st clare’s college · copies of this booklet can also be found on studywiz and on the st. clare s...

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St Clare’s CollegeA Spirited Learning Community

St Clare’s College A Spirited Learning Community

Seek Wisdom

Curriculum Guide

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USING THE INFORMATION BOOKLET

This booklet has been compiled to assist you with your learning across a range of subjects. Its purpose is to clarify, expectations for certain types of assessment tasks as well as to assist you to become familiar with terminology used across the curriculum.

The content, strategies and samples outline in this booklet are examples of best practice in literacy and text types.

Copies of this booklet can also be found on Studywiz and on the St. Clare’s College website.

For specific Harvard referencing see also: Central Queensland University http://www.library.uow.edu.au/content/groups/public/@web/@health/documents/doc/uow025425.pdf

Designer & EditorPatrick Lindley Media and Marketing Officer

St Clare’s College1 McMillan Crescent, Griffith ACT 2603PO Box 3896, Manuka ACT 2603Tel: +61 2 6260 9400 Fax: +61 2 6239 6015

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CONTENTSREFERENCES AND BIBLIOGRAPHIES 6Referencing 6In-text citations 6Direct quotations and reference to someone else’s work 6Poetry 7Careers Counselling 8Plays 8Quoting from or referring to the Bible 9Quoting from or referring to an online document, image or sound file 9

WRITING A BIBLIOGRAPHY 11SAMPLES – BOOKS AND JOURNALS REFERENCING 12Book 12Journal article 12 Newspaper articles 13

REFERENCES CITED FROM AN INTERMEDIATE SOURCE 14Encyclopedia article 14Government, companies, etc as authors 15Motion pictures and video recordings 15

ELECTRONIC SOURCES 16CD ROM 16Website 16

INTERVIEWS 18SCHOOL HANDOUTS 18IMAGES 19Pictures, maps, etc 19Online Image or Sound 19

STANDARDS FOR REFERENCING RELIGIOUS RESOURCES 20Book (one author or editor) 20Book (more than one author or editor) 20Book (saint as author) with translators 20Corporate author (The Catholic Church) 20Bibles 20Catechism of the Catholic Church 21Referencing the Catechism 21Papal Encyclicals 21Church Documents 21Internet Web Sites 21Concordances 22Encyclopaedias 22

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Commentaries 22Article within a Commentary or other Text 22Periodicals 22Sound Recording 22Video Recordings 22

SAMPLE BIBLIOGRAPHY 23What is an annotated bibliography? 23The Process 24Annotations v Abstracts 24Sample Annotated Bibliography 24

WRITING AN ESSAY 25Some General Guidelines 25A Step By Step Guide To Planning Your Essay 25

STRUCTURING YOUR ESSAY 26Introductory Paragraph 26Body of the Essay 26Connecting Your Ideas 26Making Connections 26CONNECTIVE WORDS 27More Connective Words and Phrases 27IMPROVING YOUR ESSAY-WRITING SKILLS 28CHECKING YOUR DRAFT 29SOME APPROACHES TO TEXT ANALYSIS 30

WRITING A PRACTICAL REPORT FOR SCIENCE - YEARS 7-10 31

General Information 31Your reports should include the following: 31

WRITING A PRACTICAL REPORT FOR SCIENCE - YEARS 11-12 33

General Information 33Layout of the Practical Report: 33

TEXTILE AND FOOD TECHNOLOGY 36The Design Process 36Step 1- Investigate: 36Step 2 - Designing 36Step 3 Produce/ make: 36Step 4 - Evaluate 36Design and Technology Rationale: 37THE DESIGN PROCESS 371. BRIEF 372. TIME PLAN 374. Exploration of initial ideas (sketching) 385. Development of idea 39

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6. Research possible materials that would suit your final design 397. Research into possible processes 398. Orthographic Drawing of Solution 39 9. Production record 4010. Design Solution 4011. Evaluation 40

DESIGN PROCESSES IN THE VISUAL ARTS 40PROCESSES FOR DEVELOPMENT OF IDEAS 41PREPARING ORAL PRESENTATIONS 41Consider the Purpose 42Plan the Presentation 42

DEVELOP THE PRESENTATION 42Introduction 42Body 42Conclusion 42

EFFECTIVE PROOFREADING SKILLS 43PROOFREADING CHECKLIST 44RESEARCH (INFORMATION LITERACY) 45Structure 45

REFERENCE TEMPLATE 46BOOK 47

RESEARCH NOTE CARDS 47Note Card #1 48Note Card #3 48

GLOSSARY OF TERMS 49GLOSSARY OF PROCESS AND OPERATIONAL WORDS 51GLOSSARY OF KEY TECHNOLOGY AND VISUAL ARTS TERMS

52 DISCUSSION (FACTUAL AND RESPONSE GENRES) 54A DISCUSSION EXPLORES SEVERAL SIDES OF AN ISSUE 54

PERSUASIVE TEXT: LETTER TO THE EDITOR TEMPLATE 55

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REFERENCES AND BIBLIOGRAPHIESIf you use information from another source when writing an assignment or essay, it must be acknowledged. References and bibliographies provide your reader with access to your sources, and give credit to a work’s author. If you don’t reference your work properly you are guilty of plagiarism. Plagiarism is the act of using someone else’s work or ideas as if they were your own.

There are several different ways of referencing your work. This booklet is based on the Harvard system of referencing and is used by all subject areas at St Clare’s.

You can find more details of the Harvard system on the Internet. Note that there are some variations in its use. For example, some institutions state that no full stops should be used after initials, and no spaces between initials (eg Smith GR not Smith G. R.).

ReferencingIn the Harvard System of referencing, references are cited in two different places: in the text (in-text citations) and at the end of the work (bibliography).

In-text citationsIf you refer to an idea or include direct quotations (the author’s exact words) in your work the author must be acknowledged. This acknowledgement is called a citation.

Anything that you cite within your work must also appear in your bibliography. Footnotes, although not so popular nowadays, are an alternative to citations. A footnote is placed at the end of the page on which the quote or reference appears. This booklet will not refer further to footnotes, as they are part of the Oxford system of referencing rather than Harvard.

Direct quotations and reference to someone else’s workWhen you have written out a direct quotation in your work, you need to put the following into brackets following the quotation.

• Author’s surname

• date of publication

• page number/s from which you are quoting or referring

For example:

Leach notes that “most babies smile fleetingly, in response to a variety of stimuli, almost from birth” (Leach 2003: 87). These fleeting smiles are now recognised as …

Because this quotation is short, it is written into the text and quotation marks are used. If a quotation is more than two or three sentences, it should be indented, that is set in from your margin with an empty line above and below it so that it stands alone. No quotation marks are used in this instance.

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For example:

In order to discuss the appearance and features of Saint Clare, Daniel-Rops studies a portrait of Saint Clare by the painter Donato of Sienna. There is profound charm in those attenuated almond-shaped eyes and in the restrained half-smile which contrasts with their almost melancholy expression.

But this oval face, this very straight nose, this tiny mouth, closed to every vain word, and even more this faint movement of withdrawal and pride which the whole body seems to suggest … in its total inner unity. (Daniel-Rops 2002: 29)

Incorporating another author’s ideas into your text (without quoting their exact words) When you use someone else’s idea but put it into your own words (paraphrase) or make general reference to something someone else has written, you are indirectly quoting. You still need to acknowledge the author in the same way as if you were quoting them directly.

For example:

Lim Cheng Puay (2004) suggests that many plants could migrate hundreds of kilometres from their original sites, due to the warming of the planet.

Incorporating more than one item into the text using “see” or “see also” references

These references are used when quoting ideas from a source but not quoting

directly. The effects of global warming on plant life are becoming much better understood in recent years (see Puay 2004, pp.24-25; see also Robertson

2001, p.304).

PoetryQuotations of two lines or under may be incorporated in the body of an essay with the use of inverted commas and a slash (/) indicating a line break:

For example:

Wilfred Owen says that soldiers are “Bent double, like old beggars under sacks/Knock-kneed, coughing like hags.”

Three lines or more must be indented, and inverted commas are not necessary in this instance:

For example:

Owen’s description of the soldiers is moving and effective:

Bent double, like old beggars under sacks,

Knock-kneed, coughing like hags, we cursed through sludge, Till on the haunting flares we turned our backs,

And toward our distant rest began to trudge.

Generally, small units of quotations are more effective.

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Careers Counselling

PlaysWhen quoting from a play other than Shakespeare, two lines or under may be incorporated in the body of an essay with the use of inverted commas and a slash (/) indicating a line break:

For example:

John Guare’s character Ouisa says, “ He told us the story of Catcher in the Rye.” (Guare 1994:59)

Three lines or more must be indented and should appear as presented in the text. Inverted commas are not necessary in this instance.

For example:

Flan We’ll take a vote. Do we pursue this to the end no matter what we find out about our kids?

Ouisa I vote yes.

Dr. Fine I trust Doug. Yes.

(Guare 1994:69)

When quoting from Shakespeare, two lines or less may be incorporated in the body of an essay with the use of inverted commas and a slash (/) indicating a line break.

Lear’s anger with his daughter Regan is evident when he says, “ I prithee, daughter, do not make me mad. / I will not trouble thee, my child. Farewell.”

(2, , 211-212)

Three lines or more must be indented and inverted commas are not necessary in this instance.

For example:

Lear Blow, winds, and crack your cheeks! Rage, blow, You cataracts and hurricanes, spout

Till you have drenched our steeples… That makes ingrateful man.

