144 NCEA Level 1 English Learning Workbook Introduction: are worthwhile. |S = B= | Conclusion: | eiecomcsinticvescal Generating your own ideas During your class work in English, you will get many opportunities to write different types of formal of writing, Following are two of the most common types of formal writing you will come across, possible structures you could follow when writing. ——————— the ending) and your evaluation (e.g. interesting. Writing a review Topic and attitude to the topic: | Co-curricular activities, | think they Point 3: Point 1: S = Teamwork developed. E Playing in a band. eX = All members have a part to play. This is like other parts of life, e.g. work. Point 2: = Loyalty developed. = School haka before a rugby game. ‘Shows the value of support. Support from friends makes a difference, e.g. Smo} Rockquest. s E XxX Y Selfsimprovement happens. ractice and repetition in karate lead to improvement and gaining higher-grade belts. Seeing that hard work leads to improvement is important. eeing that hard work leads to improvement has helped in sch Introduction includes title, director and main actors. Point 1: A plot summary (without giving away predictable, unbelievable). Point 2: Strengths of the film — eg, special effects, soundtrack, performances of actors. Point 3: Any weak points. Conclusion that gives an overall evaluation anc recommendation of who would enjoy the film.Chapter 7: Formal writing 145 Verena h. ~ what the issue is and why it is important, ] acts | Point 1: Statement, example, | explanation and your comment, | ee Point 2: Statement, example, explanation and your comment. , Point 3: Statement, example, explanation and your comment. ca Se so eag tas ] | Conclusion — what you propose the readers should do a ‘scien you can write about set by your teacher for assessmer nt will guide you in your choice of topic and selection of details develop your skills and be prepared, itis useful to think about possible issues ‘to write about. that can generate good ideas for formal writing can range from Personal issues right through to global nal issues are topics that you feel are important to you and mainly you. The benefit of these topics is that you School issues are good to write about, because, 4nd a strong attitude. The challenge will be to ‘Community topics Picking an issue to do with You and your classmates and again Provides atopic that can generate strong and diverse attitudes, Councils often ack for feedback or Submissions on what they are doing. Even if they don't ask for your opinions, @ councl will generally =Phreciate and respond to ideas you present or problems you raise. For this reason, writing to your local council is a popular choice for teachers and students and of real value to your local Council, Global concerns like personal issues, you will have some personal experience ‘make your topic relevant and important to your audience. CE EEEEES:’S5~-146 NCEA Level 1 English Learning Workbook Task 6: Listing some possibilities Fill in the gaps in the brainstorms to develop your own list of topics. Personal issues You are old enough to make your own decisions. Your idea: School issues The student council should have more power. Your idea: ‘Assessments need to be spread evenly. You should be allowed a tattoc Your idea: Personal issues |__| Buy a motor scooter. ee ‘Your idea: Your idea: j The school ball should School issues aoanesd r ‘Your idea:fra ee ee Chapter 7: Formal writing 147 Because we are too young to vote, 70 one cares what we think, oe —— TT Community | | Youth events are issues |) needed, et a Teenagers are not made | | | weleome inthe Cental cy. | i oJ I concerns ee | Your idea: | atten | | Global warming must be at the top | | of everyone's list of concerns, ha —____} iat lp eee | | Whaling needs to be Global concerns | tanned. ae |e ae aay There is plenty to go around, We should be better at sharing, nding and developing ideas with creative writing, a key sklis breaking down your chosen to sn creative wring, the ideas are developed by adding details Observed or flt—but, informal writing, your ideas should be evidence. pic into ideas and then developing these | that may well be specific things that you developed through the use of examples ! can see how evidence is ott when you refer tothe planning templates onthe topic ‘The value of co- cular activities’, covered earlier in ths Chapter. It can be helpful to decide on whar pieces of evidence you bea mistake ‘to launch ii going to use before you start planning, it can into a piece of writing about a topic and it Your attitude and then find you have no evidence to support that view and convince your audience,148 NCEA Level 1 English Learning Workbook Task 7: How to use evidence Look through the following pieces of information. They have been invented and are not real 1. Schools with mufti at Year 13 have a lower rate of NCEA success than those who have uniform. NZQA wet 78% of parents want their students to wear uniform while they are at school. The Nelson Hera, Students who can wear muft feel more independent and confident at school. NZ Counsellors Report. 88% of disciplinary issues at Tasman College are to do with incorrect uniform. Tasman College survey. The proud wearing of school uniform represents a readiness to learn, Tasman College headmaster. “What | wear to schoo! is way less important than what | do when | get there.” John Alexander, Year 13 student and head of anti-uniform group Wear What You Want. ou epwn The information is not labelled for and against, and some information could be used to support either attitude |. Imagine that your student representative has reported that the Board of Trustees is going to decide if u should be worn at Years 11, 12 and 13. What message would you give them? Don’t be tempted to argue both ways. You should be balanced — ie. not completely ignore opposing points of view (but more on later in the chapter). Your message (Introduction): 2. List three pieces of information (i.e. from (1)-(6)) that you would use to support your attitude. a. b, « Putting the evidence into a plan to establish the structure of your essay Before you add evidence to your writing, you have to decide on the best order forthe points you want to make. You can use any criteria you want to arrange your point, as long as there is some thought and reas behind your decison. Sometimes, there isa logical progression you can see, sometimes there isa patcular Piece of evidence that you think is really convincing and you want to begin or end with it. Do take control Your points and supporting evidence and arrange them in a way that you feel is effective, Task 8: Ordering evidence In the plan for an essay on uniform that follows, for each box, you will write in the Statement your main & {or that paragraph (ie. the piece of information from Task 7). Then, for each Statement, provide (in note or Point form at this stage): evidence ~ points and supporting material explanation — what the evidence shows your experience or response ~ how the statement relates to your experience.0 SLEEEEE ll Chapter 7: Formal writing 149 topic is ‘school | J explanaaeds ; ot cm [| | Your experience or response (what is your personal reaction to the | evidence you have used?): | ic message — your attitude | school uniform. 7 | g L ee = ‘ = Statement: | | Evidence: peo an 4 Explanation: Your experience or response (what is your personal reaction tothe evidence you have used?): Statement: — oy | \ | Evidence: Explanation: ‘Your experience or response (what is your personal eaction tothe evidence you have used?):a strong argument for an attitude or belief, but also make it seem im attitudes or beliefs are Possible and valid. You can achieve balance in two main ways: * Inthe range of points you plan to wri attitude of the author is against comy Points that are not in favour of school uniform. | Example paragraph of achieving balance (1) | (Using an opinion opposite to the attitude of t his may be convenient to believe. 