English



English

Introduction to Non-fiction texts

Recounts

Today we are going to remind you of the non-fiction types of text.

This session is only an introduction to recounts and how to tell a recount from other types of text

There are six main types of non-fiction text:

Recount, Instructions, Persuasion, 

Discussion, Explanation and Non-chronological reports.

Each of these types as its own purpose, structure and language features.

By knowing these text types you will be able to read and learn to write in these styles.

Today we will look at the purpose, structure and language features of Recounts

Recounts 

Purpose: The purpose of a recount is to retell events.

The prefix re means again. So to recount is to state again.

Structure: There is often an opening or setting a of a scene. E.g. I went to the park.

The events in a recount are often in the order that they happen (Chronological order):

I went to the park and I saw a pond. The pond had ducks sitting at the side of it.

A recount will often have a closing statement. E.g. I left the park and went home.

Language features: Recounts are written in the past tense.

They can be written in the first or the third person

1st person It is happening to the person writing the recount i.e. I went to the park.

3rd person. An observer is telling it. Tom went to the park, there he saw a pond.

The connectives in a recount are often: Next, then, after that. 

Recounts focus on what an individual or a group of people were doing.

The following are examples of recounts.

Newspaper reports

Diaries.

Here are three non-fiction texts. Can you tell which of these is a recount?

Text 1.

Making an omelette.

2 eggs

25g of oil

250 milk

Frying pan

Method

Take the pan and put in the oil. Heat the oil until it is hot.

Break the eggs into a bowl and add the milk. 

Beat the eggs and milk together and when mixed thoroughly, add to the frying pan.

Fry until the omlette in brown on one side and then turn it over in the pan.

When cooked remove from the pan and serve with a garnish of parsley.

Text 2

In the summer the amount of daylight that we get is more than we get in winter.

This is not because as some people think we are closer to the sun but because of the tilt of the Earth.

The Earth is actually closer to the sun in winter than it is in the summer but you would be forgiven for thinking that this can not be true after looking out of your window on a cold and frosty morning. It seems strange that as the earth gets closer to the Sun during its orbit then in the amount of daylight that we get decreases. But that is the case. It is the tilt of the Earth that determine the amount of daylight that we get and so the length of time that for us the sun is above the horizon.

Text 3

My mother got me ready for school then I had to wait for her to brush my hair and place every strand in just the perfect position. I had to show her my shoes that I had cleaned the night before and my school bag had to be neatly put on my shoulder before I could get near the door. Only after my mother was totally satisfied would I be allowed to rush out of the front door. 

I would leave home at 8 am on the dot and make my way down the lane. After a walk of about 700 metres I would be able to see the tall steeple of the school.

The playground would be full in the summer and the noise would make me want to rush into the yard and get into a good game of football before the bell went.

NLS Year 5 Booster Units. © Crown copyright 2001 11

Historical text 1

Francis Drake and the Voyage of The Golden Hind

During the reign of Queen Elizabeth I, many important voyages of discovery were made by sailors in search of new routes, new lands to conquer and treasure to plunder. One of these voyages was made by an English sailor, Francis Drake, in his ship The Golden Hind. On 13 December 1577 Francis Drake set out from England with five ships. He sailed across the Atlantic Ocean until he reached the coast of South America. The voyage was full of danger and some of the ships were not strong enough, so after some months Drake abandoned two of the ships and continued with just three. Drake ’s own ship was originally called The Pelican, but on the voyage he decided to rename it The Golden Hind. Nearly a year after leaving England, Drake found a way to reach the Pacific Ocean, through a passage called the Straits of Magellan. Unfortunately, when they reached the Pacific Ocean the ships found themselves in great danger from a terrible storm. The seas were so fierce that one of the ships was destroyed. After two months the storm came to an end and Drake was able to head northwards along the coast of South America. The ships were now passing through waters that were usually used by Spanish ships, but those ships did not normally meet any enemies there and so Drake was easily able to attack and capture the Spanish ships. Many of them were laden with treasure, which Drake happily seized. At last Drake ’s voyage took him almost to the top of North America where he found a harbour in which he could carry out some repairs to The Golden Hind. Once the ship was ready again Drake sailed westwards across the Pacific and into the Indian Ocean. From there he could sail into the Atlantic and then head back to England. He arrived home in September 1580.His voyage had lasted nearly three years and he was the first English sailor to lead a voyage that went right the way around the world.

The Spanish Armada

In May 1588 Spain was the most powerful country in the world. King Philip II of Spain was determined to conquer England and become its King. He ordered a large number of ships to be prepared to set sail and invade England. At first Queen Elizabeth I ignored the rumours of a Spanish invasion, but soon she came to realise the great danger the country was in and she made sure that England would be prepared for a battle. Eventually the Spanish were ready and over 100 ships set sail towards the English Channel. As soon as the Spanish ships were seen from the English coast, fires were lit on the hills as a signal that the invasion was coming. When the Spanish ships got close enough the English navy closed in and a great sea battle began. Once the battle began it was obvious to the Spanish that they would be defeated.Not only did the English sailors have stronger and

more powerful ships,they also made terrifying use of fire ships – boats that were deliberately set ablaze and then sent in amongst the Spanish fleet. At last the battle was over.A few Spanish ships escaped and eventually reached home,but many were sunk and to this day some of their wrecks still lie on the seabed in the English Channel.

Sequence cards using How we went to war by Pat MacDonald

NLS Year 6 Booster Units. © Crown copyright 2001 15

The authorities came round prior to September to ask my parents if they wanted their children sent to safety.My dad asked us what we thought and we ’d aid,“Yes we ’d like to go,”thinking it would be fun.

On 3rd September 1939 we were evacuated.

We got on a train that took us to Caterham in Surrey and then we were all directed to get on to different coaches.

Some went to Oxted or Limpsfield.We went to Tatsfield.We went from Brockley to Caterham,from Caterham to Tatsfied by coach.

The first people they took us to were very poor.I think they were given 7/6d a week for our keep.

When we got there it was such a poor house that the billeting officer said,“I can ’t let them stay here.It is quite obvious to me you can ’t have them.”

So the billeting lady took us to her house which was called Crayford Cottage.She had a maid called Dorothy.They were lovely to us.

