to prepare work for the daily instructional program.

Ready-Ed

r o e t s Bo r e p ok u S

Throughout these past 24 years, Ready-Ed Publications has built a reputation as publishers of Australian made, high quality, innovative, timesaving materials for teachers of primary and lower secondary levels. In addition, all materials are based on state or national curriculum guidelines or specific age-related interest areas and subjects.

ew i ev Pr

Teac he r

Publications

Ready-Ed Publications aims to assist busy professionals by making available contemporary classroom materials that contain relevant and stimulating work to support the requirements of the curriculum. Text Types Book 4 Argumentative Texts © 2009 Ready-Ed Publications Printed in Australia Author: June Keir Typesetting and Design: Shay Howard

w ww

. te

Published by:

m . u

Cover image: ©www.istockphoto.com Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www. microsoft.com/permission.

o c . che e r o t r s super Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

ISBN: 978 1 86397 769 2

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for noncommercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

• • • Text Types Book 4 • • •

Contents

r o e t s Bo r e p ok u S

Teac he r

Exposition Purpose Fact or Opinion Writing an Exposition Audience and Ads Advertising Design an Advertisement Crossword Writing Letters A Letter to Your Principal Exposition Planner Supporting Your Arguments Write an Article Fact Finding Researching

4 5 6 7 8-9 10

12 13 14 15 16 17 18 19 20 21 22 23 24 25

Write a Book Review Different Artwork for Different Purposes 1 Different Artwork for Different Purposes 2 Responding to Works of Art Responding to Performance Radio Broadcasts Responding to a Live Performance

33 34 35 36 37 38

ew i ev Pr

Teachers' Notes Text Types: Table 1 & 2 Text Types: Table 3 Text Types: Table 4 Teaching Writing Teaching Argumentative Texts Outcome Links

Discussion Special Features of a Discussion Purpose Discussion Planner Presenting Evidence Conducting a Survey Preparing Your Discussion or Debate Word Focus Main Points Let’s Write Discussions 1 Let’s Write Discussions 2 Letters as Discussions Talkback Radio Comparing Argument Texts

41 42 43 44 45

m . u

w ww

. te

o c . che e r o t r s super

Response Special Features of a Response 27 Purpose 28 Book Reviews 29 Responding to a Narrative Extract 30 Response to Events 31 Responses to Artistic Works 32

46 47 48 49 50 51 52 53

Bibliography/Acknowledgements/ Resources 54 Answers

• • • Text Types Book 4 • • •

Text Types: Table 1 & 2 Book 1: Imaginative Narratives Text Type

• Construct a pattern of events

• Use of word chains to • Orientation – gives a build topic information setting for the events to follow; background • Extensive use of nouns, information about adjectives, verbs and who, what, where adverbs to enhance and when the plot, setting and characters • Complication – begins a sequence of • Use adjectives to events that present build noun groups problems and create • Use time connectives tension and gives to sequence events an evaluation of complication events • Use thinking and saying

Teac he r

• Deal with the unusual or unexpected

• Teach readers that problems should be resolved • Incorporate generally valued patterns of behaviour

Language Features

• Resolution – problems resolved in some way

verbs to show how characters are saying, feeling and thinking

Applications •

Fairy tales

•

Anecdotes

•

Short stories

•

Plays

•

Personal letters

•

Picture books

ew i ev Pr

Structural Features

• Amuse or entertain

Narrative

r o e t s Bo r e p ok u S

Social Purpose

Book 2: Imaginative Poetry Structural Features

Language Features

Applications

• Express feelings and reflections on experiences and about people

• Subject – what the poem is about

• Action verbs

• Books/ anthologies

Poetry

w ww

Social Purpose

. te

Noun groups Adverbs

• Greeting cards

o c . che e r o t r s super

• An aesthetic experience – works through emotion, sensory experiences and imagination • May tell a story

• May describe things in an unusual way

• • Theme – idea developed • throughout text • • Mood or tone – what the author wants the reader to feel about the poem; the emotional atmosphere

m . u

Text Type

• Poetic language • Sound patterns

• Rhythmic qualities

• • • Text Types Book 4 • • •

Adverbial phrases

• Magazines

Text Types: Table 3 Book 3: Informative Texts Social Purpose

Structural Features

Report

• Use present tense • Use technical terms • Use adjectives – how, when, where • Use nouns • Use words that show cause and effect

• Recipe • Instruction manual • Itinerary • Agenda • Game rules • Directions

r o e t s Bo r e p ok u S

• Tell how and why things occur in technical or scientific fields • Tell how things work • Tell how things are alike or different • Give reasons for why and how things occur

• Begin with general • Use technical language • Science texts introductory statement • Use words to establish • Speeches • Identify the subject cause and effect - because, • Newspaper • Give a sequential as a result of and magazine explanation • Simple present tense articles • Concluding statement

• Retell a series of events • Entertain • Tell what happened – described in order, e.g. time • Evaluate what happened • Tell who was involved • May express feelings or attitudes

• Orientation • Statement of significance • Tell who was involved, what happened, where and when, sequentially • A reorientation that sums up what happened

• Use words such as “I” or “we” • Use of passive voice such as “by a driver” • Use of abstract words such as computer, washingmachine • Use conjunctions, time connectives and adverbial phrases to connect events and build topic information • Descriptive language • Use past tense

• Classify or describe • Present information • Generally describe an entire class of things

• Begin with a general statement including the topic • Give facts – qualities, habits, behaviours

• Technical language • Past tense • Use relating and action verbs • Generalised terms • Use technical terms

• Letter • Newspaper report • Television interview • Journals and diaries

w ww

Description

Applications

ew i ev Pr

Recount

Tea Explanation Procedure ch er

• Tell/show how to do • Begin by outlining the goal something • Include a series of steps or • Give steps in order • May include a list of actions equipment or materials • Include “how to” instructions

Language Features

. te

m . u

Text Type

o c . che e r o t r s super

• Describe characteristics of • Introductory paragraph • Verbs in the present tense a particular thing about the subject • Adjectives to describe • May be about a person, • Series of paragraphs features animal or an imaginative describing different thing aspects of the subject • Concluding paragraph

• • • Text Types Book 4 • • •

• Lecture • Research assignment • Documentary • Current affairs program • Can set the scene for a text • May be part of a dramatic text or narrative

Text Types: Table 4 Book 4: Argumentative Texts

• Argue a case for or against a particular position • Advance or justify an argument

• Point of view is • Simple present stated tense • Justification • Words that link of arguments • Words that presented in logical qualify – usually, order probably • Words that express attitude or feelings

• Summarise, analyse and respond to artistic or literary text • May be reviews • May be personal responses

• Introductory paragraph • Give background information on the text • Give a reaction or opinion • Express personal feelings

• Look at more than one side of an issue • Present opinions and give reasons for them • Allow exploration of various perspectives before coming to a decision • Make recommendations based on evidence

• Opening statement • Words that presenting the compare or issue contrast • Arguments for and against • Supporting evidence • Summary • Conclusion

Applications

• Thesis • Advertisement • Legal defence • Debate/Public speaking • Editorial

• Introductory paragraph • Nouns and verbs to convey opinion/emotion • Descriptive language

• Editorials • Letters • Newspaper or magazine articles

. te

• Debates • Interviews • Newspaper articles • Essays

m . u

Response Discussion

Language Features

ew i ev Pr

Structural Features

w ww

r o e t s Bo r e p ok u S

Social Purpose

Teac Exposition he r

Text Type

o c . che e r o t r s super

• • • Text Types Book 4 • • •

Teachers’ Notes: Teaching Writing There are several components in a balanced writing program: modelled writing, interactive writing, shared writing, guided writing and independent writing. These components are interdependent. In modelled writing the teacher demonstrates the explicit points of the exercise.

r o e t s Bo r e p ok u S

Teachers should give students the time to write and a purpose to write at every opportunity. Students need to write to express themselves in meaningful ways and to have fun doing so. Students who have positive writing experiences will want to write. Children need to see a purpose for their writing other than to receive a mark out of ten, or to see their work displayed on the classroom walls. The wider the audience for their written work, the more motivated the children will be to write. It is not difficult to provide this range of audience. Within the school, within the local community and in the wider community there is an endless supply of willing and eager readers.

In interactive writing a students have the opportunity to take over the role of the teacher and write a text for the class to see. During a shared writing session, different text types may be explored and more complex writing structures can be used.

ew i ev Pr

Teac he r

When teaching how to write, it is important to create an atmosphere in which children feel confident enough to experiment with, and conform to, the accepted conventions of writing. In order to do this, teachers should provide their students with a range of authentic writing opportunities across all genres. When children feel supported in their writing and can see value in, and a purpose for, their writing, they will become able writers. It is important that teachers encourage a love of writing and an appreciation of different types of writing so that children will develop into adults who are not only literate, but who enjoy writing in all its forms.

