Engaging in and Exploring

Review Writing
A practical guide for classroom teachers
What is Review Writing? Review writing is a factual genre that involves both summarising and critically evaluating a text or performance, exhibit or other subject. Explicit teaching of the review genre is required in schools to move students beyond simply summarising a text and concluding with a personal statement. Successful review writing involves higher order thinking skills to appraise a subject critically and present a fair, informed and reasoned evaluation of the elements involved, concluding with a personal judgement. Why Teach Review Writing? Review writing requires students to examine and analyse texts, performances and other subjects, critically evaluating content, information, opinions, theories, techniques, structure and writing or delivery styles to present a personal judgement or evaluation. It involves identifying and analysing strengths and weaknesses of a text or performance and may include suggestions for improvement. Review writing is an essential skill in itself as well as promoting critical thinking and reflection. Review writing occurs across learning areas and year levels as either a discreet text or as part of a longer text (eg Technology Design, Make, Appraise response, Stage 2 Biology source analysis, Year 10 Personal Learning Plan, Media Studies assignment). Without explicitly teaching words that show opinion about how well something has been made or done (eg safe, flexible, energy efficient) students may just use common descriptive words (eg good, nice, interesting) and therefore not be as successful in the task. Common Review Forms Reviews take many forms, for example: Book and film reviews Review of a performance (eg a play, a musical performance, a sporting activity) Review of a product, object or service (eg video game, website, artwork, a new car, a tourist destination, restaurant)

This resource has been designed to assist the classroom teacher to refine the teaching of review writing.

www.decd.sa.gov.au/literacy/

Key terms: Genre refers to any staged, purposeful social activity which is accomplished through language. Genres may also be referred to as text types. Genres are used for specific purposes with each genre having specific language features and schematic structure.

Resource Paper: June 2012

What do students need to know about the structure of Review Texts?

Review - Book
The language creating the structure of the text is italicized. The language features of review texts are detailed on P4.

Title Uses the task and book titles Introduction - Names the author/illustrator, literary genre and title. Includes a summary sentence about the main character and a brief statement of the reviewers opinion of the text.

My Book Review The Black Tower (Year 3) The Black Tower is a fantasy novel by Lee Chan. The illustrator is Sara Singh. The story shows how brave Felix is and how much he loves his sister. It is one of the best books I have ever read.

Main body - Summarises the plot and tells some of the events, but does not reveal the ending.

It tells the story of a young boy called Felix who goes on a quest to rescue his sister. She is trapped in the Black Tower by an evil warlord called Morph. He can trick people by changing into different shapes. Felix travels through forests and over mountains and fights lots of monsters on his way there. Lee Chan uses words that make it easy to imagine in your head what is happening. Sara Singh is good at drawing dragons and goblins. The story is interesting and exciting. I really enjoyed this book because I like adventure and fantasy stories. You should read it too!

Identifies strengths.

Conclusion - Concludes with a personal judgement or evaluation of the text. Gives a recommendation.

Review - Film
The language creating the structure of the text is italicized. The language features of review texts are detailed on P4.

Title Uses a pun Introduction - Includes a lead-in sentence to state the topic and capture interest. Continues with relevant background information and a summary of the topic.

Rabbit-Proof Fence has no holes! (Year 9) Australias past is filled with epic adventures in an unforgiving environment, but few films feature characters so young and vulnerable as those in RabbitProof Fence. This film recounts the true story of three little Aboriginal girls, Molly, Daisy and Gracie, who escape from detention and undertake a remarkable journey along the dog fence to be reunited with their families. The film is set in remote inland Australia in the 1930s when a disgraceful and cruel law meant that all half-caste Aboriginal children could be taken from their homes and detained in camps. Everlyn Sampi (Molly), Tianna Sansbury (Daisy) and Laura Monaghan (Gracie) perform as the three girls who defy the law and undertake a gruelling trek across thousands of kilometres of arid and unforgiving countryside. Their performances are heart warming while Kenneth Branagh admirably portrays the heartless government official. Another star of this film is the spectacular scenery. Even though the dialogue in Christine Olsens screenplay is minimal it sparks powerful reactions in the audience. This film is certainly worth seeing because it has strong performances from most actors and sensitively retells an important chapter in our history. Curious movie goers are urged to read the book by Mollys real life daughter Doris Pilkington upon which this uplifting film is based.

Main body Gives a social, cultural and historical context of the story. Names actors and the characters they play and provides an elaboration of the plot.

Expresses an opinion about the acting skills, scenery and screenplay.

Conclusion - Concludes with a personal judgement or evaluation of the film. Gives a recommendation.

Resource Paper: June 2012

What do students need to know about Review Writing?