We were taken into a large hall filled with lots of children.

We had to write our names and ages down on forms that were given to us.

People walked round the hall looking at all the children.Some people stopped and asked us questions.

We went to the lady at the table who took our names and new addresses.

We collected all our belongings and went outside.

Persuasive text

Mobile Nuisances!

Although not everyone would agree I strongly believe that mobile

phones should be banned.There is a great deal of evidence to

support this view.

The main reason I feel they should be banned is that research has

shown that mobile phones emit radiation,which in turn can cause

cancer and brain tumours.

A further reason is that mobile phones are a nuisance in public

places.To make matters worse people persist in shouting on the

phones in public places so they can be heard.It might be argued

that all people need to do is turn their phones off in public places,

thus stopping the nuisance.However,how many people will actually

do this?

In addition there is a clear link between mobile phones and crime.

The desire of many people who consider it ‘cool ’to own a phone has

led to some of them stealing to obtain one.

Furthermore,the cost of running a mobile phone is substantially

more than running an ordinary phone.This has led to many people

running up debts that they are unable to pay.

Therefore,although it could be argued that mobile phones are

useful for safety reasons,I believe I have shown why mobile phones

should be banned.

16 NLS Year 6 Booster Units. © Crown copyright 2001

Instructional text

How to Make a Zigzag Book

Materials:card

scissors

Sellotape

First get three pieces of card that are the same size and lay them

on a flat surface ensuring that there is a gap of about 0.5 cm

between each sheet.

Next you cut a strip of Sellotape as long as the length of the paper

and attach together two of the pieces of card.Remember to ensure

that there is the gap in the middle.

Repeat this step until all the pieces of card are attached together.

After this turn the joined pieces of card over and again use the

Sellotape to attach the pieces of card together.

Finally fold the joins between the card alternate ways.

The zigzag book is now ready to use!

Explanatory text

How an Air Bag Works

The main purpose of air bags in cars is to protect the driver if

there is an accident.When a vehicle collides with another vehicle or

object,the impact can be great,and there is the possibility of the

driver sustaining severe injuries.

Air bags have been designed to provide protection against the

impact of a collision.They are located behind the steering wheels of

cars,which are now designed so that the air bag is released when

impact reaches a certain level.

When a car is involved in a collision the impact causes the housing to

break.Next the air bag inflates in order to provide a barrier

between the driver and the windscreen.As a consequence of this,

the driver ’s chances of sustaining severe injuries are greatly

reduced.

18 NLS Year 6 Booster Units. © Crown copyright 2001

Recount text

The Day I Became a Hero

I was as amazed as anyone else when I found Brian.I was flying low

over an area of forest, miles from anywhere, when I noticed smoke.

After that I pulled round and flew in low for a better look. First,I

noticed that someone had cleared an area of trees. Then I saw the

camp. I had to circle round a couple of times. After a while I was

ready to fly in low and put the plane down on the lake. Next I

paddled across to where Brian was standing, staring at me as if I

was a ghost. Suddenly, he spoke and said his name. You could have

knocked me flat when I realised that I had found the kid!

NLS Year 6 Booster Units. © Crown copyright 2001 19

Narrative extract

Grandma ’s cottage was the cosiest you have ever seen.It had a roof

of thatch,and the prettiest garden with yellow roses all around the

door.The Big Bad Wolf didn ’t lose any time at all in getting there.

He wanted to be sure that he was well ahead of Red Riding Hood.So

he scampered through the forest and reached the cottage before

you could say “Jack Robinson ”.Once there,he quietly turned the

polished,brass handle and pushed open the wooden door.He peered

around it sneakily.There she was,fast asleep and looking as warm as

toast in her enormous four-poster bed.All that showed of Grandma

above the covers was her wonderful,lacy nightcap.Well,you know

what happened next,don ’t you?We won ’t go into the nasty details.

Suffice it to say that very soon it was the wolf,and not poor

Grandma,who was lying in the cosy bed with a lacy nightcap pulled

down between his pointed ears.

As for Red Riding Hood,she was skipping through the forest

without a care in the world.She hummed softly to herself as she

went.Little did she know what awaited her at Grandma ’s house.But

you know,don ’t you?

Extract from How we went to war by Lewis Blake

“Good Night Children,Everywhere ”

Monday,4th September 1939 was to be ‘back to school ’day for local

pupils after the summer holidays.That,at least,is what they

thought when the schools ‘broke up ’in July.But Hitler had other

plans.The war-clouds grew darker throughout the summer months,

until on Friday,1st September the Nazis invaded Poland and war

became inevitable.The signal was given for the immediate

evacuation of schools in London and other major cities to places of

greater safety from air attack.Within hours the biggest civilian

exodus in British history went into top gear.

As early as 7:00am on that warm and sunny Friday the first groups

of children,with their teachers and adult helpers,began assembling

in the school playgrounds throughout Deptford and Lewisham.Most

schools were within walking distance of their designated departure

stations,but a few needed special buses or trams to take them.

Soon the streets filled with long columns of children trudging along

the first leg of a journey which would take them they knew not

where.

Festooned with identification labels and encumbered by gas masks,

haversacks,hold-alls and suitcases,they plodded along,best foot

forward.Railway stations beckoned them:up Downham Way to Grove

Park;over the bridge to Catford;along the tramtrack to Forest Hill;

from every side to Hither Green;from east and west to New Cross

and New Cross Gate …Ladywell,Brockley,Sydenham,Bellingham,

Lewisham,Honor Oak –one and all they stood by to receive a human

tidal wave.

NLS Year 6 Booster Units. © Crown copyright 2001 21

Small groups of parents and neighbours gathered on corners to wave

the evacuees good bye –parents were not permitted on platforms

for last farewells.The onlookers eemed more upset than the

children.Parties of senior girls giggled self-consciously as they

hurried along.Senior boys affected a show of nonchalance.Mixed

juniors seemed to think it was an adventurous day out,though some

looked solemn or apprehensive.Those ‘in the infants ’were the ones

most likely to dawdle,to want to turn back,to cry …

War was not supposed to be like this.It was brave soldiers who

marched off to war,with bands playing,standards flying,and

crowds cheering.But this was a People ’s War,and here,just to

prove its topsy-turviness,the little ones were going away,leaving

the grown-ups at home to face the enemy ’s fire –and to fret for

the welfare of the children they might not live to see again .

