Summary and benefits

Nouns and noun groups are used to enhance clarity and effect in writing. To achieve this, students focus on choosing succinct noun groups for simplicity and more elaborate ones for effect, clarity and for more complex descriptions.

Examples can be found in:

• 'Seeing through a text' – 7.2, Phase 5 – exploring multimodal texts: this slide deck contains guidance on the explicit teaching of nouns and noun groups
• 'Knowing the rules to break the rules' – 8.1, Core formative task 1 – manipulating poetry: students recreate meaning in a poem using the Ouvroir de litterature potentielle (OULIPO) poetry formula by changing the nouns to adjust the meaning. The OULIPO method is a French term which stands for the 'Workshop of potential literature'.
• 'Reshaping the world' – 10.2, Phase 4, activity 3 – developing academic writing, and the associated slide deck Phase 4 – using noun groups: students explore how noun groups are used to strengthen academic writing.

Summary and benefits

Expanding vocabulary and spelling skills builds students’ ability to write with clarity and to select precise words that effectively convey meaning in the texts they create.

Examples can be found in:

• 'Powerful youth voices' – 7.1, Phase 3, resource 2 – preparing to read core text 2: students unscramble and categorise vocabulary
• 'Knowing the rules to break the rules' – 8.1, Text annotations – Barrett Browning – 8.1: students become familiar with and make predictions on unfamiliar vocabulary
• 'Representation of life experiences' – 9.1, Phase 4, activity 5 – semantic vocabulary mapping: students learn to make connections based on word associations for specific vocabulary
• 'Reshaping the world' – 10.2, Phase 5, activity 7 – implementing discourse markers: students are supported to develop their analytical writing and extend vocabulary when comparing and contrasting texts.

Summary and benefits

Sentence and clause combining involves the purposeful use of phrases, clauses and connectives to create compound and complex sentences. This allows students to combine sentence elements to create effective complex sentences in analytical writing.

Examples can be found in:

• 'Seeing through a text' – 7.2, Phase 6, activity 1c – Seldon method, bubble theory: students use the Seldon method (this … does that … doing that …) to develop analytical sentences
• 'Powerful youth voices' – 7.1, Phase 3 – adverbial phrases and clause slide deck and Phase 5 – complex sentences slide deck: students understand the roles of conjunctions, phrases and clauses in complex sentences
• 'Transport me to the 'real'' – 8.2, Phase 1, activity 5 – email writing scaffold (integrated Phase 5): students use complex sentences to express more detailed thoughts and connect ideas effectively.

Summary and benefits

Developing a thesis statement is crucial for students because it offers a roadmap for their writing. It helps students to define what the question is asking and outline the main argument or idea in their response. The clarity and depth of understanding flagged in this thesis will guide research, planning, structure and critical thinking in response to the question.

Examples can be found in:

• 'Novel voices' – 10.1, Phase 2, resource 3 – developing a thesis and Core formative task 2 – developing a thesis: students develop a thesis statement in response to a question, including highlighting keywords of the question, substituting synonyms, creating questions and using the formula such as 'Topic plus controlling idea'
• 'Reshaping the world' – 10.2, Phase 5, activity 8 – writing an extended response introduction: students develop 2 different thesis statements to explore the divided or integrated approach to a comparative extended response. Students practice writing introductions for both the divided response or integrated response.

Summary and benefits

Analytical sentences present information in a clear and precise manner, making it easier to understand complex ideas. They encourage students to break down information and examine it critically, improving their analytical skills. Constructing analytical sentences assist students to convey their thoughts logically and coherently, making their arguments more persuasive.

Examples can be found in:

• 'Escape into the world of the novel' – 7.3, Phase 4, resource 5 – embedding evidence: students explore a model for writing analytical sentences using a scaffold, students are supported to use the structure flexibly and with variety to construct analytical sentences
• 'From page to stage' – 8.3, Core formative task 3 – analysing how language is used to represent the real world: students use a writing scaffold that assists their development of coherent analytical sentences
• 'The camera never lies' – 8.4, Phase 2, activity 5 – extending analytical writing using synonyms for the verb 'shows': students use a writing scaffold to assist in preparation for short answer questions
• 'Poetic purpose' – 9.3, 'GUDYI', core formative task 3 – analytical paragraph: students complete extensive scaffolds which unpack writing a thesis statement, constructing analytical sentences and embedding evidence.