Students also need opportunities for independent writing where they can practise the skills they have learnt during more guided writing sessions. Writing based on shared experiences gives the students opportunities to select texts and audiences appropriate to those experiences. Writing is a process involving the steps of gathering ideas and/or information, organising those ideas, then making a draft which will later be edited and revised.

. te

m . u

w ww

Writing, however, is a complex activity. Writers must make decisions about purpose, context, and content, while at the same time trying to conform to the conventions of grammar, structure, punctuation and style. It is not possible for children to manage all of this and produce legible text. It is important that these tasks are broken down as children learn to write. Focusing on only a few aspects of writing during each writing session will reduce the complexity of the task and will enable children to come to grips with the targeted skills.

When planning their writing sessions, teachers should take into account the various learning styles of their students. While some students are visual learners and need to see pictures, images or diagrams to assist their learning, others are auditory learners who take in the spoken message quite readily. Auditory learners fall into two categories; those who are able to listen to others and learn and those who need to hear themselves vocalise the message or discuss it with others. Kinaesthetic learners need to experience what they are learning through touch and practical experiences.

o c . che e r o t r s super

Classrooms that offer opportunities for all types of learning will best cater for students’ individual needs.

The Process of Teaching Writing

Teacher Teacher guided writing • Teacher reads a variety of texts in genre • Teacher models writing

Teacher & Students Teacher and students writing together • Teacher and students discuss the writing process • Students and teachers construct texts together

• • • Text Types Book 4 • • •

Students Students writing independently • Students plan, write and edit

Teachers’ Notes: Teaching Argumentative Texts Argumentative texts are of particular interest because they are so often written as part of other texts and because they can be used in a variety of situations. The argumentative texts: exposition, response and discussion are easier than many texts to construct as they are less complicated in form and textual requirements.

r o e t s Bo r e p ok u S

Teac he r

Expositions

Expositions present a case, with supporting evidence, for or against a particular point of view. Students should understand that expositions support only one side of an issue. An exposition consists of three parts:

Responses

ew i ev Pr

When constructing argumentative texts students will need to undertake research in order to support their arguments. Although responsive texts are slightly different, students still need to undertake some research in order to understand and compare texts, works of art and performance. The emphasis when writing argumentative texts is always on supporting arguments with evidence.

Responses summarise, analyse and respond to things such as literary texts, artworks and performances. Through group and class discussions students can explore literary texts, artworks and performances with which they have been involved. By providing a wide range of such experiences teachers allow students to develop their knowledge of different texts, of a variety of styles of art and of a myriad of performance areas. Students should be encouraged to critically evaluate all three experiences. Exposure to the reviews of other writers will help students with their writing. Students should be given opportunities to write responses for different purposes and for a variety of real audiences. The structure of a response consists of three parts:

3. Reinforcement of the statement of position.

w ww

The strength of the arguments will depend on the supporting evidence and the way in which it is presented. Students should be encouraged and supported to develop their research skills so that they can write longer and more convincing arguments when developing their expositions.

. te

m . u

o c . che e r o t r s super

1. Context - providing information about author or artist, theme, media and other works by the author or artist. 2. Description of the work, special features and comparisons. 3. An evaluation or recommendation.

• • • Text Types Book 4 • • •

Teachers’ Notes: Teaching Argumentative Texts Word choice plays a great part in this.

Discussions

r o e t s Bo r e p ok u S

1. A statement outlining the issue. 2. Arguments for and against with supporting evidence for each side. 3. A conclusion that sums up the arguments and may recommend one side.

ew i ev Pr

Teac he r

Discussions look at more than one side of an issue. It is important that students understand the difference between expositions and discussions. Expositions examine one side of an issue. Discussions look at both sides of an issue and after evaluating the arguments discussions may favour one side. The structure of a discussion consists of three parts:

Argumentative texts may be used to explore ideas in many areas of the curriculum. Environmental issues and social issues provide opportunities for both exposition and discussion. Students can respond to advertisements that assail everyone across all media. Examination of advertising strategies involves an understanding of how both expositions and discussions work. Art is also used in advertising and this provides good opportunities for students to examine the techniques that advertisers use across a broad spectrum of texts and artistic fields. Designing advertisements is an enjoyable way for students to explore the issue of persuasion. An examination of where argumentative texts can be found within other texts leads to an understanding of how text types may be mixed. Narrative writing employs the use of all text types. Poetry uses many different text types in many of its different forms. Discussions use the elements of exposition within their twofold structure of argument. Students who are exposed to a wide variety of texts will come to an understanding of the way in which texts are interrelated and how they can achieve different purposes within differing texts.

w ww

Research is the basis of argumentative texts. Students should be encouraged to garner information from many sources, such as books, the Internet and through interviews and surveys which may be conducted within the class, the school and the community. Opportunities to consult with experts on topics being discussed will also broaden students’ knowledge and understanding of topics.

. te

m . u

The conclusion may also prompt the readers to take some action. Students can be given the opportunity to debate a variety of issues, both familiar and unfamiliar, to familiarise themselves with the idea of examining both sides of an issue.

o c . che e r o t r s super

Comparing oral debates and written discussions will lead students to the understanding that while tone of voice and body language is useful when speaking, written discussions rely more heavily upon the choice of vocabulary to persuade an audience. Students need to understand that opinion and attitude may be explicitly conveyed or they may be conveyed in more subtle ways.

• • • Text Types Book 4 • • •

Outcome Links Northern Territory • Reading and Viewing (3.1,3.2,3.3) Learners read and view a wide range of texts with purpose. They use developing language structures and features to comprehend and compose. They develop understandings of the contextual nature of all language transactions and the relationship between readers, viewers, written and visual texts and audience. • Writing (3.1,3.2,3.3) Learners write for a range of purposes. They control and produce texts of developing complexities in many forms. Formal spelling, punctuation and grammatical structures are integrated in contextual writing.

South Australia • Text and Context (3.4,4.4) Students learn about the relationships between text and contexts, including the influence of aspects such as purpose, audience, subject and mode. • Language (3.7, 3.8, 4.7, 4.8) Students use higher order thinking and problem solving skills to exercise the language features of different texts. • Strategies (3.11, 3.12, 4.11, 4.12) Students develop a repertoire of familiar strategies that they are able to draw on when listening to, speaking, reading, viewing and writing a range of longer and more complex texts.

ACT • ELA8: The student listens and speaks with purpose and effect. (8.EA.5 8.EA.6) • ELA9: The student reads effectively. (9.EA.1, 9.EA.3, 9.EA.5, 9.EA.8, 9.EA.10, 9.EA.14) • ELA10: The student writes effectively. (10.EA.1, 10.EA.3, 10.EA.4, 10.EA.5, 10.EA.6, 10.EA.12, 10.EA.13, 10.EA.14, 10.EA.17) • ELA11: The student critically interprets and creates texts. (11. EA.1, 11.EA.4, 11.EA.12, 11.EA.13)

evaluate information, explore perceptions and possibilities, create new knowledge, reflect on their learning and evaluate their thinking. (Standards 3&4) Western Australia • Understanding Language: Students understand that the way language is used varies according to context. • Conventions: Students use the conventions of Standard Australian English with understanding and critical awareness. • Processes and Strategies: Students select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety of purposes in a range of contexts. • Speaking and Listening: Students speak and listen with purpose, understanding and critical awareness in a wide range of contexts. • Reading: Students read a wide range of texts with purpose, understanding and critical awareness. • .Writing: Students write for a range of purposes and in a range of forms using conventions appropriate to audience, purpose and context. New South Wales Stage 3 • Writing: WS3.9, WS3.10, WS3.11, WS3.13, WS3.14 • Reading: RS3.6, RS3.7, RS3.8 • Talking and Listening: TS3.1 • Values and Attitudes: V1, V2, V3, V4 Stage 4 • Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure. • Outcome 2: A student uses a range of processes for responding to and composing texts. • Outcome 4: A student uses and describes language forms and features and structures of texts appropriate to different purposes, audiences and contexts. • Outcome 5: A student makes informed language choices to shape meaning with accuracy, clarity and coherence. • Outcome 6: A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Victoria • Reading (Level 4&5) Students understand, interpret, critically analyse, reflect upon and enjoy written and visual, print and non-print texts. • Writing (Level 4&5) Students engage in the active process of conceiving, planning, composing, editing and publishing a range of texts. Uses appropriate language for a particular purpose. • Speaking and Listening (Level 4&5) Students develop active listening strategies and an understanding of the conventions of different spoken texts, including everyday communication, group discussion and storytelling.

w ww

Queensland • Reading and Viewing: Students use a range of strategies to interpret, evaluate and appreciate written, visual and multi-modal texts. • Writing and Designing: Students use language elements to construct literary and nonliterary texts for audiences. • Language Elements: Interpreting and constructing texts involve selecting and controlling choices about grammar, punctuation, vocabulary, audio and visual elements in print based modes. • Literary and Non-Literary Texts: Evaluating literary and non-literary texts involves understanding the purpose, audience, subject matter and text structure.

