Stage 3 Writing: Exposition

Term: Stage Statement (extract) Weeks: 1 10

Students who have achieved Stage 3 have a sound basic knowledge of how to use English. This enables them to experiment with their talking, listening, reading and writing on different topics for an increasing range of purposes and a variety of audiences. Students structure their written texts coherently according to the social purpose of the text type. They write well-structured sentences and use a variety of grammatical features effectively. They try to adjust their writing to meet readers needs and plan, review and proofread their writing. They can construct texts for different purposes and audiences, using computer technology. They spell most common words accurately and use a variety of strategies to spell less common words. They consistently use correct punctuation and write in a fluent, legible style. Social Purpose

Expositions argue a case for or against a particular position or point of view. Structure

Expositions are organised to include a statement of position, arguments and a reinforcement of position statement. The number of arguments may vary in expositions. The statement of position stage usually includes a preview of arguments. Each argument stage consists of a point and elaboration. In the elaboration, the argument is supported by evidence. Arguments are ordered according to the writers choice, usually according to criteria of strong and weak arguments. The reinforcement of the statement of position restates the position more forcefully in the light of the arguments presented. Outcomes: Indicators:
WS 3.9 WS 3.10 WS 3.11 WS 3.12 WS 3.13 WS 3.14 writes letters to present a point of view, persuade or criticise demonstrates the importance of being well informed on a topic when writing, doing extra research if necessary, especially if the purpose is to persuade others in a plausible way argues in writing a position or point of view, raising a few related points to support view.

ESL Scales levels: Reading and Responding, Writing 1, 2 Have students make a book of class opinions on the simple topics they have orally discussed, eg What sports do 4N like? John and Maria like soccer; Tuva and Jenny dont like soccer etc. It is important that their work can be integrated and shared by the rest of the class as much as possible. ESL Scales levels: Reading and Responding, Writing 3, 4, 5 When discussing and reading a model text, ensure that the content words are well understood before asking students to focus on the structure and grammatical features of the text. Where the students understand the topic being discussed but cannot express themselves in English, encourage them to write or talk about their ideas in their first language and then they can try to translate it after they have clarified their ideas. Use sentence drills so students may practise using a particular new connective, technical language or abstract nouns in the topic area. ESL Scales levels: Reading and Responding, Writing 6, 7, 8 Compare written expositions and discussions on the same topic. Find explicit clues relating the language features, eg high modality choices, more emotive vocabulary choices in exposition, to the difference in the purpose of the texts. Use a media text as a basis for identifying words with attitude. Chart the words in a way that gives the students visual access to the positive or negative way the information has been presented. Use the positive and negative coding to decide, as a group, the world view of the author. Ask students to write an exposition on the same topic for two different audiences, such as the school principal and for classmates. Compare texts, focusing on level of formality and modality choices.

ESL Scales : Reading and Writing

Content Early Stage 3

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WS3.9

WS3.11

WS3.10 WS3.11 WS3.12

Producing Texts participate in frequent joint and independent activities to construct a wide range of literary and factual texts consolidate skills in locating resources and accessing information in preparation for writing produce a variety of texts, using a range of technology, for different audiences produce texts with attention to design, layout and graphics Skills and Strategies proofread their own texts for meaning, spelling and punctuation use a variety of spelling resources and strategies to spell unfamiliar words use correct structure, grammar and punctuation when producing texts use variety of references to assist writing and editing develop fluent NSW Foundation Style handwriting experiment with computer technology to produce different texts.

WS3.13

WS3.14

Context and Text structure activities so that students write a variety of texts for different purposes and audiences across a range of topics provide opportunities for students to reflect, analyse and evaluate their own writing and that of others Language Structures and Features model the editing of writing for consistency of point of view, cohesive structure and appropriate use of language for the intended audience assist students to identify the techniques used in argumentative and persuasive texts to influence the reader, and apply these to writing where appropriate model ways of providing specific and constructive comments about their own writing and the writing of others during peer conferencing sessions discuss with students how cohesive texts are constructed model how to change the theme of a clause and discuss the effects of such changes, linking change in theme to the use of active and passive verbs design activities for students to recognise how grammar is used in constructing effective texts.