22 NLS Year 6 Booster Units. © Crown copyright 2001

Stages 4 and 5

|Example of an recount essay written by a student |

|How did the rights of Aboriginal people change between 1945 and 1970 |

|Introduction - Orientation |1945 was the end of the war. White servicemen returned and Aboriginals who|

|Who is involved? |had been trained in jobs were sacked. The Government had a policy of |

|What is happening? |assimilation. That is, Aboriginals were expected to give up their culture |

|Where is the event taking place? |and way of life and live like White Australians. If they were willing to |

|When did the event occur? |do this they just might be eligible for an exemption certificate so that |

| |their children could attend certain schools. |

|Body - Events |Aboriginals were discriminated against and unfair restrictions were placed|

|What has taken place? |on them. These restrictions differed from state to state and included not |

|Arrange the events in a sequence (Chronological?) |being allowed in swimming pools and not being allowed to live in certain |

| |areas of shop in certain shops. Thus discrimination was rife in the 50s |

| |and 60s. |

| |Many people saw that this was unfair and racist and protest groups were |

| |formed. In 1956 the Aboriginal Australian Fellowship was started with |

| |activists like Pearl Gibbs protesting for Aboriginal rights. In 1958 the |

| |Federal Council for the Advancement of Aborigines had their first |

| |conference. The Aborigines Advancement League fought for civil and land |

| |rights and the right to education. Up until the 60s it was mainly whites |

| |fighting for the Aboriginals; but in the 60s Aboriginals became more |

| |involved. Not only were their protests within Australia, as other |

| |countries were condemning Australia’s treatment of the Aborigines. |

| |In 1945 few Aboriginals had the right to vote. In 1949 a change was made |

| |so that any Aboriginals voting in state elections (that does not include |

| |WA or Qld) could vote federally. It wasn’t until 1962 that the Electoral |

| |Act gave all Aboriginals the right to vote in Commonwealth elections. |

| |Western Australia followed with the right to vote in their state |

| |elections. Queensland held off until 1965. |

| |In 1965 university students including Charles Perkins organised a Freedom |

| |Ride to country NSW. Its aim was to bring attention to the discrimination |

| |in the towns. Also in 1965 the interpretation of assimilation was changed |

| |from forced to having a choice. It was accepted that Aboriginals could |

| |retain their identity while participating in society. |

| |In 1966 the Cattlemen’s Award meant that in that industry Aboriginals had |

| |to be paid the same award as whites. |

| |In 1967, there was a successful referendum, which meant that Aboriginals |

| |were included in the census and that the Commonwealth Government had the |

| |power to legislate over Aboriginals affairs. Unfortunately, little changed|

| |at the time because the states could still make up their own laws |

| |The main call from this time on was for land rights. The government was |

| |difficult in that it was interested in preserving its rights to minerals |

| |and logging. There were increased protests. This was the situation in |

| |1970. |

| |During the 1970’s there was action over land rights and Whitlam used the |

| |giving of land as an election policy. He kept his word. (But that was |

| |after 1970). It wasn’t until 1995 that the aboriginal embassy was |

| |registered as a cultural heritage site. |

|Conclusion - reorientation |Lots of advances had been made by 1970, but there was still a way to go. |

|See also |Biographical recount |

| |Historical recount |

| |Student sample essay - 1 |

| |Student sample essay - 2 |

Stages 4 and 5

|Example of an recount essay written by a student |

|Outline TWO significant steps leading to the recognition of land rights and native title for Indigenous Australians. |

|Introduction - Orientation |In 1973 The Whitlam government instigated an inquiry into land rights for |

|Who is involved? |Indigenous Australians. Thsi inquiry was headed by Justice Woodward and |

|What is happening? |wsas focused on the Northern Territory, as the federal government was aware|

|Where is the event taking place? |the state governments would reject any attempts at bringing in legislation |

|When did the event occur? |for land rights across the nation. |

|Body - Events |In 1974 Justice Woodward made his report with sevreal recommendations, some|

|What has taken place? |of these were that some areas of the Northern Territory be transferred to |

|Arrange the events in a sequence (Chronological?) |Aboriginal ownership; that land trusts be established to hold legal title |

| |for that land. Also that royalties should be paid for the benefit of |

| |Indigenous Asutralians for any mining done on Aboriginal land. |

| |Because of the Dismissal, the Whitlam government never got to pass the |

| |legislation. The Fraser government passed the bill with many of Justice |

| |Woodward's recommendations diluted in 1976. This Act was the first |

| |Asutralian law to allow land rights claims. |

| |The fact tha tIndigenous Australians could now make land claims caused a |

| |certain amount of panic amongst farmers and mining companies. This led to |

| |the passing of the Native Title Act of 1993. |

| |This Act allowed the recognition of Indigenous Australians' traditional |

| |rights to the land. They could seek permission to practice traditional |

| |ceremonies, gather food or live on the land without having legal ownership.|

| |At this time the National Native Title Tribunal was established and an |

| |Indigenous Land Fund was set up from 1995 to 2002, to provide funds to the |

| |Indigenous Land Corporation to purchase land and oversee land managememnt |

| |and running costs. |

|Conclusion - reorientation |The Native Title Act of 1993 and the establishment of the National Native |

| |Title Tribunal were two steps leading to the recognition or land rights and|

| |native title for Indigenous Australians. |

|See also |Biographical recount |

| |Historical recount |

| |Student sample essay - 1 |

| |Student sample essay - 2 |

Back to Essay help || Recount || Descriptive Report || Exposition || Explanation || Discussion ||

 