. te

Tasmania • Writing and Representing: Students use language to construct written and visual texts. They learn to write effectively, using the structures and features of Standard Australian English. They write and represent for personal, social, educational and other purposes that meet the expectations of different audiences. (Standards 3&4) • Reading and Viewing: Students appreciate, analyse, use and learn from imaginative texts. They read, view and interpret texts for enjoyment and to make meaning, meeting the demands of daily life. (Standards 3&4) • Speaking and Listening: Students listen to, interpret and create spoken texts. They learn to speak and listen effectively in informal and formal contexts for different purposes and audiences. (Standards 3&4) • Thinking: Students use logical, critical, creative and reflective thinking skills. They process and

m . u

o c . che e r o t r s super

• • • Text Types Book 4 • • •

Teac he r

Expositions present a case with supporting evidence for or against a particular point of view.

ew i ev Pr

r o e t s Bo r e p ok u SExposition

w ww

. te

m . u

o c . che e r o t r s super

• • • Text Types Book 4 • • •

Purpose

• • • Exposition 1 • • •

The purpose of an exposition is to argue a case for or against a particular point of view. Let’s look at the word “argue”. What does “to argue” mean?

r o e t s Bo r e p ok u S

The Macquarie Dictionary gives this definition of the word “argue”: to present reasons for or against a thing.

> Tick the topics that would be suitable for exposition writing.

ew i ev Pr

Teac he r

Expositions give reasons for one side of an argument.

 All students should do homework.

 Should we or shouldn’t we recycle?

 The case for and against wearing crash helmets.

 Pets should be banned.

 The environment must be protected.

 Reading is good for everyone.

The statement, “Pets should be banned” is one that many people will have an opinion about. What do you think of this statement? Perhaps you think that, “Pets should not be banned” is a better case to argue.

 Pets should NOT be banned

w ww

> Choose one of the statements above and list all the arguments that you can think of to support your case.

. te

m . u

 Pets should be banned

Statement of Position:_ ____________________________________________________

o c . che e r o t r s super

Arguments: ________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

• • • Text Types Book 4 • • •

Fact or Opinion

• • • Exposition 2 • • •

Points in expositions need to be supported by evidence.

When writing an exposition you want to convince your audience that what you have written is correct.

You want to persuade them to adopt your point of view. You will need facts to support your case. It is not enough to write or say, “I believe…”

r o e t s Bo r e p ok u S

> Tick the statements that are opinions (what someone thinks).  It’s a good idea to wear school uniform.

 I hate television.

 Research shows that our forests are dwindling.

 Boys are better than girls at reading.

ew i ev Pr

Teac he r

 The Ice Cap is melting.

The statement, “I hate television” shows how one person feels about television. It is not supported by any evidence except the writer’s own feelings.

> Is this a suitable statement for an exposition? Explain your answer.

________________________________________________

I hate TV

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• __________________________________________________________________________ ________________________________________________ ________________________________________________

m . u

__________________________________________________________________________

w ww

Let’s look at the statement, “The Ice Cap is melting.” How could you support this statement? > List three places where you might find evidence to support this statement.

. te

•______________________________________________________

o c . che e r o t r s super

•______________________________________________________ •______________________________________________________

> Locate some information about the Ice Cap. List as many facts as you can to support the statement that the Ice Cap is melting.

______________________________________________________

The Ice Cap is melting

______________________________________________________ ______________________________________________________ ______________________________________________________

• • • Text Types Book 4 • • •

• • • Exposition 3 • • •

Writing an Exposition

Example of an Exposition

Statement of Position: School uniforms should be compulsory. Argument 1 Uniforms look tidy.

r o e t s Bo r e p ok u S

Wearing uniforms stops students from competing with each other to see who can wear the trendiest clothes. Supporting evidence • When everyone wears the same clothes there is no competition. • Uniforms are all made to look the same so students can’t tell by each others’ clothes who is rich and who is poor. • Uniforms mean everyone looks smart no matter who they are.

Special features of an exposition.

# Purpose: To argue a case for or against a particular point of view.

ew i ev Pr

Teac he r

Supporting evidence • When everyone has the same clothes and shoes on, the whole school looks good. • Uniforms are well made so they look tidy. • Wearing uniforms mean that kids don’t wear scruffy clothes to school.

Argument 2

Text Type: Exposition

# Structure:

• Statement of position. • Arguments. • Reinforcement of statement of position.

•

w ww

• •

People in the community know straight away which school students in uniform attend. If a young child is lost, people will know which school to contact. Students know that they can be identified by their uniforms so they are less likely to do something unsafe on their way to or from school.

. te

Reinforcement of statement of position: School uniforms should be compulsory because they look tidy, they stop competition over clothes and they keep students safe.

• Newspaper, magazine and book readers. • Students. • Radio and TV audiences.

m . u

Argument 3

# Word Focus:

• General and abstract nouns. • Technical words. • Verbs: relating, action, thinking, modal. • Modal adverbs. • Evaluative language. • Connectives.

o c . che e r o t r s super # Tense: Present

# Point of View: Third person

• • • Text Types Book 4 • • •

Audience and Ads

• • • Exposition 4 • • •

Expositions are found in: • Letters to the editor • Editorials in newspapers • Advertisements

Expositions are written for many different audiences.

> Add to the list above.

r o e t s Bo r e p ok u S

• ________________________________

> Find an advertisement in a newspaper or magazine and list the arguments that the advertiser has used to try to make you buy the product.

ew i ev Pr

Teac he r

• ________________________________

> How else, apart from written arguments, has the advertiser tried to persuade you to buy the product?

____________________________________

© ReadyEdPu bl i cat i ons ____________________________________ ____________________________________ •f orr evi ew pur p osesonl y• ____________________________________ ____________________________________

____________________________________

____________________________________ ____________________________________

w ww

. te

> Did the advertiser do a good job? Explain your answer.

m . u

____________________________________

Big Sale

Have you ever been persuaded by an advertisement to buy something? Explain your answer.

o c . che e r o t r s super >

____________________________________ ____________________________________

____________________________________

• • • Text Types Book 4 • • •

Advertising

• • • Exposition 6 1 • • •

Advertisers attempt to persuade consumers to buy products.

Advertisers use various techniques to try to persuade consumers to buy their products.

Some of the persuasive techniques that advertisers use include emotive language, evaluative statements, pictures and photos.

r o e t s Bo r e p o u k The Conqueror S You too could be driving

around Australia in the luxury of this 4 berth wonder! Check out the unique design, superior construction and the total reliability of this vehicle.

ew i ev Pr

Teac he r

Look at the advertisement for a motor home below.

The Conqueror

– the best value for © ReadyEdPub l i ca t i on s money motor home on the market. •f orr evi ew pur pos e so nl y•

You’ll be the envy of all your friends and neighbours as you drive off around Australia on the trip of a lifetime.

m . u

> What persuasive techniques has this advertiser used?

w ww

_____________________________________________________________________________________ _____________________________________________________________________________________

. te

_____________________________________________________________________________________

o c . che e r o t r s super

_____________________________________________________________________________________ > If you were buying a motor home would this advertisement tempt you to check this one out? Give reasons for your answer.

• • • Text Types Book 4 • • •

• • • Exposition 7 • • •

Design an Advertisement

> Think of something that you’d really like to buy if you could afford it. Design an advertisement for it.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Use the following techniques: persuasive language, evaluative language, technical terms and pictures.

w ww

. te

m . u

o c . che e r o t r s super

• • • Text Types Book 4 • • •

Crossword

• • • Exposition 8 • • •

r o e t s Bo r e p ok u S 4

ew i ev Pr

Teac he r

6 7

m . u

w ww

Across

. te

o c . che e r o t r s super Down

1. Words for special things

2. More information on a point

4. Feeling

3. Sums up the argument

7. Items to consider

4. Making judgements

8. Presents a particular point of view

5. Beginning of a piece of writing

9. Naming words

6. Facts about a topic

10. Joining words 11. Facts that support an argument

• • • Text Types Book 4 • • •

Writing Letters

• • • Exposition 9 • • •

Letters are often expositions that try to persuade people to believe an opinion held by one or more people.

Dear Sir,

Letters to the editor are examples of expositions.

r o e t s Bo r e p ok u S

I have, for many years, been a frequent user of Sea Shore Park.

Teac he r

It was with great annoyance that last week I found that the barbecues in the park have been removed by the council.

ew i ev Pr

Our public barbecues must be returned. They were used by families, sports groups and tourists. Where will these people meet now, if there’s nowhere to cook their snags? If the barbecues are not returned to Sea Shore Park people will go to other towns for their picnics. The businesses in our town will suffer because people will not come here to shop. They will go where the towns have parks with barbecues. In fact, if these barbecues are not returned, we will move to another town, where I can take my family to a park where we can cook our snags.