's but does not mean that they With the same goals and the same Task 9: Finding parts of Paragraphs ‘+The preceding Example paragraph is arranged Using the same strucure seen thoughout the chapter, On Paragraph, highlight the following: a. Statement. b. Example. © eXplanation, d. Your response, |m addition to identifying the parts o Paragraph is trying to discreit an alternative attitude or belief of 2 h that make the supporters of uniform seem wrong. You can see from the last sentence in the example, "i am the same student, with the same goals and the motivation whether | am wearing jeans or a School uniform”, how important your ‘esponse is in making attitude really clear to your audience,Chapter 7: Formal writing 151 ample paragraph of achieving balance (2) Ising an opposing attitude as a statement to build on) The Headmaster of Tasman College stated recently that “Students proudly wearing uniform show that they are ready to learn”, The best response to this claim is from John Alexander, Year 13 student and head of anti-uniform group Wear What You Want, who says, “What | wear to school is way less important than what | do when | get there’: It is clearly ridiculous to believe that the clothes ‘on your back have any impact on how you learn — that is decided by what you do in class, not what you wear there, At my school we have a uniform at all year levels, and | can see that the difference between my classmates is not down to uniform but to motivation. ‘This paragraph is also S, E, eX and ¥ - the opposing attitude (i.e. the quote from the Headmaster of ‘Tasman College) is argued against using a ‘counter quote’ (from a pupil of the same school, Year 13 Student John Alexander) — the explanation shows why Alexander is right, with the response (Y) adding a sonal observation from the author. ik 10: Which method of appearing balanced works best? paragraph ~ Example (1) or (2)— do you find most effective at showing that the writer has thought about sides of the issue? Provide a reason for your answer. you should have a clear idea of how to organise your ideas and structure your piece of writing as well 2 good list of ideas to write about. You have also learned how to include some balance in your writing, these things well will produce an effective and organised piece of writing. To gain ‘Mert’ or ‘Excellence', will need to focus on how to use language techniques to demonstrate ‘control’ be ‘convincing’ and to mand attention’, words you choose to use selection and use of language techniques is one way to add impact to your statements, examples, nations or responses. The most common language technique in formal writing is vocabulary choice. As ‘shown in Chapter 6 and no doubt noticed in other places, there are literally thousands of words you can . You should be deliberate in your words choices, so that: your attitude to the topic is clear you guide the reader into the response you want them to have you achieve a tone that is appropriate for your audience your points and evidence sound logical, well thought out and convincing. See152 NCEA Level 1 English Learning Workbook As you did in Chapter 6, you will se words with different connotations. in creative writing these may be adjectives that add detail toa noun. In formal writing, your choices could include different types of verb, especially if you are quoting people and you want to show one source in a positive light and another in a m negative light. Positive Neutral _| Negative points out, reminds us, Says or said (e.g. The Tasman | claims, argues, asserts, would have demonstrates, proves, observes (e.g. | College Headmaster said... | you believe (e.g, ‘NZQA would “John Alexander points out that...’) have you believe that...’) Creating impact through using language techniques Language techniques are as effective in formal wrting as they are in creative writing, but don't overload yo writing with tricky techniques! Well-organised points, good examples and clear writing will be much more effective than loads of metaphors. Accuracy and clarity count as ‘control and impact’ for Achievement Stan 90053 (English 1.5), Alliteration Alliteration — using words that repeat a consonant sound ~ can create a memorable phrase and give empl ‘to words you want to make important. Examples «uniform is used to control by forcing conformity. strict schools stifle students when the Syntactic techniques ‘Syntax is the term for how writers arrange their words into sentences. There are many acceptable ways to write a sentence, and, as a writer, you are expected to choose the structure that gives emphasis to the and ideas that you want the reader to focus on. You can also use different ‘sentence types to create variety, establish a pattern, interrupt a pattern or assert facts and issue commands, The simple sentence ‘Most students hate uniform.’ This is a simple but complete sentence. It has a verb (hate’), it contains the subject; that is, who or what the action students). There is also an object in this simple sentence example, something thatthe verb is to—here it is ‘uniform’ that is hated. A:sentence can be written in either passive or active form. “Most students hate uniform.’ — Active, because the subject is before the verb. ‘Uniform is hated by most students.’ — Passive, because the Subject is after the verb. (The subject is students, because they are still doing the action.) The effect of changing the placement of the verb and subject is that the emphasis ofthe sentence and the thing the audience read can be either the thing doing the action or the thing the action is done to, The pms restrict an individual's the preceding sentence, 's sense of style and they don't make them work harder in class. and puts the two clauses together. | 11: Identifying ideas in clauses ‘What is the second idea? und sentences are useful in an introducti compound sentences have two ideas and separately in separate body paragraphs, sentences ‘on oF conclusion, but should not be used in body paragraphs. actions put together, these ideas and actions are better dealt Punctuation or grammar, In sentences are a major cause of confu: work contains run-on sentences it will sing and ineffective writing, also be unconvincing and and must be avoided. Its likely that ideas will be underdeveloped, ‘Students hate uniforms because they are restrictive; to demonstrate their individuality and personality, expression and creativity and choosing your own clothes is a ‘step towards this.’ There is a lot going on in this sentence. There is a central idea and then an attemy The problem comes when there is no Separation between the statement and expl the sentence, it also sounds crammed with out-of-control ideas, A better way of writing the same thing would be: ‘Students hate uniforms because they are restrictive, Teenar their individuality and personality and an education choose your own clothes is a first step towards sel as anyone knows, teenagers love the opportunity Surely an education system should encourage ipt to develop that idea, lanation. When reading gers love the opportunity to demonstrate system should encourage this. Being allowed to ‘expression and creativity.’‘154 NCEA Level 1 English Learning Workbook Imperative Tis is sentence which gives a direct command toa reader, eg: "Be quiet.” Often, the sentence will begin with the verb. Imperative are used when the speakers in a position of authority. Otherwise imperatives are not often as they can sound overly aggressive, Imperatives can be used sparingly in your writing, to reinforce your For example, ‘Many people wil tel you that uniforms improve leaming, Don't believe them,” Parallel structures A parallel structure occurs when a numberof ideas that are equally important are expressed in the same Sentence or grammatical structure. This can help make the ideas memorable and closely linked. Parallel Strucures are more useful in an introduction or conclusion, but can be used as part of a body paragraph. It important to use the same types of word in the same order when establishing a parallel structure, [ Example The Headmaster said that students who did not wear the uniform correctly completed work more slowly | and engaged in learning less consistently, Time to write Theres nothing let to do now but write. Work your way through a plan, dont be aad to change words sentences between your draft and final version, look at any exemplars that are avalabe, and rena throu. Proofreading Checklist (see Task 11 on page 135 in Chapter 6)chapter covers material whch will help you complete the work required for Achievement Standard (English 1.1) ‘Show understanding of specified aspects) of studied written text), using supporting idence’ and Achievement Standard 90850 (English 1.2) ‘show understanding of specified aspect(s) of ied visual or oral text(s), using supporting evidence’ process of writing an essay for an exam is a hi BP point ofthe essay is primarily to demonstra strate your knowledge by answering a qu your chosen text. igh-speed and shortened version of formal writing, and the te your