Stages 4 and 5

|Explanation Sample 1 |

|Student sample answer to this Essay question: |

|How has one of the following events or policies you have studied affected Australian society: |

|multiculturalism |

|Land rights and Native Title |

|The dismissal of the Whitlam Government |

|Opening Paragraph |Multiculturalism has had a major effect on Australian Society. Since |

|Outline what you are going to write about. Preview the things you are going|Australia opened her doors to other nationalities apart from the British, |

|to talk about. |she has matured and grown in many different areas. These aras include |

| |dress, language, religion, festivals, cuisine, architecture, sports and |

| |recreation. |

|Paragraphs 2, 3 and 4 |Australia has adopted many ideas from our immigrants, our lifestyle is more|

|Deal with all the things you have previewed in your introduction. Write a |relaxed and the way we dress is more comfortable in the way we can choose |

|paragraph on each point. |to wear shorts, kaftans, scarves, saris etc. |

| |The traditional English originally spoken has broadened to include words |

| |from other countries. We now have terms in our language such as cappuccino,|

| |boulevard, cul de sac and cuisine. |

| |Australia now has representatives of all major religions and can proudly |

| |say that each person is free to follow their chosen religion without |

| |persecution. |

| |The immigrants brought with them festivals and celebrations and are happy |

| |to share them with all Australians. These include Chinese New Year, |

| |Oktoberfest and several beer and wine festivals. |

| |The biggest part of traidtional Asutralian life to be changed has been the |

| |introduction of a varied style of foods. Asutralians enjoy eating and |

| |cooking the foods of the French, Chinese, Italian, Viennese, Japanese, |

| |Croatian and Greek to name a few. |

| |Our architecture has changed to a more open, relaxed and continental way of|

| |thinking. This is seen in the shopping malls and the adaptation of styles |

| |in housing, for example, the Spanish Style House and the open plans used |

| |today. |

| |New sports, such as soccer and baseball, are challenging the interest in |

| |the more traditional sports codes of league and cricket. |

|Conclusion |Multiculturalism has really benefitted Australia as a whole and, if it |

|Do not introduce any new information. |continues as successfully and as peacefully as it is at present, Australia |

|Write a statement summing up the effects of multiculturalism. |will continue to grow and prosper. |

|See also |Explanation help 1 |

| |Explanation help 2 |

| |Explanation help 3 |

| |Explanation help 4 |

| |Student sample 1 |

| |Student sample 2 |

| |Student sample 3 |

Back to Essay help || Recount || Descriptive Report || Exposition || Explanation || Discussion ||

Stages 4 and 5

|Explanation Sample 2 |

|Student sample answer to this Essay question: |

|Imagine you are an Indigenous Australian who wants the August Mining Company of Australia to stop exploring your traditional lands for minerals. Write a|

|letter to the editor of a major Australian newspaper explaining your reasons. |

|Write |your name |

|your address and the date |your address |

|the address of the editor |the date |

|a greeting |The editor |

| |The Sydney Morning Herald |

| |Sydney 2000 |

| |Dear Sir |

|Opening Paragraph |I am writing to your newsppaer in an effort to draw the attention of all |

|Outline what you are going to write about. |Australians to the devastation the August Mining Company of Australia is |

| |causing to our traditional lands. |

|Pragraphs 2 and 3 |These lands contain many sites sacred to Indigenous Australians. The August|

|Give ..... |Mining Company of Australia refuses to heed our calls to stop uraniuim |

| |mining. It is as if they are completely unaware of the Native Titles Act of|

| |1993, which acknowledges Indigenous Australian's traditional rights to the |

| |land, or perhaps they simply choose to ignore it for the sake of the |

| |almighty dollar. |

| |Surely, it is time for the government to listen to the National Native |

| |Title Tribunal and take steps to negotiate the protection of our sacred |

| |sites. I, personally, was under the impression that Native Titleholders |

| |were to have been consulted before a government agreed to give mining |

| |rights to others. I would like to know if this was actually done. |

|Conclusion |The Indigenous Australians do not want to own or take back the land; we |

|Do not introduce any new information. |simply want the respect for our traditions that our ancestors and we |

|Write a statement summing up what you have said. |deserve. |

|Conclusion |Yours truly |

|Sign off | |

|Sign your name |Your name |

|See also |Explanation help 1 |

| |Explanation help 2 |

| |Explanation help 3 |

| |Explanation help 4 |

| |Student sample 1 |

| |Student sample 2 |

| |Student sample 3 |

Back to Essay help || Recount || Descriptive Report || Exposition || Explanation || Discussion ||

Stages 4 and 5

|Explanation Sample 3 |

|Student sample answer to this Essay question: |

|Why was the Royal Commission into Aboriginal Deaths in Custody set up? What did its investigations reveal? |

|In your answer you may refer to both public opinion and the statistics of Indigenous Deaths in Custody. |

|Opening Paragraph |During the 1980s the general Australian public grew more aware of the |

|Outline what you are going to write about. |extremely high rate of deaths in custody of Indigenous Australians. |

|Pragraphs 2 and 3 |At first the minister for Aboriginal affairs announced that a Federal |

|Give support for your explanation. |Parliamentary Inquiry would be held. This was proposed after the death of |

| |seven young Indigenous men over a period of six weeks. Previous to that |

| |five Western Asutralian police officers were acquitted for the charge of |

| |manslaughter following the death of a young Indigenous man. |

| |After years of public protests and rallies being held by Indigenous and |

| |non-indigenous Australians, a Royal Commission into Aboriginal deaths in |

| |custody was set up in 1987, to ascertain why so many Indigenous |

| |Australians, as compared to non-Indigenous Australians, were in custody and|

| |why there were so many fatalities. |

| |The Royal Commission covered the period between January 1, 1980 and 31 May |

| |1989. During that time ninety-nine Aboriginal and Torres Strait Islander |

| |people died in the custody of prison, police or juvenile detention |

| |institutions. |

| |After an in-depth investigation it was revealed that the ninety-nine deaths|

| |were classified as follows: |

| |30 by hanging |

| |12 from head injuries |

| |4 from gunshot wounds |

| |7 from other external trauma |

| |9 from substance abuse |

| |37 from natural causes. |

| |It was also ascertained that of the ninety-nine Indigenous Australians,, 83|

| |were unemployed, the majority were uneducated or under-educated and forty |

| |three had been taken from their families when they were children by the |

| |state authorities. |

| |The Royal Commission also found out that Indigenous Australians in custody |

| |represented 29 times more of the gaol population than that of |

| |non-Indigenous Asutralians. This disturbing fact was put down by the |

| |RCIADIC National Report Overview of 1991 as being the result of "the |

| |economic position of the Aboriginal people, the health situation, their |

| |housing requirements, their access or non-access to an economic base, |

| |including land and employment, their situation in relation to education; |

| |the part played by alcohol -and other drugs - and its effects." |

|Conclusion |The Royal Commission was set up because of the large number of Aboriginal |

|Do not introduce any new information. |deaths in custody. Its investigations revealed that the cause lay in the |

|Write a statement summing up what you have said. |social and economic conditions and the fact that the numbers of Indigenous |

| |people in gaol were much higher than that of non-Indigenous people. |

|See also |Explanation help 1 |

| |Explanation help 2 |

| |Explanation help 3 |

| |Explanation help 4 |

| |Student sample 1 |

| |Student sample 2 |

| |Student sample 3 |

Back to Essay help || Recount || Descriptive Report || Exposition || Explanation || Discussion ||