Fool O nuncle, court holy water in a dry house is better than this rain-water out o’door. Good nuncle, in, ask thy daughters’ blessing. Here’s a night pities neither wise men nor fools.

(3, 2,1-12)

You may wish to incorporate the use of a relevant but long quotation in your essay. It is preferable to substitute an ellipsis (three dots in a row) to indicate the missing section of text. The particular edition you have quoted from should appear in your bibliography.

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Quoting from or referring to the BibleWhen citing something from the Bible, all you have to put in your reference is the book, chapter and verse you are quoting from or referring to.

For example, a direct quotation

You have heard that it was said, “An eye for an eye, and a tooth for a tooth.’ But now I tell you: do not take revenge on someone who wrongs you. If anyone slaps you on the right check, let him slap you on the left cheek too. (Matthew 5:38-39)

For example, a reference

‘The Exodus from Egypt (Exodus 1-18) is followed by the account of the sojourn at Sinai.”

Quoting from or referring to an online document, image or sound fileWhen citing something from the internet, you need to put the following into brackets following the quote.

• Author/artist/composer’s surname or the title of the document/image/sound file if there is no author/artist/composer

• date of publicationFor example:

‘It’s essential you learn how to reference’ (Dawson et al. 2002)

In text citation: Electronic resource

When possible, cite an electronic document as you would any other document (using the author-date style).

• author’s surname

• date of publicationFor example:

Atkinson (2001) found that children who spent at least four hours a day watching TV were less likely to engage in adequate physical activity during the week.

Electronic sources may lack authors’ names or dates. In addition, they may lack page numbers (required in some citations). Here are guidelines for handling sources without authors’ names, dates, or page numbers.

Unknown author

If no author is named, mention the title of the document in a signal phrase or give the first word or two of the title in parentheses

For example:

The body’s basal metabolic rate, or BMR, is a measure of its at-rest energy requirement (“Exercise,” 2003).

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Unknown date

When the date is unknown, use the abbreviation “n.d.” (for “no date”).

For example:

Attempts to establish a definitive link between television programming and children’s eating habits have been problematic (Magnus, n.d.).

No page numbers

When an electronic source lacks stable numbered pages, your citation should include

-if possible - information that will help readers locate the particular passage being cited.

When an electronic document has numbered paragraphs, use the paragraph number preceded by the symbol ¶ or by the abbreviation “para.”: (Hall, 2001, ¶ 5) or (Hall,

2001, para. 5). If neither a page nor a paragraph number is given and the document contains headings, cite the appropriate heading and indicate which paragraph under that heading you are referring to.

For example:

Hoppin and Taveras (2004) pointed out that several other medications were classified by the Drug Enforcement Administration as having the “potential for abuse” (Weight-Loss Drugs section, para. 6).

NOTE: Electronic files using portable document format (PDF) often have stable page numbers. For such sources, give the page number in the parenthetical citation.

Indirect Source

If you use a source that was cited in another source (a secondary source), name the original source in your signal phrase. List the secondary source in your reference list

and include it in your parenthetical citation, preceded by the words “as cited in.” In the following example, Critser is the secondary source.

For example:

Former surgeon general Dr. David Satcher described “a nation of young people seriously at risk of starting out obese and dooming themselves to the difficult task of overcoming a tough illness” (as cited in Critser, 2003, p. 4).

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WRITING A BIBLIOGRAPHYA bibliography is a record of your sources, and is found at the end of your assignment. You should start your bibliography on a new page, and give the page a heading. There is no need to divide your bibliography into different sections for different types of material. Instead, list everything in alphabetical order. There is a sample bibliography at the end of this booklet that gives an example of how your bibliography should look.

It is important that you record the details of the resources at the time of use because you may not be able to locate them again later. Use a bibliography sheet to record your resources as you

write your assignment and remember to record the page numbers you have referred to.

The following sections provide a step-by-step list of the information that is required for different materials, followed by examples of how these should look. The information should be set out in the order stated, using the punctuation that appears at the end of each step.

Sometimes you will not be provided with dates or places of publication, or the work may be unpublished. It is important that you state this; otherwise it will appear as though you left these details out. In these cases, use the following in the same place as you would if the details were provided:

No date: [n.d.] No place: [n.p.] Unpublished: [unpub.]

Books, pamphlets, brochures, etc

The information required to reference these is found on the title page and the verso pages of the book, rather than the front cover. If there is more than one author, list them in the order they appear on the title page or list the first and use “et al.” (from “et alia” meaning “and others”). For an edited book, use (ed.) for one editor, (eds) for two or more.

• author’s surname and initial(s)

• year of publication,

• title of the book (in italics if possible, otherwise underline),

• edition (if it is not the first edition),

• name of series if book is part of a series (in round brackets),

• publisher,

• place of publication.

For example, a book in a series:

Odom, M 2002, Crossings, (Buffy the vampire slayer), Simon Pulse, New York.

For example, a book that is not a first edition:

Drane, J 2000, Introducing the Old Testament, Revised edn., Lion, Oxford.

For example, a book with many authors:

Harrison, C et al., 2002, Thinking through science, John Murray Ltd, London.

For example, a book with more than one author/editor:

Goldman, M & Lee, L (eds), 2002, An intellectual history of modern

China, Cambridge University Press, Cambridge, UK.

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Articles in periodicals (magazines)

• author’s surname and initial(s).

• date of publication,

• title of the article with minimal capitalisation and placed within single inverted commas,

• name of the periodical (in italics if possible, otherwise underline),

• volume and number or month, if these are not available use the full date of the periodical,

• page number.

For example:

Gorman, C & Park, A 2002, ‘The new science of headaches’, Time, no.39, October 7, pp. 48-54.

SAMPLES – BOOKS AND JOURNALS REFERENCINGBook

Journal article

Stove, RJ 1999, ‘Xenophobia: the great local content myth’, Institute of Public Affairs Review, vol. 51, no. 1, pp. 14–16.

Source: Division of Teaching and Learning Services 2007, Harvard referencing guide, Central Queensland University, Rockhampton, pp. 17-18

Authors’ surnames and first initial

Year of publication

Title of book in minimal capitalisation

Publisher

Place (city) of publication

Shearman, D & Sauer-Thompson, G 1997, Green or gone, Wakefield Press, Kent Town.

Ampersand

Italics for book title

Full stop at the end

Commas between elements except author(s) and date

Author’s surname and initials

Year of publication

Title of article in minimal capitalisation

Single quotation marks

Volume and issue number in lower case

Page numbersFull stop at the end

Italics and maximal capitalisation for journal title

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Newspaper articlesIf the article has an obvious author, use the following:




• title of newspaper (in italics if possible, otherwise underline),

• date,

• page number.For example:

Clack, P 2002, ‘Australians mourn the night of lost innocence’, The

Canberra Times, 21 October, p.1.

If the article does not state an author, enter the title first.

For example:

‘The nation unites in grief’, The Canberra Times, 21 October 2002, p.1.

Article or chapter in an edited book (anthology, compilation, etc)



• title of article, chapter with minimal capitalisation and placed within single inverted commas,

• here use the word “In” followed by title of edited book, with the title in italics if possible, otherwise underline,

• editor’s name.

• publisher,

• place of publicationFor example:

Schwartz, BI 2002, ‘Themes in intellectual history: May fourth and after’ In An Intellectual History of Modern China, Goldman, M & Lee, L (eds.), Cambridge University Press, Cambridge, UK.

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REFERENCES CITED FROM AN INTERMEDIATE SOURCEIf you use material not directly from the original but from an intermediate source, the reference should cite both sources. An example of this might be if the author of the work you are citing quotes another work. In your reference, the original author of the work should appear first, that is the author who is being quoted.




• title of original publication (in italics if possible, otherwise underline),

• here use the words “quoted in” followed by name of authors who has used the quote.

• date of publication in which the quote appears,

• title of publication in which the quote appears (in italics if possible, otherwise underline),

• publisher,

• place of publication,

• number of the page on which the quote appears.

For example:

Adams, P 2000, ‘Things fall apart’, Weekend Australian, quoted in

Cowdrey, C 2001, Australian icon, Angus & Robertson, Sydney, p. 64.

Encyclopedia articleThere are two types of encyclopaedias, those that come in one complete volume, and those that may have many volumes. These are referenced slightly differently.

Single-volume encyclopedia

• Author or editor’s surname and initial(s).



• here, use the work “In” followed by the title of the encyclopaedia (in italics if possible, otherwise underline).

• edition (if it is not the first edition).

• publisher,


• page number.

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For example:

Powers, J 2000, ‘British Buddhism’, in A concise encyclopedia of

Buddhism, Oneworld, Oxford, p. 43.

Multi-volume encyclopaedia

• author or editor’s surname and initial(s).



• here, use the word “In” followed by the title of the encyclopaedia (in italics if possible, otherwise underline).

• edition (if it is not the first edition),

• publisher,


• volume number,

• page number.

If no author is given, begin with the article title.

For example:

‘Bicycle’ in The World Book Encyclopedia, 2002, World Book, Chicago, vol. 2, pp. 290-293.

Government, companies, etc as authorsIf the work you are citing is by a company, corporation etc, and does not cite a specific author, then the only difference between this and a normal book will be that you should cite the organisation as the author.

For example:

Australian Bureau of Statistics 1989, National health survey: Accidents. Cat. No. 4384.0. ABS, Canberra.

Motion pictures and video recordingsThe way you reference a video will vary depending on whether it is an original video or a television broadcast that you have watched on air or the school has recorded.

For an original video

• title of the video (in italics if possible, otherwise underline), followed by the word “motion picture’,

• date of production.