Sincerely, © ReadyEdPubl i ca t i ons Disgruntled •f orr evi ew pur posesonl y•

w ww

________________________________________

. te

________________________________________

m . u

> Do you think this letter will have the effect the writer desired? Give reasons for your answer.

> What arguments has Disgruntled used to try to persuade the council to restore the barbecues in the park?

________________________________________ ________________________________________

o c . che e r o t r s super

________________________________________

> What persuasive techniques has Disgruntled used? Give examples.

> Explain how the letter could have been improved.

________________________________________

• • • Text Types Book 4 • • •

• • • Exposition 10 • • •

Dear Principal

A Letter to Your Principal

> Write a letter to your school principal about an issue that concerns you. You might like to choose one of these issues to write about: •homework •school uniforms •detention •mobile phone use •pets at school Or you might like to choose another issue that concerns you. Remember to support your arguments with facts or evidence. You may want to use the Exposition Planner on the next page to plan your letter before you write it.

r o e t s Bo r e p ok u S

Dear _____________________________________

ew i ev Pr

Teac he r

© ReadyEdPubl i cat i ons _________________________________________________________________________________ •f orr evi ew pur posesonl y• _________________________________________________________________________________

_________________________________________________________________________________

m . u

_________________________________________________________________________________

w ww

_________________________________________________________________________________ _________________________________________________________________________________

. te

_________________________________________________________________________________

o c . che e r o t r s super

_ _______________________________________

• • • Text Types Book 4 • • •

Exposition Planner

• • • Exposition 11 • • •

Remember

Planning My Exposition Statement of Position:_ _____________________________ Argument 1

r o e t s Bo r e p ok u S

Text Type: Exposition

Supporting evidence:__________________________________ ___________________________________________________

___________________________________________________ ___________________________________________________

# Purpose: To argue a case for or against a particular point of view.

ew i ev Pr

Teac he r

___________________________________________________

Special features of an exposition.

# Structure:

Argument 2

Supporting evidence:__________________________________ ___________________________________________________

• Statement of position. • Arguments. • Reinforcement of statement of position.

w ww

Argument 3

• Newspaper, magazine and book readers. • Students. • Radio and TV audiences.

# Word Focus:

Supporting evidence:__________________________________

. te

# Audience:

m . u

___________________________________________________

• General and abstract nouns. • Technical words. • Verbs: relating, action, thinking, modal. • Modal adverbs. • Evaluative language. • Connectives.

o c . che e r o t r s super

___________________________________________________ ___________________________________________________ ___________________________________________________

# Tense:

Reinforcement of Position Statement: ___________________________________________________ ___________________________________________________

Present. # Point of View: Third person.

___________________________________________________

• • • Text Types Book 4 • • •

Supporting Your Arguments

• • •• Exposition • Exposition11 1 •• •• ••

This article appeared in a rural newspaper. Christine Connolly is an equine dentist so she is an expert on the topic of horses' teeth.

Horses' teeth are affected by what they eat. In turn their behaviour can be affected by the condition of their teeth.

> What is the purpose of this article?

r o e t s Bo r e p ok u S

_____________________________

The most common dental problem is the development of sharp edges along the cheek side of the top molars and the tongue side of the bottom molars. These sharp edges can lead to lacerations of the cheeks and tongue limiting horses' ability to chew. This can cause food to pass straight through horses undigested, meaning that horses will not get the nutrients that they need out of the food that they eat and money is wasted.

_____________________________

Symptoms such as weight loss, dropping feed, bad breath, eye or nasal discharge, swelling around the jaw and face, and in severe cases, colic from swallowing wads of improperly chewed feed can also result from neglected dental care.

_____________________________ _____________________________

ew i ev Pr

Teac he r

As they are grazing animals, horses are designed to spend up to 18 hours out of every 24, eating grass. If there is no long grass horses are stabled or yarded and hand-fed with limited access to long stemmed grass or hay, they are more likely to develop some kind of dental problem.

> What are the main arguments? •

__________________________

_____________________________

_____________________________ © ReadyEdPubl i cat i ons _____________________________ Behavioural• problems caused byv sharp teeth canp include f o r r e i e w ur posesonl y• head tossing, being hard to bridle, hard to catch, putting the tongue over the bit, lugging, bolting, bucking, rearing, etc.

• __________________________ _____________________________

Your horse dentist should check your horse’s mouth at least every 12 months and more regularly if it’s under five, over 20 or is expected to perform at high levels.

_____________________________

. te

_____________________________

m . u

w ww

If you notice any of these symptoms or if your horse’s behaviour has changed in any way, it could be a sign of a dental problem.

• __________________________

o c . che e r o t r s super Christine Connolly (Equine Dentist)

Bega District News 01/08/08

_____________________________ _____________________________ _____________________________ • __________________________ _____________________________ _____________________________ _____________________________

 Illustrate this article.

• • • Text Types Book 4 • • •

•• ••Exposition • Exposition • Exposition 12 1 •1• • •

Write an Article > Write an article about something that you are interested in for a newspaper. • You will need to research your article so that you can support your arguments with facts. • You can use the Internet or books for your research or you can get help from an expert on the subject. • Use the Exposition Planner on page 21 to help plan your article. • Illustrate your article to help attract the attention of your audience.

r o e t s Bo r e p ok u S

Teac he r

_________________________________________________________________________________

ew i ev Pr

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

_________________________________________________________________________________

w ww

m . u

. te

o c . che e r o t r s super

_________________________________________________________________________________  Illustrate your article.

• • • Text Types Book 4 • • •

Fact Finding

• • • Exposition • • Exposition13 1 • • •• ••

Expositions are used when writers or speakers want to persuade others to accept their point of view on important issues such as the environment.

When writing or speaking about important issues it is important to support your arguments with facts.

r o e t s Bo r e Recycling isp a must if we want o u k to save our world. S

> Compare the following two short articles about recycling.

We must recycle everything so that our world’s resources last for ever. If we don’t recycle the world will be taken over by heaps of smelly rubbish and there won’t be room for people. No one likes smelly rubbish heaps. Rubbish attracts flies and vermin. Soon there will be more flies and vermin than native animals. We need our native animals because they are so cute. I love native animals. Everything we use can be recycled, that way we won’t use up all the natural resources of the earth so quickly. So, come on people, recycle and save the earth.

ew i ev Pr

Teac he r

Article 1

> Which of these two articles is the better example of an exposition? Give reasons for your answer. _______________________________ _______________________________ _______________________________ _______________________________ _______________________________

w ww

. te

There are many reasons why recycling is important. Recycling saves trees. Half of the earth’s forests have already been destroyed.

_______________________________ _______________________________ _______________________________ _______________________________

o c . che e r o t r s super

Recycling lowers the use of toxic chemicals. Using recycled products reduces the need to process more natural resources. Recycling helps slow down global warming. Using recycled materials means that less energy is used to manufacture new products. This lessens the emission of greenhouse gases. Recycling helps stop water pollution. For example, turning trees into paper uses more water than any other industrial process. Recycling reduces the need for rubbish burning in incinerators which can produce poisonous gases. Recycling also protects wildlife habitat because it reduces the amount of trees that are chopped down. Recycling helps our planet in many important ways, therefore we should all make the effort to recycle as much as we can.

_______________________________

m . u

Article 2

Recycling is an important way to help save our planet.

• • • Text Types Book 4 • • •

• •Exposition • Exposition 14 1 •••

Researching

Article 2 on page 24 is a very short exposition. It outlines some of the reasons why recycling is a good idea. Conduct your own research to find out whether recycling is good for our environment. > Write your own exposition on this topic supporting all your arguments with facts. You may like to use the Exposition Planner on page 21 to plan your exposition before you write it.

r o e t s Bo r e p ok u S

_________________________________________________________________________________

ew i ev Pr

Teac he r

_________________________________________________________________________________

m . u

_________________________________________________________________________________

w ww

_________________________________________________________________________________ _________________________________________________________________________________

. te

_________________________________________________________________________________

o c . che e r o t r s super  Illustrate your exposition.

• • • Text Types Book 4 • • •

Tense and Technical Terms

r o e t s Bo r e p ok u S

Response

Responses summarise, analyse and respond to things such as literary texts, artworks or performances.

ew i ev Pr

Teac he r

Explanation 4

w ww

. te

m . u

o c . che e r o t r s super

• • • Text Types Book 4 • • •

Special Features of a Response

• •Exposition •• Exposition • Response 1 •1 ••

A response is an argumentative text type. Read about the special features of a response and discuss with your class or in pairs how these features are used in the example below.

