INTRODUCTION
The different forms of writing you are asked to produce at school can be referred to as different text types. For example, writing an analytical essay in response to a text you have read in English, is very different from completing a practical report for an experiment you have been doing in Science.
Most of the text types in this guide are factual texts and persuasive texts. That is because their main purpose is to inform their reader of specific information, and often you are required to use research and your own perspective to evaluate the information.
**Narrative and creative texts for classes like English Studio, referred to as literary texts,
are not included in this guide.
HOW TO USE THIS GUIDE
Each individual text type guide will include these main components:
-
The purpose of the text type
-
Key features
-
Examples and/or scaffolds
It is important that you still confirm with your subject teachers the exact requirements of any task or assessment you have been set. The guides in here are general guides for the main types of assessments and tasks you will be asked to complete in Years 11 & 12.
ACADEMIC INTEGRITY
‘Academic integrity’ means that work you submit for assessment is either entirely your own, or you have acknowledged the work of others appropriately using referencing.
It is important to confirm with your teachers the correct style of referencing needed for your subject. You can find help with referencing from the Library and on the Library website
Elizabeth College also uses ‘Turnitin’ to ensure academic integrity. Turnitin is a program that scans your work and compares it to sources all across the internet, including student submitted work from previous years all across Australia. Your teacher will activate Turnitin when you submit assignments online in Canvas.
DISCIPLINE-SPECIFIC LITERACY
The heart of disciplinary literacy is an understanding of the ways in which knowledge is constructed in each content area and how literacy (reading, writing, viewing, reasoning, and communicating) supports that knowledge in discipline-specific ways. (Lent & Voigt (2019))
Science | When scientists read, they
| When scientists write, they
| When scientists think, they
|
HaSS | When historians read, they
| When historians write, they
| When historians think, they
|
Mathematics | When mathematicians read, they
| When mathematicians write, they
| When mathematicians think, they
|
English Language Arts | When students of English read, they
| When students of English write, they
| When students of English think, they
|
GLOSSARY
This glossary is provided by TASC and provides a short definition of each assessment verb. These are useful because during assessments and exams, you are asked to show your knowledge in different ways.
Term | Explanation |
Analyse | Examine, scrutinise, explore, review, consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities and differences |
Assess | Make a judgement about, to rate, weigh up, to form an opinion |
Compare | Estimate, measure or note how things are similar or dissimilar |
Comprehensive | Detailed and thorough, including all that is relevant; inclusive of a broad coverage of facts, ideas and information |
Contrast | Show and explain how things are different or opposite |
Describe | Recount, comment on, and provide an account of characteristics or features |
Develop | Construct, elaborate or expand on an opinion or idea |
Discuss | Talk or write about a topic, taking into account different issues, ideas and perspectives |
Evaluate | Evaluation of an issue or information that includes considering important factors and available evidence in making critical judgement that can be justified |
Explain | Provide additional information that demonstrates understanding and reasoning; present a meaning with clarity, precision, completeness, and with due regard to the order of statements in the explanation |
Identify | Name, list and establish or indicate who or what something is |
Information | Knowledge or data gained from primary and secondary sources |
Interpret | Explain the meaning of information or actions |
Language conventions | The features of language that support meaning and assist in conveying meaning, such as spelling, terminology, vocabulary, grammar, punctuation, sentence structure, paragraphing |
Mathematical representations | Numeric, tabular and graphic methods of communicating data and information |
Outline | Give the main features or aspects of |
Justify | Support an argument or conclusion with evidence and examples |
*You can find extended glossaries for your TASC subjects in the ‘Appendix’ section of the online course page: https://www.tasc.tas.gov.au/students/courses/
A MATRIX FOR ADDRESSING DIFFERENT VERBS – BUILDING MEANING AND COMPLEXITY
Make a judgement about the effectiveness | |||||
Cause and effect (linking words) | Cause and effect/ Effect and impact | Effect and impact | |||
Points for and against | Function and purpose | Relationships and trends | Function and purpose | ||
Features and characteristics | Features and characteristics | Features and characteristics | Features and characteristics | Features and characteristics | |
List the components | List the components | List the components | List the components | List the components | List the components |
Identify (what) | Describe (what +) | Discuss (For/against/interesting) | Explain (What/how/why) | Analyse (Relationships/trends) | Evaluate (Value judgement) |
Modified from: https://www.matrix.edu.au/how-to-respond-to-nesa-key-words-to-ace-your-hsc/, accessed 22/5/23.