Students need to understand the purpose and structure of a review and the language features used. The language in a review is influenced by both the content and the intended audience (who is the audience am I writing for? eg students, teachers, moderators, newspaper, academic journal). Another consideration is the identity the writer adopts (who am I writing as? e.g. student, performer, expert). Students should also consider their attitude (positive, negative or mixed) to the topic (eg are they being fair and reasoned and therefore reliable?).

What do teachers need to know about supporting students with Review Texts?
A teaching and learning cycle is a framework for a gradual release of responsibility informed by assessment of a learners literacy needs. This scaffolding develops students understandings and skills to a point where they can independently construct a text with confidence. Effective teachers embed explicit instruction for the language and literacy demands of review texts within a teaching and learning cycle.

A Teaching and Learning Cycle: a systematic and explicit approach to teaching writing
A teaching/learning cycle for topic: My Book Review

1. Setting the context finding out what students already know, engaging students, building knowledge and establishing a purpose 2. Deconstruction and modelling examining the structure of model texts and modelling text production 3. Joint construction working with students to jointly produce a text and providing a scaffold 4. Independent construction supporting students to produce their own texts and providing explicit feedback on how to improve.

the purposes of fantasy novels Work with students to group ideas and opinions Work with students to extend topic related vocabulary (eg author, illustrator, plot) and background knowledge Read the book in depth (e.g. together, guided reading) Assessment for learning: students discuss novel to show comprehension Independent construction Students independently plan, draft and write a review of an independently read novel Assessment of learning: teacher makes judgements of student review and their progress over time

Brainstorm and discuss

Setting the context

Modelling/ deconstructing Examine sample reviews to identify structure and language features Discuss purpose and audience of sample reviews Teach these using: cloze, sequencing of cut up texts, jointly constructed lists of descriptive and evaluative language Assessment as learning: teacher and students collaboratively develop a rubric for review texts

Jointly construct an introduction, Teach topic sentences and

main body and a conclusion elaboration of paragraphs in main body Assessment as learning: teacher and students collaboratively assess own progress

Joint construction

Self review reflecting on your literacy practices

Some useful resources: Housden, E 2008, Senior Text Types, Farr Books, Wilston, QLD Rozmiarek, R 2001, Persuasive Writing Years 6-9, Hawker Brownlow, Cheltenham, VIC (Reviews pages 100-129) The Learning Centre UNSW, Academic Skills Resources, Writing a Critical Review. Accessed Sep 2011 at http://www.lc.unsw.edu.au/onlib/critrev.html

Do you have a systematic and explicit approach to teaching review writing? Do you: use a teaching and learning cycle to scaffold learners? explicitly teach the structure and language features of review texts? use assessment processes to inform teaching and learning ? Do you have a planned approach to teaching review writing across the year levels and subject areas?

Resource Paper: June 2012

An annotated example of a Review - Topic: Andrew Marriners recording of Webers Concertino for Clarinet and Orchestra (Year 11)
Text Structure TEXT Language features some examples Present Tense: does, incorporates, plays Noun groups: Andrew Marriners recording of Webers Concertino for Clarinet and Orchestra, a technically challenging piece Attitude appreciation of performance: brilliant, stunning impact

Introduction - Names performer

and musical composition. Summarises main evaluation criteria considered (the performers technical skills, musicality and the contribution of the orchestra) and provides brief supportive examples of the areas to be elaborated upon in the main body of the review. Clear statement of reviewers opinion.

Andrew Marriners recording of Webers Concertino for Clarinet and Orchestra is brilliant. Not only does Marriner handle a technically challenging piece with grace and ease, but he also incorporates a great deal of musicality and emotion through his expressive dynamic variations, whilst maintaining a clear tone throughout. The orchestra also plays with accuracy and a wide dynamic range, adding interest to the recording. The overall combination is a performance of stunning impact. The concertino is a challenging piece technically; it contains many fast passages and difficult semiquaver runs. Marriner successfully tackles the fast passages with such accuracy in both the notes and rhythm that he make them sound easy. Likewise, he handles the semi-quaver runs with speed and flair. As well as mastering the technical side of the piece, Marriner also incorporates a great deal of musicality. In the opening of the introduction movement, and in a slower section later in the piece, Marriner creates an air of drama and suspense through his use of dynamics, and most notably his very gradual crescendos. Marriners accurate pitch and clear, expressive tone help to keep the suspense. In contrast to the mysterious air of suspense of the introduction and slower section, the piece also contains sections that are sprightly and cheerful. Marriner switches easily between the contrasting sections of the piece and creates a very bright mood for these sections, through his lively choice of tempo, crisp articulation and accents upon appropriate notes. Overall this helps to keep a sense of momentum and hence a feeling of brightness. There is a high level of communication between soloist and orchestra, and the orchestra supports Marriner well, laying a solid foundation for him to demonstrate his virtuosic skills. The orchestra sets the mood in the introduction, opening on a loud and striking chord to grab the audiences attention, then dropping to a low dynamic and gradually building to create an air of suspense and mystique in preparation for the clarinet entry. Throughout the piece, the orchestras dynamics support Marriners in places, and add interest in others. The combination of all these elements is a performance of sheer brilliance. Marriner not only handles the difficult piece with technical precision, but also incorporates musicality and emotion into the music through his heavily expressive dynamics, articulation and tone. Marriner is well supported by the orchestra, which also plays with musicality and dynamic contrast. There is a high level of communication between soloist and orchestra, and the changes of section and mood all come across smoothly. Overall, this is a recording of outstanding virtuosic skill and sensitivity.