Stages 4 and 5

|Explanation Help 3 |

|Student essay on the topic: |

|What was the Assimilation Policey and how did it affect Aboriginal Australians? |

|Opening Paragraph |The Assimilation Policy, adopted by the Australian government after World |

|Outline what you are going to write about. |War 2 in 1951 expected that Aboriginals would “live like white |

|define the Assimilation policy |Australians”. They were expected to abandon their own culture and adopt the|

|attempt to summarise how it was applied. |culture of the dominant society. The Assimilation Policy was applied to |

| |Aboriginals in a very negative way. They were penalised for their failure |

| |to live like whites, but they were not given positive incentives and |

| |opportunities that might make this policy a reality. Even those who did |

| |live like whites were not given the rights of white Australians. |

|Paragraph 2 |The labour shortage during the war meant opportunities for training and |

|Opportunity for aboriginals but the government does not help them |wages for Aboriginal people, opportunities to perhaps fulfil the aims of |

| |the assimilation policy. However, after the war, many of these |

| |opportunities disappeared as returning soldiers and migrants took over the |

| |work that had been done by Aboriginal people, depriving them of their |

| |chance to “live like White Australians.” The government did not intervene |

| |to consolidate the gains that the aboriginal people had made. |

|Paragraph 3 |Moreover, Aboriginal people were not treated like white Australians. They |

|Even Aboriginals who lived like whites were discriminated against. |were discriminated against. It was ironic that Aboriginal soldiers who |

| |served overseas and were treated as white Australians and behaved like them|

| |during the war, suffered discrimination when they returned to Australia. |

|Paragraph 4 |Another instance of discrimination was the policy of removing Aboriginal |

|Discrimination faced by all Aboriginals |children from their parents, so that they would be brought up as whites. |

| |They were placed in missions where they were trained for unskilled labour |

| |or given to white families. Some of these children successfully assimilated|

| |into white society, but most were very unhappy, some were physically and |

| |sexually abused. Aboriginals of mixed race were expected to have nothing to|

| |do with Aboriginals of full descent. They were often forbidden to mix with |

| |their own relatives, including their parents and children. |

|Paragraph 5 |Although the Assimilation policy was meant to absorb Aboriginals into white|

|Assimilation in theory |Australia, but in fact they were often segregated from it. Many Aboriginals|

|Segregation in fact. |lived on reserves where every aspect of their lives was controlled by the |

| |Welfare Departments in each state. |

|Conclusion |In 1965, the government modified the Assimilation policy, stating that the |

|Assimilation beginning to give way to Integration. |hope was that Aboriginals would choose to live like white Australians. |

| |Finally, they could see that Aboriginals had the right to a choice. This |

| |was the beginning of the policy of Integration. |

|See also |Explanation help 1 |

| |Explanation help 2 |

| |Explanation help 3 |

| |Explanation help 4 |

| |Student sample 1 |

| |Student sample 2 |

| |Student sample 3 |

Back to Essay help || Recount || Descriptive Report || Exposition || Explanation || Discussion ||

 

Biographical notes on Harriet Tubman

1820 Born in southern U.S.A. Slave owner: Edward Brodas.

1827 Age 7: sent to work for Miss Susan.

No schooling, but learned survival skills from her parents.

1831 Age 11: heard of Underground Railroad.

1833 Age 13: seriously injured by an overseer at the plantation.

1844 Married John Tubman.

1849 Escaped and made the 90-mile journey to Philadelphia.

1850 –60 Worked as a conductor on the Underground Railroad – helped about 300 slaves reach

freedom.

1861–63 Worked as nurse and spy during American Civil War. In 1863, led a raid which freed 800

slaves.

In her old age, lived in New York helping poor and homeless.

1913 Died 13 March at age 93. Given full military funeral.

The Hare and the Tortoise

The Hare thought she was the speediest thing on four legs.

She said to the Tortoise,

“You will never find anyone faster than me.” The Hare thought

that she could beat anyone in a race, and she said so to the Tortoise.

The Tortoise said,

“Try me.”

So a race was organised. The Hare and Tortoise turned up at the

track, and when the judge said,

“GO!” the hare shot off. The tortoise set off at a slow speed,

just trundling along.

Further along the track, the Hare decided that she had time for a

quick sleep. She settled down underneath a huge tree, and dozed off.

The Tortoise strolled by eventually, and tip toed past the Hare so he

didn’t wake her up. The race continued, and slowly, the tortoise got

towards the finishing line. There was still no sign of the Hare. The

tortoise walked through the winners tape, and was given a trophy for

winning the race. Just then, the Hare came hurtling round the corner,

shouting,

“I win, I win, I win!!!” But then she saw the tortoise holding the

trophy, and could not believe her eyes. The tortoise laughed, and said,

“Slow and steady wins the race.” His nickname from that day on

was “Lightning”, because he beat the hare in the race.

Answer these questions in FULL sentences.

1. What did the hare think she was good at?

2. Which animal was the fastest runner?

3. What did the hare decide to do further along the track?

4. What did the tortoise do to make sure he didn’t wake up the hare?

5. Who won the race?

6. What was he given for winning the race?

7. Why couldn’t the hare believe her eyes?

8. What was the tortoise’s nickname?

9. Why was he called this?

10. What important lesson did the hare learn?

Find 5 verbs in the story. Write them in your book.