Content Later Stage 3

WS3.9 Producing Texts produce well-planned, coherent, extended texts by applying knowledge about the writing process, eg researching, drafting, revising, editing, proofreading, structuring paragraphs write and creatively manipulate a range of text types to more sophisticated levels, eg researched historical recounts, detailed descriptions, sustained arguments and discussions with evidence, responses to artworks, multimedia projects relate to audiences through subtle use of language, eg humour, modality, irony write texts that deal with more complex and detailed subject matter to high levels of technicality and abstraction combine various channels of communication in multimedia texts, eg poetry, dramatic performance, business letters, diagrams, illustrations Skills and Strategies gain control over a comprehensive range of grammatical features and punctuation that contribute to the purpose, meaning and clarity of texts apply knowledge of spelling conventions and strategies to ensure a high level of spelling accuracy experiment with personal handwriting style to enhance fluency, speed, legibility and appeal consolidate computer skills when using a range of computer software and applications, eg tables, borders and graphics, word processors, authoring software, web pages. WS3.13 Context and Text model how to reflect on written texts in order to enhance the quality of their own writing, eg use of organisational patterns to influence readers, use of literary devices to enhance stories and poems, techniques for taking into account the interests and needs of audiences, strategies for selecting and working with a range of topics teach students to reflect critically on the effectiveness of their own writing, eg how entertaining their stories are, whether their explanations are clear, how easy it is to retrieve information from their information reports Language Structures and Features initiate discussions about the structure, grammatical features and conventions in written texts with the view to students applying this knowledge in their own writing, eg the use of dependent clauses to add detail, the use of adjectives and adjectival clauses to build character in narratives, how the elements of a clause are ordered to facilitate the flow of the text, how effective punctuation enhances readability.

WS3.14

WS3.10

WS3.11 WS3.12 WS3.12

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Grammar Focus

Building and drawing on word families to write about a topic, eg buildings, home units, shopping centres. Using pronouns to refer to people, places and things already introduced in the text, eg he, it, they. Using reported speech, eg Many people said they did not want another high-rise building in their suburb . Focusing on the information that will be theme of the clause, eg High-rise home units should not be built in suburbs. Using relating, action and thinking verbs and using evaluative language, eg It is most important to care for Australias native animals.

Students at this stage will be using terms such as:

Grammar Terminology

word family; referring word; reported speech; theme of clause; relational, action, thinking verb; evaluative language, eg important to , ugly buildings. Lesson 1: Jointly select a school/community issue. Construct an exposition in the form of a letter to the

Date

principal/student representative council. Include a position statement and several arguments to support the position. Research will be required to gather evidence to develop effective arguments. In small groups, have students design posters that express the same point of view. Lesson 2: Display a large chart with an outline of an expositions structure and organisation for students to

use when editing their own expositions. Lesson 3: Brainstorm and list emotive, descriptive and attitudinal language that can be used to write about a

particular issue, eg dead serious, important, significant. Lesson 4: Have students increase the persuasiveness of expositions by editing to build up noun groups. Select

words that will influence the readers emotions, eg Trees becomes Rare and endangered native trees Lesson 5: Brainstorm and list conjunctions that show cause and effect relationships, eg however, unless,

results in Lesson 6: Focus on distancing opinions and views from personal statements in joint constructions, eg in my

view , my belief is that , or impersonal, eg it could be said that , it is commonly accepted , or an external source could be quoted, eg most students agree , authorities claim . Lesson 7: Help students to recognise and define a problem either at school or in the wider community. Have

them conduct research by jointly constructing questions for surveys/interviews, note-taking from

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written texts. Organise the collected data to use in jointly and independently constructed expositions. Provide students with recommendations and reasons for a particular issue cut into separate strips.

Have students order these reasons from most important to least important. Use this as the framework for independent writing. Lesson 8: Have students design posters to persuade somebody else to do something they would not normally

want to do, egclean their bedroom, do their homework. Encourage students to use features of an exposition text (ie statement of position and some supporting arguments). Lesson 9: Have students construct a visual text to support a written exposition. Graphs, diagrams and tables

can be used. Consider colours and images used to ensure maximum influence on the audience. Lesson 10: Develop continuums to demonstrate modality. Locate words in sample texts that indicate viewpoint,

eg definitely, might, should, must. Order these to indicate degree of certainty, and display as a reference for student writing.

Assessment Anecdotal Observations Deskgrid Tagged Worksample: Lesson

Evaluation

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