Summary and benefits

Reflective writing is used to promote personal reflection on concepts, processes and inspiration. To do this effectively, students focus on core language features such as evaluative language, and language forms that encourage the discussion of evidence and elaboration on thoughts and feelings.

Examples can be found in:

• 'Powerful youth voices' – 7.1, Phase 1, activity 3 – evaluative and reflective language: students explore reflective language and sentence structures before writing a reflection
• 'Speak the speech' – 7.4, Phase 4b, activity 7 – reflecting on composing the performance poem: students use a paragraph template to explore how their own contexts inform their understanding of the perspective and purpose of a poem
• 'Escape into the world of the novel' – 7.3, Phase 4, activity 7 – 3D format of reflection: students investigate and practise reflective writing using a 3D scaffold to support a well-structured reflective paragraph
• 'Representation of life experiences' – 9.1, Phase 3, activity 4 – reflecting on writing and Phase 5, resource 1 – the language of reflection: students explore the language of reflective writing.

Summary and benefits

Composing poetry promotes creativity and facilitates understanding of how to use figurative language for effect. Students focus on using model texts to create their own poems to express ideas, thoughts and feelings in the poetic form.

Examples can be found in:

• 'Powerful youth voices' – 7.1, Phase 1, resource 3 – creative reworking: students mimic the structure and grammatical features of a poem to reimagine it
• 'Knowing the rules to break the rules' – 8.1, Phase 3, activity 1 – composing a poem: students adhere to the conventions of a model text in composing their own poetry
• 'Powerful youth voices' – 7.1, Phase 6 – writing process slide deck and Core formative task 2 – experimenting with poetry: students are guided on using the writing process to develop and refine a composition.

Summary and benefits

Imaginative writing promotes creativity and facilitates understanding of the importance of revising drafts to craft engaging short stories. Students focus on using model texts and adaptations to express their ideas.

Examples can be found in:

• 'The camera never lies' – 8.4, Phase 2, resource 5 – sample imaginative response: students explore and identify the main idea of the story in an imaginative text as a model and then brainstorm ideas for an imaginative response on connections to family or place
• 'Representation of life experiences' – 9.1, Phase 3, activity 3 – preparing to write to explore a model adaptation of a fairytale: students prepare to write an adaptation and then draft the opening
• 'Exploring the speculative' – 9.4, Phase 5, activity 4 – planning for imaginative writing: students compose an imaginative piece to insert their created character in the 'Crazy Fun Park' television series.

Summary and benefits

Analytical writing is used to deepen understanding of context and purpose in texts and to present ideas in a structured form. To achieve this, students focus on paragraph structure and textual analysis once they have responded personally, considered the whole text and brainstormed ideas.

Examples can be found in:

• 'Knowing the rules to break the rules' – 8.1, Phase 2, activity 1 – paragraph response scaffold: students write a structured paragraph in response to a poem
• 'Knowing the rules to break the rules' – 8.1, Core formative task 2 – related song and analysis: students compare two texts using a guided scaffold
• 'Reshaping the world' – 10.2, Core formative task 5, resource 6 – comparative paragraph: students use the information provided to write an analytical paragraph and compare their response to a model response.

Summary and benefits

In academic writing, synthesis refers to the skill of combining information from multiple sources to either support or oppose an argument. To do this, students build skills in comparing and contrasting ideas, expanding on points and creating a cohesive argument.

Examples can be found in:

• 'Knowing the rules to break the rules' – 8.1, Core formative task 2 – related song and analysis: students use two texts using a guided scaffold
• 'Reshaping the world' – 10.2, Phase 5, activity 6 – preparing for the comparative paragraph, Phase 5, activity 8 – writing an extended response introduction and Phase 5, resource 6 – model comparative paragraph: students compare two poems with different contexts and styles and synthesise analysis of each text to create a cohesive response.