• name of distributor.For example:

Shrek 2001, motion picture, Dreamworks.

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For a television program watched or recorded

• title of program (in italics if possible, otherwise underline), followed by the word “videorecording”,

• date the program was aired,

• channel that broadcast the program.For example:

CSI: Crime Scene Investigation, 12 June 2001, videorecording, WIN Television.

ELECTRONIC SOURCESCD ROM

• title of CD ROM (in italics if possible, otherwise underline) followed by the words “CD ROM”,

• date of production,

• publisher,

• place of publication.

Remember that if there is no date or publisher stated, you must indicate this in your bibliography.

For example:

Welcome to the Catholic Church CD ROM, [n.d.], Harmony Media, Oregon.

WebsiteWhen you are referencing material found on the Internet, there are some extra things that must be included where possible. You will not always be able to find all of the following information, as sites will always vary.


• date of document or last update,

• title (in italics where possible, otherwise underline),

• here use the word “viewed”, followed by the date you accessed the site,

• URL (Web address).For example:

Korenman, J 2004, Women’s Studies Programs, Departments, & Research Centers viewed November 20 2005, http://wwwunix.umbc.edu/~korenman/wmst/programs.html

Where the author is unknown, cite by title.

For example:

About Mem Fox, 2005, viewed August 4 2005,

http://www.adelaide.sa.gov.au/childrenslibrary/authors/memfox.htm

http://www.adelaide.sa.gov.au/childrenslibrary/authors/memfox.htm

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Where the publication date is not available use ‘n.d.’, but always state the date that you accessed the information.

For example:

Royal Institute of British Architects [n.d.], Shaping the future: Careers in architecture, viewed May 13 2005, http://www.careersinarchitecture.net/

You should be very careful that the address is typed correctly, including the punctuation. These details are essential if your reference is to be located. If possible, cut and past the URL (web address) directly into your document. A good way to test if you have entered the details correctly is to follow the link you have made and see if it works.

Online databases or journals



• ‘title of article with minimal capitalisation’,

• title of journal (in italics if possible, otherwise underline),

• volume,

• page number(s).

• Here, use the word “From” followed by the title of the database (in italics if possible, otherwise underline),

• format (eg database).

For example:

Madden, G 2002, ‘Internet economics and policy: an Australian perspective’, Economic Record, vol.78, no.242, pp. 343-358 From ABI/Inform, database.

As it is usually not possible to provide individual page numbers, always cite the full range of page numbers that the site provides.

• Email

• author’s surname and initial(s) (if known).

• date,

• subject line from the posting

• format (eg personal email to…)

For example:

Bolt, D 2005, Girls with sandwiches in the library, personal email to C. Mitchell, December 10.

http://www.careersinarchitecture.net/

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INTERVIEWSFormal interview (transcript/audio/video)

• author’s surname and initials (if known).

• year,

• position or relationship (if relevant),

• subject/title of the interview,

• interviewed by

• date of interview

• transcript of interview/ sound recording of interview/ video recording of interviewFor example:

Harrod, F 2005, uncle, Whale watching, interviewed by Jason Benton, video recording, 1x20min., 3 August.

SCHOOL HANDOUTSIf the handout has an author


• date,


• subject in which you received the handout,

• school from which you received the handout.

For example:

Bolt, D 2005, ‘Why the library is a special place’, Library Studies 101, St Clare’s College.

If the handout does not have an author:


• subject in which you received the handout,

• school from which you received the handout,

• date.For example:

‘Why you should never eat sticky food near computers’, Computer

Etiquette 101, St Clare’s College, 2002.

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IMAGESPictures, maps, etcThe creators of images that appear in books need to be acknowledged, as does the person responsible for the book itself. Images may be many things, such as maps, paintings, photographs or charts. For example, you may wish to refer to a work painted by Monet that you have found in a book on Impressionism.

• surname and initial(s) of person responsible for the image.

• date the image was created,

• title of the image with minimal capitalisation and placed within single inverted commas

• here, use the word “In”

• surname and initial(s) of author or editor of work in which you found the image,

• date,

• title of work in which you found the image (in italics if possible, otherwise underline),

• publisher,

• place of publication.For example:

Monet, C 1910, ‘Waterlilies’ In Jaffe, H 1969, The World of the impressionists, Hammond, New York.

Online Image or Sound• artist or composer if available.

• date of image/sound file

• description or title of image or sound with minimal capitalisation and placed within single inverted commas, followed by the words “online image or sound file”

• here, use the word “From”

• title of the larger site (in italics if possible, otherwise underline),

• here use the word “viewed”, followed by the date you accessed the site,

• URL (web address).

For example:

White, T 1999, ‘Swan River’, online image From Pictures of Perth viewed

November 11, 2006, http://www.perth.com.au/images

http://www.perth.com.au/images

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STANDARDS FOR REFERENCING RELIGIOUS RESOURCESThe referencing of Religious resources follows the normal Harvard system of referencing. See below:

Book (one author or editor)For example:

Lane, DA 1990, Christ at the Centre, Veritas Publications, Dublin.

Book (more than one author or editor)For example:

Beinert, W & Fiorenza, FS (eds.), 1995, Handbook of catholic theology,

Crossroad, New York.

Book (saint as author) with translatorsFor example:

Teresa of Avila, St 1976, The collected works of St. Teresa of Avila volume I.: The book of her life spiritual testimonies soliloquies, Trans. K. Kavanaugh and O. Rodriguez. ICS Publications, Washington D.C.

Corporate author (The Catholic Church)List the Catholic Church, as the author.

For example:

Catholic Church: Synod of Bishops 1985, Vocation and mission of the laity in the church and in the world: Twenty years after the Second Vatican Council, St. Paul Publications, Homebush, NSW.

BiblesThe particular version of the Bible and the edition must be cited.

For example:

The holy bible: New revised standard version, Catholic edition, 1999, Oxford University Press, Oxford.

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Catechism of the Catholic ChurchThe Catholic Church is the author of the Catechism. It has been compiled by a number of scholars within the Vatican, known as the Holy See. It is convention to list the Catechism by title only in bibliographic references.

For example:

The Catechism of the Catholic Church, 2000, 2nd.Pocket Edn., St. Paul’s

Publications, Strathfield, NSW.

Referencing the CatechismWhen citing text within the Catechism, refer to the section article when relevant, and the numbered passages within the article.

For example:

‘The Sacrament of the Eucharist’, Article 3, 2000 In The Catechism of the Catholic Church, 2000, 2nd. Pocket Edn., 1322, 1323, 1328, St. Paul’s Publications, Strathfield, NSW.

Papal EncyclicalsEncyclicals are formal pastoral letters written by, or under the authority of, the Pope, concerning moral, doctrinal, or disciplinary issues and addressed to the universal Church. The Pope is the author of the document. The Pope’s formal name is cited, followed by the title ‘Pope’. The Latin title is listed first, followed by its English translation.

For example:

John Paul II, Pope. 2003, Ecclesia de Eucharistia: On the Eucharist in its relationship to the church, St. Paul’s Publications, Homebush, NSW.

Church DocumentsChurch organisations may be the authors of formal Church documents rather than individual authors. List the organisation as the author and capitalise the name.

For example:

Canon Law Society of Great Britain and Ireland. 1984, The code of canon law: in English translation, Prepared by the Canon Law Society of Great Britain and Ireland, Collins Liturgical Australia, Sydney.

For example:

Sacred Congregation for the Doctrine of Faith. 1975, Declaration on certain questions concerning sexual ethics, St Paul’s Publications, Homebush, NSW.

Internet Web SitesReligious web sites are referenced in the same way as other web sites. The title of the web site is listed along with the date of the most recent update, the URL or internet address of the site and the date the document was viewed.

The official web site of the Catholic Church is the Vatican web site. It includes many official documents that can be accessed online.

For example:

The Code of Canon Law. 2003, viewed November 29 ,2004, http://www.vatican.va/archive/ENG1104/_INDEX>HTM

http://www.vatican.va/archive/ENG1104/_INDEX>HTM

http://www.vatican.va/archive/ENG1104/_INDEX>HTM

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ConcordancesA Concordance lists the occurrences of various words found in the Bible together with the Book, chapter and verse where that word can be found.

For example:

Hartdegan, S (ed.), 1977, Nelson’s complete concordance of the New

American Bible, Thomas Nelson, Nashville, Tennessee.

EncyclopaediasFor example:

The new catholic encyclopedia Vol. II. 1967, The Catholic University of

America, Washington D.C.

CommentariesA Commentary is a reference book that provides scholarly comments by noted Biblical Scripture authorities, on the meaning of Scripture passages from the Bible.

For example:

Brown, R, Fitzmeyer, J & Murphy, R (eds.), 1990, The new Jerome biblical commentary. 2nd. ed., Prentice Hall, Englewood Cliffs, N.J.

Article within a Commentary or other TextFor example:

Murphy-Oconnor, J 1990, ‘The First Letter to the Corinthians’ In The new Jerome biblical commentary 2nd ed., R. Brown, J Fitzmeyer & R. Murphy (eds.), Prentice Hall, Englewood Cliffs, N.J.

PeriodicalsFor example:

O’Farrell, P ‘The Writing of Australian Catholic History, 1980-90’ In Australasian catholic record 68 (1991):131-145.

Sound RecordingFor example:

Brown, M. 1997, One moment, sound recording, Emmaus Productions, Thornleigh, N.S.W.

Video RecordingsFor example:

Son of God: Episodes 1-3 2001, video recording, Star Media, Manchester.