Example of a Response

Text Type: Response

Teac he r

r o e t s Bo r e Special features p ok of a response.u S

# Purpose:

# Structure:

• Context or Orientation – giving background information.

Context or Orientation:

ew i ev Pr

To summarise, analyse and respond to literary texts, artworks or performances.

This photograph of Camel Rock shows clearly © Ready E dPu bl i ca t i o ns how this special rock was named. •f orr evi ew pur posesonl y•

• Description of the main features.

# Audience:

. te

Readers and viewers of literary texts, artworks or performance. # Word Focus:

Description:

This is a black and white photograph taken with a simple digital camera. The shape of the rock formation resembles a camel lying on the sand.

The rock itself forms most of the background of the photograph, while in the foreground a partial reflection of the rock in the water can be seen.

o c . che e r o t r s super

• Relating, action, saying and thinking verbs. • Noun groups describing characters. • Persuasive language. # Tense: Present or past. May have some future tense. # Point of View:

m . u

w ww

• Judgement/ Opinion/Reaction – Explores the quality and effectiveness of the subject. – Expresses personal feelings.

The photographer appears to have taken this photo as either a tourist shot, or perhaps to demonstrate the simple photographic technique of representing something in nature. I feel that the absence of humans or animals in the photograph isolates the rock.

Concluding Paragraph: This is a stark, unimaginative image which I think could have been made more interesting by including some active component in the water or by including people, birds or animals.

First person. • • • Text Types Book 4 • • •

Purpose

• • • Exposition • Response 2 1 • • • •

Responses summarise, analyse and respond to things such as literary texts, artworks and performances. What is the best book that you have ever read? ______________________________________________________________

r o e t s Bo r e p ok u S

Who was the author of this book?

______________________________________________________________

Teac he r

Why did you enjoy this book?

ew i ev Pr

What was the best movie or television program that you’ve ever watched?

What appealed to you about this show?

m . u

____________________________________________________________________________

w ww

____________________________________________________________________________ Who would you recommend this show to?_ ________________________________________

. te

o c . che e r o t r s super

Have you ever seen a photograph, painting or drawing that you loved?

_____________________________________________________________ What was the photo, drawing or painting about?

_____________________________________________________________

Why did it appeal to you?_ _____________________________________________________ ___________________________________________________________________________ Who do you think this photo, drawing or painting would appeal to? Why? ___________________________________________________________________________ ___________________________________________________________________________

• • • Text Types Book 4 • • •

Book Reviews

• •Exposition •• Exposition • Response 3 1 •1 ••

Book reviews are examples of literary responses.

Book reviews are written to show the reviewer’s response to a story.

Some of the things mentioned in a book review are:

r o e t s Bo r e p ok u S

 Genre (What kind of story it is, e.g. adventure, mystery)

 Setting

Teac he r

 What message, if any, the story tells

 Highlights of the story

 Personal response to the story  Who the writers recommend read the story

 Reasons why the story is not recommended  A short excerpt from the story may be included to whet the appetites of prospective readers

ew i ev Pr

 The name of the principal character/s

> Read the book review below and tick the things above that have been mentioned.

m . u

too complicated. Believe me when I tell you that events beyond my control overtook me, making it impossible for me to come to you, or contact you. Believe me too, when I tell you that I’ve always loved you. I want you to come to me. Will you trust me and come?

w ww

With love, Mummy

. te

This extract from Megan's Journey by June Keir, shows the letter that Megan receives and reads from her mother who she thought had died twelve years ago. When she reads the letter she is forced to confront some serious issues. Was the letter really from her mother? If her mother had been alive all these years why had she not contacted Megan? Why was she contacting her so suddenly after years of silence? Where was her mother now?

o c . che e r o t r s super

Megan has been brought up by her grandparents on their farm. Soon after this letter arrives, Megan’s beloved grandfather dies and her life changes forever. Circumstances lead her to make the decision to travel to Japan where her mother now lives, to meet her mother, her step-father and her two little step-brothers. In Japan Megan is confronted not only with a new family but with a very different culture. Megan’s Journey is a story of betrayal, courage and family love. It is an adventure story with a difference. This book will appeal to any reader who is interested in the challenges that life can throw at a young person uprooted and set down in a different place.

• • • Text Types Book 4 • • •

Responding to a Narrative Extract

• • • Exposition • Response 4 1 • • • •

She was a big dog, but she was thin and old. “Come here, girl. Come on, I won’t hurt you,” James whispered. The dog slunk on her belly away from him.

r o e t s Bo r e p ok u S

“Maybe she’s a dingo,” Rilka suggested.

“Don’t be silly, James said. “Can’t you see she’s a German Shepherd?” He took a biscuit out of his pack and held out his hand to the dog. “Grrrrrrrrr.” The dog’s top lip peeled back from her teeth.

Rilka screamed and ran back along the track.

The dog yelped and retreated further into the cave. James called after his sister, “Come back, you’ll get lost if you don’t stay with me". A small voice answered him. “But, I’m scared of dogs. You know that. Anyway, Mum said you have to look after me.”

When he was finally able to see what it was the dog was showing him, he was the one who began to shiver. “Get back, Rilka,” he shouted, pushing her behind him. He knew that he would have nightmares for a very long time after this day. He didn’t want to have to deal with Rilka’s hysterics on top of having to do something about what the dog had in her mouth.

ew i ev Pr

Teac he r

James gritted his teeth. Little sisters were the worst punishment a boy could have for being born the eldest in a family of eight. “I can’t look after you if you …”. Before he could finish the sentence his attention was caught by a movement at the cave entrance. The old dog stood shivering just inside the cave. With the light in front of her and deep darkness behind her it was difficult to see, at first, what she held in her jaws. He felt Rilka beside him, clutching his hoodie.

m . u

1. Who are the main characters in this extract?

w ww

_____________________________________________________________________________________ 2. What genre do you think this extract belongs to? __________________________________________

. te

3. What feeling has the author portrayed as James and his sister watch the dog?

o c . che e r o t r s super

_____________________________________________________________________________________ 4. What is your personal response to this extract?____________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 5. Would you like to read the rest of the book? Why? _____________________________________________________________________________________ _____________________________________________________________________________________ 6. Based on the review, would you recommend this book to other readers? _____________________________________________________________________________________ 30

• • • Text Types Book 4 • • •

Response to Events

• •Exposition •• Exposition • Response 5 1 •1 ••

Responses may be written to respond to performances of various kinds.

The Opening Ceremony of the 2008 Olympic Games in Beijing

r o e t s Bo r e p ok u S

Teac he r

After an amazing display of 2008 drummers beating on ancient drums the ceremony continued with further displays showcasing China’s history of culture and invention.

China on a dream come true - the holding of an Olympic Games in China. Mr Rogge reminded the athletes that they are the role models for the youth of the world and called upon them to reject cheating and doping. The games were officially opened by China’s President, Hu Jintao.

ew i ev Pr

The opening ceremony of the 2008 Beijing Olympic Games was a spectacular show. It was a moving experience to watch the thousands of athletes who marched proudly into the National Stadium, known to many as “the bird’s nest”, to be part of the official opening of the games of the 29th Olympiad. China’s team of more than 600 competitors was last to enter the stadium to the cheers of the huge crowd.

This was a truly impressive show and I urge anyone who missed seeing it live to obtain a copy to enjoy.

The highlights of the ceremony were the music, the floating Olympic rings and a huge glowing globe with performers seeming to defy gravity by running around the suspended orb.

w ww

1. List the main events outlined in this response.

m . u

Read the extract above and answer these questions.

_________________________________________________________________________________

. te

_________________________________________________________________________________

o c . che e r o t r s super

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 2. What was the reviewer’s reaction to the opening of the Olympic Games in Beijing? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 3. Which three adjectives in this review best describe the events? _________________________________________________________________________________

• • • Text Types Book 4 • • •

Responses to Artistic Works

• • • Exposition • Response 6 1 • • • •

e Responses may b d written to respon to works of art.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

orks Responses to artw out may be written ab t forms. many different ar raph Look at this photog and answer the questions below.

Photo by June Keir

1. Describe the photo.

m . u

_________________________________________________________________________________

w ww

_________________________________________________________________________________ _________________________________________________________________________________

. te

_________________________________________________________________________________

o c . che e r o t r s super

2. Analyse the elements of the photo such as the composition, the shapes and the balance. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 3. What is your reaction or personal response to this photograph? _________________________________________________________________________________ _________________________________________________________________________________

• • • Text Types Book 4 • • •

• •Exposition •• Exposition • Response 7 1 •1 ••

Write a Book Review

Choose a fiction book that you have recently read and write your personal response to it in the form of a book review below. Reread the book review on page 30 and then refer to the special features of a book review column.

r o e t s Bo r e p ok u S

Special features of a book review.

