Year 12 EnglishYear 12 English

Crash Course in Crash Course in ConstructionConstruction

20112011

Get Excited…..

Common problems in Common problems in written texts:written texts:

Apostrophe useApostrophe use Sentence and paragraph structureSentence and paragraph structure Using colloquial languageUsing colloquial language Lack of PlanningLack of Planning Making broad generalisationsMaking broad generalisations Lack of referencingLack of referencing Disconnected paragraphsDisconnected paragraphs Not referring to texts properly (ie. book)Not referring to texts properly (ie. book) Using “I” statements in formal papersUsing “I” statements in formal papers

Common problems in Common problems in oral textsoral texts

Not considering the elements of Not considering the elements of communication being addressed (eg. communication being addressed (eg. Fluency, pitch, pace, tone etc.)Fluency, pitch, pace, tone etc.)

Not practicing before presenting OR Not practicing before presenting OR reading a scripted oral (which decreases reading a scripted oral (which decreases fluency)fluency)

Not using any form of visual aid to aid Not using any form of visual aid to aid audience comprehension of your contentaudience comprehension of your content

Bring repetitive and boringBring repetitive and boring

And the biggest problem And the biggest problem of all……of all……

Failing to Failing to answer the answer the question!!!!question!!!!

Apostrophe use is Apostrophe use is twofold…twofold…1. Indicate possession.1. Indicate possession.

Eg. if the cat belonged to Sally, we would Eg. if the cat belonged to Sally, we would write “Sally’s cat.”write “Sally’s cat.”

However if Sally had 3 cats we would not say However if Sally had 3 cats we would not say the cat’s of Sally. the cat’s of Sally.

A good way to remember is if you could A good way to remember is if you could reword the sentence to say “the …… of …..”reword the sentence to say “the …… of …..”

OR OR 2. Replace a missing letter2. Replace a missing letterEg. Do not Eg. Do not Don’t, It is Don’t, It is it’s can not it’s can not

can’tcan’tAPOSTROPHES DO NOT SHOW THAT THERE APOSTROPHES DO NOT SHOW THAT THERE

IS MORE THAN ONE OF SOMETHING!IS MORE THAN ONE OF SOMETHING!

when the owner already when the owner already ends in S…ends in S…

The apostrophe is placed AFTER the The apostrophe is placed AFTER the already existing Salready existing S

The ten cars’ seatbelts (as opposed The ten cars’ seatbelts (as opposed to the ten cars)to the ten cars)

Chris’ drinkChris’ drink The three cats’ basketsThe three cats’ baskets

Where apostrophes are Where apostrophes are NOT to be used…NOT to be used…

Says (say’s)Says (say’s) Gets (get’s)Gets (get’s) Glasses (glasse’s)Glasses (glasse’s) Sometime’sSometime’s

Get the idea?Get the idea?

PlanningPlanning

Failure to plan – no directionFailure to plan – no direction Use mind maps – eg. Use mind maps – eg. https://bubbl.us/ Start with the arguments you want to Start with the arguments you want to

make – ie.make – ie.This is the way it is This is the way it is because…..because…..

(the point you make should be worded in (the point you make should be worded in such a way that it fits into the above such a way that it fits into the above statement)statement)

Find information to support the pointFind information to support the point

More on planningMore on planning

Get yourself organised!!!!Get yourself organised!!!! Check you have completed preliminary Check you have completed preliminary

researchresearch Allocate enough timeAllocate enough time Log off Facebook, Log off Facebook,

msn, chat, form spring,( ), put msn, chat, form spring,( ), put

your phone on silent, turn off your phone on silent, turn off

the tv… and iPod….the tv… and iPod….

(I think you get the point…)(I think you get the point…)

Sentence structureSentence structureA sentence consists of:A sentence consists of:

Subject + VerbSubject + Verb

In its simplest sense, a sentence can be as In its simplest sense, a sentence can be as short as “the puppy played” or “the old short as “the puppy played” or “the old man fell asleep.”man fell asleep.”