USING EVIDENCE IN YOUR WRITING
What counts as evidence?
Before you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of the assessment.
Firstly, look carefully at the assessment prompt and details. It may give you clues about what sorts of evidence you will need to include to do well.
Has your teacher given you any resources or mentioned specific texts you should use in writing your assessment, or the names of any authors who have written about your topic?
Primary and secondary sources
Primary sources are first-hand sources. They include original documents and literature, photographs, interviews, government documents, statistical data, speeches, diaries etc.
Secondary sources present information that has already been processed or interpreted by someone else, such as textbooks, art or literature reviews, books that interpret or analyse etc.
For example, if you are writing an essay about Jane Austen’s novel Pride and Prejudice, the novel itself is your primary (first-hand) source. If you use reviews written about the novel, or other articles comparing the novel to film adaptions (for example), these are secondary sources.
Where can I find evidence?
Print and electronic sources
Books, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Talk to your teacher, visit the library, and consult the EC Referencing Guide for helpful hints and tips.
Observations, interviews, surveys, experiments
These methods of collecting your own primary evidence are useful across a range of subjects, but it is important to understand whether they are necessary for the task you are working on.
How to include evidence in my writing?
There are many ways to present your evidence. Often, your evidence will be included as text in the body of your paper, as a quotation, paraphrase, or summary.
Sometimes you might include graphs, charts, or tables; excerpts from an interview; or photographs or illustrations with accompanying captions.
Be sure to check the referencing style recommended for each subject by checking this with your teacher.
Here is an online resource for using evidence in writing.
Examples of using evidence in writing, with APA referencing:
A quotation:
Use the direct words from a text inside quotation marks “…”:
An interesting view was expressed that “the connection of high-profile developments to their surrounding environment has increasingly been questioned” (Cochrane, 2007, p. 117).
Paraphrasing:
I have accurately used an author’s idea, but put it into my own words:
The Russian Revolution may never have succeeded if there hadn’t already been widespread discontent among the Russian populace (Bulliet et al., 2005).
Multiple sources:
I have read broadly about this topic and can summarise ideas from multiple texts:
Many sociologists have described the constant focus on women’s appearance in the media (Jacobs & Methorst-Moore, 1999, Nicholls & Tikate, 2005, Ryan, 2012)
CONNECTIVES
‘Connectives’ are words or phrases that link sentences together and connect ideas.
ADDITION To add an idea | Additionally, and, also, apart from this, as well (as), in addition, moreover, further, furthermore. |
CONDITION to provide a condition | If, in that case, provided that, unless. |
FOR COMPARISON To show how things are similar | Correspondingly, equally, for the same reason, in a similar manner, in comparison, in the same way, on the one hand, similarly. |
FOR CONTRAST To show how things are different | Alternatively, although, but, conversely, despite, even so, even though, however, in contrast, in spite of, instead, on the contrary, contrary to, nevertheless, nonetheless, notwithstanding, on the other hand, rather, still, though, yet, whereas, while. |
FOR EMPHASIS To put forward an idea more forcefully | Again, in fact, interestingly, indeed, it should be noted (that), more important(ly), most importantly, to repeat, (un)fortunately, unquestionably. |
FOR ILLUSTRATION To provide examples | A further instance of this is..., an example of this is…, for example, for instance, such as, thus, as follows. |
FOR RESTATEMENT For rephrasing statements | In other words, more simply, namely, simply put, to put it differently / another way, such as, that is. |
THE CAUSE OF THINGS To attribute the reasons for something occurring | A / the consequence of, because, due to, for, the effect of …, since, the result of … |
THE EFFECT OF THINGS To show the effect of something | Accordingly, as a result/consequence, consequently, for this reason, hence, so, therefore, thus. |
FOR CONCESSION / QUALIFICATION Conceding something | Admittedly, although, clearly though, even though, however, indeed, obviously. |
GENERALISATION Making a general statement | As a rule, for the most part, generally, in general, in most cases, normally, on the whole, usually. |
TIME ORDER To indicate a chronological sequence | First, second, third (etc), next, before, earlier, finally, following, given the above, later, meanwhile, subsequently, then, to conclude, while. |
P.E.E.L PARAGRAPH
Well-structured paragraphs are important because well organised information is easier to read.