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SAMPLE BIBLIOGRAPHYAbout Mem Fox, 2005, viewed August 4 2005, http://www.adelaide.sa.gov.au/childrenslibrary/authors/memfox.htm

‘Bicycle’ In The world book encyclopedia, 2002, World Book, Chicago, vol. 2, pp. 290-293.

The Catechism of the Catholic Church, 2000, 2nd.Pocket Edn., St. Paul’s Publications, Strathfield, NSW.

Goldman, M & Lee, L (eds) 2002, An intellectual history of modern China, Cambridge University Press, Cambridge, UK.

Gorman, C. & Park, A. 2002, ‘The new science of headaches’, Time, no.39, October 7, pp. 48-54.

Harrison, C. 2002, Thinking through science, John Murray Ltd, London. Monet, C 1910, ‘Waterlilies’ In Jaffe, H 1969, The world of the impressionists, Hammond, New York.

Schwartz, B. I. 2002, ‘Themes in Intellectual History: May Fourth and After’ In An intellectual history of modern China, Goldman, M & Lee, L (eds.), Cambridge University Press, Cambridge, UK.

Shrek, 2001, motion picture, Dreamworks.

White, T ‘Swan River’ 1999, online image From Pictures of Perth viewed November

11, 2006, http://www.perth.com.au/images

ANNOTATED BIBLIOGRAPHYWhat is an annotated bibliography?It is an organised list of sources in bibliographic format such as books, journal articles, newspapers, web sites or web pages, etc. with a description of each item.

The description that follows the citation is usually about 150 words that inform the reader of the relevance, accuracy and quality of the sources cited. The part is called the annotation.

An annotated bibliography provides a review of a range of information on a particular subject. It illustrates the quality of your research and provides examples of a variety of sources.

Annotations may consist of all or part of the following:

• Content (focus) of the item

• Usefulness of the item

• Limitations of the item, eg level of difficulty, currency

• Intended audience

• Reliability of item

• Author’s background

• Conclusions the author may have made

• Your reaction to the item

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The ProcessCreating an annotated bibliography requires application of a variety of intellectual skills that include analysis and informed library research.

1. First, locate and record citations that may contain useful information on your topic.

2. Briefly examine and review the actual items. Cite source using appropriate style.

3. Write a concise annotation that summarizes the central theme and scope of the item.

4. Include one or more sentences that evaluate the authority or background of the author, comment on the intended audience, compare or contrast this item with others you have cited or explain how this item is appropriate to your topic.

Annotations v AbstractsAbstracts are purely descriptive summaries often found at the beginning of journal articles or in some periodical indices or databases. Annotations are descriptive and critical, they expose the author’s point of view, clarity and appropriateness of expression and authority.

Sample Annotated BibliographyAids Centre of Queens County [n.d.] [online] Available:

http://www.aidsnym.org/acqc/index.html [Accessed 11 October 2005]

This site provides us with information about free HIV testing given in different areas. It also has other community clinical services and it educates people about HIV/AIDS virus through presentation, training and other educational materials. This site also provides the addresses and phone numbers for the nearest testing site. This is not very helpful to us in Australia but the information contained in the site was very useful.

McCallum, Anne (2000) Evidence of war.2nd ed. Melbourne: Heinemann.

This book provides factual information on the First World War in summary form, combined with detailed instruction, examples and practice questions in analysing sources. There is an excellent variety of sources and the short answer questions are very helpful in testing understanding and skills. The book also provides model answers and exam-style questions. It is a very well presented book, the language is

SOURCE: www.latrobe.edu.au/bendigo/about/assign_manual/1_v...

www.latrobe.edu.au/bendigo/about/assign_manual/1_v...

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WRITING AN ESSAYSome General Guidelines

• Develop a structured and logical presentation of your argument.

• Ideas should be briefly and concisely expressed.

• Understand exactly your point of view and list the points you want to make before you begin.

• State your contention, case of hypothesis in the first paragraph of your essay.

• Deal with points one at a time.

• Select evidence with which to support the points.

• Make your conclusion a summary as well as a forceful statement.

A Step By Step Guide To Planning Your Essay• Read the question carefully.

• Analyse the directives.

• Analyse the words of the leading statement. Underline the key words and check the meanings in your dictionary.

• Re-write it in you own words as simply and directly as possible while being as faithful as you can be to the central meaning of the original.

• Analyse the issues implicit in the question.

At this point you should fully understand the question and have a clear idea of what you are required to do. If there are problems ask for help.

1. Brainstorm: write down as many ideas as you can think of in relation to the topic. Use note form.

2. Sort out these ideas into some kind of logical order – similar ideas together, contrasting ideas and so forth.

3. Map out a line of thought, an approach to the topic which seems to suggest itself from the evidence before you.

4. Clarify your opinion by writing it down in a concise statement which answers the question. This will form the basis of your opening paragraph and line of argument.

5. Using the ideas you have written down, write a plan which clearly sets out this line of thought.

6. Order your main ideas into paragraphs which progressively and logically expose your line of thinking.

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STRUCTURING YOUR ESSAYIntroductory ParagraphTo write an effective introductory paragraph:

• present your main idea/thesis;

• state your line of argument which you must base on your analysis of the topic;

• introduce your main points using general ideas; do not include details or use quotations and examples.

Body of the EssayIn the body of your essay:

• teach paragraph must contain one central idea about the topic;

• the central idea must be clearly stated in the topic sentence (usually the first sentence);

• all information related to the central idea must be in that paragraph;

• how the point is related to the topic must be clearly shown;

• each main point about the topic should be discussed in a separate paragraph and supported with evidence;

• evidence should include detailed explanations, examples and quotations;

• write the final sentence so that is clinches your point and/or links to your next paragraph;

• make sure you cover all the points mentioned in your opening paragraph.

Connecting Your IdeasGood writing demands that you connect your sentences and connect your paragraphs, so that your writing has a logical flow.

Making ConnectionsThe basic connecting words are: CONJUNCTIONS Some conjunctions are used alone:

and yet because where but so before when

Some conjunctions are used in pairs:

neither…nor either…or not only…but also if…then both…and

Conjunctions should always be used to connect:

Two words two sentences two phrases

If conjunctions are used at the beginning of a sentence, that sentence must contain two connected ideas.

WRONG Macbeth was ambitious. But he did not succeed.

RIGHT Macbeth was ambitious, but he did not succeed.

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RIGHT But for his ambition, Macbeth might have lived an honourable life. Note: Don’t overdo the use of conjunctions. Too many conjunctions can make your sentences too long, and the ideas will become lost.

CONNECTIVE WORDS Connectives are adverbs which allow you to connect two independent clauses. They are often used after a semicolon.

Popular connectives are:

otherwise therefore however accordingly nevertheless

Example: Macbeth was troubled by the appearance of the dagger, however he still went on with the murder.

More Connective Words and PhrasesThese words and phrases will help you to write logically. All good connected writing will have a set of these:

above all thirdly in summary similarlyaccordingly for example later specificallyafterwards for instance likewise stilladmittedly furthermore meanwhile that whichagain hence moreover thenalthough however more specifically thereforealso in addition nevertheless thoughas a result in comparison nonetheless thusas soon as in contrast to not only to sum upas a final point in conclusion not surprisingly untilbesides in brief obviously whenbriefly in fact on the contrary whenevercertainly in other words the other hand…clearly in particular on the other handconsequently in short otherwisefirstly…, secondly… instead

rather

The paragraphs of a successful essay will form an interlocking pattern of ideas. CONCLUDING PARAGRAPH

You must briefly summarise the main points of your argument showing what you have proved and draw conclusions in relation to the topic. Do not introduce new issues; avoid simply repeating yourself.

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A conclusion is effective when it:

• sounds finished

• links back to the introduction

• summarises the content of the body of your essay, drawing together the main points

• gives a final evaluation of the facts/issues/point of view involved

• has a strong/interesting terminating sentence.

IMPROVING YOUR ESSAY-WRITING SKILLS• Write a rough draft first. Be prepared to be critical of your own efforts and to re-write passages

more clearly and concisely if possible. Make sure you have kept to the topic or questions assigned to you and that everything you have said is related to the topic.

• Develop a sense of the logical progression of your argument as the essay develops towards the conclusion. Your line of argument should be absolutely clear to the reader.

• Provide a sound and convincing evidence/justification for each point.

• Use the Harvard System of Referencing.

• Use questions sparingly: try not to include unnecessary wording. Choose extracts which are authoritative and which prove the point you are making. They should be concise, precise.

• Observe the following conventions:

• underline titles of written texts other than poems and short stories

• use inverted commas for titles of poems, films and short stories

• avoid using abbreviations, especially “etc”.

• avoid using contractions eg. “do not” rather than “don’t”

• avoid using “you”.

• avoid changing tense; the convention is to write in the present tense.

• remember, quote is a verb; quotation is a noun. Use them correctly.

You should aim to have:

• an original approach without jargon, cliché or tautology.

• a consistent argument which follows through a hypothesis.

• a balance of personal opinion and back-up material from texts.

• a clear, concise, precise style.

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CHECKING YOUR DRAFT

Use this list of questions to help you.

• does your opening paragraph introduce your topic?

• have you answered the question?

• have you made it clear how all your points are related to the topic?

• is the proof you have used appropriate and convincing?

• are quotations set out and referenced correctly? Is your Bibliography?

Have you checked your:

• spelling?

• punctuation, especially full-stops and commas?

• use of tense?

• is the language as clear as you can make it and appropriate for formal writing?

• check to see that you have not used abbreviations, contractions or slang.

• have you avoided using “you”?

When you have done all this, write or preferable type your final copy. If you write, make sure that your writing is neat and legible.