Teac he r

Author:____________________________________________

Important extract from the book: ________________________ ____________________________________________________

ew i ev Pr

• Orientation – provides background information. • Outline of characters, theme and plot. • Highlights of the narrative. • Any strengths and/ or weaknesses. • Explores the effectiveness of the writing in achieving an entertaining narrative.

Title:______________________________________________

____________________________________________________ ____________________________________________________ Why extract is important: _ _____________________________ ____________________________________________________

# Word Focus:

# Tense: Present.

. te

# Point of View: First person.

____________________________________________________ Summarise book:_ ____________________________________

m . u

w ww

• Relating, action, saying and thinking verbs. • Noun groups describing characters. • Evaluative and persuasive language.

____________________________________________________ ____________________________________________________

o c . che e r o t r s super

Your personal response to the book:_ ____________________ ____________________________________________________ ____________________________________________________ Recommendation (who should read it):___________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

• • • Text Types Book 4 • • •

Different Artwork for Different Purposes 1

• • • Exposition • Response 8 1 • • • •

Works of art can refer to photos, paintings, drawing or sculptures of any kind and can also include things such as sewn pictures and various paper crafts.

r o e t s Bo r e p ok u S

It is important to consider the intended purpose of an artwork.

Teac he r

ew i ev Pr

Artworks may be created to: • represent an idea • tell a story • record an event • express a feeling • comment on an issue • get a reaction • present an emotional response • capture images in nature

© ReadyEdPubl i cat i ons 1. Describe the content of this photo for someone who has never seen it. •f orr evi ew pur posesonl y• _________________________________________________________________________________ Photo by June Keir

2. What is the purpose of this photo?

w ww

m . u

_________________________________________________________________________________

_________________________________________________________________________________ 3. Is the photo well set up? (Consider whether it looks pleasing to the eye and whether it is well balanced.)

. te

o c . che e r o t r s super

_________________________________________________________________________________ 5. What do you think this photo could be used for? _________________________________________________________________________________ _________________________________________________________________________________

• • • Text Types Book 4 • • •

Different Artwork for Different Purposes 2

• •Exposition •• Exposition • Response 9 1 •1 ••

Below is a copy of a painting. Although it is another image from nature it is very different from the photo on Page 34.

r o e t s Bo r e p ok u S

Compare the pictures on pages 34 and 35 and think carefully about the differences between them.

Teac he r

ew i ev Pr

You will probably respond differently to each picture. Artists respond in different ways to their subjects. Think carefully about the subject of this painting.

© ReadyEdPubl i cat i ons 1. Describe the content of the painting for someone who has never seen it. •f orr evi ew pur posesonl y• _________________________________________________________________________________

Painting by Lorraine Orum

2. What is the purpose of the painting?

m . u

_________________________________________________________________________________

w ww

_________________________________________________________________________________ 3. Is the painting well set up? (Consider whether it looks pleasing to the eye and whether it is well balanced.)

. te

o c . che e r o t r s super

_________________________________________________________________________________ 5. What do you think this painting could be used for? _________________________________________________________________________________ _________________________________________________________________________________

• • • Text Types Book 4 • • •

Responding to Works of Art

••••• Response • Exposition10 1 •• •• ••

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

> Select a painting, photo or picture of a sculpture from a magazine. Try to select a work of art that you feel strongly about. Cut the picture out and paste it into the space provided then write a response.

Title of artwork:

Strengths and weaknesses:

___________________________________

what the artist intended?

___________________________________

w ww

m . u

___________________________________

Composition:

Materials used, balance, is it realistic or imaginative? ___________________________________

___________________________________

What could this artwork be used for?

. te

o c . che e r o t r s super

___________________________________ Mood:

___________________________________

___________________________________ ___________________________________

How does it make you feel? Is it happy, sad, violent, angry, etc.?

___________________________________

• • • Text Types Book 4 • • •

Responding to Performance

•• •Exposition • • Exposition • Response 11 1 •1 •••••

Responses may be written to present viewers' or listeners' opinions of performances.

r o e t s Bo r e p ok u S •Live theatre

•Movies

•Sport events

•Opera

•Sports reports

•Speeches

•Television

•Radio

ew i ev Pr

Teac he r

Performances may be things such as:

Choose a performance which is not live that you have viewed and write a response to it below. Look at the example on page 31 and reread the special features of a response column on page 27 to help you with your writing. Your Response

_________________________________________________________________________________

m . u

_________________________________________________________________________________

w ww

_________________________________________________________________________________ _________________________________________________________________________________

. te

o c . che e r o t r s super

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ • • • Text Types Book 4 • • •

••••• Response • Exposition12 1 •• •• ••

Radio Broadcasts Like television, radio has a purpose to inform and entertain.

r o e t s Bo r e p ok u S

Teac he r

When responding to a television or radio program it is important to consider whether the program achieves its purpose.

ew i ev Pr

# Name of favourite radio program: _________________________________________

# Time and location: _ ____________________________________________________

# Purpose:______________________________________________________________ # Does the program achieve its purpose? Yes No

# Explain why it does/does not achieve its purpose:____________________________

© ReadyEdPubl i cat i ons • f o evi e pur posesonl y• # What arer ther highlights ofw the program? _ __________________________________ ______________________________________________________________________ ______________________________________________________________________

______________________________________________________________________

w ww

m . u

# Are there any negative aspects?___________________________________________ ______________________________________________________________________ # Who would you recommend this program to?_ ______________________________

. te

o c . che e r o t r s super

______________________________________________________________________ # What do you think makes it an entertaining radio program?

______________________________________________________________________ # Did this radio program present the news in an unbiased way?

______________________________________________________________________ # Did the news reporter give his or her opinion of the news items? ______________________________________________________________________

• • • Text Types Book 4 • • •

• •Exposition • Response 13 •1• •

Responding to a Live Performance

Live performance can refer to plays, music or humorous presentations. In live performance there may be an aspect of immediate audience response.

Think of a live performance that you have attended. It might have been a school performance or a public performance.

r o e t s Bo r e p ok u S Type of performance: (e.g. musical, sporting event)

____________________________________________

ew i ev Pr

Teac he r

> Write your response to this performance below.

©> Purpose Reofa dyE_d Publ i cat i ons performance:_ ___________________________ __________________________________________________ •f o rr evi ew pur posesonl y•

> Was the intended purpose achieved? _ ______________________________________

m . u

_______________________________________________________________________

w ww

> What were the highlights?_________________________________________________ _______________________________________________________________________

. te

> What were the negative aspects? ___________________________________________

o c . che e r o t r s super

_______________________________________________________________________ > What was your opinion of how the audience responded to the performance?

_______________________________________________________________________ _______________________________________________________________________ > Would you attend this performance or a similar one in the future? Give reasons for your answer. _______________________________________________________________________ _______________________________________________________________________

• • • Text Types Book 4 • • •

Teac he r

Discussion Discussions look at more than one side of an issue.

ew i ev Pr

r o e t s Bo r e p ok u S

w ww

. te

m . u

o c . che e r o t r s super

• • • Text Types Book 4 • • •

••••• Exposition • Discussion 1 1 ••••••

Special Features of a Discussion

A discussion is an argumentative text type. Read about the special features of a discussion and discuss in class or in pairs how these features are used in the example. Text Type: Discussion

Example of a Discussion

Purpose:

To present both sides of an issue. Structure:

• Statement outlining the issue. • Arguments for and against. • Conclusion which might summarise both sides or favour one side of the issue.

ew i ev Pr

Teac he r

r o e t s Bo r e Special features p ok of a discussion. u S

Statement outlining the issue: Should students be required to give up their seats on public transport for elderly passengers? Arguments for the issue with evidence supporting this view: • Students should give up their seats to older people because elderly people are not as strong as young people. • Elderly people are more prone to falls and should be seated on moving vehicles. • Young people should always have good manners. It is good manners and shows a caring attitude to older people to look after them by giving them your seat. Arguments against the issue with evidence supporting this view: • Students have just as much right to sit down on public transport as anyone else. • Students’ safety is as important as that of older people. • Students will be better behaved if they are properly seated on public transport. Conclusion: While the case for students keeping their seats has some merit, it can be seen that the case for students giving up their seats to elderly passengers is stronger than those against. Therefore, students should be required to give up their seats to elderly passengers.

Audience:

w ww

• Readers. • Listeners. • Students. Word Focus:

. te

• General nouns. • Relating and thinking verbs. • Causal, contrastive and additive connectives. • Varying degrees of modality. • Adverbials of manner.

m . u

o c . che e r o t r s super

Tense:

Present or past. Point of View:

Usually first person.

• • • Text Types Book 4 • • •

Purpose

••••• Discussion • Exposition21 •• •• ••

The purpose of a discussion is to present both sides of an issue.

Discussions may cover a variety of topics. There is so much to discuss in today’s world: the environment, animal welfare, politics, employment opportunities, the road toll, etc. Everyone has different interests and different opinions.

r o e t s Bo r e p ok u S

Discussions often take the form of written or spoken debates.

ew i ev Pr

Teac he r

> List four topics that you would like to discuss.