Choose two of your verbs and write a new sentence for each one.

Find an adjective in the story. Look it up in your dictionary. Write its meaning in your book.

Think about the hare and the tortoise. They were two completely different characters.

Look at the words below. Which do you think describe the hare and which describe the tortoise? Write two lists.

loud quiet careful silly

show off sensible clever

boastful fast slow

Now write a sentence or two to describe what the hare was like. You can use some of the words above.

Write some sentences about the tortoise.

Francis Greenway

Francis Greenway was a famous convict who was born in England in 1777. His family were builders, stonemasons and architects.

In 1809 Greenway became bankrupt and so he decided to forge a contract. As a result of this crime he was sentenced to transportation to New South Wales for 14 years. This was in 1812. Two years later, in 1814, he arrived in Sydney with a letter of recommendation from ex-governor Hunter. In response to this recommendation, a ticket-of-leave was granted to him and this enabled him to establish his own business as an architect.

In March 1816 Greenway was appointed to the position of civil Architect and Assistant Engineer by Governor Macquarie. For his work he received a salary of 3 shillings (30c) per day.

For six years Greenway designed and supervised the construction of many buildings which have since become part of Australia's colonial heritage. These include St. Matthew's Church, Windsor; St Luke's Church, Liverpool; St. James' Church, Sydney; parts of Old Government House, Parramatta; Government House Stables (now the Conservatorium of Music), Sydney; the Old Hospital, Liverpool; and Hyde Park Barracks (in Macquarie Street, Sydney). The friendship between Macquarie and Greenway, however, did not last - one of the reasons was connected to Greenway's salary.

After Macquarie had been sent back to England, Greenway received only limited work from the new Governor, Brisbane. His temper did not help him to win friends or work.

Before long, Greenway's health began to fail and he fell into poverty. After his wife's death he was tricked out of his property and, in 1837, at the age of sixty he died so poor that his grave did not have a headstone.

Greenway has been described as stubborn, arrogant, temperamental and egotistical. Some even argue that his designs are mere copies and too extravagant. However, Greenway was also a man of great ability, imagination and energy, and he is remembered by many people as Australia's first architect. Most of his buildings are now part of Australia's valued colonial heritage.

Source: Exploring Literacy in School History, Write it Right Project, Disadvantaged Schools Program, Metropolitan East Region, Department of School Education, p.55

Top of Form

Bottom of Form

The Boy who cried wolf

Fill in the missing words. Choose them from the list at

the bottom. Have you spelt them properly?

__________

There was once a ____ who ____ to look after some

sheep. He thought that this _____ boring. He tried

to think of things to do, ____ he couldn't. One ____,

he played a trick on the other shepherds. He ____

down on the hill. There was nothing there to scare the

sheep. Then he ____ up and jumped up and down. He

shouted, "Help! Help! There is a wolf! It is going to

____ me!" All the shepherds ____ up the hill to help

the _____. When they ___ to the ____, the boy was

sat down, laughing a _____. "Only a joke!" he said, "I

was ____ up!" The other shepherds were ____ very

pleased. The next day, he _____ the same thing again!

The shepherds were very ____ at the young boy. The

third day, he was at work, looking after the sheep,

when a wolf ____ come! The boy shouted and

screamed, _____ no one came to help! The wolf

gobbled up the boy and licked his _____. "That will

teach _____ to tell lies!" he said.

____________

mad did fed ran boy

but got him had eat

was day boy got top not

did lips sat lot but

Eora resistance to Europeans

The Eora people had lived in the Sydney area for at least 40,000 years before the Europeans arrived. They had lived by hunting, fishing and gathering and believed that they were the guardians of the land. This lifestyle did not last.

When the Europeans arrived in 1788 they occupied sacred land and destroyed Eora hunting and fishing grounds. In 1790 the Eora people began a guerilla war against the Europeans.

In 1794 the Eora, whose leader was Pemulwuy, attacked the European settlement of Brickfield. Thirty-six British and fourteen Eora were killed during this attack. In the same year the Eora killed a British settler.  Then the British ordered that six of the tribe be killed.

The Aborigines continued to resist the European invaders by burning their crops and houses, taking food, destroying cattle and killing some settlers. In 1797 they attacked Toongabbie and within a week the farmers had to retreat and the farms were burned. In that year their leader, Pemulwuy, was captured by the British but later escaped.

By 1801 many settlers lived in fear of the Eora and the British started a campaign to destroy Aboriginal resistance. Troopers were sent to kill Aboriginal fighters and capture Pemulwauy. One year later settlers killed the leader in an ambush.

Other great Aboriginal leaders continued fighting against the White settlers. However, the guns of the British were more powerful than the Aboriginal spears. The British shot many of the Aborigines and many others died of the diseases that the British brought.

This period of Black resistance in Sydney finally ended in 1816. It is a significant period in Australian history as it showed the determination of the Aboriginal people to resist the invasion. It also demonstrated how unjustly the Aboriginal people were treated by the White invaders.

Source: Exploring Literacy in School History, Write it Right Project, Disadvantaged Schools Program, Metropolitan East Region, Department of School Education, p.66

Trench Warfare in World War 1

Trench warfare in World War 1 was a devastating experience for infantry soldiers. They were subject to enormous physical danger, acute discomfort and strict military discipline.

With regard to physical danger, the soldiers were constantly subjected to machine guns, poison gas and magazine rifles. This caused the soldiers to remain underground. Day after day and night after night, the big guns fired. Shells exploded over the trenches, scattering metal. The drain of this made them realise that they had to go 'over the top' in order to fight. With only their steel helmets to protect them, they tried to run through no man's land to attack the enemy trenches. Most of them were mowed down by machine guns or caught in barbed wire.

Apart from constant physical danger, the physical conditions of the trenches caused great discomfort to the soldiers. Both the dugouts, where the soldiers slept and ate, and the trenches themselves were usually muddy and always infested with lice and fleas. After heavy rain they often became flooded and since bodies could not be buried the smells permeated the air. These discomforts were often endured by soldiers for months at a time.

Food, on the other hand, was plentiful. The soldiers were not particularly fond of it, but it was good for them and it kept them in shape. The food consisted of tinned food, stews and meat, and biscuits. It was always supplied in vast amounts and no soldier was left starving.