Check the final copy for errors. Remember you lose marks for ‘typos’.

GUIDELINES FOR WRITING A ‘RATIONALE’A rationale is an explanation of your approach to a specific task. It should be written in formal English. A rationale may consist of subheadings but is usually a sustained piece of writing, structured in logical paragraphs. Your rationale should move from the general to the more specific.

A suggested approach is:

Part A Comment on the text to which you are responding

Give an introductory explanation of the aspect(s) of the text/stimulus material that inspired your response

Part B Explain the purpose/aim of your response

Provide a clear explanation of your intention in the response. For example, you may be focussing on a particular issue or character. You may wish to elicit an emotional response from the reader or state a philosophical view point.

Part C Discuss your choice of medium/approach to the task Explain your choice of medium. For example if your response is non-written. For example, a poster, collage or an electronic image(s). Justify your use of colour, texture, symbolism, and composition. If your response is a story you could discuss your choice of setting, characterisation and dialogue. You may have used a particular narrative structure that requires explanation.

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Explain any unusual/particular features of your response. How do they enhance your response?

Part D Conclusion

A concluding paragraph

Your rationale should include relevant references (examples/quotations) where appropriate.

SOME APPROACHES TO TEXT ANALYSISDeconstruction

Deconstruction is the analytical process of interpreting a text by exposing the implicit ideology within it. Deconstruction focuses on contradictions and slippages of meaning in order to remind us that the meanings we make when we read are neither obvious nor neutral. It suggests that meanings are established not by language, but by the forces of dominant culture.( Source: Literary Terms, Brian Moon Chalkface Press 1992)

The following points should assist you to deconstruct/analyse the texts you will be studying:

• Identify the subject and issues in the text

• What is the tone of the text?

• Are there any cultural assumptions?

• How is the content organised? ie structure. How might this affect the reader’s interpretation?

• Is the text subjective or objective?

• What kind of language register is used to engage the reader? Consider the use of word choices, persuasive techniques and figurative language.

• Does the composer make use of symbols? To what effect?

• Who is the intended audience?

• What does the perspective expressed suggest about the composer?

• Which values are presented and explored?

• What does the text tell us about the time and place in which it was composed?

Discussion (Factual and response genres)

A discussion explores several sides of an issue

Structure

• Lead-in sentence to state the topic and capture interest

• No view on the question in the introduction

• Should include signposts to the issues to be raised

• A balanced presentation of the issues

• One argument per paragraph

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• Paragraphs must have a topic sentence followed by evidence and examples

• Conclusion summarises the main points with new information

• The conclusions includes your own view – for/ against / on the fence. It should be a strong statement (e.g. It can be concluded that…”

Language features

• Keep a distance from the topic

• No emotional language

• Occasional dramatic questions for effect (rhetorical questions)

• Write about the topic in general terms

• Verbs iclude “agree” “ disagree” (It is believed that… ; Experts agree that…)

• Nominalisation of concepts

http://www.sac.sa.edu.au/Library/Library/Topics/Literacy/literacy.htm

Examples:

WRITING A PRACTICAL REPORT FOR SCIENCE - YEARS 7-10

General Information• When you carry out an experiment you write a practical report to describe what you did and

what you found out.

• Your report needs to be written so that other people can repeat the experiment for themselves or can adapt the experiment to test other ideas.

• You will not always be required to write up a full report on your experiment. For Example your teacher may ask you to record the results and answer the discussion questions. Year 7 and 8 will not usually be asked to write their own introduction.

• Practical reports are not to be written in the first person, that is, you should not use I, we, the group etc. throughout the entire report. Instead it is better to write in the third person eg. “this was done”.

• Reports should always start on a new page and be clearly set out.

•

Your reports should include the following:Title and Date:

• This is written at the top of the page and is a descriptive title of the experiment.

• On the top right corner of the page include the date on which the experiment was performed.

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Background Information:

• The background information of an experiment tells the reader the theory behind the experiment. It may explain how and why something occurs.

• It should be written in paragraph form and answer any questions given to you by your teacher based on previous research or study.

• It is important that the information you present is in your own words and is not copied directly out of a text book, encyclopedia or from the Internet.

• The sources you use in researching need to be included in a Bibliography. In Years 9 and 10 you will be required to include in text referencing of these sources.

• Sometimes a diagram or figure can help you explain the theory behind the practical, or formulae. If you put a figure in it needs a title and source.

Aim:

• The aim of the experiment describes what is going to be investigated. It is usually only about 1 to 2 sentences and outlines the purpose of the experiment giving specific details.

Hypothesis:

• The hypothesis is a statement that expresses what the scientist thinks will happen. It is a short statement that does not include the first person. (not I, we)

• For example “The water will boil at 100oC.”

Materials and Equipment:

• Gives a list of the items, which you have used or will use to complete the experiment. It is written in point form. It does not include things such as your notebook or pens/pencils.

• Must include quantities and concentrations used.

Safety and Hazards:

• List the potential hazards and how they are going to be minimised with reference to safety equipment where necessary.

• This can include safe behaviours specific to the practical task.

Method:

• This section should include how the experiment is set up and run.

• It should be written as a stepwise and sequential procedure.

• It should be written in past tense and passive voice.

• It should include when to record your results.

• Wherever appropriate the method should include a scientific diagram of how the equipment was set up and should be referred to in the method.

• If hand drawn, the diagram must always be in pencil and two dimensional.

• All straight lines must be ruled and all apparatus must be labeled.

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Results:

• A clear statement of results in the form of observations, tables, graphs etc.

• Graph and tables must be titled and use correct headings, unit and scales..

• Include any relevant calculations using raw data

Discussion:

• A careful analysis and interpretation of results which may include and demonstrate:

o Good understanding of the scientific principles on which the investigation was based;

o Consideration of relevance, improvements, applications and further experiments which could be undertaken; originality and/or creativity

o Errors and ways to improve the investigation

Conclusion:

• It should be a summary statement of 1 to 3 sentences in length.

• A conclusion should:

o Refer to whether the aim was met

o Refer the whether the results support the hypothesis.

• Your conclusion does not have to be scientifically correct, but it must reflect what was found out by doing the experiment.

WRITING A PRACTICAL REPORT FOR SCIENCE - YEARS 11-12General Information

• Your report needs to be written so that other people can repeat the experiment for themselves or can adapt the experiment to test other ideas.

• Practical reports should avoid the use of I, we, the group etc. throughout the entire report. Instead it is better to write in the third person eg. “This was done”.

• If the practical report is an assessment task then refer to the specific task requirements as specified by the teacher

Layout of the Practical Report:• Font: A clear readable font

• Font size: 12

• Line spacing: 1.5 Spaced

• Subheadings should be 14 font size.

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• Unless specified in the section, all sections should be written in full sentences and show paragraph structure.

Your reports should include the following:

Title page:

• St Clare’s College Year 11 & 12 Assessment Task Submission Form when appropriate

Title and Date:

• This is written at the top of the page and is a descriptive yet concise title of the experiment.

• On the top right corner of the page include the date on which the experiment was performed.

Abstract:

• An abstract is designed to allows readers to get an overview of the experiment so that they can decide whether or not they need to read it further.

• An abstract is a short summary (about 5 sentences, maximum of 150 words) of your experiment. It will describe briefly what the experiment was about, what the findings were and any further investigations, which should be addressed.

• Does not include discussion points only results.

Introduction/background information:

• The background information of an experiment tells the reader the theory behind the experiment. It may explain how and why something occurs.

• The introduction should be written in paragraph form and answer any questions given to you by your teacher.

• It is important that the information you present is in your own words and is not copied directly out of a text book, encyclopedia or from the Internet.

• The sources you use in the introduction need to be referenced using the St. Clare’s College standards for referencing and bibliographies.

• Sometimes a diagram or figure can help you explain the theory behind the practical, or formulae. If you put a figure in it needs a title and source.

Aim:

• The aim of the experiment describes what you are going to be investigating. It is usually only about 1 to 2 sentences and outlines the purpose of the experiment.

Hypothesis:

• The hypothesis is a statement that expresses what the scientist thinks will happen. It is a short statement that does not include the first person. (not I, we)

Materials and Equipment:

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• Gives a list of the items, which you have used or will use to complete the experiment. It is written in point form. It does not include things such as your notebook or pens/pencils.

• Must include quantities and concentrations used.

Safety and Hazards:

• List the potential hazards and how they are going to be minimised with reference to safety equipment where necessary.

• This can include safe behaviours specific to the practical task.

• This may include the completion of a formal risk assessment.

Method:

• This section should include how the experiment is set up and run.

• It should be written as a stepwise and sequential procedure.

• It should be written in past tense and passive voice.

• It should include when to record your results.

• Wherever appropriate the method should include a scientific diagram of how the equipment was set up and should be referred to in the method.

• If hand drawn, the diagram must always be in pencil and two dimensional.

• All straight lines must be ruled and all apparatus must be labeled.

Results:

• A clear statement of results in the form of observations, tables, graphs etc.

• Graph and tables must be titled and use correct headings, unit and scales..

• Include any relevant calculations using raw data

Discussion:

• A concise, focused account of the findings

• A careful analysis and interpretation of results which may include and demonstrate:

o Good understanding of the scientific principles on which the investigation was based;

o Consideration of applications and further experiments which could be undertaken

o Errors and ways to improve the investigation

Conclusion:

• It should be a summary statement of 1 to 3 sentences in length.

• A conclusion should:

• Refer to whether the aim was met

• Refer the whether the results support the hypothesis.