> Select one of the topics that you are interested in. What are the two main sides of the issue?

____________________________________________________________________________________ ____________________________________________________________________________________

____________________________________________________________________________________

m . u

____________________________________________________________________________________

w ww

____________________________________________________________________________________ ____________________________________________________________________________________

. te

____________________________________________________________________________________

o c . che e r o t r s super

> List five short points that someone with an opposing view could present.

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ > Summarise these points and present an argument in favour of one side of the issue. ____________________________________________________________________________________ ____________________________________________________________________________________ 42

• • • Text Types Book 4 • • •

Discussion Planner

•••Exposition •• Exposition • Discussion 1 3 •1 •••••

Plan a discussion on an issue that interests you. Include all the special features of this text type.

Planning My Discussion Text Type: Discussion

Statement outlining the issue:

r o e t s Bo r e p ok u S Special features of a discussion.

Purpose:

To present both sides of an issue. Structure:

• Statement outlining the issue. • Arguments for and against. • Conclusion which might summarise both sides or favour one side of the issue.

_________________________________________________________ _________________________________________________________ _________________________________________________________

ew i ev Pr

Teac he r

Remember

_________________________________________________________

Arguments for the issue with evidence supporting this view:

_________________________________________________________ _________________________________________________________ _________________________________________________________

© Rea_________________________________________________________ dyEdPubl i cat i ons _________________________________________________________ •f orr ev i ew pur posesonl y• _________________________________________________________

Audience:

w ww

Word Focus:

. te

• General nouns. • Relating and thinking verbs. • Causal, contrastive and additive connectives. • Varying degrees of modality. • Adverbials of manner.

Tense:

Present or past. Point of View:

Usually first person.

m . u

Arguments against the issue with evidence supporting this view:

• Readers. • Listeners. • Students.

_________________________________________________________ _________________________________________________________ _________________________________________________________

o c . che e r o t r s super

Conclusion: _________________________________________________________ _________________________________________________________ _________________________________________________________

• • • Text Types Book 4 • • •

Presenting Evidence

••••• Discussion • Exposition 4 1 ••••••

When particpating in a discussion or a debate it is important to support your opinion or argument with evidence.

Evidence to support arguments can be obtained from books, newspapers, journals, the Internet and interviews.

r o e t s Bo r e p ok u S

Consider this discussion topic:

Should owners be held responsible for their pets' behaviour?

> Conduct an interview with a person who knows a lot about pets. This could be your local vet, a person involved in animal welfare, an animal breeder or someone from Parks and Wildlife. > List five questions that you will ask your interviewee. Then write their responses to your questions.

ew i ev Pr

Teac he r

You will have your own opinion about this question. Most of the people who you talk to about this question will have very firm opinions about it too.

1. Question:_ _____________________________________________________________________

Response:______________________________________________________________________

2. Question:_ _____________________________________________________________________

______________________________________________________________________________

. te

m . u

Response:______________________________________________________________________

w ww

3. Question:_ _____________________________________________________________________

o c . che e r o t r s super

Response:______________________________________________________________________

______________________________________________________________________________

4. Question:_ _____________________________________________________________________

Response:______________________________________________________________________

______________________________________________________________________________

5. Question:_ _____________________________________________________________________

Response:______________________________________________________________________

______________________________________________________________________________

• • • Text Types Book 4 • • •

Conducting a Survey

•••Exposition •• Exposition • Discussion1 5 ••1•• ••

Conducting a survey is a good way to find out what a number of people think about an issue. > Conduct a survey to find out what people think of the issue of owners being responsible for their pets' behaviour.

r o e t s Bo r e p opets' behaviour? Should owners be held responsible for theirk u S

Teac he r

The question is:

Interviewee A vet

Response For:

Against:

ew i ev Pr

Ask each person to identify one point for and one point against the issue.

A Parks and Wildlife Officer

A pet owner

w ww A friend

For:

Against:

For:

Against:

. te

Your teacher A trusted neighbour

For:

m . u

from your local council

o c . che e r o t r s super Against:

Against:

For:

Against:

For:

Against:

• • • Text Types Book 4 • • •

••••• Discussion • Exposition 6 1 ••••••

Preparing Your Discussion or Debate

Plan a discussion or debate using the results of your interview and survey on pages 44 and 45. Include all the special features of this text type.

Planning My Discussion Text Type: Discussion

Statement outlining the issue:

r o e t s Bo r e p ok u Special featuresS

Should owners be held responsible for their pets' behaviour?

of a discussion.

Purpose:

To present both sides of an issue. Structure:

• Statement outlining the issue. • Arguments for and against. • Conclusion which might summarise both sides or favour one side of the issue.

Arguments for the issue with evidence supporting this view: _________________________________________________________ _________________________________________________________

ew i ev Pr

Teac he r

Remember

© Re adyEd uwith bl i cat i ons Arguments against theP issue evidence supporting this view: _________________________________________________________ •f orr e vi ew pur posesonl y• _________________________________________________________

Audience:

w ww

. te

• General nouns. • Relating and thinking verbs. • Causal, contrastive and additive connectives. • Varying degrees of modality. • Adverbials of manner. Tense:

Present or past.

m . u

_________________________________________________________

• Readers. • Listeners. • Students. Word Focus:

_________________________________________________________

_________________________________________________________ _________________________________________________________

o c . che e r o t r s super

_________________________________________________________

Conclusion:

Point of View:

_________________________________________________________

Usually first person.

_____________________________________________________

• • • Text Types Book 4 • • •

Word Focus

•••Exposition •• Exposition • Discussion 1 7 •1 •••••

Speakers use their tone of voice, facial expressions and body movements to help convey meaning. Writers need to carefully select their words to have the same effect. When writing a discussion try to employ words that focus on fact, as well as words that attempt to persuade. Relating verbs (are, is) provide information about an issue. Example: Drugs are harmful and animals are in need of protection.

r o e t s Bo r e p ok u S

> Write a sentence using a relating verb.

_____________________________________________________________________________________

Thinking verbs (think, feel, believe) express the writer’s view. Example: I really feel that pets should be kept in their yards.

ew i ev Pr

Teac he r

_____________________________________________________________________________________

> Write a sentence using a thinking verb that expresses your view on a topic.

_____________________________________________________________________________________ _____________________________________________________________________________________

Causal connectives (therefore, however, similarly) link arguments. Example: Koala’s are native to Australia therefore they should be protected.

© ReadyEdPubl i cat i ons _____________________________________________________________________________________ •f orr evi ew pur posesonl y• _____________________________________________________________________________________ > Write a sentences using a causal connective.

> Write a sentence using a degree of modality.

. te

m . u

w ww

Degrees of modality (maybe, perhaps, should) discuss whether it is likely that something will happen. Example: We are all guilty of damaging our environment in some way. Perhaps we should be more responsible. _____________________________________________________________________________________

o c . che e r o t r s super

Adverbials of manner (shamefully, hopefully) give an indication of the feelings that people have towards events. Example: Rubbish is a scourge on our landscape. Shamefully, we all forget to recycle. > Write a sentence using an adverbial of manner.

_____________________________________________________________________________________

Word groups are used to make a statement about a category such as the environment, drugs or animals. Example: Our environment must be protected. > Write a statement using a word group about a category of your choice. _____________________________________________________________________________________ _____________________________________________________________________________________ • • • Text Types Book 4 • • •

Main Points

••••• Discussion • Exposition 8 1 ••••••

When writing discussions it is important to outline the main points of your arguments then support them with facts.

Consider the following discussion topic:

r o e t s Bo r e p ok u S

Should Australia allow old growth forests to be felled for industry?

Teac he r

> Search the Internet or find books in the library to find information about this topic. List the resources that you found to assist you in your writing.

ew i ev Pr

•

______________________________________________________________________________

fact: ___________________________________________________________________________

•

______________________________________________________________________________

fact: ___________________________________________________________________________

______________________________________________________________________________

w ww

. te

m . u

•

o c . che e r o t r s super

> List three main points AGAINST this discussion topic and support your points with facts.

•

______________________________________________________________________________

fact: ___________________________________________________________________________

•

______________________________________________________________________________

fact: ___________________________________________________________________________

•

______________________________________________________________________________

fact: ___________________________________________________________________________

• • • Text Types Book 4 • • •

Let’s Write Discussions 1

•••Exposition •• Exposition • Discussion 1 9 •1 •••••

> Choose one of the discussion topics below and write a discussion

about it. Use the Planner to plan before you write your final copy.

r o e t s Bo r e p ok u S Can the earth look after itself?

Planner

Statement outlining the issue:

Arguments for the issue with evidence supporting this view:

Should everyone be vegetarian?

ew i ev Pr

Teac he r

Should television be banned?