The PEEL strategy is very helpful for knowing what should be included in a paragraph.
- P = Point / Topic sentence (contains the main idea, is usually first in the paragraph)
- E = Evidence and example (use references)
- E = Explain
- L = Link (refer back to essay topic and/or link to next paragraph)
An example of a PEEL paragraph
This paragraph is in response to the memoir A Long Way Home, by Saroo Brierly.
The essay question is “How is the issue of suffering explored through the experiences of three different characters in the text?”
Point / Topic
A Long Way Home explores the issue of suffering through various characters. Saroo’s adoptive mother, Sue Brierly, experienced suffering as a child and this influenced her choices later in life, such as choosing to adopt Saroo and Mantosh from the orphanage in India.
Evidence
In Chapter 6, Saroo explains that Sue had an alcoholic father who was abusive. ‘Mum’s early upbringing was very harsh, especially because of her father’s moods, which swung between melancholia, rage and violence… he came from a background in which beating wives and children was commonplace.’ (Brierly, 2013, p.102)
Explain
This abuse leads to suffering when Sue was a child and influences the decision she makes as an adult, when she chooses to help children who have suffered like her. Sue’s experience reveals how suffering influences the choices a person makes.
Link
Through this insight into Sue’s past, the reader learns more about an important person in Saroo’s life and understands how the suffering of his adoptive mother influences her motivations and actions later in life.
As your writing develops, your PEEL paragraphs will become more complex, for example:
Point/Topic: State what the paragraph is about
Explain: Make the meaning of a word, idea, example, or evidence clear
Elaborate: Add detail
Example: Illustrate or give an example
Evidence: Provide a fact or statistic
Evaluate: State an opinion (self or other)
Link: Link to thesis or overall topic OR link to next paragraph
Another example of a PEE(EEE)L paragraph, in response to Shakespeare’s Macbeth
The essay prompt is:
“William Shakespeare’s Macbeth is not about revenge; it is a play concerned with morality and madness.” To what extent do you agree with this statement? Make use of detailed references to the play in your response.
Macbeth’s struggle with his increasing immorality foreshadows the text’s depiction of vengeance. Macbeth likes the concept of wielding more power, but he struggles with the morality of acquiring it. Macbeth uses an extended metaphor of a rider and a jumping rider to describe his ambition. His assertion that “I have no spur to prick the sides of my intent, but only vaulting ambition which o’er-leaps itself, and falls on th’other” suggests that he is being driven by external forces, not his own drive. Consequently, his ambition is ill-planned and he perceives himself as set to fail in his quest for power. Macbeth’s struggle with the moral issues of regicide foreshadows the cycle of murder and suspicion he will fall into. Macbeth will need to continue killing to hold on to power – acts that clash with his sense of morality. Furthermore, Lady Macbeth contributes to Macbeth’s struggle by incessantly encouraging Macbeth to commit murderous acts.
You will notice that in both paragraph examples, first person analysis is avoided, e.g. “I think…” or “I believe…” Instead, statements are clearly made in third person and then followed up by supporting evidence. Use the sentence starter sheet at the back of this resource for further help with this.
ESSAY WRITING
An analytical essay is perhaps the most common structure. Examples of this include questions which ask you to discuss, analyse, investigate, explore or review.
In an analytical structure you are required to break the topic into its different components and discuss these in separate paragraphs or sections, demonstrating balance where possible.