Summary and benefits

Students may find it difficult to develop the content (amount and complexity of ideas) they need to write extended discursive, persuasive, analytical or informative texts. Thinking routines provide a structured approach to extend the range and depth of ideas in preparation for writing.

Examples can be found in:

• 'Powerful youth voices' – 7.1, Phase 4, sequence 4 – independent analysis of poetry: students use the Harvard thinking routine Generate- Sort-Connect-ElaborateExternal link to generate ideas about a poem, then elaborate to deepen ideas and gather additional evidence to support ideas
• 'Exploring the speculative' – 9.4, Phase 5, activity 1 – speedy circles: students prepare for creative writing using speedy circles (90 seconds to turn each circle on the page into a unique image), then use the prompts to gain insights into different creative thought processes
• 'Novel voices' – 10.1, Phase 2, sequence 1 – exploring characterisation and point of view in the core text: students use the What Makes You Say That?External link thinking routine to make predictions about a text and engage in discussion with a partner to make predictions about plot and character in Louis Nowra's The Index Cards.

Summary and benefits

Embedding evidence is an essential skill that can be utilised across a variety of programs. In any personal or extended response, evidence plays a crucial role in reinforcing student arguments and providing credibility to their perspectives. By incorporating evidence, whether it is drawn from personal experiences, literature, or empirical data, students can ground their reflections and arguments in a tangible reality. This not only enhances the persuasiveness of a student response but also demonstrates a thoughtful and analytical approach to the subject matter.

Examples can be found in:

• 'Escape into the world of the novel' – 7.3, Phase 4, resource 5 – embedding evidence
  • Students explore a model for writing analytical sentences using a scaffold that focuses on encouraging students to use a variety of analytical sentences structures and how to embed evidence to support an argument
• 'Poetic purpose' – 9.3, 'GUDYI', core formative task 3 – analytical paragraph
  • Students are guided using extensive scaffolds which unpack writing a thesis statement, constructing analytical sentences and embedding evidence
• 'Reshaping the world' – 10.2, Phase 5, activity 6 – preparing for the comparative paragraph
  • Students consider the importance of synthesis in academic writing and how embedding evidence is essential to this skill.

Tips for embedding quotations

• Put single quotation marks around the 'quotation'.
  • For example, 'It has been suggested that swimming with dolphins may be helpful for depression' (Wong J 'Swimming with dolphins' in 'Transport me to the 'real'' – 8.2)
• Use an ellipsis (3 full stops …) to show that words in the quotation have been left out.
  • For example, 'I know it will be good for me in the long run...but right now I can't even leave my bed' (Wong J 'Swimming with dolphins' in 'Transport me to the 'real'' – 8.2)
• For poetry, use a diagonal slash to show a new line.
  • For example, 'you might find/ language is inside you/ shiny and speckled like a rock/that wants someone to sit on it' (van Neerven E 'All that is loved (can be saved)' in 'Reshaping the world' – 10.2)
• Longer quotations should be included in an indented paragraph. Typically, when citing more than 3 to 4 lines of a source the quote should be formatted as a free-standing quotation, omitting the quotation marks.
  • For example, Jennifer Wong in her hybrid text Swimming with dolphins refers to an evidence-based review by Beyond Blue, which states:

Does it work? One study with 30 mildly-depressed adults has evaluated swimming with dolphins. Half spent one hour a day swimming and playing with bottlenose dolphins for two weeks, and the other half swam and learnt about the marine ecosystem as a control. Both groups improved, however the dolphin group improved more. Other researchers have questioned these findings. They have argued that the swimming-only group would have been disappointed to miss out on interacting with dolphins and that the disappointment made them improve less. (Wong J ‘Swimming with dolphins’ in 'Transport me to the 'real'' – 8.2)

• Don’t include the word 'quote'.