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This resource is a simple exposition, taken and adapted form Droga and Humphery (2010, p. 8) and elaborated upon using information sourced from the World Health Organisation ' Sun protection in schools: an educational package to protect children from ultraviolet ration.' (2003). The resource is an set of documents which will be used in the third lesson in order to highlight the key features of an exposition. The first document being used to highlight simple features and the second to give a more detailed vision of what the classes explanation will look like
 * Description of resource **

**Relevance to PDHPE unit** The exposition has been chosen for a number of reasons, one being its clear link to the PDHPE focus outcome, // PHC2.12 – Discusses the factors influencing personal health choices // (Board of Studies, 2006 p.32). Although not focusing specifically on the topic of nutrition and factors influencing food choices, the resource addresses a key issue in health for Australians and calls students to think about their personal health choices and the health risk factors that may influence their decisions. The text chosen, is specifically not food based in any way, so that the students are able to gain a broader understanding of the text type in and of itself before they focus in on the topic and specific language of the exposition that will later be created. The text effectively highlights the persuasiveness of facts, which plays a very important role in this unit of work.

**Literacy aspects covered in resource** There are a number of literacy aspects covered in this resource that relate directly to the lesson in creating persuasive expositions.The resource allows the teacher to model to the students the language features of an exposition (BOS, 2007, p. 35) which is an effective means of teaching students about different aspects and purposes in writing (Ljungdahl & March, 2008, p.336). At a whole text level, the resource display the basic structure of an exposition of statement of position, series of arguments and reinforcement of position as well as both having the social purpose to persuade ( BOS, 1998, p. 250; Droga & Humphery, 2010, p. 144). Whilst resource 2a shows a very basic structure and use of grammatical features of an exposition to persuade, resource 2b has a focus on some of the grammatical features that are more specific to stage 2 students, where the English modules state that "Students should be encouraged to examine closely how argument stages can be developed more effectively by using evidence presented by experts...students should focus on constructing a strong ‘statement of position’..." (BOS, 1998, p. 250). On a paragraph level, the resource is aimed to convey the purpose and structure of paragraphs in an exposition and effectively does this through the separation of the paragraph, each with their clear purpose (see appendices 2a and 2c). The resources also allow for comparison of different uses of language features in an exposition (see appendix 2c for an elaborated comparison) this is important as it allows students to understand the varied nature of text types and the ways in which writers can use different convention such as modality to further their purposes in writing ( Ljungdahl & March, 2008, p.337).

References