Key features:
Introduction
Background information on topic
Overall point of view of the topic (thesis)
Overview of components to be discussed (structure)
Body paragraphs
a series of paragraphs that each address a specific component, generally outlined in the introduction
Follow the P.E.E.L advice on previous pages
Conclusion
Summary of the main points of the body
Restatement of the main point of view
Justification/evaluation (if required by task)
Reference list
See the Library's Referencing Help pages
The process of writing an essay:
Example essay writing
(References have been omitted)
Introduction:
|
Background of topic
Thesis statement provides direction of essay
Separate paragraph topics listed |
Historian David Day argues that at the most crucial time for Australia during the Second World War during 1942 prior to the fall of Singapore, Britain abandoned its dominion in the Pacific to focus on the European theatre of the war. Day’s proof that this was a betrayal of Australia and its people, lies in Britain’s arguably broken guarantee that it would provide both economic and military security for Australia in the Far East, ultimately leaving the young nation in a position of total reliance. Determining whether the British strategy in the pacific was in fact a betrayal, requires an understanding of the context in which the military and foreign policy decisions were made, and what resources Britain had available between 1940-42 to fulfil its guarantee of Australia’s security. The capability and position of America’s naval fleet in the Pacific must be considered as a major factor when considering the Allied forces’ struggle against Japan. What also must be considered, are Japan’s actual intentions when it came to their military expansion in Singapore, Malaya, and Australia. Overarching the entire debate is of course how much support Britain did provide for the Australian soldiers fighting on the Malayan Peninsular, with a major argument being that because Japan was eventually defeated, the question of sufficiency can be argued to be irrelevant. |
Conclusion:
|
Summary of the main points
Restates the main point of view
Final evaluation/ justification |
The result of the Japanese decision not to proceed with an invasion of Australia in March 1942 can be regarded in several ways. The first being that Churchill’s predictions about Japanese passivity had been in a miniscule way confirmed; despite Singapore being conquered and causing major embarrassment to Britain, Australia had not fallen, and Allied successes in the Pacific began to occur. Contrary to this, however, is Day’s view that despite the recession of an imminent Japanese threat, “Australia remained in considerable peril.” It was in the months following March of 1942 that Australia turned to the United States to provide security in the Pacific, with some suggesting this marks the point of Australia eventually turning its back on the Empire. What can be unquestionably stated throughout the entire debate is that Britain’s military was severely stretched, particularly the navy. Admiral Sir Herbert Richmond is cited as declaring that Britain’s plan to defend the Empire in two hemispheres with a “One-Hemisphere Navy” in 1941 was an illusion. This essentially underpins the entire debate; Britain did not have the resources. The biggest betrayal that occurred were the false promises and the constant reassurances by Churchill that no matter what circumstances, Australia would be defended. This is essentially the only betrayal made by Britain to Australia and its people. The second betrayal, as Day conceded, was made by the conservative Australian Government in the lead up to World War Two who should have been more autonomous and forward-thinking in their plans for national defence, rather than be so reliant on the “mother-country.” |
Essay Planning Scaffold
Download an editable version here
|
Topic:
Evidence needed: |
|
|
Intro |
Thesis statement: |
|
Body |
Key theme 1:
Examples / evidence:
|
|
Key theme 2:
Examples / evidence:
|
|
|
Key theme 3:
Examples / evidence:
|
|
|
Conc. |
|
Several subjects, such as Environmental Sciences and Health Studies, require students to write short or medium length responses to questions in an exam setting.
The purpose of this style of writing is for students to be able to demonstrate a thorough understanding of many components of a topic or subject, by answering lots of direct questions in short and specific detail.
- The glossary and verb matrix at the start of this booklet are helpful for this section.
- You should always check with your teacher what the expected word count or length of your responses should be.
