Groups of Three – Triples

Explanation/Definition: (Copy this into your workbook)

Groups of Three (or Triples) are when you repeat an idea three times to reinforce the message.

Choose one person from the group to read out these examples:

Real estate agents say that the most important thing is ‘Location, location, location.’

An advertisement for tooth paste might say, ‘The tasty, minty, fresh taste’.

A newspaper article might begin with, ‘It’s chilly! It’s cold! It’s freezing in Melbourne!’

The old man was found in the forest, cold, tired and hungry.’

Activity

  1. Find and copy down the triples in the following paragraph.

Wearing a school uniform is easy, practical and time saving for high school students. Without a uniform we would waste time, money and effort having to buy clothes to wear to school. My mum and sister might like shopping, but I hate all that walking, browsing and waiting at the shopping centre.

Some people say the uniform is a little bit boring, all that blue, blue, blue, but I love it because blue is my favourite colour. It is a practical colour as well, because all of the dirt, food stains and pen marks can hardly be noticed. Imagine trying to keep crisp, clean, white shorts clean all day!

  1. There are many well known triples that you would have heard, but perhaps not recognised as a Group of Three. Complete the following Groups of Three in your workbook.
  1. The Good, the Bad and the ______.
  2. The fire motto: Stop, Drop and ______.
  3. Blood, sweat and ______.
  4. A Mars a day helps you work, rest and ______.
  5. Stop, look and ______, before you cross the road.
  1. Can you create a ‘triple’ to describe the following examples? Write a sentence about these topics that includes a group of three adjectives. Record them in your workbook.
  1. A brand new scooter.
  1. An amusement/fun park (like Disneyland).
  1. Explaining why kids should not have a bedtime.
  1. Tell us why technology is a good thing for teenagers.
  1. Describe why newspapers are a big waste of paper.

Facts and Statistics

Explanation/Definition: (Copy this into your workbook)

Facts and Statistics are when you use true information and numbers to show the reader what you are saying is correct.

Choose one person from the group to read out these examples (these statistics are examples only)

Drivers under the age of 25 years are involved in 33% more serious accidents than older drivers.

A suntan is evidence that the skin has been damaged by UV Rays.

Young people spend an average of 5.5 hours in front of a screen/device every day.

Activity

  1. Read each set of arguments and pick out the statement that is a fact or statistic.

It’s important to wear sunscreen when you are outside in the summer.

  1. It smells good.
  2. It’s really smart to wear sunscreen.
  3. Even a suntan is evidence that the sun has damaged the skin.

You should always drive the speed limit.

  1. Driving fast is dangerous.
  2. Speeding is a contributing factor of one-third of fatal car crashes.
  3. Speeding isn’t fun.

Our family should get a dog.

  1. I have time before and after school to walk the dog.
  2. It is fun to run with a dog.
  3. Dogs make good pets.

Frozen fruit pops are healthier than ice cream.

  1. They taste better.
  2. There is no fat in frozen fruit pops.
  3. Grape is the best flavour.

Turn over >

  1. Using the following topics, create an example using Facts or Statistics that support your argument. For this exercise they do not necessarily need to be accurate, but in your writing it is important that they are. We’ve done the first couple for you!
  1. A holidayto Bali –“More Australians travel to Bali for their holidays than any other country”.
  1. Banning junk food – “32% of Australian children are considered obese by the World Health Organisation”.
  1. Changing the age to get your Learner’s Permit to 18 years old –
  1. Banning Victorians from owning dogs on the ‘Dangerous dog breed’ list –
  1. All students should be able to attend a free camp each year –
  1. School should go until 4pm every day -

Superlatives

Explanation/Definition: (Copy this into your workbook)

Superlatives state that something is the highest or lowest quality. They often end in –est, or often have the word ‘most’ in front of an adjective.

Choose one person from the group to read out these examples:

You will catch the biggest fish you’ve ever seen on our fishing boat.

Our resort offers the most relaxing holiday you have ever had.

The house was the darkest, coldest one on the street.

Activity

  1. Find the superlative in each sentence. Write them down in your workbook.
  1. The use of thousands of plastic bags in Australia every day is one of the biggest environmental issues we need to deal with.
  1. Writing letters by hand and sending them in the mail is the slowest, most time consuming way to communicate.
  1. This chocolate ice-cream is the nicest, most delicious dessert that you will even taste.
  1. The young boy was injured in the bicycle accident; the worst injuries the doctors had seen in a long time.
  1. Change the following words into their superlative. We’ve done the first few for you. (Write both into your workbooks)

Original Word / Superlative
Cold / Coldest
Kind / Kindest
Scary
New
Bad
(hint: you need to change the word, it starts with W)
Attractive
Large
Ugly
  1. Rewrite the following sentences in your book, including a superlative to make the sentence sound more convincing.

Example:

Basic sentence:I don’t like wearing a bike helmet because they are ugly.

Sentence with a superlative: I don’t like wearing a bike helmet because they are the ugliest things I’ve ever seen.

  1. There is too much paper used in schools, it is a big waste of money.
  1. Keeping animals in cages is a cruel way to treat them.
  1. The Internet is a good invention.
  1. It is important that young children exercise every day.