knowledge of the texts you have studied. You have to festion and using plenty of appropriate examples and evidence jh your essay is not being marked as a pice of formal writing, you must still be accurate and organised your answers are clear and coherent. ERS BM cS TD‘156 NCEA Level 1 English Learning Workbook Feat of ‘Not Features of Features of Features of ‘ae ‘rs _| ‘Achievement’ ‘Achievement with | ‘Achievement with se answers Merit’ answers Excellence’ an: = Lots of plot summary. Plot, setting or character | Points that are made are | Points that are made description linked to the | connected and all relate | are connected and all question. clearly to the question, | relate clearly to the question. Perception shown through individual response interpretation of the text as it applies to writer. No specific examples. | Examples are accurate | Examples that are Examples from the and relevant, but there | chosen are relevant text are integrated might not be many of | and there is a clear (woven) with the them. explanation of how points, not added as they support the points | extras. Examples may made. also be included from outside the written but are as contrast, reinforcement, ors individual response. Doesn't answer the Both parts of the Both parts of the Both parts of the question or only question are answered, | question are answered | question are answ answers part of the maybe one part is and the answers to each | and the answers to question, answered thinly part are linked. part are linked, Writing is not coherent | The essay is written well | The points made are | Writing is effective at ors disorganised and | enough to make clear | organised into clear communicating the hard to follow. points. paragraphs that work | ideas and has a st together to build up the | introduction and links essay. between paragraphs. What exam questions are asking you to do The general purpose of an exam question isto give you an opportunity to show that you understand a You do this by answering a question or writing on a topic where you offer your opinion, interpretation or analysis of what the creator of the text was trying to do and using relevant, accurate and clear examples support your point of view. No NCEA Level 1 English exam questions will ask you to merely summarise the Following are the type of exam questions and their guiding instructions you could ‘expect for Achievement Standard 90849 (English 1.1)Chapter 8: Writing essays for exams 157 texts can be any of the following: novel non-fiction short story Poetry/song lyric print media drama digital/online text @ combination of the above (inter-textual studies). Make sure you understand and can write about BOTH parts of the topic before you start writing. Make sure your chosen topic suits the text, Write an essay of AT LEAST 200 words for your answer. Support your points with specific details from the text. ICS (Choose ONE): . Describe ONE challenge faced by a character or individual in the text(s) Explain why this challenge helped you understand the character or individual, Describe at least ONE way in which Setting was used in the text(s). Explain why the setting was important. Note: “Setting” can be time and/or place. Describe at least ONE idea that was worth learning about in the text(s), Explain how the writer showed you that this idea was worth learning about. Describe ONE surprising event in the text(s) Explain how this event helped you understand a character OR idea Describe at least ONE important technique used in the text(s) Explain why this technique was important. Note: “Technique” could include vocabulary, imagery, style, structure or narrative point-of-view.158 NCEA Level 1 English Learning Workbook The key things to notice are that you have quite a variety of topics to write about and that these should mat. Quite closely the features you studied for that type of text. For example, in a novel study, you will have completed activities on characters (questions 1., 4, and 6.), setting (question 2.), themes (question 3.) and style or techniques (question 5.) You should also notice that the questions all require you to do more than just describe something or summarise it. Words like why and how are used to link two parts of a question together, so you have to show that you not only know what happened but can explain why the author made it happen or how the author described ita certain way. You must cover both parts of a question to get to ‘Achieved’. You must. also remember that stating a point is not enough, you have to prove your point by using examples from chosen text. How to select a question and how to organise your essay Now you have an idea of what type of questions will be asked, what they mean and how they will be ass you need to think about how to select your questions, Itis tempting to scan the questions quickly for something that looks familiar to what you have done in c and then to get writing. This can be dangerous, as you can end up beginning an essay only to find you have one idea and no examples to support it. A quick and easy way of deciding which question to answer while at the same time planning your essay is work your way down the list of questions and try to write three points you would make next to each one. to each point, write an example or detail from the text that would support that point. The question you ‘answer is the one with the best points and evidence. Avoid questions with nothing or only one point next them. Here are two exam questions with plans written next to them. [introduction sts ou Scout's challenge to get past the town's and | her own prejudice. List Mrs Dubois, Boo and Tom as examples. Scout and Mrs Dubois. We understand how Scout is learning about types of courage and ‘not to judge people before you walk around in their skin | 4. Describe ONE | challenge faced | byacharacter or ; ea | individual in the Scout and Boo Radley. We understand that Scout was wrong | text(s) about how she dealt with Boo and that this realisation was an } | important part of her growing up. Scout sees that she was guilty Explain why this eaciense rah aa 11 stprejudic, ns the whine jury wore, | | you understand the ee character or individual. fsa and Tom. We understand that Scout is learning L some hard lessons about the dishonourable way the e ie |_Ewells behave and the fatal results for Tom. a | | { Conclusion that makes sure that you have answered | both parts of the question and sums up your essay,Chapter 8: Writing essays for exams 159 Introduction sets out Maycomb as in the south of USA, old-fashioned and the time of writing in the 1930s, The setting is important, giving a | historic and social background to the racism and prejudice in the book. = | Describe at least | Maycomb is in the southern part of the USA and this setting is used | ‘ONE way in which because itis the historical home of slavery in the USA. The racism that | ‘Setting was used in __90es along with slavery is an important idea. | Bek neces the text(s), ; eT Explain why | Maycomb is described as old-fashioned and small, | Is esting was | This is Inger Fee bere ani still | TO cctent | have old-fashioned ideas and beliefs. | i te | | The time of the 1930s is used because by then slavery has been | ie ime erlor’ 191 sbokshed fora lng te so itl surprising and upsetting that a jury _ still finds in favour of a white man over a black man, despite clear al Pi | evidence that Tom could not have committed the crime. | | | Conclusion: where you make sure that you have explained how the setting | 1S used. (The danger inthis essay is that you just describe the setting and | don't talk about how it was used and why it was important.) 