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• Your conclusion does not have to be scientifically correct, but it must reflect what was found out by doing the experiment.

Bibliography:

• This should be presented using the St. Clare’s College standards for referencing and bibliographies.

Appendices and Notes:

• This should include any raw data and calculations etc. that has been summarised in the results.

TEXTILE AND FOOD TECHNOLOGYThe Design ProcessThe design process is the process of investigating, designing, producing and evaluating. It is sometimes also referred to as the technology process.

When a new product/item is designed it is usual to begin with a design brief. The design brief includes information on what product/item is needed and other details that are necessary to produce the item successfully Eg. who it is for. In Food Technology the 4 steps below are used to help us decide on which recipes to use, what tools, ingredients are available, how much time we have to make it, what skills we need to achieve a really successfully made tasty dish and how they relate to the production of recipes and food products.

In Food Technology the 4 steps below are used to help us decide on which recipes to use, what tools, ingredients are available, how much time we have to make it, what skills we need to achieve a really successfully made tasty dish and how they relate to the production of recipes and food products.

Step 1- Investigate:Ask Questions about what is required. Research and gather information that will help in the completion of the design task.

Step 2 - DesigningConsider your options and making decisions about how you would go about the task, what resources you would use and how you would use your creative ideas to meet your requirements.

Step 3 Produce/ make:Undertake task or make the product. The production will require a to plan/ work plan that will enable the product to be completed within the time available.

Step 4 - Evaluate Look back and reflect on the decisions that you made, the outcome and how you might do things differently next time.

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DESIGN AND TECHNOLOGY DESIGN PROCESSESDesign and Technology Rationale:Design and Technology underpins every form of creation from objects, to the way we plan and execute our lives. The Design and Technology course from 7-12 provides a basis for students to utilise the design process to integrate both creative and

technical requirements in the development of concepts and solutions.

Some key web sites that are very useful are: Year 7-12 -Technology Student.Com

http://www.technologystudent.com/designpro/despro1.htm

Year 11&12 - BSSS senior courses http://www.bsss.act.edu.au/curriculum/courses

Year 11 & 12 - HSC Design and Technology http://www.hsc.csu.edu.au/design_technology/

THE DESIGN PROCESSDesign situation

The Design situation and Design Brief are sometimes viewed as two different sections of the design process. However, they are very closely related. Before you can start a design project you must find a ‘problem’ to solve. Sometimes this may be given to you as a question set by the teacher or by yourself and is usually a paragraph of writing.

1. BRIEFThe ‘design brief’ follows the ‘problem’ and states clearly how you intend to solve the design problem.

SPECIFIC DESIGN SPECIFICATIONS AND REQUIREMENTS;

See http://www.technologystudent.com/designpro/spec1.htm

Suggestions could be similar to those listed You must develop this list and add to it.

• The design will be made predominately from ???, with the addition of ??? and ??? where needed.

• The device will be designed to fit the theme and requirements of ??? (Room, age of user & gender)

• The device must ??? (mention aspects of stability, safety, ease of use

• Size, adjustable, look

2. TIME PLAN

http://www.technologystudent.com/designpro/despro1.htm

http://www.bsss.act.edu.au/curriculum/courses

http://www.hsc.csu.edu.au/design_technology/

http://www.technologystudent.com/designpro/spec1.htm

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• Create a time plan to organise your lessons and tasks to be completed.

• You may use a template. Put in assessment due dates, time tasks may take.

3. RESEARCH INTO EXISTING SOLUTIONS• Use a “rich picture” to develop ideas. See http://www.technologystudent.com/designpro/

richpic1.htm

• All research must be analysed and the use of a grid template is recommended. At times you may need to guess and make assumptions as to what you see. If so, add a question in your analysis, for example: Non-toxic finish used?

Some great research tips http://www.technologystudent.com/designpro/resch1.htm

4. Exploration of initial ideas (sketching)

• From research and investigation of various ideas, you will need to sketch

• initial ideas that you have come up with.

• The ideas will need to show a level of innovation. Is it a unique, clever invention or improved model? or a simple copy of something that already exits)

• The complexity and degree of difficulty of your ideas will also be an important factor.

• It is important that you clearly annotate (label) any parts of these initial ideas that need it.

• These ideas need to be sketched so that they clearly communicate your concepts. Use of orthographic and isometric or oblique drawing methods need to be considered. Rendered sketches are very helpful.

Isometric drawing http://www.technologystudent.com/prddes1/drawtec2.html

Perspective drawing http://www.technologystudent.com/prddes1/persy2.html

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http://www.technologystudent.com/designpro/

http://www.technologystudent.com/designpro/resch1.htm



http://www.technologystudent.com/prddes1/drawtec2.html

http://www.technologystudent.com/prddes1/persy2.html

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See: http://www.technologystudent.com/designpro/ideas1.htm

See: http://www.technologystudent.com/designpro/drawdex.htm for sketching tips.

See: http://www.technologystudent.com/prddes1/techniq1.html for more graphic ideas.

5. Development of ideaFrom the most appropriate design solution selected, develop this fully by-

• Sketches that explain in detail how idea will work, be assembled and look when complete

• Rendered sketches are essential here.

• Annotations on your sketches are very important.

• Scaled or full sized templates will be appropriate.

See http://www.technologystudent.com/designpro/dev1.htm for info on development ideas

6. Research possible materials that would suit your final designAll projects involve the use of materials whether they are electronic components or resistant materials OR a combination of both. The information on the following sheets is useful as a reference only. You should never copy large ‘chunks’ of text straight into your projects. You should emphasise the materials you think will be useful for your project and all information must be in your own words.

See http://www.technologystudent.com/designpro/matintro1.htm

7. Research into possible processesEquipment process: http://www.technologystudent.com/equip1/equipex1.htm (Tool equipment)

Joints used: http://www.technologystudent.com/joints/joindex.htm (Make sure you scroll down)

Power tools http://www.technologystudent.com/pwtol/pwtolex.htm

Finishes: http://en.wikipedia.org/wiki/Wood_finishing

How to stain wood (You tube clip) http://www.youtube.com/watch?v=9OYMUKkcJyY

How to stain wood http://www.ehow.com/how_14417_apply-wood-stain.html

8. Orthographic Drawing of Solution (or use of Pro desktop CAD) You are required to complete an orthographic drawing of your project, to scale and adhering to the following points;

• Correct arrangement of views (Projection of each view)

• Dimensions applied correctly (adequate number and arrangement)

• Scale used correctly

See link for information: http://www.technologystudent.com/prddes1/orthogrp1.html

http://www.technologystudent.com/designpro/ideas1.htm

http://www.technologystudent.com/designpro/drawdex.htm

http://www.technologystudent.com/prddes1/techniq1.html

http://www.technologystudent.com/designpro/dev1.htm

http://www.technologystudent.com/designpro/matintro1.htm

http://www.technologystudent.com/equip1/equipex1.htm

http://www.technologystudent.com/joints/joindex.htm

http://www.technologystudent.com/pwtol/pwtolex.htm

http://en.wikipedia.org/wiki/Wood_finishing

http://www.youtube.com/watch?v=9OYMUKkcJyY

http://www.ehow.com/how_14417_apply-wood-stain.html

http://www.technologystudent.com/prddes1/orthogrp1.html

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See link regarding sectional views;


For Pro Desktop users see the following:

http://www.prodesktop.net/prod/tutorials/ProDESKTOP/Module10/dw010-02.htm

http://www.prodesktop.net/prod/pd-tut.htm

9. Production recordYou need to submit a Production record (That is, a record of what you did) It is a progress record, an ongoing account to support the activities carried out, e.g. photographic record of your progress. You need comments and evaluation to explain each step recorded. (Annotate photos)

See http://www.technologystudent.com/despro_flsh/logbok1.html

10. Design SolutionThe final design solution will look at how well it is made and how effectively it solves the brief.

11. EvaluationThe final stage of you visual diary will consist of evaluation. You need to:

• You need to copy out your Brief and in a paragraph or two, explain how your solution (with a photo of it) solves your brief.

• You need to copy out your specifications and for each of them, explain (prove) How well your design solves the identified specifications

• You need a photo, or even several, of your solution so that you can argue your case.

• A photo of it in the intended environment would be perfect.

See link for more info http://www.technologystudent.com/designpro/eval1.htm

DESIGN PROCESSES IN THE VISUAL ARTSRationale:

At the core of the Visual Arts is the development of visual literacy. Studying the Visual Arts allows students to understand how meaning is constructed and interpreted. Throughout this course students explore emotional, intellectual and intuitive ideas as they learn to manipulate materials, construct ideas and present images and objects in both a 2D and 3D format.

The Visual Arts Courses in Years 7 - 12 provide a basis for students to utilise the creative process in the development of concepts and the making of artwork. The Visual Arts includes forms of creation such as drawing, painting, sculpture, printmaking, photography and graphic design.