At the end of a sentence we find a At the end of a sentence we find a full stopfull stop and at the beginning a and at the beginning a capital lettercapital letter..

A pause in the middle of a sentence should A pause in the middle of a sentence should be shown through the use of a commabe shown through the use of a comma

Paragraph StructureParagraph Structure

A paragraph is made up of a number of A paragraph is made up of a number of sentences about the SAME TOPIC.sentences about the SAME TOPIC.

One paragraph ONLY deals with one One paragraph ONLY deals with one topictopic

Each paragraph needs an introductory Each paragraph needs an introductory and a concluding sentence that links it and a concluding sentence that links it to previous and later paragraphsto previous and later paragraphs

A paragraph should make a point, back A paragraph should make a point, back it up and then somehow connect that it up and then somehow connect that point to your essay questionpoint to your essay question Microsoft Office

Word Document

Written, fluent proseWritten, fluent prose An essay, exposition, report and most other An essay, exposition, report and most other

forms of formal written prose are made up of forms of formal written prose are made up of three parts: three parts:

The The introductionintroduction (lets the reader know what (lets the reader know what your paper is going to be about)your paper is going to be about)

The The bodybody (makes a number of (justified) (makes a number of (justified) points about the topic, backed up by evidence points about the topic, backed up by evidence such as statistics, examples and quotes)such as statistics, examples and quotes)

The The conclusionconclusion (ties your essay together and (ties your essay together and allows you to state (or restate) your position allows you to state (or restate) your position on the topic)on the topic)

The IntroductionThe Introduction The first sentence of an introduction should The first sentence of an introduction should

relate directly to your essay question.relate directly to your essay question. You should then go on to relate this You should then go on to relate this

question to the points you want to talk question to the points you want to talk about and about and name your textsname your texts, including the , including the authors.authors.

You should introduce EVERY main point of You should introduce EVERY main point of your essay within the introduction (which is your essay within the introduction (which is why it is sometimes better to write it at the why it is sometimes better to write it at the end)end)

It should end with a concluding sentenceIt should end with a concluding sentence

BodyBody

Each paragraph of the body of your Each paragraph of the body of your essay should deal with only one topic essay should deal with only one topic / point/ point

Each paragraph should follow the Each paragraph should follow the sandwich structuresandwich structure

UNDER NO CIRCUMSTANCE UNDER NO CIRCUMSTANCE SHOULD ONE PARAGRAPH DEAL SHOULD ONE PARAGRAPH DEAL WITH MORE THAN ONE POINT!!! WITH MORE THAN ONE POINT!!!

Planning is therefore crucialPlanning is therefore crucial

ConclusionConclusion Possibly the most important part of your essay Possibly the most important part of your essay

as this is the impression you LEAVE your as this is the impression you LEAVE your reader with of your writing ability and your reader with of your writing ability and your ideas.ideas.

Should NOT introduce ANY new material but Should NOT introduce ANY new material but basically summarise what you have said ‘in 50 basically summarise what you have said ‘in 50 words or less!’words or less!’

This is the only place within a critical essay you This is the only place within a critical essay you may use “I” statements but it is a good idea to may use “I” statements but it is a good idea to avoid these. Replace them with statements like avoid these. Replace them with statements like “it is obvious through the examples that…” “it “it is obvious through the examples that…” “it has been shown that…” “it is necessary to has been shown that…” “it is necessary to understand that…”understand that…”

Do not ever….Do not ever…. Write a conclusion as an afterthoughtWrite a conclusion as an afterthought Give a text a ‘rating out of tenGive a text a ‘rating out of ten Introduce a new point in the last sentenceIntroduce a new point in the last sentence Be contradictory to your first sentenceBe contradictory to your first sentence Forget to spell check and leave your Forget to spell check and leave your

reader/listener with the idea that you clearly don’t reader/listener with the idea that you clearly don’t have a clue have a clue

Hint: the last sentence of your essay should be very Hint: the last sentence of your essay should be very similar to your very first sentence as it is here you similar to your very first sentence as it is here you have the opportunity to drive your MAIN point have the opportunity to drive your MAIN point into the head of your audience. into the head of your audience.