1: Planning your own essays are four other examples of exam questions you could expect for Achievement Standard 90849 ( to write a plan for each one. if you can't think of a point or piece of evidence, leave a blank. English160 NCEA Level 1 English Learning Workbook 3. Describe at least ONE idea that was worth learning Introduction: Point 1: Evidence: | about in the texts). Point Explain how the Evidence: writer showed you that this idea was are worth learning ont 3: about. Evidence: Conclusion: Introduction; Point 1: 4. Describe ONE Evidence: surprising event in ~ the text(s) nae Explain how this ealdehess event helped you | understand a ———— character OR ide: Point 3: er Evidence: Conclusion: |Chapter 8: Writing essays for exams 161 Introduction: Z| [Ree CSP peer ae Evidence: Point 2: Evidence: Point 3: Evidence: sree fi Introduction; | ai cesta a 7 Point 1: Evidence: Evidence: | Evidence: ae ait) ee Conclusion: Se162 NCEA Level 1 English Learning Workbook Task 2: Choosing a question ina couple of sentences, explain which question from Task 1 you would answer, and why. Task 3: Identifying parts of an answer Following is an essay written from the plan for exemplar Question 1: ‘Describe ONE challenge faced by a character or individual in the text(s). Explain why this challenge helped you understand the character or individual.” In the following essay: the introduction targets the question and sets out what the essay will argue each paragraph follows the SEXY format and covers a different point with new examples and links to parts of the question ‘the conclusion sums up the essay's ideas and links back to the question ‘the words from the question are used frequently to show that the essay is doing what the question that all the examples are relevant ‘the examples are explained in enough detail to be clear words like ‘I’ and ‘me’ are used sparingly but appropriately to show the essay writer has engaged text and this isn't just a summary or repetition of notes from class. Read the essay and look for the main points, examples and evidence of personal engagement. Scout, the main character and narrator in Harper Lee's ‘To Kill a Mockingbird’, faces the huge challenge of overcoming her own prejudices and beliefs as well as coming to terms withthe prejudices | 5. an arrow to the of the townsfolk of Maycomb, We can see ths in how Scout deals this esay wilmdkes with Mrs Dubois, Boo Radley and the trial of Tom Robinson, and we understand mare about how she grows up, leas and challenges her ‘own and other people's perceptions. Scout has to deal with the challenge of dealing with Mrs Dubois. Mrs Dubois is sometimes a harsh and forbidding character, and Scout | paw an arrow to the and Jem avoid her and are scared of her. Throughout the novel, Jem is sent to read to Mrs Dubois and Atticus talks to Scout about Mrs Dubois’ courage and strength and cautions Scout not to judge people until you have “walked around in their skin”. Scout listens to this and althcugh she would never count Mrs Dubois as a friend, she does Draw an arrow to the come to think about her and treat her differently. | think about some of the scary and forbidding people | know and wonder if | should make the same sort of effort Scout did. This helps us understand that Scout is learning not to judge people too quickly or too harshly. Draw an arrow to the Draw an arrow to the r=saamexample of Scout dealing with the challenge of changing ceptions is how she comes to understand Boo Radley. Boo sreighbourhood crazy and all the children, including Scout and petrified of him and have created myths and legends around is forced to change her mind when she discovers that B00 the one leaving them gifts in the tree and how harshly he treated by his parents. This culminates in Boo saving Scout comparing him to a mockingbird. Boo, like a mockingbird, do any harm and it would be a sin to mistreat mockingbirds.. ‘protecting Boo helps me understand how Scout gets past her <2 and finds the truth behind the myth and can then see the i= Boo that others never looked for. significant challenge Scout faces is the way she has to the racism of the citizens of Maycomb. We know Tom is, and we know Bob Ewell is guilty, Atticus proves this to and to us, and Scout thinks that this should be enough. “ss shocked and upset that Tom is still found guilty and has huge understanding how the people she knows have done this. innocent man. She does save Tom temporarily at the jail and challenge people to think about what they are doing, From ‘challenge of confronting racism, we can understand again how Scout is and how, through the naive eyes of a child, the around her have to examine their own beliefs and behaviour. igh Scout doesn't save Tom in the end, Atticus tries to make her that she has at least made them think about themselves in a way haven't before. ,ghout To Kill a Mockingbird’, Scout has to face the challenge how she sees and treats people and also how the people of mb see and treat people. We see this challenge clearly through Dubois, Boo Radley and Tom Robinson, and how Scout meets challenges helps us understand how she is growing up, ing and challenging her perceptions. isk 4: Timed essay writing Chapter 8: Writing essays for exams 163 Draw an arrow to the statement Draw an arrow to the example. Draw an arrow to the explanation. Draw an arrow to the response. Draw an arrow to the statement Draw an arrow to the example. Draw an arrow to the explanation. Draw an arrow to the response. Draw arrows to the two parts of the question. * Describe ONE challenge faced by a character or individual in the text. Explain why this challenge helped you understand the character or individual. yourself and try to wre the essay from your plan. Aim for about 45 minutes for this essay. (In the exam, minutes will allow you about 15 minutes to choose a topic and plan before you begin to write)‘164 NCEA Level 1 English Learning WorkbookChapter 8: Writing essays for exams 165166 NCEA Level 1 English Learning Workbook Task 5: Self-evaluation Go through the same process as in Task 3 to identify your Statements, Examples, Explanations and your Re ‘Also highlight anywhere you have used the key words from the question, Task 6: What is your essay worth? Estimate what grade you think your essay is worth by using the marking schedule and notes from this cha (page 160) and also the exemplars from the NZQA website.Sate a Witmer eek) g st will help you refine and polish your draft piece of writing as you publish it. Use it for creative | writing. It may also be useful for checking exam essays and research reports. read your piece of writing: ify things that you think work well —tick these off on the following checklist entiy things that you are not sure of by underlining or highlighting them. Bg and proofreading mean more than just writing out neatly. Its your last chance to change things and your writing before you hand it in. itis unlikely that your writing was perfect in first draft. pose J | know why | am writing, 5 | have a clear introduction that focuses on my topic or question, =) \have planned my writing so | know where it is going. —) | have read my writing to make sure that the language | use, the details | have selected, and how | have organised my work, all come together to help achieve my purpose. as 7) I have a range of ideas in my writing, supported by examples or details. “J My ideas are relevant and appropriate. ©) My ideas are organised in an effective way. 5 Each idea has its own paragraph. 7) The ideas are linked in some way, Style and accuracy have chosen an appropriate and effective narrative point of view. My language has been selected carefully to suit the audience and the purpose | am writing for. | have used language features — like metaphor, alliteration and similes — for specific reasons. My sentences are varied to help create effect and emphasise key words and ideas. My voice as a writer comes through, My verb tenses agree (always only past, present or future — unless deliberately altered). My sentences are complete and don't run on. | have checked the spelling of words | am not sure of. OOOO cr crane Asit3H>168 _ NCEA Level 1 English Learning Workbook Structure My writing is organised. Introduction, body and conclusions for formal writing; an effective organisation that makes sense for creative writing, J Paragraphs and sections are organised with statements, examples, explanations and responses or ideas and details, 7 There is a sense of conclusion in my writing, or a sense of leading on to somewhere if concluding my writing was not my aim,fer covers material on films which will help you prepare for Achievement Standard 90850 (English understanding of specified aspect(s) of studied visual or oral text(s), using supporting evidence’. ent you will learn in this chapter will be assessed in an external exam at the end of the school year. write one essay from a choice of questions on a variety of aspects of the visual text you have studied. en work in this chapter am questions on the film for the visual text Achievement Standard 90850 (English 1.2) will ask you to ‘on one or more films you have studied. chapter, two films are used as examples but you will develop your own answers using the film that you ying. ‘featured films in this chapter are The Whale Rider by Niki Caro and The Shawshank Redemption by Frank nt. ching a visual