Visual Art and design students work both individually and collaboratively as they collect, generate and synthesise ideas. Students discuss, research, communicate, time manage, problem solve, and evaluate ideas and conceptual solutions to a broad range of visually based challenges.


http://www.prodesktop.net/prod/tutorials/ProDESKTOP/Module10/dw010-02.htm

http://www.prodesktop.net/prod/pd-tut.htm

http://www.technologystudent.com/despro_flsh/logbok1.html

http://www.technologystudent.com/designpro/eval1.htm

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Some key Web Sites are:

Year 7-12 – Visual Arts Student http://www.visualartstudent.com/processes.htm

Year 11&12 BSSS senior courses http://www.bsss.act.edu.au/curriculum/courses

Year 11 & 12 - HSC Visual Arts http://www.hsc.csu.edu.au/VisualArts/

PROCESSES FOR DEVELOPMENT OF IDEASResearch and Investigation of Theme / Ideas

• Look through magazines, books, internet, collect appropriate images that may

• give ideas / information for a theme for art / design work, annotate images

• Select best theme and extend research and investigation

• Investigate how well-known artists have developed similar themes /ideas style

Development / Exploration of ideas

• Review images and artist’s work selected for research / investigation so far-

• Explore theme / ideas with series of small exploratory sketches

• Make further series of sketches - annotate by explaining initial ideas

• Consider possible presentation of theme and form – make sketches

Experimentation with materials, techniques and equipment

• Review Research, Investigation, Development of ideas completed so far -

• Experiment with appropriate material and techniques, explore surfaces, etc

• Extend experimentation with most effective / suitable materials and techniques

• Annotate all work clearly explaining techniques / effects, etc

Resolving ideas and presentation of work

• Review Research, Development of ideas, Experiments completed so far -

• Through detailed sketches / consider final ideas, layout / presentation, etc.

• Annotate all final sketches - to explain final ideas and presentation

• Commence work on final –e.g. Artwork, Series of Photographs or Sculpture,

http://www.visualartstudent.com/processes.htm

http://www.bsss.act.edu.au/curriculum/courses

http://www.hsc.csu.edu.au/VisualArts/

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PREPARING ORAL PRESENTATIONSIt is essential when preparing an oral presentation that you address the criteria.

Consider your audience What does the audience understand about your topic? What do they need to learn from your presentation?

Consider the PurposeThe purpose helps to determine the content, style and degree of audience participation. Do you want to persuade, inform or entertain? What is the main idea that you wish to covey to the audience? How can you make it interesting?

Plan the PresentationDevelop an outline or structure for the presentation that reflects the subject, purpose, audience and time allotted for the presentation. Select the best media to communicate your message. Anticipate potential problems with equipment. How will you organise your message? What is an appropriate length? What visual/auditory support can clarify the message while maintaining the listeners’ interest? What support documents will the audience need? When should theses be distributed?

DEVELOP THE PRESENTATIONIntroductionEngage the audience’s attention and their interest. Explain your interest in the topic and establish the direction of your presentation to assists the audience’s understanding and appreciation of your subject matter.

BodyAdhere to the direction you established in your introduction. Give the audience signposts as you move from one part of the presentation to the next. Aim to hold your audience’s attention by delivering your presentation enthusiastically and making connections between your subject and ideas to which the audience can relate. Design and incorporate visual and or other aids that enhance the message rather detract from it.

ConclusionRestate the main points and focus on the main message for the audience. End on a positive, effective note.

The following points need careful consideration:

• Be familiar with the subject matter

• Remember that written texts can be reread, but oral presentations must be grasped the first time.

• Be aware that gestures, variation in your tone of voice, facial expressions, the use of visual aids, palm cards and your stance all contribute to the effectiveness of your oral presentation.

• Aim to present your material rather than merely reading it. This will enable you to engage with the audience.

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• Aim for an original approach that will both interest the audience and demonstrate your understanding and creativity.

• Be prepared to answer questions.

• Acknowledge your sources. This is as important in oral presentations as in your written work.

• Do not use an oral presentation prepared for another unit of work or another subject.

EFFECTIVE PROOFREADING SKILLSThe writing process has different stages:

• The composing stage – when we brainstorm, plan and write the first draft

• The reviewing (proofreading) stage – when we evaluate what has been written

• The rewriting stage – when we make changes to our original piece and write or word process the final copy

One excellent way of proofreading work is to read your work aloud to yourself or someone else. Other people will listen to your work not as a writer but from the perspective of a reader. You are forced to slow down when reading out loud because you pronounce every word. By slowing down your thought processes, you read what is actually written, rather than what you think should be written. This helps to detect problems with sequencing, language errors and development (fully exploring all the relevant points).

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PROOFREADING CHECKLISTUse the following checklist for proofreading your writing. Self-evaluate your strengths and weaknesses in the ‘comment’ section. (Attach to task when completed)

SpellingComment: Have I circled words that might be wrong and looked

them up in a dictionary?If the word is a homophone, have I checkedthat the correct word has been used? (eg. currant, current)

Word choiceHave I used an extensive vocabulary to avoidrepetition? Do all words ‘make sense’ in their context?

PunctuationComment: Have I used commas to separate a list of

items? Commas DO NOT separate two complete sentences - this is called a comma splice.

Does each sentence end with the correctpunctuation mark?Does each sentence start with a capital letter?Have I used commas to separate anadditional clause within a compound sentence?Have I used apostrophes to showpossession?

Have I used apostrophes to markcontractions?Is dialogue or written conversation properly punctuated?

Other

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Comment: Are all proper nouns capitalised? (people,places)Do subjects and verbs agree in tense and innumber?Does each sentence have a verb and subject?Does this work require a title? If so, is itincluded?Do all paragraphs support the mainthesis/idea?Do all paragraphs contain a topic sentence?Does each paragraph contain sentences thatrelate to the topic sentence?Does the completed work meet theassignment requirements?

RESEARCH (INFORMATION LITERACY)Information literacy is the ability to access, evaluate, organise and use information

StructureDEFINING your topic

• underline the key words in the task

• brainstorm what is already known about the topic

• pose questions to investigate

LOCATING your information

• determine the range of possible sources

• list keywords and search terms

• identify which sources best answer the question

SELECTING your information

• select a variety of resources (books, online sources, journals...)

• skim and scan the text looking for keywords and phrases

• select information that answers your focus questions

• ensure information is recent, relevant, accurate and unbiased

• record sources in a bibliography

ORGANISING your information

• organise notes under headings

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• determine which information is most important

• check that the focus questions have been answered

• use own words or cite references

PRESENTING your information

• determine the presentation format that is appropriate/required

• check bibliography is in alphabetical order

EVALUATING your work

• check that the question was answered

• reflect on new skills learnt

• reflect on skills that need to be improved

REFERENCE TEMPLATEUse these templates to help you record all the important reference details for the books, journal articles and internet sources that you find for your study. You can also note down some keywords you used to find the information, and other details that might remind you where to find it again if necessary (e.g. a call number, or web address).

Once you have all the details, you can then adapt it to suit the referencing style you need to use for your reference lists.

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BOOK

Author(s):

Book title:

Year of publication: (and

edition)

Publisher:

Keywords and/or source of information:

Themes / key concepts Notes/Quotes/Content/Page no.Comments/Cross- referencing/

Questions to be clarified / Terminology

RESEARCH NOTE CARDS• Type your text into grey form fields

• Fill in a Subject Heading on the first line (eg. Personal Information)

• List as many facts as possible that pertain to that topic (eg. Name: Samuel

• Jones. Age: 32. Occupation: baker)

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• Information that you cut and paste from a source must be placed in “quotes”.

• Provide complete information for each source you used following Harvard style (A source is not required for invented information but is needed for information that you have summarized or cut and pasted)

• Save your cards

Note Card #1Subject HeadingFact: Source:

Fact: Source:

Fact: Source:

Fact: Source:


Fact: Source:

Fact: Source:

Fact: Source:


Fact: Source:

Fact: Source:

Fact: Source:

Available in Word – New – Templates – STCC Library

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GLOSSARY OF TERMSaffective Relating to a thoughtful consideration and evaluation of emotions and values

associated with an idea or set of ideasallegory An extended metaphor in the form of a narrative in which characters, actions

and settings are used to construct meanings outside the narrative alliteration The repetition of consonants in words and phrases

allusion A reference to a historical, literary or mythological event, person or placeanalogy A form of comparison which points to a clear similarity between two thingsanecdote A brief story or narrative of a particular eventantagonist An opponent, one who strives against the protagonistappropriated text A text which has been taken from one context and translated into another. The

process of translation allows new insights into the original text and emphasises contextual differences between the two.

assonance The repetition of vowel sounds in words and phrasescolloquial A term used to describe speech or language use which is informal, perhaps

careless, as in ordinary conversation composing The activity that occurs when students produce written, spoken, or visual texts.

Composing typically involves the shaping and arrangements of textual elements to explore and express ideas and values. It involves the processes of imagining, drafting, appraising, reflecting and refining. It depends on knowledge of the texts, their language forms, features and structures.

connotation The suggestions or implication evoked by a word, phrase or statementcontext The range of personal, social, historical, cultural and workplace conditioned in

which a text is responded to and composeddramatic irony The implication or knowledge possessed by an audience but not by a characterevaluate To estimate the worth of a text in a range of contexts and to justify that

estimation and its processfigurative involving a figure of speech especially metaphor, not literalfree verse Poetry which seems to have no set pattern, stanzas or rhyme schemegenre A category of text that can be recognised by specific aspects of its subject

matter, form and languagehyperbole Exaggeration used in order to provide emphasisimagery The representation in words of a sensory experience, often forming a mental

picture, usually through the use of comparisonirony, ironical Use of a statement whose form or tone indicates a meaning contrary to its

apparent or stated meaningjuxtaposition an act or instance of placing close together or side by side, especially for

comparison or contrastlanguage forms and features

The symbolic patterns and conventions that shape meaning in texts. These vary according to the particular mode or meaning of production of each text.

literal The primary or strict meaning of a word, true to factliterary device A technique or strategy used to create an effect in a literary text, eg metaphormedium The physical form in which the text exists or though which the text is conveyedmetaphor A comparison that says one thing is another

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metre A regular rhythm in verse; the measurement of poetry motif A recurring image, theme or phrase in literature onomatopoeia Words which describe sounds and also sound like that which they describeparadigm Organising principles and underlying beliefs that form the basis of a set of

shared conceptsparadox A statement which appears to contradict itself but which contains a truthparody A satirical imitation of a piece of serious writing, designed to mock the originalperspective A way of regarding situations, facts and texts and valuating their relative

significancepersonification Objects are given human characteristicspopular culture Cultural experiences widely enjoyed by members of various groups within a

communityprose A piece of continuous writing which is not verse or dialogueprotagonist The main character of a literary text, whose conflict constitutes the chief

interest of the text and who strives against the antagonistpun A play on words in which two meanings for a single word are emphasised for

comic effectregister The use of language in a text appropriate for its purpose, udience and context.

