TASK: WHAT S YOUR POINT OF VIEW?

Transcription

1 TASK: WHAT S YOUR POINT OF VIEW? Write a persuasive letter to your classmates in which you express your point of view about the benefits of playing sport and exercise. Support your logical argument with reasons and evidence. To Class Mates I think that sports/exercise is a big part of a persons life and that every body should play or exercise more then 3 times a week. The reason is because I known a couple of people they did sport about 2-3 times a week and they were not over weight, they could run fast. So if you don t do sport or exercise all the Food you eat you will not be able to burn of the fat in the food. The other reason is because you might like the Sport and what to get good at the sport. That sport might need 2 times a week training. So that will be all you need. Page 1

2 Genre: achieving different purposes level of scaffolding schematic structure written independently following activities related to persuasive arguments and class discussion on benefits of playing sport salutation, thesis statement, evidence, arguments 8 / 10 organises the text: rhetorical questions: What are the best strategies? conjunctions: First, Next, Finally, In addition noun group in place of conjunctions: Another reason, One of the main arguments, The principle cause of the increase phrases and dependent clauses of cause: As a result of the rain, Struggling to survive, Despite his poor health phrases and dependent clauses of time, place, manner: Born in 1898, When we had finished, With great care non-finite clauses: Selecting a topic topic words: Antarctica, Pollution action verbs (in procedures): Slice, Boil existential subject to introduce new information: There interpersonal elements: Personally, Obviously, In fact, It is apparent layout: subheadings, diagrams, pictures noun groups: The reason, The other reason layout: salutation is the only letter convention used To Class Mates interpersonal: I think builds cohesion: reference items: my, it, they, him, the, this, these, all of the above, such examples vocabulary patterns - synonyms / antonyms - words that go together: lodge complaint - word sets: gene, inherit, hereditary, dominant, recessive - classification: teeth - canines, molars, premolars, incisors - composition (whole-part): tooth - enamel, dentine, pulp, nerve conjunctions to join sentences: Next, So, Therefore, Hence, Conversely reference items: I, a, every body (everybody), the, they, you, That vocabulary patterns - synonyms: sports/exercise - words that go together: 2-3 times a week - word sets: sport, exercise, play, run, training conjunctions: So joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, since, when, so / so that, whenever, though relative clauses: The Suez Canal, which was completed in 1869, non-finite clauses: The team, having seen the results, felt, Having seen the results, the team, To improve the final product projections: Scientists claim that exercise prolongs life. linking: and binding: because, if projections: I think that sports / Exercise is... Page 2

3 Field: expressing ideas and experiences noun groups: numbers, describers, classifiers, qualifiers: television, a book, the pencil, all day, the children in the water, the children living in the city, The medical discovery that has had the most impact comparatives: funnier, slower, more beautiful, best a big part of a persons (person s) life, 3 times a week, The reason, a couple of people they did sport about 2-3 times a week (a couple of people who played sport 2-3 times a week), all the food you eat, The other reason, the fat in the food more then (than) 7 / 8 nominalisations: likelihood, growth, development, beauty, risk, government, capability, potential exercise, over weight (overweight), training verbs: action: subtract, peered, scanned, demolish mental (sensing): knew, believe, understood, enjoyed, hated saying: said, laughed, shouted, stated, asserted relational: are, became, has, consists of, represents, means verbal groups: wanted to improve, tried estimating phrasal verbs: fell in with the wrong crowd, look it up, put up with, put off, put out action: play, exercise, run, do, need, did mental (sensing): think, known, like, what (want) relational: is, were phrasal verbs: to burn of (off), to get good at causal relations: verbs: led to, brought on nouns: the result of the floods, the cause of the injury phrases: because of the heat, in spite of the rain dependent clauses: because the weather was bad, owing to the cyclone threat, if the cyclone hits, in order to end the suffering nouns: The reason, The other reason dependent clauses: So if you don t do sport or exercise, So that will be all you need, because I (have) known a couple of people, because you might like the sport circumstances and clauses: when: in 1614, when he arrived where: at the sign, standing on stage how: carefully, with great care, like a leopard with whom / what: with his friend, with their belongings when: more then (than) 3 times a week, 2-3 times a week, 2 times a week how: fast metaphors: get it off your chest burn fat technical vocabulary: digest, high sugar levels, niacin quoting and referencing: direct speech: The police officer said, There were no injuries. reported speech: The manager of the team said that they were referencing: Scientists believe that, According to the weather bureau, Studies have shown Page 3

4 Tenor: interacting with others speech functions: statements, questions, offers, commands subjectivity / objectivity: subjective: In my opinion objective: The response of the prime minister a series of statements expressed in simple and compound sentences subjective: I think, I (have) known objective: The reason is, The other reason is 8 / 10 modality: certainty: possibly, it suggests, tend to, might be able to, I am sure, will obligation: necessarily, must, demand, they forced frequency: tendency, typical, always inclination: like, willing, preference certainty: think, will not be able, might, will be obligation: should, need inclination: like, what (want) interpersonal meaning: feelings, attitudes: It s beautiful, very, rude, just, only, luckily, unfortunately, importance, outstanding idioms, colloquialisms, euphemisms, humour culturally specific references: dressed in black names to refer to people feelings, attitudes: fast, good appropriateness of tenor although statements made about the topic are expressed subjectively in most instances, effective use of modality positions the writer as an authority on the topic Page 4

5 Mode: creating spoken and written texts tenses: primary: past, present, future secondary: other tenses eg was sleeping, wanted to go, haven t played, was going to have to play primary - present: think, is, eat, need - past: did, were - future: will be secondary - accurate: should play, could run, don t do, will not be able to burn of (off), might like, what (want) to get good at, might need - inaccurate: (have) known 8 passive voice: active: The heavy rainfall led to some minor flooding. passive: Minor flooding was caused by the heavy rain. foregrounding: referencing: According to the statistics, As shown in the data abstract elements: The destruction of the habitat conjunctions including those in second place: Success, on the other hand, phrases and dependent clauses of cause phrases and dependent clauses of time, place, manner including consecutive phrases of time, place: In Canberra in 1975 non-finite clauses non-human elements: The lathe, Koalas human elements: specific We, general People action verbs: Draw existential subject to introduce new information interpersonal elements conjunctions: So cause: The reason, The other reason non-human: That sport interpersonal: I think appropriateness of foregrounding foregrounding of opinion and cause is appropriate for an argument coherence: introduction, topic sentences and conclusion, and the links between them print conventions: handwriting: letter formation, spacing, direction spelling: link to pronunciation and visual patterns, spelling common and uncommon words, using prefixes and suffixes punctuation: capitals, fullstops, question marks, commas, speech marks, apostrophes, semicolons, dashes, links to intonation abbreviations: cm, 2 nd, eg some coherence provided through simple introduction which prepares reader for an argument but only partially predicts the content, paragraphs lack clear topic sentences, no conclusion handwriting: legible spelling: accurate for everyday vocabulary punctuation: capitals, full stops and commas are used, although some difficulties punctuating compound sentences are evident, apostrophe of possession not used multimedia / multimodal: links between gestures, visual images, sound, light, layout, tables, spoken text and print text Page 5