text you go to watch a visual text (e.g. a film, turn on TV or hire a DVD), you expect a number of things: to enjoy the visual text ‘to "buy into” or accept a fair number of incredible characters, events and settings to see elements of the visual text put together in an effective and professional way. rest of this chapter will use film for the visual text. However, if you did not study film, then you will find while most of the notes and Tasks still apply, there may be conventions particular to your studied text that are not covered. well as hoping you enjoy a film, the producers and director may also hope: that you get involved in, and care for, the characters and what happens to them that you get a surprise or two. that you understand some ideas or messages that the director wants to get across to you that you believe what you see on screen makes sense, even if itis set in a magical or unrealistic place and involves strange and fantastic events and characters 1: When you watch the film for the first time you have watched the beginning of the film (no more than 15 minutes), answer the following questions. Ete Df170 NCEA Level 1 English Learning Workbook 11. First impressions ofthe film a. i, What happens in the first scene? |. Where is the first scene set? Is this setting important? iii, Who is there? What is your impression of them? iv. What predictions do you think you can make about what will happen in the rest of the film? clues did you find that make you think this? vv. What ideas or messages do you think the film might raise? (This may be too hard to predict a 15 minutes, but is worth thinking about.) 5, Now carry on watching the rest of the film, answering the following questions as you go. Were your predictions right? What were the similarities and differences? 2. Think back to why you watch films and why producers and directors make them. a. i. Did you enjoy the film? Try to be specific and include details like characters’ names, a particular scene, event or shot or some other clear evidence that backs up your opinion.Chapter 10: Visual text study 171 ji, Did you feel any attachment, dislike, or sympathy towards any of the characters? Who? Why was that? iii, Were there any scenes or parts you thought were particularly good or bad? What made them so? iv. Did you get any surprises? When? « watching the whole film, could you find any ideas or messages that the director wanted to make you ink about? Are they the same as your answer for |. ¢.2 ary features of film ‘other types of literature films have certain literary features. When looking at film we will pay close ion to: plot - what happens in the film? ‘setting - where and when does the story take place? ‘characters — who is involved? structure ~ how is the film organised? themes ~ what does the director want us to learn or think about as we watch the film (and afterwards)? talking about the plot ofa film, we are talking about the storyline, or the events that take place in the Many films have a main plot (e.g in The Whale Rider, Paikea undertaking a series of challenges and trials in the love and respect of her grandfather). In addition, most films will have sub-plots — less crucial storylines can introduce humour, develop characters or act as parallels to the main plot (e.g. in The Shawshank tion a sub-plot is the shady dealings of Warden Norton). Usually, sub-plots will impact on the main ers in some way.172 NCEA Level 1 English Learning Workbook For film for Achievement Standard 90850 (English 1.2), students are expected tobe able to identify the main events ofa film and be able to explain how they are important in developing characters, communicating ideas Setting up tension or resolving conflict. Being able to merely summarise what happened in afl is enough — an exam essay that is basically a retelling of the storyline of a film will almost certainly receive a “Not Achieved" grade. Task 2: Plot ‘Answers are provided for The Shawshank Redemption. 1. a, How does the film start? | 2. a. What are the key ngs moments in the film? b. What are the first sights and sounds? b. Is there a turning point moment of realisation 3. a. How does the film finish? a character? b. How do different characters’ stories end? 4. Do the events that happen to different characters, and how their stories and, teach us anything or leave us with any message?Chapter 10: Visual text study 173 ing as in many novels, there may well be cuts and jumps between time frames and between many different . The way a setting i filmed is also important as the visual and verbal techniques used to present the ‘are deliberately chosen by the director to make the audience react to each setting in a certain way. 3: Settings provided for The Shawshank Redemption. the setting(s) in your film acters are two main types of character: Flat characters — don’t change much through the film. Rounded characters — often learn something important and develop or change throughout the film. (Dying, getting older, or other physical changes, are not considered a change unless they happen ‘alongside a change in the character's understanding and behaviour.) in a visual text like a film are crucial for the plot they are involved in the action of the film and the themes, the main ideas and messages. The way characters are presented is very important —a ker will make deliberate choices about costume, lighting, camera angles and the setting we see the fers in to make sure that the impressions formed about the characters are the ones the filmmaker wants form. ‘way we learn about characters, the way characters relate to each other and the way characters change are nt things to study in a film. ik 4: Characters rs are provided for Koro from The Whale Rider. three rounded characters: describe them at the start of the film describe what made them change describe them at the end of the film.186 NCEA Level 1 English Learning Workbook Satlayil ‘48D THs IS & CLAGS PHOTO. Fm Sit Twa ON THE FAR LEFT GO NOY DON'T SEE Me. FROM LEFT TO RIGHT: QUUMAZ, AABSNIG? ARINE, MMA. N 4844 A RevoLUTION TOOK PLace. TT Was cas TER. CALLED “THE ISLAMIC REVOLUTION We DONT REGLLY UNE TO WEAR TW WEL, C2PELU Sal & Look closely at the page from Persepolis then answer the questions that follow. The narrator identifies herself in the class photo; but, what point is being made about the class in 198 after they were made to wear the veil?Chapter 11: Developing an understanding of visual and oral texts 187 What is the narrator's attitude to the veil? How is this attitude revealed? © The children had childish reasons for not liking the veil. What were they? What do you predict might be some more adult reasons for objecting to the veil? How do you know this? took now at the page as a whole to see how it has been put together. Then answer the questions that follow. ® The words at the top ofeach panel ae a narrator's voce, like a voiceover in fm. Look at the third panel, withthe revolutionary mab, and explain why the narrators voice has been incloded, 'B. Other words are spoken by other characters. What is the effect of this dialogue? © The panels are not all the same size. Why is the narrator split off to the side in the first two panels? Most of this page i inthe form ofa flashback. The fst two panels seem to be the present, and the rest Of the panels onthe page seem tobe the past — which explains why they are all wearing veils in the first ‘wo panels. Why do you think the sequence has been arranged lke this? ing the use of features throughout the text Sim directors and writes, raphic novelists often havea distinctive style. Some elements of their style ut of restrictions in printing and format. These restrictions can lim the space available, the colour and the amount of written language used. Even with these restrictions, there is scope for individuality.188 NCEA Level 1 English Learning Workbook The Watchmen (page 184) is very detailed, includes developed scenery and sets, realistic figures, a large amount of written language and, in the original, is drawn in colour. Persepolis (page 186) is much simpler, but remains clear. There is les written language. Settings are eft blank or not developed beyond a necessary minimum, and itis drawn entirely in black and white. Both texts use a narrator who “voices” panels, Use examples to support your understanding The messages, feelings and viewpoints you got from Persepolis are likely to be the result ofthe deliberate of visual and verbal techniques. You need to be able to break down a page or section and pick out specific details and techniques and expla how these work in the text. Task 2: Visual features The questions that follow refer to the page from Persepolis (page 186). 