Common types of short response questions with example responses:
| “Identify” simply asks you to list any main components without further explanation. |
Identify the five major causes of World War One as presented in the stimulus. The five major causes of WW1 were, mutual defence alliances, militarism, imperialism, nationalism, and the assassination of Archduke Franz Ferdinand. |
|
|
“Describe” asks to provide detail on the features and characteristics of a subject or topic |
For one country, identify and describe one form of human activity that is creating land cover change. Describe the important social and environmental impacts of this process. There are many forms of human activity which affect land cover change. For example, in Canada, deforestation is one of the main environmental impacts on land cover change, which also has social impacts. During deforestation land is cleared for agriculture, urbanisation, and logging, which in-turn affects the earth’s capacity to absorb GHG’s and release carbon into the trees which contributes to climate change. As cities and towns expand, there is a conversion of natural land cover, such as forests, greenlands or wetlands, into built areas. This process of urbanisation ultimately results in loss of habitat which can fragment ecosystems, impacting biodiversity and ecosystem services. The social impact of this can include… |
|
|
“Discuss” requires a level of comparison and therefore requires the use of connectives to join or compare ideas. Think of it like a ‘pros’ and ‘cons’ discussion. |
Discuss the advantages and disadvantages of the incorporated form of business structure, over unincorporated forms.
Incorporated businesses are a separate legal entity for the owners or shareholders. In contrast, unincorporated business owners or shareholders are not separate from their business. The first major advantage of an incorporated business structure is that only the worth of the business is at stake if the business faces a significant challenge or downturn; therefore, no personal assets are required to cover liabilities. This will also be an advantage if the business faces any lawsuits, whereas unincorporated business owners’ personal asset and wealth will be at stake. Another advantage of the incorporated structure includes access to capital. Corporations can easily raise capital by issuing stocks and bonds, making it attractive for investors and enabling business growth. Corporations also have perpetual existence, meaning that if shareholders change, the business continues. Disadvantages of incorporated over unincorporated include the complexity and costs establishing and maintaining the business structure, as well as owners/shareholders having less control over the business. |
|
|
“Explain” asks you to provide an overview of a specific subject or topic with specific detail, AND any cause & effect elements related to the topic. |
Explain the difference between a polymer and a monomer using an example. A monomer is a small molecule that acts as a building block in chemistry, whereas a polymer is a large molecule composed of repeating units of monomers. During polymerization, monomers chemically bond to form long chains or networks, giving polymers their distinct properties. For example, ethylene is a monomer, and when it undergoes polymerization, it forms polyethylene, a common plastic, where ethylene units are linked together in a repeating pattern, resulting in its unique characteristics like flexibility and strength. |
If an exam question requires you to ‘analyse’ something, it will often have some stimulus or material provided for you to comment on. For example:
Stimulus: Australia is seeking an elimination of tariffs on all its exports to the EU, and in return will cut tariffs on EU imports to Australia.
In particular, Australia wants tariffs dropped on agricultural exports such as beef, sheep meat, sugar, cheese and rice - though some products will be hard to achieve.
|
“Analyse” is similar to an explanation; however, you are asked to specifically focus on certain elements, relationships and trends between concepts. |
Question: Critically analyse the implications of tariff in terms of social justice, environmental concerns and practical limitations. Eliminating tariffs between Australia and the EU can have mixed implications. From a social justice perspective, it can promote economic equity by reducing the cost of imported goods for consumers, potentially benefiting lower-income households. However, it may also affect domestic industries, leading to job losses and social disruption. Environmentally, reduced tariffs can encourage global trade, increasing carbon emissions from transportation. In contrast, greater competition may result in trading companies finding more efficient and environmentally friendly ways of importing and exporting products to meet consumer demands. |
|
|
“Evaluate” asks you to explain something thoroughly, before making a value judgement (weighing up the positives and negatives of something with your personal opinion) |
Identify and evaluate three (3) ways consumers can support ecological sustainability in their choice and use of food products. (1 of 3) Consumers can promote ecological sustainability by embracing plant-based diets. By reducing meat and dairy consumption, individuals can lower the demand for resource-intensive livestock farming, which contributes significantly to greenhouse gas emissions, deforestation, and water pollution. Plant-based diets are generally more land and water-efficient, reducing the overall ecological footprint. Additionally, choosing locally sourced, organic, and seasonal produce minimizes transportation emissions and encourages sustainable farming practices. Overall, adopting a plant-centric diet and making informed choices about food sources can significantly contribute to ecological sustainability while benefiting personal health. |