• _ _____________________________________________________________________________

© ReadyEdPubl i cat i ons • _ _____________________________________________________________________________ •f orr evi ew pur posesonl y• _ _____________________________________________________________________________

_ _____________________________________________________________________________ • _ _____________________________________________________________________________

w ww

Arguments against the issue with evidence supporting this view:

. te

m . u

_ _____________________________________________________________________________

• _ _____________________________________________________________________________

o c . che e r o t r s super

_ _____________________________________________________________________________ • _ _____________________________________________________________________________ _ _____________________________________________________________________________ • _ _____________________________________________________________________________ _ _____________________________________________________________________________ Conclusion: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

• • • Text Types Book 4 • • •

Let’s Write Discussions 2

• • •• Discussion • Exposition10 • 1 • • •

> Choose a topic that you are interested in and have strong

feelings about. This might be something to do with school, your community or the world in general. Prepare a debate about this topic. Remember that discussions look at more than one side of an issue.

r o e t s Bo r e Planner p ok u S

Use the planner to plan/draft your discussion before you write it.

Arguments for the issue with evidence supporting this view:

ew i ev Pr

Teac he r

Statement outlining the issue:

• _ _____________________________________________________________________________ _ _____________________________________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• • _ _____________________________________________________________________________ • _ _____________________________________________________________________________ _ _____________________________________________________________________________

Arguments against the issue with evidence supporting this view:

w ww

m . u

_ _____________________________________________________________________________

• _ _____________________________________________________________________________ _ _____________________________________________________________________________

. te

o c . che e r o t r s super

• _ _____________________________________________________________________________ _ _____________________________________________________________________________ • _ _____________________________________________________________________________ _ _____________________________________________________________________________ Conclusion: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

• • • Text Types Book 4 • • •

•• ••Exposition • Discussion • Exposition 11 1 •1• • •

Letters as Discussions > Write a letter to the editor of your local

To the Editor

newspaper discussing an issue of concern in your community. You will need to outline both sides of the issue before summing up with a statement that supports your view on the matter.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

To_____________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

_________________________________________________________________________________

w ww

m . u

. te

o c . che e r o t r s super

_______________________________________

• • • Text Types Book 4 • • •

• • •• Discussion • Exposition12 1 •• •• ••

Imagine

You are the host of a talkback radio show and are leading a discussion about freedom of speech in Australia.

r o e t s Bo r e p ok u S

Statement of position:

Teac he r

Talkback Radio

Should we have complete freedom of speech in Australia?

ew i ev Pr

> Write the dialogue between you and a listener who is opposing your view of the issue. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

_________________________________________________________________________________

w ww

m . u

_________________________________________________________________________________ _________________________________________________________________________________

. te

_________________________________________________________________________________

o c . che e r o t r s super

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

• • • Text Types Book 4 • • •

Comparing Argument Texts Three argumentative texts are exposition, response and discussion. Each of these texts has set “rules” and each can be written as a stand alone text. However, these texts are often used within other text types. > Fill in what you know about each text type in the table below.

Text Type

r o e t s Bo r e p ok u S Special Features

Tea Exposition ch er

Purpose:

Structure:

ew i ev Pr

Word focus: Point of view:

m . u

Word focus: Point of view:

w ww

Response

Tense:

. te Purpose:

Discussion

Tense:

o c . c e r Structure: h er o t s super Word focus:

Point of view: Tense:

• • • Text Types Book 3 • • •

Internet Resources >www.curriculumsupport.education.nsw.gov.au >wwwfp.education.tas.gov.au/english/targeting.htm >www.peta.edu.au/ (Primary English Teaching Association) >www.aate.org.au/ (Australian Association for the Teaching of English)

r o e t s Bo r e p ok u S

>www.alea.edu.au/ (Australian Literacy Educators’ Association)

>www.nla.gov.au/libraries/resource/bookpub.html (National Libraries of Australia) >www.edna.edu.au/edna/go (Education Network of Australia)

Teac he r

>www.kids.net.au (Search Engine for kids, parents and teachers)

>www.primaryschool.com.au (Primary school sites, lessons and resources) >www.environment.gov.au/education (Sustainability Education) >www.gould.edu.au/ (Environmental Education)

ew i ev Pr

>www.myocum.com/stu_linx.htm (Subject lists of many sites for kids and teachers)

Acknowledgements

w ww

Resources

. te

Bregley-Smith, Kevin. 1997, Language Matters - Reading and Writing about Australian Animals, (Kit) Film Australia.

m . u

We gratefully acknowledge permission to reproduce the painting, ‘Goat’, by Lorraine Orum and to reproduce the text by Christine Connolly printed in the Bega District News..

o c . che e r o t r s super

Collis, Katy. 2005, All You Need To Teach, MacMillan Education, Australia.

Derewianka, B. 1998, A Grammar Companion, Primary English Teaching Association, New South Wales. Evans, Alwyn. (ed) 2002, Life Byte, Fremantle Arts Centre Press.

How the News is Made (electronic resource, 2005, Australian Broadcasting Corporation. Morris, Jill. 2000, Endangered! Greater Glider, Queensland. Pohl, Michael. 2000, Still Learning to Think Thinking to Learn, Hawker Brownlow Education Australia, Victoria. Walsh, R. D. and Wheeler, Phyllis. M. 2000, Mastering Words, Longman, Victoria. World Genius (electronic resource) 2005, Eurofield Information Solutions.

• • • Text Types Book 4 • • •

Answers Page 13 Topics suitable for exposition writing: all students should do homework, the environment must be protected, pets should be banned and reading is good for everyone.

Page 23

Page 14

r o e t s Bo r e p ok u S

Statements that are opinions: it’s a good idea to wear school uniform and I hate television.

Page 17

Purpose of article: To persuade horse owners to have their horses’ teeth checked regularly. Main arguments:

Horses’ teeth affected by what they eat. Horses’ teeth designed to graze, therefore if stabled or yarded they are more likely to develop dental problems.

Persuasive techniques: Picture showing happy buyers invoking envy, exaggeration (“total reliability”), direct address (“You too”), colloquial language (“check out”), confident tone (“You’ll be the envy of..”), positive language (“luxury, wonder, unique, superior”) and emphasising value for money.

ew i ev Pr

Teac he r

Places to find evidence to support a statement: books, experts and the Internet.

Page 19

will these people meet now if there’s nowhere to cook their snags?), assertive tone (“must be removed”), confident tone giving the impression that the write is listing facts and is being truthful (“They were used by families, sports groups…”).

Sharp edges on horses’ teeth can lead to food passing through horses indigested and they won’t get the nutrients out of their food.

Behavioural problems, weight loss, bad breath, eye or nasal discharge, swelling around jaw and face and colic can develop if teeth not checked and treated. Page 25

Reasons: Article 1 presents opinions rather than facts. Article 2 presents facts that are better supported. Page 30

Page 20

Page 31

m . u

w ww

. te

Name of principal character, genre, highlights, message, setting, who the writer recommends read the story and short excerpt.

o c . che e r o t r s super

Arguments: Barbecues used by many different groups, nowhere for people to meet now the barbecues have been removed, nowhere to cooks snags, people will go to other towns, businesses will suffer, the writer will move to another town if the barbecues are not returned.

Persuasive techniques: exaggeration (“we will move to another town”), threats (“If the barbecues are not returned..”), rhetorical questions (“Where

James and Rilka.

Adventure.

Afraid.

Page 32

1.Athletes marching into the stadium, 2008 drummers beating on ancient drums, the music, floating rings, glowing globe, Jaques Rogges’ speech and the opening speech by Hu Jintao. 2.Positive. The writer uses words such as, “spectacular, moving experience, amazing display, truly impressive.” The writer encourages people who missed the show to try to watch a rerun.

• • • Text Types Book 4 • • •

Page 54

Special Features Purpose: To present a case with supporting evidence for or against a particular point of view Structure: Statement of position Arguments Reinforcement of statement of position Word Focus: General and abstract nouns Technical words Verbs: relating, action, thinking, modal Modal adverbs Evaluative language Connectives Point of View: Third person Tense: Present Purpose: To summarise, analyse and respond to things such as literary texts, artworks or performances Structure: Context or orientation Description Concluding paragraph Word Focus: Relating, action, saying and thinking verbs Nouns groups describing characters Persuasive language Point of View: First person Tense: Present or past (may have some future tense) Purpose: To look at more than one side of an issue Structure: Statement outlining the issue Arguments for the issue with supporting evidence Conclusion Word Focus: General nouns Relating and thinking verbs Causal, contrastive and additive connectives Varying degrees of modality Adverbials of manner Point of View: Usually first person Tense: Present or past

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he Response r

Exposition

Text Type

w ww

. te

m . u

Discussion

o c . che e r o t r s super

• • • Text Types Book 4 • • •