1. Describe the use of shading and ‘colour’ in the third panel, and explain the effect. 2. Describe how facial expressions are used in the first three panels. 3. What type of shot is used in the last panel, and what is the effect of this? Applying the meaning found in a text to other texts, to you Personally, or something outside the text Ina piece of literature, one aim of the creator ofthat literature is that you engage with the text by relating something you read or saw in that literature to your own life. It could be that a character reminds you of someone you know, an event is similar to something that happened to you, or a message you got from the text is similar to something you found in a different 't could also be that something from the literature links to something you know of from history or cut events. Persepolis is about religious and cultural beliefs and freedom. Its also about a young girl growing up and finding out how complicated and dangerous adult life can be. This is seen in the narrator's confusion about and initial resistance to, the veil. There are a number of ways in which these ideas are important and in whic you could engage with these ideas. This is often called the context. Personally — you could relate the text to your own experiences of resisting rules imposed by teachers, parents or other adults.Chapter 11: Developing an understanding of visual and oral texts. 189 Socially — you could relate the text to something that you have seen happening in society. This could link +o cultural or religious beliefs and how they are observed; different attitudes to women; or how growing up seems the same no matter where you are. Historically — you may know something about Iran and the history of that country. This may mean that you can relate this story to historical events. Inter-textually ~ you may have viewed or read other literary works that express similar ideas, Bewing links between texts can show that you can analyse how different authors deal in different ‘ways with ‘Smilar ideas and issues, k 3: Engaging with the text ‘one way to engage with the Persepolis text and explain how the idea is important in that context. The idea | have picked out: The context: How | can relate to the idea in this context: 4-7 focus on film. For these Tasks, use the following screen shots and notes for a short film called Careful that Axe, Eugene, directed by Jason Stutter. You need to see this film through before you can realy analyse but the screenshots are useful for examples. The film is probably in your school on a DVD called Eleven, uced by Mike Fowler and published by Visual Leaming in 2009. You can also find copies on the internet, be careful that you get the Jason Stutter version, not the Pink Floyd song that inspired the film. sk 4: Identifying main ideas, character or narrator viewpoints, pects of structure and conventions of text types — film __ 1. a. What type of shot is this? bb. Why has it been used here?190 NCEA Level 1 English Learning Workbook | 2. The close-ups in the three shots are used for what reason? Use examples to support your understanding Tasks 5-7 ask you to identity visual features and use them as examples as you explain what you understand baer the text. As well as being able to pick out visual features, you need to be able to analyse the sounds beina used All ofthe sound in this film appears to be diegetic. This means that they are sounds that the characters wo- hear in the scene they are in. They have probably been amplified for us.Chapter 11: 1: Developing an n understanding of visual and oraltexts 191 Task 5: ‘Analysing sounds <= ree sounds that you hear, mangle has been done for you. and for each one explain how it helps create a mood or emphasises an idea. An How it adds to the mood or idea Bess singing. Creates a mood of peace in contrast to what we think might happen next. ik 6: Linking visual and verbal features ng the verbal and visual features together is imy 'generate the effect that they want, In the table, list a sound and a shot used at the same time and then You need to consider if the sound and shot reinforce each other, ‘There could be contrast (or juxtaposition), something else, portant — directors deliberately combine these elements explain how they work together. Where the image is teling you one thing but the sound is suggesting The sound may be used to link tothe next shot orto remind us of something out of shot ‘example has been done for you. Shot Link and combined effect "ofthe axe onthe | Close-up of Eugene's foot | The sound makes the axe seem solid and ping block. with the axe hitting the dangerous, certainly capable of cutting off the block next to his foot. toes seen in shot.192 _ NCEA Level 1 English Learning Workbook In Careful with that Axe, Eugene, the soundtrack is minimal and there is also a complete absence of spoken words as dialogue, monologue or voiceover. This is deliberate, and can be used as an ‘example of a verbal feature. In other visual texts you study, you will no doubt find examples of other verbal language features ar should be able to describe how and why these features are used. The key is to be very specific, e.g, you mig) ~ Comment on the pace of the music and how this relates to action happening on screen. Identify changes in music volume, pitch (high or low) and style (classical, rock, hip-hop) and explain why these changes may be timed to occur when they do. Identify a musical motif. This is when the same tune or piece is played frequently throughout a section of film, or throughout a film as @ whole, and explain that ths links sections, actions and characters together. * _ Describe and explain how dialogue is delivered using words like quietly, forcefully, nervously, hesitantly, and recognise why the dialogue has been delivered that way. Identify monologue and voiceover and explain why they have been used. Linking the use of features throughout the text The film Careful with that Axe, Eugene is unusual in that there is no dialogue. The title is something you could imagine the adult, probably Eugene’s father, saying, but the words are left unspoken. The most distinctive features of this film are the number of quick cuts and the extensive use of close-ups. These features work together to build up suspense and to foreshadow to the audience what could happen. The director relies on this foreshadowing to create the impact at the end of the film. Task 7: Identifying your expectations ‘1. How did you expect the story to end? 2. What close-ups or cuts help build up this expectation?Chapter 11: Developing an understanding of visual and oral texts. 193 Applying the meaning you found in the text to other texts, to you personally er to something outside the text ‘De film Careful with that Axe, Eugene has a young central character. Other texts with a young central character == To Killa Mockingbird (novel), Whale Rider (novelfilm), and the graphic novel Persepolis. Thus, when applying ‘Se meanings you take from Careful with that Axe, Eugene, you could choose to link them to any of, or even all, ‘ese other texts, ‘Beer ways of applying the meaning you have found in the film Careful with that Axe, Eugene are to examine range of contexts (personal, social, historical, inte-textual) the list of contexts earlier in this chapter ~ find one which you feel you can engage with. ik 8: Establishing a context the table following to try to link the understanding and ideas you took from Careful with that Axe, Eugene to iny other contexts as you can. smple has been done for you. Idea from the film Link with the context textually Growing up is tough. | Scout learns about racism in To Killa Mockingbird, Paikea learns about destiny in Whale Rider and Eugene learns about axes. Each text treats the idea in a different but effective way and makes me think that growing up always has its problems no matter what the culture or historical background.194 NCEA Level 1 English Learning Workbook Your Notes‘This chapter covers material on planning and delivering a speech which will help you complete the work ‘s=quited for Achievement Standard 90857 (English 1.6) ‘Construct and deliver an oral text’. Work in this chapter ‘He material inthis chapter is designed to be used in the preparation of a speech or an oral presentation, such 2 seminar or oral report, for Achievement Standard 90857 (English 