Blank table discussion organisation 2 Introduction Arguments for: * * * etc Arguments against: * * * etc Conclusion When you have made your grid skeleton, write the introduction. Then write one paragraph for (or one paragraph per point for) and one paragraph against (or
one paragraph per point against). Then write the conclusion Discussion organisation discussion organisation 3 Introduction (including outline of points to be discussed) Point 1: for against Then write a paragraph about point one, a paragraph about point two, etc. Point 2: for
against Point 3: for against Conclusion When you have made your grid skeleton, write the introduction. etc., etc Then write your conclusion Discussion organisation 1 discussion language features * present tense * abstract nouns * third person
* logical connectives * discussion conventions (see page 9) * complex sentences Things that you cannot see or touch h trut answer e.g justice it l i
b i s s po trust conce y belief r n welfa hope r n o s e rea despai r Audience someone* with an
interest in the topic teacher or examiner who wants to know how well you understand the issues * you may have further information on age, interests, etc. of reader Purpose * to help reader understand the issues * perhaps, to help him/her choose a side * to state all the arguments clearly * to show you understand the
issues * if necessary, to justify your opinion discussion conventions Some people say * Dont take sides say what people think Others argue * Keep it balanced, e.g Smokers would claim that On the one hand Non-smokers reply
On the other hand * Dont be too definite use conditionals It could be claimed This might mean possibly perhap s When writing with a partner.. REHEARS * E * WRITE REREAD Say each phrase
or sentence aloud Improve if possible One writes, one helps. Read back to check it makes sense Skeleton blanks Discussion text * * * *
* * * * Alternative skeleton note-taking frameworks For/against speech bubbles Double spidergram Examples of skeletons in use Taken from How to teach Writing Across the Curriculum (KS1/2) by Sue Palmer, with many
thanks to David Fulton Publishers Do we still need zoos? Zoos were originally set up so that people could see and learn about wild animals from distant lands. As more and more people became city-dwellers, never seeing animals in the wild, zoos began to house local creatures too. However, in todays world, are zoos really necessary? Since people can now see any sort of wild animal in its natural habitat, simply by tuning into a TV programme or buying a video, some animal rights activists claim that zoos are out of date. They argue that it is cruel to capture animals, transport them long distances, and then keep them caged up simply for the entertainment of human beings. Captive animals often develop zoochosis abnormal behaviour like rocking or swaying which indicates they are bored and unhappy in their prison-like conditions. On the other hand, there is a huge difference between watching an animal on screen and seeing it in real life. It could be argued that visiting a zoo is educational, often increasing peoples concern for wildlife and conservation, which is of great importance in today's developing and often overdeveloped world. Indeed, sometimes the only way to save an endangered species may be to arrange for it to be breed in captivity. Behind the scenes, zoos also provide scientists with opportunities to research into animal behaviour: modern zoos can therefore be much better planned than old-fashioned ones, providing animals
with carefully designed enclosures appropriate to their needs. It seems then, that there are still arguments for retaining zoos. These should, however, be carefully planned with the animals welfare in mind: in the modern world, there is no excuse for keeping animals in cramped or cruel Skeleton conditions. Against zoos Dont need anymore * originally for people to see animals * TV not as good as real life
now have TV, video catch, transport, cage Cruel For zoos * * Conservation zoochosis just for entertainment Not cruel *
zoos educational increase peoples interest in animals endangered species breed in zoos scientists can research in zoos well planned enclosures Text
Rohan Fox and Christopher Hoy. Photo credit: Kahunapule Michael John, flickr creative commons. 2 large scale surveys. Morobe/Madang (2014) 688 total respondents. 301 women in male headed households. All household members surveyed. Random, representative sample.
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