GeneralisationsGeneralisations Making broad statement that you try to Making broad statement that you try to

apply to a generic groupapply to a generic group Using generalisations shows that you are Using generalisations shows that you are

lazy and cant be bothered to researchlazy and cant be bothered to research Instead, use evidence to support your Instead, use evidence to support your

arguments, or if this is not appropriate, go arguments, or if this is not appropriate, go for “many people believe…” “we can see for “many people believe…” “we can see in society that often…”in society that often…”

GeneralisationsGeneralisations

In fact its all about the type of words you use. In fact its all about the type of words you use. Words like always, never, everyone etc. are Words like always, never, everyone etc. are absolute – they leave no room for absolute – they leave no room for interpretation for different people in different interpretation for different people in different societies.societies.

Remove Remove alwaysalways and and never never and use less and use less restrictive words such as often, at times, restrictive words such as often, at times, sometimes, occasionally…sometimes, occasionally…

Replace Replace everyone everyone with some people, often with some people, often teenagers…, some believe, this relates to teenagers…, some believe, this relates to many people within our society many people within our society

Language UseLanguage Use FormalityFormality Abbreviations and typos are left out of your Abbreviations and typos are left out of your

paper.paper.Not appropriate:Not appropriate:GoodGood You knowYou knowBadBad it’s like whenit’s like whenUU dorksdorksEtc. Etc. They…/they…/they…../they They…/they…/they…../they

(interchange noun/pronoun)(interchange noun/pronoun)

Its not that hard – use SHIFT+F7 if you need Its not that hard – use SHIFT+F7 if you need help!!help!!

DisconnectednessDisconnectedness It is common to see reasonably constructed It is common to see reasonably constructed

paragraphs in your writing, however often paragraphs in your writing, however often these don’t relate to each otherthese don’t relate to each other

The way to make your paper flow is through The way to make your paper flow is through linking ideas in the introductory and linking ideas in the introductory and concluding sentences of paragraphs. The concluding sentences of paragraphs. The better essays will introduce the idea being better essays will introduce the idea being discussed in the following paragraph through discussed in the following paragraph through sentences like “through these examples, we sentences like “through these examples, we can see many examples of love in Romeo and can see many examples of love in Romeo and Juliet, though this theme is tarred by the Juliet, though this theme is tarred by the notion of tragedy that exists within the play.”notion of tragedy that exists within the play.”

Answering the QuestionAnswering the Question

It is imperative that in your paper, you It is imperative that in your paper, you answer your question or discuss what it is answer your question or discuss what it is you propose to discuss. you propose to discuss.

An easy way to make sure you do this is to An easy way to make sure you do this is to draw all arguments back to your questiondraw all arguments back to your question

It is tempting to include arguments that you It is tempting to include arguments that you have created and think are fantastic, however have created and think are fantastic, however if they don’t relate to the question, they are if they don’t relate to the question, they are useless to you in terms of assessment – they useless to you in terms of assessment – they will be circled and identified as irrelevant will be circled and identified as irrelevant arguments.arguments.

Some final points to Some final points to remember…remember…

Do not refer to your texts as ‘books’ and Do not refer to your texts as ‘books’ and ‘movies.’ The appropriate terms are ‘novel’ (or ‘movies.’ The appropriate terms are ‘novel’ (or narrative) and film.’ It is ok just to refer to them narrative) and film.’ It is ok just to refer to them as ‘texts’ within your paper but only after you as ‘texts’ within your paper but only after you have introduced their form in your introduction.have introduced their form in your introduction.

Do not underestimate the value of having your Do not underestimate the value of having your work looked at by another pair of eyes before work looked at by another pair of eyes before submission – often you know what you are submission – often you know what you are saying so you cant see your own mistakes that saying so you cant see your own mistakes that others will quickly and easily pick upothers will quickly and easily pick up

Check, double check and triple check that you Check, double check and triple check that you have referenced your information sources – have referenced your information sources – plagiarized work is plagiarized work is EASILYEASILY identifiable having identifiable having read your work beforeread your work before