1.6). Assessment Achievement Standard 90857 (English 1.6) will be assessed internally by your teacher. Ww “Your oral presentation could be your report on significant connections (as per Achievement Standard 90852 ‘English 1.8), independent reading connections (as ‘er Achievement Standard 90854 (English 1.10), or How long should your speech be? ‘De report of your findings for literacy information (as ‘i 3s ‘per Achievement Standard 90853 (English 1.9)) Ifthis YoU should speak for at leas three minutes. Ths is the ’ : : : minimum time in which you can demonstrate the speaking you will fi i ; ric ints Gee aa skills required by Achievement Standard 90857 (English 1.6). Oral presentations/speeches that gain ‘Merit’ or Development of a topic and ideas ‘Excellence’ will usually be longer than three minutes. Je this section of the chapter, general guidelines for eveloping a speech or presentation topic are outlined, fask 1: Decide on a topic for your spoken presentation teacher may set the kind of topic, or you may have a choice. Typical topics for speeches include the wing A demonstration and information about something practical, e.g. ‘How to maintain a mountain bike and change a tyre’. Giving your opinion on a subject or issue. Speaking about family history. Welcoming or farewelling a person or people. = Presenting the results of research or a theme study. ite your topic here; PASE196 NCEA Level 1 English Learning Workbook 's your oral presentation/speech to be the result of work for another Achievement Standard? If you are going to report as an oral text the findings of your information literacy work, making connections study (Achievement Standard 90852 (English 1.8) or the responses to your independent reading (Achievement Standard 90854 (English 1.10), its very important that you present your report or findings as an oral presentation/speech (not as a ‘reading’ of a written text) ‘You will need to take into account that your oral presentation/speech will be assessed under two sets of achievement criteria, the assessment criteria for Achievement Standard 90857 (English 1.6) and the assessment criteria for any ‘ther Achievement Standard for which you are being assessed. Notes and other written work completed for other Achievement Standards will need to be organised carefully into an oral presentation format, taking into account audience and purpose. Task 2: Gathering ideas Use the following template to gather your ideas, adding details to support and develop them. Your ideas should be developed and supported (by examples, anecdotes, statistics, quotations, facts, descriptions, argument and reasoning, etc.) as appropriate to your topic, Also consider and lst any aids, props equipment you will need to help you express your ideas. List as many ideas as possible, Think of this Task as a focused brainstorm, Topic: Ideas Supporting details Aids/props/equipmentChapter 12: Speaking — construct and deliver an oral text 197 3: Organising your ideas ly through your ideas. ider your purpose — what effect do you want your speech have? sider your audience - whom are you speaking to? -and organise your ideas to suit your purpose and audience, ‘what will come first, second, third, etc,198 NCEA Level 1 English Learning Workbook The conclusion: tea Additional materialist of aids, props, equipment: Drafting your speech/presentation In this section ofthe chapter, you will write a fist draft of your speech General instructions When writing your daft, you want to be able to make changes and add notes about how you intend to incorporate aids, props andor equipment, Tasks 4-6 cover how to write an initial draft of your speech, Tasks 7-9 cover checking your timing and using language ‘techniques. To allow for any changes, additi and alterations that may be required, you should waite your daft double line spaced, Tasks 10-12 cover how to use and incorporate aids, props andor equipment. ‘Your drafts to be written inthe space provided at the end of Task 12, Task 4: The start of your speech The start of your speech s very important in capturing your audience's attention, The start needs to tell the audi What your speech is about. You can start a speech in many different Ways — it depends on your speech topic. Following are some possible ways to start: * Aquestion, An anecdote (story). Posing a problem or dilemma. A personal experience, Something surprising or shocking. Humour. A challenge, Turn to page 202 and draft the start of your speech, Task 5: The body of your speech Fach par of your speech should develop your ideas in logical order. Make sure each idea is supported with de (ce. examples, anecdotes, statistics, quotation, facts, descriptions, argument and reasoning). Tum to page 203 and draft at least three or four sections for your speech, Note that a ‘section’ is the oral equivalent of a paragraph and should have a similar structure (dea, developmentfexplanation of idea, exa~= evidence), Leave several lines of space between sections to allow for adaltional material fe each section =: speech develops.Chapter 12: Speaking — construct and deliver an oral text. 199 Task 6: The conclusion of your speech ur conclusion should pull your ideas together and link ba repeat or rephrase parts of your introduction make a strong final statement of your opinion Pose a question for your audience to ponder end with a suitable quotation, Wer to page 207 and write a draft of your conclusion, ck to the start of your speech. You can: Task 7: Check your timing = your draft out loud, timin git. It should be at least three minutes long. If itis shorter, il. Go back to your drat ft and add more content before you begin working on oral entation techniques ‘this section of the chapter, we will they can be used in your speech, guage techniques luage techniques for connection with audience choice of words, and way you use them, can make a big difference to the ‘Success of your speech, snk about your audience — you want them to pay attention. To make and keep them think and fee, you can use the following techniques, Use personal pronouns such as ‘you’ and ‘we' — you will sound 2s if you are talking directly to each audience member, they will Emotive words have been used for become involved with what you are saying, good and evil by famous poltians and ‘Use questions that include personal pronouns ~ e. 9. “What do you activists — such as Winston Churchill, think about...?", or Why do you think we need to use...2” This nnedy, Martin you will need to add more presentation techniques. Took at language techniques and oral language techniques and @ connection with them and Ado Hitler, John F Kennedy, technique always gains audience attention, ‘Address your audience directly — e.g. "! know you will be interested to find out..." This technique gets attention and establishes you 8 a very confident communicator. Use emotive words to create strong feelings in an audience — motive words ae very useful ina persuasive speech to help get the audience on your side. However, be cautious in thei use. ik 8: Using language techniques (1) ‘back to your draft speech. Find Places where the techniques just described can be used and add them by jing your drat. juage techniques for clarity audience is only listening to you. They can't go back and reread your speech to use techniques to help them understand and keep up. Repetition — a well-known Piece of advice to speakers is, what you have said.” Use repeated words and phrases Restate your main points, whether they are opinions or if they miss something. You “Say what you're going to say, say it, and say for clarity and to emphasise your important ideas, information, in the conclusion of your speech.200 NCEA Level 1 English Learning Workbook Use sound devices, such as alliteration and assonance, to make your phrases and sentences fluent (ie. sound more effective) and memorable. Use the power of three — we are conditioned to remember: things in threes and groups of three words or phrases always sound effective and are memorable (e.g. ‘Stop, look and listen’, ‘Work, rest and play’, ‘Blood, sweat and tears’. Task 9: Using language techniques (2) 1. Look through your speech draft again. Have you stated your topic at the start, kept to your stated topic in body of your speech and restated your topic at the end? How you reinforce your main idea(s) will vary with the type of speech/presentation you are giving, but itis important to use repetition in some way to keep idea(s) in the forefront of the audience's minds. This applies to all oral presentations. Make any additions necessary to your draft. 