Beruflich Dokumente
Kultur Dokumente
Marshall
Cavendish
Teachers
Guide
6
Appendices
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Appendix 1A
Title:
Reading: Use this text frame to gather the main ideas of the story.
Writing: Use this text frame to plan the ideas for your story.
Orientation
Introduces the
people involved
(characters), where
and when the
incident happened
Problem
Introduces the
problem the
character(s) face
Resolution
Describes how the
problem is solved
Ending
Ends with the
characters
reflections or the
moral of the story
Appendices
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Check!
I have used:
Past tense
Rich, descriptive words
Direct speech
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Appendix 1B
Title:
Reading: Use this text frame to gather the main ideas of the recount.
Writing: Use this text frame to plan the ideas for your recount.
Orientation
Introduces the
people involved
(participants),
where and when
the incident
happened
Sequence of
Events
Records a series
of events in
the sequence
in which they
happened
Provides details
to help the reader
visualise what
happened and
how
Ending
Reflects on what
happened the
writers comments
or feelings about
the recount
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Check!
I have used:
Past tense
Descriptive words
Connectors (e.g. of time)
Appendices
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Appendix 1C
Title:
Reading: Use this text frame to gather the main ideas and details of the explanation.
Writing: Use this text frame to plan the main ideas and details for your explanation.
Introduction
A description about
the topic
Paragraphs about
the topic
More information
is given about the
topic using main
ideas and details.
Conclusion
A general
statement about
the topic
Appendices
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Check!
I have used:
Present tense
Passive voice
Connectors (e.g. of
reason, cause or purpose)
Technical terms
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Appendix 1D
Title:
Reading: Use this text frame to gather the main ideas and details of the information report.
Writing: Use this text frame to plan the ideas and details for your information report.
Introduction
A general
statement about
the topic
Paragraphs about
the topic
More information
is given about the
topic using
subheadings, main
ideas and details
Conclusion
Key points and a
general statement
about the topic
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Check!
I have used:
Present tense
Vivid description of facts
Connectors (e.g. compare
or contrast)
Appendices
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Appendix 1E
Title:
Reading: Use this text frame to gather the main arguments and evidence of the exposition.
Writing: Use this text frame to plan the arguments and evidence for your exposition.
Introduction
Establishes the
authors position or
point of view
Paragraphs
stating the
arguments
A series of
arguments and
evidence to support
the position taken
Conclusion
A short summary
of the arguments
and a concluding
statement to
restate the
position taken
Appendices
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Check!
I have used:
Present tense
Strong verbs and
adjectives
Emotive words
Facts
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Appendix 2
WRITING CHECKLIST
How can you produce good writing? Use the checklists below to help you plan and write
your composition well. Add a tick (), cross () or question mark in the boxes where
relevant. Then make the necessary revisions to your composition.
1. Ideas
The heart of any piece of writing is the topic. You need to select a topic or decide how you
will deal with the assigned topic. You should have relevant ideas based on your knowledge
or experience to support your topic. You must also have enough details to make your writing
come alive.
1.
3.
4.
2. Organisation
Organisation is the structure of a piece of writing. Effective organisation should begin with a
solid introduction, a body comprising paragraphs in a logical order and a conclusion that ends
the writing well.
1.
3.
4.
3. Word Choice
For your writing to stand out, you must choose the right words at the right time.
1.
Have I used words that are specific and add meaning to my writing?
Have I used words that are well-suited to the type of text I am writing?
Narratives and Recounts (lively verbs, vivid adjectives, similes,
metaphors)
Explanations and Information Reports (passive verbs, precise nouns,
technical terms)
Expositions (strong verbs, persuasive and emotive words)
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Appendices
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4. Sentence Fluency
This trait refers to the writing of sentences in varied lengths using language that is a pleasure
to read. It means beginning sentences in different ways and writing with rhythm. Sentences
flow smoothly, adding meaning and interest to the writing. One way to ensure sentence
fluency is to read your sentences aloud.
1.
3.
4.
5.
Are there any parts of my writing that are difficult to read aloud?
5. Conventions
The conventions are the finishing touches to your writing. This is when you check for spelling,
grammar and punctuation errors. Editing for conventions is a final but important step in
preparing a piece of writing for a reader.
1.
3.
4.
6. Voice
This trait is probably the most challenging to deliver. Your writing should sound like there is a
real person behind it. Your purpose of writing and the type of readers you are writing for will
determine the voice you should use.
1.
2.
3.
Appendices
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Appendix 3
WRITING RUBRICS
Rubrics are statements that can help you evaluate a piece of writing.
Evidence
Ideas
Showed some
relevant ideas
Organisation
Word Choice
Used a limited
vocabulary
Sentence
Fluency
Sentences are
awkwardly
constructed,
repetitive, or difficult
to understand
Conventions
Used grammar
accurately and
appropriately
Made no errors
in spelling and
punctuation
Voice
Purpose of writing is
unclear
No evidence of
any attention to
audience
Purpose of writing is
very clear
Strong evidence
of attention to the
audience
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Showed some
relevant, interesting
and focused ideas
Purpose of writing is
somewhat clear
Some evidence of
attention to the
audience
Showed interesting,
clear and focused
ideas
Ideas are well
developed, complex
and relevant,
illustrated by rich and
unusual detail
Appendices
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Appendix 4
10
Pronunciation
/ Enunciation
Fluency
Volume
Read inaudibly
Some variation in
volume
Appropriate volume
Tone
Read monotonously
with little expression
Some variation in
tone
Suitable tone
variation
Pace
Read consistently,
well-paced
Appendices
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Appendix 5
Appeared to
understand what
was said, but only
gave occasional
responses, even with
repeated prompting
Responded and
made simple
interpretations by
answering simple
questions
Showed a good
understanding of the
topic by giving a full
response
Fluency
Expressed ideas in a
hesitant manner
Articulated ideas
quite fluently
Articulated ideas
clearly and fluently
Pronunciation
/ Enunciation
Several errors in
in grammar and
pronunciation
A few errors in
grammar and
pronunciation
Body
Language
Established eye
contact occasionally
and was shy and
inhibited
Established eye
contact most
of the time and
was generally
confident during the
conversation
Established eye
contact all the time
and displayed
self-confidence
during the
conversation
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Appendices
11
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