Severe military discipline was enforced to keep soldiers in line and to prevent desertions due to the disillusionment and traumas that were the consequences of daily life in the trenches. Part of the disillusionment experienced by soldiers was due to their resentment towards their leaders who had better living standards and many of whom never crossed the line to where the soldiers lived in constant danger. If soldiers did attempt desertion and were caught, they would be placed on trial and if found guilty, they would be executed.

If can be seen that soldiers in the Great War lived unpleasant and uncomfortable lives. Trench warfare affected the soldiers deeply. Living in a world of dirt, constant danger as well as having to cope with strict discipline had many negative consequences.

Source: Exploring Literacy in School History, Write it Right Project, Disadvantaged Schools Program, Metropolitan East Region, Department of School Education, p.95

The Story of the Three Little Pigs

Once upon a time there were three little pigs, who went from home to seek their fortune. The first that went off met a man with a bundle of straw, and said to him:--

"Good man, give me that straw to build me a house."

The man gave the straw, and the little pig built his house with it. Presently came along a wolf, and knocked at the door, and said:--

"Little pig, little pig, let me come in."

But the pig answered:--

"No, no, by the hair of my chiny-chin-chin."

So the wolf said:--

"Then I'll huff, and I'll puff, and I'll blow your house in."

So he huffed, and he puffed, and he blew his house in, and ate up the little pig.

The second little pig met a man with a bundle of furze, and said:--

"Good man, give me that furze to build me a house."

The man gave the furze, and the pig built his house. Then once more came the wolf, and said:

"Little pig, little pig, let me come in."

" No, no, by the hair of my chiny-chin-chin."

"Then I'll puff, and I'll huff, and I'll blow your house in."

So he huffed, and he puffed, and he puffed and he huffed, and at last he blew the house in, and ate up the little pig.

The third little pig met a man with a load of bricks, and said:--

"Good man, give me those bricks to build me a house with."

The man gave the bricks, and he built his house with them. Again the wolf came, and said:--

"Little pig, little pig, let me come in."

"No, no, by the hair of my chiny-chin-chin."

"Then I'll huff, and I'll puff, and I'll blow your house in."

So he huffed, and he puffed, and he huffed, and he puffed, and he puffed and huffed; but he could NOT get the house down. Finding that he could not, with all his huffing and puffing, blow the house down, he said:--

"Little pig, I know where there is a nice field of turnips."

"Where?" said the little pig.

"Oh, in Mr Smith's field, and if you will be ready to-morrow morning we will go together, and get some for dinner."

"Very well," said the little pig. "What time do you mean to go?"

"Oh, at six o'clock."

So the little pig got up at five, and got the turnips before the wolf came crying:--

"Little pig, are you ready?"

The little pig said: "Ready! I have been and come back again, and got a nice potful for dinner."

The wolf felt very angry at this, but thought that he would be a match for the little pig somehow or other, so he said:--

"Little pig, I know where there is a nice apple-tree."

"Where?" said the pig.

"Down at Merry-garden," replied the wolf, "and if you will not deceive me I will come for you, at five o'clock to-morrow, and get some apples."

The little pig got up next morning at four o'clock, and went off for the apples, hoping to get back before the wolf came; but it took long to climb the tree, and just as he was coming down from it, he saw the wolf coming. When the wolf came up he said:--

"Little pig, what! are you here before me? Are they nice apples?"

"Yes, very," said the little pig. "I will throw you down one."

And he threw it so far that, while the wolf was gone to pick it up, the little pig jumped down and ran home. The next day the wolf came again, and said to the little pig:--

"Little pig, there is a fair in town this afternoon; will you go?'

"Oh yes," said the pig, "I will go; what time?"

"At three," said the wolf. As usual the little pig went off before the time, and got to the fair, and bought a butter-churn, which he was rolling home when he saw the wolf coming. So he got into the churn to hide, and in so doing turned it round, and it rolled down the hill with the pig in it, which frightened the wolf so much that he ran home without going to the fair. He went to the little pig's house, and told him how frightened he had been by a great round thing which came past him down the hill. Then the little pig said.--

"Ha! ha! I frightened you, then!"

Then the wolf was very angry indeed, and tried to get down the chimney in order to eat up the little pig. When the little pig saw what he was about, he put a pot full of water on the blazing fire, and, just as the wolf was coming down, he took off the cover, and in fell the wolf. Quickly the little pig clapped on the cover, and when the wolf was boiled ate him for supper.

Why was there so much opposition to conscription in the First World War?

During the First World War there was considerable opposition to conscription for the following reasons: opposition to the war among different groups, fear of increasing government power and economic factors.

One reason for so much opposition to the war was the number of different groups of people concerned. For example, many people, like revolutionary socialists, thought the war was unjust because capitalists were profiting at the workers' expense. This was because prices were increasing and wages were decreasing. People also felt no one had a right to send others to kill or be killed. There had already been many casualties and further loss of life was resisted. In addition, conscription was opposed by those who had family and personal problems, such as responsibility for dependents. Other opposition came from Irish-Australians who supported the Easter Rebellion, which had been suppressed by the British.

A second reason was fear of increasing government power. One area of concern was the War Precautions Act which restricted freedom of speech, press and association and introduced censorship. Another area of concern was the fear felt by trade union members that the government could use conscription to exert power against strikers.

Finally, there were economic factors behind the opposition to conscription. For example, many were concerned that women and coloured people would take the place of conscripted male workers. They were also afraid that if conscription was introduced agriculture would be affected by the lack of workers. Apart from these, there was the belief that the Allies needed food supplies, not men. Another factor was that Labor supporters felt conscription unjust because it put more burdens on workers who suffered higher prices and reduced incomes. If the breadwinners of families were conscripted, families would be disadvantaged.

In conclusion, opposition to conscription came from many groups and for a variety of reasons. The main reason was the rejection, by many people, of the war itself. Other important reasons were opposition to the power of the State and the impact of conscription on people's economic well-being.

Source: Exploring Literacy in School History, Write it Right Project, Disadvantaged Schools Program, Metropolitan East Region, Department of School Education, p.112

[ Historical Recount | Biographical Recount

To what extend was the 1920s a decade of hope?