2. Check fr places in your speech/presentation where alliteration or assonance could help fluency and ‘memorability. Add to, or change, your draft. 3. Check fr lines in your speech where you could use ‘the power of three’. Add to, or change, your draft. Oral language techniques Now that you have finished the text of your speech/presentation, it is tine to think about delivery — how it sound and how you can use body language and aids and props to help communicate your ideas effectively. The methods you choose will be determined by the kind of speech/presentation you have planned. Voice Volume (how soft or loud your voice is) — a good speaker varies volume for emphasis or to create tension. Pitch (how high or low your voice is) - use varied pitch to keep your audience interested, Avoid a monotonous delivery at al costs. Pace (how quickly you speak) — be aware of pace, keeping your delivery steady. Beginner speakers tend to be nervous which can speed up their presentation, so be aware that this can happen and speak deliberately slowly. Use a very slow or very fast pace for a deliberate effect. Tone (the ‘mood’ of your voice) - e.g, soft, thoughtful, angry, worried. Choose a tone that suits your Purpose. Vary it to suit your material. Pause (a break longer than natural between words) — pausing after an important point is a powerful way ‘to create emphasis. Pausing before an important point creates anticipation and/or tension, Task 10: Voice Read through your speech again, aloud this time. In the Oral language techniques column next to your draft spee=> note where you will use voice techniques to help your delivery. Work out a system to indicate wherein your xe you will use voice techniques, For example, a double line slash could indicate a pause, a triple line slash a lono= Pause; underlined text could mean that you plan to speak softy or loudly.Chapter 12: Speaking — construct and deliver an oral text 201 Body language “ow you look when you deliver your speech/presentation can be just as im 00k confident even if you don’t fel it, Here are some tips: Stand up straight, hold your shoulders down (don't let them hunch), and imagine there is a straight rod ing from the top of your head down through your body, Keep your head up and hold your speech cue cards (see Task 13) your eyes to see them, rather than bend your head. This will ke 0 your voice projection will improve. Keep your facial expression appropriate to the content of your speech/presentation. _ Practise standing stil but relaxed. Some speakers jiggle, sway or hop from side to side without being aware they are doing it. This distracts the audience and detracts from the message. Use your hands and arms to gesture appro, ppriately and naturally when making your points. Gesture and voice should be used together for emphasis. © Mainiain eye contact with your audience. A good tricks to ‘quarter the room, making sure you look at somebody in each quarter on a regular basis, portant as how you sound. You can at a level where you only need to drop ep your chest open, make breathing easier jask 11: Body language dup and read your speech aloud. Be aware of your body language. Ideal, ind a partner or use a mirror so can see what you are doing. In the Oral lang. juage techniques column next to your draft speech, note where will use gesture with voice to help your delivery. isual aids, props, demonstration materials or equipment ual aids (PowerPoint™ tation, DVD Attiming issue — when using aids, props, equipment, DVD extracts, etc., remember that facts, etc.), props, You must speak for a minimum of about three minutes for Achievement Standard 90857 =» should be prepared (English 1.6). if you plan to show a DVD extract or demonstrate with something noisy, Hl in advance of your like a milkshake maker, etc, the time taken up by these will not count as part of your sch/presentation Speech/presentation. i livery; rehearse with sm present. isk 12: Preparing materials for a demonstration the case of a speech which demonstrates a process (e.g, ), use the Oral language techniques column on your spe pment you will need at each point in the speech, You speech/presentation. ember to double fine Space your draft! ‘How to maintain a mountain bike and change a ‘ech draft to note what you will do and which tools/ ‘must make sure that the use of these is integrated with202 NCEA Level 1 English Learning Workbook Speech/presentation draft Oral language techniquesChapter 12: Speaking — construct and deliver an oral text 203 Speech/presentation draft Oral language techniques +204 NCEA Level 1 English Learning Workbook Speech/presentation draft Oral language techniquesChapter 12: Speaking — construct and deliver an oral text 205 Speech/presentation draft | language techniques206 —_ NCEA Level 1 English Learning Workbook Speech/presentation draft Oral languageChapter 12: Speaking — construct and deliver an oral text 207 Speech/presentation draft Oral language techniques208 NCEA Level 1 English Learning Workbook Preparing to deliver your speech/oral presentation Task 13: Cue cards and PowerPoint™ presentations These should be prepared from your written daft. Beak down your draft into main points which you will use reminders and ‘cues’. Never write out the whole speech/presentation and read it from the cards or PowerPoint”. You are being assessed as a ‘speaker’, not as a ‘reader’, Use small cards (an Ad sheet of card cut into quarters is about the right size) and remember to number the Task 14: The most important task of all PRACTISE, PRACTISE, PRACTISE! Good material is of no use unless you rehearse. Rehearsal checklist to use with a partner Give a score, where 1 needs work— 3 good — 5 perfect, and a comment on what's working well and what help your partner improve. ConrTENT Opening is interesting 1 2 a 4 5 Topic is clear Ve 2 Be a 8 Order of material is logical Ts By ual ts Details support ideas 22 Bs ay ee Conclusion pulls ideas together 1 2 3 4 5 Length is over three minutes 23 4sChapter 12: Speaking — construct and deliver an oral text 209210 NCEA Level 1 English Learning Workbook | Deuivery con't | Cue cards / PowerPoint™ Cue cards / PowerPoint’ a a pie oktThis chapter covers material which will help you complete the work required for Achievement Standard 90855 (English 1.7) ‘Create a visual text’ The study During this chapter, you will develop skills in using visual and verbal techniques and put these into action as You plen and ceate a visual text that develops an idea and communicates that ides ra an audience, Assessment The skills you will learn in this chapter are assessed through an intemal assessment during the school year. The text you are asked to produce is likely to be based on literature images and words for your _stuied this year or linked to another topic studied - because at this, Cannot copy a whole image, the examples used in this chapter come from literature studied in ments also require you to other chapters in this book. em in class, The ‘visual text’ must include visual and verbal components. The text Must be an original construction by [you] the student. The components can either be original, a. : adapted, or taken from other texts or tion will be assessed on how well you use visual and verbal ae combination. (A good speech with some PowerPoint” slides < ue Tequirements for Achievement Standard 90855 (English 1.7), Visual text types include posters, graphidillustrated texts, visual displays, web pages, dramatic Presentations, videos and other appropriate visual text types, The visual text you create is expected to be Stand-alone in nature rather than being a component within an oral pres¢ entation. Shodsing an idea to communicate is one ofthe most important aspects of assessment for Achievement Standard 90855 (English 1.7). 12 visual text, developing and structuring ideas requires a carefully planned piece of work where all techniques work together, Build on ideas by adding details or examples, making connections between ideas, and working towards a planned whole, The layout must support the idea that techniques are connected The development of the ideas and structure should means to grab audience attention and deliver your " Tanguage features’ include the use of: visual features (e.g. images, sequence, costumes, verbal features (e.g. dialogue, quotations) language techniques appropriate to the visual text, be compelling and well organised. To be ‘compelling! message in a memorable and effective way. movement) PES