Rhetorical Questions

Explanation/Definition: (Copy this into your workbook)

Rhetorical questions are used to make the audience think, but they do not require an answer.

Choose one person from the group to read out these examples:

Can we afford to ignore this dangerous situation?

Would you like to learn in these difficult conditions?

Fancy a delicious chocolate treat?

Activity

  1. Find the Rhetorical Questions in the paragraphs below. Write them down in your workbook, one line for each.
  1. Have you been told by Mum or Dad to get off the computer lately? Many young Australians are spending more and more time in front of a screen, either at the computer, television, MP3 player or mobile phone. Recent studies have shown that that a 12 year old spends an average of 3.5 hours in front of a screen every day. Can that really be true?
  2. Do you dream about having a holiday on a terrific tropical island? Then we have the most amazing offer for you. Do you love kicking back by the pool doing absolutely nothing? Well you should book now, for the cheapest and most relaxing five day getaway you will find anywhere. Just $499 for accommodation and meals for four nights and five days of bliss. Can you afford to miss this outstanding offer?
  1. Look at the Rhetorical Questions you have found in the paragraphs. What do the questions make you think about? Next to each of the questions that you found write down what you think the author wants you to think about.

Examples:

  • Do you brush your teeth every day? = How you are looking after your teeth
  • Do you want to improve your fitness in two weeks? = Your level of fitness, whether it needs to change
  1. Rhetorical questions are often used to start a letter/essay or paragraph. Can you write a Rhetorical Question to begin an essay about these topics? Write them in your workbook.
  1. Parents should not be allowed to smack their children.
  1. Every student should have a laptop computer at school.
  1. Homework should be banned.
  1. Every Australian should use less power and water.


Emotional Language

Explanation/Definition: (Copy this into your workbook)

Emotive language is when you use words and phrases to make the reader feel something as they read your writing.

Choose one person from the group to read out these examples:

The innocent puppy was found whimpering in pain, trapped under the house.

Adrenalin rushes through your body as the jet boat speedspast the steep cliff faces.

It is utterly exhausting, walking home from a tough day at school, every single day.

Activity

  1. As you can see from the examples, emotional/emotive language. Can you read the following examples and rewrite the phrase without the emotive language? Write them in your workbook.

Emotive language example / The basic event
A school blaze / A fire at the school
Player lashes out at umpire / A player yelled at the referee
I’m thrilled about his arrival
The dog viciously mauled a pensioner
The air smells disgusting and breathing is nearly impossible
The prisoner screamed hysterically
The glass shattered into millions of pieces
The paparazzi went into a wild frenzy


  1. Now we would like you to try using emotive language. Rewrite these phrases to make the reader feel more when they read them. Write them in your workbook.

Basic event or idea / Headline/Phrase with Emotive Language
A bike accident / Horrific bicycle crash
Kids aren’t eating vegetables / Kids refusing to eat their greens!
Young people spend a lot of time on the Internet
Printed books are not being sold as much now
Too much television is not healthy
This pizza tastes good
  1. Let’s practise thinking about words that might sound a bit more dramatic/emotional. Write down some of these words next to the provided word in your workbook.

Basic language / Emotive alternative
Tastes nice / delicious, scrumptious, mouth watering
Sad / depressing, heartbreaking, tragic
Hurt
Happy
Good idea
Likes


Flattery

Explanation/Definition: (Copy this into your workbook)

Flattery is when you say something nice about the reader to get them to agree with your opinion/get them on your side.

Choose one person from the group to read out these examples:

Teenagers with a great sense of fashion like you...

Public transport, as a smart person like you would know, is a great way to reduce pollution.

Surely we don’t have to tell an intelligent reader like you...

Activity

  1. The most important thing to consider when you use the technique of Flattery is to know who your audience is. When you know who you are writing the article/essay/pamphlet for then you can think about something nice to say about them. Read the following Headlines and write down who you think the piece is written for. Write the headline and the audience in your workbook.

Headline / Target Audience
Dealing with aches, pains and arthritis / Older people
New pushers fail critical safety tests / Parents of young children
Dealing with the ‘rents totes awks peeps!
Train travel becoming a tight squeeze
New program improves Maths performance in record time
Solar panels, water tanks and garden mulch all discounted


  1. So, once you know who an article might be written for, you need to think about nice things you could say about the reader. This might make them feel good about themselves, and therefore what you think. Which of the following things would the reader like to feel about themselves? Write the words you select into your workbook.

  • Intelligent
  • Lazy
  • Kind
  • Generous
  • Angry
  • Boring
  • Clever
  • Creative
  • Patient
  • Impatient
  • Rude
  • Aggressive
  • Smart
  • Funny

  1. In this task you will be given an issue/product and the target audience, you need to write down something flattering you could say about this group.

Product/Issue / Target Audience / Phrase that might flatter the audience
A treadmill / People wanting to become fitter / ‘enthusiastic individuals like you...’ or
‘people with a lot of energy like you’
Banning Facebook / Parents of teenagers / ‘responsible parents, as you are...’ or
‘others will follow your wise lead’
Changing the school uniform / Students & parents
Ticket price increase / Public transport users
Improving Indigenous education outcomes / The Prime Minister and Federal Government ministers
A brand new sports car / Wealthy people
Sugar free lollies / Parents