Main body - Analysis and appraisal of first criterion (technical skill) with elaboration/ supporting evidence for opinion.

Conjunctions to organise text: As well as, In contrast to, Overall, Throughout Noun groups: the mysterious air of suspense of the introduction and slower section, a high level of communication between soloist and orchestra Subject specific vocabulary: notes, rhythm, semiquaver runs, movement, dynamics, crescendos, pitch, tone, tempo, Present tense: handles, incorporates Attitude judgement of performer: successfully tackles, mastering, lively choice, switches easily Attitude appreciation of performance: sprightly and cheerful, a loud and striking chord to grab the audiences attention

Analysis of second criterion (musicality) with elaboration/ supporting evidence for opinion.

Further elaboration/supporting evidence for second criterion (musicality).

Nominalisations: accuracy, suspense, articulation, introduction, mystique, preparation, entry

Analysis and appraisal of third criterion (orchestral support) with elaboration/ supporting evidence for opinion.

Conclusion - Restates overall

opinion. Summarises key points supported by concise examples that have been elaborated upon above.

Phrase acting as a conjunction to organise text: The combination of all these elements Attitude judgement of performer: heavily expressive dynamics, outstanding virtuosic skill Attitude appreciation of performance: a performance of sheer brilliance Nominalisations: combination, precision, musicality, communication, sensitivity Subject specific vocabulary: orchestra, soloist

Sequencing review writing with increasing complexity

Resource Paper: June 2012

Expressing ideas
What is the topic?

Engagement with review texts across the year levels should be guided by these continua to make choices about the complexity of the task

Simple, everyday, concrete

Technical, abstract

Interacting with others

Who is involved? Peers Different audiences including informed, knowledgeable adults

Creating coherent text

How is the message conveyed? Oral language is central to communicating a summary and opinion to others Formal written structure which may include review writing within another genre

Years R-3
Sample learning areas and topics Simple review summarises plot/event and gives personal opinion picture book a childrens theatre performance

Years 4-6
Review is more detailed and descriptive with more developed personal opinion. Storm Boy novel or film Come Out festival Vietnamese puppets

Years 7-9
Review includes a more detailed analysis of themes and strengths and weaknesses Boy Overboard by Morris Gleitzman a state ballet company performance

Years 10-12
Review summarises and critically evaluates a subject to present a fair and reasoned evaluation and personal judgement informed from various referenced sources Oodgeroo Noonuccals poetry Aboriginal Pupanya dot painting exhibition

English The Arts

Language features
Tense Present tense is used for book, film, radio, television, consumer and product reviews. Past tense is used for specific, past performance reviews e.g. a self review of a single performance that occurred in the past. characterises, genre, suspense, author, cover, stage, illustrate, fiction, plot, character, theme, musicality, articulate, phrasing, painting, audience, non-fiction, actor, script, special effects, dynamics, ornamentation, interpret act, book perform, novel, blurb animate, dialogue, portray both central characters, a performance the winning abstract the cover of the book, the main character, of stunning impact, the beautiful portrait, characters so the picture book, the enjoyable new imagery and brilliant use of metaphor in young and vulnerable, acting film, recent her recent poems, characterisation, the enduring message dinosaur exhibition articulation, interpretation, precision, in the film, the most performance, musicality popular childrens illustration theatre group, portrayal, animation, think, like, dont like, rate, dislike, imagine believe, recommend, influences, engages (to increase hate appreciate, appeals objectivity of texts, mental verbs could be nominalised eg influences, engagement) funny clown talented actors skilled performers highly creative director

Subject specific vocabulary showing increasing technicality Noun groups and nominalisations (from verbs and adjectives)

Mental verbs to reveal opinion or belief Attitude Judgement (of people and their behaviour) Attitude Appreciation (of text/performance) Attitude Affect (reviewers feelings and emotions) Conjunctions

good book

great story

exciting read, gripping tale enthralled

heart warming story, delicate interpretation, skilled brushstrokes deeply moved

enjoy

amazed

also, and, but, so, because, then

as well as, even though, although, however, when, since

in contrast, not only but also,

whilst, likewise, throughout

Resource Paper: June 2012