A register suited to one kind of text may be inappropriate in anotherrepresentation The ways ideas are portrayed through texts satire Comic writing in which the purpose is to attach through mockerysymbolism Objects which are used to represent something else synthesis The collecting and connecting of many specific elements or ideas from various

sources to form something newtexts Communication of meaning produced in any medium that incorporates

language, including sound, print, film, selection and multimedia representations. Texts include written, spoken, nonverbal or visual communication of meaning. They may be extended unified works or series of related pieces

tone The feeling or atmosphere of a text conveyed by the words

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GLOSSARY OF PROCESS AND OPERATIONAL WORDSAccount Account for: state reasons for, report on.Given an account of: narrate a series

of events or transactionsAnalyse Identify components and the relationship between them; draw outand relate

implicationsApply Use, utilise, employ in a particular situationAppreciate Make a judgement about the value ofAssess Make a judgement of value, quality outcomes, results or sizeCalculate Ascertain/determine from given facts, figures or informationClarify Make clear or plainClassify Arrange or include in classes/categoriesCompare Show how things are similar or different

Construct Make; build; put together items or argumentsContrast identify differences, demonstrate and discuss themCriticise evaluate, express your judgements giving evidence for you viewCritically analyse/evaluate

Add a degree or level of accuracy, depth, knowledge andunderstanding, logic, questioning, reflection, and quality to nalysis/evaluation

Deduce Draw conclusionsDefine give clear, concise meanings without presenting detailsDemonstrate Show by exampleDescribe Provide characteristics and featuresDiscuss Identify issues and provide point for and/or againstDistinguish Recognise or note/indicate as being distinct or different from; tonote

differences betweenEvaluate Make a judgement based on criteria; determine the value ofExamine Select and discuss significant aspectsExplain Relate cause and effect, make the relationship between thing sevident;

provide why and/or howExtract Choose relevant and/or appropriate detailsIdentify Recognise and nameInterpret Draw meaning fromInvestigate Plan, inquire into and draw conclusions aboutJustify Support an argument or conclusionOutline Sketch in general terms; indicate the main features ofObserve Using sense to gain information about your surroundingsPredict Suggest what may happen based on available informationPropose Put forward (for example a point of view, idea, argument, suggestion) for

consideration or actionProve Establish that something is true using logical reasoning and evidence

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Review Examine a subject critically Summarise Express, concisely, the relevant details State Present ideas clearly and concisely. Details, illustrations or examples may be

left outSynthesise Put together various elements to make a whole Trace Show the progress or development

GLOSSARY OF KEY TECHNOLOGY AND VISUAL ARTS TERMSAesthetics a term used to describe those aspects of art and design that are not primarily functional

but instead appeal to the senses and are concerned with making an object attractive to the user. Derives from a branch of philosophy dealing with theories of beauty and artistic merit.

Analyse Identify components and the relationship between them; make inferences and find evidence to support generalisations

CAD Computer-Aided Drawing or Computer-Aided Design. Describes a process by which products are drawn and modelled in three dimensions on computer. Linked to computer-aided manufacture, which uses computer-generated drawings to aid the process of production. See the CAD/CAM in schools site for more information.

Create Devise a new procedure, reorganise elements into a new structure, or invent a productComposition A certain arrangement of the elements and principles of design to express a certain effect

e,g, Movement, harmony in an artwork or designDesign Elements and Principles

The design elements of line, shape, colour, tone, texture, and size, are presented in a certain arrangement and combination to express a Principles of Design – Balance, Movement, Space, Harmony, Contrast, in an artwork or 2/3 design.

Design The word comes from the Italian 'disegno', which since the Renaissance has meant the drafting and drawing of a work and, beyond that, the idea at the root of a work.

Design Brief A detailed document that clearly identifies a design project to be solved, the constraints placed on it, and the criteria to meet requirements

Design intent Defines the direction and requirements of a solution in order to satisfy the requirements of the design brief

Design process The process of solving problems through the development of ideas to produce a solution within set guidelines.

Durability The design quality of lasting longer without deterioration or loss of performance, which many consumer products need to achieve. See also obsolescence

Ergonomics - study of the relationship between products and their users, focusing on physical comfort and ease of use. Ergonomics plays a vital role in, for example, the design of a shopping trolley. See also anthropomorphic and human factors.

Evaluate Make a judgement based on criteria; determine the value of ideas, formation or quality of a design or artwork

Finishes materials are usually 'finished'. a finish may be applied to a materials to change its appearance, to change the surface properties, or to protect it from wear or degradation. some materials are finished during manufacture or require do additional finishing – plastics are an example of this.

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Form Describes the physical three-dimensional reality of a product. Means primarily the shape and structure of a product, but also incorporates material, colour, texture and decorative feature. See also shape.

Function The uses to which an object can be put. Functionalism is a design doctrine which gives primary importance to the uses of the product. The rallying cry of the functionalists is 'form follows function'. In other words, the product must serve its practical purpose above any aesthetic considerations. See also fitness for purpose. Click here for how stuff works.

Ideas Means literally, images in the mind or objects of thought. Designers are widely recognised as having the ability to turn ideas into visual artefact, a picture or model that can be seen and understood by others - a key factor in developing new products. See also concept.

Industry Uniform standards agreed upon by industry including areas such as injury

EXPOSITION (ARGUMENT) (FACTUAL GENRE)An exposition argues or persuades for or against

Structure

• lead-in sentence to state the topic and capture interest

• Introduction should include signpost sentences to the issues to be raised

• One paragraph per main idea.

• Each paragraph starts with a topic sentence containing an assertion

• Arguments should show logical progression

• Prioritise and sequence arguments

• Conclusion summarises content

• Conclusion contains no new information

• Conclusion restates your view in different words

Language features

• It is best to avoid using the first person

• Use strong modal verbs such as “must, “should”, “will not”

• Use words expressing certainty: definitely, ultimately, undoubtedly, unequivocally

• Linking words and phrases expressing cumulation: Furthermore…; In addition…; Moreover…

• Acknowledge sources of information

• Avoidance of “I” is not always possible in an argument essay e.g. “I believe…”

More information

More ideas and examples of expositions can be found in

• Targeting text (series), Blake Education, Glebe N.S.W.

• Anderson, M 1997, Text types in English, Macmillan, South Melbourne.

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• English Elements (series), Jacaranda Wiley, Milton, Qld.

• Whitfield, M 2001, Targeting writing across the curriculum, Blake Education, Glebe, N.S.W.

• Schill, J 1998, On track: working with texts, Heinemann, Port Melbourne.

• Excel essential skills (series), Pascal, Glebe, N.S.W.

• Understanding text types (poster series), R.I.C., Balcatta, W.A.

•

http://www.sac.sa.edu.au/Library/Library/Topics/Literacy/exposition.htm

DISCUSSION (FACTUAL AND RESPONSE GENRES)A DISCUSSION EXPLORES SEVERAL SIDES OF AN ISSUEStructure

• Lead-in sentence to state the topic and capture interest

• No view on the question in the introduction

• Should include signposts to the issues to be raised

• A balanced presentation of the issues

• One argument per paragraph

• Paragraphs must have a topic sentence followed by elaboration with evidence and

examples

• Conclusion summarises the main points with new information

• The conclusions ncludes your own view – for/ against / on the fence. It should be a

strong statement (e.g. It can be concluded that…”

Language features

• Keep a distance from the topic

• No emotional language

• Occasional dramatic questions for effect (rhetorical questions)

• Write about the topic in general terms

• Verbs iclude “agree” “ disagree” (It is believed that… ; Experts agree that…)

• Nominalisation of concepts

More information

More ideas about discussion essays can be found in

• Targeting text (series), Blake Education, Glebe N.S.W.

• Anderson, M 1997, Text types in English, Macmillan, South Melbourne.

• English Elements (series), Jacaranda Wiley, Milton, Qld.

http://www.sac.sa.edu.au/Library/Library/Topics/Literacy/exposition.htm

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• Whitfield, M 2001, Targeting writing across the curriculum, Blake Education, Glebe, N.S.W.

• Schill, J 1998, On track: working with texts, Heinemann, Port Melbourne.

• Excel essential skills (series), Pascal, Glebe, N.S.W.

• Understanding text types (poster series), R.I.C., Balcatta, W.A.

http://www.sac.sa.edu.au/Library/Library/Topics/Literacy/discussion.htm

PERSUASIVE TEXT: LETTER TO THE EDITOR TEMPLATE

Topic:

The task:

Title:

Your Main Argument:

Tone:

Persuasive techniques:

Introduction:

1st argument:

2nd argument:

3rd argument:

Conclusion:

This template was adapted from http://education.qld.gov.au/curriculum/area/literacy/uplg/docs/persuasive-template-homework.doc

http://www.sac.sa.edu.au/Library/Library/Topics/Literacy/discussion.htm

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