The 1920s has been called a decade of hope-by the end of the decade the anti-war feeling was very high in most countries and many treaties had been signed to ensure that there would not be another war. However, it can also be argued that the twenties had a pessimistic dimension in that they prepared the world for depression. Evidence which supports both views will, therefore, need to be examined in order to state the degree to which the 1920s can be viewed as a period of hope. This evidence will include an examination of anti-war feeling, the signing of various treaties and pacts and the economic climate.

One of the main forms of evidence that indicates that the 1920s was a period of hope was the strength of anti-war feeling. Soon after World War 1 people around the world realised just how much a disaster the war had really been. They had witnessed the millions of men who had died innocently and they were affected by the millions of dollars that had been spent on the war. As a result, anti-war feeling increased in most countries around the world.

Partly as an outcome of anti-war feelings many treaties were signed so that the same mistake would not be made again. In 1925 the Locarno Pact was signed at Locarno. It was a pact between Germany, France, Belgium, Great Britain and Italy. In it, Germany agreed to accept her western frontier with France and Belgium as final and settled. In 1926 Germany joined the League of Nations. This was very significant because firstly it showed that the other nations accepted Germany as a country and secondly it showed that Germany was prepared to forget about the past and cooperate with the other nations. Generally Germany's behaviour was a signal for the world to have hope for a peaceful future.

Further evidence for a peaceful future were the Dawes and Young Plans. These plans helped Germany greatly- especially with her economy. Between 1924 and 1929 Germamy made the payments required by the Dawes Plan and expanded her economy. In 1929 an international committee headed by an American banker, Owen Young, reduced Germany's reparations from 6.6 billion pounds to 2 billion pounds to be paid off by 1988. Not surprisingly, the plan was welcomed by Germany.

Having looked at the recovery of World War 1 and the way in which the 1920s gave hope to people, the Depression, and the pessimism that arose out of this, will now be considered.

The major piece of evidence that challenges the definition of the 1920s as a period of hope was the lead up to the Depression. Under the strain of the war, the European economies had collapsed and needed a huge boost. Therefore the USA came to the rescue with giant loans to the Allies. In order to make repayments to the USA the Allies made Germany pay heavy reparations. For Germany to do this it relied on huge loans from the USA. The outcome was a system that depended on the USA: if the USA suddenly lost all its funds then the whole 'payback' system would break down and the world would experience economic problems.

Eventually the breakdown of the repayment system occurred. In October 1929 the American stock market collapsed. Americans lost confidence and called in their loans to Europe. As a result a number of European banks collapsed which meant many of their clients were unable to retrieve their savings.

Evidence of the despair and depression that resulted from these losses was plentiful: people had little to spend, businesses were unable to sell their goods, and production was cut. Many firms had to close completely. As a result, the number of unemployed rose quickly to high levels.

An analysis of the evidence above shows that the 1920s was to some extent a decade of hope. Anti-war feeling and a belief that potential causes of war were being removed were both indications of this. However, it is also clear that the 1920s heralded the depression. This was due to the increasing dependence of the European countries on the United States and the effect of these countries of the stock market crash.

Source: Exploring Literacy in School History, Write it Right Project, Disadvantaged Schools Program, Metropolitan East Region, Department of School Education, p.165-6

What has happened to the Aborigines since the time of White settlement?

In the late 18th century, when the English colonised Australia, there were small tribes, or colonies, of Aboriginal natives who had lived harmoniously and in tune with their surroundings for 40,000 years. However, there were no signs of agriculture or the Aborigines depending on the land. According to English law, this meant that they need not be recognised as rightful residents. The English immediately assumed that Australia was 'terra nullus', or uninhabited; to them it was an unsettled land which they did not have to conquer to gain power.

As a result of their belief in 'terra nullus', from 1788 onwards, the English began to occupy sacred land and use Aboriginal hunting and fishing grounds.

This abuse by the new British government soon led to Aborigines becoming involved in a physical struggle for power. The first main period of Aboriginal resistance in the Sydney area was from 1794 to 1816 when the Eora people, under the leadership of Pemulwuy, resisted the Europeans through guerilla warfare.

This resistance resulted in the colonisers using different methods of control. In the 19th century Protection Stations were set up where Aborigines were encouraged to replace their traditional lifestyles with European ones. Many Aborigines resisted, however, and as a result were shot or poisoned.

In 1909, the continuation of Aboriginal resistance led to the NSW Aborigines Protection Act which gave the Aborigines Protection Board the power to remove Aboriginal children from their own families and place them into white families, often as cheap labour.

In response to these injustices, the Aboriginal community began to fight for their rights. In 1967, they won the right to vote and in 1983, their struggle resulted in the creation of the NSW Aboriginal Land Rights Act. Their fight for land rights continues today. The Mabo case is a recent example of their success.

The events of European settlement show the extent of Aboriginal losses. They also show the resistance of the Aboriginal people and some of the gains that they have made. This is an indication that their struggle will continue and more gains will be made. In this way the enormous losses that Aboriginal people have undergone as a result of European colonisation might, to some extent, be compensated for.

Source: Exploring Literacy in School History, Write it Right Project, Disadvantaged Schools Program, Metropolitan East Region, Department of School Education, p.

Explanations

Tell me why

Write explanations to answer some of these questions. You may

answer them in any order you wish.

• Why do you wipe your feet before you come into the house?

• Why do you wear a hat, gloves and a scarf in the winter?

• Why do people borrow books from a library?

• Why do you use a knife and fork to eat?

• Why/How do people recycle?

• Why are there pictures in children’s books?

• Why do houses have windows?

• Why do we wear shoes?

• Why do people live in houses?

• Why are dictionaries in alphabetical order?

• What should you do if you’re lost?

• How does a pencil work?

• How do you tell the time?

• How do you make a pond?

• How does a bicycle work?

• Why do cars have registration plates?

Some of the questions seem really easy to answer but if you think

about things carefully you’ll find that the answer can be quite

detailed and complicated.

Don’t just tell me the answers to the questions. Try and work in

some more information and detail about the subject as well.

After you’ve answered a few of the questions above then you may

think of your own.

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